Georgia Alternate Assessment Introduction for New Examiners

1. Georgia Alternate AssessmentIntroduction for New Examiners Fall 2011-2012

2. Welcome to the 2011-2012 GAANew Examiner Training This session will begin at 1:00 p.m. The power point is located in the GAA Presentations Portlet at this location: http://www.gadoe.org/ci_testing.aspx?PageReq=CI_TESTING_GAA While you are waiting, please do the following: • Enter/edit your profile information by going to: • Tools - Preferences - My Profile… • Fill out the info on the“Identity”tab and click“OK” • To view the profile of another user, hover your mouse over his or her name in theParticipantswindow • Configure your microphone and speakers by going to: • Tools – Audio – Audio setup wizard • Confirm your connection speed by going to: • Tools – Preferences – Connection speed

3. Welcome • This slide presentation has been developed as a tool for GAA trainers and for new examiners. • provides an introduction to the terminology, requirements, and procedures necessary to compile a student portfolio for the Georgia Alternate Assessment • This presentation is only one component of training. • Reading and understanding the GAA Examiner’s Manual, 2011-2012, is necessary to implement the portfolio process. • Manual should be brought to training sessions. • Training in your system and additional presentations posted on GAA Presentations portlet on the GAA webpage on the provides additional information to ensure a successful administration of the GAA. http://www.gadoe.org/ci_testing.aspx?PageReq=CI_TESTING_GAA

4. Presentations Portlet http://gadoe.org/ci_testing.aspx?PageReq=CI_TESTING_GAA

5. Tools of the Trade • This presentation provides information and tools that will assist teachers /examiners in the preparation of their portfolios. • Administration Materials • Blueprint and Curriculum Standards • Portfolio Components • Collection Periods • Types of Evidence • Completing the Entry Sheet • Organizing a Portfolio

6. 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.

7. Overview of the GAA • The portfolio system is flexible to allow for the diversity of the students participating in the GAA. • Evidence for the portfolio is collected throughout the assessment window (September 6–March 30). • This type of assessment allows for the student’s best work to be submitted as evidence of what the student knows and can do in reference to the curriculum standards and elements being assessed for the portfolio. • Students will be assessed in the same content areas as their peers on the grade-level content standards.

8. 2011-2012 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, 2011-2012.

10. Curriculum Standards and Elements • The curriculum standards are the goals for instruction, learning, and assessment in each of the content areas. • Elements are the specific concepts and skills that make up the curriculum standards. • The curriculum standard and element descriptions, by grade, can be found in Appendix E of the GAA Examiner’s Manual, 2011-2012.

11. Appendix E–Standards Elements Standard

12. Portfolio Components • Grades K*, 3-8 • 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.

13. Portfolio Components • Grade 11 • ELA – 2 entries • Math – 2 entries • Science – 2 entries • Social Studies – 2 entries

14. Portfolio Components

15. Terminology for the GAA • Entry • Entry Sheet • Evidence • Instructional Task • Collection Periods • Collection Period Label • Alignment • Pre-requisite Skills • Primary Evidence • Work Sample • Permanent Product • Audio/Videotape • Series of Captioned Photos • Secondary Evidence • Observation Form • Interview Form • Data Sheet

16. Entry and Entry Sheet • Entry • An entry for a content area consists of an Entry Sheet followed by pieces of evidence that show the student’s skill related to the standard/element indicated on the Entry Sheet. • Entry Sheet • An Entry Sheet is a 2-page document that must be completed and placed in front of the evidence for that entry. • It serves as a table of contents for the entry.

17. Entry Evidence • Evidence • Shows or describes the student’s performance on instructional tasks related to the selected standard/element. • Primary Evidence • Work Sample • Permanent Product • Series of Captioned Photos (minimum of 2) • Media • Secondary Evidence • Observation Form • Interview Form • Data Sheet • An additional piece of Primary Evidence

18. Task • A task is any standards-based activity that is performed by the student. • Evidence of the student’s performance on the task is submitted in the portfolio for scoring. • Tasks must demonstrate a clear alignment/ connection to the curriculum standard and element being assessed. • It is to the intent ofthe element that the instructional tasks must align. • Look at the nouns- what was the standard and element designed to teach?

19. Collection Periods • For each entry, there are two collection periods. • Collection Period 1 shows the student’s initial skill. • 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.

20. Collection Periods • Date on the Primary Evidence for Collection Period 2 must be a minimum of 14 days after the date on the Primary Evidence for Collection Period 1. • Collection Period 1 evidence for an entry must be complete before Collection Period 2 evidence is begun. • All 4 pieces of evidence must represent different, distinct, complete events.

21. Collection Period Label • Collection Period Labels are provided in the front pocket of the portfolio binder to help the teacher to label and organize the portfolio evidence.

22. The Anatomy of a GAA Entry Primary Evidence Collection Period 1 Initial/Baseline Secondary Evidence Entry (e.g., Reading Comprehension Standard) 14 calendar days Primary Evidence Collection Period 2 Progress Secondary Evidence Note: There must be 14 days between Primary Evidence in CP1 and Primary Evidence in CP2. There must be two distinct collection periods; CP1 must be completed before CP2 begins.

23. Primary and Secondary Types of Evidence Descriptions and Examples

24. 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

25. Primary Evidence • Primary Evidence(shows what the student knows) • Work sample • Permanent product • Series of captioned photographs (2 or more) • Media–Videotape, audiotape (with script)

26. Secondary Evidence • Secondary Evidence(reports what the student knows) • Data sheet (Charts/Graphs) • Interview • Observation (Anecdotal record) • An additional piece of Primary Evidence

27. Explanations and Samples of Types of Evidence • Read the GAA Examiner’s Manual, 2011-2012 (pages 14-30) to find: • detailed descriptions of types of evidence, • suggestions for choosing the most appropriate type of evidence to demonstrate student skills, • evidence requirements and instructions for effective documentation, and • the GAA Evidence Checklist (pages 50-52)

28. Choosing the Appropriate Type of Primary Evidence • The type of evidence submitted should be the best means through which to demonstrate the student’s knowledge and skills. • It is important that the type of evidence used is the appropriate choice to clearly demonstrate the student’s response. • It is vital that the criteria for the type of evidence has been met and that all necessary information has been documented (pages 14-30 of the Examiner’s Manual).

29. Student Work SamplePrimary Evidence • Work samples are items completed or created by the student. • Writing samples • Graphic organizers • Worksheets (whether commercial or teacher made) • Work samples must be annotated, either on the student work or on a separate annotation page, to provide the necessary information.

30. Student Work SamplePrimary Evidence Work Sample This work sample was submitted as a piece of Primary Evidence and includes all information necessary for scoring. The teacher has provided the student’s name, the Collection Period Label, the date on which it was completed, the grade the student received, and an explanation of the level of prompting.

31. Permanent ProductPrimary Evidence • Permanent products are items created by the student (e.g., murals, drawings, or models). • Many times, a permanent product may be too large or of a nature that prevents the teacher from sending in the actual work. • In these cases, the teacher should photograph the student’s work, date it, and label it “permanent product.” • Permanent products should have annotations in order to be accurately scored.

32. Permanent Product This permanentproduct was submitted as Secondary Evidence. The teacher has provided the student’s name and the date, affixed the appropriate collection period label, and has scored the student’s work.

33. Choosing the Appropriate Type of Evidence • When should work samples be included? • Work samples and permanent products are items such as work sheets, writing samples, or paper-based products that are completed by the student. • Whenever possible, include the actual work sample the student has done as opposed to an observation or interview documenting the task. • A single photo of a permanent product can be submitted as evidence if it is not possible to send the original product (e.g., a model or large poster). • In the event that a work sample is completed with continuous prompting, it is recommended that a video of the process be included.

34. Series of Captioned PhotosPrimary Evidence • A series of captioned photographs means at least two photographs must be submitted (three or more are recommended). • The photos should clearly depict the student in the process of the task as well as the completion of the task. • Photos should be captioned to relate to the individual student who is being assessed and should not describe a generic activity completed by the class/group. • The caption should include information regarding the activity in which the student is engaged, the student’s level of success, the setting and interactions, and the type and frequency of prompting, if any, that were provided to the student.

35. A series of captioned photos was submitted as Secondary Evidence for this student. The photos clearly depict the student in the process of the task and shows her response at each phase. The captions describe each step of the task and annotate the student’s success. The teacher has provided information about the setting and interactions with the para as well as the level of prompting required by the student.

36. Choosing the Appropriate Type of Evidence • When should captioned photos be used? • Captioned photos are effective when documenting multi-step tasks or activities that show the student engaged in a physical task (such as using manipulatives or during community based instruction). • When submitting a series of photos, it is critical that they depict the student in the process as well as the completion of the task. The final step or finished product must be visible in the photo. • Captions are necessary and required when photos are used, but the caption should explain what is visible in the photo and not just serve as an observation. • Captioned photos are not the best choice when documenting verbal or auditory responses.

37. Media–Audio/VideotapeAccompanied by a Script Primary Evidence • Audiotapes, Videotapes, CDs, and DVDs can be effective ways to demonstrate students’ skills when tasks involves multiple steps, “verbal” response, or interaction with others. • It is important to provide a script so that, in the event there are technical problems with viewing or listening to the videotape or audiotape, the script can be used for scoring. • The media must be labeled with the student’s name in order to avoid confusion should the media become separated from the portfolio. If there are multiple students in the video, it must be made clear which student should be observed.

38. An videotape was submitted as Primary Evidence for this student. The tape was labeled with the student’s name, grade, and school. A script was also included that documented the evidence recorded on the tape, the student’s name, the date, and the Collection Period. It also provided a description of the task, the setting and interactions, an evaluation of the student’s level of success, and the level of prompting provided.

39. Choosing the Appropriate Type of Evidence • When should an audio or videotape be used? • An audiotape is recommended whenever the student response involves an auditory output, whether verbal or through a communication device (captioned photos of an auditory response are not recommended). • If the tape records more than one student, for instance during a group discussion or student-to-student exchange, it is important that it is made clear on the tape and on the script which responses are those of the student being assessed. • A script should be included when an audiotape is included as evidence.

40. Observation Form Secondary Evidence • The teacher or para-pro uses the observation form to record the student’s performance on a pre-planned or naturally occurring activity. • Be sure to include specific information regarding student performance, setting, and interactions with peers (both with and without disabilities) and community members. • Do not include an observation of an event for which you are already submitting Primary Evidence.

41. Observation FormAll necessary information has been completed for this observation. The teacher described the task and clearly evaluated the student’s performance. Further, the teacher informed as to the setting in which the task was completed, the interactions that took place, and the type and frequency of prompting necessary for the student to complete the task.

42. Interview Form Secondary Evidence • Typically, this method of documentation is used when the performance occurs in a community or home setting in which the teacher who is assessing the student is not present (e.g., on a work site, at a restaurant, etc.). • The parent, another educator, peer helper, employer, related service staff, or other individual who is in a position to describe the student’s performance is asked a structured set of questions to enable the teacher to document the student’s performance. • Include specific information regarding student performance, setting, and interactions with peers (both with and without disabilities) and community members.

43. Interview Form All necessary information has been completed for this interview. The teacher described the task and clearly evaluated the student’s performance (this is of key importance). Further, the teacher informed as to the setting in which the task was completed, the interactions that took place, and the type and frequency of prompting necessary for the student to complete the task.

44. Data SheetSecondary Evidence • The data sheet should include a clear description of the task, analysis of the student performance, and a key. It should also include information on the setting, interactions with peers (both with and without disabilities) and community members, and the type and frequency of prompting, if any, that was provided. • A minimum of 3 distinct dates on which evidence was collected for each collection period is required for a data sheet.

45. Data SheetThis data sheet was submitted as Secondary Evidence for this student. It includes the student’s name, a description of the task, and the dates on which the tasks were completed. The collection period labels have been affixed so as to clearly differentiate between them. The teacher has provided a key for prompting and accuracy as well as “Additional Information” so that the student’s achievement/progress can be evaluated.

46. Alignment Choosing the Standard and Element for Assessment

47. Alignment • Alignment is the connection between the written, taught, and tested curriculum standards. • Alignment demonstrates the linkage of the instructional activities (student work) to the intent of 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.

48. Alignment–Prerequisite Skills • A prerequisite skill is one that is essential to the acquisition of the standard and element. • Instructional tasks submitted for the assessment can focus on prerequisite skills that allow the student to be exposed to and assessed on the standard/element at a level that is meaningful and purposeful for the student. • Prerequisite skills must still focus on the intent of the grade level standard and element. • Can working on this skill eventually lead the student to the skill targeted by the element (at a less complex level)?

49. Choosing the Standard and Element • As teaching academic curriculum through the content standards and elements becomes more a part of daily instruction, lesson plans are being designed that provide access to the curriculum while still embedding a student’s IEP goals. • Creating units and instructional activities that can be used for multiple students is encouraged. • However, the activities must be tailored to the needs and the abilities of the individual student. • As such, be certain that the element chosen for assessment is still the best choice for the individual student and that the evidence submitted aligns to that element.

50. Choosing the Standard and Element • It is acceptable that teachers try to develop lesson plans and instructional activities that can be used for multiple students and, sometimes, across grade-bands. • It is imperative, however, that they make certain that the activities clearly align to the grade-level standard and element chosen for assessment and that they are meaningful and fit the needs and abilities of the individual student. • As such, choosing the standard and element is a critical step in designing the assessment for each student.