Georgia Alternate Assessment

1. Lessons Learned: Looking Forward to the 2013-2014 Administration of the GAASession 8Recording:https://sas.elluminate.com/mr.jnlp?suid=M.55294A4CD55F975F046488C006FB28&sid=2012003 Georgia Alternate Assessment

2. Welcome to Session 8 Looking Forward to 2013-2014 This session will begin at 2:30 p.m. The power point is located in the GAA Presentations Portlet at this location: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GAA-Presentations.aspx Webinar Etiquette: • Please use the Audio Setup Wizard in the Tools Menu to configure and test your audio settings before the presentation begins. • To eliminate interference from background noise in your area, please leave the Talk Button on mute if you are not speaking. • Due to the number of participants, we request that questions be submitted via Chat. • You will receive a prompt to download this PowerPoint. You can also go to Window, File Transfer to download any files sent through this webinar. • Please log-in with your name and the name of your district beside it (e. g., Joni Smith–Henry County).  If you have already logged-in, please place your name and district in the chat box.

3. 2013-2014 GAA • The 2013-2014 series of webinars (Sessions 1-8) serve as introductory components for informing and training system staffin the planning, implementation, and submission of the GAA portfolios. • Reading and understanding the GAA Examiner’s Manual 2013-2014 and the materials provided through the webinar trainings are necessary to understand the policies and procedures required for the administration of the GAA.

4. Overview of This Presentation This presentation will cover the following topics: General Information about the 2013-2014 GAA Lessons Learned from the 2012-2013 administration of the GAA Portfolio Test Security, Validation, and Ethics Portfolio Peer Review It is designed to inform: All teachers who administer the GAA, Peer Reviewers and designated trainers, Special Education Directors, Test Coordinators, and Building Administrators. 4

5. 2013-2014 GAA Additional sessions will be available for more in-depth training on topics that will assist test administrators. All presentations will be posted on the GaDOE websiteat: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GAA-Presentations.aspx 3

6. General Information Key Dates for the 2013-2014 GAA

7. General Information Key Dates for 2013-2014 High School Retest GAA

8. Participation Criteria The student’s IEP Team determines how the student shall participate in Georgia’s student assessment program. The student may be considered for participation in the GAA only if: all participation criteria have been met, and the IEP team determines that a student cannot meaningfully access the general statewide assessments, even with maximum appropriate accommodations.

9. State-Mandated Content Standards • Georgia began implementing the current state-mandated content standards for the first time in 2012-2013. • The GAA has reflected these current content standards since the fall of 2012. • The content standards selected for assessment on the GAA have been reviewed and approved by a committee of Georgia educators.

10. State-Mandated Content Standards • Georgia school systems transitioned to the state-mandated content standards in ELA in Kindergarten through grade 12 and in Mathematics in Kindergarten through grade 9. • In 2013-2014, schools will expand the transition in Mathematics through grade 10. • The High School Mathematics content standards are being implemented by cohort, beginning with students who were in grade 9 during the 2012-2013 year. • Therefore, the GAA blueprint for High School Mathematics will not change until the 2014-2015 school year, when that cohort of students will be assessed for the first time.

11. State-Mandated Content Standards • The content standards for Science and Social Studies will remain unchanged for the 2013-2014 school year. • The Blueprint for the GAA, including the current state-mandated content standards, is available in Appendix D of the GAA Examiner’s Manual 2013-2014 and on the GaDOE website. • http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GAA-Resources.aspx

12. Lessons Learned from the 2012-2013 Administration

13. Lessons Learned from the 2012-2013 Administration Congratulations! • 2012-2013 marked the seventh successful administration of the Georgia Alternate Assessment! • Assessment tasks and the quality of the portfolio entries continue to improve. • Teaching through the academic content standards is becoming a more integral part of daily instruction.

14. GAA Portfolios Submitted 10,278 portfolios were submitted in 2012-2013 as compared to 9,779 submitted in 2011-2012. This table provides a breakdown, by grade, including the total number of entries for both 2011-2012 and 2012-2013.

15. Student Proficiency on the 2012-2013 GAA • Across all grades and content areas, the vast majority of students met or exceeded expectations as demonstrated by their Performance Level Indicator. • ELA: 83% Established or Extending Progress • Mathematics: 81% Established or Extending Progress • Science: 96% Established or Extending Progress • Social Studies: 96% Established or Extending Progress

16. Lessons Learned from the 2012-2013 Administration • Feedback from teachers and test coordinators as well as from the portfolios provided valuable information as to areas of focus for upcoming training. • Training will continue to focus on alignment and developing assessment tasks. • Continued training is needed to support teachers in their understanding of the current state-mandated content standards and the intent of the standards and elements/indicators.

17. Lessons Learned from the 2012-2013 Administration • Nonscorable entries account for only a small percentage of the total entries submitted. • Analysis of nonscorable entries provided valuable information regarding issues and trends noted for this administration. • This information is used to inform topics for continued training.

18. Frequency of Nonscorablesby Number and Percent

19. Lessons Learned from the 2012-2013 Administration • The 2012-2013 GAA reported a slight increase in the percentage of nonscorable entries. • 11.68% of entries in 2012-2013 as compared to 9.98% of entries in 2011-2012. • The most significant increase was found in the nonscorable code NA- Not Aligned. • This increase was anticipated as a result of the transition to the new state-mandated content standards.

20. Lessons Learned from the 2012-2013 Administration • With the transition to the current state-mandated content standards, it was crucial that the assessment stayed the same and that only those standards that clearly cross-walked to the existing GAA Blueprint be eligible for assessment. • Those standards/elements that did not crosswalk were removed from the Blueprint. • Some strands/standards previously assessed at one grade level were assessed at another. • As a result, teachers had to adjust instruction as well as assessment tasks to address the current standards.

21. Lessons Learned from the 2012-2013 Administration One example can be found with the spike in nonscorable frequency in Grade 6 Math, Entry 2 • A contributing factor to this increase could be the fewer standards from which to choose. • 4 standards and elements/indicators in 2012-2013 eligible for assessment as compared to 29 standards/elements available in 2011-2012 • Since teachers had to choose from only four options, we found similar recurring nonscorable issues.

22. Lessons Learned from the 2012-2013 Administration • What we found: • Assessment tasks that worked with the GPS standards/elements were reused with the current state-mandated content standards without being modified to address the specific intent of the current standards. • Instructional activities that should take place before assessment were submitted as assessment tasks and did not address the specific intent of the new standards.

23. Lessons Learned from the 2012-2013 Administration • What we found: • A higher percentage of nonscorable entries in Mathematics (K, 3-8) • Continuing difficulty with including the co-requisite Characteristic of Science within one of the Science assessment tasks

24. Lessons Learned from the 2012-2013 Administration What we learned: • Need for further training in the state-mandated content standards – especially Mathematics • Need for further training in the development of new/modified assessment tasks that assess the intent of the current standards • Need for further emphasis on portfolio review that includes attention to alignment issues

25. Lessons Learned: Enhancement to the 2013-2014 Entry Sheets • We are always listening to your feedback and looking for ways to improve process as well as materials. • Being responsive to circumstances in which an ineligible standard was assessed, a change has been made to the Entry Sheets to provide an additional level of safeguard. • The 2013-2014 electronic Entry Sheets have been improved with a new drop-down box from which to choose the Entry # (e.g., Entry 1 or Entry 2 for Math).

26. Lessons Learned: Enhancement to the 2013-2014 Entry Sheets Newly added drop-down box to choose entry # By choosing the Grade, Subject, and Entry #, only those strands and standards eligible for assessment for that entry will be available in the drop-down menu as per the GAA Blueprint.

27. Lessons Learned: Enhancement to the 2013-2014 Entry Sheets Reminders: • Two different Entry Sheets are provided: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GAA-Resources.aspx • Entry Sheet for students in grades K, 3-8, and High School (Retesters first assessed in HS in 2012-2013) • Entry Sheet for HS Retesters first assessed in HS prior to 2012-2013 • Be sure to discard previous templates and use only the Entry Sheets for 2013-2014! • It is highly recommended that you use the electronic Entry Sheet to avoid Entry Sheet errors.

28. Lessons Learned from the 2012-2013 Administration • Even the most successful endeavors can be improved through evaluation of both strengths and weaknesses. • The 2012-2013 GAA exemplified far more strengths, but continues to improve through ongoing evaluation.

29. Test Security

30. Test Security • Maintaining security of all student materials is crucial to obtaining valid and reliable assessment results. • While the GAA materials themselves are not considered secure materials, student work and entries are secure once they have been chosen as assessment evidence and placed in the GAA portfolio binder. • Original student work or photos/videos of original student work (permanent products) must be submitted. • GAA evidence may not be photocopied and retained. • Photocopied permanent products may not be submitted as evidence.

31. Test Security • Once compiled into the portfolio, student work and materials being used for the purposes of the GAA must be kept in locked storage within the classroom– except during use. • Access to those materials must be restricted to authorized individuals only.

32. Test Security • The assessment binder should not be removed from the school building, except when sign-out procedures are in effect for the purpose of peer reviews. • It is the direct responsibility of all individuals who administer the assessment to follow security procedures and protect the integrity of the assessment process.

33. Test Security • Any action which compromises assessment security or leads to the invalidation of an individual student’s or a group of students’ test scores will be viewed by the Georgia Department of Education (GaDOE) as inappropriate use or handling of tests and will be treated as such. • Any concern regarding test security must be reported to GaDOE immediately.   • Assessment Administration Division staff members are available to help system personnel develop and implement appropriate assessment security procedures.

34. Portfolio Validation

35. 2013-2014 Validation Form • The Validation Form was designed to address certain issues that should not occur during the assembly of a student’s portfolio. • Fabricating or altering evidence of student work • Making and retaining photocopies of contents • Submitting photocopies of student work • Signatures of Test Administrator and Building Administrator are required.

36. The GAA Validation Formwas provided in the portfolio binder to verify that all requirements and procedures have been followed and that the contents are the work of the student being assessed. • This is an important step– the signatures validate the contents of the portfolio. • Be certain that signatures have been obtained from both the person submitting the portfolio and the Building Administrator. • For transfer students, two Validation Forms must be submitted- one by the sending school/system and one by the receiving school/system. Required signature Administrator checks one box Required signature

37. Portfolio Validation • The portfolio validation process requires signatures on the Validation Form which authenticates the student work included in the portfolio. • This form is a required document that must be completed and signed by both the Building Administrator and the person responsible for submitting the portfolio. • Refusal to sign the Validation Form is NOT an option • This is a secure document which will be checked upon receipt. • In the case of transfer students, two Validation Forms must be submitted (one from the original school and one from the new school).

38. Portfolio Validation • Violation of any of the aforementioned requirements for compiling student work for the GAA may result in the portfolio being invalidated and could result in additional actions or consequences. • Should the Building Administrator, Portfolio Reviewer, or STC discover any irregularities, the portfolio can be returned to the teacher for correction. • If it is too late in the process or not feasible to return the portfolio to the school/teacher, an IrregularitiesForm must be completed by the System Test Coordinator alerting the GaDOE to the problem.

39. Ethics Portfolio Invalidations

40. Ethics • The Georgia Alternate Assessment is a state and federally mandated assessment for students with significant cognitive disabilities who have met the participation guidelines and have been determined appropriate for the assessment by their IEP teams. • This assessment must adhere to all of the protocols and procedures required for the general assessments. • A breach of any of the validation or security policies constitutes both a procedural and ethical violation necessitating an investigation and possible consequences.

41. Portfolio Invalidation • Should an investigation of any of the aforementioned issues determine that a breach has occurred, one possible consequence is invalidation of the portfolio. • In such a case, the scores for the entry/entries in question are wiped out, and it is reported as an invalid assessment.

42. Issues Resulting in Invalidation • Irregularities and questions about evidence authenticity are sometimes discovered and self-reported by schools and/or systems. • brought to light during portfolio review process • noted by Building Administrators during validation process • reported, sometimes anonymously, by various school personnel • If these irregularities are discovered, addressed, and corrected prior to portfolio submission, it would be unnecessary to report it to the state as long as it is dealt with at the school/system level.

43. Issues Resulting in Invalidation • Issues regarding evidence authenticity and possible fabrication can also be discovered during scoring. • Problems most frequently seen include: • Dates changed, erased, and rewritten or covered over with Wite-Out® or collection period labels • Observation and interview forms with identical information attributed to multiple students • Identical permanent products attributed to multiple students (not group work) • These issues would result in the portfolio being invalidated.

44. Issues Resulting in Invalidation • The vast majority of portfolios submitted for the 2012-2013 GAA were compiled following prescribed policies and procedures, and the evidence submitted represented authentic student work. • Actually, the number of invalidated portfolios has decreased slightly over the last two administrations. • Careful attention to validation and evidence requirements during portfolio review will help to ensure that this trend continues.

45. Portfolio Review Process

46. GAA Portfolio Review A great deal of time and effort has gone into compiling the portfolio of student work that showcases the progress a student has made in knowledge and skills in the academic content standards and elements. Portfolio reviewers provide an invaluable service as they work to support teachers before final submission of GAA portfolios by making sure that all requirements have been met. 46

47. Portfolio Review Prior to Submission • It is critical that the portfolio be reviewed both during collection and before submission to be certain that everything is complete, tasks align, and evidence requirements have been met. • To this end, it is imperative that portfolio reviewers participate in training and be very familiar with all requirements as outlined in the Examiner’s Manual and the webinar trainings.

48. Portfolio Review by the Teacher Portfolio review by the teacher should be an ongoing process throughout evidence collection. • Have I selected the best standard and element for this student? • Does he seem engaged? • Is he making progress? • Are the tasks and materials appropriate? • Is he able to demonstrate what he knows? • Can he communicate with a reliable response? • Should I replace this evidence and design a task that is more appropriate for the individual student?

49. Structuring a Portfolio Review Who should conduct the portfolio review? • Trained GAA Administrator • Designated GAA Trainer • Core Access Teacher • School Test Coordinator • SPED Coordinator • Building Administrator

50. Structuring a Portfolio Review When should the review be conducted? • 1st Review: mid-administration, after Collection Period 1 evidence has been compiled • Final Review: before submission, after all evidence has been compiled and organized in the portfolio binder