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

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Presentation on theme: "Georgia Alternate Assessment Understanding the Basics of the GAA Part Two Alignment Documentation Completing the Forms Organizing and Submitting the Portfolio."— Presentation transcript:

1 Georgia Alternate Assessment Understanding the Basics of the GAA Part Two Alignment Documentation Completing the Forms Organizing and Submitting the Portfolio Session 4 Recording: https://sas.elluminate.com/mr.jnlp?suid=M.90DCECCBCD96A9A36E2 A267F1AF165&sid= https://sas.elluminate.com/mr.jnlp?suid=M.90DCECCBCD96A9A36E2 A267F1AF165&sid=

2 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: Assessment/Assessment/Pages/GAA-Presentations.aspx Webinar Etiquette: o Please use the Audio Setup Wizard in the Tools Menu to configure and test your audio settings before the presentation begins. o To eliminate interference from background noise in your area, please leave the Talk Button on mute if you are not speaking. o Due to the number of participants, we request that questions be submitted via Chat. o 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. o Please log-in with your name and the name of your district beside it (e. g., Joni Smith–Henry County). If you have already logged-in, please place your name and district in the chat box. 2

3 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. 3

4 Overview of This Presentation Alignment to the intent of the standard Effective documentation Forms to complete Organization of the portfolio components 4

5 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 5

6 Alignment Choosing the Standard for Assessment Alignment to the Intent of the Standard 6

7 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. 7

8 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? 8

9 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. 9

10 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. 10

11 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. 11

12 Alignment - the Intent of the Standard and Indicator 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 NO YES NO YES 12

13 Alignment - the Intent of the Standard and Indicator 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. 13

14 Alignment - the Intent of the Standard and Indicator 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 NO YES 14

15 Effective Evidence Documentation Less can be More 15

16 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) 16

17 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? 17

18 Completing the Entry Sheet and the Student Demographic Information Form (SDIF) 18

19 Entry Sheet for Kindergarten, Grades 3-8, and High School (Includes HS Students who were assessed for the first time in ) 19

20 GAA Entry Sheet (page 2) 20

21 High School Retest (GPS Only) (For HS students assessed prior to the administration on the GPS in all subjects) For HS Students assessed prior to

22 High School Retesters GPS Only (page 2) 22

23 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 23

24 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. 24

25 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. 25

26 Completed Entry Sheet (page 1) 26

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 selected on the Entry Sheet and exhibited in at least one of the four pieces of evidence submitted for the science entry. 27

28 Completing the Entry Sheet 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. 28

29 Completed Entry Sheet (page 2) 29

30 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 30

31 SDIF for Kindergarten and Grades 3-8 Affix the Pre-Id label to the front of the SDIF. Pre-ID Label K and 3-8 Purple Form 31

32 SDIF for Kindergarten and Grades 3-8 Page 2 32

33 SDIF for High School Participating for the 1 st Time in the HS GAA High School Orange Form 33 Pre-ID Label

34 SDIF for High School Participating for the 1 st Time in the HS GAA Page 2 ELA CCGPS Math GPS Assess EITHER Integrated OR Discrete Mathematics 34

35 SDIF for High School Retest Note: There are no Pre-ID labels provided for the Retest High School Retest Blue Form 35

36 SDIF for High School Retest Page 2 ELA CCGPS Math GPS Assess EITHER Integrated OR Discrete Mathematics ELA GPS 36

37 Organizing the Portfolio 37

38 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. 38

39 Organize the Portfolio 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. 39

40 Organize the Portfolio 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). 40

41 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 41

42 Divider 1- Student Information Validation Form Test Administrator Section Building Administrator Section 42

43 Divider 1- Student Information Release to Use Portfolio for Training Required Signature 43

44 Divider 2 – English Language Arts (Grades K, 3-8, HS) Secondary Evidence Primary Evidence Secondary Evidence Primary Evidence Entry Sheet 1 English Language Arts Secondary Evidence Primary Evidence Secondary Evidence Primary Evidence Entry Sheet 2 English Language Arts Collection Period 2 Collection Period 1 44

45 Divider 3 - Mathematics (Grades K, 3-8, HS) Secondary Evidence Primary Evidence Secondary Evidence Primary Evidence Entry Sheet 1 Mathematics Secondary Evidence Primary Evidence Secondary Evidence Primary Evidence Entry Sheet 2 Mathematics Collection Period 1 Collection Period 2 45

46 Divider 4 - Science (Grades 3-8) Secondary Evidence Primary Evidence Secondary Evidence Primary Evidence Entry Sheet Science Collection Period 1 Collection Period 2 46

47 Divider 4 - Science (High School) Secondary Evidence Primary Evidence Secondary Evidence Primary Evidence Entry Sheet 1 Science Secondary Evidence Primary Evidence Secondary Evidence Primary Evidence Entry Sheet 2 Science Collection Period 1 Collection Period 2 Collection Period 1 Collection Period 2 47

48 Divider 5 - Social Studies (Grades 3-8) Secondary Evidence Primary Evidence Secondary Evidence Primary Evidence Entry Sheet Social Studies Collection Period 1 Collection Period 2 48

49 Divider 5 - Social Studies (High School) Secondary Evidence Primary Evidence Secondary Evidence Primary Evidence Entry Sheet 1 Social Studies Secondary Evidence Primary Evidence Secondary Evidence Primary Evidence Entry Sheet 2 Social Studies Collection Period 1 Collection Period 2 Collection Period 1 Collection Period 2 49

50 Submitting the Portfolio 50

51 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 51

52 Submitting the Portfolio 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. 52

53 Contact Information Questions About Test Administration  Call:GaDOE Assessment Administration Division Toll free (800)  Contact: Deborah Houston, Assessment Specialist (404)  53

54 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)  54

55 Contact Information Questions About Materials, Distribution, or Collection  Call:Questar’s GAA Customer Service Toll free (866)  Questar’s GAA Customer Service 55


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