General School Presentation

Report
Planning Instruction
That aligns with GPS and meets
GAA requirements
WE
DO NOT
TEACH GAA!
GAA is evidence that appropriate instruction has occurred.
New Curriculum Guides:
Developed by successful teachers
Provides structure in time frame & content
Uses basic materials available to MOID/SID/PID classrooms
Allows use of unit instruction to hit multiple grade levels and
multiple standards
Allows collection of GAA evidence earlier
Insures instruction is aligned to standards throughout the year – not
just for GAA
New Curriculum Guides:
Developed by successful teachers
Provides structure in time frame & content
Uses basic materials available to
MOID/SID/PID classrooms
Allows use of unit instruction to hit multiple
grade levels and multiple standards
Allows collection of GAA evidence earlier
Insures instruction is aligned to standards
throughout the year – not just for GAA
Elementary:
Middle School:
High School:
Grade level standards
There is no expectation that our students
will master the standards
Progress will look very different for our
students
GPS does not replace our directive to
teach functional skills as in the IEP
We are NOT teaching the
standards
We are aligning our instruction to GPS
Exposing our students to same
standards/content as their peers
Providing ACCESS for our students to
the general education curriculum at a
meaningful level
Success for our students will look
different
Students do not have to master standards
They have to make progress with
materials/context of the standard
Examiner’s Manual should be in hands of
person collecting data for GAA
Everything is online
There is no need to lock away the
manuals, forms, or any materials
that have not been filled out
Teachers need access to the
manual and other materials at all
times during the process.
Examiner’s Manual vs Blueprint
Abbreviated blueprint lists the
standard numbers that you can
select from
Examiner’s manual has all the
instructions, examples, forms, and
an expanded blueprint with full
standard element description
Everything you need is online:
http://public.doe.k12.ga.us/ci_testing.as
px?folderID=241&m=links&ft=GAA%20
Resources
Use electronic forms
Lessens chance for errors
Makes corrections easier
Easier to for reader to read
Overview of GAA
The GAA is a portfolio of student work
provided as evidence that a student is
making progress toward grade-level
academic standards.
Evidence provided must show
instructional activities and student work
that is aligned to specific grade-level
standards.
High Stakes Testing
Comparable to CRCT
Must be kept in secure (i.e., locked)
location – after annotated
CANNOT be copied for any reason –
including parents
Parent Report
Cannot make copies or share entries
with parents
Parents will receive report
– Will include score on each component of
rubric
– Will indicate how/what was taught
GAA Portfolio Components
Grades K-2
English/Language Arts: 2 standards/entries
Mathematics: 2 standards/entries
Grades 3-8 and 11
English/Language Arts: 2 standards/entries
Mathematics: 2 standards/entries
Science: 1 standard/entry, paired with
Characteristics of Science Standard
Social Studies: 1 standard/entry
2 Collection Periods
one to show the student’s initial skill and
the second to show progress.
The window between Collection Period
1 and Collection Period 2 is from a
minimum of 3 weeks to a maximum of 5
months.
Primary Evidence
Collection Period 1
Initial/Baseline
Secondary Evidence
Entry
(e.g., Reading
Comprehension
Standard)
Primary Evidence
Collection Period 2
Progress
Secondary Evidence
Primary (shows what the student knows)
• Student work sample
• Permanent product
• Videotape; audiotape (with script)
• Series of Captioned Photos
Secondary (reports what the student knows)
• Data sheet (Charts/Graphs)
• Interview
• Observation (Anecdotal record)
• An additional piece of primary evidence
Entries will be scored for 4 dimensions
Fidelity to Standard assesses the degree to which the student’s work
addresses the grade-level standard to which it is aligned.
Context assesses the degree to which the student work exhibits the use
of grade-appropriate materials in a purposeful and natural/real-world
application.
Achievement/Progress assesses the increase in the student’s proficiency of
skill across the two collection periods.
Ways to show progress across the periods include documenting
» an increase in accuracy,
» a decrease in prompting/supports, and/or
» an increase in the complexity of the student’s tasks and
skills.
Generalization assesses the student’s ability to apply the learned skill
in other settings and with various individuals other than the teacher
or paraprofessional.
• This dimension is scored based on the evidence across all
entries.
Note: changes to show generalization must be
purposeful
Complete an Entry Sheet for
each entry
Be certain that you have recorded the correct standard
number and its matching description.
Describe, specifically, the tasks that the student was
assessed on for each collection period.
Record, by check-mark, the types of Primary and
Secondary Evidence you are including.
The Entry Sheet must be completed correctly for the
entry to be scoreable.
Think about: grade-appropriate
materials, real-world or natural
applications, a variety of settings,
and opportunities for interactions
with peers and community
members.
Selecting Appropriate Evidence
– Consider verbs when selecting – what kind
of evidence will demonstrate that concept
& show progress?
– Use language from standard/element
(nouns & verbs)
Examples of good standards/elements
& poor standards/elements for GAA
Essentials for GAA success
Plan ahead
Read the manual
Choose appropriate standards/elements
Provide appropriate materials & adaptation
for individual progress (careful of cut &
paste)
Use DOE Electronic Resource Board
Choose evidence that shows progress
related to standard
We are not teaching the
standards
We are providing our students with
exposure the same curriculum as their
general education peers.
We are aligning our instruction with grade
level/appropriate content
We are allowing our students access to
the standards
Our job is to provide materials and
instruction to create a bridge...
Special
Education
GPS
Grade level or developmental?
Overall content should be grade/age
appropriate and similar to what general
ed peers are experiencing
May use materials adapted for
developmental levels if they relate to
grade level content (prerequisites)
Be age respectful
Training powerpoint from DOE
http://public.doe.k12.ga.us/ci_testing.as
px?PageReq=CI_TESTING_GAA
Resources
Work Smarter
Not Harder
GA DOE
Electronic Resource Board
http://gadoe.georgiastandards.org/impairm
ent.aspx
Blog for support
– www.pickettsmill.typepad.com/pritchard
Free materials
– www.adaptedlearning.com
– www.intellitools.com Activity Exchange
– www.learningmagic.com
POWERPOINT
• www.pppst.com
• http://its.leesummit.k12.mo.us/powerpoint.htm
» NEBO
–

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