Updates and Changes for the Administration Module A Transition to the CCGPS Changes to SDIF and Entry Sheets Portfolio Validation, Ethics, and Test Security Live Session: Recording: Georgia Alternate Assessment

Welcome to Module A Updates and Changes for This session will begin at 1:00 p.m. The power point is located in the GAA Presentations Portlet at this location: Assessment/Assessment/Pages/GAA-Presentations.aspx While you are waiting, please do the following:  Enter/edit your profile information by going to: Tools - Preferences - My Profile… Fill out the info on the “Identity” tab and click “OK” To view the profile of another user, hover your mouse over his or her name in the Participants window  Configure your microphone and speakers by going to: Tools – Audio – Audio setup wizard  Confirm your connection speed by going to: Tools – Preferences – Connection speed 2

GAA This slide presentation is designed to inform – Building Administrators, – Special Education Directors, – Test Coordinators, – designated trainers, and – teachers who administer the GAA. Companion presentations will be available for more in- depth training on topics that will assist test administrators. All presentations will be posted on the GaDOE website.

GAA This presentation serves as an introductory component for training system staff. Hard copy of this PowerPoint presentation should be provided to everyone who participates in the webinar as well as to attendees of the system/school training sessions. Reading and understanding the GAA Examiner’s Manual and the materials provided through the webinar trainings is necessary to understand the policies and procedures required for the GAA.  There are a number of changes this year, so it is vital that materials used for training are taken from the current administration year. 4

5 In this Presentation Updates for the Administration Transition to the CCGPS  Grades Kindergarten and 3-8  CCGPS ELA; CCGPS Math  High School  CCGPS ELA; GPS Math (Integrated OR Discrete Courses) Changes to the SDIF, Validation Form, and Entry Sheets Portfolio Test Security, Validation, and Ethics

Updates for the Administration 6

New for the Administration Transition to the CCGPS In July of 2010, the Georgia State Board of Education adopted the Georgia Common Core Performance Standards (CCGPS). The GAA Blueprint has been revised for to include the CCGPS that matched the standards eligible for assessment on the previous GPS-based blueprint. Implementation of the CCGPS in ELA will begin in Fall of 2012 for all grades assessed on the GAA (Kindergarten, 3-8, High School). 7

New for the Administration Transition to the CCGPS Implementation of the CCGPS in Mathematics will begin in the Fall of 2012 for students in Kindergarten and grades 3-8. High School students will still be assessed on the GPS in Mathematics for the school year. High School students taking the HS Retest in (those first assessed in ) will be assessed on the GPS in all content areas in which they retest. 8

Transition to the CCGPS English/Language Arts CCGPS for Grades K, 3-8, and High School 9 English/Language ArtsKGrade 3Grade 4Grade 5Grade 6Grade 7Grade 8 High School LanguageXXXXXXXX Reading FoundationalXXX Reading InformationalXXXXXXXX Reading LiteraryXXXXXXXX WritingXXXXXXXX Listening and SpeakingXXXXXXXX

Transition to the CCGPS Mathematics CCGPS for Grades K and MathematicsKGrade 3Grade 4Grade 5Grade 6Grade 7Grade 8 Grade 11 Counting and CardinalityX Assessed on the GPS Operations and Algebraic ThinkingXXXX Measurement and DataXXXX GeometryXXXXXXX Number and Operations in Base 10 XXX Number and Operations – Fractions XXX Ratios and Proportion XX Number System XXX Expression and Equations XXX Statistics and Probability XXX Functions X

Transition to the CCGPS The transition to the CCGPS will bring with it some terminology changes. Strand/Domain–the term Strand refers to the sub- grouping of standards by skill set for each content area.  In the CCGPS, Strand is replaced by Domain. Element/Indicator–the term Element refers to indicators of the scope of the content skills in each standard.  In the CCGPS, Element is replaced by Indicator. 11

Transition to the CCGPS Be certain to follow the GAA Blueprint when choosing the Strand/Domain to be assessed for each Entry. Only the strands designated for Entry 1 can be assessed for Entry 1; only the strands designated for Entry 2 can be assessed for Entry 2. 12

Transition to the CCGPS Entry 1 for E/LA Must choose one from the following Reading strands Language Reading Foundational (grades K, 3, and 4 ONLY) Reading Informational Reading Literary Entry 2 for E/LA Must choose one from the following Communications strands Writing Listening and Speaking 13

Transition to CCGPS Entry 1 for Math Must choose one Counting and Cardinality (K only) Operations & Algebraic Thinking (K-5) N & O- Base 10 (3-5 ) N & O- Fractions (3-5) Ratio and Proportions (6 and 7) Number Systems (6-8) Expressions and Equations (6-8) Functions (8 only) Math I OR GPS Algebra (11 only) Entry 2 for Math Must choose one Measurement and Data (K-5) Geometry (K-8) Statistics and Probability (6-8) Math II OR GPS Geometry (11 only) 14

Student Demographic Information Forms 15

Student Demographic Information Forms Three different SDIFs will be utilized beginning with the administration of the GAA. SDIF for grades K and 3-8  Form is green SDIF for High School (1 st time in HS)  Form is orange SDIF for High School Retest  Form is blue 16

SDIF for Kindergarten and Grades K and 3-8 Green Form 17

18 SDIF for Kindergarten and Grades 3-8 Page 2 ELA and Math CCGPS

SDIF for High School Students Participating for the 1 st Time in the HS GAA 19 High School Orange Form

20 SDIF for High School Students Participating for the 1 st Time in the HS GAA Page 2 ELA CCGPS Math GPS Assess EITHER Integrated OR Discrete Mathematics

21 SDIF for High School Retesters High School Retest Blue Form

22 SDIF for High School Retesters Page 2 ELA GPS Math GPS Assess EITHER Integrated OR Discrete Mathematics

Entry Sheets 23 The electronic Entry Sheets have been revised to accommodate the CCGPS and HS Retest students. Two different Entry Sheets have been provided: 1.Entry Sheet for students in grades K, 3-8, and High School (HS students assessed for the first time) 2. Entry Sheet for HS Retesters Be sure to discard previous templates and use only the Entry Sheets for It is highly recommended that you use the electronic Entry Sheet to avoid errors.

Entry Sheet for Grades K, 3-8, and High School (First time assessed in High School- not for retesters) 24

Completing the Entry Sheet Select Content Area from the drop‐down menu Select Grade at which student is FTE’d from the drop-down menu Type student’s full name Type student’s age Type teacher’s name and position 25

Completing the Entry Sheet Select Strand/Domain from drop‐down menu Select Standard from drop‐down menu  The standard must be chosen from the GAA Blueprint for the student’s recorded grade.  If using the electronic Entry Sheet, you will be prompted to PLEASE SELECT from the eligible standards that will appear in the drop‐down once content area, grade, and strand/domain have been chosen.  The standard description will auto-populate. 26

Completing the Entry Sheet Select Element/Indicator from the drop-down menu  The element/indicator must be chosen from the GAA Blueprint for the student’s recorded grade.  If using the electronic Entry Sheet, you will be prompted to PLEASE SELECT from the eligible elements that will appear in the drop‐down once the standard has been chosen.  The description will auto-populate once the element/indicator letter has been chosen.  If the Element/Indicator box remains empty, there are none for the chosen standard. 27

Completing the Entry Sheet Special features When assessing HS mathematics with either the Integrated or Discrete courses, a note will auto-populate with a reminder that both math entries must be from the same course. When assessing mathematics in grades Kindergarten and 3-8, a note will auto-populate with information about the cluster from which the math standard derives. When assessing science, the words Characteristic of Science will appear along with a drop-down menu of the co-requisite science process that must be included on at least one of the four pieces of evidence submitted for the science entry. 28

29

Reminder of Changes to the High School Mathematics Blueprint The mathematics courses to be assessed for the GAA must be selected based upon the high school math course offerings designated by the local system.  Integrated courses–Math I and Math II OR  Discrete courses–GPS Algebra and GPS Geometry 30

Reminder of Changes to the High School Mathematics Blueprint 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. 31

Reminder of Changes to the High School Mathematics Blueprint When completing the Entry Sheet, be certain that you have chosen the same course from the drop-down for both entries (e.g., Entry 1- Math I; Entry 2- Math II). DO NOT assess students on any combination of integrated and discrete courses!  For example: A student who is assessed on Math 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. 32

High School Mathematics Blueprint 33 Discrete Math GPS Algebra & GPS Geometry Integrated Math Math I and Math II

Test Security 34

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.  Inclusion of photocopied evidence can result in the entry being invalidated. 35

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 in the classroom– except during use. Access to those materials must be restricted to authorized individuals only. 36

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. 37

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. 38

Portfolio Validation 39

Update to the Validation Form 40 The Validation Form has been updated to address certain issues that should not occur during the assembly of a student’s portfolio.  Making and retaining photocopies of contents  Submitting photocopies of student work Signatures of Test Administrator and Building Administrator are required.

Validation Form

Portfolio Validation The portfolio validation process requires signature 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. 42

Portfolio Validation By signing the Validation Form, both the Building Administrator and the person responsible for submitting the portfolio attest:  The contents of the portfolio are the work of the student.  Original student work has been included; photocopies have not been made and retained.  No evidence was fabricated, altered, or modified.  Portfolio evidence is an accurate depiction of student’s involvement and achievement/progress in tasks.  All procedures and protocols have been followed. 43

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. 44

Validation Form The teacher/test examiner must provide a signature to certify the contents of the portfolio as the work of the student.  For all entries submitted by the examiner In the case of transfer students, the teacher certifies that, for all entries that they are responsible for submitting, the work is that of the student. 45

Validation Form The Building Administrator is required to check the appropriate box and sign the form verifying that he/she has reviewed the contents of the portfolio. Should the Building Administrator be unable to validate either the contents or the procedures used in compiling the portfolio, it is required that the System Test Coordinator be notified and appropriate action taken. Two Validation Forms, one from the sending school/system and one from the receiving school/system, must be submitted for students transferring between Georgia schools. 46

Ethics Portfolio Invalidations Implementation Considerations 47

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. 48

Invalidations The vast majority of portfolios submitted for the GAA were compiled following prescribed policies and procedures and the evidence submitted represented authentic student work. This represents an improvement from some previous administrations as the number of invalidated portfolios decreased in

Invalidations 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 so long as it is dealt with at the school/system level. 50

Invalidations Issues regarding evidence authenticity and possible fabrication can also be discovered during scoring. Problems most frequently seen include:  dates changed, covered over with White-Out or collection period labels, or erased;  observation and interview forms with identical information attributed to multiple students;  Identical permanent products attributed to multiple students (not group work). 51

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 curriculum standards  Collaboration with other special educators to discuss/share/review aligned tasks  Professional development concerning curriculum access 52

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. 53

Contact Information Questions About Test Administration  Call:GaDOE Assessment Administration Division Toll free (800)  Call: Deborah Houston, Assessment Specialist (404)  54

Contact Information For information about access to the GPS for students with significant cognitive disabilities  Contact: Kayse Harshaw Division for Special Education Services  Call: ( 404)  55

Contact Information Questions About Materials, Distribution, or Collection  Call:Questar’s GAA Customer Service Toll free (866)  Questar’s GAA Customer Service 56

GAA Resources The following materials are available from the GAA web page: PowerPoints on previously presented topics Examiner’s Manual School and System Test Coordinator’s Manual Score Interpretation Guide Forms Blueprint Division for Special Education Services and Supports Access to the Georgia Performance Standards (GPS) for Students with Significant Cognitive Disabilities can found at Services/Pages/Curriculum-Access-for-Students-with-Significant-Cognitive-Disabilities-.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). 57

Access to CCGPS/GPS Resources Recorded Webinars Check schedule for recorded webinars and upcoming live webinars: Services/Pages/Recorded-Webinars.aspx Suggested webinars: Giving Access to Science Standards - Linking Science and Life Skills and Experiences, November 5, 2009 Giving Access to Social Studies Standards - Relating Themes in Social Studies to Relevant Life Skills and Experiences, December 10, 2009 Access to ELA: Writing Skills for Students with Significant Cognitive Disabilities, January 24, 2011 Additional webinars and information for CCGPS ELA and Mathematics activities are being developed and will be announced soon. 58

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 with your first/last name and your preferred address to one of the following persons:  Kayse Harshaw  Debbie Reagin 59

GAA High School Retest Module B Georgia Alternate Assessment Training and Portfolio Review

Welcome to Module B GAA High School Retest Information This session will begin at 2:30 p.m. The power point is located in the GAA Presentations Portlet at this location: Assessment/Assessment/Pages/GAA-Presentations.aspx While you are waiting, please do the following:  Enter/edit your profile information by going to: Tools - Preferences - My Profile… Fill out the info on the “Identity” tab and click “OK” To view the profile of another user, hover your mouse over his or her name in the Participants window  Configure your microphone and speakers by going to: Tools – Audio – Audio setup wizard  Confirm your connection speed by going to: Tools – Preferences – Connection speed 61

GAA This slide presentation is designed to inform – Building Administrators, – Special Education Directors, – Test Coordinators, – designated trainers, and – High school teachers who administer the GAA HS Retest. Companion presentations will be available for more in- depth training on topics that will assist test administrators. All presentations will be posted on the GaDOE website.

GAA This presentation serves as an introductory component for training system staff. Hard copy of this PowerPoint presentation should be provided to everyone who participates in the webinar as well as to attendees of the system/school training sessions. Reading and understanding the GAA Examiner’s Manual and the materials provided through the webinar trainings is necessary to understand the policies and procedures required for the GAA.  There are a number of changes this year, so it is vital that materials used for training are taken from the current administration year. 63

64 In this Presentation GAA High School Retest  Access to training and support before administering the retest  Retest opportunities  Materials  Procedures The Portfolio Review Process

The GAA High School Retest Students pursuing a diploma, who are assessed on the GAA and do not achieve a proficient score in one or more content areas, will be offered retest opportunities. Only students who were enrolled in the ninth grade during the 2008–2009 school year and beyond, and who are seeking a regular education diploma, may exercise the option to retest. Students seeking a special education diploma are not required to retest. 65

Training before the Retest It is crucial that teachers administering the retest be provided with training and remediation before beginning the assessment. Training should begin with a review of the Individual Student Report to ensure that the teacher is aware of the content area requiring retest as well as the reasons why the student was not proficient initially. 66

Training before the Retest Training on the State level will be provided via webinar sessions with topics specific to various target groups.  Teachers may log-on to participate in any or all of these sessions. Training at the local level (system and/or school) should utilize the information and materials provided by the state located on the GAA Presentations portlet.  Assessment/Assessment/Pages/GAA-Presentations.aspx Assessment/Assessment/Pages/GAA-Presentations.aspx 67

Retest Opportunities for the High School GAA Opportunities to administer and submit the retest will be available at three different times throughout the administration window. It is a local decision as to which retest window is chosen to administer the retest.  This decision should be based on the unique needs of the student and the available resources.  The student may retest twice in the same administration year. Training must be provided to teachers before the retest is administered. 68

Retest Opportunities for the High School GAA Retest Option 1:  Administration begins on 9/4/12; High School portfolios are returned to Questar by 11/9/12. System will receive scores the week of 1/14/2013. Retest Option 2:  Administration begins on 9/4/12; High School portfolios are returned to Questar by 3/29/13. System will receive scores the week of 6/3/13. Retest Option 3:  Administration begins on 1/7/13; High School portfolios are returned to Questar by 3/29/13. System will receive scores the week of 6/3/13. 69

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. 70

Materials for High School Retest Retest materials will be provided to systems in Shipment 1: August 27–29, 2012  Black Portfolio Binders  Student Demographic Information Forms (SDIF) for High School Retest (blue)  Retest Return Kits GAA High School retest materials for all administration options will be included in Shipment 1  Materials for the Option 3 administration (beginning 1/7/13) will also be received by the System Test Coordinator in the August shipment. 71

Retest Materials Systems with students who did not pass one or more content areas on the High School GAA will automatically receive retest materials.  System Test Coordinators will disseminate all materials to the School Test Coordinator.  Teachers administering the retest will request materials from the School Test Coordinator.  Additional materials can be requested by submitting an AMO (Additional Materials Order) 72

Retest Materials You must utilize the BLACK PORTFOLIO BINDERS when administering the High School Retest.  There will be a label on the front of the binder identifying it for use for the High School Retest. Be certain to use the blue Student Demographic Information Form designated High School Retest. 73

74 SDIF for High School Retesters High School Retest Blue Form

75 SDIF for High School Retesters Page 2 ELA GPS Math GPS Assess EITHER Integrated OR Discrete Mathematics

SDIF for the High School Retest Pre-ID Labels ARE NOT used for the High School Retest. You must hand complete all information requested on the High School SDIF if the student is a retester. 76

Retest for Students First Assessed in HS in Students must be assessed on the curriculum in which they received instruction. Because students received instruction in the GPS in the school year, retesters in will be assessed on the GPS in all content areas.  The Blueprint for HS Retesters must be used for assessment of this group of students. 77

GAA Blueprint for High School Retesters The GAA Blueprint for High School Retesters has been provided on the GaDOE website: Assessment/Assessment/Pages/GAA-Resources.aspx Students who were assessed for the first time on the High School GAA in will ALWAYS use this GPS-based blueprint regardless of what year they take the retest. 78

Entry Sheet for High School Retesters 79 High School Retest

Retest for Students First Assessed in HS in Grade 11 students participating in GAA in High School for the first time in will be assessed on CCGPS in ELA because they will have been instructed on the CCGPS in that content area. Therefore retesters in will be assessed on the CCGPS for ELA, the GPS Integrated or Discrete Courses in Mathematics, and the GPS in Science and Social Studies. A blueprint for this group of retest students will be provided in the summer of

Portfolio Review Process 81

Portfolio Review The importance of peer review during and after completion of a portfolio cannot be overstated!  Missing forms/pieces of evidence  Incomplete Entry Sheet  Lacking documentation  Ineligible dates  Inappropriate materials  Alignment issues It is critical that the peer review process go beyond counting pieces of evidence and consider all of the portfolio requirements. 82

Portfolio Review Portfolio review by the teacher should be an ongoing process. 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? 83

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 84

Structuring a Portfolio Review When should the review be conducted?  1 st 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 85

Structuring a 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 the task aligns to the standard and element/indicator? 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? 86

Structuring a 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, standard, element match up  Characteristic of Science  Task Descriptions 87

Structuring a Portfolio Review 2. Consider all aspects of the evidence requirements  All four pieces of evidence align to standard and element  Primary and Secondary for each collection period  Original student work, not photocopies, must be submitted.  14 calendar days from Primary to Primary  Type of evidence is the best choice to clearly demonstrate the student response  Grade-appropriate materials 88

Structuring a 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) 89

Structuring a Portfolio Review 4.Date and sign Checklist for Teachers and Portfolio Reviewers 5.Validation Form must be signed by Building Administrator and Person Responsible for Submitting the Portfolio 6.Recommend and verify that the Release to use Portfolio for Training has been signed and included in portfolio 90

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 can be part of the portfolio validation 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 in the GAA Examiner’s Manual. 91

Checklist for Teachers and Portfolio Reviewers 92

The GAA Validation Form will be 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, Validation Forms must be submitted by both the sending and the receiving school/system. 93

94 Release to use Portfolio for Training This release form is an important piece that allows portfolios containing photographic evidence to be used to train Georgia teachers. The form is provided in the portfolio binder. It should be signed by a parent or guardian and placed behind the Student Information Tab in the binder.

Contact Information Questions About Test Administration  Call:GaDOE Assessment Administration Division Toll free (800)  Call: Deborah Houston, Assessment Specialist (404)  95

Contact Information For information about access to the GPS for students with significant cognitive disabilities  Contact: Kayse Harshaw Division for Special Education Services  Call: ( 404)  96

Contact Information Questions About Materials, Distribution, or Collection  Call:Questar’s GAA Customer Service Toll free (866)  Questar’s GAA Customer Service 97

GAA Resources The following materials are available from the GAA web page: PowerPoints on previously presented topics Examiner’s Manual School and System Test Coordinator’s Manual Score Interpretation Guide Forms Blueprint Division for Special Education Services and Supports Access to the Georgia Performance Standards (GPS) for Students with Significant Cognitive Disabilities can found at Services/Pages/Curriculum-Access-for-Students-with-Significant-Cognitive-Disabilities-.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). 98

Access to CCGPS/GPS Resources Recorded Webinars Check schedule for recorded webinars and upcoming live webinars: Services/Pages/Recorded-Webinars.aspx Suggested webinars: Giving Access to Science Standards - Linking Science and Life Skills and Experiences, November 5, 2009 Giving Access to Social Studies Standards - Relating Themes in Social Studies to Relevant Life Skills and Experiences, December 10, 2009 Access to ELA: Writing Skills for Students with Significant Cognitive Disabilities, January 24, 2011 Additional webinars and information for CCGPS ELA and Mathematics activities are being developed and will be announced soon. 99

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 with your first/last name and your preferred address to one of the following persons:  Kayse Harshaw  Debbie Reagin 100