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Georgia Alternate Assessment Mid-Year Administration Workshop 2013-2014 Deborah Houston Assessment Specialist.

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Presentation on theme: "Georgia Alternate Assessment Mid-Year Administration Workshop 2013-2014 Deborah Houston Assessment Specialist."— Presentation transcript:

1 Georgia Alternate Assessment Mid-Year Administration Workshop Deborah Houston Assessment Specialist

2 Mid-Year Administration Workshop GAA Assessment Window: September 3, March 28, 2014 The PowerPoint is located in the GAA Presentations Portlet at this location: Assessment/Assessment/Pages/GAA-Presentations.aspx While you are waiting, please attend the following tasks: 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, leave the Talk Button on mute. Due to the number of participants, we request that questions are submitted via the Chat Box. Login with your name and the name of your district beside it (e. g., Deborah Houston – Colquitt County). If you have already logged on, place your name and district name in the Chat Box.

3 Topics Covered in this Presentation Updates for 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

4 Updates for the Administration 4

5 Updates for the Administration Three different Student Demographic Information Forms are being used in the 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

6 SDIF for Kindergarten, Grades and 3-8 6

7 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 Must use the Grades K, 3-8 form

8 SDIF for High School 8

9 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 1 st time. 9 Must use the High School form

10 SDIF for High School Retest 10

11 SDIF for High School Retest Be certain that the SDIF form marked High School Retest is used for all high school retest students. 11 Must use the High School Retest form

12 Updates for the Administration Two different Electronic Entry Sheets are being used in the administration of the GAA: The Entry Sheet for “Kindergarten, Grades 3-8, and High School” The Entry Sheet for “High School Retest” (GPS-Only) 12

13 Electronic Entry Sheet for grades K, 3-8, and High School 13 If submitting a blue binder for students in K, Grades 3-8, and High School (1 st 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 administration year. Must use the K, 3-8, & HS Entry Sheet

14 Electronic Entry Sheet for High School Retest GPS ONLY 14 If submitting a black binder for a retest student who assessed for the first time prior to the administration year, the Entry Sheet for “High School Retest – GPS ONLY” must be used. Must use the HS Retest Entry Sheet

15 Reminders for the High School Assessment The High School Mathematics Blueprint Retest Opportunities for the High School GAA 15

16 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

17 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

18 High School Mathematics Blueprint Integrated Math Math I and Math II 18

19 High School Mathematics Blueprint Discrete Math GPS Algebra & GPS Geometry 19

20 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

21 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

22 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. 22

23 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

24 Remaining Key Dates for the Administration 24

25 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  Media pouches are intended only for portfolios that contain videos, DVDs, flash drives, or other such media 25

26 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 Enrollment Window Shipment 3 – January 13-17, 2014 Printed Reports for the Fall 2013 Retest, Option #1 26

27 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  Note: Pre-ID Labels ARE NOT provided for High School Retest. 27

28 Key Dates: Materials Receipt Shipment 5 – June 4-11, 2014 Printed Spring reports for the Administration including Retest students assessed in Retest Window Options #2 and #3 Note: The original scheduled delivery dates for Shipment 5 were June System data files will be available prior to the delivery of printed reports. 28

29 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) – Questar’s GAA Customer Service at 29

30 Key Dates: Materials Return The administration window closes on March 28, 2014 The window for returning materials is March 15 through March 28, 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, Please make sure materials are returned on time; portfolios returned late will NOT be scored. 30

31 System Test Coordinator Responsibilities Logistics 31

32 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. 32

33 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

34 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

35 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

36 Transmittal Form 36 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.

37 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. 37 “GAA Materials” Return Shipping Label (PINK labels ) UPS Shipping Label Box 1 0f 3

38 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, If you have any questions about the return process, please call Questar Customer Service at

39 School Test Coordinator Responsibilities Logistics 39

40 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

41 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

42 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

43 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. Electronic and Printed Entry Sheets Observation Forms Interview Forms Data Forms Annotation Sheets 43

44 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. – GAA Examiner’s Manual (pages 53-58) – System and School Test Coordinator’s Manual (page 18-19) 44

45 Beyond Logistics Supporting the Assessment Process 45

46 The Support Role Before the assessment window closes: Review portfolios to ensure that all requirements have been met: – 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? 46

47 The Support Role Before the assessment window closes: Review portfolios to ensure that all requirements have been met: – 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. 47

48 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. – Student Demographic Information Form (SDIF) – Portfolio and evidence organization – Reminders for Portfolio Reviewers 48

49 Student Demographic Information Forms 49 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.

50 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 B- D, F-G, and I on the SDIF.) 50 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.

51 Instructions for Completing the SDIF 51 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.

52 SDIF – Kindergarten, Grades 3-8: Page 1 52 Pre-ID Label affixed within dotted line. 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. 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.

53 SDIF – Kindergarten, Grades 3-8: Page 2 53 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: Page 2 54 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.

55 SDIF – High School Retest, Page 2 55 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.

56 Portfolio Organization 56 Ensure that the portfolio is complete and organized correctly.

57 Divider 1 – Student Information 57 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.

58 Divider 1 – Student Information 58 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.

59 59 Divider 2 – English Language Arts Grades K, 3-8, and High School 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 1 Collection Period 2 Collection Period 1 Collection Period 2

60 60 Divider 3 – Mathematics Grades K, 3-8, and High School 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 1 Collection Period 2 Collection Period 1 Collection Period 2 Entry Sheet 1 Mathematics Entry Sheet 2 Mathematics Secondary Evidence Primary Evidence Secondary Evidence Primary Evidence Entry Sheet 1 Mathematics Secondary Evidence Primary Evidence Secondary Evidence Primary Evidence Entry Sheet 2 Mathematics

61 61 Divider 4 – Science Grades 3-8 Secondary Evidence Primary Evidence Secondary Evidence Primary Evidence Entry Sheet Science Collection Period 1 Collection Period 2

62 62 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

63 63 NOTE: High School Science – 2 entries are required 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

64 64 NOTE: High School Social Studies – 2 entries are required 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

65 65 Entry (e.g., Reading Literary Standard) Collection Period 1 Initial/Baseline Collection Period 2 Progress Primary Evidence Secondary Evidence Primary Evidence 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. 14 calendar days The Anatomy of a GAA Entry

66 66 The Importance of Portfolio Review

67 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. 69

68 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? 68

69 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. 71

70 70 Transfer Students & Test Security

71 71 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.

72 72 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, If an incomplete portfolio is being submitted, the appropriate “Not Complete” bubble should be filled in the circle for each content area(s) assessed.

73 73 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 GAA- related 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.

74 74 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.

75 75 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.

76 76 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.

77 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. 77

78 Contact Information Deborah Houston, GaDOE Assessment Division – – (404) Kayse Harshaw, Division for Special Education Services and Supports Questions about curriculum access for students with significant cognitive disabilities – – – (404) Questar GAA Customer Service Hotline – – Toll free (866)

79 GAA Resources The following materials are available from the GAA web page: Assessment/Assessment/Pages/GAA-Resources.aspx Assessment/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 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

80 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 Assessment/Assessment/Pages/GAA-Presentations.aspx 80

81 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 first/last name and preferred address to one of the following persons: Kayse Harshaw Debbie Reagin 81


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