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Planning Instruction

Planning Instruction. That aligns with GPS and meets GAA requirements. WE DO NOT TEACH GAA!. GAA is evidence that appropriate instruction has occurred. New Curriculum Guides:. Developed by successful teachers Provides structure in time frame & content

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Planning Instruction

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  1. Planning Instruction That aligns with GPS and meets GAA requirements

  2. WE DO NOT TEACH GAA! GAA is evidence that appropriate instruction has occurred.

  3. New Curriculum Guides: • Developed by successful teachers • Provides structure in time frame & content • Uses basic materials available to MOID/SID/PID classrooms • Allows use of unit instruction to hit multiple grade levels and multiple standards • Allows collection of GAA evidence earlier • Insures instruction is aligned to standards throughout the year – not just for GAA

  4. New Curriculum Guides: • Developed by successful teachers • Provides structure in time frame & content • Uses basic materials available to MOID/SID/PID classrooms • Allows use of unit instruction to hit multiple grade levels and multiple standards • Allows collection of GAA evidence earlier • Insures instruction is aligned to standards throughout the year – not just for GAA

  5. Elementary:

  6. Middle School:

  7. High School:

  8. Grade level standards There is no expectation that our students will master the standards Progress will look very different for our students GPS does not replace our directive to teach functional skills as in the IEP

  9. We are NOT teaching the standards • We are aligning our instruction to GPS • Exposing our students to same standards/content as their peers • Providing ACCESS for our students to the general education curriculum at a meaningful level • Success for our students will look different

  10. Students do not have to master standards • They have to make progress with materials/context of the standard

  11. Examiner’s Manual should be in hands of person collecting data for GAA • Everything is online • There is no need to lock away the manuals, forms, or any materials that have not been filled out • Teachers need access to the manual and other materials at all times during the process.

  12. Examiner’s Manual vs Blueprint • Abbreviated blueprint lists the standard numbers that you can select from • Examiner’s manual has all the instructions, examples, forms, and an expanded blueprint with full standard element description

  13. Everything you need is online: • http://public.doe.k12.ga.us/ci_testing.aspx?folderID=241&m=links&ft=GAA%20Resources

  14. Use electronic forms • Lessens chance for errors • Makes corrections easier • Easier to for reader to read

  15. Overview of GAA • The GAA is a 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.

  16. High Stakes Testing • Comparable to CRCT • Must be kept in secure (i.e., locked) location – after annotated • CANNOT be copied for any reason – including parents

  17. Parent Report • Cannot make copies or share entries with parents • Parents will receive report • Will include score on each component of rubric • Will indicate how/what was taught

  18. GAA Portfolio Components • Grades K-2 English/Language Arts: 2 standards/entries Mathematics: 2 standards/entries • Grades 3-8 and 11 English/Language Arts: 2 standards/entries Mathematics: 2 standards/entries Science: 1 standard/entry, paired with Characteristics of Science Standard Social Studies: 1 standard/entry

  19. 2 Collection Periods • one to show the student’s initial skill and the second to show progress. • The window between Collection Period 1 and Collection Period 2 is from a minimum of 3 weeks to a maximum of 5 months.

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

  21. 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

  22. Entries will be scored for 4 dimensions • Fidelity to Standard assesses the degree to which the student’s work addresses the grade-level standard to which it is aligned. • Context assesses the degree to which the student work exhibits the use of grade-appropriate materials in a purposeful and natural/real-world application.

  23. Achievement/Progress assesses the increase in the student’s proficiency of skill across the two collection periods. Ways to show progress across the periods include documenting • an increase in accuracy, • a decrease in prompting/supports, and/or • an increase in the complexity of the student’s tasks and skills.

  24. Generalization assesses the student’s ability to apply the learned skill in other settings and with various individuals other than the teacher or paraprofessional. • This dimension is scored based on the evidence across all entries. • Note: changes to show generalization must be purposeful

  25. Complete an Entry Sheet for each entry • Be certain that you have recorded the correct standard number and its matching description. • Describe, specifically, the tasks that the student was assessed on for each collection period. • Record, by check-mark, the types of Primary and Secondary Evidence you are including. • TheEntry Sheet must be completed correctly for the entry to be scoreable.

  26. Think about: grade-appropriate materials, real-world or natural applications, a variety of settings, and opportunities for interactions with peers and community members.

  27. Selecting Appropriate Evidence • Consider verbs when selecting – what kind of evidence will demonstrate that concept & show progress? • Use language from standard/element (nouns & verbs) • Examples of good standards/elements & poor standards/elements for GAA

  28. Essentials for GAA success • Plan ahead • Read the manual • Choose appropriate standards/elements • Provide appropriate materials & adaptation for individual progress (careful of cut & paste) • Use DOE Electronic Resource Board • Choose evidence that shows progress related to standard

  29. We are not teaching the standards We are providing our students with exposure the same curriculum as their general education peers. We are aligning our instruction with grade level/appropriate content We are allowing our students access to the standards

  30. Our job is to provide materials and instruction to create a bridge... Special Education GPS

  31. Grade level or developmental? • Overall content should be grade/age appropriate and similar to what general ed peers are experiencing • May use materials adapted for developmental levels if they relate to grade level content (prerequisites) • Be age respectful

  32. Training powerpoint from DOE • http://public.doe.k12.ga.us/ci_testing.aspx?PageReq=CI_TESTING_GAA

  33. Resources Work Smarter Not Harder

  34. GA DOE Electronic Resource Board • http://gadoe.georgiastandards.org/impairment.aspx

  35. Blog for support • www.pickettsmill.typepad.com/pritchard

  36. Free materials • www.adaptedlearning.com • www.intellitools.com Activity Exchange • www.learningmagic.com

  37. POWERPOINT • www.pppst.com • http://its.leesummit.k12.mo.us/powerpoint.htm • NEBO

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