GAA Fall Training September, 2011
Training Components • Read and understand the 2011-12 GAA Examiner’s Manual • Be familiar with the Blueprint and the Curriculum Standards • Access the online GPS resources and webinars • Access the onlineGAA Resource Board • View archived DOE Elluminates online • View current DOE presentations online
Read and Understand the GAA Examiner’s Manual • Every teacher should have received a hard copy of the 2011-12 Examiner’s manual • If you have not yet received a copy, contact your test coordinator • Once you’ve read the manual, download and sign the verification form from the special education website and send it in the courier to me at Werz by September 30th.
GAA Website • All DOE electronic forms/resources have now been posted on the special education website
CCSS GAA Calendar • The GAA Calendar consists of self-imposed deadlines to help keep everyone on track • Many teachers finish both collections long before the deadline ~ continue to do so! • It’s understood that student illnesses may affect your ability to adhere to the deadlines • You do not have to wait to schedule a review if you are finished with a collection
Grade Level Blueprints and Curriculum Standards • Familiarize yourself with the Blueprint and Curriculum Standards for each grade level to be assessed before completing your planning sheets • These are available online and in Appendix D & E of the Examiner’s Manual
Access GPS resources and webinars online • https://www.georgiastandards.org/standards/pages/BrowseStandards/GPS-Impairment.aspx • Become familiar with the standards/elements • Understand the “Big Ideas” and “Key Concepts” for each standard and element • Get suggestions from content teachers at your school
Access the GAA Resource Board Online • http://admin.doe.k12.ga.us/gadoe/sla/agps.nsf • User name (full email address) • Password (unique –assigned by DOE) • Contact Terri Baggarly if you do not have access to the board or have misplaced your password
Access the GAA Resource Board online(cont) • The Resource Board contains: • Freedownloadable activities and materials for use with students with significant cognitive disabilities across grade levels and curricular areas • Resources (internet, literature, etc.) to provide access to the general education curriculum • Student and classroom success stories • Adapted stories for all grade levels and directions on acquiring adapted literature • Instructions for acquiring adapted books • Instructional strategies and best practice guidelines • Data Sheets • Question & Answer section for teachers to post questions and receive responses • Georgia Alternate Assessment (GAA) suggestions/tips • Georgia Project for Assistive Technology (GPAT) information • Activities and materials for High School Access Courses
View archived DOE Elluminate sessions online • http://www.gadoe.org/ci_exceptional.aspx?PageReq=CIEXCElluminate • Suggested archived webinars: • Giving Access to the Math Standards - Math Concepts and Relevant Life Skills for Students with Significant Cognitive Disabilities, September 10, 2009 • Giving Access to English Language Arts Standards - Listening Speaking and Viewing, Writing, and Reading for Students with Significant Cognitive Disabilities, October 8, 2009 • Giving Access to Science Standards - Linking Science and Life Skills and Experiences, November 5, 2009 • Giving Access to Social Studies Standards - Relating Themes in Social Studies to Relevant Life Skills and Experiences, December 10, 2009 • Access to ELA - Writing Skills for Students with Significant Cognitive Disabilities, January 24, 2011
View archived DOE Elluminate sessions online (cont) • http://www.gadoe.org/ci_exceptional.aspx?PageReq=CIEXCElluminate • Click “Recordings” • Select month and year • Select requested session • Enter email address and name • Click play • While viewing, you may pause, rewind, and fast forward
View current DOE presentations online • http://www.doe.k12.ga.us/ci_testing.aspx?PageReq=CI_TESTING_GAA • Available in the GAA Presentations Portlet • Right side • Click “more” to access all available presentations
View current DOE presentations online (cont) Presentations Portlet
2011-12 Changes • Two different Student Demographic Information Forms (SDIF) will be used this year • SDIF for grades K and 3-8 • Tan Form • SDIF for High School (regular administration and retesters) • Orange Form
2011-12 Changes (cont.) • Retest Info • There are no preprinted student labels (that go on the SDIFs) for re-tests • Must complete “box L” on SDIF • Bubble in each retest subject • Skip box L for all other students
2011-12 ChangesHigh School Retest • Students who entered high school in fall, 2008 and later who are pursuing a regular education diploma, who are assessed on the GAA and do not achieve a proficient score in one or more content areas, will be offered retest opportunities beginning in 2011-2012.
2011-12 ChangesHigh School Retest (cont) • Retesting is required only in the content area(s) for which the student achieved a proficiency level of Emerging Progress(not proficient). • For each content area requiring a retest, both entries for the content area must be submitted. • If the student was not proficient due to receiving a “1” in Generalization, he/she must be retested in all 4 content areas.
2011-12 ChangesHigh School Retest (cont) • The Grade 11 Retest Options: • Retest Option 1: Administration begins on 9/6/11; High School portfolios are returned to Questar by 11/11/11. System will receive scores the week of 1/13/2012. Coweta will use Option #1. • Retest Option 2: Administration begins on 9/6/11; High School portfolios are returned to Questar by 3/30/12. System will receive scores the week of 6/1/12. • Retest Option 3: Administration begins on 1/9/12; High School portfolios are returned to Questar by 3/30/12. System will receive scores the week of 6/1/12.
2011-12 ChangesHigh School Retest (cont) • You must utilize the BLACK PORTFOLIO BINDERS when administering the High School Retest. • Be certain to use the Student Demographic Information Form designated High School. • Pre-ID Labels ARE NOTused for the High School Retest. • You must hand bubble all information requested on the High School SDIF if the student is a retester. • You must mark the content area(s) in which the student is retesting as required in Box L.
2011-12 ChangesHigh School Math • The mathematics courses to be assessed for the GAA must be selected based upon the high school math course offerings designated by the local system. • Integrated courses for Math I and Math II or • Discrete courses for GPS Algebra and GPS Geometry
2011-12 ChangesHigh School Math (cont) • It is a requirement that both mathematics entries on which a student is assessed come from the same course. • If taking the integrated courses, the student must be assessed on Math I and Math II. • If taking the discrete courses, the student must be assessed on GPS Algebra and GPS Geometry.
2011-12 ChangesHigh School Math (cont) • DO NOT assess students on any combination of integrated and discrete courses! • For example: A student who is assessed on Math I for the first mathematics entry and on GPS Geometry for the second mathematics entry will receive a nonscorable code for the second mathematics entry. • This will result in a nonscorable entry.
2011-12 ChangesHigh School Math (cont) Integrated Math Math I and Math II
2011-12 ChangesHigh School Math (cont) Discrete Math GPS Algebra & GPS Geometry
1st and 2nd Grade Changes • The 1st and 2nd Grade GAA participation requirement was removed beginning with the 2010-11 school year with the discontinuation of CRCT for those grades. • Most students were given local Benchmark assessments since those are required of all 1st and 2nd graders across the county. • Many felt that the Benchmark held little meaning for select students, even with maximum appropriate accommodations, and an alternative was requested.
1st and 2nd Grade Changes (cont) • Beginning with the 2011-12 school year, IEP Teams will have the flexibility to recommend participation in a “Mock GAA” for those 1st and 2nd graders who the team determines the Benchmark assessment, even with maximum appropriate accommodations, is inappropriate • This is an IEP Team decision and should be treated and documented in the IEP as such
1st and 2nd Grade Changes (cont) • What is a “Mock GAA”? • Selection of 1 ELA Standard and 1 Math Standard to assess throughout the course of the year • 1st and 2nd grade standards are available at www.georgiastandards.org or on the CCSS GAA web page • Follow the same collection criteria and timeline as the formal GAA • Mock GAA Entry sheets will be posted on the website • All other formal GAA forms may be used (annotation, observation, interview, data sheet) • Labels will not be required • Planning sheets will not be required • A file folder may serve as the binder
1st and 2nd Grade Changes (cont) • Mock GAAs are considered informal assessments • Hand-written entry sheets, etc., are acceptable • Scoring will be completed locally by teachers, test coordinators, and consultants after the regular GAAs leave the system • Participation in the Mock GAA satisfies the IDEA requirement that systems mandating assessments for all students in a grade level (such as Benchmarks) provide an alternative for students with disabilities, when needed.
2011-12 Changes (cont.) • Teachers who have previously administered the GAA will be given 2 work days to be used during the year to work on GAA documentation requirements • The work days should be scheduled in cooperation with your school administration to avoid conflicts • The special education department will pay for substitute teachers • Direct questions to Terri Baggarly
How did we do? • GEORGIA STATEWIDE (All Grades): • ELA: 89% Established or Extending Progress • Mathematics: 92% Established or Extending Progress • Science: 98% Established or Extending Progress • Social Studies: 98% Established or Extending Progress
How did we do? (cont) • COWETA COUNTY (All grades): • ELA: 91% Established or Extending Progress • Mathematics: 92% Established or Extending Progress • Science: 97% Established or Extending Progress • Social Studies: 99% Established or Extending Progress
2011-12 GaDOE GAA Training Focus • The GaDOE Testing Division and Special Education Services and Supports Division used results to guide the training focus for this year • Several key areas were identified as ongoing weaknesses to be addressed throughout the year in GaDOE Elluminate sessions
2011-12 GaDOE GAA Training Focus (cont) • Understanding of the“intent” of each standard/element assessed • Clearing up the misunderstanding of what constitutes a prerequisite skill • Instructional vs. Assessment tasks • Alignment of tasks to the standard and element • Clear and concisedocumentation
2011-12 GaDOE GAA Training Focus (cont) • The GaDOE Testing Division and Intellectual Disabilities Program Manager, along with Questar, did an excellent job of explaining and providing specific, relevant examples of the preceeding training points • At this time, all teachers will need to access the GaDOE Elluminate and follow the instructions to view that portion of their presentation
Providing Learning Opportunities through Instruction Teach, then Assess! 40
Giving Students Opportunities to Learn The purpose of the GAA is to measure student achievement and progress relative to selected skills that are aligned to grade level GPS. The expectations can be different in terms of depth and/or complexity. Assistive technology and adapted materials may be needed to give access. The focus may be on prerequisite skills, but must apply to the grade level content and standard. The level of instruction must be appropriately challenging for each individual student. 41
Giving Students Opportunities to Learn Access to the curriculum should be a part of ongoing instruction and should not be limited to singular events represented by the assessment tasks on the GAA. It is vital that students participate in instructional activities prior to assessment in order to give the students the greatest opportunity to learn and retain knowledge and skills related to the academic curriculum. 42
Georgia Performance Standards Instructional Practices and Resources Opportunities to Learn Georgia Alternate Assessment 43
Understanding the GPS • In order to best serve our students, it is vital that teachers are provided with the necessary resources and training opportunities to enable them to understand the Big Ideas of the GPS standards and elements. • Big Ideas are key concepts– the intent of the standard and element. • Look for big ideas in key nouns found in the standard and element 44
Teach first, then Assess! Teach Learn Assess Collection Period 1 Collection Period 2 GAA Learn Assess Teach 45
Teach first, then Assess! • Opportunities for learning • Exposure to materials • Activities for learning and practice • Assessment • Student demonstrates what they know about the content and meaning of the standard and element 46
Teach first, then Assess! • Access to the curriculum should be a part of ongoing instruction. • not a single task/event used as an assessment task for GAA • Students participate in instructional activities prior to assessment to allow opportunities for learning concepts and skills related to the standards. 47
Teach, then Assess! The opportunity to learn via the academic curriculum should be provided throughout the school year. Ongoing academic instruction should provide access to a variety of standards from the curriculum–not just those assessed on the GAA. Instruction between collection periods which will allow students to demonstrate the greatest amount of progress in the standards and elements on which they were assessed. 48
Teach, then Assess! The student’s knowledge, as demonstrated through Collection Period 1 evidence, demonstrates the student’s initial skill on a task that clearly connects to the intent of the standard and element. Assessment tasks for Collection Period 1 may occur: After introductory lessons At the end of a unit Prior to teaching a new unit that builds on previous skills 49
Teach, then Assess! • Additional tasks that provide exposure or practice with vocabulary or concepts related to the standards can be done for instructional purposes, but should not be used for assessment purposes. • Example: a Bingo activity may provide additional practice with vocabulary related to the Civil War but is not an assessment of knowledge of the standard. 50