August 2011 GAA preview
Juanita Pritchard • ID Specialist • Laura Hamm • ID Trainer • Sandra Powell • ID Trainer • Brenda Watkins, • Special Ed Supervisor Overseeing Instruction for GAA • Beth Kartheiser, • Office of Accountability, GAA Project Manager Who are we?
First time participants in GAA Second year participating in GAA Successfully completed 2 or more years of GAA Support staff Other????? Who ARE you?
Basic GAA 101 • Emphasis on problem areas • PLANNING IS THE KEY • Q & A PLAN FOR THE DAY
Does the student have a disability that presents “unique and significant” challenges to participation in statewide assessments regardless of available accommodations? Does the student have significant intellectual disabilities or a combination of intellectual disabilities with motor, sensory, or emotional behavior disabilities? Does the student require substantial adaptations and support to access the general education curriculum?
Sept 6th Collection window opens Oct. 3-7 GAA Accountability Review November 4 1st Collection Completed continue gathering evidence for 2nd Collection December 5-9 2nd GAA Accountability Review February 10, 2011 Evidence collection completed Februrary 13-17 3rd & last Accountability Review **Brigance and HELP scores must be in Goalview by Feb 10 or the IEP whichever comes first. NOTE – All evidence should be collected prior to the winter break to allow time to complete portfolios. GAA Window
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.
Portfolio assessment • 4 pieces of evidence • Entry sheets • Annotation forms • Binder & Tabs WHAT IS A PORTFOLIO?
Lessons Learned from the 2010-2011 Administration Congratulations! • 2010-2011 marked the fifth successful administration of the Georgia Alternate Assessment! • Instructional activities, 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. http://gadoe.org/ci_testing.aspx?PageReq=CI_TESTING_GAA
The portfolios provided valuable information as to areas of focus for upcoming training. • Training will continue to focus on alignment and documentation. • Continued training is needed to support teachers in their understanding of the academic content and the intent of the standards and elements. Lessons Learned from the 2010-2011 Administration http://gadoe.org/ci_testing.aspx?PageReq=CI_TESTING_GAA
Overview of the GAA • The GAA is a portfolio of student work provided as evidence that a student is making progress toward grade-level academic standards, oftenat a pre-requisite or entry level. • 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.
Collection 1 Collection 2 BASELINE PROGRESS 14 + Days PRIMARY 2 PRIMARY 1 Secondary 2 Secondary 1
Types of evidence • Primary Evidence • Demonstrates knowledge/skills by showing the student’s engagement in instructional tasks • Secondary Evidence • Reports knowledge/skills by documenting, charting, or interpreting the student’s performance
Series of captioned photos (2-5) Work Sample Finished product Audio/video tape PRIMARY EVIDENCE
Another piece of primary evidence Interview form Observation form Data sheet Secondary evidence
Choose 1 standard & 1 element for Each Entry All Collection Period 1 tasks must be completed beforeCollection Period 2 tasks are begun – for each entry
Alignment • Alignment is the connection between the instructional task submitted as evidence and the curriculum standards. • Alignment demonstrates the linkage of the instructional activities (student work) to the grade-level standard and element on which the student is being assessed. • In order for an entry to be scorable, all four (4) instructional tasks must align to the standard and element.
Keep it simple No extra information Use annotation form Only the work samples – not text, or instructional materials DOCUMENTATION
Now what do I do? Where do I start? PLAN PLAN PLAN
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. DATA, DATA, DATA
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 Cobb Curriculum Guide for Students with Significant Cognitive Disability
http://www.gadoe.org/ci_testing.aspx?PageReq=CI_TESTING_GAA DOE Testing Info
http://admin.doe.k12.ga.us/gadoe/sla/agps.nsf DOE Electronic Resource Board
http://www.pickettsmill.typepad.com/pritchard Cobb Support Blog
http://support.cobbk12.org/SSSpecialEducation/gaa/gaa.htm Cobb School DistrictTesting Site
www.georgiastandards.org Information on GPS
http://cvl.cobbk12.org/ Cobb Virtual Library
www.boardmakershare.com requires password Boardmaker Share
www.intellitools.com requires password Activity Exchange for Classroom Suite
AT staff • ID Trainers • Local educators • Peers in other schools • Focus groups • IF you need help – you have to ask • document Local Support