Transcript GAA Fall Training - Coweta County School System

GAA Fall Training
September, 2011
Training Components
Read and understand the 2011-12 GAA
Examiner’s Manual
 Be familiar with the Blueprint and the
Curriculum Standards
 Access the online GPS resources and
webinars
 Access the onlineGAA Resource Board
 View archived DOE Elluminates online
 View current DOE presentations online

Read and Understand the
GAA Examiner’s Manual
Every teacher should have received a hard
copy of the 2011-12 Examiner’s manual
 If you have not yet received a copy, contact
your test coordinator
 Once you’ve read the manual, download and
sign the verification form from the special
education website and send it in the courier to
me at Werz by September 30th.

GAA Website

All DOE
electronic
forms/resources
have now been
posted on the
special
education
website
CCSS GAA Calendar
The GAA Calendar consists of self-imposed
deadlines to help keep everyone on track
 Many teachers finish both collections long
before the deadline ~ continue to do so!
 It’s understood that student illnesses may
affect your ability to adhere to the deadlines
 You do not have to wait to schedule a review
if you are finished with a collection

Grade Level Blueprints and
Curriculum Standards

Familiarize yourself with the Blueprint
and Curriculum Standards for each
grade level to be assessed before
completing your planning sheets

These are available online and in
Appendix D & E of the Examiner’s
Manual
Access GPS resources and
webinars online

https://www.georgiastandards.org/standards/pa
ges/BrowseStandards/GPS-Impairment.aspx

Become familiar with the standards/elements

Understand the “Big Ideas” and “Key
Concepts” for each standard and element

Get suggestions from content teachers at your
school
Access GPS resources and webinars
online (cont)
Access the GAA Resource
Board Online

http://admin.doe.k12.ga.us/gadoe/sla/ag
ps.nsf

User name (full email address)

Password (unique –assigned by DOE)

Contact Terri Baggarly if you do not have
access to the board or have misplaced your
password
Access the GAA Resource Board online
(cont)

The Resource Board contains:
 Free downloadable activities and materials for use with students
with significant cognitive disabilities across grade levels and
curricular areas
 Resources (internet, literature, etc.) to provide access to the general
education curriculum
 Student and classroom success stories
 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
 Question & Answer section for teachers to post questions and
receive responses
 Georgia Alternate Assessment (GAA) suggestions/tips
 Georgia Project for Assistive Technology (GPAT) information
 Activities and materials for High School Access Courses
View archived DOE
Elluminate sessions online

http://www.gadoe.org/ci_exceptional.aspx?PageReq=CIEXCElluminate

Suggested archived webinars:
 Giving Access to the Math Standards - Math Concepts
and Relevant Life Skills for Students with Significant
Cognitive Disabilities, September 10, 2009




Giving Access to English Language Arts Standards - Listening
Speaking and Viewing, Writing, and Reading for Students with
Significant Cognitive Disabilities, October 8, 2009
Giving Access to Science Standards - Linking Science and Life
Skills and Experiences, November 5, 2009
Giving Access to Social Studies Standards - Relating Themes in
Social Studies to Relevant Life Skills and Experiences, December
10, 2009
Access to ELA - Writing Skills for Students with Significant
Cognitive Disabilities, January 24, 2011
View archived DOE Elluminate
sessions online (cont)

http://www.gadoe.org/ci_exceptional.aspx?PageReq
=CIEXCElluminate
Click “Recordings”
 Select month and year
 Select requested session
 Enter email address and name
 Click play
 While viewing, you may pause,
rewind, and fast forward

View current DOE presentations
online

http://www.doe.k12.ga.us/ci_testing.asp
x?PageReq=CI_TESTING_GAA

Available in the GAA Presentations
Portlet
Right side
 Click “more” to access all available
presentations

View current DOE presentations online
(cont)
Presentations
Portlet
2011-12 Changes
Two
different Student Demographic
Information Forms (SDIF) will be used this year

SDIF for grades K and 3-8
• Tan Form

SDIF for High School (regular administration
and retesters)
• Orange Form
2011-12 Changes (cont.)

Retest Info
 There are no preprinted student labels (that go
on the SDIFs) for re-tests
 Must complete “box L” on SDIF
• Bubble in each retest subject
• Skip box L for all other students
2011-12 Changes
High School Retest

Students who entered high school in fall,
2008 and later who are pursuing a
regular education diploma, who are
assessed on the GAA and do not
achieve a proficient score in one or more
content areas, will be offered retest
opportunities beginning in 2011-2012.
2011-12 Changes
High School Retest (cont)

Retesting is required only in the content
area(s) for which the student achieved a
proficiency level of Emerging Progress
(not proficient).
For each content area requiring a retest,
both entries for the content area must be
submitted.
 If the student was not proficient due to
receiving a “1” in Generalization, he/she
must be retested in all 4 content areas.

2011-12 Changes
High School Retest (cont)

The Grade 11 Retest Options:



Retest Option 1: Administration begins on 9/6/11;
High School portfolios are returned to Questar by
11/11/11. System will receive scores the week of
1/13/2012. Coweta will use Option #1.
Retest Option 2: Administration begins on 9/6/11;
High School portfolios are returned to Questar by
3/30/12. System will receive scores the week of
6/1/12.
Retest Option 3: Administration begins on 1/9/12;
High School portfolios are returned to Questar by
3/30/12. System will receive scores the week of
6/1/12.
2011-12 Changes
High School Retest (cont)


You must utilize the BLACK PORTFOLIO BINDERS when
administering the High School Retest.
Be certain to use the Student Demographic Information
Form designated High School.



Pre-ID Labels ARE NOT used for the High School
Retest.
You must hand bubble all information requested on
the High School SDIF if the student is a retester.
You must mark the content area(s) in which the
student is retesting as required in Box L.
2011-12 Changes
High School Math

The mathematics courses to be assessed
for the GAA must be selected based upon
the high school math course offerings
designated by the local system.
 Integrated
courses for Math I and
Math II or
 Discrete courses for GPS Algebra
and GPS Geometry
2011-12 Changes
High School Math (cont)

It is a requirement that both mathematics
entries on which a student is assessed
come from the same course.
 If
taking the integrated courses, the
student must be assessed on Math I
and Math II.
 If taking the discrete courses, the
student must be assessed on GPS
Algebra and GPS Geometry.
2011-12 Changes
High School Math (cont)

DO NOT assess students on any
combination of integrated and discrete
courses!


For example: A student who is assessed
on Math I for the first mathematics entry
and on GPS Geometry for the second
mathematics entry will receive a
nonscorable code for the second
mathematics entry.
This will result in a nonscorable entry.
2011-12 Changes
High School Math (cont)
2011-12 Changes
High School Math (cont)
1st and 2nd Grade Changes



The 1st and 2nd Grade GAA participation
requirement was removed beginning with the
2010-11 school year with the discontinuation of
CRCT for those grades.
Most students were given local Benchmark
assessments since those are required of all 1st
and 2nd graders across the county.
Many felt that the Benchmark held little
meaning for select students, even with
maximum appropriate accommodations, and
an alternative was requested.
1st and 2nd Grade Changes (cont)

Beginning with the 2011-12 school year, IEP
Teams will have the flexibility to recommend
participation in a “Mock GAA” for those 1st and
2nd graders who the team determines the
Benchmark assessment, even with maximum
appropriate accommodations, is inappropriate

This is an IEP Team decision and should be
treated and documented in the IEP as such
1st and 2nd Grade Changes (cont)

What is a “Mock GAA”?

Selection of 1 ELA Standard and 1 Math Standard
to assess throughout the course of the year
• 1st and 2nd grade standards are available at
www.georgiastandards.org or on the CCSS GAA web page

Follow the same collection criteria and timeline as the
formal GAA
• Mock GAA Entry sheets will be posted on the website
• All other formal GAA forms may be used (annotation,
observation, interview, data sheet)
• Labels will not be required
• Planning sheets will not be required
• A file folder may serve as the binder
1st and 2nd Grade Changes (cont)

Mock GAAs are considered informal
assessments



Hand-written entry sheets, etc., are acceptable
Scoring will be completed locally by teachers,
test coordinators, and consultants after the
regular GAAs leave the system
Participation in the Mock GAA satisfies the IDEA
requirement that systems mandating
assessments for all students in a grade level
(such as Benchmarks) provide an alternative for
students with disabilities, when needed.
2011-12 Changes (cont.)

Teachers who have previously
administered the GAA will be given 2 work
days to be used during the year to work on
GAA documentation requirements
The work days should be scheduled in
cooperation with your school administration
to avoid conflicts
 The special education department will pay
for substitute teachers
 Direct questions to Terri Baggarly

How did we do?

GEORGIA STATEWIDE (All Grades):
ELA: 89% Established or Extending Progress
 Mathematics: 92% Established or Extending
Progress
 Science: 98% Established or Extending
Progress
 Social Studies: 98% Established or Extending
Progress

How did we do? (cont)

COWETA COUNTY (All grades):
ELA: 91% Established or Extending Progress
 Mathematics: 92% Established or Extending
Progress
 Science: 97% Established or Extending
Progress
 Social Studies: 99% Established or
Extending Progress

Nonscorable Entries
Statewide 2010-11
NS Code
Number
Percent of NS
Percent of all
entries
ME
77
1.63%
0.13%
ES
49
1.04%
0.08%
NA
3,369
71.44%
5.68%
IE
1,031
21.86%
1.74%
IT
143
3.03%
0.24%
OG
8
0.17%
0.01%
IS
39
0.83%
0.07%
Total
4,716 of 59,288
Entries
100%
7.95%
Nonscorable Entries
Coweta Co 2010-11
NS Code
Number of NS
Percent of NS
Entries
Percent of all
entries
ME
0
0%
0%
ES
0
0%
0%
NA
42
91.30%
4.72%
IE
3
6.52%
0.34%
IT
0
0%
0%
OG
0
0%
0%
IS
1
2.17%
0.11%
Total
46 of 890
Entries
100%
5.17%
2011-12 GaDOE GAA
Training Focus

The GaDOE Testing Division and
Special Education Services and
Supports Division used results to guide
the training focus for this year

Several key areas were identified as
ongoing weaknesses to be addressed
throughout the year in GaDOE
Elluminate sessions
2011-12 GaDOE GAA Training Focus
(cont)
of the “intent” of each
standard/element assessed
 Clearing up the misunderstanding of
what constitutes a prerequisite skill
 Instructional vs. Assessment tasks
 Alignment of tasks to the standard and
element
 Clear and concise documentation
 Understanding
2011-12 GaDOE GAA
Training Focus (cont)

The GaDOE Testing Division and
Intellectual Disabilities Program Manager,
along with Questar, did an excellent job of
explaining and providing specific, relevant
examples of the preceeding training points

At this time, all teachers will need to
access the GaDOE Elluminate and follow
the instructions to view that portion of their
presentation
Providing Learning Opportunities
through Instruction
Teach, then Assess!
40
Giving Students
Opportunities to Learn





41
The purpose of the GAA is to measure student
achievement and progress relative to selected skills that
are aligned to grade level GPS.
The expectations can be different in terms of depth
and/or complexity.
Assistive technology and adapted materials may be
needed to give access.
The focus may be on prerequisite skills, but must apply
to the grade level content and standard.
The level of instruction must be appropriately challenging
for each individual student.
Giving Students
Opportunities to Learn


42
Access to the curriculum should be a part of
ongoing instruction and should not be limited to
singular events represented by the assessment
tasks on the GAA.
It is vital that students participate in instructional
activities prior to assessment in order to give the
students the greatest opportunity to learn and retain
knowledge and skills related to the academic
curriculum.
Georgia Performance
Standards
Instructional Practices
and Resources
Opportunities to Learn
Georgia Alternate Assessment
43
Understanding the GPS


In order to best serve our students, it is vital
that teachers are provided with the
necessary resources and training
opportunities to enable them to understand
the Big Ideas of the GPS standards and
elements.
Big Ideas are key concepts– the intent of the
standard and element.

44
Look for big ideas in key nouns found
in the standard and element
Teach first, then Assess!
Teac
h
Collection
Period 1
Asse
ss
GAA
Lear
n
Assess
Teac
h
45
Lear
n
Collection
Period 2
Teach first, then Assess!

Opportunities for learning
Exposure to materials
 Activities for learning and practice


Assessment

Student demonstrates what they know
about the content and meaning of the
standard and element
Teaching
Exposure
Practice
46
• What I have
learned
• How I show you
Assessment
Teach first, then Assess!

Access to the curriculum should be a part of
ongoing instruction.


47
not a single task/event used as an
assessment task for GAA
Students participate in instructional activities
prior to assessment to allow opportunities for
learning concepts and skills related to the
standards.
Teach, then Assess!

The opportunity to learn via the academic curriculum
should be provided throughout the school year.
Ongoing academic instruction should provide
access to a variety of standards from the
curriculum–not just those assessed on the
GAA.
 Instruction between collection periods which
will allow students to demonstrate the
greatest amount of progress in the standards
and elements on which they were assessed.

48
Teach, then Assess!

The student’s knowledge, as demonstrated
through Collection Period 1 evidence,
demonstrates the student’s initial skill on a task
that clearly connects to the intent of the
standard and element.

Assessment tasks for Collection Period 1 may
occur:
• After introductory lessons
• At the end of a unit
• Prior to teaching a new unit that builds on previous
skills
49
Teach, then Assess!

Additional tasks that provide exposure or
practice with vocabulary or concepts
related to the standards can be done for
instructional purposes, but should not be
used for assessment purposes.

50
Example: a Bingo activity may provide
additional practice with vocabulary related
to the Civil War but is not an assessment
of knowledge of the standard.
Teach, then Assess!

Consider the following:
Matching vocabulary words such as measure,
point, and distance before the student
determines the distance between two points
 Learning to read a map key or compass rose
before locating GA on a map
 Identifying <,>,= symbols before using them to
compare numbers
 Word searches, crossword puzzles, word
banks that expose students to the concepts of
character, plot, and setting

51
Teach, then Assess!


52
The preceding tasks could be helpful
to familiarize the student with the
terms, materials, and concepts used
to access the standard.
However, the tasks DO NOT, in and
of themselves, constitute aligned
tasks.
Teach, then Assess!
•
53
Matching vocabulary words such as measure,
point, and distance before the student determines
the distance between two points.
• Matching vocabulary is not necessary for
measurement.
• E.g., a student can measure by comparison
and matching.
Teach, then Assess!
•
54
Learning to read a map key or compass
rose before locating GA on a map
• Georgia can be located without a map
key or knowledge of a compass rose
Teach, then Assess!
•
55
Identifying <,>,= symbols before using them to
compare numbers
• Math symbol recognition is not necessary to
compare numbers. The symbols can be
learned while addition is being practiced, but
it is not a prerequisite skill.
Teach, then Assess!
•
Word searches, crossword puzzles, word banks that
expose students to the concepts of character, plot,
and setting.
• Students should show differentiated responses that give
an indication of understanding.
56
Alignment Scenarios
Alignment
The
through prerequisite skills
intent of the standard and element
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.

58
Prerequisite Skills

A Prerequisite Skill is one that is
essential to the acquisition of the
standard and element

59
Addresses the intent of the standard
and element being assessed
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 :
1.
2.
3.
60
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?
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.
1.
Does number identification alone ever get the
student closer to an understanding of fractions?
NO
2.
3.
61
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.
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.
1.
Can repeated exposure to parts of a whole ever get the student
closer to an understanding of fractions?
YES
2.
3.
62
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.
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).
1.
Can repeated exposure to ice and water get the student closer to
an understanding of how water changes to different states.
Yes
2.
3.
63
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.
What is Alignment?
Alignment is the connection between the
written, taught, and tested curriculum*.
 The connection must be to grade-level
academic standards.
 Assessment tasks can be decreased in
depth, breadth, and complexity but must
still connect back to the intent of the
standard and element being assessed.

64
*Diane Browder, UNCC, 2006
Validation Check for Alignment
Have opportunities for teaching and learning
aligned to the assessed content been provided?




65
When looking at the skill in isolation, can you still
identify the academic domain?
Could a curriculum content expert link it back to the
specific state standard?
Has the intent of the element been addressed?
Do all four assessment tasks align to the standard and
element?
The Intent of the
Standard and Element

The intent of the standard and element
refers to the “Big Idea” that which they were
designed to teach.
E.g., ELA6LSV1 (b) Displays appropriate
turn taking behaviors
 The intent of this LSV standard is for the
student to display appropriate turn-taking
behaviors during student-to-teacher,
student-to-student, and group verbal
interactions.

66
The Intent of the
Standard and Element

67
Do the following tasks address the intent
of this LSV standard and element?
Waiting in line for a turn at the drinking fountain
NO
Participating in a conversation about your weekend
YES
Playing a game of catch
NO
Responding to questions about your likes and dislikes
YES
The Intent of the
Standard and Element

What is the intent of the following standard?
E.g., S5P2 (c) Investigate the properties of a
substance before, during, and after a chemical
reaction to find evidence of change.
 The intent of this Physical Science standard is
for the student to recognize the effects of a
chemical reaction.

68
The Intent of the
Standard and Element

69
Do the following tasks address the intent of
this Physical Science standard and element?
Baking brownies for a bake sale
NO
Recognizing that the brownies changed states after
baking; stating that heat caused chemical reaction
YES
Making iced tea while working in the school cafeteria
NO
Recognizing that tarnished pennies soaked in lemon
juice become shiny again, while pennies soaked in
water do not
YES
Alignment Scenarios
Consider the following examples:
Example 1: Georgia Studies
Economic Understandings
– The student will explain personal
money management choices in terms of
income, spending, credit, saving, and investing.
 SS8E5


70
What is the intent of this standard?
What are some ways this standard can be
accessed by students with significant
cognitive disabilities (SWSD)?
71
“N completed a worksheet where she had to
identify coins and dollar bills by name.”
Alignment Scenarios




73
When looking at the skill in isolation, can you identify
the academic domain?
NO
Could a curriculum expert link it back to the standard?
NO
Has the intent of the standard been addressed?
NO
Is this a prerequisite skill for this task?
This skill is NOT a prerequisite for access to this
standard.
The task is NOT aligned.
“N was required to
make a purchase,
calculate her
change, and stay
within her budget.”
This task was
submitted for the
same student for
Collection Period 2.
74
Alignment Scenarios
When looking at the skill in isolation, can you
identify the academic domain?
YES
 Could a curriculum expert link it back to the
standard?
YES
 Has the intent of the standard been addressed?
YES
 Is this a prerequisite skill for this task?
This is an aligned task.

75
Alignment Scenarios
Example 2: Data Analysis and Probability
MM1D1– Students will determine the number of
outcomes related to a given event.
 (a) Apply the addition and multiplication
principles of counting.

What is the intent of this standard and element?
 What are some ways this standard can be
accessed by students with significant cognitive
disabilities (SWSD)?

76
77
“The student was given a
worksheet with single
digit addition
symbols/facts. The
student was instructed to
count the pictures to
write the correct number
to compute the addition
problems.”
78
Alignment Scenarios




79
When looking at the skill in isolation, can you identify
the academic domain?
YES
Could a curriculum expert link it back to the standard?
NO
Has the intent of the standard been addressed?
NO
Is this a prerequisite skill needed for this task?
This skill is NOT a prerequisite for access to this
standard.
The task is NOT aligned.
“The student was
given a worksheet
with two digit
addition by one and
two digits. The
student was
instructed to
compute the addition
problems.”
80
Alignment Scenarios




81
When looking at the skill in isolation, can you identify
the academic domain?
YES
Could a curriculum expert link it back to the standard?
NO
Has the intent of the standard been addressed?
NO
Is this a prerequisite skill for this task?
This skill is NOT a prerequisite for access to this
standard.
The task is NOT aligned.
Alignment Scenarios
Example 3: Data Analysis and Probability
MM1D1– Students will determine the number of
outcomes related to a given event.
 (a) Apply the addition and multiplication
principles of counting.


82
The following task addresses the addition and
multiplication principles of counting by adding the
possible number of outcomes based on the
combination of events…in a simplified way.
“K
will
determine the
number of
possible
outcomes when
making
sandwiches with
two types of bread
and two kinds of
meat.”
83
Alignment Scenarios
When looking at the skill in isolation, can you
identify the academic domain?
YES
 Could a curriculum expert link it back to the
standard?
YES
 Has the intent of the standard been addressed?
YES
 Is this a prerequisite skill for this task?
This is an aligned task.

84
The Dos and Don’ts of
Documentation
Less Can Be More
The Dos and Don’ts of
Documentation
When reviewing evidence documentation, the teacher
and portfolio reviewer must ask him or herself the
following questions:
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What, specifically, was the student asked to do as it
aligns to the standard and element?
What were the actual questions/actions asked of the
student?
What were the student’s answers? How did he/she
respond?
Were the answers/responses correct? Has evaluation
of student performance by the teacher been clearly
documented?
What was the type and frequency of prompting
required for the student to successfully complete the
task?
The Dos and Don’ts of
Documentation
Documentation Dos
Provide all necessary
and required
documentation
Document accuracy and
prompting separately
Documentation is
specific to the individual
student
Documentation should
be clear and concise
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Documentation Don’ts
Contradictory or
superfluous annotations
Documentation of
encouragement,
directions, or supports
(physical assistance) that
do not lead the student to
the correct answer
The Dos and Don’ts of
Documentation
Physical Prompt
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Leads to the correct
answer
Ensures correct
responding
Most intrusive level of
prompting
Used if student does
not respond to less
intrusive forms of
prompting (verbal,
model, etc.)
Hand-over-hand to
indicate a response is
physical prompting
Physical Assist
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Does not lead to the
correct answer
Aides the child to
“independently” indicate
an answer or make a
selection
Used if student requires
partial or full support of
body
Provided by holding the
child’s arms or wrists
and guiding some
movements
Documentation Dos
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Documentation Dos

Task description is clearly stated
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Student work has been clearly evaluated
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Answered 2 out of 4 correctly for an accuracy of 50%
Prompting has been clearly documented
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Determined which item he should spend his money
on first given 2 choices on an activity sheet
Type: Independent
Frequency: None
Setting: Special Ed classroom
Interactions: Special Ed teacher and nurse
Documentation Don’ts
?
?
?
?
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Documentation Don’ts

Task description is specific, but it is unclear as to what
skill the student is being evaluated on
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Evaluation of student work combines accuracy and
prompting on multiple aspects of task
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Spinning the Spinner? Gluing? Adding the money?
Answering questions about spending within his
budget?
Spinning: Independent = 5 pts. x 5 = 25 pts.
Gluing: Full Physical = 1 pt. x 5 = 5 pts.
Adding Total: Verbal = 4 pts. X 1 = 4 pts.
Answ Questions: Independent = 5 pts. X 2 = 10 pts.
44/65 pts. = 68%
Documentation Don’ts
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Documentation of Prompting is confusing
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Setting: Special Ed classroom
Interactions: Special Ed teacher and classmates
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Type: Full, Verbal, Independent
Frequency: Limited
“Answered the questions independent of any
clues.”
What is the nature of the interaction with
classmates as it occurred during the assessment
task?
The Dos and Don’ts of
Documentation

Had the focus of the task been on the student’s
ability to answer questions about making spending
decisions within a personal budget, he would have
demonstrated a higher level of accuracy and
greater independence thus contributing to a higher
score in Achievement/ Progress.
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Accuracy: 2/2 for a score of 100%
Complexity: Answered 2 Yes/No questions after
completing a multi-part task.
Independence: Answered questions independently
Documentation Dos
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Observation and interview forms can be submitted
as a secondary-type of evidence to document either
a pre-planned or naturally occurring event that
demonstrates a student’s ability on a task that is
aligned to a standard and element.
In the absence of direct student work, however, it is
very important that the information requested on the
forms be filled out completely, specifically, and
concisely in order for the student to get the
appropriate score.
Documentation Dos
ELA4LSV1 c. Responds to questions
with appropriate information
The task description is concise and
specific. The student is to respond to
verbally presented questions by choosing
the correct symbol from a choice of (2) two.
The documentation specifically addresses
the information requested–
What were the questions asked of the
student: “What month is it? (asked 5 times)
What were the student’s responses:
Chose the snowflake (January) each time
Were the student’s responses correct:
Correct answers for an accuracy of 100%
(5/5)
The nature of the interaction is described–
Interacted with nurse who asked the quest
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Prompting is clearly annotated (separate
from accuracy)– Independently chose each
answer
Documentation Don’ts
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Less can be more; do not include
unnecessary information
Review the documentation – without
explanation, will someone else be able to
understand what the student was asked to do
and the connection to the standard and
element?
Documentation that is unclear, contradictory, or
superfluous can result in lower scores for the
student–or in the entry being nonscorable.
Documentation Don’ts
ELA8R1 b: Applies, analyzes and evaluates
common organizational structures (e.g., graphic
organizers, logical order, cause and effect
relationships, comparison and contrast).
The task description is generic to cover a
number of separate tasks. It is unclear what
the task is or how it aligns to the standard and
element.
The documentation does NOT address the
information requested–
What were the questions asked of the student:
? What were the student’s responses: ?
Were the student’s responses correct: 22/25
88%
There is no documentation to address how the
student interacted with all of these people
during the assessment task.
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The Dos and Don’ts of
Documentation
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Had the Observation Form documented a specific aligned task for
which the requested information was provided, this evidence could
have contributed to a higher overall score in Achievement/Progress.
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Accuracy: + 22/25 for a score of 88%
• Was this 25 questions total, 25 questions for each of the many
tasks the student completed, or 25 questions for one particular
task not specifically described?
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Complexity: ?
• Without knowing what the questions are, how difficult the
questions are, how many answer choices are provided, or how
similar the distractors are, it is impossible to gauge the true
complexity of the task.
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Independence: Limited verbal prompting
• Was the same prompting required each time?
Demonstrating
Achievement/Progress
Accuracy
Complexity
Independence
Demonstrating
Achievement/Progress
Achievement/Progress assesses the increase in the
student’s proficiency of skill in the aligned standardsbased tasks across the two collection periods.
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Increase in the Accuracy of student responses
Increase in the Complexity of the tasks
Increase in Independence as demonstrated through
a decrease in the type and frequency of prompting
Demonstrating Achievement/Progre
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Achievement/Progress is scored by evaluating the net
change in accuracy, complexity, and independence
from Collection Period 1 to Collection Period 2.
Both tasks in each collection period are considered
together when evaluating the student’s ability.
The greater the positive increase in these dimensions,
the higher the Achievement/Progress score.
Achievement/Progress: Accuracy
Accuracy
of student work is considered across both pieces of evidence
submitted for each collection period.
1.
2.
3.
4.
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More correct responses in Collection Period 2 than in
Collection Period 1; higher percentage of correct
responses
Accuracy that stays the same across both collection
periods
Decrease in accuracy from CP1 to CP2
Accuracy that is low in CP1 because the student is doing
a very complex task and high in CP2 because the student
is doing an easier task may not result in a higher score in
A/P
Achievement/Progress: Accuracy
Example 1
CP1
Primary
50%
Example 2
100%
65%
CP2
Primary
88%
100%
100%
96%
100%
Example 4
0%
97%
10%
98%
20%
65%
90%
100%
92%
CP1
Secondar
y
96%
100%
58%
CP1
Secondar
y
Example 3
70%
75%
95%
100%
?
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Achievement/Progress:
Complexity
Many
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ways to demonstrate and increase in complexity
More questions or answer choices
• 5 questions to 10 questions
• 2 choices to 4 choices
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Different types of answer choices provided
• Matching vs. Multiple Choice vs. Short Answer
• Pictures vs. words
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Greater similarity between distractors
• Boy vs. Tree to Boy vs. Man
• Correct plus unlikely to all similar/possible
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Achievement/Progress:
Complexity
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Move from concrete to abstract concepts
• Manipulatives to pictures to words/numbers
• Concrete to representational to abstract
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Deeper level of knowledge within the same
skill; moving from prerequisite skill to
application closer to standard/element
• Describe to explain to interpret
• Label to compare to analyze
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Achievement/Progress:
Independence
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Increase in Independence–decrease in type
and frequency of prompting
Decrease in EITHER prompting type OR
frequency
 Decrease in BOTH prompting type AND
frequency
 From prompted in Collection Period 1 to
independent participation in Collection
Period 2
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Achievement/Progress:
Independence
Types
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Frequency
Physical
Continuous
Model
Frequent
Gestural
Limited
Verbal
Independent
Achievement/Progress:
Independence
Example 1
CP1
Primary
CP1
Secondar
y
CP2
Primary
CP1
Secondar
y
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-Frequent
Verbal
-Limited
Gestural
-Partial
Physical
-Continuous
Verbal
-Limited
Verbal
-Limited
Gestural
Continuous
Verbal
--Limited
Gestural
-Partial
Physical
Example 2
-Limited
Verbal
-Limited
Gestural
Independen
t
-Limited
Verbal
-Limited
Gestural
Independen
t
-Limited
Verbal
-Limited
Verbal
-Limited
Gestural
--Limited
Verbal
Independence
-Limited
Verbal
-Limited
Gestural
-Limited
Verbal
-Limited
Gestural
Independence
Example 3
Continuous
Verbal
-Frequent
Verbal
- Limited
Verbal
Continuous
Verbal
-Frequent
Verbal
-Limited
Verbal
Independen
t
Independen
t
Independence
Demonstrating
Achievement/Progress
If there is no change in either accuracy,
complexity, or independence, A/P score is “1”
 If the tasks from one collection period to the
other are too different, A/P score is “1”
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No consistent skill to evaluate across the
two collection periods
Demonstrating
Achievement/Progress
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All students progress at different rates.
It is important that the tasks on which the student is assessed
demonstrate an appropriate level of challenge for the student and
represent the student’s true knowledge and skill on the
standard/element.
The evidence submitted should be an authentic representation of
the student’s ability.
A student may show more progress in one content area than
another or in one strand than another.
A student who demonstrates “some” progress (A/P “2”) is
showing progress- a “2” is good!
THANK YOU for your participation.
 This presentation will be available on
the special education website for
future viewing/reference
 Don’t hesitate to ask questions! We
are here to support you throughout
this process
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Direct GAA questions to

Terri Baggarly
• [email protected]
• (770) 254-2810 ext. 2011

Dr. Peggy Guebert
• [email protected]
• (770) 254-2810 ext. 2006
Your consultant
 Your test coordinator
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