Planning Instruction

That aligns with GPS and meets GAA requirements

WE

DO NOT

TEACH GAA!

GAA is

evidence

has occurred.

that appropriate instruction

New Curriculum Guides:

Developed by successful teachers Provides structure in time frame & content Uses basic materials available to MOID/SID/PID classrooms Allows use of unit instruction to hit multiple grade levels and multiple standards Allows collection of GAA evidence earlier Insures instruction is aligned to standards throughout the year – not just for GAA

New Curriculum Guides:

Developed by successful teachers Provides structure in time frame & content Uses basic materials available to MOID/SID/PID classrooms Allows use of unit instruction to hit multiple grade levels and multiple standards Allows collection of GAA evidence earlier Insures instruction is aligned to standards throughout the year – not just for GAA

Elementary:

Middle School:

High School:

Grade level standards There is no expectation that our students will master the standards Progress will look very different for our students GPS does not replace our directive to teach functional skills as in the IEP

We are NOT teaching the standards We are aligning our instruction to GPS Exposing our students to same standards/content as their peers Providing ACCESS for our students to the general education curriculum at a meaningful level Success for our students will look different

Students do not have to master standards They have to make progress with materials/context of the standard

Examiner’s Manual should be in hands of person collecting data for GAA

Everything is online There is no need to lock away the manuals, forms, or any materials that have not been filled out Teachers need access to the manual and other materials at all times during the process.

Examiner’s Manual vs Blueprint

Abbreviated blueprint lists the standard numbers that you can select from Examiner’s manual has all the instructions, examples, forms, and an expanded blueprint with full standard element description

Everything you need is online: http://public.doe.k12.ga.us/ci_testing.as

px?folderID=241&m=links&ft=GAA%20 Resources

Use electronic forms

Lessens chance for errors Makes corrections easier Easier to for reader to read

Overview of GAA

The GAA is a portfolio of student work provided as evidence that a student is making progress toward grade-level academic standards.

Evidence provided must show instructional activities and student work that is aligned to specific grade-level standards.

High Stakes Testing

Comparable to CRCT Must be kept in secure (i.e., locked) location – after annotated CANNOT be copied for any reason – including parents

Parent Report

Cannot make copies or share entries with parents Parents will receive report – Will include score on each component of rubric – Will indicate how/what was taught

GAA Portfolio Components

Grades K-2 English/Language Arts: 2 standards/entries Mathematics: 2 standards/entries Grades 3-8 and 11 English/Language Arts: 2 standards/entries Mathematics: 2 standards/entries Science: 1 standard/entry, paired with Characteristics of Science Standard Social Studies: 1 standard/entry

2 Collection Periods

one to show the student’s initial skill and the second to show progress.

The window between Collection Period 1 and Collection Period 2 is from a minimum of 3 weeks to a maximum of 5 months.

Entry (e.g., Reading Comprehension Standard) Collection Period 1 Initial/Baseline Collection Period 2 Progress Primary Evidence Secondary Evidence Primary Evidence Secondary Evidence

Primary (shows what the student knows) • Student work sample • Permanent product • Videotape; audiotape (with script) • Series of Captioned Photos Secondary (reports what the student knows) • Data sheet (Charts/Graphs) • Interview • Observation (Anecdotal record) • An additional piece of primary evidence

Entries will be scored for 4 dimensions Fidelity to Standard assesses the degree to which the student’s work addresses the grade level standard to which it is aligned.

Context assesses the degree to which the student work exhibits the use of grade appropriate materials in a purposeful and natural/real-world application.

Achievement/Progress assesses the increase in the student’s proficiency of skill across the two collection periods. Ways to show progress across the periods include documenting » an increase in accuracy, » a decrease in prompting/supports, and/or » an increase in the complexity of the student’s tasks and skills.

Generalization assesses the student’s ability to apply the learned skill in other settings and with various individuals other than the teacher or paraprofessional . • This dimension is scored based on the evidence across all entries.

Note: changes to show generalization must be purposeful

Complete an Entry Sheet for each entry Be certain that you have recorded the correct standard number and its matching description.

Describe, specifically, the tasks that the student was assessed on for each collection period.

Record, by check-mark, the types of Primary and Secondary Evidence you are including.

The Entry Sheet must be completed correctly for the entry to be scoreable.

Think about: grade-appropriate materials, real-world or natural applications, a variety of settings, and opportunities for interactions with peers and community members.

Selecting Appropriate Evidence

– Consider verbs when selecting – what kind of evidence will demonstrate that concept & show progress?

– Use language from standard/element (nouns & verbs) Examples of good standards/elements & poor standards/elements for GAA

Essentials for GAA success

Plan ahead Read the manual Choose appropriate standards/elements Provide appropriate materials & adaptation for individual progress (careful of cut & paste) Use DOE Electronic Resource Board Choose evidence that shows progress related to standard

We are not teaching the standards We are providing our students with exposure the same curriculum as their general education peers.

We are aligning our instruction with grade level/appropriate content We are allowing our students access to the standards

Our job is to provide materials and instruction to create a bridge...

Special Education GPS

Grade level or developmental?

Overall content should be grade/age appropriate and similar to what general ed peers are experiencing May use materials adapted for developmental levels if they relate to grade level content (prerequisites) Be age respectful

Training powerpoint from DOE http://public.doe.k12.ga.us/ci_testing.as

px?PageReq=CI_TESTING_GAA

Resources

Work Smarter Not Harder

GA DOE

Electronic Resource Board http://gadoe.georgiastandards.org/impairm ent.aspx

Blog for support

– www.pickettsmill.typepad.com/pritchard

Free materials

– www.adaptedlearning.com

– www.intellitools.com

– www.learningmagic.com

Activity Exchange

POWERPOINT

– • • www.pppst.com

http://its.leesummit.k12.mo.us/powerpoint.htm

» NEBO