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GEORGIA ALTERNATIVE ASSESSMENT
TRAINING FOR NEW TEACHERS
COBB COUNTY SCHOOL SYSTEM
September 2012
NORMS FOR THE DAY
Active participation
 Please silence cell phones
 NO texting zone
 Refrain from sidebar conversations
 Hold your “What ifs”
 Positive language
 No computers during presentation time
 Questions for Parking Lot

WARM UP ACTIVITY
HOW MUCH DO YOU KNOW?
EQ
How can you use the GAA
manual and the resources to
complete the GAA process?
6
WELCOME TO THE 2011-2012
GEORGIA ALTERNATE ASSESSMENT
•
•
•
This slide presentation is designed to provide trainers
and teachers with the information and resources
necessary to administer the 2011-2012 GAA in their
schools and systems.
Companion presentations are available on the GAA
Presentations portlet on the GAA webpage with
information specific to various topics and audiences.
These presentations serve as introductory
components for training. Reading and understanding
the GAA Examiner’s Manual, 2011-2012, is necessary
to implement the portfolio process.
660
Ave
92%
GAA SCORES MUST BE IN GOALVIEW
•It is the current case manager’s responsibility
to put last year’s GAA scores into Goalview.
•Follow Compliance Wimba instructions.
•1st & 2nd grade HELP (SID/PID) or selected Brigance
CIB II scores need to be put in Goalview by next IEP or
Feb. 10th – whichever comes first.
WE DO NOT TEACH GAA…..

GAA is evidence we are teaching what we are
supposed to be teaching.
No “GAA Days”
 Don’t tell parents something/anything is not going to
happen because we have to do GAA

 Homework,


CBI, progress reports, etc
Don’t put GAA on your daily schedule
GAA is not an isolated event but instructional tasks
that should be moving a student over time through
planned instruction for progress
OVERVIEW OF THE GAA



The GAA is a portfolio of student work provided
as evidence that a student is making progress
toward grade-level academic standards, often at
a pre-requisite or entry level.
Evidence provided must show student work that
is aligned to specific grade-level standards,
adapted to meet the student’s cognitive,
communication, physical and/or sensory
impairments.
The Georgia Alternate Assessment meets NCLB
and IDEA mandates.
11
WHAT IS A PORTFOLIO ASSESSMENT?
a purposeful collection of student work that
exhibits the student's efforts, progress, and
achievements in one or more areas of the
curriculum.
 It is not an isolated test on a certain date.
 Selected samples to show progress

WHAT DOES A PORTFOLIO LOOK LIKE?
Page
35&36
Does the student have a
disability that presents “unique
and significant” challenges to
participation in statewide
assessments regardless of
available accommodations?
Does the student have
significant intellectual
disabilities or a
combination of intellectual
disabilities with motor,
sensory, or emotional
behavior disabilities?
Does the student require
substantial adaptations and
support to access the general
education curriculum?
Page
7
GRADUATION REQUIREMENTS
Participate in GAA at least 1 year during MS
 Pass GAA at HS
 Complete required Carnegie Units in ACCESS
courses –






9th grade lit, 10th grade lit, British Lit, American Lit
Math I, Math II, Math III (do not require Math IV)
Biology, Physical Science, Environmental Science & 4th science
US History, Economics, Government, World History
Stay in School until age 22 or transition to a
work/education/living arrangement with support
provided by entity other than the school
GAA CALENDAR

Sept. 6th
GAA Window opens

October 3-7, 2011
First GAA Accountability Review

November 4, 2011
1st Collection Completed (continue gathering
evidence for 2nd collection)

December 5-9, 2011
Second GAA Accountability Review

February 10, 2012
Evidence collection completed

February 13-17, 2012
Third GAA Accountability Review

March 5-9, 2012
Final Portfolios Review

March 14-15, 2012
Portfolios due to warehouse
PLANNING
EXAMINERS MANUAL

Tab pages
2010-2011 GAA BLUEPRINT
PAGE 153

The Blueprint outlines the requirements of
the GAA.

The Blueprint identifies the curriculum
standards that are required and eligible for
assessment on the GAA.

The Blueprint, by grade, can be found in
Appendix D of the GAA Examiner’s Manual,
2010-2011.
20
22
CURRICULUM STANDARDS
AND ELEMENTS

The curriculum standards are the goals for
instruction, learning, and assessment in each of
the content areas.

Elements are the specific concepts and skills that
make up the curriculum standards.

The curriculum standard and element
descriptions, by grade, can be found in Appendix E
of the GAA Examiner’s Manual, 2011-2012.
Page
165
23
Appendix E–Standards
Elements
PORTFOLIO COMPONENTS

Grades K*, 3-8





ELA – 2 entries
Math – 2 entries
Science – 1 entry (3-8 only)
Social Studies – 1 entry (3-8 only)
Grade 11





ELA – 2 entries
Math – 2 entries
Science – 2 entries
Social Studies – 2 entries
Page 9
Portfolio Components
TERMINOLOGY FOR THE GAA
TYPES OF EVIDENCE

Primary Evidence


Demonstrates knowledge/skills by showing the
student’s engagement in instructional tasks
Secondary Evidence

Reports knowledge/skills by documenting,
charting, or interpreting the student’s performance
PRIMARY EVIDENCE

Primary Evidence (shows what the student knows)

Series of captioned photographs (2 or more) page 18

Permanent product

Videotape; audiotape (with script)

Work sample
Definitions 14-17
samples p 17=30
page 20
page 23
page 21
Page 18
Page 18
SECONDARY EVIDENCE

Secondary Evidence (reports what the
student knows)
 Data sheet (Charts/Graphs) page 29
 Interview page 27
 Observation (Anecdotal record) page 25
 An additional piece of Primary Evidence
samples p 24-30
CRITICAL TO USE APPROPRIATE TYPE OF
EVIDENCE

23% of all failed entries did not meet
requirements for evidence
 Included
determining correctness of responses
COLLECTION PERIODS

For each entry, there are two collection
periods.



Collection Period 1 shows the student’s initial skill.
Collection Period 2 shows the student’s progress.
For each collection period, there must be two
pieces of evidence: Primary Evidence and
Secondary Evidence.

Therefore, there are 4 pieces of evidence in each
entry.
The Anatomy of a GAA Entry
Collection 1
Collection 2
BASELINE
PROGRESS
PRIMARY
1
Secondary
1
14 + Days
PRIMARY
2
Secondary
2
PROGRESS

Three ways
 Increased
accuracy
 Increased complexity
 Increased independence (Decreased prompt level)

Start with what Progress should look like….
 Don’t
wait until the end to try and figure it out.
EXAMPLES OF PROGRESS

3/10 correct to 5/6 correct

From a field of 2 with 1 correct & 1 distractor
to choosing from a field of 3 with 2
distractors

From 5 physical prompts to 3 physical prompts
HOW WOULD YOU SHOW PROGRESS?
HOW WOULD YOU SHOW PROGRESS?
SCORING FOR GAA
Scoring Rubric
Page 59 - 60
37
NON-SCORABLE ENTRIES

Page 61-62
GENERALIZATION IS CRITICAL
No portfolios failed because of generalization
 Over 50% of the scores of ‘2’ were students
who were not MOID/SID/PID
 2 or more locations with interactions with nondisabled peers or community members.

CHOOSING THE STANDARD AND
ELEMENT FOR ASSESSMENT
Choosing the type of evidence to
best showcase the student’s skill
Page 50 Tips and Tools
41
CHOOSING THE CORRECT
STANDARD AND ELEMENT
Creating units and instructional activities that
can be used for multiple students is
encouraged.
− However, the activities must be tailored to
the needs and the abilities of the individual
student.
42
Choose 1 standard & 1 element for Each Entry
All Collection Period 1 tasks must be completed before Collection Period 2 tasks are
begun – for each entry
ALIGNMENT TO STANDARD

64% of all failed entries were an alignment
issue
 47%
were NAB: One or both tasks for collection1
did not align to standard and element
 26% were NAC: One or both tasks for collection 2
did not align to standard and element
 25% were NAA: none of tasks aligned
45
ALIGNMENT THROUGH
PREREQUISITE SKILLS
Instructional tasks submitted for the
assessment can focus on prerequisite skills
that allow the student to be exposed to and
assessed on the standard/element at a level
that is meaningful and purposeful for the
student.
 Prerequisite skills must still focus on the
intent of the grade level standard and
element.

46
PREREQUISITE SKILLS

A Prerequisite Skill is one that is essential
to the acquisition of the standard and
element.
 Addresses
the intent of the standard and
element being assessed

If you begin collection 1 with a prerequisite
 stay
with the prerequisite.
47
IS IT A PREREQUISITE SKILL?

To determine if a skill is truly a prerequisite
to learning the targeted skill, the following
questions should be asked :
1.
2.
3.
Can working on this skill eventually lead to the
skill targeted by the element (at a less complex
level)?
Is the skill prerequisite for the intent of the
standard and element?
Should acquisition of the skill be part of the
instruction that precedes the assessment?
48
IS IT A PREREQUISITE SKILL?
M3N5 c. Understand the fraction a/b represents a equal sized
parts of a whole that is divided into b equal sized parts.

Student is identifying numbers through matching.
1.
Does number identification alone ever get the
student closer to an understanding of fractions?
NO
2.
3.
A student has to be able to identify number
representations only if the task is designed using
fractional numbers.
In this case, number identification is not a
prerequisite for this standard and element; it could
be a part of the ongoing instruction that precedes
the assessment via this particular task.
49
IS IT A PREREQUISITE SKILL?
M3N5 c. Understand the fraction a/b represents a equal sized
parts of a whole that is divided into b equal sized parts.

Student is using manipulatives to demonstrate
fractional representation based on parts of a
whole.
1.
Can repeated exposure to parts of a whole ever get the
student closer to an understanding of fractions?
Yes
2.
3.
This skill is a prerequisite as it addresses the intent of
the standard and element.
This could be a part of ongoing instruction both before
and after the baseline task is presented as a means of
familiarizing the student with the terms, materials, and
concepts necessary to access the standard and to
show progress.
IS IT A PREREQUISITE SKILL?
50
S4E3 a. Demonstrate how water changes states from solid
(ice)
to liquid (water) to gas (water vapor/steam) and changes from
gas to liquid to solid.

Student is working on identifying different states
of water (solid/ice and liquid/water).
1.
Can repeated exposure to ice and water get the student
closer to an understanding of how water changes to
different states.
Yes
2.
3.
This skill is a prerequisite as it addresses the intent of
the standard and element.
This could be a part of ongoing instruction both before
and after the baseline task is presented as a means of
familiarizing the student with the terms, materials, and
concepts necessary to access the standard and to show
progress.
51
WHAT IS ALIGNMENT?
Alignment is the connection between the
written, taught, and tested curriculum*.
 The connection must be to grade-level
academic standards.
 Assessment tasks can be decreased in depth,
breadth, and complexity but must still connect
back to the intent of the standard and element
being assessed.

*Diane Browder, UNCC, 2006
52
VALIDATION CHECK FOR ALIGNMENT
Have opportunities for teaching and learning
aligned to the assessed content been provided?


*

When looking at the skill in isolation, can you still
identify the academic domain?
Could a curriculum content expert link it back to the
specific state standard?
Has the intent of the element been addressed?
Do all four assessment tasks align to the standard
and element?
53
THE INTENT OF THE
STANDARD AND ELEMENT

The intent of the standard and element
refers to the “Big Idea” that which they
were designed to teach.
 E.g.,
ELA6LSV1 (b) Displays appropriate turn
taking behaviors
 The intent of this LSV standard is for the
student to display appropriate turn-taking
behaviors during student-to-teacher, studentto-student, and group verbal interactions.
54
THE INTENT OF THE
STANDARD AND ELEMENT

Do the following tasks address the intent of
this LSV standard and element?
Waiting in line for a turn at the drinking fountain
NO
Participating in a conversation about your weekend
YES
Playing a game of catch
NO
Responding to questions about your likes and dislikes
YES
55
THE INTENT OF THE
STANDARD AND ELEMENT

What is the intent of the following
standard?
 E.g.,
S5P2 (c) Investigate the properties of a
substance before, during, and after a chemical
reaction to find evidence of change.
 The intent of this Physical Science standard is
for the student to recognize the effects of a
chemical reaction.
56
THE INTENT OF THE
STANDARD AND ELEMENT

Do the following tasks address the intent of
this Physical Science standard and element?
Baking brownies for a bake sale
NO
Recognizing that the brownies changed states after baking;
stating that heat caused chemical reaction
YES
Making iced tea while working in the school cafeteria
NO
Recognizing that tarnished pennies soaked in lemon juice
become shiny again, while pennies soaked in water do not
YES
57
ALIGNMENT SCENARIOS
Consider the following examples:
Example 1: Georgia Studies
Economic Understandings
 SS8E5
– The student will explain personal
money management choices in terms of
income, spending, credit, saving, and investing.


What is the intent of this standard?
What are some ways this standard can be
accessed by students with significant cognitive
disabilities (SWSD)?
58
Completed a worksheet where she had
to identify the coins and dollar bill by
name.
The student will explain personal money
management choices in terms of
income, spending, credit, saving and
investing.
Before student can explain…..she must
first learn how to count money and
understand its value in order to make a
purchase in terms of spending
Completed a worksheet where she had
to identify the coins and dollar bill by
value.
Made a purchase at the vending
machine and completed a worksheet
where she had to answer questions
pertaining to that purchase.
Was required to make a purchase(s) and
calculate how much change she would
have left over.
59
ALIGNMENT SCENARIOS




When looking at the skill in isolation, can you identify
the academic domain?
NO
Could a curriculum expert link it back to the standard?
NO
Has the intent of the standard been addressed?
NO
Is this a prerequisite skill for this task?
This skill is NOT a prerequisite for access to this
standard.
The task is NOT aligned.
60
“N
was required to make
a purchase, calculate her
change, and stay within her
budget.”
This task was submitted for
the same student for
Collection Period 2.
61
ALIGNMENT SCENARIOS
When looking at the skill in isolation, can you
identify the academic domain?
YES
 Could a curriculum expert link it back to the
standard?
YES
 Has the intent of the standard been
addressed?
YES
 Is this a prerequisite skill for this task?
This is an aligned task.

62
ALIGNMENT SCENARIOS
Example 2: Data Analysis and Probability
MM1D1– Students will determine the
number of outcomes related to a given
event.
 (a) Apply the addition and multiplication
principles of counting.

 What
is the intent of this standard and element?
 What are some ways this standard can be
accessed by students with significant cognitive
disabilities (SWSD)?
63
Student was given a worksheet with single
digit addition symbols/fact. The student
was instructed to computer the sum for
each problem by counting symbols.
Students will determine the number
outcomes related to a given event
A. Apply the addition and multiplication
principals of counting.
Before the student can apply addition
principles of countint, the student must
learn to add numbers.
Student was given a worksheet with single
digit addition facts. The student was
instructed to use the pictures to write the
correct number to compute the addition
problem.
Student was given a worksheet with
addition facts. Was instructed to write the
correct number used to represent the
symbols and compute the addition
problem.
Student was given a worksheet with two
digit addition by one digit. The student
was instructed to complete the addition
problems..
64
“THE STUDENT WAS GIVEN A
WORKSHEET WITH SINGLE
DIGIT ADDITION
SYMBOLS/FACTS. THE
STUDENT WAS INSTRUCTED TO
COUNT THE PICTURES TO
WRITE THE CORRECT NUMBER
TO COMPUTE THE ADDITION
PROBLEMS.”
Students will determine the number
outcomes related to a given event
A. Apply the addition and multiplication
principals of counting.
so we say 1, 2, 3,........n.... when what
we are doing is
1, 1+1=2, 2+1=3, 3+1=4........n+1=...
65
ALIGNMENT SCENARIOS




When looking at the skill in isolation, can you identify
the academic domain?
YES
Could a curriculum expert link it back to the standard?
NO
Has the intent of the standard been addressed?
NO
Is this a prerequisite skill needed for this task?
This skill is NOT a prerequisite for access to this
standard.
The task is NOT aligned.
66
“THE STUDENT WAS GIVEN A
WORKSHEET WITH TWO DIGIT
ADDITION BY ONE AND TWO
DIGITS. THE STUDENT WAS
INSTRUCTED TO COMPUTE
THE ADDITION PROBLEMS.”
67
ALIGNMENT SCENARIOS
Example 3: Data Analysis and Probability
MM1D1– Students will determine the number
of outcomes related to a given event.
 (a) Apply the addition and multiplication
principles of counting.

 The
following task addresses the addition and
multiplication principles of counting by adding the
possible number of outcomes based on the
combination of events…in a simplified way.
68
“K
WILL DETERMINE
THE NUMBER OF POSSIBLE
OUTCOMES WHEN MAKING
SANDWICHES WITH TWO
TYPES OF BREAD AND TWO
KINDS OF MEAT.”
69
ALIGNMENT SCENARIOS
When looking at the skill in isolation, can you
identify the academic domain?
YES
 Could a curriculum expert link it back to the
standard?
YES
 Has the intent of the standard been
addressed?
YES
 Is this a prerequisite skill for this task?
This is an aligned task.

SAMPLE ENTRIES

Page 63
BLANK FORMS

Page 139-150
P 75
ANNOTATION FORM

Required for all Primary Evidence
 Captioned
photos
 Work Samples
 Finished Products
 Video/Audio
Complete and thorough documentation of
evidence is critical!
•
The student’s task and responses must be
clearly and specifically described and evaluated
or graded.
−
If the correctness of the student response cannot be
verified, the entry will receive the Nonscorable
Code of IE (Insufficient Evidence).
73
EFFECTIVE EVIDENCE DOCUMENTATION

Each piece of evidence should be annotated to
answer these questions:






What, specifically, was the student asked to do?
What were the questions or actions asked of the
student?
How did he/she respond?
Were those responses correct?
P 16
P. 50
74
ENTRY SHEETS
Pages 32-33



The Entry Sheet serves as the Table of Contents
which organizes the entry.
The Entry Sheet must be filled out completely and
accurately in order for the entry to be scorable.
Use electronic version
.
75
ENTRY SHEETS
Samples

It is of utmost importance that the Entry Sheet be
filled out completely with all required information.



Dates recorded for the tasks on the Entry Sheet must
match those found on the evidence.
Task descriptions written on the Entry Sheet must be the
same as those submitted as evidence.
Inclusion of Characteristics of Science for Science entry
is required for scoring.
76

The Entry Sheet is not the place to
include annotations about student
performance, interactions, settings, and
prompting.
2011-2012
GAA
ENTRY SHEET
2011-2012
GAA
ENTRY SHEET
(PAGE 2)
CHARACTERISTIC OF SCIENCE
REQUIRED
 Listed in manual

QUESTIONS
WHERE DO I START?
Select
Standard
Progress?
Plan
Instruction
Collect
Evidence
Adapt
materials
Plan
evidence
Compile
portfolio
RESOURCES

Don’t reinvent the wheel
DOE ELECTRONIC RESOURCE BOARD

http://admin.doe.k12.ga.us/gadoe/sla/agps.n
sf
COBB SUPPORT BLOG

http://www.pickettsmill.typepad.com/pritchard
COBB SCHOOL DISTRICT
TESTING SITE

http://support.cobbk12.org/SSSpecialEduc
ation/gaa/gaa.htm
INFORMATION ON GPS

www.georgiastandards.org
COBB VIRTUAL LIBRARY

http://cvl.cobbk12.org/
BOARDMAKER SHARE

www.boardmakershare.com
password
requires
ACTIVITY EXCHANGE FOR CLASSROOM SUITE

www.intellitools.com
requires password
LOCAL SUPPORT
AT staff
 ID Trainers
 Local educators
 Peers in other schools
 Focus groups
 IF you need help – you have to ask

 document
QUESTIONS ABOUT GAA
SIMPLE MACHINES



S4P3 Students will demonstrate the relationship between the application of
a force and the resulting change in position and motion on an object.
a.
Identify simple machines and explain their uses (lever, pulley,
wedge, inclined plane, screw, wheel and axle).
S8P3 Students will investigate relationship between force, mass, and the
motion of objects.
 c. Demonstrate the effect of simple machines (lever, inclined plane,
pulley, wedge, screw, and wheel and axle) on work.
SPS8 Students will determine relationships among force, mass, and motion.

e. Calculate amounts of work and mechanical advantage using simple
machines.

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