SLOs for Students on GAA

1. SLOs for Students on GAA January 17, 2014

2. 2013-2014GAA SLO SubmissionsJanuary 17, 2014 • Thank you for coming today. The purpose of the session today is to provide you with general information about SLOs for teachers with students on GAA.

3. Teachers of Students With Disabilities • All teachers in Race To The Top districts must have a student growth measure (SLO and/or SGP) in 2013-2014. • Teachers who provide instruction in classrooms or courses with less than 15 students are required to administer SLOs. • DOE has provided the areas to be assessed and the Rubric to be used.

4. Students Assessed Using GAA • Required rubrics utilize academic standards. • ELACC Comprehension and Collaboration Speaking and Listening • ELACC Reading Literacy KeyIdeas and Details • Districts will use the Comprehension and Collaboration Rubric OR the Reading Literacy Rubric. • Districts may use the Comprehension and Collaboration Rubric AND the Reading Literacy Rubric. • Richmond County will use - ELACC Reading Literacy KeyIdeas and Details for grades- 2, 5, 6, 10 and 12.

5. Students Assessed Using GAA • The ELA and Reading standards utilized in the rubrics were chosen based on frequency of use in the GAA. • Student information/data generated for the SLO may come from instruction in the same standards that have been chosen for the GAA if the district determines it to be appropriate. Please note that the materials chosen as assessment evidence to be placed in the GAA binder are secure and cannot be duplicated. However, performance data can be collected during these activities.

6. Students Assessed Using GAA • K-2 grade students who will be participating in GAA when entering the 3rd grade should be included in the SLO assessment. • It is a district decision whether all students assessed by GAA participate in other course SLOs. RCSS students will not participate. • For example, high school art or middle school chorus • If students do participate, please utilize the appropriate code when reporting student data on the district SLO data spreadsheet.

7. Reading Literacy and Comprehension and Collaboration Rubrics • The rubrics are designed to be flexible. • Individualized student needs • Various scenarios and/or performance tasks • The consistency of the SLO assessment development process will be reflected in the use of the rubric because the student growth measures may be individualized based on the needs of the student. • This information will be provided on the DVD that you will be receiving.

8. Reading Literacy Rubric

9. Comprehension and Collaboration Rubric

10. Process Followed…… • Reviewed the rosters of the teachers. • Selected the grade level(s) which will utilize the GAA SLO. • Remember the SLO does not have to be inclusive of all students in the class. • Student growth measures are not fully implemented. There may be courses in a teacher’s day that do not have growth measures. • The minimum requirement for teachers in Race To The Top districts is one growth measure during the 2013-2014 school year

11. Process Followed…… • Determined which grade level will be used for the SLO for each teacher. • Identified which students are in that grade level. • Decided if one or both rubrics will be used. • Reviewed the example scenarios on Share Point, GAA Resources, or other curricular supports. • Developed new scenario for middle school.

12. Example of a Scenario

13. Example of Scenario The district will determine the specific information included in the scoring section of the rubric based on the scenario.

14. Completed Rubric From Example Scenario

15. Accessing the General Curriculum for Students with Significant Cognitive Disabilities • The No Child Left Behind Act (NCLB) of 2001 requires states to develop a set of standards which provide challenging content for all learners. The Individuals with Disabilities Education Act (IDEA) requires that students with disabilities have access to the general curriculum as well as an educational plan that meets their unique academic, developmental and functional needs.

16. Materials and Resources • In order to ensure that all of the materials and resources are available, you will be provided a CD with sample resources and tasks. • You will need to have at least 3 pieces of evidence documenting the students’ progress between February 1, 2014 – April 30, 2014.

17. Maintaining Scores and Documentation • When the pre-test window opens, teachers will be asked to enter pre-test scores in Infinite Campus. Your pre-test scores will be 0. • It is my understanding that there is a place in Infinite Campus to enter the pre-test and post-test scores. This should be located in the grading section. • Please maintain your rubrics and work samples. I am still gathering information about the process. Once it has been determined how the information should be maintained, I will let you know.

18. Accessing the General Curriculum for Students with Significant Cognitive Disabilities • Instruction based on the Common Core Georgia Performance Standards (CCGPS) is to be provided for all students. Students with the most significant cognitive disabilities can receive access to the curriculum through instruction that addresses IEP skills in the context of the CCGPS and through instruction on relevant life skills

19. Accessing the General Curriculum for Students with Significant Cognitive Disabilities • The Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB) require access to appropriate grade-level educational standards developed by the state be provided for students with significant cognitive impairments.

20. Accessing the General Curriculum for Students with Significant Cognitive Disabilities • Access to the GPS can be in the form of objectives in the Individual Education Program (IEP) aligned (matched) with standards in the GPS or in the form of grade-level activities in which the student will practice and use skills and knowledge. Students will be assessed on using these skills as part of their educational program through the Georgia Alternative Assessment (GAA), when required

21. Accessing the General Curriculum for Students with Significant Cognitive Disabilities • Providing access to grade-level GPS will be different for each student, based upon individual strengths and needs. Teachers may utilize different types of instructional materials to teach academic content (including pictures, symbols, tactile objects, adapted books, and assistive technology), and students may show understanding using different methods (including using Augmentative/Alternative Communication (AAC) devices to answer questions, matching symbols or tactile objects, using switches to make choices).

22. Accessing the General Curriculum for Students with Significant Cognitive Disabilities • Other skills important to the student, such as adapted behavior, self-help, communication and motor, will continue to be a part of each student’s IEP and instructional day. • Providing access to the general curriculum is not optional it has been required for several years.

23. Accessing the General Curriculum for Students with Significant Cognitive Disabilities • The Georgia Department has developed many resources to support the instruction of students with significant cognitive disabilities. These resources will support instruction, achievement and can lead to a meaningful diploma that reflects the achievements of the students. These resources can be found on the CCGPS Resource Board. 

24. Accessing the General Curriculum for Students with Significant Cognitive Disabilities • If you do not currently have a password to access the Resource Board, click on following link: https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Curriculum-Access-for-Students-with-Significant-Cognitive-Disabilities-.aspx. Then click on the Related Document, ‘How to access the CCGPS Resource Board’, on the right.

25. Graduating Students with Significant Cognitive Disabilities In order for a students with Significant Cognitive Disabilities to graduate they must meet THREE criteria and may graduate and receive a regular high school diploma when the student’s IEP team determines that the student has: (I) completed an integrated curriculum based on the GPS that includes instruction in Mathematics, English/Language Arts, Science and Social Studies as well as career preparation, self determination, independent living and personal care to equal a minimum of 23 units of instruction, and

26. Graduating Students with Significant Cognitive Disabilities (II) participated in the GAA during middle school and high school and earned a proficient score on the high school GAA in Mathematics, English/Language Arts, Science, and Social Studies, and (III) reached the 22nd birthday OR has transitioned to an employment/education/training setting in which the supports needed are provided by an entity other than the local school system.

27. Graduating Students with Significant Cognitive Disabilities • Please be reminded that the student cannot graduate with a regular diploma unless ALL three components have been met. • Make sure that the staff responsible for entering exit codes and graduation types enter the correct information for your students. • Once a student has been coded as receiving a regular diploma, we can no longer “count” the student.

28. Thank You