Georgia Alternative Assessment Training for New Teachers Cobb County School System

1. September 2012 Georgia Alternative AssessmentTraining for New TeachersCobb County School System

2. 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 NORMS FOR THE DAY

3. WARM UP ACTIVITY

4. HOW MUCH DO YOU KNOW?

5. 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.

7. 660 Walton

8. Ave 92%

9. 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.

10. GAA is evidence we are teachingwhat 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 We Do not teachgaa…..

11. 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, oftenat 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.

12. 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 is a portfolio assessment?

13. WHAT DOES A PORTFOLIO LOOK LIKE? Page 35&36

14. 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

16. 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 Graduation Requirements

17. Sept. 6th GAA Window opens October 3-7, 2011First GAA Accountability Review November 4, 20111st Collection Completed (continue gathering evidence for 2nd collection) December 5-9, 2011Second GAA Accountability Review February 10, 2012 Evidence collection completed February 13-17, 2012Third GAA Accountability Review March 5-9, 2012Final Portfolios Review March 14-15, 2012Portfolios due to warehouse GAA CALENDAR

18. Planning

19. Tab pages Examiners manual

20. 2010-2011 GAA Blueprintpage 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.

22. 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. Curriculum Standards and Elements Page 165

23. Appendix E–Standards Elements Standard

24. 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

25. Portfolio Components

26. Terminology for the GAA

27. 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

28. Primary Evidence (shows what the student knows) • Series of captioned photographs (2 or more) page 18 • Permanent product page 20 • Videotape; audiotape (with script) page 23 • Work sample page 21 Primary Evidence Page 18 Definitions 14-17 samples p 17=30 Page 18

29. 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

30. 23% of all failed entries did not meet requirements for evidence • Included determining correctness of responses Critical to use appropriate type of evidence

31. 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.

32. The Anatomy of a GAA Entry Collection 1 Collection 2 BASELINE PROGRESS 14 + Days PRIMARY 2 PRIMARY 1 Secondary 1 Secondary 2

33. 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. PROGRESS

34. 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 Examples of Progress

35. How would you show progress?

36. How would you show progress?

37. Scoring for GAA Scoring Rubric Page 59 - 60

39. Page 61-62 Non-scorable entries

40. 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 non-disabled peers or community members. GENERALIZATION IS CRITICAL

41. Choosing the Standard and Element for Assessment Choosing the type of evidence to best showcase the student’s skill Page 50 Tips and Tools

42. 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.

43. Choose 1 standard & 1 element for Each Entry All Collection Period 1 tasks must be completed beforeCollection Period 2 tasks are begun – for each entry

44. 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 ALIGNMENT TO STANDARD

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 : 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. Does number identification alone ever get the student closer to an understanding of fractions? NO 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. Can repeated exposure to parts of a whole ever get the student closer to an understanding of fractions? Yes 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.

50. Is it a Prerequisite Skill? 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). Can repeated exposure to ice and water get the student closer to an understanding of how water changes to different states. Yes 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.