1. 1 Georgia Alternate Assessment Introduction for New Teachers Fall 2010-2011

2. 2 Welcome to the Georgia Alternate Assessment Introduction for New Teachers Fall 2010 - 2011 This session will begin at 1:00pm 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

3. 3 Introduction This slide presentation has been developed as a tool for GAA trainers working with new teachers.  provides 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, 2010-2011, is necessary to implement the portfolio process. Manual should be brought to training sessions.  Training in your system and additional presentations posted on the GaDOE website provides additional information to ensure a successful administration of the GAA.

4. 4 Introduction This presentation provides information and tools that will assist teachers in the preparation of their portfolios. Administration Materials Blueprint and Curriculum Standards Portfolio Components Collection Periods Types of Evidence Completing the Entry Sheet Organizing a Portfolio

5. 5 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. 6 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 7–March 31).  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. 7 2010-2011 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, 2010-2011.

8. 8 Curriculum Standards and Elements The curriculum standards are the goals for instruction, learning, and assessment in each of the content areas. Elements are the specific concepts and skills that make up the curriculum standards. The curriculum standard and element descriptions, by grade, can be found in Appendix E of the GAA Examiner’s Manual, 2010-2011.

9. 9 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.

10. 10 Portfolio Components Grade 11  ELA – 2 entries  Math – 2 entries  Science – 2 entries  Social Studies – 2 entries

11. Portfolio Components

12. 12 Terminology for the GAA Entry Entry Sheet Evidence Instructional Task Collection Periods Alignment Pre-requisite Skills Primary Evidence  Work Sample  Permanent Product  Audio/Videotape  Series of Captioned Photos Secondary Evidence  Observation Form  Interview Form  Data Sheet

13. 13 Entry (e.g., Reading Comprehension 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

14. 14 Entry Evidence 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. Evidence  Student work samples, series of captioned photographs, etc., that show or describe the student’s performance on instructional tasks related to the selected standard/element.

15. 15 Instructional Task An instructional task is any standards-based task that is performed by the student.  Evidence of the student’s performance on the task is submitted in the portfolio for scoring. Instructional tasks must demonstrate a clear alignment/connection to the curriculum standard and element being assessed.  It is to the specific aspects of the element that the instructional tasks must align.

16. 16 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.

17. 17 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.

18. 18 Alignment Alignment is the connection between the instructional task submitted as evidence and the curriculum standards.  Alignment demonstrates the linkage of the instructional activities (student work) to the grade-level standard and element on which the student is being assessed.  In order for an entry to be scorable, all four (4) instructional tasks must align to the standard and element.

19. 19 Pre-requisite Skills  A prerequisite skill is an entry point at which students may access an academic standard. This can include preliminary skills or knowledge that must be demonstrated before a more advanced concept can be understood. Prerequisite skills are the building blocks to the essential components of the academic content standards and elements.

20. 20 Pre-requisite Skills  The prerequisite skill must align to the specific element on which the student is being assessed. The skill must be true to the strand and standard and must address the distinct characteristics of the element. To bring an element down to its most basic prerequisites, look at the essence of what it is meant to assess. It is an oversimplification to say, for instance, that any exposure to numbers constitutes math or that any exposure to letters constitutes reading. Instructional tasks submitted for the assessment can focus on pre-requisite 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.

21. 21 Types of Evidence Primary Evidence  Demonstrates knowledge/skills by showing the student’s engagement in instructional tasks Secondary Evidence  Reports knowledge/skills by documenting, charting, or interpreting the student’s performance

22. 22 Primary Evidence Primary Evidence (shows what the student knows)  Series of captioned photographs (2 or more)  Permanent product  Videotape; audiotape (with script)  Work sample

23. 23 Secondary Evidence Secondary Evidence (reports what the student knows)  Data sheet (Charts/Graphs)  Interview  Observation (Anecdotal record)  An additional piece of Primary Evidence

24. 24 Primary and Secondary Evidence Descriptions and Examples

25. 25 Explanations and Samples of Types of Evidence Read the GAA Examiner’s Manual, 2010-2011 (pages 15-25) 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 55-57).

26. 26 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) It is a good idea to include a caption with the work sample.  Describe the task.  Identify the setting (e.g., special education classroom, regular education classroom, grocery store, gym).  Describe interactions occurring during the performance of the task.  Include an evaluation of the student’s performance or an answer key so that the student’s performance can be verified.

27. Work Sample This work sample 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.

28. 28 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.” Permanent products should have annotations in order to be accurately scored.

29. Permanent Product This permanent product was submitted as Primary 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.

30. 12-11 M5D1 (a) Analyze data presented in graphs The teacher has also submitted a caption to accompany this permanent product. The caption provides supplemental information beyond what could be seen on the evidence itself. It gives information as to the date, a description of the task, the setting in which it was completed, and the level of prompting.

31. 31 Series of Captioned Photographs 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.

32. 1/31 100% A series of captioned photos was submitted as Primary Evidence for this student. The photos clearly depict the student in the process of the task and shows his completed product. 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 peers as well as the level of prompting required by the student.

33. 33 Media–Audio/Videotape Accompanied by a Script Primary Evidence Audiotapes, Videotapes, CDs, and DVDs can be effective ways to demonstrate students’ skills when tasks involves 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 videotape or audiotape, 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.

34. An audiotape was submitted as Primary Evidence for this student. The tape was labeled with the student’s name, grade, and school. A script was also included (as recommended) that documented the evidence recorded on the tape, the student’s name, the date, and the Collection Period. It also provided a description of the task, the assistive devices used, the setting and interactions, and an evaluation of the student’s level of success.

35. 35 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.

36. 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.

37. 37 Interview 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.

38. 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.

39. 39 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.

40. 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.

41. 41 Choosing the Standard and Element for Assessment Choosing the type of evidence to best showcase the student’s skill

42. 42 Choosing the Correct Standard and Element As teaching academic curriculum through the content standards and elements becomes more a part of daily instruction, lesson plans are being designed that provide access to the curriculum while still embedding a student’s IEP goals. − Creating units and instructional activities that can be used for multiple students is encouraged. − However, the activities must be tailored to the needs and the abilities of the individual student. − As such, be certain that the element chosen for assessment is still the best choice for the individual student and that the evidence submitted aligns to that element.

43. 43 Choosing the Correct Standard and Element It is acceptable that teachers try to develop lesson plans and instructional activities that can be used for multiple students and, sometimes, across grade- bands. It is imperative, however, that they make certain that the activities clearly align to the grade-level standard and element chosen for assessment and that they are meaningful and fit the needs and abilities of the individual student. As such, choosing the standard and element is a critical step in designing the assessment for each student.

44. 44 Choosing the Appropriate Type of Evidence The type of evidence submitted should be the best means through which to demonstrate the student’s knowledge and skills. Primary Evidence must SHOW the student’s responses during and completion of the instructional activity.

45. 45 Choosing the Appropriate Type of Evidence It is therefore vital that the type of evidence used is the appropriate choice to clearly demonstrate the student’s response.  It is up to teachers to determine the type of evidence that will best showcase their student’s abilities.  However, it is important that the criteria for the type of evidence has been met and that all necessary information has been documented.

46. 46 Choosing the Appropriate Type of Evidence When should captioned photos be used?  Captioned photos are effective when documenting multi-step tasks or activities that show the student engaged in a physical task (such as using manipulatives or during community based instruction).  When submitting a series of photos, it is critical that they depict the student in the process as well as the completion of the task. The final step or finished product must be visible in the photo.  Captions are necessary and required when photos are used, but the caption should explain what is visible in the photo and not just serve as an observation.  Captioned photos may not be the best choice when documenting verbal or auditory responses.

47. 47 Choosing the Appropriate Type of Evidence In the following example, the teacher chose to submit a series of captioned photos as evidence of the student’s responses during a math assessment on fractions.  The student’s task was to count the number of pieces of pizza on his plate and to determine what fraction of the pizza he ate. This was a difficult task to document via photographs, however, as the student was required to make verbal responses, which would require a videotape or audiotape to capture.  An observation or interview could also be used to document an auditory response, but it must be made clear what the task was and a specific evaluation of the student’s performance (what was the question; what was the student’s response) be included.

48. Although the first photo does depict the student in the process of counting the slices of pizza, there can be no evidence of his verbal response recorded on a photo. In the second photo, the student is seen eating the pizza but not completing the task, as required. The only evidence of the student’s verbal response is through the teacher’s annotation, making it an observation. This piece of evidence was not scorable.

49. 49 Choosing the Appropriate Type of Evidence In the next example, the teacher has appropriately chosen to use captioned photos (a videotape would have been effective also) to document the student in the process and the completion of an activity which required him to respond physically to directions. The teacher has described what has occurred in each photo, and she has included all the necessary information for scoring (Who, What, Where, When, How Well, With Whom, and Prompts).

51. 51 Choosing the Appropriate Type of Evidence When should work samples be included?  Work samples and permanent products are items such as work sheets, writing samples, or paper-based products that are completed by the student.  Whenever possible, include the actual work sample the student has done as opposed to an observation or interview documenting the task.  A single photo of a permanent product can be submitted as evidence if it is not possible to send the original product (e.g., a model or large poster).  In the event that a work sample is completed with continuous prompting, it is recommended that a video of the process be included.

52. 52 Choosing the Appropriate Type of Evidence When should an audio or videotape be used?  An audiotape is recommended whenever the student response involves an auditory output, whether verbal or through a communication device (captioned photos of an auditory response are not recommended).  If the tape records more than one student, for instance during a group discussion or student-to-student exchange, it is important that it is made clear on the tape and on the script which responses are those of the student being assessed.  A script should be included when an audiotape is included as evidence.

53. 53 Effective Documentation of Evidence

54. 54 Effective Evidence Documentation Complete and thorough documentation of evidence is critical! Incomplete or ineffective documentation can result in lower scores or in the entry being nonscorable. The student’s task and responses must be clearly and specifically described and evaluated or graded. − If the correctness of the student response cannot be verified, the entry will receive the Nonscorable Code of IE (Insufficient Evidence).

55. 55 Effective Evidence Documentation Each piece of evidence should be annotated to answer these questions:  What, specifically, was the student asked to do?  What were the questions or actions asked of the student?  How did he/she respond?  Were those responses correct? Documentation that is too vague or generic that does not address these questions for the individual student could be nonscorable.

56. 56 Effective Evidence 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) interactions that occurred during the task (With Whom) Independence–type and frequency of prompting (Prompts)

57. 57 Annotating Evidence Who: the student’s name must be on each piece of evidence always refer to the student by name, not “the student” or “students” What: specific description of the task what was the student asked to do? do not be vague or overly general in the description Where: setting in which the task was completed must be purposeful for the particular task

58. 58 Annotating Evidence When: date each piece of evidence record the date on which the task was completed, even if the task took multiple days to complete for Data Sheets, a minimum of 3 distinct dates are required for scoring How Well: evaluate the student’s performance document the questions or actions asked of the student and his/her actual responses grade, score, evaluate, or provide an answer key so that the student’s performance can be clearly determined

59. 59 Annotating Evidence With Whom: describe the interaction with whom did the student interact during the task and what was the nature of the interaction reciprocal communication should be specifically documented Prompts: Level of Independence prompting should be documented only if it guides the student to the correct answer (e.g., directions and encouragement are not considered prompting) annotate both the type (e.g., physical, gestural, model, verbal) and frequency (e.g., continuous, frequent, limited, independent) of prompting provided

60. 60 Documentation of Captioned Photos Primary Evidence When submitting a series of captioned photos, it is important to remember that the evidence must be visible in the photo itself. Captioning is required to explain and supplement what is being seen in the photo. Captions cannot be used to explain major parts of the student’s response that have not been depicted in the photo.  This would constitute an observation, not a caption.

61. 61 Documentation of Captioned Photos In the following example, the photo page has been labeled with the student’s name (WHO), the date (WHEN), the setting (WHERE), the interactions (WITH WHOM), and the type and frequency of prompting (PROMPTS). However, there is no documentation on the photo page describing the aligned instructional task  The Entry Sheet stated only that she would manipulate wooden cubes.  There is no evaluation of the student’s performance.

62. Reviewing the Evidence Is this task aligned? What, specifically, was the student asked to do? Did she do it? What was her response? How well did she do? The instructional activity, as described, does not align to the standard and element. This evidence does not meet the criteria for a series of captioned photos.

63. 63 Documentation of Captioned Photos In this next set of photographs, each step of the process has been captured in a photo.  We can see in the evidence what the student is doing and whether or not he is doing it correctly. The annotations clearly describe what is occurring at each step.  It gives specific details of what the student was asked to do and what his response was. The final photo depicts the student’s finished product and specifically evaluates his performance on the task.  We can see the student’s answers, and the teacher has graded his work.

64. with whom prompts Reviewing the Evidence Is this task aligned? What, specifically, was the student asked to do? Did she do it? What was her response? How well did the student do? The instructional activity, as described, clearly aligns to the standard and element. This evidence does meet the criteria for a series of captioned photos.

65. 65 Documentation on Work Samples Primary Evidence In the following work sample, the teacher has clearly documented all information necessary for scoring.  All the “Wh” questions (+ Prompts) have been answered. The task description specifically explains the work sample, and the evaluation of the student’s performance (both through captioning and through the grade recorded on the evidence) enables a clear understanding of the his/her ability on the instructional task.

67. 67 Documentation on Audio/Videotape (Script recommended) Primary Evidence The following script was submitted as evidence along with an audio CD. The annotations on the script provide us with supplemental information that may not have been apparent by listening to the audio alone.  description of the Dynavox voice output device  description of the task, setting, and interactions Clear documentation of all information necessary for scoring has been provided.  All the “Wh” questions (+ Prompts) have been answered.

69. 69 Documentation on Observation and Interview Forms– Secondary Evidence Observations and interviews can be used to relate a student’s performance on a pre-planned or naturally occurring activity.  Remember that at least one piece of Primary Evidence must be submitted for each collection period. When submitting an Observation or Interview Form, be certain that specific, detailed information has been included to describe the exact nature of the task as well as the student’s level of performance.  For example, if questions were answered by the student, what were the questions, what were the student’s answers, and were the answers correct.

70. 70 Documentation on Observation and Interview Forms In the follow example, an observation has been submitted as evidence of the student’s ability to answer questions about bar graphs. Documentation is incomplete and nonspecific.  The task has not been sufficiently described to allow a clear understanding of what the student was asked to do.  The student’s performance has not been specifically described (what was the question asked and what was her answer?).  The interactions with the teacher and classmates have not been described.

72. 72 Documentation on Observation and Interview Forms In this next example, the Observation Form has been filled out completely with specific information necessary for scoring. In the evaluation of the student’s performance, the teacher has included both the questions that were asked of the student and the answers that he gave. Information was also included to describe the student’s interactions with peers (while he “followed the directions of the “experiment” on the worksheet and answered questions”) as well as with his teacher (“followed my directions to stay focused”).

74. 74 Documentation on Data Sheets Secondary Evidence Data sheets can be used to document student performance on specific skills over multiple trials on a variety of dates. Information about the task, the materials used, and a key to any abbreviations should be included. Any data sheet normally used by the teacher can be submitted provided it can be universally understood. Even on a data sheet, all “Wh” questions (+ Prompts) should be answered.

76. 76 Entry Sheets The Entry Sheet serves as the Table of Contents which organizes the entry. The Entry Sheet must be filled out completely and accurately in order for the entry to be scorable.  One Entry Sheet must precede each entry submitted (2 ELA, 2 Math, 1 Science [2 for grade 11], 1 Social Studies [2 for grade 11]). An electronic version of the Entry Sheet with drop- down boxes will be available online.  Instructions for completing the electronic Entry Sheet will be provided online along with the Entry Sheet.

77. 77 Entry Sheets It is of utmost importance that the Entry Sheet be filled out completely with all required information.  Dates recorded for the tasks on the Entry Sheet must match those found on the evidence.  Task descriptions written on the Entry Sheet must be the same as those submitted as evidence.  Inclusion of Characteristics of Science for Science entry is required for scoring. Should any of the necessary fields not be completed correctly, the entry could be nonscorable. The Entry Sheet is not the place to include annotations about student performance, interactions, settings, and prompting.

78. 2010-2011 GAA Entry Sheet

79. 2010-2011 GAA Entry Sheet (page 2)

80. 80 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 instructional tasks.

81. 81 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.

82. 82 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).

83. 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 it inside the binder.

84. Divider 1- Student Information Validation Form Administrator Checks One Box Required Signature

85. Release to Use Student Portfolio for Training Divider 1- Student Information

86. Divider 2- English/Language Arts (Grades K, 3-8, 11) 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 Collection Period 2 Collection Period 1

87. Secondary Evidence Primary Evidence Secondary Evidence Primary Evidence Entry Sheet 1 Mathematics Secondary Evidence Primary Evidence Secondary Evidence Primary Evidence Entry Sheet 2 Mathematics Divider 3-Mathematics (Grades K, 3-8, 11) Collection Period 1 Collection Period 2

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

89. Divider 4- Science (Grade 11) Secondary Evidence Primary Evidence Secondary Evidence Primary Evidence Entry Sheet 1 Science Collection Period 2 Collection Period 1 Secondary Evidence Primary Evidence Secondary Evidence Primary Evidence Entry Sheet 2 Science Collection Period 1 Collection Period 2

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

91. Divider 5 - Social Studies (Grade 11) 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

92. 92 Submitting the Portfolio Before submitting the binder to your School Test Coordinator, have a colleague review it to ensure that the forms and evidence are clear and complete and that it has been organized correctly.  It is wise to have your colleague open and view all media to make certain that it is not defective. 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.

93. 93 Helpful Resources Read the GAA Examiner’s Manual, 2010-2011! Participate in training; view the other Webinars. Use the Planning Sheets and Evidence Checklist to move through the process of selecting standards, tasks, and types of evidence. Request a log-in and password to access the GAA Resource Board.* * sharshaw@doe.k12.ga.us

94. 94 Administration Window The administration window runs from September 7, 2010, through March 31, 2011. Shipment 1 –contains Manuals, Administrative Forms, and Binders  This shipment will arrive at the system office packaged by system as school enrollments have yet to be collected. Shipment 2 –contains Pre-ID labels, Student Demographic Information Forms, and Return Kit  This shipment will arrive at the system office packaged by school.

95. 95 Contact Information Questions About Test Administration  Call:GaDOE Assessment Administration Division Toll free (800) 634-4106  Call: Deborah Houston, Assessment Specialist (404) 657-0251  Email: dhouston@doe.k12.ga.us

96. 96 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) 463-5281  E-Mail:sharshaw@doe.k12.ga.us

97. 97 Contact Information Questions About Materials, Distribution, or Collection  Call:Questar’s GAA Customer Service Toll free (866) 997-0698  Email:Questar’s GAA Customer Service GA@QuestarAI.com

98. “Make and Take” for “New” Teachers of Students with Significant Cognitive Disabilities who participate in the Georgia Alternate Assessment Day 1: September 21, 2010 9:00 am-3:30 pm Grades K-2—The Great Kapok Tree OR Grades 3-5—Alice in Wonderland Day 2: September 22, 2010 9:00 am-3:30 pm Grades 6-8 Bridge to Terabithia OR High School Access—The Red Badge of Courage For Registration: Contact Michele Wilson mwilson@mgresa.us Middle Georgia GLRS 478-475-8628

99. Evaluation Your feedback is important! http://www.zoomerang.com/Survey/WEB22B25DFMVB5 Thank you for attending this session.