1. Georgia Alternate Assessment Overview of High School Mathematics in Part Session 6 Recording:

2. Welcome to Session 6 High School Mathematics: Part 2
This session will begin at 2:30 p.m.
The PowerPoint is located in the GAA Presentations Portlet at this location:
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Please log-in with your name and the name of your district beside it (e. g., Joni Smith–Henry County).  If you have already logged-in, please place your name and district in the chat box.

3. GAA
The series of webinars (Sessions 1-8) serve as introductory components for informing and training system staff in the planning, implementation, and submission of the GAA portfolios.
Reading the GAA Examiner’s Manual and the materials provided through the webinar trainings is necessary to understand the policies and procedures required for the administration of the GAA.

4. GAA
Session 7 will address questions submitted for sessions and Session 8 will address questions submitted for sessions
Please visit the state’s presentations portlet for previous Fall 2014 training sessions
All presentations will be posted on the GaDOE website at:

5. Presentations Portlet on GaDOE Web site
The GAA Presentations link will bring you to Fall Training Presentations (past and present), Mid-Year and Post Administration Presentations, and Other Presentations (such as “Unpacking the Standards”).

6. Overview of this Presentation
This presentation will cover the following topics:
Review of Alignment
Curriculum Access for High School students in
Coordinate Algebra and Analytic Geometry
Score Interpretation and understanding Stages of Progress
It is designed to inform:
High School teachers who administer the GAA
Peer Reviewers and Designated Trainers
Special Education Directors
Test Coordinators
Building Administrators

7. Alignment
Alignment is the connection between the written, taught, and tested curriculum.
Alignment demonstrates the linkage of the activities (student work) to the intent of the grade-level standard and 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 indicator.
Assessment tasks should be designed and task descriptions written to specifically address the standards-based skill being evaluated.
Intent- what are the standard and indicator designed to teach?
Consider alignment first and foremost when designing assessment tasks.
The assessment task must be true to the standard.
The task must address the distinct characteristics of the indicator or the standard when there are no indicators.
The task must be appropriately challenging for the individual student.
Both Collection Periods, must provide evidence of what the student knows and can do across the same skill(s).

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

9. Alignment - Choosing the Best Standard and Indicator for Assessment
Create a preliminary plan to map out the standards that are appropriate to be assessed for the student.
Think about assessment tasks that will allow the student to demonstrate knowledge and achievement related to the standard.
Construct assessment tasks in a format that best allows the student to demonstrate skills related to the standard.
Planning Sheets are provided beginning on page 52 of the Examiner’s Manual.
Creating units and assessment activities that can be used for multiple students is acceptable.
However, the activities must be tailored to the needs and the abilities of the individual student being assessed.
Think about the student first when planning tasks that show access to the standard. What may be appropriate for one student may not be appropriate for another.
Think about the best way to show the student’s skill when deciding the type of evidence to include.

10. Alignment - the Intent of the Standard and Indicator
The intent of the standard and indicator refers to the “Big Idea”– that which they were designed to teach.
e.g., MCC9-12.G.CO.7
The intent of this Geometry standard is for the student to understand congruence in triangles.
This could be achieved at an access level by the student recognizing corresponding parts of congruent triangles.
MCC9-12.G.CO.7
Use the definition of congruence in terms of rigid motions to
show that two triangles are congruent if and only if
corresponding pairs of sides and corresponding pairs of angles
are congruent.

11. Completing the Entry Sheet High School and HS Retest

12. Select Grade at which student is FTE’d
Completing the Entry Sheet for main administration High School Mathematics
Select Grade at which student is FTE’d
Select Content Area, RT category (if applicable), and Entry # from Drop-down menus
When assessing your main administration High School student, please make sure to select “High School” from the Grade drop-down menu and NOT “HS Retest.” Please note that Coordinate Algebra will always be Entry 1 in the portfolio and Analytic Geometry will always be Entry 2 in the portfolio. The drop-down menu will only give those options once the content area (courses) have been selected.

13. Retest categories are shown below
Select Grade, Content Area, Retest Category (if applicable, Entry # (1 or 2) from Drop-downs. Proceed with selecting the standard and indicator (if applicable).
There is one Entry Sheet this year for all students, including High School retesters. The Retest Category drop-down option may be ignored for all GAA students not being assessed on the HS Retest.

14. Coordinate Algebra

15. Sample Evidence – Math 1 Coordinate Algebra
Algebra Connections to Statistics and Probability
Summarize, represent, and interpret data on a single count or measurement variable.
MCC9-12.S.ID.1 Represent data with plots on the real number line (dot plots, histograms, and box plots).

16. Coordinate Algebra
Please remember, the data needs to be numerical data and NOT categorical data. This is a histogram that allows the student to represent numerical data.

17. Numerical data have been correctly represented on the real number line
Numerical data have been correctly represented on the real number line. The dots represent the number of students and the numbers on the number line represent the number of toy cars each student has.

18. Sample Evidence – Math 1 Coordinate Algebra
Algebra Connections to Statistics and Probability
Summarize, represent, and interpret data on a single count or measurement variable.
MCC9-12.S.ID.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range) of two or more different data sets.
Note: Strikethrough text has been omitted from this visual: “standard deviation.”

19. Coordinate Algebra

20. The student’s task in Collection Period 1 Primary Evidence is to calculate the means of two different data sets. He will calculate the mean number of candy canes purchased by students and by teachers. Evidence is on the following slide.

21. The student is given data and then calculates the means for each group.

22. The student is given data and then calculates the mean and median for each group.
Notice that another skill has been introduced in Collection Period 2, but there is a constant skill (finding the mean) represented across both collection periods, thus Achievement/Progress can be assessed.

23. Sample Entry – Math 1 Coordinate Algebra
Algebra and Functions
Understand the concept of a function and use function notation.
MCC9-12.F.IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

25. The student completes function tables by using function notation
The student completes function tables by using function notation. The teacher assisted the student by using manipulatives to help the student visualize the count.

26. Function notation is given and the student fills in the input/output tables.

27. Sample Entry – Math 1 Coordinate Algebra
Algebra and Functions
Understand the concept of a function and use function notation.
MCC9-12.F.IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

28. We have only included Collection Period 1 Primary Evidence for this screenshot.

29. The student’s task in Collection Period 1 Primary Evidence was to represent a function (her eye color and the eye color of classmates) on a worksheet and to make a function table.

30. Page 1 of 2

31. Sample Entry – Math 1 Coordinate Algebra
Algebra and Functions
Understand the concept of a function and use function notation.
MCC9-12.F.IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

33. The student’s task in Collection Period 1 Primary Evidence was to choose the correct function for each word problem. The student was given two choices for each of six problems.

34. 11/12/2018

35. Analytic Geometry

36. Sample Entry – Math 2 Analytic Geometry
Understand and apply theorems about circles.
MCC9-12.G.C.2 Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.

38. The student’s task in Collection Period 2 Secondary Evidence was to complete a test on the properties of circles.

39. 11/12/2018

40. Sample Entry – Math 2 Analytic Geometry
Explain volume formulas and use them to solve problems.
MCC9-12.G.GMD.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.

41. Working with parts of the volume formulas may be an access level for this standard. The student should use the formulas to solve problems.

42. In Collection Period 1 Secondary Evidence, the student is given the radius or diameter and is asked to calculate the volume of six spheres.
The Analytic Geometry standard refers to cylinders, pyramids, cones, and spheres, but it is not necessary for a student to do tasks involving all aspects of the standard in order to have aligned tasks. Tasks which focus on just one aspect of the standard can be aligned. It is essential that there is a consistent skill across both collection periods.
For example, do not choose to focus exclusively on cylinders in the first task, pyramids in the second task, cones in the third task, and spheres in the fourth task. An entry without a consistent skill across both collection periods will receive a “1” in Achievement/Progress.
Volume of a sphere = 4/3𝜋r³

43. Sample Entry – Math 2 Analytic Geometry
Understand congruence in terms of rigid motions.
MCC9-12.G.CO.6 Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.

45. The evidence is aligned because the student is determining whether two figures are congruent.
Access level activity. An activity that would further connect to the essence of this high school Geometry standard could incorporate rigid motions into the activity more directly by asking the student what type of translation has occurred: Translation, Rotation, Reflection, etc.? Using a type of evidence such as captioned photographs or media may better represent such and activity. For example, a student could use geometric shaped manipulatives or cutouts to better identify congruence and be allowing the student to reposition/transform figures to determine congruence. Computer programs may also allow students to investigate and determine congruence.

46. IDEAS 2014 Handouts on GaDOE website
Please reference the IDEAS presentations for more ideas and possible examples of Access level assessment activities.

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

48. Contact Information
For information about access to the state-mandated content standards for students with significant cognitive disabilities
Contact: Kayse Harshaw
Division for Special Education Services
Call: (404)

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

50. Questions & Answers
Please use the link below to submit any questions you may have related to Sessions:
This is a link to Survey Monkey and will allow GAA affiliates to submit questions germane to the 2014 Fall Training Sessions. Questions will be answered in the final two Fall Training Sessions (Session 7 will address questions related to Session 1-4 AND Session 8 will address questions related to Sessions 5 and 6). To gain access: please highlight the link, right click, and “Open hyperlink.”
2014 Fall Training Q&A Session: Sessions 5–6