Georgia Alternate Assessment Understanding the Basics of the GAA Part Two Alignment Documentation...

Georgia Alternate AssessmentUnderstanding the Basics of the GAA

Part Two

AlignmentDocumentation

Completing the FormsOrganizing and Submitting the Portfolio

Session 4Recording:

https://sas.elluminate.com/mr.jnlp?suid=M.90DCECCBCD96A9A36E2A267F1AF165&sid=2012003

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Welcome to Session 4The Basics of the GAA (Part 2)

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

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Transfer to download any files sent through this webinar.o 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.

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2013-2014 GAA• The 2013-2014 series of webinars (Sessions 1-8)

serve as introductory components for informing and training system staff in 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.

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Overview of This Presentation

• Alignment to the intent of the standard

• Effective documentation • Forms to complete• Organization of the portfolio

components

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Review of Session #3 – Basics Part 1• Portfolio components: Page 10 in manual• Entry = 2 tasks for each collection period = 4 tasks all

focused on the same skill aligned to the standard and element/indicator

• Primary and secondary evidence for each collection period (pages 15-31 in manual) Primary: shows what the student knows Secondary: reports what the student knows

• Date on primary evidence for CP2 must be 14 days after the date on primary evidence for CP1

• CP1 must be completed before CP2 begins

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Alignment

Choosing the Standard for AssessmentAlignment to the Intent of the Standard

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Alignment

• Alignment is the connection between the written, taught, and tested content standards. Alignment demonstrates the linkage of the activities

(student work) to the intent of the grade-level standard and element/indicator on which the student is being assessed.

In order for an entry to be scorable, all four (4) tasks must align to the standard and element/indicator.

Assessment tasks should be designed and task descriptions written to specifically address the standards-based skill being evaluated.

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Alignment–Prerequisite Skills

• A prerequisite skill is one that is essential to the acquisition of the standard and element/indicator. 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 standard/element/indicator?

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Alignment - Choosing the BestStandard and Indicator for Assessment• Create a preliminary plan to map out the

standards that are appropriate to be assessed for the student.– Think about assessment tasks that will allow the

student to demonstrate knowledge and achievement related to the standard.

– Construct assessment tasks in a format that best allows the student to demonstrate skills related to the standard.

• Planning Sheets are provided beginning on page 51 of the Examiner’s Manual. 9

Alignment - Choosing the BestStandard and Indicator for Assessment

• As teaching academic curriculum through the state-mandated content standards and indicators becomes more a part of daily instruction, it is important to remember that tasks submitted for the assessment must be specific to the standard and appropriate for the individual student.− Although academic instruction may provide access

through overall concepts, assessment tasks must relate directly to the standard.

− Be certain that the standard chosen for assessment is the best choice for the individual student and that all evidence submitted aligns to the standard and indicator.

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Alignment - the Intent of the Standard and Indicator

• The intent of the standard and indicator refers to the “Big Idea”– that which they were designed to teach.– e.g., ELACC.6.SL.1 (c) Pose and respond to specific

questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

– The intent of this Speaking and Listening standard is for the student to pose and respond to questions during a discussion.

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• Do the following tasks address the intent of this Speaking and Listening standard and indicator?

Participating in a conversation about your favorite book

Answering written comprehension questions on a worksheet

Responding to questions from a peer about your likes and dislikes

Preparing a list of questions after researching a topic

NO

YES

NO

YES

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• What is the intent of the following standard?– S5P2 (c) Investigate the properties of a

substance before, during, and after a chemical reaction to find evidence of change.

– The intent of this Physical Science standard is for the student to recognize the effects of a chemical reaction.

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• Do the following tasks address the intent of this Physical Science standard and element?

Baking brownies for a bake sale

Recognizing that the brownies changed states after baking; stating that heat caused a chemical reaction

Making iced tea while working in the school cafeteria

Recognizing that tarnished pennies soaked in lemon juice become shiny again, while pennies soaked in water do not

NO

YES

NO

YES

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Effective Evidence

DocumentationLess can be More

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Effective Documentation• The following information must be documented on each piece

of evidence within an Entry: the student's name (Who) and date (When) description of task–documented on Entry Sheet and

evidence (What) the setting in which the task was completed (Where) specific evaluation of student response (How Well) nature of the interaction as it occurred during the task

(With Whom) Independence–type and frequency of prompting

(Prompts)

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Effective Documentation• Each piece of evidence should be annotated to

answer these questions: What, specifically, was the student asked to do as it aligns

to the standard and element/indicator? What were the actual questions/actions asked of the

student? What were the student’s answers? How did he/she

respond? Were the answers/responses correct? Has evaluation of

student performance by the teacher been clearly documented?

What was the type and frequency of prompting required for the student to successfully complete the task?

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Completing the Entry Sheet

and the Student Demographic

Information Form (SDIF)

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2013-2014Entry Sheet for Kindergarten,

Grades 3-8, and High School

(Includes HS Students who were assessed for the first

time in 2012-2013)

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2013-2014 GAA

Entry Sheet

(page 2)

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2013-2014 High School

Retest(GPS Only)

(For HS students assessed prior to the 2012-2013

administrationon the GPS in all subjects)

For HS Students assessed prior to 2012-2013

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High School

RetestersGPS Only

(page 2)

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• Select Grade at which student is FTE’d from the drop-down menu

• Select Content Area from the drop down menu‐• Select Entry # from the drop-down menu

Entry 1 or Entry 2 per the GAA Blueprint

• Type student’s full name• Type student’s age• Type teacher’s name and position

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• Select Strand/Domain from drop down menu‐• Select Standard from drop down menu‐

The standard must be chosen from the GAA Blueprint for the student’s recorded grade.

If using the electronic Entry Sheet, you will be prompted to PLEASE SELECT from the eligible standards that will appear in the drop down once content area, grade, and ‐strand/domain have been chosen.

The standard description will auto-populate.

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• Select Element/Indicator from the drop-down menu The element/indicator must be chosen from the GAA

Blueprint for the student’s recorded grade. If using the electronic Entry Sheet, you will be prompted to

PLEASE SELECT from the eligible elements that will appear in the drop down once the standard has been chosen.‐

The description will auto-populate once the element/indicator letter has been chosen.

If the Element/Indicator box remains empty, there are none for the chosen standard.

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Completed Entry Sheet

(page 1)

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Completing the Entry SheetSpecial features• When assessing HS mathematics with either the Integrated or

Discrete courses, a note will auto-populate with a reminder that both math entries must be from the same course.

• When assessing mathematics in grades Kindergarten and 3-8, a note will auto-populate with information about the cluster from which the math standard derives.

• When assessing science, the words Characteristic of Science will appear along with a drop-down menu of the co-requisite science process that must be selected on the Entry Sheet and exhibited in at least one of the four pieces of evidence submitted for the science entry.

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Completing the Entry Sheet • Continue to page 2 of the Entry Sheet and complete all

required fields for Primary and Secondary Evidence for both collection periods. Type the date in the “Date” box. Select the type of evidence being submitted from the “Type

of Evidence” drop-down. Type the task description into the “Description of Task” box.

• The description of the assessment task should relate the task to the specific standard/indicator being assessed.

• Do NOT include evaluation of the student’s work, documentation of the type and frequency of prompting, or information about settings or interactions. These documentations must be found within the evidence.

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Completed Entry Sheet

(page 2)

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Student Demographic Information Form

Three different SDIFs will be utilized for the 2013-2014 administration of the GAA.• SDIF for grades Kindergarten and 3-8

Form is purple• SDIF for High School

Form is orange• SDIF for High School Retest

Form is blue

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SDIF for Kindergarten

and Grades 3-8

Affix the Pre-Id label to the front of the SDIF. Pre-ID Label

K and 3-8

Purple Form

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SDIF for Kindergarten

and Grades 3-8

Page 2

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SDIF forHigh School

Participating for the 1st Time

in the HS GAA

High School

Orange Form

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Pre-ID Label

SDIF forHigh School

Participating for the 1st Time in the HS GAA

Page 2

ELA CCGPS

Math GPS

Assess EITHER Integrated OR Discrete Mathematics

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SDIF forHigh School

Retest

Note: There are no Pre-ID labels provided for the

Retest

High School Retest

Blue Form

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SDIF forHigh School

Retest

Page 2

ELA CCGPS

Math GPS

Assess EITHER Integrated OR Discrete Mathematics

ELA GPS

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Organizing the Portfolio

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Organize the Portfolio

• Review the evidence to ensure that you have used only grade-appropriate materials and that you have provided opportunities for generalization of skills in different settings and with different people.

• Replace any evidence you have collected that does not clearly illustrate the student’s initial skill or progress on the tasks.

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Organize the Portfolio

• Remember to date your evidence and to affix the appropriate collection period labels (optional) to all evidence being submitted – Primary and Secondary. There must be at least 14 days between the Primary

Evidence for Collection Period 1 and the Primary Evidence for Collection Period 2.

There must be two distinct collection periods; CP1 must be completed before CP2 begins.

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Organize the Portfolio• Affix the Pre-ID Label to the Student Demographic

Information Form (SDIF) in the correct location. If a pre-ID label is not available for a student or if the

information is not correct, complete all of the student demographic information according to the instructions.

• Complete the Validation Form. Make sure that it is signed by the teacher and the building

administrator. Place it behind Divider One (Student Information).

• Complete the Release to Use Portfolio for Training. Place it behind Divider One (Student Information).

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Student Demographic Information Form

Affix the Pre-Id label to the front of the SDIF.Complete all necessary fields on both sides as required on the SDIF instruction page.Place the SDIF under the clear, vinyl overlay on the front of the student’s binder. Do not 3-hole punch, and do not place the SDIF inside the binder.

Pre-ID Label

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Divider 1- Student Information

Validation Form

Test Administrator

Section

Building Administrator

Section

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Divider 1- Student Information

Release to Use Portfolio for Training

Required Signature

Required Signature

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Divider 2 – English Language Arts(Grades K, 3-8, HS)

Secondary Evidence

Primary Evidence

Secondary Evidence

Primary Evidence

Entry Sheet 1English Language Arts

Secondary Evidence

Primary Evidence

Secondary Evidence

Primary Evidence

Entry Sheet 2English Language Arts

Collection Period 2Collection Period 2

Collection Period 1

Collection Period 1

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Divider 3 - Mathematics(Grades K, 3-8, HS)

Secondary Evidence

Primary Evidence

Secondary Evidence

Primary Evidence

Entry Sheet 1Mathematics

Secondary Evidence

Primary Evidence

Secondary Evidence

Primary Evidence

Entry Sheet 2Mathematics

Collection Period 1

Collection Period 1

Collection Period 2Collection Period 2

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Divider 4 - Science(Grades 3-8)

Secondary Evidence

Primary Evidence

Secondary Evidence

Primary Evidence

Entry SheetScience

Collection Period 1

Collection Period 2

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Divider 4 - Science(High School)

Secondary Evidence

Primary Evidence

Secondary Evidence

Primary Evidence

Entry Sheet 1Science

Secondary Evidence

Primary Evidence

Secondary Evidence

Primary Evidence

Entry Sheet 2Science

Collection Period 1

Collection Period 2

Collection Period 1

Collection Period 2

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Divider 5 - Social Studies(Grades 3-8)

Secondary Evidence

Primary Evidence

Secondary Evidence

Primary Evidence

Entry SheetSocial Studies

Collection Period 1

Collection Period 2

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Divider 5 - Social Studies(High School)

Secondary Evidence

Primary Evidence

Secondary Evidence

Primary Evidence

Entry Sheet 1Social Studies

Secondary Evidence

Primary Evidence

Secondary Evidence

Primary Evidence

Entry Sheet 2Social Studies

Collection Period 1

Collection Period 2

Collection Period 1

Collection Period 2

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Submitting the Portfolio

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Review each entry before submitting the portfolio All 4 pieces of evidence align to the standard and element Primary and Secondary Evidence for each collection period

(4 pieces of evidence) Documentation is clear and concise Entry Sheets have been filled out correctly SDIF has been completed correctly and placed under the clear

vinyl overlay on the front of the binder Validation Form and Release to Use Portfolio for Training have

been signed and placed behind the Student Information tab

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• Check with your School Test Coordinator for information about portfolio review procedures and schedules within your school/system.

• Follow the protocol determined by your system for the Portfolio Review Process.

• Submit the binder to your School Test Coordinator by the date specified by your school system.

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Contact Information

Questions About Test Administration

Call: GaDOE Assessment Administration Division Toll free (800) 634-4106

Contact: Deborah Houston, Assessment Specialist (404) 657-0251

Email: [email protected]

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Contact Information

For information about access to the state-mandated content standards for students

with significant cognitive disabilities

Contact: Kayse HarshawDivision for Special Education

Services

Call: (404) 463-5281

E-Mail: [email protected]

Contact Information

Questions About Materials, Distribution, or Collection

Call: Questar’s GAA Customer Service Toll free (866) 997-0698

Email:Questar’s GAA Customer Service [email protected]

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Georgia Alternate Assessment Understanding the Basics of the GAA Part Two Alignment Documentation...

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