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Georgia Alternate Assessment Understanding the Basics of the GAA Module A GAA Blueprint and Portfolio Components Terminology for the GAA Descriptions and.

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Presentation on theme: "Georgia Alternate Assessment Understanding the Basics of the GAA Module A GAA Blueprint and Portfolio Components Terminology for the GAA Descriptions and."— Presentation transcript:

1 Georgia Alternate Assessment Understanding the Basics of the GAA Module A GAA Blueprint and Portfolio Components Terminology for the GAA Descriptions and Examples of Types of Evidence Live Session: https://sas.elluminate.com/m.jnlp?password=M.B373F6840A81910F700A931A6BA6CD&sid= Recording: https://sas.elluminate.com/mr.jnlp?suid=M.E5470F2F1E1F19FF696DDF46B8DAE9&sid=

2 Welcome to Module A of The Basics of the GAA 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

3 Welcome This slide presentation has been developed as a tool for GAA trainers, new examiners, and anyone who would like a review of the basics.  It is an introduction to the terminology, requirements, and procedures necessary to compile a student portfolio for the Georgia Alternate Assessment. This presentation is only one component of training.  Reading and understanding the GAA Examiner’s Manual, , is necessary to implement the portfolio process. Manual and print out of PowerPoint presentation should be brought to training sessions.  Training in your system and additional presentations posted on GAA Presentations portlet provides additional information to ensure a successful administration of the GAA. 3

4 4 Presentation Portlet on GaDOE Website Assessment/Assessment/Pages/GAA-Presentations.aspx

5 Overview of the Presentation This two-part presentation provides information and tools that will assist new examiners in the preparation of their portfolios. Part One:  GAA Blueprint and Portfolio Components  Terminology for the GAA  Descriptions and Examples of Types of Evidence Part Two:  Completing the Forms  Organizing the Portfolio  Submitting the Portfolio 5

6 Overview of the GAA The GAA is a portfolio of student work provided as evidence that a student is making progress toward grade-level academic standards, often at a pre-requisite or entry level. Evidence provided must show student work that is aligned to specific grade-level standards, adapted to meet the student’s cognitive, communication, physical and/or sensory impairments. The Georgia Alternate Assessment meets NCLB and IDEA mandates. 6

7 Overview of the GAA The portfolio system is flexible to allow for the diversity of the students participating in the GAA.  Evidence for the portfolio is collected throughout the assessment window (September 4–March 29).  This type of assessment allows for the student’s best work to be submitted as evidence of what the student knows and can do in reference to the curriculum standards and elements being assessed for the portfolio. Students will be assessed in the same content areas as their peers on the grade-level content standards. 7

8 GAA Blueprint and Portfolio Components 8

9 GAA Blueprint The Blueprint outlines the requirements of the GAA. The Blueprint identifies the curriculum standards that are required and eligible for assessment on the GAA. The Blueprint, by grade, can be found in Appendix D of the GAA Examiner’s Manual, Note: Do not use old Blueprints! 9

10 Blueprint Example: Grade 6 Blueprint

11 The curriculum standards are the goals for instruction, learning, and assessment in each of the content areas. Elements/indicators are the specific concepts and skills that make up the curriculum standards. The curriculum standard and element/indicator descriptions, by grade, can be found in Appendix E of the GAA Examiner’s Manual, Curriculum Standards and Elements/Indicators

12 12 Appendix E–Standards Standard Strand/ Domain Element/ Indicator

13 Portfolio Components Grades K*, 3-8  ELA – 2 entries  Math – 2 entries  Science – 1 entry (3-8 only)  Social Studies – 1 entry (3-8 only) *Please note: if local districts mandate an assessment for grades 1 and 2, an alternate assessment must be provided for students with significant cognitive disabilities. 13

14 Portfolio Components Grade 11  ELA – 2 entries  Math – 2 entries  Science – 2 entries  Social Studies – 2 entries 14

15 Portfolio Components 15 **************** ELA standards for grades K, 3-8, HS changed to CCGPS Math standards for grades K, 3-8 changed to CCGPS HS Math standards are still GPS Science and Social Studies standards are still GPS

16 Portfolio Components Entry 1 for E/LA Must chose 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 16

17 Portfolio Components 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) 17

18 Terminology for the GAA 18

19 Terminology for the GAA Entry Entry Sheet Assessment Task Evidence Collection Periods  Collection Period Label Alignment Pre-requisite Skills Primary Evidence  Work Sample  Permanent Product  Audio/Videotape  Series of Captioned Photos Secondary Evidence  Observation Form  Interview Form  Data Sheet 19

20 Entry and Entry Sheet Entry  An entry for a content area consists of an Entry Sheet followed by pieces of evidence that show the student’s skill related to the standard/element indicated on the Entry Sheet. Entry Sheet  An Entry Sheet is a 2-page document that must be completed and placed in front of the evidence for that entry.  It serves as a table of contents for the entry. 20

21 Assessment Task An assessment task is any standards-based activity that is performed by the student.  Evidence of the student’s performance on the task is submitted in the portfolio for scoring. Tasks must demonstrate a clear alignment/ connection to the curriculum standard and element/indicator being assessed.  Look at the nouns- what was the standard and element/indicator designed to teach?  It is to the intent of the element/indicator that the tasks must align. * If there are no elements/indicators, alignment goes directly back to the standard. 21

22 Entry Evidence Primary Evidence – Work Sample – Permanent Product – Series of Captioned Photos (minimum of 2) – Media 22 Evidence Shows or describes the student’s performance on tasks related to the selected standard/element. Secondary Evidence – Observation Form – Interview Form – Data Sheet – An additional piece of Primary Evidence

23 Collection Periods For each entry, there are two collection periods.  Collection Period 1 shows the student’s initial skill.  Collection Period 2 shows the student’s progress. For each collection period, there must be two pieces of evidence: Primary Evidence and Secondary Evidence.  Therefore, there are 4 pieces of evidence in each entry. 23

24 Collection Periods Date on the Primary Evidence for Collection Period 2 must be a minimum of 14 days after the date on the Primary Evidence for Collection Period 1. Collection Period 1 evidence for an entry must be complete before Collection Period 2 evidence is begun. All 4 pieces of evidence must represent different, distinct, complete events. 24

25 Collection Period Label Collection Period Labels are provided in the front pocket of the portfolio binder to help the teacher to label and organize the portfolio evidence. 25

26 26 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

27 Primary and Secondary Types of Evidence Descriptions and Examples 27

28 Types of Evidence Primary Evidence  Demonstrates knowledge/skills by showing the student’s engagement in tasks Secondary Evidence  Reports knowledge/skills by documenting, charting, or interpreting the student’s performance 28

29 Primary Evidence Primary Evidence (shows what the student knows)  Work sample  Permanent product  Series of captioned photographs (2 or more)  Media–audio, video, CD, DVD (with script) 29

30 Secondary Evidence Secondary Evidence (reports what the student knows)  Data sheet (Charts/Graphs)  Interview  Observation (Anecdotal record)  An additional piece of Primary Evidence 30

31 Explanations and Samples of Types of Evidence Read the GAA Examiner’s Manual, (pages 14-30) to find:  detailed descriptions of types of evidence,  suggestions for choosing the most appropriate type of evidence to demonstrate student skills,  evidence requirements and instructions for effective documentation, and  the GAA Evidence Checklist (pages 50-52) 31

32 Choosing the Appropriate Type of Primary Evidence The type of evidence submitted should be the best means through which to demonstrate the student’s knowledge and skills. It is important that the type of evidence used is the appropriate choice to clearly demonstrate the student’s response.  It is vital that the criteria for the type of evidence has been met and that all necessary information has been documented (pages of the Examiner’s Manual). 32

33 Student Work Sample Primary Evidence Work samples are items completed or created by the student.  Writing samples  Graphic organizers  Worksheets (whether commercial or teacher made) Work samples must be annotated, either on the student work or on a separate annotation page, to provide the necessary information. 33

34 Student Work Sample Primary Evidence Work Sample This work sample was submitted as a piece of Primary Evidence and includes all information necessary for scoring. The teacher has provided the student’s name, the Collection Period Label, the date on which it was completed, the grade the student received, and an explanation of the level of prompting. 34

35 Permanent Product Primary Evidence Permanent products are items created by the student (e.g., murals, drawings, or models). Many times, a permanent product may be too large or of a nature that prevents the teacher from sending in the actual work.  In these cases, the teacher should photograph the student’s work, date it, and label it “permanent product.”  A single photo is acceptable only for permanent products. Permanent products should have annotations in order to be accurately scored. 35

36 Permanent Product This permanent product was submitted as Secondary Evidence. The teacher has provided the student’s name and the date, affixed the appropriate collection period label, and has scored the student’s work. 36

37 Series of Captioned Photos Primary Evidence A series of captioned photographs means at least two photographs must be submitted (three or more are recommended).  The photos should clearly depict the student in the process of the task as well as the completion of the task.  Photos should be captioned to relate to the individual student who is being assessed and should not describe a generic activity completed by the class/group.  The caption should include information regarding the activity in which the student is engaged, the student’s level of success, the setting and interactions, and the type and frequency of prompting, if any, that were provided to the student. 37

38 A series of captioned photos was submitted as Secondary Evidence for this student. The photos clearly depict the student in the process of the task and shows her response at each phase. The captions describe each step of the task and annotate the student’s success. The teacher has provided information about the setting and interactions with the para as well as the level of prompting required by the student. 38

39 Media–Audio/Video Accompanied by a Script Primary Evidence Audio, Video, CDs, and DVDs can be effective ways to demonstrate students’ skills when tasks involve multiple steps, “verbal” response, or interaction with others.  It is important to provide a script so that, in the event there are technical problems with viewing or listening to the media, the script can be used for scoring.  The media must be labeled with the student’s name in order to avoid confusion should the media become separated from the portfolio. If there are multiple students in the video, it must be made clear which student should be observed. 39

40 A video was submitted as Primary Evidence for this student. The media was labeled with the student’s name, grade, and school. A script was also included that documented the evidence recorded, the student’s name, the date, and the Collection Period. It also provided a description of the task, the setting and interactions, an evaluation of the student’s level of success, and the level of prompting provided. 40

41 Observation Form Secondary Evidence The teacher or para-pro uses the observation form to record the student’s performance on a pre-planned or naturally occurring activity. Be sure to include specific information regarding student performance, setting, and interactions with peers (both with and without disabilities) and community members. Do not include an observation of an event for which you are already submitting Primary Evidence. 41

42 Observation Form All necessary information has been completed for this observation. The teacher described the task and clearly evaluated the student’s performance. Further, the teacher informed as to the setting in which the task was completed, the interactions that took place, and the type and frequency of prompting necessary for the student to complete the task. 42

43 Interview Form Secondary Evidence Typically, this method of documentation is used when the performance occurs in a community or home setting in which the teacher who is assessing the student is not present (e.g., on a work site, at a restaurant, etc.). The parent, another educator, peer helper, employer, related service staff, or other individual who is in a position to describe the student’s performance is asked a structured set of questions to enable the teacher to document the student’s performance. Include specific information regarding student performance, setting, and interactions with peers (both with and without disabilities) and community members. 43

44 Interview Form All necessary information has been completed for this interview. The teacher described the task and clearly evaluated the student’s performance (this is of key importance). Further, the teacher informed as to the setting in which the task was completed, the interactions that took place, and the type and frequency of prompting necessary for the student to complete the task. 44

45 Data Sheet Secondary Evidence The data sheet should include a clear description of the task, analysis of the student performance, and a key. It should also include information on the setting, interactions with peers (both with and without disabilities) and community members, and the type and frequency of prompting, if any, that was provided. A minimum of 3 distinct dates on which evidence was collected for each collection period is required for a data sheet. 45

46 Data Sheet This data sheet was submitted as Secondary Evidence for this student. It includes the student’s name, a description of the task, and the dates on which the tasks were completed. The collection period labels have been affixed so as to clearly differentiate between them. The teacher has provided a key for prompting and accuracy as well as “Additional Information” so that the student’s achievement/progress can be evaluated. 46

47 Contact Information Questions About Test Administration  Call:GaDOE Assessment Administration Division Toll free (800)  Call: Deborah Houston, Assessment Specialist (404)  47

48 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)  48

49 Contact Information Questions About Materials, Distribution, or Collection  Call:Questar’s GAA Customer Service Toll free (866)  Questar’s GAA Customer Service 49

50 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). 50

51 Access to 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. 51

52 Access to 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 52

53 Georgia Alternate Assessment Understanding the Basics of the GAA Module B Completing the Forms Organizing the Portfolio Submitting the Portfolio

54 Welcome to Module B of The Basics of the GAA 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 54

55 Alignment 55 Choosing the Standard and Element/Indicator for Assessment

56 Alignment Alignment is the connection between the written, taught, and tested curriculum 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. 56

57 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? 57

58 Effective Evidence Documentation Less can be More 58

59 Effective Documentation The following information must be documented somewhere within the entry for each piece of evidence : the student's name (Who) and date (When) description of task–documented on Entry Sheet (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) 59

60 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?  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? 60

61 Completing the Entry Sheet and the Student Demographic Information Form (SDIF) 61

62 Entry Sheet for Kindergarten, Grades 3-8, and High School (First Time assessed in High School) 62

63 GAA Entry Sheet (page 2)

64 High School Retesters 64

65 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 65

66 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. 66

67 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. 67

68 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. 68

69 69

70 Student Demographic Information Form 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 70

71 Student Demographic Information Form SDIF for Kindergarten and Grades 3-8 Affix the Pre-Id label to the front of the SDIF. 71 Pre-ID Label K and 3-8

72 72 SDIF for Kindergarten and Grades3-8 Page 2 ELA and Math CCGPS

73 SDIF for High School Students Participating for the 1 st Time in the HS GAA 73 High School Orange Form

74 74 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

75 75 SDIF for High School Retesters High School Retest Blue Form

76 76 SDIF for High School Retesters Page 2 ELA GPS Math GPS Assess EITHER Integrated OR Discrete Mathematics

77 Organizing the Portfolio 77

78 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. 78

79 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. 79

80 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). 80

81 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. 81 Pre-ID Label

82 Divider 1- Student Information 82 Validation Form Test Administrator Section Building Administrator Section

83 Divider 1- Student Information 83 Release to Use Portfolio for Training Required Signature

84 Divider 2- English/Language Arts (Grades K, 3-8, HS) 84 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

85 Divider 3-Mathematics (Grades K, 3-8, HS) 85 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

86 Divider 4- Science (Grades 3-8) 86 Secondary Evidence Primary Evidence Secondary Evidence Primary Evidence Entry Sheet Science Collection Period 1 Collection Period 2

87 Divider 4- Science (High School) 87 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

88 Divider 5 - Social Studies (Grades 3-8) 88 Secondary Evidence Primary Evidence Secondary Evidence Primary Evidence Entry Sheet Social Studies Collection Period 1 Collection Period 2

89 Divider 5 - Social Studies (High School) 89 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

90 Submitting the Portfolio 90

91 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 91

92 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. 92

93 Contact Information Questions About Test Administration  Call:GaDOE Assessment Administration Division Toll free (800)  Call: Deborah Houston, Assessment Specialist (404)  93

94 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)  94

95 Contact Information Questions About Materials, Distribution, or Collection  Call:Questar’s GAA Customer Service Toll free (866)  Questar’s GAA Customer Service 95

96 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 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). 96

97 Access to 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. 97

98 Access to 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 98


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