1. Georgia Alternate Assessment:
A Review

2. This session will cover:
An overview of the GAA
Lessons learned from year 1
Scoring
Putting together this year’s portfolio
Avoiding non-scoreables
Available resources

3. What is the GAA?
Both IDEA and NCLB allow for alternate assessments for students with significant cognitive disabilities based on alternate achievement standards.
Achievement standards have to do with expectations for student learning of curriculum standards.
Alternate achievement standards allow for differing expectations of student learning based on the unique characteristics of students participating in alternate assessments.
Alternate achievement standards can differ from grade-level achievement standards in terms of complexity.

4. Alternate Achievement Standards
May reflect prerequisite skills rather than grade-level skills.
According to US ED, alternate achievement standards (expectations), “must be aligned with the state’s academic content standards, promote access to the general curriculum, and reflect the professional judgment of the highest achievement standards possible.”

5. Alternate Achievement Standards
For the GAA, each teacher determines the alternate achievement standard (expectation) for each student, based on the learning characteristics and needs of the student.
The GAA portfolio is reviewed for alignment to the grade level content standard, albeit an alternate achievement standard.

6. GAA
The purpose of the GAA is to ensure all students, including students with significant cognitive disabilities, are provided the opportunity to access a challenging curriculum and demonstrate the progress they have made towards achieving the curriculum standards
Works best when IEP goals are embedded
Focus should be on academic progress, however
Academic instruction can be functional

7. GAA – Year 1 Major year of transition for both students and educators
Alignment of the activities and tasks was strong
Evidence abounded of students engaged in interesting and creative tasks
Approximately 10% of the entries submitted were deemed non-scoreable – for a first year alternate assessment, this was great!

8. Lessons Learned
Commonly encountered problems resulting in a non-scoreable or lower scores:
Focus on achievement (100% performance on all activities, no variation or challenge)
Different elements used within the same entry (IE-D)
Primary and Secondary Evidence documenting the same task and event
NOTE: This will result in a non-scoreable this year!
Only one photograph was submitted for Primary Evidence (IE-B)
No answer key or annotation of student performance (IE-E)
This was the most common non-scoreable

9. Lessons Learned
Commonly encountered problems resulting in a non-scoreable or lower scores:
Lack of customization in documentation
Students can complete the same tasks but how they participate and complete will likely be different
If the same task is used for different standards, the documentation should be unique for each standard
Simple, clear, concise documentation and evidence is all that is needed

10. Lessons Learned Unfortunately we did see some unethical practices –
Falsification of student evidence
Falsification of documentation
Collection of evidence on the same day

11. Overview of Scoring
After GAA portfolios are received at Questar, they are processed for scoring.
A random sample of portfolios is brought back to Georgia and a committee of Georgia educators is convened to conduct rangefinding.
Rangefinding is a process wherein teachers score actual student entries to set the score point ranges in each dimension (e.g, describe what it takes to get a “4” in Achievement/Progress).

12. Overview of Scoring
Entries scored by the Georgia teacher committee are used to create training and qualifying sets for readers.
Readers must show that they know how to apply the scoring rubric before they can begin scoring.
Readers are monitored throughout the scoring process to ensure they are scoring accurately and consistently.

13. Overview of Scoring
Each entry is scored for Fidelity to Standard, Context, and Achievement/Progress.
Scoring is holistic – all pieces of evidence within an entry are considered and the totality of the information documented in the evidence is used to make scoring decisions.
A score for Generalization is given considering all of the entries in the portfolio.
In other words, Generalization does not have to be shown for every content area/entry; students should be given opportunities to work in different settings and interact with others across the different entries in the portfolio.

14. Overview of Scoring
Students may receive different scores for the same dimension when the task is the same for a group of students.
Students’ access to the curriculum should and usually does differ.
Documentation should individualized.
Adjacent scores are not considered discrepant.

15. Overview of the GAA
The GAA is a showcase portfolio of student work provided as evidence that a student is making progress toward grade-level academic standards.
Evidence provided must show instructional activities and student work that is aligned to specific grade-level standards.
Remember, grade-level materials and tasks can be adapted to meet the needs of the students
QUESTIONS/NOTES: 1)

16. Putting together the 2007-2008 GAA: Portfolio Components
Grades K-2
English/Language Arts: 2 standards/entries
Mathematics: standards/entries
Grades 3-8 and 11
Science: standard/entry, paired with Characteristics of Science Standard
Social Studies: standard/entry

17. GAA Blueprint
Identifies the current curriculum standards that are required and eligible for assessment on the GAA.
Located in the Examiner’s Manual as well as on the GAA webpage.
Click on ‘Curriculum and Instruction’
Click on ‘Testing’
Click on “Georgia Alternate Assessment’
Look in the box on the right labeled ‘GAA Resources’

18. Portfolio Components Entry #1: Reading Comprehension
Grades K – 2
English/Language Arts
Entry #1: Reading Comprehension
Entry #2: Communication – either Writing or Listen/Speaking/Viewing
Mathematics
Entry #1: Numbers and Operations
Entry #2: Choose from Measurement, Geometry, or Data Analysis and Probability
The window between Collection Period 1and Collection 2 is from a minimum of 3 weeks to a maximum of 5 months.
Teachers will collect evidence of student performance of tasks aligned to a specific content standard.
The evidence will show the student’s progress toward these standards.

19. Portfolio Components Grades 3 – 5 English/Language Arts
Entry #1: Reading Comprehension
Entry #2: Communication – either Writing or Listen/Speaking/Viewing
Mathematics
Entry #1: Numbers and Operations
Entry #2: Choose from Measurement, Geometry, Algebra or Data Analysis and Probability
Science
Entry #1: Choice from blueprint, paired with Characteristics of Science standard
Social Studies
Entry #1: Choice from blueprint

20. Portfolio Components Grades 6 - 8 English/Language Arts
Entry #1: Reading Comprehension
Entry #2: Communication – either Writing or Listen/Speaking/Viewing
Mathematics
Entry #1: Numbers and Operations or Algebra
Entry #2: Choose from Measurement, Geometry, or Data Analysis and Probability
Science
Entry #1: Choice from blueprint, paired with Characteristics of Science standard
Social Studies
Entry #1: Choice from blueprint

21. Portfolio Components Grade 11 English/Language Arts
Entry #1: Reading Comprehension
Entry #2: Communication – either Writing or Listen/Speaking/Viewing
Mathematics
Entry #1: Algebra
Entry #2: Choose from Measurement and Geometry, or Data Analysis and Probability
Science
Entry #1: Choice from blueprint, paired with Characteristics of Science standard
Social Studies
Entry #1: Choice from blueprint

22. Entry Components
There are two collection periods for each entry over the course of the school year—minimum time between collection periods is 21 calendar days.
There must be 21 calendar days between the date on Primary Evidence Collection Period 1 and the date on Primary Evidence Collection Period 2
Secondary Evidence should be collected in the same time period as the Primary for each Collection Period
Teachers collect evidence of student performance within tasks aligned to a specific grade level content standard and element (if applicable).
Note: The same standard/element must be used for all four pieces of evidence
This evidence should show the student’s progress toward those standards.

23. Types of Evidence Primary (shows what the student knows)
Student work sample
Permanent product
Videotape; audiotape (with script)
Series of Captioned Photos
Secondary (reports what the student knows)
Data sheet (Charts/Graphs)
Interview
Observation (Anecdotal record)
An additional piece of primary evidence

24. Primary / Secondary Evidence
Primary Evidence differs from Secondary Evidence
Secondary Evidence is not a repackaging of the same exact event captured in Primary Evidence
Secondary Evidence provides additional information about the student’s achievement (on the same standard/element)
Secondary Evidence documents additional instructional opportunities the student has had and how the student performed
Secondary Evidence can differ in terms of the activity, materials, prompts, events, settings, etc.
Secondary Evidence that re-documents Primary Evidence will result in a non-scoreable code

25. Primary / Secondary Evidence
Both Primary Evidence and Secondary Evidence should include a clear description of the student’s use of the skill described on the Entry Sheet and be clearly seen in the evidence submitted
Ensure that the evidence is clearly marked as Primary or Secondary and that the dates are clear
Follow the evidence guidelines provided in the Examiner’s Manual (pages 13-29)

26. Documenting Student Evidence
All evidence should include the following information:
Student name
Date
Collection Period
Accuracy / level of performance (how the student did)
Material supports used (adapted book, assistive technology)
Type and frequency of prompting (beyond natural instruction)
Setting in which the evidence was collected
Interactions the student had with others

27. Entry Collection Period 1 Collection Period 2 Primary Evidence
Initial/Baseline
Secondary Evidence
Entry
(e.g., Reading
Comprehension
Standard)
Primary Evidence
Collection Period 2
Progress
Secondary Evidence

28. Collection Phase 1: Initial Performance/Baseline
Collect evidence from instructional activities that show the student’s initial skill associated with the selected standard.
Include Primary and Secondary Evidence
Think about:
grade-appropriate materials (materials can be adapted)
real-world or natural (meaningful) applications
opportunity for a variety of settings and interactions with peers and community members across the portfolio

29. Collection Phase 2: Progress
Collect evidence that shows student progress on the same content standard and the same element (if applicable) as Collection Period 1.
Determine the most appropriate way to show what the student is now able to do
Include Primary and Secondary evidence
Think about:
grade-appropriate materials (materials can be adapted)
real-world or natural (meaningful) applications
opportunity for a variety of settings and interactions with peers and community members across the portfolio

30. Data Collection Periods 1 & 2
Evidence collected during the Collection Period 2 should differ from evidence collected during Collection Period 1
Collection Period 2 evidence can differ in terms of
the task completed by the student
materials used
the type and level of prompting

31. Remember…
The focus is on student progress across the two collection periods
There are multiple ways to demonstrate progress
increase in accuracy of performance
increase in complexity of task
decrease in type and/or frequency of prompting

32. Updated Forms
All forms, including the Entry Sheets, are available electronically.
The Electronic versions of Entry Sheets require:
Adobe Acrobat Reader 5.0 (or higher) for printing
Adobe Acrobat Reader 8.1 to save
For teachers who are not comfortable with the electronic forms, the option of printing the documents and handwriting information on to the form is available.

33. Entry Sheets Complete an Entry Sheet for each entry.
The Entry Sheet must be completed correctly for the entry to be scoreable.
Be certain that you have recorded the correct standard number (and element, if applicable) and its matching description (see appendix E of the GAA Examiner’s Manual).
Briefly describe the overall content or skill that connect the tasks to the standard/element – what in the task connects it with the “big idea” of the standard and element
Briefly describe how the prerequisite skill that the student will be using to participate in the activity connects to the standard/element, if applicable.
If the student is not working on a prerequisite skill, leave this area blank

34. Entry Sheets Complete an Entry Sheet for each entry.
Remember that the Entry Sheet for has 2 pages
Describe both the Primary Evidence task and Secondary Evidence task for each collection period.
Readers are looking for a brief description of the activity in order to better understand the evidence they will be examining
Include the type of evidence included for each collection period
Check dates on Entry Sheet and evidence included in the entry to ensure a match of dates and that adequate time (21 calendar days) has been allowed.

35. Non-Scoreable Entries: How to Avoid Them
ME = Missing Entry
The entry is missing from the portfolio
Have someone other than yourself check to ensure all entries needed are in the portfolio before submission
Remember there must be two entries for ELA and two for Mathematics; in grades 3 – 8 and 11 there must be one entry in Science (paired with a Characteristics of Science standard) and one entry in Social Studies

36. Non-Scoreable Entries: How to Avoid Them
ES = Entry Sheet Error
The entry sheet is incomplete or incorrect
Use the Electronic Entry Sheet when possible to help ensure correct standards/elements are chosen
Complete both pages of Entry Sheet
Have someone other than yourself check to ensure all entries needed are in the portfolio before submission

37. Non-Scoreable Entries: How to Avoid Them
NA = Not Aligned
The entry does not reflect a connection between
the instructional tasks and the curriculum
standard
Review ideas for tasks and materials with others, including general education teachers, to ensure that the activity AND the student’s work address the “big idea” of the standard and element (even if at a prerequisite level)
Be able to explain the relationship and connection between the instructional task, student work, and the curriculum standard, and record that on the Entry Sheet
Be sure the same standard and element (if applicable) are used for all four pieces of evidence.

38. Non-Scoreable Entries: How to Avoid Them
OG = Off Grade
The standard selected is not at the appropriate grade level
Check each student’s FTE grade BEFORE beginning the portfolio to ensure all required components for the grade are addressed
Check and use the correct Blueprint and Curriculum Standards for the student’s grade
Have someone other than yourself check to ensure all entries needed are in the portfolio before submission

39. Non-Scoreable Entries: How to Avoid Them
IE = Insufficient Evidence
The entry cannot be scored because it contains insufficient evidence of the student’s performance, or the student’s performance cannot be verified by the information provided.
Be sure to document/annotate ALL EVIDENCE
Provide the documentation/annotation on the evidence itself, not on Entry Sheet
Be sure to include a key for data sheets, work samples are checked and graded (with answers) for correctness
Ensure that both Primary and Secondary Evidence is included for each collection period in an entry AND that the evidence matches the task description on the Entry Sheet

40. Non-Scoreable Entries: How to Avoid Them
IE = Insufficient Evidence
The entry cannot be scored because it contains insufficient evidence
of the student’s performance, or the student’s performance cannot be
verified by the information provided.
Be sure to include at least 2 captioned photos when using Captioned Photographs as evidence
Ensure that the photos taken show the STUDENT WORK, not the instructional material utilized
Show the student participating in the task, completing the task, or the finished product, along with the annotation, NOT the teacher created material used for instruction only.

41. Non-Scoreable Entries: How to Avoid Them
IE = Insufficient Evidence
The entry cannot be scored because it contains insufficient evidence of the student’s performance, or the student’s performance cannot be verified by the information provided.
Be sure to include at least 2 captioned photos when using Captioned Photographs as evidence
Have someone other than yourself review the evidence to ensure that all pieces are:
included in the entry
clearly documented /annotated – including student performance!
accurately dated
accessible (when using Audio or Video format, can be opened on more than one machine and includes an understandable script)

42. Non-Scoreable Entries: How to Avoid Them
IS = Ineligible Standard
The standard selected is not eligible for assessment as required by the Blueprint (Appendix D).
Check and use the correct Blueprint and Curriculum Standards for the student’s grade
Use the Electronic Entry Sheet when possible to help ensure correct strands/standards/elements are chosen
Ensure that a different stand/standard/element was chosen for both Entry 1 and Entry 2 in ELA or Mathematics
Have someone other than yourself check to ensure all entries needed are in the portfolio before submission

43. Non-Scoreable Entries: How to Avoid Them
IT = Insufficient Time
There is less than the minimum required time (3 weeks) between collection periods.
Ensure that all dates on the evidence are accurate
Use a calendar to count the number of days between the date of Primary Evidence in Collection Period 1 and the date of Primary Evidence date in Collection Period 2
Secondary Evidence should be collected within the same time vicinity as Primary Evidence for each Collection Period
Have someone other than yourself check to ensure all pieces of evidence are clearly dated and meet the timeline requirements

44. GAA Resources GAA webpage
Click on ‘Curriculum & Instruction’
Click on ‘Testing’
Click on ‘Georgia Alternate Assessment’
Access to the GPS for Students w/Significant Cognitive Disability

45. GAA Resources Found on the GAA Webpage
Score Interpretation Guide
Examiners’ Manual
Test Coordinators’ Manual
Electronic Forms
Attend to the GAA Blueprint:
Functional life skills and IEP goals are still important
Curriculum standards selected should be meaningful for the individual student and when possible, support functional skills/IEP goals

46. GAA Resources Found on the GAA Webpage Frequently Asked Questions
Fall 2007 Workshop Presentation
Post Administration Workshop Presentation
Attend to the GAA Blueprint:
Functional life skills and IEP goals are still important
Curriculum standards selected should be meaningful for the individual student and when possible, support functional skills/IEP goals

47. Access to the Curriculum Resources
Found on the Access to the GPS for Students with Significant Cognitive Disabilities website
PowerPoint Presentations
Videos of initial Access to the GPS trainings and students participating in aligned activities
Worksheets/rubrics/datasheets
Aligned activities
Resource Guide
Attend to the GAA Blueprint:
Functional life skills and IEP goals are still important
Curriculum standards selected should be meaningful for the individual student and when possible, support functional skills/IEP goals

48. Access to the Curriculum Resources
Access to the GPS Electronic Resource Board
PowerPoint Presentations
Activities and materials submitted by teachers (covering all grade levels, content areas and various standards)
Datasheets
Resources
Questions and Answers
Updates
Attend to the GAA Blueprint:
Functional life skills and IEP goals are still important
Curriculum standards selected should be meaningful for the individual student and when possible, support functional skills/IEP goals

49. Elluminate Sessions Presented by Assessment Division:
Post Administration Workshop (7/13/07)
GAA Review (12/10 or 12/13/07)
Presented by Special Education Division:
Access to the GPS Cognitive Disabilities (9/13/07, 10/11/07,11/8/07, 1/10/08, 2/7/08, 3/13/08)
Attend to the GAA Blueprint:
Functional life skills and IEP goals are still important
Curriculum standards selected should be meaningful for the individual student and when possible, support functional skills/IEP goals

50. GaDOE Resources GAA Curriculum Access Deborah Houston Kayse Harshaw
Assessment Administration Division
Deborah Houston
Division for Special Education Services and Supports
Toni Bowen
Curriculum Access
Division for Special Education Services
and Supports
Kayse Harshaw
Jessie Moreau