WHAT IS GAA?. Georgia Alternate Assessment. PURPOSE. Ensure students with significant cognitive disabilities are provided the opportunity to access a challenging curriculum • Document student involvement in activities aligned to the general education curriculum - PowerPoint PPT Presentation
Text of WHAT IS GAA?
PURPOSEEnsure students with significant cognitive disabilities are provided the opportunity to access a challenging curriculum Document student involvement in activities aligned to the general education curriculum Demonstrate student progress towards achieving the curriculum standards
*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 pre-requisite 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 NCLB and IDEA mandates.
We do not teach GAA:GAA should beevidence of good instruction.GAA evidence is not an isolated event.
*Spec Ed SupervisorGAA Flow ChartOffice of AccountabilityCommunication TrainingLeadTest CoordinatorSchool AdministratorsSpecial Student ServicesGAA TEACHERResponsible for Ensuring Assessment FidelityGeneral Ed TeachersCurriculum SupportID TrainersCurriculum SupportLeadTest CoordinatorSupervisorGAA ContactSHARED RESPONSIBILITIESCommunication, Training, and Accountability ReviewsPortfolio ReviewPassing Portfolios
Dates to RememberNovember 20, 2009 1st Collection Completedcontinue gathering evidence for 2nd Collection
December 2, 2009 GAA Accountability Review Leads/Supervisor & Building Test CoordinatorFebruary 19, 2010Evidence collection completedEVERYTHING MUST BE DONE BYFebruary 24, 2010GAA Accountability Review Leads/Supervisor & Building Test Coordinator
*Entry EvidenceEntryAn 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 SheetAn 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.EvidenceStudent work samples, series of captioned photographs, etc., that show or describe the students performance on instructional tasks related to the selected standard/element.
*Types of EvidencePrimary EvidenceDemonstrates knowledge/skills by showing the students engagement in instructional tasks
Secondary EvidenceReports knowledge/skills by documenting, charting, or interpreting the students performance
*Types of Evidence
Primary Evidence (shows what the student knows)Series of captioned photographs (2 or more)Permanent productVideotape; audiotape (with script)Work sample
*Types of EvidenceSecondary Evidence (reports what the student knows)Data sheet (Charts/Graphs)InterviewObservation (Anecdotal record)An additional piece of Primary Evidence
Progress is EssentialEvidence can show progress in a variety of ways: an increase in accuracy; (2) an increase in the complexity of instructional tasks; and/or (3) an increase in independence through a decrease in the type and frequency of prompting.
What is generalization?Generalization assesses the students opportunity to apply the learned skill in other settings and/or with various individuals in addition to the teacher or paraprofessional. In what meaningful settings is the student performing the activities? (The setting should be purposeful for the instructional task.) With whom and in what way is the student interacting during the standard-based instructionalactivity?
Documenting EvidenceUse the same nouns & verbs that are in the standard and element in writing annotations and task descriptionsUSE THE CHECKLISTSPage 14 - 31
Electronic Entry Sheet
*Entry(e.g., Reading ComprehensionStandard)Collection Period 1Initial/BaselineCollection Period 2ProgressPrimary EvidenceSecondary EvidencePrimary EvidenceSecondary EvidenceThere must be at least 3 weeks (21 days) between the Primary Evidencein Collection Period 1 and the Primary Evidence in Collection Period 2.
No changes for 2009-2010There is no change at this time in the ages for moving students from elementary to middle school or from middle school to high school.Any changes will be communicated formally through your special education supervisors.
High School GAA students no matter what the eligibility1st year Freshman2nd year Sophomore3rd year Junior4th year + as Senior
Must give correct number of Carnegie Units cannot retain GAA students in grade levels
Graduation Rulehttp://gadoe.org/_documents/doe/legalservices/160-4-2-.48.pdf p 5 & 67. STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES.(i) Students with significant cognitive disabilities 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(II) participated in the GAA during middle school and high school and earned a proficient score on the high school GAA test, and(III) reached the 22"d 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 .