Georgia Alternate Assessment Understanding the Basics of the GAA Part Two Alignment Documentation Completing the Forms Organizing and Submitting the.

Georgia Alternate Assessment Understanding the Basics of the GAA Part Two Alignment Documentation Completing the Forms Organizing and Submitting the Portfolio Session 4 Recording:

Welcome to Session 4 The Basics of the GAA (Part 2)
This session will begin at 2:30 p.m. The power point is located in the GAA Presentations Portlet at this location: Webinar Etiquette: 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.

GAA The 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 and the materials provided through the webinar trainings are necessary to understand the policies and procedures required for the administration of the GAA.

Overview of This Presentation
Alignment to the intent of the standard Effective documentation Forms to complete Organization of the portfolio components Alignment The skills assessed in all four pieces of evidence must connect to each other and to the standard and element/indicator Documentation Who, what, when, where, with whom, how well, prompts Forms Entry sheet Demographic Form Organization Binder tabs

Review of Session #3 – Basics Part 1
Portfolio components: Page 10 in manual Entry = 2 tasks for each collection period = 4 tasks all focused on the same skill aligned to the standard and element/indicator Primary and secondary evidence for each collection period (pages in manual) Primary: shows what the student knows Secondary: reports what the student knows Date on primary evidence for CP2 must be 14 days after the date on primary evidence for CP1 CP1 must be completed before CP2 begins Components: K: ELA 2 entries; math 2 entries 3-8: ELA 2 entries; math 2 entries; science 1 entry; social studies 1 entry HS: ELA 2 entries; math 2 entries; science 2 entries; social studies 2 entries Types of Evidence Primary: work sample/permanent product; series of captioned photographs; media (audio, video, CD, DVD with script) Secondary: data sheet; interview; observation; additional piece of primary evidence

Alignment Choosing the Standard for Assessment
Alignment to the Intent of the Standard This is just a brief introduction to alignment. Further discussion about alignment and designing tasks to address the standards based skill being addressed will be covered in greater detail in the August 27th presentation.

Alignment Alignment is the connection between the written, taught, and tested content standards. Alignment demonstrates the linkage of the activities (student work) to the intent of the grade-level standard and element/indicator on which the student is being assessed. In order for an entry to be scorable, all four (4) tasks must align to the standard and element/indicator. Assessment tasks should be designed and task descriptions written to specifically address the standards-based skill being evaluated. Intent- what are the standard and element designed to teach? Consider alignment first and foremost when designing instructional tasks. The instructional task must be true to the standard. The task must address the distinct characteristics of the element. The task must be appropriately challenging for the individual student. All four tasks, though distinct events, must provide evidence of what the student knows and can do across the same skill.

Alignment–Prerequisite Skills
A prerequisite skill is one that is essential to the acquisition of the standard and element/indicator. Tasks submitted for the assessment can focus on prerequisite skills that allow the student to be exposed to and assessed on the standard/element at a level that is meaningful and purposeful for the student. Prerequisite skills must still focus on the intent of the grade level standard and element. Can working on this skill eventually lead the student to the skill targeted by the standard/element/indicator? Access at a prerequisite level must still demonstrate relevance to the intent of the standard- e.g., Identifying numbers is NOT a prerequisite skill for understanding fractions as parts of a whole. Identifying letters or decoding words is NOT a prerequisite for understanding character, plot , or setting from a text.

Alignment - Choosing the Best Standard and Indicator for Assessment
Create a preliminary plan to map out the standards that are appropriate to be assessed for the student. Think about assessment tasks that will allow the student to demonstrate knowledge and achievement related to the standard. Construct assessment tasks in a format that best allows the student to demonstrate skills related to the standard. Planning Sheets are provided beginning on page 51 of the Examiner’s Manual. Creating units and instructional activities that can be used for multiple students is acceptable. However, the activities must be tailored to the needs and the abilities of the individual student. Think about the student first when planning tasks that show access to the standard. What may be appropriate for one student may not be appropriate for another. Think about the best way to show the student’s skill when deciding the type of evidence to include.

Alignment - Choosing the Best Standard and Indicator for Assessment
As teaching academic curriculum through the state-mandated content standards and indicators becomes more a part of daily instruction, it is important to remember that tasks submitted for the assessment must be specific to the standard and appropriate for the individual student. Although academic instruction may provide access through overall concepts, assessment tasks must relate directly to the standard. Be certain that the standard chosen for assessment is the best choice for the individual student and that all evidence submitted aligns to the standard and indicator. Lesson plans are being designed that provide access to the curriculum while still embedding a student’s IEP goals. It is imperative that the activities clearly align to the grade-level standard and indicator chosen for assessment and that they are meaningful and fit the needs and abilities of the individual student. As such, choosing the standard and element is a critical step in designing the assessment for each student. Additional tasks that provide exposure or practice with vocabulary or concepts related to the standards can be done for instructional purposes, but should not be used for assessment purposes. Example: a word find activity may provide additional practice with vocabulary related to mathematical concepts (e.g., point, ray, line segment), but it is not an assessment of knowledge of the standard.

Alignment - the Intent of the Standard and Indicator
The intent of the standard and indicator refers to the “Big Idea”– that which they were designed to teach. e.g., ELACC.6.SL.1 (c) Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. The intent of this Speaking and Listening standard is for the student to pose and respond to questions during a discussion. The standard description reads: “Engage effectively in a range of collaborative discussions (One-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. A “discussion” refers to a reciprocal interaction in which there is a back and forth of thoughts and/or information. “Posing and responding” and “making comments” would be done via whatever mode of communication the student uses to interact ,whether it be through words, gestures, eye gaze, or an Assistive Technology device.

Do the following tasks address the intent of this Speaking and Listening standard and indicator? Participating in a conversation about your favorite book Answering written comprehension questions on a worksheet Responding to questions from a peer about your likes and dislikes Preparing a list of questions after researching a topic YES NO YES To demonstrate alignment for this SL standard, it is necessary that the task assess the student’s ability to participate in reciprocal “verbal” interactions- whether or not the indicator chosen for assessments specifies this. (While it is clear that many students are non-verbal, reciprocal interaction can be assessed through whatever means of communication the student uses– eye gaze, pointing, AT device, etc.) Note: Although we recommend that worksheets not be used for this standard, we do accept them so long as documentation is clear that the questions or tasks on the worksheet were delivered to the student verbally and that the student communicated his/her answers “verbally” before recording the answers on the work sheet/work sample. NO

What is the intent of the following standard? S5P2 (c) Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change. The intent of this Physical Science standard is for the student to recognize the effects of a chemical reaction. A chemical is a change in which a substance is changed into one or more new substances; Physical changes can be reversed, chemical changes cannot. This standard has wonderful potential for incorporating the corequisite Characteristic of Science through investigation.

Do the following tasks address the intent of this Physical Science standard and element? Baking brownies for a bake sale Recognizing that the brownies changed states after baking; stating that heat caused a chemical reaction Making iced tea while working in the school cafeteria Recognizing that tarnished pennies soaked in lemon juice become shiny again, while pennies soaked in water do not NO YES The change that occurs when heat is applied to the mixture of brownie mix and liquids is a chemical change. However, the student must demonstrate understanding through the assessment task. Following steps to make brownies is not aligned; saying that the brownies changed from soft to hard after baking is aligned. When sugar dissolves in iced tea, it is a physical change. The tea does cease to be tea, nor does the sugar cease to be sugar. The water stays the same, of course. No chemical changes have taken place. Although the standard addresses the differentiation between physical and chemical change, in order to align to the element, the student must be assessed in his/her knowledge of chemical change. NO YES

Effective Evidence Documentation
Less can be More

Effective Documentation
The following information must be documented on each piece of evidence within an Entry: the student's name (Who) and date (When) description of task–documented on Entry Sheet and evidence (What) the setting in which the task was completed (Where) specific evaluation of student response (How Well) nature of the interaction as it occurred during the task (With Whom) Independence–type and frequency of prompting (Prompts) What- The task description should be concise but specific to the connection to the standard and indicator. Where- The setting should be purposeful to the task (e.g., doing a math worksheet in the hallway is NOT allowing the student to generalize the skill in a different setting). How Well- All student responses should be present in the evidence and must be graded. With Whom- The nature of the interaction should be documented and relevant to the task as it relates to the standard. Prompts- Both type and frequency of prompting must be documented. Prompting refers to assistance that leads the student toward the correct answer. DO NOT include information regarding instructions, encouragement, behavioral interventions, or supports as part of your documentation on type and frequency of prompting.

Effective Documentation
Each piece of evidence should be annotated to answer these questions: What, specifically, was the student asked to do as it 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? All documentation, from the task description to the questions asked to the evaluation of the student’s responses should always relate back to the standard/indicator. Prompting should be separate from the student’s performance or accuracy in response/answer.

Completing the Entry Sheet and the Student Demographic Information Form (SDIF)

Entry Sheet for Kindergarten, Grades 3-8, and High School (Includes HS Students who were assessed for the first time in ) This Entry Sheet is used for students in Kindergarten, grades 3-8, and High School students being assessed for the first time. It will also be used for HS Retesters who were assessed for the first time in the administration who were assessed on the CCGPS in English Language Arts.

GAA Entry Sheet (page 2)

For HS Students assessed prior to 2012-2013
High School Retest (GPS Only) (For HS students assessed prior to the administration on the GPS in all subjects) High School students assessed first on the GPS prior to the administration. Because they were originally instructed and assessed on the GPS in all subjects, these student will be retested on the GPS. Therefore, they are provided with a separate Entry Sheet prepopulated with the GPS standards.

High School Retesters GPS Only (page 2)

Completing the Entry Sheet
Select Grade at which student is FTE’d from the drop-down menu Select Content Area from the drop‐down menu Select Entry # from the drop-down menu Entry 1 or Entry 2 per the GAA Blueprint Type student’s full name Type student’s age Type teacher’s name and position

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.

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.

Completed Entry Sheet (page 1)
The teacher must also choose the Strand/Domain. (not shown here)

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 selected on the Entry Sheet and exhibited in at least one of the four pieces of evidence submitted for the science entry. You MUST choose one Characteristic of Science (science process task) from this list. The Characteristic of Science recorded on the Entry Sheet MUST be found in the evidence.

Continue to page 2 of the Entry Sheet and complete all required fields for Primary and Secondary Evidence for both collection periods. Type the date in the “Date” box. Select the type of evidence being submitted from the “Type of Evidence” drop-down. Type the task description into the “Description of Task” box. The description of the assessment task should relate the task to the specific standard/indicator being assessed. Do NOT include evaluation of the student’s work, documentation of the type and frequency of prompting, or information about settings or interactions. These documentations must be found within the evidence. Information used for scoring such as the grade the student received and the type and frequency of prompting MUST be documented within the evidence.

Completed Entry Sheet (page 2)

Student Demographic Information Form
Three different SDIFs will be utilized for the administration of the GAA. SDIF for grades Kindergarten and 3-8 Form is purple SDIF for High School Form is orange SDIF for High School Retest Form is blue

Affix the Pre-Id label to the front of the SDIF.
K and 3-8 SDIF for Kindergarten and Grades 3-8 Affix the Pre-Id label to the front of the SDIF. Pre-ID Label Complete all necessary fields on both sides as required on the SDIF instruction page. Place the SDIF under the clear, vinyl overlay on the front of the student’s binder. Do not 3-hole punch, and do not place it inside the binder. Purple Form

SDIF for Kindergarten and Grades 3-8
Page 2

Participating for the 1st Time
SDIF for High School Participating for the 1st Time in the HS GAA High School Pre-ID Label Be certain that the SDIF form marked High School is used only for high school students 1st time testers. There is a separate form (Blue) for Retesters. Orange Form

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

Note: There are no Pre-ID labels provided for the Retest
High School Retest SDIF for High School Retest Note: There are no Pre-ID labels provided for the Retest This Blue SDIF form is used for ALL students taking the HS retest. Blue Form

Assess EITHER Integrated OR Discrete Mathematics
ELA CCGPS ELA GPS SDIF for High School Retest Page 2 Math GPS Assess EITHER Integrated OR Discrete Mathematics For students who were first assessed during the administration on the CCGPS standards, choose the ELA strands on which the student is being assessed from the column on the right. For students who were first assessed on the GPS prior to the administration, choose the ELA strands on which the student is being assessed from the column on the right.

Organizing the Portfolio

Organize the Portfolio
Review the evidence to ensure that you have used only grade-appropriate materials and that you have provided opportunities for generalization of skills in different settings and with different people. Replace any evidence you have collected that does not clearly illustrate the student’s initial skill or progress on the tasks.

Remember to date your evidence and to affix the appropriate collection period labels (optional) to all evidence being submitted – Primary and Secondary. There must be at least 14 days between the Primary Evidence for Collection Period 1 and the Primary Evidence for Collection Period 2. There must be two distinct collection periods; CP1 must be completed before CP2 begins.

Affix the Pre-ID Label to the Student Demographic Information Form (SDIF) in the correct location. If a pre-ID label is not available for a student or if the information is not correct, complete all of the student demographic information according to the instructions. Complete the Validation Form. Make sure that it is signed by the teacher and the building administrator. Place it behind Divider One (Student Information). Complete the Release to Use Portfolio for Training. Place it behind Divider One (Student Information).

Student Demographic Information Form
Affix the Pre-Id label to the front of the SDIF. Complete all necessary fields on both sides as required on the SDIF instruction page. Place the SDIF under the clear, vinyl overlay on the front of the student’s binder. Do not 3-hole punch, and do not place the SDIF inside the binder. Pre-ID Label

Divider 1- Student Information
Validation Form Test Administrator Section Building Administrator Section The Validation Form can be found in the front pocket of the portfolio binder. It is a useful tool to help you ensure that all requirements have been met before you submit the portfolio. After completing the form, place it in the binder behind Divider 1, Student Information. Be certain that signatures have been obtained from both the person submitting the portfolio and the building administrator. This is an important step- the signatures validate the contents of the portfolio and attest that all procedures have been followed and the work is that of the student for whom you are submitting the portfolio.

Divider 1- Student Information
Release to Use Portfolio for Training Required Signature The Release Form can be found in the front pocket of the portfolio binder. This release form is an important piece that allows portfolios containing photographic evidence to be used to train Georgia teachers. Required Signature

Divider 2 – English Language Arts (Grades K, 3-8, HS)
Secondary Evidence Primary Evidence Entry Sheet 1 English Language Arts Entry Sheet 2 Collection Period 1 Collection Period 1 Two ELA entries must be submitted for all grades. Collection Period 2 Collection Period 2

Divider 3 - Mathematics (Grades K, 3-8, HS)
Collection Period 1 Secondary Evidence Primary Evidence Entry Sheet 1 Mathematics Entry Sheet 2 Collection Period 1 Two mathematics entries must be submitted for all grades. Collection Period 2 Collection Period 2

Divider 4 - Science (Grades 3-8)
Secondary Evidence Primary Evidence Entry Sheet Science Collection Period 1 One Science entry is submitted for students in grades 3-8. Collection Period 2

Divider 4 - Science (High School)
Collection Period 1 Secondary Evidence Primary Evidence Entry Sheet 1 Science Secondary Evidence Primary Evidence Entry Sheet 2 Science Collection Period 1 Two Science entries must be submitted for High School students Collection Period 2 Collection Period 2

Divider 5 - Social Studies (Grades 3-8)
Secondary Evidence Primary Evidence Entry Sheet Social Studies Collection Period 1 One Science entry is submitted for students in grades 3-8. Collection Period 2

Divider 5 - Social Studies (High School)
Collection Period 1 Secondary Evidence Primary Evidence Entry Sheet 1 Social Studies Secondary Evidence Primary Evidence Entry Sheet 2 Social Studies Collection Period 1 Two Social Studies entries must be submitted for High School students. Collection Period 2 Collection Period 2

Submitting the Portfolio

Review each entry before submitting the portfolio All 4 pieces of evidence align to the standard and element Primary and Secondary Evidence for each collection period (4 pieces of evidence) Documentation is clear and concise Entry Sheets have been filled out correctly SDIF has been completed correctly and placed under the clear vinyl overlay on the front of the binder Validation Form and Release to Use Portfolio for Training have been signed and placed behind the Student Information tab 14 calendar days from Primary to Primary; Type of evidence is the best choice to clearly demonstrate the student response; Grade-appropriate materials Would someone else reading the documentation understand what the task was, it’s connection to the standard, how well the student performed?

Check with your School Test Coordinator for information about portfolio review procedures and schedules within your school/system. Follow the protocol determined by your system for the Portfolio Review Process. Submit the binder to your School Test Coordinator by the date specified by your school system.

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

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)

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

Georgia Alternate Assessment Understanding the Basics of the GAA Part Two Alignment Documentation Completing the Forms Organizing and Submitting the.

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Georgia Alternate Assessment Understanding the Basics of the GAA Part Two Alignment Documentation Completing the Forms Organizing and Submitting the.

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