Transcript Slide 1

Informal GAA Information
Session
August 2010
• Celebrations from 2009-2010
– What do the scores mean?
– GAA scores in Goalview
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Cautions from 2009-2010
Differences from last year
GAA 101
How is HS ACCESS instruction different now
Resources
Celebrations
• 524 portfolios
Total #
90
80
70
60
50
40
30
20
10
0
Total #
Celebrations
• 93% Passing rate
• Only 8 portfolios failed because of
generalization
• Only 20 portfolios failed all 4 areas.
Reading Score Reports
Cautions from last year
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Be sure activity aligns to standard & element
Only 1 characteristic of science
Distinct window between collections
4 distinct instructional activities
3-5 photos on 2 page – not 1 photo on a page
Only 4 pieces of evidence – nothing extra
– Not teaching materials
• NO SHEET PROTECTORS
• Don’t staple – makes it hard to read/score
Changes for 2010-2011
• 1 & 2nd – no GAA portfolio but must do Brigance
(HELP for SID/PID) and put scores in Goalview
• HS has 8 standards instead of 6
– students must PASS all 8 sections.
• 2 retake opportunities in 2011-2012 (Fall & Spring)
– Students must pass GAA to go to Transition Academy
• Forms are tweaked
– Cobb will require annotation form this year
High School ACCESS Courses & GAA
• ACCESS courses are intended to be integrated
instruction rather than isolated classes.
• Cannot meet 8 standards before winter break
unless instruction is integrated across
curriculum
• Expectation on timeline is evidence to be
collected before winter break
• Language! is required for all MID classes
GAA Score must be in Goalview
•It is the current case manager’s responsibility to put last year’s GAA
scores into Goalview.
•1st & 2nd grade HELP & Brigance scores need to be put in Goalview
by next IEP or Feb. 17th – whichever comes first.
Georgia Alternate
Assessment
Introduction for New
Teachers
Fall 2010-2011
Amended from presentation on
www.gadoe.org/ci_testing.aspx?PageReq=CI_TESTING_GAA
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We don’t teach GAA…..
GAA is evidence of
appropriate instruction
•No “GAA” time on schedule or lesson plan
•GAA evidence should come out of instruction aligned to
GPS & IEP
•No “GAA” days
•No GAA planning time on lesson plan or schedule
•Do not tell parents that daily instruction, homework, or planned
events cannot be accomplished because of GAA.
•If you are working on gathering GAA evidence for 1 student, be
sure other students are actively engaged in appropriate
instructional activities.
GAA Window
• Sept 7th Collection window opens
• Oct. 6 -Oct. 13 GAA Accountability Review
• November 5, 2010 1st Collection Completed
continue gathering evidence for 2nd Collection
• December 1 -Dec. 7 GAA Accountability Review
• February 11, 2011 Evidence collection completed
**Brigance and HELP scores must be in Goalview by Feb
11 or the IEP whichever comes first.
• NOTE – All evidence should be collected prior to the
winter break to allow time to complete portfolios.
Overview of the GAA
Why do we have to do GAA?
• The 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. Teacher accountability
• Evidence provided must show student work that
is aligned to specific grade-level standards,
adapted to meet the student’s cognitive,
communication, physical and/or sensory
impairments.
• The Georgia Alternate Assessment meets NCLB
and IDEA mandates.
It’s the law!
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2010-2011 GAA Blueprint
• The Blueprint outlines the requirements of the
GAA.
• The Blueprint identifies the curriculum
standards that are required and eligible for
assessment on the GAA.
• The Blueprint, by grade, can be found in
Appendix D of the GAA Examiner’s Manual,
2010-2011. Page 151
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Portfolio Components
(p 151-158)
• Grades K*, 3-8 (GKIDS is recommended option)
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ELA – 2 entries
Math – 2 entries
Science – 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. In Cobb - grades
1 & 2 must complete Brigance and record scores in Goalview
under current functioning. (SID/PID will complete H.E.L.P.)
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Portfolio Components -Grade 11
– ELA – 2 entries
(p 159)
Reading and American Literature*
*may use any high school literature
Communication - Writing or
Listening/Speaking/Viewing
 Math – 2 entries
Math I - Algebra, Geometry, Data Analysis
Math II - Algebra, Geometry, Data Analysis
 Science – 2 entries
Biology
Physical Science
 Social Studies – 2 entries
US History
Economics
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The Anatomy of a GAA Entry
Collection Period 1
Primary Evidence
Initial/Baseline
Secondary Evidence
14 calendar days
Entry
Primary Evidence
Collection Period 2
Progress
Secondary Evidence
Note: 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.
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High School
Collection Periods
• For each entry, there are two collection periods.
 Collection Period 1 shows the student’s initial skill.
BASELINE/PRETEST – BEFORE INSTRUCTION
 Collection Period 2 shows the student’s 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.
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All Collection Period 1 tasks must be completed before Collection Period 2 tasks
are begun.
Types of Evidence
• Primary Evidence Showcase student
 Demonstrates knowledge/skills by showing the
student’s engagement in instructional tasks
• Secondary Evidence Supports Primary
 Reports knowledge/skills by documenting,
charting, or interpreting the student’s
performance
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Choosing the Standard and
Element for Assessment
Choosing the type of evidence to
best showcase the student’s skill
MUST SHOW PROGRESS –
Choose to show progress
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Effective Evidence Documentation
The following information must be documented somewhere
within the entry for each piece of evidence:
 the student's name (Who) and date (When)
 description of task–documented on Entry Sheet (What)
 the setting in which the task was completed (Where)
 specific evaluation of student response (How Well)
 interactions that occurred during the task (With
Whom)
 Independence–type and frequency of prompting
(Prompts)
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Annotating Evidence
Who: the student’s name
 must be on each piece of evidence
 always refer to the student by name, not “the student” or
“students”
What: specific description of the task
 what was the student asked to do?
 do not be vague or overly general in the description
Where: setting in which the task was completed
 must be purposeful for the particular task
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Annotating Evidence
When: date each piece of evidence
 record the date on which the task was completed, even if
the task took multiple days to complete
 for Data Sheets, a minimum of 3 distinct dates are required
for scoring
How Well: evaluate the student’s performance
 document the questions or actions asked of the student
and his/her actual responses
 grade, score, evaluate, or provide an answer key so that
the student’s performance can be clearly determined
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Annotating Evidence
With Whom: describe the interaction
with whom did the student interact during the task
and what was the nature of the interaction
reciprocal communication should be specifically
documented
Prompts: Level of Independence
 prompting should be documented only if it guides the student
to the correct answer (e.g., directions and encouragement are
not considered prompting)
 annotate both the type (e.g., physical, gestural, model, verbal)
and frequency (e.g., continuous, frequent, limited,
independent) of prompting provided
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Now what do I do?
Where do I start?
Keys to Success with GAA
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N
• Plan for progress
• Lay it all out –get a
calendar
• Alignment/Fidelity
• Notes
P
• Pick appropriate
standards
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• Lessons – planned
& data driven
A
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• Annotation
• Numbers – how
many & what type
of prompts
P
• Portfolio – leave
enough time
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• Leave your room generalization
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• Achievement PROGRESS
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• Neat – simple,
nothing extra
Resources for
Effective Classroom Instructon
DATA, DATA, DATA
• IEPs should be data driven
• IEPs do not address standards
• IEPs should address the functional skills that
would prevent student from access general
curriculum
• Data should be clear to a total stranger
• IEP objectives need to be easily measureable.
Cobb Curriculum Guide
for
Students with Significant Cognitive
Disability
• Addressing GPS from Day 1 until last day of school
• Has been given to administrators as expectations
for curriculum access
• Will provide instruction that will meet GAA
• Not optional
• Can be adjusted
DOE Testing Info
• http://www.gadoe.org/ci_testing.aspx?PageR
eq=CI_TESTING_GAA
DOE Electronic Resource Board
• http://admin.doe.k12.ga.us/gadoe/sla/agps.nsf
Cobb Support Blog
• http://www.pickettsmill.typepad.com/pritchard
Cobb School District
Testing Site
• http://support.cobbk12.org/SSSpecialEducatio
n/gaa/gaa.htm
Information on GPS
• www.georgiastandards.org
Cobb Virtual Library
• http://cvl.cobbk12.org/
Boardmaker Share
• www.boardmakershare.com
requires password
Activity Exchange for Classroom
Suite
• www.intellitools.com
requires password
Local Support
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AT staff
ID Trainers
Local educators
Peers in other schools
Focus groups
IF you need help – you have to ask
– document
Teacher Focus Groups
• HS/MS meeting
– Aug. 31st in the Media Center PL training MJM
• Elementary
– Oct. 4th - TBA