Transcript Georgia Alternate Assessment Mid-Year Administration Workshop 2013-2014 Deborah Houston Assessment Specialist Mid-Year Administration Workshop GAA Assessment Window: September 3, 2013- March 28, 2014 The PowerPoint is.

Georgia Alternate Assessment
Mid-Year Administration Workshop
2013-2014
Deborah Houston
Assessment Specialist
Mid-Year Administration Workshop
GAA Assessment Window: September 3, 2013- March 28, 2014
The PowerPoint is located in the GAA Presentations Portlet at this location:
http://www.doe.k12.ga.us/Curriculum-Instruction-andAssessment/Assessment/Pages/GAA-Presentations.aspx
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Topics Covered in this Presentation
•
•
•
•
•
Updates for 2013-2014 Administration
Key Dates
System Test Coordinator Responsibilities
School Test Coordinator Responsibilities
Beyond Logistics - Supporting the Assessment Process
•
•
•
•
•
•
Support Role
Completing the SDIF
Portfolio Organization
Portfolio Review
Transfer Students
Test Security
• Contact Information
3
Updates for the
2013-2014 Administration
4
Updates for the
2013-2014 Administration
Three different Student Demographic Information Forms
are being used in the 2013-2014 administration of the GAA
• SDIF for grades K and 3-8
– Form is purple
• SDIF for High School (regular administration)
– Form is orange
• SDIF for High School Retest
– Form is blue
5
SDIF for
Kindergarten,
Grades and 3-8
6
SDIF for Kindergarten, Grades 3-8
• Be certain the SDIF form marked “Kindergarten, Grades 3-8”, is
used for all students in those grades taking the GAA.
7
SDIF for
High School
8
SDIF for High School
• Be certain that the SDIF form marked High School is used for all
high school students taking the GAA for the 1st time.
9
SDIF for
High School Retest
10
SDIF for High School Retest
• Be certain that the SDIF form marked High School Retest is
used for all high school retest students.
11
Updates for the
2013-2014 Administration
Two different Electronic Entry Sheets are being used in the
2013-2014 administration of the GAA:
• The Entry Sheet for “Kindergarten, Grades 3-8, and High
School”
• The Entry Sheet for “High School Retest” (GPS-Only)
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Electronic Entry Sheet for grades K, 3-8, and High School
• If submitting a blue binder for students in K, Grades 3-8, and High School
(1st time tester), the “K, Grades 3-8, & HS Entry Sheet” must be used.
• This entry sheet should also be used for retesters who were assessed for
the first time in High School during the 2012-2013 administration year.
13
Electronic Entry Sheet for High School Retest GPS ONLY
• If submitting a black binder for a retest student who assessed
for the first time prior to the 2012-2013 administration year,
the Entry Sheet for “High School Retest – GPS ONLY” must be
used.
14
Reminders for the
High School Assessment
• The High School Mathematics Blueprint
• Retest Opportunities for the High School GAA
15
Reminders for the
High School Mathematics Blueprint
• The mathematics courses 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
– Discrete courses for GPS Algebra and GPS Geometry
• 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.
16
Reminders for the
High School Mathematics Blueprint
• DO NOT assess students on any combination of
integrated and discrete courses!
– For example: A student who is assessed on
Mathematics 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.
17
High School Mathematics Blueprint
18
High School Mathematics Blueprint
19
Retest Opportunities for the
High School GAA
• Students pursuing a general or regular
education diploma, who are assessed on the
GAA and do not achieve a proficient score in
one or more content areas, shall be offered
retest opportunities.
20
Retest Opportunities for the
High School GAA
• 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.
21
Retest Opportunities for the
High School GAA
• Retest Option 1: Completed
– Administration opened on 9/3/13; High School portfolios
were returned to Questar by 11/8/13. Systems received
reports the week of 1/13/14.
• Retest Option 2: Open
– Administration opened on 9/3/13; High School portfolios are
returned to Questar by 3/28/14. Systems will receive reports
the week of 6/4/14.
• Retest Option 3: Open
– Administration opened on 1/6/14; High School portfolios are
returned to Questar by 3/28/14. Systems will receive reports
the week of 6/4/14.
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Retest Materials
• The BLACK PORTFOLIO BINDERS must be used when
administering the High School Retest.
• Be certain to use the SDIF designated High School Retest.
– Pre-ID Labels ARE NOT used for the High School Retest.
– Hand-coding of all information requested on the High
School SDIF is required if the student is a retester.
23
Remaining Key Dates for the
2013-2014 Administration
24
Key Dates: Materials Receipt
Shipment 1 – August 27-29, 2013
• Examiner’s Manuals
• School and System Test Coordinator’s Manuals
• Informational Brochures
• Blue student binders – used for grades K, 3-8, & High
School
• Black student binders – used for High School Retest
• SDIF – Blue High School Retest version
• Fall Retest Return kits – used for high school retest only
• Vinyl media pouches

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Media pouches are intended only for portfolios that contain
videos, DVDs, flash drives, or other such media
Key Dates: Materials Receipt
Shipment 2 – December 13-17, 2013
• Additional Blue student binders – used for grades K, 3-8, &
High School
• This “Reconciliation” shipment is to cover the difference
between the materials shipped to systems in August 2013
(based on Spring 2013 assessed counts) and counts
systems provided during the 2013-14 Enrollment Window
Shipment 3 – January 13-17, 2014
• Printed Reports for the Fall 2013 Retest, Option #1
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Key Dates: Materials Receipt
Shipment 4 – February 3-4, 2014
Main Administration
• SDIFs
– purple Kindergarten, Grades 3-8
– orange High School
• Return Kits – for all grades

Note: If your system has any remaining return materials from
the Fall Retest, discard and use only the return materials
provided in the Return Kits included in Shipment 4.
• Pre-ID Labels and Rosters – for grades K, 3-8 & High School

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Note: Pre-ID Labels ARE NOT provided for High School Retest.
Key Dates: Materials Receipt
Shipment 5 – June 4-11, 2014
• Printed Spring reports for the 2013-14 Administration
including Retest students assessed in Retest Window
Options #2 and #3
Note: The original scheduled delivery dates for
Shipment 5 were June 2-11. System
data files will be available prior to the delivery
of printed reports.
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Key Dates: Student Enrollment
• GAA enrollment count collection window:
October 28 – December 2, 2013
• Materials may be ordered for new students by
contacting Questar’s Customer Service
– Call Questar’s GAA Customer Service at (866) 997-0698
– E-mail Questar’s GAA Customer Service at [email protected]
29
Key Dates: Materials Return
The administration window closes on March 28, 2014
• The window for returning materials is March 15
through March 28, 2014.
• Materials from all of the schools must be collected
before scheduling a return shipment.

Early return is encouraged and appreciated!
• ALL materials MUST be shipped to Questar no later
than March 28, 2014.
• Please make sure materials are returned on time;
portfolios returned late will NOT be scored.
30
System Test Coordinator
Responsibilities
Logistics
31
System Test Coordinator Responsibilities
Materials and Distribution
• Receive GAA materials and verify that the correct
material amounts have been shipped to you.
• If additional materials are needed, order using the
“Additional Materials Order Form” on page 22 of the
School and System Test Coordinator’s Manual.
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System Test Coordinator Responsibilities
Distribute GAA materials to the School Test
Coordinators.
• Media pouches should be distributed only to teachers
who specifically request them for audiotapes,
videotapes, or computer discs – there is a limited
supply.
• The retained boxes that the binders arrived in
(August), shall be used for returning materials to
Questar in March.
33
System Test Coordinator Responsibilities
Return Instructions
• Set an appropriate return date for your system and inform
teachers.
• Receive and inventory the binders from your schools.
• Pack the binders in the cartons in which they were received.
– Portfolios must be organized by grade for each school.
– Portfolios from multiple schools may be packed together in
one carton (organized by school & grade).
• Destroy manuals and other partially used or unused materials.
34
System Test Coordinator Responsibilities
Complete the Transmittal Form found in the Return Kit
If a school in the system participated in the GAA but is not
listed on the Transmittal Form, write the school name and
state-assigned system and school code on a blank line.
• Follow the instructions on the form providing all of the
information requested.
• Place the Transmittal Form on top of the binders in Box 1
of your shipment.
• Please complete the Feedback Form (located on page 21
of the coordinator’s manual) and place it in Box 1 along
with the Transmittal Form.
•
35
Transmittal Form
The Transmittal Form is used
to indicate the number of
binders being returned for
each school in the system as
well as the total number of
binders being returned for
the system.
The form is used at Questar
to verify all binders have
been received that were sent
by the system.
36
System Test Coordinator Responsibilities
• Seal the boxes securely and place one Questar “GAA
Materials" return shipping label on each box.
• In the lower left corner of each label, write the
number of the box and the total number of boxes
(i.e., Box 1 of 1; Box 2 of 4; etc.) to be shipped to
Questar.
UPS Shipping Label
“GAA Materials”
Return Shipping Label
(PINK labels)
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Box 1 0f 3
System Test Coordinator Responsibilities
• Using the directions given in the Return Kit, call UPS
the day before materials are to be returned to
schedule the pick-up.
– Keep the UPS “Return Service Customer Receipt”
for your records.
– Remember: materials MUST leave the system
no later than March 28, 2014.
• If you have any questions about the return process,
please call Questar Customer Service at
1-866-997-0698.
38
School Test Coordinator
Responsibilities
Logistics
39
School Test Coordinator Responsibilities
Materials and Distribution
• Receive testing materials from your System Test
Coordinator.
– Verify quantities so that there is one binder for every
student participating in the GAA.
– Review GAA pre-id labels; discard labels for students
who are not participating in the GAA.
• Assemble GAA materials and distribute to the test
administrators.
– Vinyl media pouches can be requested from the System
Test Coordinator as needed (for audio/video tapes or
DVDs only).
40
School Test Coordinator Responsibilities
• Verify that a Validation Form for each student was
completed and signed by the test administrator and
the building administrator.
– Should either signature be missing, please secure the
needed signature before submitting the binder.
No exceptions!
• Please complete the Feedback Form (located on page
21 of the coordinators’ manual) and place it in Box 1
of your shipment.
41
School Test Coordinator Responsibilities
Return Instructions
• Collect portfolios from every teacher in the school who
assessed students on the GAA.
• Make sure that the portfolio contents are organized correctly
and that the forms are legible.
• Verify that the appropriate Student Demographic Information
Form (SDIF) was completed accurately and placed in the vinyl
overlay on the front of the binder.
– If a pre-ID label was used, make certain that it was placed in
the appropriate space on the SDIF.
42
School Test Coordinator Responsibilities
• Pack the binders in the shipping cartons in which they arrived.
– Binders must be organized by grade, but more than one grade
can be placed in a shipping carton.
• Extraneous GAA materials that are not being submitted (such as
partially completed forms or other GAA-related documentation)
should be returned to the System Test Coordinator on or before the
date the shipment leaves the school system.





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Electronic and Printed Entry Sheets
Observation Forms
Interview Forms
Data Forms
Annotation Sheets
School Test Coordinator Responsibilities
• The School Test Coordinator Checklist for Returning
Portfolios can be found on pages 18 and 19 of the
School and System Test Coordinator’s Manual.
• As a reminder, there are checklists in each manual
designed to ensure the portfolio is compiled correctly.
–
–
44
GAA Examiner’s Manual (pages 53-58)
System and School Test Coordinator’s Manual (page 18-19)
Beyond Logistics
Supporting the Assessment
Process
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The Support Role
Before the assessment window closes:
• Review portfolios to ensure that all requirements have
been met:
–
–
–
–
–
–
46
Has the SDIF been completed correctly and placed under the vinyl
overlay on the front of the portfolio binder?
Have all forms been filled out completely, legibly, and accurately?
Have the contents of the portfolio been organized correctly?
Have the required standards been assessed?
Have the correct number of entries been included for each grade
and content area?
Does each entry have both Primary and Secondary Evidence for
both Collection Period 1 and Collection Period 2?
The Support Role
Before the assessment window closes:
• Review portfolios to ensure that all requirements have
been met:
–
–
47
Use the checklists in the GAA Examiner’s Manual to ensure
evidence is annotated appropriately (pages 53-55)
Review the nonscorable codes to avoid potential problems.
The Support Role
• The following slides will provide a quick overview of
the information that should be reviewed and verified
before the portfolio is submitted.
–
–
–
48
Student Demographic Information Form (SDIF)
Portfolio and evidence organization
Reminders for Portfolio Reviewers
Student Demographic Information Forms
• A Student Demographic Information Form must be
completed and submitted for each student
participating in the GAA.
• The SDIF will be used to identify the student for
reporting purposes.
 double check that each student’s SDIF has the correct
codes for your school system and their school.
• This form is a machine-scanned document (scannable).
Do Not Photocopy–Photocopies will not scan.
49
Student Pre-ID Label
Student Pre-ID labels have been provided for use on the Student Demographic
Information Form. (These labels contain the information requested in boxes BD, F-G, and I on the SDIF.)
• If using the student pre-ID label, affix it within the dotted lines on the SDIF so
that it covers a portion of the student name grid. Direction of label is not a
factor. Complete boxes A, E, H, K, and J (if applicable).
• If a pre-ID label is not used, manually complete all required information in
Boxes A–I (Grade K,3-8 SDIF) / Boxes A–I (High school SDIF).
• For High School Retest, Boxes A–I must all be completed.
50
Instructions for Completing the SDIF
Step-by-step instructions
are provided on pages 3
and 4 of each type of SDIF.
Remember to detach the
instruction sheet before
placing the completed
form in the vinyl overlay on
the front of the student’s
binder.
51
SDIF – Kindergarten, Grades 3-8: Page 1
If a pre-ID label has been provided
for the student testing, place the
label in the appropriate space on
the SDIF.
It is important that the pre-ID
label be placed properly within
the dotted lines provided on the
SDIF.
Pre-ID Label
affixed within
dotted line.
52
Complete Boxes A, J (if applicable),
K, L, M, N, and O (if applicable),
even if a pre-ID label is provided.
If no pre-ID label is provided,
manually complete all boxes of
the form.
Insert the completed form in the
clear vinyl overlay on the front of
the student’s binder.
Remember, this form will be
scanned. DO NOT 3-hole punch
the form, and DO NOT place it
inside the binder.
SDIF – Kindergarten, Grades 3-8: Page 2
Follow the directions carefully to fill
in the Strand information in Box L.
•
Please note: Strands indicated on the
SDIF should match what is listed on the
entry sheet.
Fill in the letters of the teacher’s
first initial and last name in Box M.
•
**NOTE**
Boxes N and O are to be completed
only as directed by the GaDOE.
53
SDIF – High School: Page 2
Follow the directions carefully to fill
in the Strand information in Box L.
•
Please note: Strands indicated on the
SDIF should match what is listed on
the entry sheet.
Fill in the letters of the teacher’s
first initial and last name in Box M.
•
**NOTE**
Boxes N and O are to be completed
only as directed by the GaDOE.
54
SDIF – High School Retest, Page 2
Complete Box L to indicate the
content area (s) being retested.
Follow the directions carefully to fill in
the Strand information in Box L.
•
Please note: Strands indicated on the
SDIF should match what is listed on the
entry sheet.
Fill in the letters of the teacher’s first
initial and last name in Box M.
•
**NOTE**
Boxes N and O are to be completed only
as directed by the GaDOE.
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Portfolio Organization
Ensure that the portfolio is complete and
organized correctly.
56
Divider 1 – Student Information
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.
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Divider 1 – Student Information
This form should be
signed by the parent
or guardian so that
the portfolio may be
used for training
Georgia educators.
If not signed,
portfolio will still be
scored.
58
Divider 2 – English Language Arts
Grades K, 3-8, and High School
Collection Period 1
Entry Sheet 1
English Language Arts
Collection Period 1
Primary Evidence
Secondary Evidence
Primary Evidence
Secondary Evidence
Collection Period 2
59
Entry Sheet 2
English Language Arts
Primary Evidence
Secondary Evidence
Primary Evidence
Secondary Evidence
Collection Period 2
Divider 3 – Mathematics
Grades K, 3-8, and High School
EntrySheet
Sheet11
Entry
English/Language
Entry
SheetArts
1
Mathematics
Mathematics
Collection Period 1
Primary Evidence
Primary Evidence
Secondary
Evidence
Secondary Evidence
Primary Evidence
Primary Evidence
Secondary
Evidence
Collection Period 2
Secondary Evidence
Entry Sheet 2
English/Language
Entry SheetArts
2
Mathematics
Mathematics
Primary Evidence
Primary Evidence
Secondary
Evidence
Collection Period 1
Secondary Evidence
Primary Evidence
Primary Evidence
Secondary
Evidence
Secondary Evidence
Collection Period 2
60
Divider 4 – Science
Grades 3-8
Entry Sheet
Science
Primary Evidence
Collection Period 1
Secondary Evidence
Primary Evidence
Secondary Evidence
61
Collection Period 2
Divider 5 – Social Studies
Grades 3-8
Entry Sheet
Social Studies
Collection Period 1
Primary Evidence
Secondary Evidence
Primary Evidence
Secondary Evidence
62
Collection Period 2
NOTE: High School
Science – 2 entries are required
Collection Period 1
Entry Sheet 1
Science
Collection Period 1
Primary Evidence
Secondary Evidence
Primary Evidence
Secondary Evidence
Collection Period 2
63
Entry Sheet 2
Science
Primary Evidence
Secondary Evidence
Primary Evidence
Secondary Evidence
Collection Period 2
NOTE: High School
Social Studies – 2 entries are required
Collection Period 1
Entry Sheet 1
Social Studies
Collection Period 1
Primary Evidence
Secondary Evidence
Primary Evidence
Secondary Evidence
Collection Period 2
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Entry Sheet 2
Social Studies
Primary Evidence
Secondary Evidence
Primary Evidence
Secondary Evidence
Collection Period 2
The Anatomy of a GAA Entry
Collection Period 1
Primary Evidence
Initial/Baseline
Secondary Evidence
Entry
(e.g., Reading
Literary
Standard)
14 calendar days
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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The Importance of Portfolio Review
66
The Importance of Portfolio Review
Use the Checklist for Teachers and Portfolio Reviewers
to ensure that all evidence and documentation
requirements have been met (page 57 of the GAA Manual).
• Each of the 4 tasks submitted for the entry must be
reviewed for alignment.
– Tasks must be academic
– All 4 tasks must demonstrate connection to the standard
and indicator
– Instruction precedes assessment; task must provide
evidence of student’s assessed performance after
instruction.
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The Importance of Portfolio Review
When reviewing evidence documentation, the teacher
and portfolio reviewer must ask him or herself the
following questions:
– 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?
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The Importance of Portfolio Review
• Task descriptions, though brief, must be clear and written
with sufficient information to tie the task to the intent of
the standard and element/indicator.
• Observation and Interview Forms must be written to
describe the specific responses and level of performance
for each individual student.
• If documenting a group activity, be specific about what
was asked of the individual student, how and in what
manner he/she responded, and whether his/her
response was correct.
• Annotations that are too generic or non-specific could
result in the entry being nonscorable.
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Transfer Students
&
Test Security
70
Transfer Students – Within State
For in-state students who change schools or who were
not previously enrolled in a Georgia public school
during the assessment window:
• The sending system is responsible for transferring the student’s
portfolio (including a signed validation form and all evidence
previously collected) to the receiving system (Suggestion:
transfer via a trackable delivery method).
• IDEA requires that educational documents follow the student in
a timely manner.
• If you experience difficulty getting a portfolio, the System Test
Coordinator or Special Education Director should contact the
GaDOE Assessment Division or the Special Education Services
and Supports Division for assistance.
71
Transfer Students – Out of State
Students enrolling in a Georgia school from another
state, private school, or home study after
January 1, 2014:
• Must have at least the first Collection Period completed
• Box J – This box is to be completed ONLY for students
enrolling in a Georgia school from another state after
January 1, 2014. If an incomplete portfolio is being
submitted, the appropriate “Not Complete” bubble should
be filled in the circle for each content area(s) assessed.
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Test Security
• The GAA is an ongoing assessment that takes place in the
classroom.
– Teachers need ready access to materials.
– Student work and GAA documentation should be secured (in
the classroom) when not in use.
• Completed portfolios must NOT be photocopied or retained,
electronically
– The portfolio is a secure test document like any other.
• System Test Coordinators should collect and destroy other GAArelated materials that are not included in the portfolio.
 printed materials
 soft copy, electronically downloaded materials
• It is not necessary to collect or destroy unused student work.
73
Test Security
• 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.
• Maintaining security of all student materials is crucial to
obtaining valid and reliable assessment results.
• Given the unique features of the GAA (such as the test
window), test security must be considered and attended to
throughout the school year and not just during the portfolio
submission phase.
• Content entries are considered secure once they are
included in the assessment binder.
74
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.
• Once compiled into the portfolio, student work and
materials being used for the purposes of the GAA must be
kept in locked storage in the classroom– except during use.
• Access to those materials must be restricted to authorized
individuals only.
• It is the direct responsibility of all individuals who
administer the assessment to follow security procedures
and protect the integrity of the assessment process.
75
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 the GaDOE immediately.
• Assessment Division staff members are available to
help system personnel develop and implement
appropriate assessment security procedures.
76
Irregularities and Invalidations
Situations that could result in an Irregularity or Invalidation:
 Failure to adhere to administration procedures
 Fabricating, altering, or modifying evidence
 Misrepresenting the student’s involvement in the tasks or
his/her subsequent achievement/progress
 Submitting photocopied evidence
Important Note:
These cases must be reported on the GaDOE portal immediately.
Depending on the circumstances, Systems should be prepared to
respond to GaDOE inquiries within 24 hours.
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Contact Information
• Deborah Houston, GaDOE Assessment Division
– [email protected]
– (404) 657-0251
• Kayse Harshaw, Division for Special Education Services and
Supports
• Questions about curriculum access for students with significant
cognitive disabilities
– [email protected]
– [email protected]
– (404) 463-5281
• Questar GAA Customer Service Hotline
– [email protected]
– Toll free (866) 997-0698
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GAA Resources
The following materials are available from the GAA web page:
http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/GAA-Resources.aspx
• Examiner’s Manual
• School and System Test Coordinator’s Manual
• Score Interpretation Guide
• Forms
• Blueprint
Division for Special Education Services and Supports
• Access to Mandated State Content Standards for Students with Significant
Cognitive Disabilities can found at http://gadoe.org/ci_exceptional.aspx
• The CCGPS/GPS Resource Board -A repository of activities that are aligned at
an access level to the CCGPS (Math and English Language Arts), and the GPS
(Science, Social Studies, and High School Math).
79
2013 Fall Training Webinars
Fall Training Presentations:
•
•
•
•
•
Lessons Learned – August 13, 27
High School Retest – August 13
The Basics of GAA – August 14
Preparing for Assessment – August 22
Alignment – August 22, 27
Located on GAA Presentations webpage
http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/GAA-Presentations.aspx
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Access to CCGPS/GPS Resources
Electronic Resource Board for Access to the CCGPS/GPS for
Students with Significant Cognitive Disabilities
•
The Access to the CCGPS/GPS 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
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
Georgia Alternate Assessment (GAA) suggestions/tips
Georgia Project for Assistive Technology (GPAT) information
Activities and materials for High School Access Courses
To register and receive your password for the Access to the CCGPS/GPS Resource
Board for Students with Significant Cognitive Disabilities:
•
send an e-mail with first/last name and preferred e-mail address to one of the
following persons:
• Kayse Harshaw ([email protected])
• Debbie Reagin ([email protected])
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