GAA Fall 2013 Session 4 Basic of the GAA Part 2

Report
Georgia Alternate Assessment
Understanding the Basics of the GAA
Part Two
Alignment
Documentation
Completing the Forms
Organizing and Submitting the Portfolio
Session 4
Recording:
https://sas.elluminate.com/mr.jnlp?suid=M.90DCECCBCD96A9A36E2
A267F1AF165&sid=2012003
1
Welcome to Session 4
The Basics of the GAA (Part 2)
This session will begin at 2:30 p.m.
The power point is located in the GAA Presentations Portlet at this location:
http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/GAA-Presentations.aspx
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2
2013-2014 GAA
• The 2013-2014 series of webinars (Sessions 1-8)
serve as introductory components for informing and
training system staff in the planning,
implementation, and submission of the GAA
portfolios.
• Reading and understanding the GAA Examiner’s
Manual 2013-2014 and the materials provided
through the webinar trainings are necessary to
understand the policies and procedures required for
the administration of the GAA.
3
Overview of This Presentation
• Alignment to the intent of the
standard
• Effective documentation
• Forms to complete
• Organization of the portfolio
components
4
Review of Session #3 – Basics Part 1
• Portfolio components: Page 10 in manual
• Entry = 2 tasks for each collection period = 4 tasks all
focused on the same skill aligned to the standard and
element/indicator
• Primary and secondary evidence for each collection
period (pages 15-31 in manual)
 Primary: shows what the student knows
 Secondary: reports what the student knows
• Date on primary evidence for CP2 must be 14 days
after the date on primary evidence for CP1
• CP1 must be completed before CP2 begins
5
Alignment
Choosing the Standard for Assessment
Alignment to the Intent of the Standard
6
Alignment
• Alignment is the connection between the written,
taught, and tested content standards.
 Alignment demonstrates the linkage of the activities
(student work) to the intent of the grade-level standard
and element/indicator on which the student is being
assessed.
 In order for an entry to be scorable, all four (4) tasks must
align to the standard and element/indicator.
 Assessment tasks should be designed and task
descriptions written to specifically address the standardsbased skill being evaluated.
7
Alignment–Prerequisite Skills
• A prerequisite skill is one that is essential to the
acquisition of the standard and element/indicator.
 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.
 Can working on this skill eventually lead the student to
the skill targeted by the standard/element/indicator?
8
Alignment - Choosing the Best
Standard and Indicator for Assessment
• Create a preliminary plan to map out the standards
that are appropriate to be assessed for the student.
– Think about assessment tasks that will allow the student to
demonstrate knowledge and achievement related to the
standard.
– Construct assessment tasks in a format that best allows the
student to demonstrate skills related to the standard.
• Planning Sheets are provided beginning on page 51 of
the Examiner’s Manual.
9
Alignment - Choosing the Best
Standard and Indicator for Assessment
• As teaching academic curriculum through the state-mandated
content standards and indicators becomes more a part of daily
instruction, it is important to remember that tasks submitted
for the assessment must be specific to the standard and
appropriate for the individual student.
− Although academic instruction may provide access through
overall concepts, assessment tasks must relate directly to
the standard.
− Be certain that the standard chosen for assessment is the
best choice for the individual student and that all evidence
submitted aligns to the standard and indicator.
10
Alignment - the Intent of the
Standard and Indicator
• The intent of the standard and indicator refers to the
“Big Idea”– that which they were designed to teach.
 e.g., ELACC.6.SL.1 (c) Pose and respond to specific
questions with elaboration and detail by making
comments that contribute to the topic, text, or issue under
discussion.
 The intent of this Speaking and Listening standard is for
the student to pose and respond to questions during a
discussion.
11
Alignment - the Intent of the
Standard and Indicator
• Do the following tasks address the intent of this
Speaking and Listening standard and indicator?
Participating in a conversation about your favorite book
YES
Answering written comprehension questions on a worksheet
NO
Responding to questions from a peer about your likes and dislikes
YES
Preparing a list of questions after researching a topic
NO
12
Alignment - the Intent of the
Standard and Indicator
• What is the intent of the following standard?
– 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.
13
Alignment - the Intent of the
Standard and Indicator
• 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 a 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
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Effective
Evidence Documentation
Less can be More
15
Effective Documentation
• The following information must be documented on each piece
of evidence within an Entry:
 the student's name (Who) and date (When)
 description of task–documented on Entry Sheet and
evidence (What)
 the setting in which the task was completed (Where)
 specific evaluation of student response (How Well)
 nature of the interaction as it occurred during the task
(With Whom)
 Independence–type and frequency of prompting
(Prompts)
16
Effective Documentation
• Each piece of evidence should be annotated to
answer these questions:
 What, specifically, was the student asked to do as it aligns
to the standard and element/indicator?
 What were the actual questions/actions asked of the
student?
 What were the student’s answers? How did he/she
respond?
 Were the answers/responses correct? Has evaluation of
student performance by the teacher been clearly
documented?
 What was the type and frequency of prompting required
for the student to successfully complete the task?
17
Completing the Entry Sheet
and the
Student Demographic
Information Form (SDIF)
18
2013-2014
Entry Sheet for
Kindergarten,
Grades 3-8, and
High School
(Includes HS Students who
were assessed for the first
time in 2012-2013)
19
2013-2014
GAA
Entry Sheet
(page 2)
20
2013-2014
High School
Retest
For HS Students
assessed prior
to 2012-2013
(GPS Only)
(For HS students assessed
prior to the 2012-2013
administration
on the GPS in all subjects)
21
High
School
Retesters
GPS Only
(page 2)
22
Completing the Entry Sheet
• Select Grade at which student is FTE’d from the
drop-down menu
• Select Content Area from the drop‐down menu
• Select Entry # from the drop-down menu
 Entry 1 or Entry 2 per the GAA Blueprint
• Type student’s full name
• Type student’s age
• Type teacher’s name and position
23
Completing the Entry Sheet
• Select Strand/Domain from drop‐down menu
• Select Standard from drop‐down menu
 The standard must be chosen from the GAA Blueprint for
the student’s recorded grade.
 If using the electronic Entry Sheet, you will be prompted to
PLEASE SELECT from the eligible standards that will appear
in the drop‐down once content area, grade, and
strand/domain have been chosen.
 The standard description will auto-populate.
24
Completing the Entry Sheet
• Select Element/Indicator from the drop-down menu
 The element/indicator must be chosen from the GAA
Blueprint for the student’s recorded grade.
 If using the electronic Entry Sheet, you will be prompted to
PLEASE SELECT from the eligible elements that will appear
in the drop‐down once the standard has been chosen.
 The description will auto-populate once the
element/indicator letter has been chosen.
 If the Element/Indicator box remains empty, there are
none for the chosen standard.
25
Completed
Entry Sheet
(page 1)
26
Completing the Entry Sheet
Special features
• When assessing HS mathematics with either the Integrated or
Discrete courses, a note will auto-populate with a reminder
that both math entries must be from the same course.
• When assessing mathematics in grades Kindergarten and 3-8,
a note will auto-populate with information about the cluster
from which the math standard derives.
• When assessing science, the words Characteristic of Science
will appear along with a drop-down menu of the co-requisite
science process that must be selected on the Entry Sheet and
exhibited in at least one of the four pieces of evidence
submitted for the science entry.
27
Completing the Entry Sheet
• Continue to page 2 of the Entry Sheet and complete all
required fields for Primary and Secondary Evidence for
both collection periods.
 Type the date in the “Date” box.
 Select the type of evidence being submitted from the “Type
of Evidence” drop-down.
 Type the task description into the “Description of Task” box.
• The description of the assessment task should relate the task to the
specific standard/indicator being assessed.
• Do NOT include evaluation of the student’s work, documentation of
the type and frequency of prompting, or information about settings
or interactions. These documentations must be found within the
evidence.
28
Completed
Entry Sheet
(page 2)
29
Student Demographic Information Form
Three different SDIFs will be utilized for the 2013-2014
administration of the GAA.
• SDIF for grades Kindergarten and 3-8
 Form is purple
• SDIF for High School
 Form is orange
• SDIF for High School Retest
 Form is blue
30
SDIF for
Kindergarten
and Grades 3-8
Affix the Pre-Id label to
the front of the SDIF.
Pre-ID Label
Purple Form
31
SDIF for
Kindergarten
and Grades 3-8
Page 2
32
SDIF for
High School
Participating for
the 1st Time
in the HS GAA
Pre-ID Label
Orange Form
33
ELA CCGPS
SDIF for
High School
Participating
for the 1st Time
in the HS GAA
Page 2
Math GPS
Assess EITHER Integrated
OR Discrete Mathematics
34
SDIF for
High School
Retest
Note: There are
no Pre-ID labels
provided for the
Retest
Blue Form
35
ELA GPS
ELA CCGPS
SDIF for
High School
Retest
Page 2
Math GPS
Assess EITHER Integrated
OR Discrete Mathematics
36
Organizing the Portfolio
37
Organize the Portfolio
• Review the evidence to ensure that you have used
only grade-appropriate materials and that you have
provided opportunities for generalization of skills in
different settings and with different people.
• Replace any evidence you have collected that does
not clearly illustrate the student’s initial skill or
progress on the tasks.
38
Organize the Portfolio
• Remember to date your evidence and to affix the
appropriate collection period labels (optional) to all
evidence being submitted – Primary and Secondary.
 There must be at least 14 days between the Primary
Evidence for Collection Period 1 and the Primary Evidence
for Collection Period 2.
 There must be two distinct collection periods; CP1 must be
completed before CP2 begins.
39
Organize the Portfolio
• Affix the Pre-ID Label to the Student Demographic
Information Form (SDIF) in the correct location.
 If a pre-ID label is not available for a student or if the
information is not correct, complete all of the student
demographic information according to the instructions.
• Complete the Validation Form.
 Make sure that it is signed by the teacher and the building
administrator.
 Place it behind Divider One (Student Information).
• Complete the Release to Use Portfolio for Training.
 Place it behind Divider One (Student Information).
40
Student Demographic Information Form
Affix the Pre-Id label to
the front of the SDIF.
Complete all necessary
fields on both sides as
required on the SDIF
instruction page.
Place the SDIF under the
clear, vinyl overlay on the
front of the student’s
binder.
Do not 3-hole punch, and
do not place the SDIF
inside the binder.
Pre-ID Label
41
Divider 1- Student Information
Validation
Form
42
Divider 1- Student Information
Release to
Use Portfolio
for Training
43
Divider 2 – English Language Arts
(Grades K, 3-8, HS)
Collection Period 1
Entry Sheet 1
English Language Arts
Collection Period 1
Primary Evidence
Secondary Evidence
Primary Evidence
Secondary Evidence
Collection Period 2
Entry Sheet 2
English Language Arts
Primary Evidence
Secondary Evidence
Primary Evidence
Secondary Evidence
Collection Period 2
44
Divider 3 - Mathematics
(Grades K, 3-8, HS)
Collection Period 1
Entry Sheet 1
Mathematics
Entry Sheet 2
Mathematics
Collection Period 1
Primary Evidence
Secondary Evidence
Primary Evidence
Secondary Evidence
Collection Period 2
Primary Evidence
Secondary Evidence
Primary Evidence
Secondary Evidence
Collection Period 2
45
Divider 4 - Science
(Grades 3-8)
Entry Sheet
Science
Collection Period 1
Primary Evidence
Secondary Evidence
Primary Evidence
Secondary Evidence
Collection Period 2
46
Divider 4 - Science
(High School)
Collection Period 1
Entry Sheet 1
Science
Entry Sheet 2
Science
Collection Period 1
Primary Evidence
Secondary Evidence
Primary Evidence
Secondary Evidence
Collection Period 2
Primary Evidence
Secondary Evidence
Primary Evidence
Secondary Evidence
Collection Period 2
47
Divider 5 - Social Studies
(Grades 3-8)
Entry Sheet
Social Studies
Collection Period 1
Primary Evidence
Secondary Evidence
Primary Evidence
Secondary Evidence
Collection Period 2
48
Divider 5 - Social Studies
(High School)
Collection Period 1
Collection Period 1
Entry Sheet 1
Social Studies
Primary Evidence
Secondary Evidence
Primary Evidence
Secondary Evidence
Collection Period 2
Entry Sheet 2
Social Studies
Primary Evidence
Secondary Evidence
Primary Evidence
Secondary Evidence
Collection Period 2
49
Submitting the Portfolio
50
Submitting the Portfolio
Review each entry before submitting the portfolio
 All 4 pieces of evidence align to the standard and element
 Primary and Secondary Evidence for each collection period
(4 pieces of evidence)
 Documentation is clear and concise
 Entry Sheets have been filled out correctly
 SDIF has been completed correctly and placed under the clear
vinyl overlay on the front of the binder
 Validation Form and Release to Use Portfolio for Training have
been signed and placed behind the Student Information tab
51
Submitting the Portfolio
• Check with your School Test Coordinator for
information about portfolio review procedures and
schedules within your school/system.
• Follow the protocol determined by your system for
the Portfolio Review Process.
• Submit the binder to your School Test Coordinator
by the date specified by your school system.
52
Contact Information
Questions About Test Administration
 Call:
GaDOE Assessment Administration Division
Toll free (800) 634-4106
 Contact: Deborah Houston, Assessment Specialist
(404) 657-0251
 Email:
[email protected]
53
Contact Information
For information about access to the state-mandated
content standards for students with significant
cognitive disabilities
 Contact: Kayse Harshaw
Division for Special Education Services
 Call:
(404) 463-5281
 E-Mail:
[email protected]
54
Contact Information
Questions About Materials, Distribution, or Collection
 Call:
Questar’s GAA Customer Service
Toll free (866) 997-0698
 Email:
Questar’s GAA Customer Service
[email protected]
55

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