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Georgia Alternate Assessment Fall Training for the 2011-2012 Administration of the GAA.

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1 Georgia Alternate Assessment Fall Training for the 2011-2012 Administration of the GAA

2 Welcome to the Georgia Alternate Assessment 2011-2012 Fall Training This session will begin at 1:00 p.m. 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 to the 2011-2012 Georgia Alternate Assessment This slide presentation is designed to provide trainers and teachers with the information and resources necessary to administer the 2011-2012 GAA in their schools and systems. Companion presentations are available on the GAA Presentations portlet on the GAA webpage with information specific to various topics and audiences. These presentations serve as introductory components for training. Reading and understanding the GAA Examiners Manual, 2011-2012, is necessary to implement the portfolio process. 3

4 http://gadoe.org/ci_testing.aspx?PageReq=CI_TESTING_GAA 4 Presentations Portlet

5 Hot Topics Lessons Learned from the 10-11 Administration Updates for the 2011-2012 Administration Opportunities to Learn through Instruction Alignment Scenarios Documentation Dos and Donts Demonstrating Achievement/Progress 5

6 Lessons Learned from the 2010-2011 Administration Congratulations! 2010-2011 marked the fifth successful administration of the Georgia Alternate Assessment! Instructional activities, assessment tasks, and the quality of the portfolio entries continue to improve. Teaching through the academic content standards is becoming a more integral part of daily instruction. 6

7 Lessons Learned from the 2010-2011 Administration The portfolios provided valuable information as to areas of focus for upcoming training. – Training will continue to focus on alignment and documentation. Continued training is needed to support teachers in their understanding of the academic content and the intent of the standards and elements. 7

8 GAA Portfolios Submitted 8

9 Student Proficiency on the 2010-2011 GAA Across all grades and content areas, the vast majority of students met or exceeded expectations as demonstrated by their Performance Level Indicator. – ELA: 89% Established or Extending Progress – Mathematics: 92% Established or Extending Progress – Science: 98% Established or Extending Progress – Social Studies: 98% Established or Extending Progress 9

10 Frequency of Nonscorables by Number and Percent NS CodeNumberPercent of NS Percent of all entries ME771.63%0.13% ES491.04%0.08% NA336971.44%5.68% IE103121.86%1.74% IT1433.03%0.24% OG80.17%0.01% IS390.83%0.07% Total4,716 of 59,288100%7.95% 10

11 Lessons Learned from the 2010-2011 Administration Great job! Nonscorable entries account for a very small percentage. Analysis of nonscorable entries provided valuable information regarding issues and trends noted for this administration. This information is used to inform topics for continued training. 11

12 Lessons Learned from the 2010-2011 Administration Issues of note: 1.Need for further training in the content standards; misunderstanding of what constitutes a prerequisite skill 2.Activities that represented instruction but did not assess the student on a task aligned to the standard and element 3.Alignment issues; tasks connecting to the standard but not to the element; all four (4) tasks must align 4.Documentation discrepancies 12

13 Lessons Learned from the 2010-2011 Administration Even the most successful endeavors can be improved through evaluation of both strengths and weaknesses. The 2010-2011 GAA exemplified far more strengths but continues to improve through ongoing evaluation. 13

14 Updates for the 2011-2012 Administration 14

15 Updates for the 2011-2012 Administration Two different SDIFs will be utilized beginning with the 2011-2012 administration of the GAA SDIF for grades K and 3-8 – Form is tan SDIF for High School (regular administration and retesters) – Form is orange 15

16 SDIF for Grades K and 3-8 16

17 SDIF for Grades K and 3-8 Be certain that the SDIF form marked Grades K, 3-8 is used for all students in those grades taking the GAA. Must use the Grades K, 3-8 form 17

18 High School SDIF 18

19 High School SDIF Be certain that the SDIF form marked High School is used for all high school students taking the GAA- whether 1 st time testers or retesters. Must use the High School form 19

20 High School SDIF Following the instructions provided for Box L, mark the content area(s) in which the student is being retested. 20

21 Updates for the High School Assessment Changes to the High School Mathematics Blueprint Retest Opportunities for the High School GAA 21

22 Changes to the High School Mathematics Blueprint The mathematics courses to be assessed for the GAA must be selected based upon the high school math course offerings designated by the local system. – Integrated courses for Math I and Math II – Discrete courses for GPS Algebra and GPS Geometry 22

23 Changes to the High School Mathematics Blueprint It is a requirement that both mathematics entries on which a student is assessed come from the same course. – If taking the integrated courses, the student must be assessed on Math I and Math II. – If taking the discrete courses, the student must be assessed on GPS Algebra and GPS Geometry. 23

24 Changes to 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 Math I for the first mathematics entry and on GPS Geometry for the second mathematics entry will receive a nonscorable code for the second mathematics entry. This will result in a nonscorable entry. 24

25 High School Mathematics Blueprint Integrated Math Math I and Math II 25

26 High School Mathematics Blueprint Discrete Math GPS Algebra & GPS Geometry 26

27 Retest Opportunities for the High School GAA Students pursuing a diploma, who are assessed on the GAA and do not achieve a proficient score in one or more content areas, will be offered retest opportunities beginning in 2011-2012. 27

28 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. 28

29 Retest Opportunities for the High School GAA The Grade 11 Retest will be offered for the first time beginning in the fall of 2011 with the opportunity to administer and submit the retest at three different times during the 2011-2012 administration window. 29

30 Retest Opportunities for the High School GAA Retest Option 1: – Administration begins on 9/6/11; High School portfolios are returned to Questar by 11/11/11. System will receive scores the week of 1/13/2012. Retest Option 2: – Administration begins on 9/6/11; High School portfolios are returned to Questar by 3/30/12. System will receive scores the week of 6/1/12. Retest Option 3: – Administration begins on 1/9/12; High School portfolios are returned to Questar by 3/30/12. System will receive scores the week of 6/1/12. 30

31 Materials for High School Retest High School Student Demographic Information Form (SDIF) Black Portfolio Binders Administration Forms Return Shipping Instructions 31

32 Retest Materials Systems with students who did not pass one or more content areas on the High School GAA will receive retest materials. GAA High School retest materials will be included in Shipment 1 Arriving in systems August 24–26, 2011 – Black Portfolio Binders – High School Student Demographic Information Forms (SDIF) – Retest Return Kits 32

33 Retest Materials You must utilize the BLACK PORTFOLIO BINDERS when administering the High School Retest. Be certain to use the Student Demographic Information Form designated High School. – Pre-ID Labels ARE NOT used for the High School Retest. – You must hand complete all information requested on the High School SDIF if the student is a retester. – You must mark the content area in which the student is retesting as required by Box L. 33

34 Providing Learning Opportunities through Instruction Teach, then Assess! 34

35 Giving Students Opportunities to Learn The purpose of the GAA is to measure student achievement and progress relative to selected skills that are aligned to grade level GPS. The expectations can be different in terms of depth and/or complexity. Assistive technology and adapted materials may be needed to give access. The focus may be on prerequisite skills, but must apply to the grade level content and standard. The level of instruction must be appropriately challenging for each individual student. 35

36 Giving Students Opportunities to Learn Access to the curriculum should be a part of ongoing instruction and should not be limited to singular events represented by the assessment tasks on the GAA. It is vital that students participate in instructional activities prior to assessment in order to give the students the greatest opportunity to learn and retain knowledge and skills related to the academic curriculum. 36

37 Georgia Performance Standards Instructional Practices and Resources Opportunities to Learn Georgia Alternate Assessment 37

38 Understanding the GPS In order to best serve our students, it is vital that teachers are provided with the necessary resources and training opportunities to enable them to understand the Big Ideas of the GPS standards and elements. Big Ideas are key concepts– the intent of the standard and element. – Look for big ideas in key nouns found in the standard and element 38

39 Access to GPS Resources Georgia Performance Standards (GPS) for Students with Significant Cognitive Disabilities https://www.georgiastandards.org/standards/pages/BrowseStandards/GPS- Impairment.aspx https://www.georgiastandards.org/standards/pages/BrowseStandards/GPS- Impairment.aspx

40 Access to GPS Resources

41 Teach first, then Assess! 41 Learn Teach Assess Learn Teach Assess GAA Collection Period 1 Collection Period 2

42 Teach first, then Assess! Opportunities for learning – Exposure to materials – Activities for learning and practice Assessment – Student demonstrates what they know about the content and meaning of the standard and element Teaching Exposure Practice What I have learned How I show you Assessment 42

43 Access to the curriculum should be a part of ongoing instruction. – not a single task/event used as an assessment task for GAA Students participate in instructional activities prior to assessment to allow opportunities for learning concepts and skills related to the standards. Teach first, then Assess! 43

44 Teach, then Assess! The opportunity to learn via the academic curriculum should be provided throughout the school year. – Ongoing academic instruction should provide access to a variety of standards from the curriculum–not just those assessed on the GAA. – Instruction between collection periods which will allow students to demonstrate the greatest amount of progress in the standards and elements on which they were assessed. 44

45 Teach, then Assess! The students knowledge, as demonstrated through Collection Period 1 evidence, demonstrates the students initial skill on a task that clearly connects to the intent of the standard and element. – Assessment tasks for Collection Period 1 may occur: After introductory lessons At the end of a unit Prior to teaching a new unit that builds on previous skills 45

46 Teach, then Assess! 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 Bingo activity may provide additional practice with vocabulary related to the Civil War but is not an assessment of knowledge of the standard. 46

47 Teach, then Assess! Consider the following: – Matching vocabulary words such as measure, point, and distance before the student determines the distance between two points – Learning to read a map key or compass rose before locating GA on a map – Identifying,= symbols before using them to compare numbers – Word searches, crossword puzzles, word banks that expose students to the concepts of character, plot, and setting 47

48 Teach, then Assess! The preceding tasks could be helpful to familiarize the student with the terms, materials, and concepts used to access the standard. However, the tasks DO NOT, in and of themselves, constitute aligned tasks. 48

49 Teach, then Assess! Matching vocabulary words such as measure, point, and distance before the student determines the distance between two points. Matching vocabulary is not necessary for measurement. E.g., a student can measure by comparison and matching. 49

50 Teach, then Assess! Learning to read a map key or compass rose before locating GA on a map Georgia can be located without a map key or knowledge of a compass rose 50

51 Teach, then Assess! Identifying,= symbols before using them to compare numbers Math symbol recognition is not necessary to compare numbers. The symbols can be learned while addition is being practiced, but it is not a prerequisite skill. 51

52 Teach, then Assess! Word searches, crossword puzzles, word banks that expose students to the concepts of character, plot, and setting. Students should show differentiated responses that give an indication of understanding. 52

53 Alignment Scenarios Alignment through prerequisite skills The intent of the standard and element

54 Alignment through Prerequisite Skills Instructional 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. 54

55 Prerequisite Skills A Prerequisite Skill is one that is essential to the acquisition of the standard and element. – Addresses the intent of the standard and element being assessed 55

56 Is it a Prerequisite Skill? To determine if a skill is truly a prerequisite to learning the targeted skill, the following questions should be asked : 1.Can working on this skill eventually lead to the skill targeted by the element (at a less complex level)? 2.Is the skill prerequisite for the intent of the standard and element? 3.Should acquisition of the skill be part of the instruction that precedes the assessment? 56

57 Is it a Prerequisite Skill? M3N5 c. Understand the fraction a/b represents a equal sized parts of a whole that is divided into b equal sized parts. Student is identifying numbers through matching. 1.Does number identification alone ever get the student closer to an understanding of fractions? NO 2.A student has to be able to identify number representations only if the task is designed using fractional numbers. 3.In this case, number identification is not a prerequisite for this standard and element; it could be a part of the ongoing instruction that precedes the assessment via this particular task. 57

58 Is it a Prerequisite Skill? M3N5 c. Understand the fraction a/b represents a equal sized parts of a whole that is divided into b equal sized parts. Student is using manipulatives to demonstrate fractional representation based on parts of a whole. 1.Can repeated exposure to parts of a whole ever get the student closer to an understanding of fractions? Yes 2.This skill is a prerequisite as it addresses the intent of the standard and element. 3.This could be a part of ongoing instruction both before and after the baseline task is presented as a means of familiarizing the student with the terms, materials, and concepts necessary to access the standard and to show progress. 58

59 Is it a Prerequisite Skill? S4E3 a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid. Student is working on identifying different states of water (solid/ice and liquid/water). 1.Can repeated exposure to ice and water get the student closer to an understanding of how water changes to different states. Yes 2.This skill is a prerequisite as it addresses the intent of the standard and element. 3.This could be a part of ongoing instruction both before and after the baseline task is presented as a means of familiarizing the student with the terms, materials, and concepts necessary to access the standard and to show progress. 59

60 What is Alignment? Alignment is the connection between the written, taught, and tested curriculum*. The connection must be to grade-level academic standards. Assessment tasks can be decreased in depth, breadth, and complexity but must still connect back to the intent of the standard and element being assessed. *Diane Browder, UNCC, 2006 60

61 Validation Check for Alignment When looking at the skill in isolation, can you still identify the academic domain? Could a curriculum content expert link it back to the specific state standard? * Has the intent of the element been addressed? Do all four assessment tasks align to the standard and element? Have opportunities for teaching and learning aligned to the assessed content been provided? 61

62 The Intent of the Standard and Element The intent of the standard and element refers to the Big Idea that which they were designed to teach. – E.g., ELA6LSV1 (b) Displays appropriate turn taking behaviors – The intent of this LSV standard is for the student to display appropriate turn-taking behaviors during student-to-teacher, student-to-student, and group verbal interactions. 62

63 The Intent of the Standard and Element Do the following tasks address the intent of this LSV standard and element? Waiting in line for a turn at the drinking fountain Participating in a conversation about your weekend Playing a game of catch Responding to questions about your likes and dislikes NO YES NO YES 63

64 The Intent of the Standard and Element What is the intent of the following standard? – E.g., 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. 64

65 The Intent of the Standard and Element 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 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 65

66 Alignment Scenarios Example 1: Georgia Studies Economic Understandings SS8E5 – The student will explain personal money management choices in terms of income, spending, credit, saving, and investing. – What is the intent of this standard? – What are some ways this standard can be accessed by students with significant cognitive disabilities (SWSD)? Consider the following examples: 66

67 67

68 N completed a worksheet where she had to identify coins and dollar bills by name.

69 Alignment Scenarios When looking at the skill in isolation, can you identify the academic domain? NO Could a curriculum expert link it back to the standard? NO Has the intent of the standard been addressed? NO Is this a prerequisite skill for this task? This skill is NOT a prerequisite for access to this standard. The task is NOT aligned. 69

70 N was required to make a purchase, calculate her change, and stay within her budget. This task was submitted for the same student for Collection Period 2. 70

71 Alignment Scenarios When looking at the skill in isolation, can you identify the academic domain? YES Could a curriculum expert link it back to the standard? YES Has the intent of the standard been addressed? YES Is this a prerequisite skill for this task? This is an aligned task. 71

72 Alignment Scenarios Example 2: Data Analysis and Probability MM1D1– Students will determine the number of outcomes related to a given event. (a) Apply the addition and multiplication principles of counting. – What is the intent of this standard and element? – What are some ways this standard can be accessed by students with significant cognitive disabilities (SWSD)? 72

73 73

74 The student was given a worksheet with single digit addition symbols/facts. The student was instructed to count the pictures to write the correct number to compute the addition problems. 74

75 Alignment Scenarios When looking at the skill in isolation, can you identify the academic domain? YES Could a curriculum expert link it back to the standard? NO Has the intent of the standard been addressed? NO Is this a prerequisite skill needed for this task? This skill is NOT a prerequisite for access to this standard. The task is NOT aligned. 75

76 The student was given a worksheet with two digit addition by one and two digits. The student was instructed to compute the addition problems. 76

77 Alignment Scenarios When looking at the skill in isolation, can you identify the academic domain? YES Could a curriculum expert link it back to the standard? NO Has the intent of the standard been addressed? NO Is this a prerequisite skill for this task? This skill is NOT a prerequisite for access to this standard. The task is NOT aligned. 77

78 Alignment Scenarios Example 3: Data Analysis and Probability MM1D1– Students will determine the number of outcomes related to a given event. (a) Apply the addition and multiplication principles of counting. – The following task addresses the addition and multiplication principles of counting by adding the possible number of outcomes based on the combination of events…in a simplified way. 78

79 K will determine the number of possible outcomes when making sandwiches with two types of bread and two kinds of meat. 79

80 Alignment Scenarios When looking at the skill in isolation, can you identify the academic domain? YES Could a curriculum expert link it back to the standard? YES Has the intent of the standard been addressed? YES Is this a prerequisite skill for this task? This is an aligned task. 80

81 The Dos and Donts of Documentation Less Can Be More

82 The Dos and Donts of Documentation 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 students 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? 82

83 The Dos and Donts of Documentation Documentation Dos Provide all necessary and required documentation Document accuracy and prompting separately Documentation is specific to the individual student Documentation should be clear and concise Documentation Donts Contradictory or superfluous annotations Documentation of encouragement, directions, or supports (physical assistance) that do not lead the student to the correct answer 83

84 The Dos and Donts of Documentation Physical Prompt Leads to the correct answer Ensures correct responding Most intrusive level of prompting Used if student does not respond to less intrusive forms of prompting (verbal, model, etc.) Hand-over-hand to indicate a response is physical prompting Physical Assist Does not lead to the correct answer Aides the child to independently indicate an answer or make a selection Used if student requires partial or full support of body Provided by holding the childs arms or wrists and guiding some movements 84

85 Documentation Dos 85

86 Documentation Dos Task description is clearly stated – Determined which item he should spend his money on first given 2 choices on an activity sheet Student work has been clearly evaluated – Answered 2 out of 4 correctly for an accuracy of 50% Prompting has been clearly documented – Type: Independent – Frequency: None Setting: Special Ed classroom Interactions: Special Ed teacher and nurse 86

87 Documentation Donts ?????? ? 87

88 Documentation Donts Task description is specific, but it is unclear as to what skill the student is being evaluated on – Spinning the Spinner? Gluing? Adding the money? Answering questions about spending within his budget? Evaluation of student work combines accuracy and prompting on multiple aspects of task – Spinning: Independent = 5 pts. x 5 = 25 pts. – Gluing: Full Physical = 1 pt. x 5 = 5 pts. – Adding Total: Verbal = 4 pts. X 1 = 4 pts. – Answering Questions: Independent = 5 pts. X 2 = 10 pts. – 44/65 pts. = 68% 88

89 Documentation Donts Documentation of Prompting is confusing – Type: Full, Verbal, Independent – Frequency: Limited – Answered the questions independent of any clues. Setting: Special Ed classroom Interactions: Special Ed teacher and classmates – What is the nature of the interaction with classmates as it occurred during the assessment task? 89

90 The Dos and Donts of Documentation Had the focus of the task been on the students ability to answer questions about making spending decisions within a personal budget, he would have demonstrated a higher level of accuracy and greater independence thus contributing to a higher score in Achievement/ Progress. – Accuracy: 2/2 for a score of 100% – Complexity: Answered 2 Yes/No questions after completing a multi-part task. – Independence: Answered questions independently 90

91 Documentation Dos Observation and interview forms can be submitted as a secondary-type of evidence to document either a pre-planned or naturally occurring event that demonstrates a students ability on a task that is aligned to a standard and element. In the absence of direct student work, however, it is very important that the information requested on the forms be filled out completely, specifically, and concisely in order for the student to get the appropriate score. 91

92 Documentation Dos 92 T he task description is concise and specific. The student is to respond to verbally presented questions by choosing the correct symbol from a choice of (2) two. ELA4LSV1 c. Responds to questions with appropriate information The documentation specifically addresses the information requested– What were the questions asked of the student: What month is it? (asked 5 times) What were the students responses: Chose the snowflake (January) each time Were the students responses correct: Correct answers for an accuracy of 100% (5/5) The nature of the interaction is described– Interacted with nurse who asked the questions. Prompting is clearly annotated (separate from accuracy)– Independently chose each answer

93 Documentation Donts Less can be more; do not include unnecessary information Review the documentation–without explanation, will someone else be able to understand what the student was asked to do and the connection to the standard and element? Documentation that is unclear, contradictory, or superfluous can result in lower scores for the student–or in the entry being nonscorable. 93

94 Documentation Donts 94 ELA8R1 b: Applies, analyzes and evaluates common organizational structures (e.g., graphic organizers, logical order, cause and effect relationships, comparison and contrast). T he task description is generic to cover a number of separate tasks. It is unclear what the task is or how it aligns to the standard and element. The documentation does NOT address the information requested– What were the questions asked of the student: ? What were the students responses: ? Were the students responses correct: 22/25 88% There is no documentation to address how the student interacted with all of these people during the assessment task.

95 The Dos and Donts of Documentation Had the Observation Form documented a specific aligned task for which the requested information was provided, this evidence could have contributed to a higher overall score in Achievement/Progress. – Accuracy: + 22/25 for a score of 88% Was this 25 questions total, 25 questions for each of the many tasks the student completed, or 25 questions for one particular task not specifically described? – Complexity: ? Without knowing what the questions are, how difficult the questions are, how many answer choices are provided, or how similar the distractors are, it is impossible to gauge the true complexity of the task. – Independence: Limited verbal prompting Was the same prompting required each time? 95

96 Demonstrating Achievement/Progress Accuracy Complexity Independence

97 Demonstrating Achievement/Progress Achievement/Progress assesses the increase in the students proficiency of skill in the aligned standards- based tasks across the two collection periods. Increase in the Accuracy of student responses Increase in the Complexity of the tasks Increase in Independence as demonstrated through a decrease in the type and frequency of prompting 97

98 Demonstrating Achievement/Progress Achievement/Progress is scored by evaluating the net change in accuracy, complexity, and independence from Collection Period 1 to Collection Period 2. Both tasks in each collection period are considered together when evaluating the students ability. The greater the positive increase in these dimensions, the higher the Achievement/Progress score. 98

99 Achievement/Progress: Accuracy Accuracy Accuracy of student work is considered across both pieces of evidence submitted for each collection period. 1.More correct responses in Collection Period 2 than in Collection Period 1; higher percentage of correct responses 2.Accuracy that stays the same across both collection periods 3.Decrease in accuracy from CP1 to CP2 4.Accuracy that is low in CP1 because the student is doing a very complex task and high in CP2 because the student is doing an easier task may not result in a higher score in A/P 99

100 Achievement/Progress: Accuracy 100 Example 1Example 2Example 3Example 4 CP1 Primary 50% 58% 100% 96% 97% 0% 10% CP1 Secondary 65% 100% 98%20% CP2 Primary 88% 92% 100% 65% 70% 90% 95% CP1 Secondary 96% 100% 75%100% ?

101 Achievement/Progress: Complexity Complexity Many ways to demonstrate and increase in complexity – More questions or answer choices 5 questions to 10 questions 2 choices to 4 choices – Different types of answer choices provided Matching vs. Multiple Choice vs. Short Answer Pictures vs. words – Greater similarity between distractors Boy vs. Tree to Boy vs. Man Correct plus unlikely to all similar/possible 101

102 Achievement/Progress: Complexity Complexity – Move from concrete to abstract concepts Manipulatives to pictures to words/numbers Concrete to representational to abstract – Deeper level of knowledge within the same skill; moving from prerequisite skill to application closer to standard/element Describe to explain to interpret Label to compare to analyze 102

103 Achievement/Progress: Independence Increase in Independence–decrease in type and frequency of prompting – Decrease in EITHER prompting type OR frequency – Decrease in BOTH prompting type AND frequency – From prompted in Collection Period 1 to independent participation in Collection Period 2 103

104 Achievement/Progress: Independence Types Physical Model Gestural Verbal Frequency Continuous Frequent Limited Independent 104

105 Achievement/Progress: Independence 105 Example 1Example 2Example 3 CP1 Primary -Frequent Verbal -Limited Gestural -Continuous Verbal --Limited Gestural -Partial Physical -Limited Verbal -Limited Gestural -Limited Verbal -Limited Gestural Independent -Continuous Verbal -Frequent Verbal CP1 Secondary -Partial Physical -Continuous Verbal Independent -Frequent Verbal CP2 Primary -Limited Verbal -Limited Gestural -Limited Verbal -Limited Gestural -Limited Verbal -Limited Gestural - Limited Verbal Independent CP1 Secondary --Limited Verbal -Limited Verbal -Limited Gestural Independent Independence

106 Demonstrating Achievement/Progress If there is no change in either accuracy, complexity, or independence, A/P score is 1 If the tasks from one collection period to the other are too different, A/P score is 1 – No consistent skill to evaluate across the two collection periods 106

107 Demonstrating Achievement/Progress All students progress at different rates. It is important that the tasks on which the student is assessed demonstrate an appropriate level of challenge for the student and represent the students true knowledge and skill on the standard/element. The evidence submitted should be an authentic representation of the students ability. A student may show more progress in one content area than another or in one strand than another. A student who demonstrates some progress (A/P 2) is showing progress- a 2 is good! 107

108 Contact Information People, contact information Deborah Houston, GaDOE Assessment Division – Dhouston@doe.k12.ga.us Dhouston@doe.k12.ga.us – ( 404) 657-0251 Kayse Harshaw, Division for Special Education Services Questions about curriculum access for students with significant cognitive disabilities – Kharshaw@doe.k12.ga.us Kharshaw@doe.k12.ga.us – (404) 463-5281 Questar GAA Customer Service Hotline – GA@QuestarAI.com GA@QuestarAI.com – Toll free (866) 997-0698 108

109 Resources Georgia resources – Websites, links GAA Resources, GAA Presentations, Curriculum Access for SWSCD – Gadoe.org, Curriculum, Testing, GAA Georgia Performance Standards, Frameworks – Georgiastandards.org GAA Resource Board – http://admin.doe.k12.ga.us/gadoe/sla/agps.nsf – Contact Kayse Harshaw for login and password 109

110 GAA Resources The following materials are available from the GAA web page: http://www.gadoe.org/ci_testing.aspx?PageReq=CI_TESTING_GAA http://www.gadoe.org/ci_testing.aspx?PageReq=CI_TESTING_GAA Elluminate Presentations Examiners Manual School and System Test Coordinators 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 http://gadoe.org/ci_exceptional.aspx http://gadoe.org/ci_exceptional.aspx – The GPS Resource Board - a forum for teachers to discuss curriculum access and post ideas 110

111 Access to GPS Resources ElluminateLive! Check schedule for recorded webinars and upcoming live webinars: http://www.gadoe.org/ci_exceptional.aspx?PageReq=CIEXCElluminate Suggested webinars: Giving Access to the Math Standards - Math Concepts and Relevant Life Skills for Students with Significant Cognitive Disabilities, September 10, 2009 Giving Access to English Language Arts Standards - Listening Speaking and Viewing, Writing, and Reading for Students with Significant Cognitive Disabilities, October 8, 2009 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

112 Access to GPS Resources Electronic Resource Board for Access to the GPS for Students with Significant Cognitive Disabilities The Access to the 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 – Student and classroom success stories – Adapted stories for all grade levels and directions on acquiring adapted literature – Instructions on acquiring adapted books – Instructional strategies and best practice guidelines – Data Sheets – Question & answer section for teachers to post questions and receive responses – 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 GPS Resource Board for Students with Significant Cognitive Disabilities send an e-mail with your first/last name and your preferred e-mail address to one of the following persons: Kayse Harshaw (sharshaw@doe.k12.ga.us) Debbie Reagin (dreagin@doe.k12.ga.us)

113 We Welcome Your Feedback Your feedback is very important to us! Please complete the session evaluation form found at: http://www.zoomerang.com/Survey/WEB22CV5PUNTKH/. Thank you 113


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