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.