Transcript GAA 2013-2014 and Lessons Learned - Session 8

Georgia Alternate Assessment
Lessons Learned: Looking Forward
to the 2013-2014 Administration of
the GAA
Session 8
Recording:
https://sas.elluminate.com/mr.jnlp?suid=M.55294A4CD55F9
75F046488C006FB28&sid=2012003
1
Welcome to Session 8
Looking Forward to 2013-2014
This session will begin at 2:30 p.m.
The power point is located in the GAA Presentations Portlet at this location:
http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/GAA-Presentations.aspx
Webinar Etiquette:
o
o
o
o
o
Please use the Audio Setup Wizard in the Tools Menu to configure and test your audio
settings before the presentation begins.
To eliminate interference from background noise in your area, please leave the Talk Button
on mute if you are not speaking.
Due to the number of participants, we request that questions be submitted via Chat.
You will receive a prompt to download this PowerPoint. You can also go to Window, File
Transfer to download any files sent through this webinar.
Please log-in with your name and the name of your district beside it (e. g., Joni Smith–Henry
County). If you have already logged-in, please place your name and district in the chat box.
2
2013-2014 GAA
• The 2013-2014 series of webinars (Sessions 1-8) serve
as introductory components for informing and training
system staff in the planning, implementation, and
submission of the GAA portfolios.
• Reading and understanding the GAA Examiner’s
Manual 2013-2014 and the materials provided through
the webinar trainings are necessary to understand the
policies and procedures required for the administration
of the GAA.
3
Overview of This Presentation
• This presentation will cover the following topics:
 General Information about the 2013-2014 GAA
 Lessons Learned from the 2012-2013 administration of the
GAA
 Portfolio Test Security, Validation, and Ethics
 Portfolio Peer Review
• It is designed to inform:
 All teachers who administer the GAA,
 Peer Reviewers and designated trainers,
 Special Education Directors,
 Test Coordinators, and
 Building Administrators.
4
2013-2014 GAA
• Additional sessions will be available for
more in-depth training on topics that will
assist test administrators.
• All presentations will be posted on the
GaDOE website at:
http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/GAA-Presentations.aspx
3
General Information
Key Dates for the 2013-2014 GAA
6
General Information
Key Dates for 2013-2014 High School Retest GAA
7
Participation Criteria
The student’s IEP Team
determines how the student
shall participate in Georgia’s
student assessment program.
The student may be
considered for participation in
the GAA only if:
1. all participation criteria
have been met, and
2. the IEP team determines
that a student cannot
meaningfully access the
general statewide
assessments, even with
maximum appropriate
accommodations.
8
State-Mandated Content Standards
• Georgia began implementing the current statemandated content standards for the first time in
2012-2013.
• The GAA has reflected these current content
standards since the fall of 2012.
• The content standards selected for assessment on
the GAA have been reviewed and approved by a
committee of Georgia educators.
9
State-Mandated Content Standards
• Georgia school systems transitioned to the state-mandated
content standards in ELA in Kindergarten through grade 12
and in Mathematics in Kindergarten through grade 9.
 In 2013-2014, schools will expand the transition in
Mathematics through grade 10.
• The High School Mathematics content standards are being
implemented by cohort, beginning with students who were in
grade 9 during the 2012-2013 year.
• Therefore, the GAA blueprint for High School Mathematics
will not change until the 2014-2015 school year, when that
cohort of students will be assessed for the first time.
10
State-Mandated Content Standards
• The content standards for Science and Social Studies
will remain unchanged for the 2013-2014 school
year.
• The Blueprint for the GAA, including the current
state-mandated content standards, is available in
Appendix D of the GAA Examiner’s Manual 20132014 and on the GaDOE website.
 http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/GAA-Resources.aspx
11
Lessons Learned from the
2012-2013 Administration
12
Lessons Learned from the
2012-2013 Administration
Congratulations!
• 2012-2013 marked the seventh successful
administration of the Georgia Alternate Assessment!
• Assessment tasks and the quality of the portfolio
entries continue to improve.
• Teaching through the academic content standards is
becoming a more integral part of daily instruction.
13
GAA Portfolios Submitted
Grade
K
3
4
5
6
7
8
HS
Total
2011-2012
Portfolios
Submitted
177
1257
1274
1427
1399
1387
1547
1311
9779
2012-2013
Portfolios
Submitted
171
1286
1398
1417
1546
1482
1590
1388
10278
2011-2012
2012-2013
Total Entries Total Entries
708
7542
7644
8562
8394
8322
9282
10488
60942
684
7716
8388
8502
9276
8892
9540
11104
64102
• 10,278 portfolios were submitted in 2012-2013 as compared to 9,779
submitted in 2011-2012. This table provides a breakdown, by grade,
including the total number of entries for both 2011-2012 and 2012-2013.
14
Student Proficiency
on the 2012-2013 GAA
• Across all grades and content areas, the vast majority of
students met or exceeded expectations as demonstrated
by their Performance Level Indicator.
ELA: 83% Established or Extending Progress
Mathematics: 81% Established or Extending Progress
Science: 96% Established or Extending Progress
Social Studies: 96% Established or Extending Progress
15
Lessons Learned from the
2012-2013 Administration
• Feedback from teachers and test coordinators as well
as from the portfolios provided valuable information
as to areas of focus for upcoming training.
Training will continue to focus on alignment and
developing assessment tasks.
• Continued training is needed to support teachers in
their understanding of the current state-mandated
content standards and the intent of the standards
and elements/indicators.
16
Lessons Learned from the
2012-2013 Administration
• Nonscorable entries account for only a small
percentage of the total entries submitted.
• Analysis of nonscorable entries provided valuable
information regarding issues and trends noted for
this administration.
• This information is used to inform topics for
continued training.
17
Frequency of Nonscorables
by Number and Percent
2012-2013
NS Code
Frequency
Percent of NS
Percent of all
entries
ME
224
2.99%
0.35%
ES
122
1.63%
0.19%
NA
5932
79.18%
9.25%
IE
1053
14.05%
1.64%
IT
69
0.92%
0.11%
OG
27
0.36%
0.04%
IS
65
0.87%
0.10%
Total
7492
100.0%
11.68%
7,492 of 64,102 entries received NS codes
18
Lessons Learned from the
2012-2013 Administration
• The 2012-2013 GAA reported a slight increase in
the percentage of nonscorable entries.
 11.68% of entries in 2012-2013 as compared to
9.98% of entries in 2011-2012.
 The most significant increase was found in the
nonscorable code NA- Not Aligned.
• This increase was anticipated as a result of the
transition to the new state-mandated content
standards.
19
Lessons Learned from the
2012-2013 Administration
• With the transition to the current state-mandated
content standards, it was crucial that the assessment
stayed the same and that only those standards that
clearly cross-walked to the existing GAA Blueprint be
eligible for assessment.
 Those standards/elements that did not crosswalk were
removed from the Blueprint.
 Some strands/standards previously assessed at one grade
level were assessed at another.
• As a result, teachers had to adjust instruction as well
as assessment tasks to address the current standards.
20
Lessons Learned from the
2012-2013 Administration
One example can be found with the spike in
nonscorable frequency in Grade 6 Math, Entry 2
• A contributing factor to this increase could be the
fewer standards from which to choose.
 4 standards and elements/indicators in 2012-2013 eligible
for assessment as compared to 29 standards/elements
available in 2011-2012
• Since teachers had to choose from only four options,
we found similar recurring nonscorable issues.
21
Lessons Learned from the
2012-2013 Administration
• What we found:
Assessment tasks that worked with the GPS
standards/elements were reused with the current
state-mandated content standards without being
modified to address the specific intent of the
current standards.
Instructional activities that should take place
before assessment were submitted as assessment
tasks and did not address the specific intent of the
new standards.
22
Lessons Learned from the
2012-2013 Administration
• What we found:
A higher percentage of nonscorable entries in
Mathematics (K, 3-8)
Continuing difficulty with including the co-requisite
Characteristic of Science within one of the Science
assessment tasks
23
Lessons Learned from the
2012-2013 Administration
What we learned:
Need for further training in the state-mandated
content standards – especially Mathematics
Need for further training in the development of
new/modified assessment tasks that assess the
intent of the current standards
Need for further emphasis on portfolio review that
includes attention to alignment issues
24
Lessons Learned: Enhancement to the
2013-2014 Entry Sheets
• We are always listening to your feedback and looking
for ways to improve process as well as materials.
• Being responsive to circumstances in which an
ineligible standard was assessed, a change has been
made to the Entry Sheets to provide an additional level
of safeguard.
• The 2013-2014 electronic Entry Sheets have been
improved with a new drop-down box from which to
choose the Entry # (e.g., Entry 1 or Entry 2 for Math).
25
Lessons Learned: Enhancement to the
2013-2014 Entry Sheets
Newly added
drop-down box to
choose entry #
By choosing the Grade, Subject, and Entry #, only those strands and standards eligible
for assessment for that entry will be available in the drop-down menu as per the GAA
Blueprint.
26
Lessons Learned: Enhancement to the
2013-2014 Entry Sheets
Reminders:
• Two different Entry Sheets are provided:
http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/GAA-Resources.aspx
1. Entry Sheet for students in grades K, 3-8, and High School
(Retesters first assessed in HS in 2012-2013)
2. Entry Sheet for HS Retesters first assessed in HS prior to
2012-2013
• Be sure to discard previous templates and use only the Entry
Sheets for 2013-2014!
• It is highly recommended that you use the electronic Entry
Sheet to avoid Entry Sheet errors.
27
Lessons Learned from the
2012-2013 Administration
• Even the most successful endeavors can be
improved through evaluation of both
strengths and weaknesses.
• The 2012-2013 GAA exemplified far
more strengths, but continues to improve
through ongoing evaluation.
28
Test Security
29
Test Security
• Maintaining security of all student materials is crucial
to obtaining valid and reliable assessment results.
• While the GAA materials themselves are not
considered secure materials, student work and entries
are secure once they have been chosen as assessment
evidence and placed in the GAA portfolio binder.
 Original student work or photos/videos of original student
work (permanent products) must be submitted.
 GAA evidence may not be photocopied and retained.
 Photocopied permanent products may not be submitted as
evidence.
30
Test Security
• Once compiled into the portfolio, student work and
materials being used for the purposes of the GAA must
be kept in locked storage within the classroom– except
during use.
• Access to those materials must be restricted to
authorized individuals only.
31
Test Security
• The assessment binder should not be removed from
the school building, except when sign-out
procedures are in effect for the purpose of peer
reviews.
• It is the direct responsibility of all individuals who
administer the assessment to follow security
procedures and protect the integrity of the
assessment process.
32
Test Security
• Any action which compromises assessment security
or leads to the invalidation of an individual student’s
or a group of students’ test scores will be viewed by
the Georgia Department of Education (GaDOE) as
inappropriate use or handling of tests and will be
treated as such.
• Any concern regarding test security must be reported
to GaDOE immediately.
• Assessment Administration Division staff members
are available to help system personnel develop and
implement appropriate assessment security
procedures.
33
Portfolio Validation
34
2013-2014 Validation Form
• The Validation Form was designed to address
certain issues that should not occur during the
assembly of a student’s portfolio.
Fabricating or altering evidence of student work
Making and retaining photocopies of contents
Submitting photocopies of student work
• Signatures of Test Administrator and Building
Administrator are required.
35
The GAA Validation Form was
provided in the portfolio binder
to verify that all requirements
and procedures have been
followed and that the contents
are the work of the student
being assessed.
• This is an important step– the
signatures validate the contents
of the portfolio.
• Be certain that signatures have
been obtained from both the
person submitting the portfolio
and the Building Administrator.
• For transfer students, two
Validation Forms must be
submitted- one by the sending
school/system and one by the
receiving school/system.
36
Portfolio Validation
• The portfolio validation process requires signatures on the
Validation Form which authenticates the student work included
in the portfolio.
• This form is a required document that must be completed and
signed by both the Building Administrator and the person
responsible for submitting the portfolio.
 Refusal to sign the Validation Form is NOT an option
• This is a secure document which will be checked upon receipt.
• In the case of transfer students, two Validation Forms must be
submitted (one from the original school and one from the new
school).
37
Portfolio Validation
• Violation of any of the aforementioned requirements
for compiling student work for the GAA may result in
the portfolio being invalidated and could result in
additional actions or consequences.
• Should the Building Administrator, Portfolio
Reviewer, or STC discover any irregularities, the
portfolio can be returned to the teacher for
correction.
• If it is too late in the process or not feasible to return
the portfolio to the school/teacher, an Irregularities
Form must be completed by the System Test
Coordinator alerting the GaDOE to the problem.
38
Ethics
Portfolio Invalidations
39
Ethics
• The Georgia Alternate Assessment is a state and federally
mandated assessment for students with significant
cognitive disabilities who have met the participation
guidelines and have been determined appropriate for the
assessment by their IEP teams.
• This assessment must adhere to all of the protocols and
procedures required for the general assessments.
• A breach of any of the validation or security policies
constitutes both a procedural and ethical violation
necessitating an investigation and possible consequences.
40
Portfolio Invalidation
• Should an investigation of any of the aforementioned
issues determine that a breach has occurred, one
possible consequence is invalidation of the portfolio.
• In such a case, the scores for the entry/entries in
question are wiped out, and it is reported as an
invalid assessment.
41
Issues Resulting in Invalidation
• Irregularities and questions about evidence
authenticity are sometimes discovered and
self-reported by schools and/or systems.
 brought to light during portfolio review process
 noted by Building Administrators during validation process
 reported, sometimes anonymously, by various school
personnel
• If these irregularities are discovered, addressed, and
corrected prior to portfolio submission, it would be
unnecessary to report it to the state as long as it is
dealt with at the school/system level.
42
Issues Resulting in Invalidation
• Issues regarding evidence authenticity and possible
fabrication can also be discovered during scoring.
• Problems most frequently seen include:
Dates changed, erased, and rewritten or covered over
with Wite-Out or collection period labels
Observation and interview forms with identical
information attributed to multiple students
Identical permanent products attributed to multiple
students (not group work)
• These issues would result in the portfolio being
invalidated.
®
43
Issues Resulting in Invalidation
• The vast majority of portfolios submitted for the
2012-2013 GAA were compiled following prescribed
policies and procedures, and the evidence submitted
represented authentic student work.
Actually, the number of invalidated portfolios has
decreased slightly over the last two
administrations.
• Careful attention to validation and evidence
requirements during portfolio review will help to
ensure that this trend continues.
44
Portfolio Review
Process
45
GAA Portfolio Review
• A great deal of time and effort has gone into
compiling the portfolio of student work that
showcases the progress a student has made in
knowledge and skills in the academic content
standards and elements.
• Portfolio reviewers provide an invaluable service as
they work to support teachers before final
submission of GAA portfolios by making sure that all
requirements have been met.
46
Portfolio Review Prior to Submission
• It is critical that the portfolio be reviewed both
during collection and before submission to be
certain that everything is complete, tasks align,
and evidence requirements have been met.
• To this end, it is imperative that portfolio reviewers
participate in training and be very familiar with all
requirements as outlined in the Examiner’s Manual
and the webinar trainings.
47
Portfolio Review by the Teacher
Portfolio review by the teacher should be an ongoing
process throughout evidence collection.
 Have I selected the best standard and element for
this student?
• Does he seem engaged?
• Is he making progress?
Are the tasks and materials appropriate?
• Is he able to demonstrate what he knows?
• Can he communicate with a reliable response?
 Should I replace this evidence and design a task that
is more appropriate for the individual student?
48
Structuring a Portfolio Review
Who should conduct the portfolio review?






Trained GAA Administrator
Designated GAA Trainer
Core Access Teacher
School Test Coordinator
SPED Coordinator
Building Administrator
49
Structuring a Portfolio Review
When should the review be conducted?
 1st Review: mid-administration, after
Collection Period 1 evidence has been
compiled
 Final Review: before submission, after all
evidence has been compiled and organized in
the portfolio binder
50
Portfolio Review
Steps to complete a peer review of the portfolio:
1. Carefully review the Entry Sheet







Student name
Teacher name
Required standard
Eligible standard
Strand/domain, standard, element/indicator match up
Characteristic of Science
Task Descriptions
51
Portfolio Review
2. Consider all aspects of the evidence requirements
 All four pieces of evidence align to standard and element
 Primary and Secondary evidence included for each
collection period
 Original student work, not photocopies, must be
submitted.
 14 calendar days from Primary to Primary
 Types of evidence are the best choices to clearly
demonstrate the student’s responses
 Grade-appropriate materials
52
Portfolio Review
3. Review documentation to ensure that all necessary
annotation has been provided somewhere within
the evidence
 Name (Who)
 Dates (When)
 Task (What)
 Setting (Where)
 Student performance (How well)
 Interactions (With Whom and Describe)
 Independence (Prompts)
 Collection period labels (Optional)
53
Portfolio Review
4. Sign and date Checklist for Teachers and
Portfolio Reviewers
5. Validation Form must be signed by Building
Administrator and Person Responsible for
Submitting the Portfolio
6. Recommend or verify that the Release to
use Portfolio for Training has been signed
and included in portfolio
54
Validation Check for Alignment
• The vast majority of nonscorables on the GAA are
assigned in the Not Aligned (NA) category.
 In the 2012-2013 administration, over 79% of all
nonscorables were the result of alignment issues.
 In a majority of these instances, only one or two of the four
tasks did not align.
 This indicates that teachers do have an understanding of
the requirements of the standard and element.
• It is critical that the portfolio reviewer evaluate each
task individually to determine alignment of all four
tasks to the standard and element.
55
Validation Check for Alignment
Have opportunities for teaching and learning, aligned to the
assessed content, been provided?
• When looking at the assessment task in isolation, can you
identify the content standard/academic domain?
• Could a curriculum content expert link the task back to the
specific state standard?
• Have the distinct essential components of the standard
(element/indicator) been addressed?
 What are the specific characteristics that make up the standard?
 Focus on the language/terminology as written.
• Do all four assessment tasks align to the intent of the element
as it applies to the specified content standard?
56
Reviewing Documentation
When reviewing evidence documentation, the teacher
and portfolio reviewer must ask him or herself the
following questions:
1. What, specifically, was the student asked to do as it aligns to
the standard and element?
2. What were the actual questions/actions asked of the student?
3. What were the student’s answers? How did he/she respond?
4. Were the answers/responses correct? Has evaluation of
student performance by the teacher been clearly
documented?
5. What was the type and frequency of prompting required for
the student to successfully complete the task?
57
Reviewing Documentation
• Review to ensure that all necessary documentation
has been provided.
• It is very important that documentation be clear and
concise.
• Contradictory or unnecessary annotations can lead
to lower scores.
• Accuracy or correctness of the student response
should be documented separately from the type and
frequency of prompting that led the student to the
correct response.
58
Checklist for
Teachers and
Portfolio
Reviewers
59
The Checklist for Teachers and Portfolio Reviewers is
provided in the portfolio binder to ensure that all
procedures and requirements have been satisfied
before the portfolio is submitted.
• The checklist should be part of the portfolio validation and
review process as the reviewer signs and dates the form after
each content area entry is checked.
• It is recommended that the portfolio be reviewed twice – once
after the first collection period has been completed and again
before the portfolio is submitted.
• The GAA Evidence Checklist, specific to each type of evidence
submitted, can be found on pages 53-56 of the GAA Examiner’s
Manual 2013-2014.
60
Avoiding Invalidations
Reminder:
If irregularities are discovered, addressed, and
corrected prior to portfolio submission, it would
be unnecessary to report it to the state as long
as it is dealt with at the school/system level.
61
Ensuring a Successful Administration
• Principals are critical!
 The GAA must be given the same consideration, resources,
and support provided for all programs.
• Teachers need support
 Planning time needs to be scheduled; substitutes provided
 Collaboration and training with content experts to
facilitate understanding of content standards
 Collaboration with other special educators to
discuss/share/review aligned tasks
 Professional development concerning curriculum access
62
Ensuring a Successful Administration
• Training and support will continue to be provided on
the state level in the form of:
GAA Fall Workshops via Blackboard presentations,
Webinars focusing on GAA administration as well
as access to the curriculum,
the GAA Resource Board, and
portfolio review by peers and building
examiners.
63
Contact Information
Questions About Test Administration
 Call:
GaDOE Assessment Administration Division
Toll free (800) 634-4106
 Contact: Deborah Houston, Assessment Specialist
(404) 657-0251
 Email:
[email protected]
64
Contact Information
For information about access to the state-mandated
content standards for students with significant
cognitive disabilities
 Contact: Kayse Harshaw
Division for Special Education Services
 Call:
(404) 463-5281
 E-Mail:
[email protected]
65
Contact Information
Questions About Materials, Distribution, or Collection
 Call:
Questar’s GAA Customer Service
Toll free (866) 997-0698
 Email:
Questar’s GAA Customer Service
[email protected]
66