Transcript Unpacking the Standards - Georgia Department of Education

Unpacking the Standards
for the GAA
Tips and Examples for Aligning
Assessment Tasks to the
CCGPS and GPS
Welcome to
Unpacking the Standards for the GAA
This session will begin at 3:00 p.m.
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In this Presentation
• Looking Forward by Looking Back
• Pathway to Alignment
• Unpacking the Standards
Examples from:
– Language Arts Literacy (CCGPS)
– Mathematics (CCGPS)
– Science (GPS)
– Social Studies (GPS)
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Looking Forward by Looking Back
• Student proficiency levels on the GAA across
all four content areas remains high.
– GAA proficiency is amongst the highest in the
country for an alternate assessment.
• But we are always looking to improve.
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Looking Forward by
Looking Back
• Review of the portfolios provided valuable
information as to areas of focus for ongoing
professional development.
– Increased emphasis on training for teachers who
are new to the GAA
– Training required before administering the High
School Retest
– Tips for effective documentation
– Additional support regarding alignment
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Looking Forward by Looking Back
• Review of teacher feedback post-administration
and following the Fall 2012 online GAA Training
found these areas of concern:
– Need for additional curriculum training in the
CCGPS to strengthen content knowledge
– Need for more guidance in alignment of assessment
tasks to the curriculum standards
– Need for more examples of tasks aligned to both the
CCGPS and the GPS
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Curriculum Resources
Professional Learning Webinars
• English/Language Arts, Mathematics, and CCGPS Professional
Learning WEBINARS and recordings of archived WEBINARS
may be accessed on the georgiastandards.org website.
• See ELA CCGPS, Mathematics CCGPS, and Literacy CCGPS
landing pages for webinars.
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https://www.georgiastandards.org/Common-Core/Pages/ELA.aspx
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https://www.georgiastandards.org/Common-Core/Pages/Math.aspx
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Curriculum Resources
Professional Learning Georgia Public Broadcasts
• Each of the CCGPS two-hour professional learning grade
level/course overviews is available for archived viewing at the
original broadcast link
http://www.gpb.org/education/common-core and includes
closed captioning.
• You can also choose to access the GPB links, along with
resource packets, and presentation slides from the
GeorgiaStandards.org Common Core GPS Professional
Learning Session landing page.
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Curriculum Resources
Professional Learning Georgia Public Broadcasts
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CCGPS–Instructional Transitions for
Teachers of Students with
Significant Cognitive Disabilities
• Transition 1: From mastery of skills in sequence
to application of knowledge and skills.
• Transition 2: From independent work to active
participation, interaction, collaboration and
communication.
• Transition 3: From accessing pieces of the
standards to comprehensive instruction in
reading, writing, speaking, listening, and
language.
Karen Erickson, Ph.D.
Pathway to Alignment
Alignment of assessment tasks to the CCGPS is based
on the same principles as alignment to the GPS.
• Alignment is to the grade level curriculum standard.
– Assessment tasks may be at a more simplified level but
must still connect to the grade-level standard.
• Alignment of all 4 assessment tasks must be to the “Big
Idea” (intent/essence) of the standard.
– The standards-based skill being addressed by the
assessment task must still connect back to the intent of
the standard and element/indicator and be taught in the
context of the standard.
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Pathway to Alignment
• The curriculum standards are the goals for
instruction, learning, and assessment.
• Elements/indicators are the specific concepts
and skills that make up the curriculum
standards.
• Not all standards are broken down into
elements/indicators.
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2012-2013 Standards
Element/
Indicator
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Pathway to Alignment
• When the standard is NOT broken down into
elements/indicators:
―If there are no elements/indicators, alignment
goes directly back to the standard.
– What are the specific components that make-up
the standard?
• Focus on the language/terminology as written.
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Pathway to Alignment
• When the standard IS broken down into elements/
indicators
― Achievement of the concepts and skills inherent in the
element/indicator leads to the achievement of the overall
standard.
― Although assessment tasks must align to the distinct
aspects of the element/indicator, they must do so under
the umbrella of the standard.
– What are the specific components that make-up the
standard and element/indicator?
• Focus on the language/terminology as written.
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Choosing the Standards-Based
Skill for Assessment
• Some of the CCGPS standards are broader and encompass
more skills within a standard than was the case with the GPS.
– There can be more than one “Big Idea” and a number of
standards-based skills within the same CCGPS standard.
• It is appropriate for many of our students to choose one skill
around which to design the assessment tasks.
• It is critical that all 4 assessment tasks submitted for that
standard demonstrate a connection to the same standardsbased skill.
– The same skill(s) must be demonstrated across both collection periods.
– Additional skills can be added in the second collection period.
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Unpacking the Standards
To understand the intent of the standards,
teachers need to unpack them.
• Take a marker and highlight key words and phrases.
– Look at the noun: What is the student to know?
– Look at the verb: What is the student to do?
• Understanding the intent of the standard is necessary
to choosing the standards-based skill for assessment.
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Unpacking the Standards– ELA
CCGPS English Language Arts
Determine two or more central ideas in a text and analyze
ELACC.7.RI.2 their development over the course of the text; provide an
objective summary of the text.
• What are the nouns? Central idea; summary
• What are the verbs?
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Determine; analyze; summarize
Unpacking the Standards
VERBS–HOW
Determine
NOUNS–WHAT
Central idea
Analyze
Central Idea
Development of
Central Idea (s)
Summarize
Text Summary
Objective Summary
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Unpacking the Standards
• What are the Essential Skills?
– I can determine the central idea from a text.
• I can determine two or more central ideas from the text.
• I can analyze the development of the central idea(s).
– I can summarize the text.
• I can provide an objective summary of the text.
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Unpacking the Standards
Defining the nouns
• Central idea: the central, unifying element of
the informational text
– Ties together all the other elements
• Summary: a concise retelling of a text
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Unpacking the Standards
Defining the verbs
• Determine: to find out or ascertain information
from the text (e.g., central idea).
• Analyze: to critically examine elements of the text
(e.g., development/advancement of central idea).
• Summarize: to retell the main points of the text
succinctly (e.g., what was the text about?)
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Designing the Assessment Task
Students can demonstrate knowledge of
this ELA standard through identification
of the central idea OR through summary.
This assessment task addresses an
essential skill of the standard as it
requires the student to provide a
summary of the informational text. In
order to align, it is essential that the
summary link directly back to the text the
student has read/had read to him.
The task can be adapted to the
appropriate level of challenge in the way
in which students retell the facts. As
presented here, students can choose
sentence strips. They can also write their
own summary, have a verbal summary
scribed, or complete a summary with
appropriate picture symbols.
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Unpacking the Standards- Math
CCGPS Mathematics
Relate area to the operations of multiplication and addition.
MCC3.MD.7 a. Find the area of a rectangle with whole-number side lengths by
tiling it, and show that the area is the same as would be found by
multiplying the side lengths.
What are the nouns?
Area; rectangle
What are the verbs?
Find; tiling; show; multiplying
Supporting concepts:
• whole-number side lengths
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Unpacking the Standards
• What are the Essential Skills?
– I can find (calculate, determine) the area of a
rectangle.
• I can use tiling to find the area of a rectangle.
– I can show that the same answer can be found by
tiling as through multiplication.
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Unpacking the Standards
Defining the Nouns
• Area: the quantity expressing the twodimensional size of a defined surface
– area of a plane figure refers to the number of
square units the figure covers
• Rectangle: a quadrilateral with 2 pairs of
parallel sides
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Unpacking the Standards
Defining the Verbs
• Find: to determine, calculate, compute, or
ascertain through mathematical methods
• Tiling: filling the area of a flat space with
individual unit tiles (of equal length and
width) fit or placed together with no gaps or
overlaps.
• Show: to demonstrate or prove through
mathematical methods (e.g., multiplication).
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Designing the Assessment Task
The assessment task addresses
the essential skills of the
standard and element/indicator
by requiring the student to use
tiling to calculate area.
The task can be adapted to
provide the appropriate level of
challenge to students. They can
calculate, multiply, count, or
they can be provided with
choices that they can eye gaze or
cut and paste.
As an additional proof, students
can count by column and row to
show that the same answer can
be found by adding as by
multiplying.
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Unpacking the Standards–Science
GPS Science
S7L1 b.
Classify organisms based on physical characteristics using a
dichotomous key of the six kingdom system (archaebacteria,
eubacteria, protists, fungi, plants, and animals).
• What are the nouns?
Organisms
• What are the verbs?
Classify
Supporting Concepts
– Physical Characteristics
– Dichotomous Key
– Six Kingdom System
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Unpacking the Standards
• What are the Essential Skills?
– I can classify organisms based on physical
characteristics.
• I can use a dichotomous key to classify
organisms.
• I can classify organisms using a dichotomous
key of the six kingdom system.
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Unpacking the Standards
Defining the Nouns
• Organism: a living thing (e.g. a plant, animal,
or bacterium)
• Physical Characteristics: a trait that
distinguishes one organism from another
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Unpacking the Standards
Defining the Nouns
• Dichotomous key: a tool that allows the user to
determine the identity of items in the natural world,
such as trees, wildflowers, mammals, reptiles, and
fish.
– Keys consist of a series of choices that lead the user to the
correct name of a given item.
– "Dichotomous" means "divided into two parts." Therefore,
dichotomous keys always give two choices in each step.
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Unpacking the Standards
Defining the Verbs
• Classify: to assign organisms to categories
according to shared qualities
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Designing the Assessment Task
The assessment task is
designed to address the
essential skills of the
standard as the student is
required to look at the
characteristics of the
organism to make decisions.
In this task, the student uses
the questions in the
dichotomous key as a tool to
classify the organism.
The first question, which asks
whether the organism is a
plant or an animal, exposes
the student to classification
through the six kingdom
system.
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Unpacking the Standards–
Social Studies
GPS Social Studies–Personal Finance Economics
The student will apply rational decision making to personal spending
SSEPF1 and savings choices.
b. Use a rational decision making model to select one option over
another.
• What are the nouns?
Decision making model
• What are the verbs?
Use; select
Supporting Concepts
– Spending and savings choices
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Unpacking the Standards
• What are the Essential Skills?
– I can use a decision making model to help me
select the best option (i.e., make good choices).
– I can decide when I need to save and when it is
OK to spend (personal spending and saving
choices).
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Unpacking the Standards
Defining the Nouns
• Decision Making Model: means through
which spending and savings decisions can be
made.
– i.e., wants vs. needs; affordability; pros and cons
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Unpacking the Standards
Understanding the verbs
• Use: to employ for some purpose
• Select: to choose in preference to another or
others
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Designing the Assessment Task
This assessment task addresses
the essential skills of the
standard by requiring the
student to use a decision making
model (needs vs. wants) to make
spending and saving choices.
The task can be modified to
provide an appropriate level of
challenge for students by
providing pictures, as was done
here, by having them cut and
paste pictures of their choosing,
or by having them generate their
own lists.
This task could also be expanded
to have a student create a
budget from which spending and
savings decisions can be made.
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GAA Fall Training
http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/GAA-Presentations.aspx
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Access to CCGPS/GPS Resources
Electronic Resource Board for Access to the CCGPS/GPS for
Students with Significant Cognitive Disabilities
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The Access to the CCGPS/GPS Resource Board contains: Free downloadable
activities and materials for use with students with significant cognitive disabilities
across grade levels and curricular areas
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Resources (internet, literature, etc.) to provide access to the general education
curriculum
Adapted stories for all grade levels and directions on acquiring adapted literature
• Instructions for acquiring adapted books
Instructional strategies and best practice guidelines
Data Sheets
Georgia Alternate Assessment (GAA) suggestions/tips
Georgia Project for Assistive Technology (GPAT) information
Activities and materials for High School Access Courses
To register and receive your password for the Access to the CCGPS/GPS Resource
Board for Students with Significant Cognitive Disabilities:
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send an e-mail with your first/last name and your preferred e-mail address to one of
the following persons:
• Debbie Reagin ([email protected])
• Kayse Harshaw ([email protected])
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Contact Information
People, contact information
• Deborah Houston, GaDOE Assessment Division
– [email protected]
– (404) 657-0251
• Kayse Harshaw, Division for Special Education Services
Questions about curriculum access for students with significant
cognitive disabilities
– [email protected]
– (404) 463-5281
• Questar GAA Customer Service Hotline
– [email protected]
– Toll free (866) 997-0698
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Evaluation Survey
Your feedback is appreciated!
https://www.research.net/s/V2M3NJV
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