Transcript PURPOSE • Ensure students with significant cognitive disabilities are provided the opportunity to access a challenging curriculum • Document student involvement in activities aligned to the.

PURPOSE
• Ensure students with significant
cognitive disabilities are provided the
opportunity to access a challenging
curriculum
• Document student involvement in
activities aligned to the general
education curriculum
• Demonstrate student progress towards
achieving the curriculum standards
Overview of the 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 prerequisite or entry level.
• 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.
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We do not teach GAA:
GAA should be
evidence of good instruction.
GAA evidence is not an
isolated event.
Portfolio Components
• Grades K-2
– ELA – 2 entries
– Math – 2 entries
• Grades 3-8 and 11
– ELA – 2 entries
– Math – 2 entries
– Science – 1 entry
– Social Studies – 1 entry
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GAA Flow Chart
Office of Accountability
School Administrators
Special Student Services
Communication Training
GAA Contact
SHARED RESPONSIBILITIES
Communication, Training, and Accountability Reviews
Spec Ed Supervisor
Lead
ID Trainers
Curriculum Support
GAA TEACHER
Responsible for Ensuring
Assessment Fidelity
Test Coordinator
General Ed Teachers
Curriculum Support
Portfolio Review
Supervisor
Lead
Passing Portfolios
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Test Coordinator
Dates to Remember
•
November 20, 2009
1st Collection Completed
continue gathering evidence for 2nd Collection
•
December 2, 2009
GAA Accountability Review
Leads/Supervisor & Building Test Coordinator
•
February 19, 2010
Evidence collection completed
• EVERYTHING MUST BE DONE BY
February 24, 2010
GAA Accountability Review
Leads/Supervisor & Building Test Coordinator
DOE information
• http://www.gadoe.org/ci_testing.aspx?Pag
eReq=CI_TESTING_GAA
Where on Cobb site is info?
• http://support.cobbk12.org/SSSpecialEduc
ation/gaa/gaa.htm
Where on Cobb site is info?
What is evidence?
Entry Evidence
• Entry
– An entry for a content area consists of an Entry Sheet
followed by pieces of evidence that show the
student’s skill related to the standard/element
indicated on the Entry Sheet.
• Entry Sheet
– An Entry Sheet is a 2-page document that must be
completed and placed in front of the evidence for that
entry.
– It serves as a table of contents for the entry.
• Evidence
– Student work samples, series of captioned
photographs, etc., that show or describe the student’s
performance on instructional tasks related to the
selected standard/element.
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Types of Evidence
• Primary Evidence
– Demonstrates knowledge/skills by
showing the student’s engagement in
instructional tasks
• Secondary Evidence
– Reports knowledge/skills by documenting,
charting, or interpreting the student’s
performance
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Types of Evidence
• Primary Evidence (shows what the student
knows)
– Series of captioned photographs (2 or
more)
– Permanent product
– Videotape; audiotape (with script)
– Work sample
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Types of Evidence
• Secondary Evidence (reports what the
student knows)
– Data sheet (Charts/Graphs)
– Interview
– Observation (Anecdotal record)
– An additional piece of Primary
Evidence
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Progress is Essential
Evidence can show progress in a variety
of ways:
(1)an increase in accuracy;
(2) an increase in the complexity of
instructional tasks; and/or
(3) an increase in independence through
a decrease in the type and frequency
of prompting.
PROGRESS
What is generalization?
• Generalization assesses the student’s
opportunity to apply the learned skill in other
settings and/or with various individuals in
addition to the teacher or paraprofessional.
• In what meaningful settings is the student
performing the activities? (The setting should be
purposeful for the instructional task.)
• With whom and in what way is the student
interacting during the standard-based
instructionalactivity?
GENERALIZATION
Documenting Evidence
• Use the same nouns & verbs that are in
the standard and element in writing
annotations and task descriptions
• USE THE CHECKLISTS
– Page 14 - 31
Electronic Entry Sheet
Scoring Rubric
Primary Evidence
Collection Period 1
Initial/Baseline
Secondary Evidence
Entry
(e.g., Reading
Comprehension
Standard)
Primary Evidence
Collection Period 2
Progress
Secondary Evidence
There must be at least 3 weeks (21 days) between the Primary Evidence
in Collection Period 1 and the Primary Evidence in Collection Period 2.
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No changes for 2009-2010
• There is no change at this time in the
ages for moving students from
elementary to middle school or from
middle school to high school.
• Any changes will be communicated
formally through your special education
supervisors.
High School GAA students
– no matter what the eligibility
•1st year Freshman
•2nd year Sophomore
•3rd year Junior
•4th year + as Senior
Must give correct number of Carnegie
Units – cannot retain GAA students in
grade levels
Graduation Rule
• http://gadoe.org/_documents/doe/legalservices/1
60-4-2-.48.pdf p 5 & 6
• 7. STUDENTS WITH SIGNIFICANT
COGNITIVE DISABILITIES.
• (i) Students with significant cognitive disabilities
may graduate and receive a regular high school
diploma when the student's IEP team
determines that the student has :
• (I) completed an integrated curriculum based on
the GPS that includes instruction in
Mathematics, English/Language Arts, Science
and Social Studies as well as career
preparation, self determination, independent
living and personal care to equal a minimum of
23 units of instruction,
and
(II) participated in the GAA during middle school
and high school and earned a proficient score
on the high school GAA test, and
(III) reached the 22"d birthday OR has transitioned
to an employment/education/training setting in
which the supports needed are provided by an
entity other than the local school system .