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Georgia Alternate Assessment Understanding the Basics of the GAA Part One Overview GAA Blueprint and Portfolio Components Terminology for the GAA Descriptions

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Georgia Alternate Assessment

Understanding the Basics of the GAAPart One

OverviewGAA Blueprint and Portfolio ComponentsTerminology for the GAADescriptions and Examples of Types of EvidenceSession 3

Recording:https://sas.elluminate.com/mr.jnlp?suid=M.0408281929F025DA2B3405914AC1BB&sid=2012003Welcome to Session 3The Basics of the GAA (Part 1)This session will begin at 1:00 p.m. The power point is located in the GAA Presentations Portlet at this location: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GAA-Presentations.aspx

Webinar Etiquette:Please use the Audio Setup Wizard in the Tools Menu to configure andtest your audio settings before the presentation begins.To eliminate interference from background noise in your area, please leave the Talk Button on mute if you are not speaking.Due to the number of participants, we request that questions be submitted via Chat.You will receive a prompt to download this PowerPoint. You can also go to Window, File Transfer to download any files sent through this webinar.Please log-in with your name and the name of your district beside it (e. g., Joni SmithHenry County). If you have already logged-in, please place your name and district in the chat box.22013-2014 GAAThe 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 Examiners 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.3Overview of the PresentationThis two-part presentation provides information and tools that will assist new examiners in the preparation of their portfolios.Part One:GAA Blueprint and Portfolio ComponentsTerminology for the GAADescriptions and Examples of Types of EvidencePart Two:Completing the FormsOrganizing the PortfolioSubmitting the Portfolio

42013-2014 GAAAdditional sessions will be available for more in-depth training on topics that will assist test administrators. All presentations will be posted on the GaDOE website at:http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GAA-Presentations.aspx

52013-2014 GAAThis slide presentation has been developed as a tool for examiners new to the GAA, designated GAA trainers, and anyone who would like a review of the basics.It is an introduction to the terminology, requirements, and procedures necessary to compile a student portfolio for the Georgia Alternate Assessment.This presentation is only one component of training. Reading and understanding the GAA Examiners Manual 2013-2014 is necessary to implement the portfolio process. Training in your system and additional presentations posted on GAA Presentations portlet provides additional information to ensure a successful administration of the GAA. 67Presentation Portlet on GaDOE Website

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GAA.aspx

The GAA Resources link will bring you to Manuals, Electronic Forms (such as the Entry Sheet), Interpretation Guides, and Other Ancillary Documents.The GAA Presentations link will bring you to these Fall Teacher Training Presentations, Mid-Year and Post Administration Presentations, and Other Presentations (such as Unpacking the Standards).7 Overview of the GAAThe GAA is a portfolio of student work provided as evidence that a student is making progress toward grade-level academic standards, often at a prerequisite or entry level.Evidence provided must show student work that is aligned to specific grade-level standards, adapted to meet the students cognitive, communication, physical and/or sensory impairments. The Georgia Alternate Assessment meets ESEA and IDEA mandates. 8

The portfolio is a collection of student work for each content area that is compiled within a 3-ring binder.8Overview of the GAAThe portfolio system is flexible to allow for the diversity of the students participating in the GAA.Evidence for the portfolio is collected throughout the assessment window (September 3March 28).This type of assessment allows for the students best work to be submitted as evidence of what the student knows and can do in reference to the content standards and elements/indicators being assessed for the portfolio.Students will be assessed in the same content areas as their peers on the grade-level content standards.

9GAA Blueprint and Portfolio Components102013-2014 GAA BlueprintThe Blueprint outlines the requirements of the 2013-2014 GAA.The Blueprint identifies the content standards that are required and eligible for assessment on the GAA.The Blueprint, by grade, can be found in Appendix D of the GAA Examiners Manual 2013-2014.The Blueprint for High School retesters who are to be assessed on the ELA GPS can be found at:http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GAA-Resources.aspxNote: Do not use Blueprints from previous years!11122013-2014 BlueprintExample: Grade 5 Blueprint

The states content standards are the goals for instruction, learning, and assessment in each of the content areas.Elements/indicators are the specific concepts and skills that make up the states content standards.The content standard and element/indicator descriptions, by grade, can be found in Appendix E of the GAA Examiners Manual 2013-2014.13Content Standards and Elements/Indicators

14Appendix EStandardsStandardDomainIndicatorsStandard descriptionStandard Descriptions are also included. . . Above elements/indicators.14Portfolio ComponentsGrades K*, 3-8ELA 2 entriesMath 2 entriesScience 1 entry (3-8 only)Social Studies 1 entry (3-8 only)*Please note: if local districts mandate an assessment for grades 1 and 2, an alternate assessment must be provided for students with significant cognitive disabilities.15Portfolio ComponentsGrade HSELA 2 entriesMath 2 entriesScience 2 entriesSocial Studies 2 entries

16 Portfolio Components 17

State-mandated Content StandardsExaminers Manual 2013-2014 page 10Entry 1Entry 2To read this chart- Grades run along the side/vertical axis; Content Areas, divided by Entry, run along the top axis. The strands eligible for assessment for each entry are included in the chart and will pre-populate in the electronic Entry Sheet.For example: The strand of Reading Comprehension in the GPS has been further sub-divided in the CCGPS into the categories of Language, Reading Foundational, Reading Informational, and Reading Literary. Just as Reading Comprehension was assessed in the first entry in previous administrations, one of these reading strands must be assessed in the first entry for the 2012-2013 administration. It is important that the first entry be chosen ONLY from the standards eligible for Entry 1. The standard assessed for Entry 2 will then be chosen from the Writing or Speaking and Listening strands.17Terminology for the GAA18Terminology for the GAAEntryEntry SheetAssessment Task EvidenceCollection PeriodsCollection Period LabelAlignmentPrerequisite Skills

Primary EvidenceWork SamplePermanent ProductAudio/Video FileSeries of Captioned PhotosSecondary EvidenceObservation FormInterview FormData SheetAdditional piece of Primary Evidence19Entry and Entry SheetEntryAn entry for a content area consists of an Entry Sheet followed by pieces of evidence that show the students skill related to the standard/element indicated on the Entry Sheet. Entry Sheet An Entry Sheet is a 2-page document that must be completed and placed in front of the evidence for that entry. It serves as a table of contents for the entry.20Assessment TaskAn assessment task is any standards-based activity that is performed by the student.Evidence of the students performance on the task is submitted in the portfolio for scoring.Tasks must demonstrate a clear alignment/ connection to the content standard and element/indicator being assessed.Look at the nouns- what was the standard and element/indicator designed to teach?It is to the intent of the element/indicator that the tasks must align.If there are no elements/indicators, alignment goes directly back to the standard.21Tasks must be distinct.21Entry EvidencePrimary EvidenceWork SamplePermanent ProductSeries of Captioned Photos (minimum of 2)Media22Evidence

Shows or describes the students performance on tasks related to the selected standard/element.Secondary EvidenceObservation FormInterview FormData SheetAn additional piece of Primary EvidenceCollection PeriodsFor each entry, there are two collection periods.Collection Period 1 shows the students initial skill.Collection Period 2 shows the students 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.23Collection PeriodsDate on the Primary Evidence for Collection Period 2 must be a minimum of 14 days after the date on the Primary Evidence for Collection Period 1.Collection Period 1 evidence for an entry must be complete before Collection Period 2 evidence is begun.All 4 pieces of evidence must represent different, distinct, complete events.24Although it is not recommended, it is not currently disallowed that both pieces of evidence for a collection period be collected on the same day. In order to be scored as 2 separate tasks, the evidence must document two completely separate and distinct tasks. A task that is begun in the morning and completed in the afternoon is not a separate task. The tasks must utilize different materials or a different (but related) concept, and must demonstrate a clear beginning and end.24Collection Period LabelCollection Period Labels are provided in the front pocket of the portfolio binder to help the teacher to label and organize the portfolio evidence.25

26Entry(e.g., Reading LiteraryStandard)Collection Period 1Initial/BaselineCollection Period 2ProgressPrimary EvidenceSecondary EvidencePrimary EvidenceSecondary EvidenceNote: There must be 14 days between Primary Evidence in CP1 and Primary Evidence in CP2. There must be two distinct collection periods; CP1 must be completed before CP2 begins.14 calendar days The Anatomy of a GAA EntryPrimary and Secondary Types of EvidenceDescriptions and Examples27Types of EvidencePrimary EvidenceDemonstrates knowledge/skills by showing the students engagement in tasksPrimary refers to the type of evidence; it does not mean that it has to be dated earlier than the Secondary Evidence in that collection period.Secondary EvidenceReports knowledge/skills by documenting, charting, or interpreting the students performanceSecondary Evidence refers to the type of evidence, not to the date or order in which evidence was collected.

28Explanations and Samples of Types of EvidenceRead the 2013-2014 GAA Examiners Manual (pages 15-31) to find:detailed descriptions of types of evidence, suggestions for choosing the most appropriate type of evidence to demonstrate student skills, evidence requirements and instructions for effective documentation, andthe GAA Evidence Checklist (pages 53-56)29Choosing the Appropriate Type of Primary EvidenceThe type of evidence submitted should be the best means through which to demonstrate the students knowledge and skills.It is important that the type of evidence used is the appropriate choice to clearly demonstrate the students response.It is vital that the criteria for the type of evidence has been met and that all necessary information has been documented (pages 15-31 of the manual).

30It is up to teachers to determine the type of evidence that will best showcase their students abilities.

30Primary EvidencePrimary Evidence (shows what the student knows)Work samplePermanent productSeries of captioned photographs (2 or more)Mediaaudio, video, CD, DVD (with script)Primary Evidence must SHOW the students responses during and at the completion of the assessment activity.

31Student Work SamplePrimary EvidenceWork samples are items completed or created by the student. Writing samplesGraphic organizersWorksheets (whether commercial or teacher made) Work samples must be annotated, either on the student work or on a separate annotation page, to provide the necessary information for scoring.32Student Work SamplePrimary EvidenceWork SampleThis work sample was submitted as a piece of Primary Evidence and includes all information necessary for scoring. The teacher has provided the students name, the Collection Period Label, the date on which it was completed, the grade the student received, and an explanation of the level of prompting.33

Permanent ProductPrimary EvidencePermanent products are items created by the student (e.g., murals, drawings, or models).Many times, a permanent product may be too large or of a nature that prevents the teacher from sending in the actual work. In these cases, the teacher should photograph (not photocopy) the students work, date it, and label it permanent product.A single photo is acceptable only for permanent products.Permanent products should have annotations in order to be accurately scored.(2013-2014 GAA Examiners Manual, pages 20 & 21)34Permanent Product

This permanent product was submitted as Secondary Evidence. The teacher has provided the students name and the date, affixed the appropriate collection period label, and has scored the students work.

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Series of Captioned PhotosPrimary EvidenceA series of captioned photographs means at least two photographs must be submitted (three or more are recommended).The photos should clearly depict the student in the process of the task as well as the completion of the task.Photos should be captioned to relate to the individual student who is being assessed and should not describe a generic activity completed by the class/group.The caption should include information regarding the activity in which the student is engaged, the students level of success, the setting and interactions, and the type and frequency of prompting, if any, that were provided to the student.

36A series of captioned photos was submitted as Secondary Evidence for this student. The photos clearly depict the student in the process of the task and shows her response at each phase. The captions describe each step of the task and annotate the students success. The teacher has provided information about the setting and interactions with the para as well as the level of prompting required by the student.37

MediaAudio/VideoAccompanied by a Script Primary Evidence Audio, Video, CDs, and DVDs can be effective ways to demonstrate students skills when tasks involve multiple steps, verbal response, or interaction with others.It is important to provide a script so that, in the event there are technical problems with viewing or listening to the media, the script can be used for scoring. The media must be labeled with the students name in order to avoid confusion should the media become separated from the portfolio. If there are multiple students in the video, it must be made clear which student should be observed.38A video was submitted as Primary Evidence for this student. The media was labeled with the students name, grade, and school. A script was also included that documented the evidence recorded, the students name, the date, and the Collection Period. It also provided a description of the task, the setting and interactions, an evaluation of the students level of success, and the level of prompting provided.39

Secondary EvidenceSecondary Evidence (reports what the student knows)Data sheet (Charts/Graphs)InterviewObservation (Anecdotal Record)An additional piece of Primary Evidence40Data SheetSecondary EvidenceThe data sheet should include a clear description of the task, analysis of the student performance, and a key. It should also include information on the setting, interactions with peers (both with and without disabilities) and community members, and the type and frequency of prompting, if any, that was provided.A minimum of 3 distinct dates on which evidence was collected for each collection period is required for a data sheet.41 Data Sheet

This data sheet was submitted as Secondary Evidence for this student. It includes the students name, a description of the task, and the dates on which the tasks were completed. The collection period labels have been affixed so as to clearly differentiate between them. The teacher has provided a key for prompting and accuracy as well as Additional Information so that the students achievement/progress can be evaluated.

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There must be a minimum of 3 discrete dates on which data was collected for the skill being assessed.42Interview Form Secondary EvidenceTypically, this method of documentation is used when the performance occurs in a community or home setting in which the teacher who is assessing the student is not present (e.g., on a work site, at a restaurant, etc.). The parent, another educator, peer helper, employer, related service staff, or other individual who is in a position to describe the students performance is asked a structured set of questions to enable the teacher to document the students performance.Include specific information regarding student performance, setting, and interactions with peers (both with and without disabilities) and community members.

43Interview Form

All necessary information has been completed for this interview. The teacher described the task and clearly evaluated the students performance (this is of key importance). Further, the teacher informed as to the setting in which the task was completed, the interactions that took place, and the type and frequency of prompting necessary for the student to complete the task.44

Observation Form Secondary EvidenceThe teacher or para-pro uses the observation form to record the students performance on a pre-planned or naturally occurring activity. Be sure to include specific information regarding student performance, setting, and interactions with peers (both with and without disabilities) and community members. Do not include an observation of an event for which Primary Evidence has already been submitted. [or restate in another way]45Observation Form

All necessary information has been completed for this observation. The teacher described the task and clearly evaluated the students performance. Further, the teacher informed as to the setting in which the task was completed, the interactions that took place, and the type and frequency of prompting necessary for the student to complete the task.46

Contact InformationQuestions About Test Administration

Call:GaDOE Assessment Administration Division Toll free (800) 634-4106

Contact: Deborah Houston, Assessment Specialist (404) 657-0251

Email: [email protected]

47Contact InformationFor information about access to the state-mandated content standards for students with significant cognitive disabilities

Contact: Kayse HarshawDivision for Special Education ServicesCall: (404) 463-5281 E-Mail:[email protected]

48Contact InformationQuestions About Materials, Distribution, or Collection

Call:Questars GAA Customer Service Toll free (866) 997-0698

Email:Questars GAA Customer Service [email protected] Alternate Assessment

Understanding the Basics of the GAAPart Two

AlignmentDocumentationCompleting the FormsOrganizing and Submitting the Portfolio

Session 4 (2:30 PM)

https://sas.elluminate.com/m.jnlp?sid=2012003&password=M.7DF3CCCF14FCB57827FFFA2277A95A

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