Georgia Alternate Assessment Introduction for New Teachers

1. Georgia Alternate AssessmentIntroduction for New Teachers Fall 2010-2011

2. Welcome to the Georgia Alternate Assessment Introduction for New Teachers Fall 2010 - 2011 • This session will begin at 1:00pm • 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. Introduction This slide presentation has been developed as a tool for GAA trainers working with new teachers. 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, 2010-2011, is necessary to implement the portfolio process. Manual should be brought to training sessions. Training in your system and additional presentations posted on the GaDOE website provides additional information to ensure a successful administration of the GAA.

4. Introduction This presentation provides information and tools that will assist teachers 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

5. 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.

6. 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 7–March 31). 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.

7. 2010-2011 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, 2010-2011.

8. CurriculumStandards 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, 2010-2011.

9. 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.

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

11. Portfolio Components

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

13. 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.

14. EntryEvidence 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. Evidence Student work samples, series of captioned photographs, etc., that show or describe the student’s performance on instructional tasks related to the selected standard/element.

15. InstructionalTask An instructional task is any standards-based task that is performed by the student. Evidence of the student’s performance on the task is submitted in the portfolio for scoring. Instructional tasks must demonstrate a clear alignment/connection to the curriculum standard and element being assessed. It is to the specific aspects of the element that the instructional tasks must align.

16. 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.

17. 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.

18. 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.

19. Pre-requisite Skills A prerequisite skill is an entry point at which students may access an academic standard. This can include preliminary skills or knowledge that must be demonstrated before a more advanced concept can be understood. Prerequisite skills are the building blocks to the essential components of the academic content standards and elements.

20. Pre-requisite Skills The prerequisite skill must align to the specific element on which the student is being assessed. The skill must be true to the strand and standard and must address the distinct characteristics of the element. To bring an element down to its most basic prerequisites, look at the essence of what it is meant to assess. It is an oversimplification to say, for instance, that any exposure to numbers constitutes math or that any exposure to letters constitutes reading. Instructional tasks submitted for the assessment can focus on pre-requisite 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.

21. 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

22. Primary Evidence Primary Evidence (shows what the student knows) Series of captioned photographs (2 or more) Permanent product Videotape; audiotape (with script) Work sample

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

24. Primary and Secondary Evidence Descriptions and Examples

25. Explanations and Samples of Types of Evidence Read the GAA Examiner’s Manual, 2010-2011 (pages 15-25) 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 55-57).

26. StudentWork SamplePrimary Evidence Work samples are items completed or created by the student. Writing samples Graphic organizers Worksheets (whether commercial or teacher made) It is a good idea to include a caption with the work sample. Describe the task. Identify the setting (e.g., special education classroom, regular education classroom, grocery store, gym). Describe interactions occurring during the performance of the task. Include an evaluation of the student’s performance or an answer key so that the student’s performance can be verified.

27. Work Sample This work sample 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.

28. Permanent Product Primary 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.

29. Permanent Product This permanentproduct was submitted as Primary 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.

30. 12-11 M5D1 (a) Analyze data presented in graphs The teacher has also submitted a caption to accompany this permanent product. The caption provides supplemental information beyond what could be seen on the evidence itself. It gives information as to the date, a description of the task, the setting in which it was completed, and the level of prompting.

31. Series of Captioned PhotographsPrimary 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.

32. 1/31 100% 100% A series of captioned photos was submitted as Primary Evidence for this student. The photos clearly depict the student in the process of the task and shows his completed product. 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 peers as well as the level of prompting required by the student.

33. Media–Audio/Videotape Accompaniedby aScript 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.

34. An audiotape 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 (as recommended) 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 assistive devices used, the setting and interactions, and an evaluation of the student’s level of success.

35. 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.

36. Observation Form All 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.

37. Interview 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.

38. 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.

39. 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.

40. This 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.

41. Choosing the Standard and Element for Assessment Choosing the type of evidence to best showcase the student’s skill

42. Choosing the Correct 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.

43. Choosing the Correct 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.

44. Choosing the Appropriate Type of Evidence The type of evidence submitted should be the best means through which to demonstrate the student’s knowledge and skills. Primary Evidence must SHOW the student’s responsesduring and completion of the instructional activity.

45. Choosing the Appropriate Type of Evidence It is therefore vital that the type of evidence used is the appropriate choice to clearly demonstrate the student’s response. It is up to teachers to determine the type of evidence that will best showcase their student’s abilities. However, it is important that the criteria for the type of evidence has been met and that all necessary information has been documented.

46. Choosing the Appropriate Type of Evidence When shouldcaptioned photos beused? 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 may not be the best choice when documenting verbal or auditory responses.

47. Choosing the Appropriate Type of Evidence In the following example, the teacher chose to submit a series of captioned photos as evidence of the student’s responses during a math assessment on fractions. The student’s task was to count the number of pieces of pizza on his plate and to determine what fraction of the pizza he ate. This was a difficult task to document via photographs, however, as the student was required to make verbal responses, which would require a videotape or audiotape to capture. An observation or interview could also be used to document an auditory response, but it must be made clear what the task was and a specific evaluation of the student’s performance (what was the question; what was the student’s response) be included.

48. Although the first photo does depict the student in the process of counting the slices of pizza, there can be no evidence of his verbal response recorded on a photo. In the second photo, the student is seen eating the pizza but not completing the task, as required. The only evidence of the student’s verbal response is through the teacher’s annotation, making it an observation. This piece of evidence was not scorable.

49. Choosing the Appropriate Type of Evidence In the next example, the teacher has appropriately chosen to use captioned photos (a videotape would have been effective also) to document the student in the process and the completion of an activity which required him to respond physically to directions. The teacher has described what has occurred in each photo, and she has included all the necessary information for scoring (Who, What, Where, When, How Well, With Whom, and Prompts).