Welcome to Session 4 The Basics of the GAA (Part 2)
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Transcript of Welcome to Session 4 The Basics of the GAA (Part 2)
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Georgia Alternate AssessmentUnderstanding the Basics of the GAA
Part TwoAlignment
DocumentationCompleting the Forms
Organizing and Submitting the PortfolioSession 4
Recording: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
Webinar Etiquette:o Please use the Audio Setup Wizard in the Tools Menu to configure and test your audio
settings before the presentation begins.o To eliminate interference from background noise in your area, please leave the Talk Button
on mute if you are not speaking.o Due to the number of participants, we request that questions be submitted via Chat.o 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.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.2
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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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AlignmentChoosing 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
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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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Alignment - the Intent of the Standard and Indicator
• 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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Alignment - the Intent of the Standard and Indicator
• 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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Alignment - the Intent of the Standard and Indicator
• 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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Completing the Entry Sheet
• 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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Completing the Entry Sheet
• 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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Completing the Entry Sheet
• 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 FormThree 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
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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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Submitting the Portfolio
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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Submitting the Portfolio
• 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]
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Contact InformationQuestions 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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