Informal GAA Information Session August 2010 Celebrations from

Informal GAA Information Session August 2010

• Celebrations from 2009 -2010 – What do the scores mean? – GAA scores in Goalview • • • Cautions from 2009 -2010 Differences from last year GAA 101 How is HS ACCESS instruction different now Resources

r n le he e W to al W ry b ob yb er ra Sp SC pe Po k e rn oo br n bb Co bo le bb Pe Os N. er ch er c. E a M sit HS ll ke KM La s n l ve ro llg Hi so rri Ha el na pb m Ca oo la t Al Celebrations • 524 portfolios Total # 90 80 70 60 50 40 Total # 30 20 10 0

Celebrations • 93% Passing rate • Only 8 portfolios failed because of generalization • Only 20 portfolios failed all 4 areas.

Reading Score Reports

Cautions from last year • • • Be sure activity aligns to standard & element Only 1 characteristic of science Distinct window between collections 4 distinct instructional activities 3 -5 photos on 2 page – not 1 photo on a page Only 4 pieces of evidence – nothing extra – Not teaching materials • NO SHEET PROTECTORS • Don’t staple – makes it hard to read/score

Changes for 2010 -2011 • 1 & 2 nd – no GAA portfolio but must do Brigance (HELP for SID/PID) and put scores in Goalview • HS has 8 standards instead of 6 – students must PASS all 8 sections. • 2 retake opportunities in 2011 -2012 (Fall & Spring) – Students must pass GAA to go to Transition Academy • Forms are tweaked – Cobb will require annotation form this year

High School ACCESS Courses & GAA • ACCESS courses are intended to be integrated instruction rather than isolated classes. • Cannot meet 8 standards before winter break unless instruction is integrated across curriculum • Expectation on timeline is evidence to be collected before winter break

• Language! is required for all MID classes

GAA Score must be in Goalview • It is the current case manager’s responsibility to put last year’s GAA scores into Goalview. • 1 st & 2 nd grade HELP & Brigance scores need to be put in Goalview by next IEP or Feb. 17 th – whichever comes first.

Georgia Alternate Assessment Introduction for New Teachers Fall 2010 -2011 Amended from presentation on www. gadoe. org/ci_testing. aspx? Page. Req=CI_TESTING_GAA 13

We don’t teach GAA…. . GAA is evidence of appropriate instruction • No “GAA” time on schedule or lesson plan • GAA evidence should come out of instruction aligned to GPS & IEP • No “GAA” days • No GAA planning time on lesson plan or schedule • Do not tell parents that daily instruction, homework, or planned events cannot be accomplished because of GAA. • If you are working on gathering GAA evidence for 1 student, be sure other students are actively engaged in appropriate instructional activities.

GAA Window • Sept 7 th Collection window opens • Oct. 6 -Oct. 13 GAA Accountability Review • November 5, 2010 1 st Collection Completed continue gathering evidence for 2 nd Collection • December 1 -Dec. 7 GAA Accountability Review • February 11, 2011 Evidence collection completed **Brigance and HELP scores must be in Goalview by Feb 11 or the IEP whichever comes first. • NOTE – All evidence should be collected prior to the winter break to allow time to complete portfolios.

Overview of the GAA Why do we have to do 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. Teacher accountability • 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. It’s the law! 16

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. Page 151 17

Portfolio Components (p 151 -158) • Grades K*, 3 -8 (GKIDS is recommended option) § § 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. In Cobb - grades 1 & 2 must complete Brigance and record scores in Goalview under current functioning. (SID/PID will complete H. E. L. P. ) 21

Portfolio Components -Grade 11 – ELA – 2 entries (p 159) Reading and American Literature* *may use any high school literature Communication - Writing or Listening/Speaking/Viewing § Math – 2 entries Math I - Algebra, Geometry, Data Analysis Math II - Algebra, Geometry, Data Analysis § Science – 2 entries Biology Physical Science § Social Studies – 2 entries US History Economics 22

The Anatomy of a GAA Entry Collection Period 1 Primary Evidence Initial/Baseline Secondary Evidence Entry 14 calendar days Primary Evidence Collection Period 2 Progress Secondary Evidence Note: There must be 14 days between Primary Evidence in CP 1 and Primary Evidence in CP 2. There must be two distinct collection periods; CP 1 must be completed before CP 2 begins. 23

High School

Collection Periods • For each entry, there are two collection periods. § Collection Period 1 shows the student’s initial skill. BASELINE/PRETEST – BEFORE INSTRUCTION § 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. 25

All Collection Period 1 tasks must be completed before Collection Period 2 tasks are begun.

Types of Evidence • Primary Evidence Showcase student § Demonstrates knowledge/skills by showing the student’s engagement in instructional tasks • Secondary Evidence Supports Primary § Reports knowledge/skills by documenting, charting, or interpreting the student’s performance 27

Choosing the Standard and Element for Assessment Choosing the type of evidence to best showcase the student’s skill MUST SHOW PROGRESS – Choose to show progress 28

Effective Evidence Documentation The following information must be documented somewhere within the entry for each piece of evidence: ü the student's name (Who) and date (When) ü description of task–documented on Entry Sheet (What) ü the setting in which the task was completed (Where) ü specific evaluation of student response (How Well) ü interactions that occurred during the task (With Whom) ü Independence–type and frequency of prompting (Prompts) 29

Annotating Evidence Who: the student’s name ü must be on each piece of evidence ü always refer to the student by name, not “the student” or “students” What: specific description of the task ü what was the student asked to do? ü do not be vague or overly general in the description Where: setting in which the task was completed ü must be purposeful for the particular task 31

Annotating Evidence When: date each piece of evidence ü record the date on which the task was completed, even if the task took multiple days to complete ü for Data Sheets, a minimum of 3 distinct dates are required for scoring How Well: evaluate the student’s performance ü document the questions or actions asked of the student and his/her actual responses ü grade, score, evaluate, or provide an answer key so that the student’s performance can be clearly determined 32

Annotating Evidence With Whom: describe the interaction üwith whom did the student interact during the task and what was the nature of the interaction üreciprocal communication should be specifically documented Prompts: Level of Independence ü prompting should be documented only if it guides the student to the correct answer (e. g. , directions and encouragement are not considered prompting) ü annotate both the type (e. g. , physical, gestural, model, verbal) and frequency (e. g. , continuous, frequent, limited, independent) of prompting provided 33

Now what do I do? Where do I start?

Keys to Success with GAA P L A N • Plan for progress • Lay it all out –get a calendar • Alignment/Fidelity • Notes P • Pick appropriate standards L • Lessons – planned & data driven A N • Annotation • Numbers – how many & what type of prompts P • Portfolio – leave enough time L • Leave your room generalization A • Achievement PROGRESS N • Neat – simple, nothing extra

Resources for Effective Classroom Instructon

DATA, DATA • IEPs should be data driven • IEPs do not address standards • IEPs should address the functional skills that would prevent student from access general curriculum • Data should be clear to a total stranger • IEP objectives need to be easily measureable.

Cobb Curriculum Guide for Students with Significant Cognitive Disability • Addressing GPS from Day 1 until last day of school • Has been given to administrators as expectations for curriculum access • Will provide instruction that will meet GAA • Not optional • Can be adjusted