Marion County GAA AYP Presentation

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We CanCan Reach The

Challenge Of Georgia

Alternate Assessment

Beverly V. WoodsBeverly V. Woods, Director , Director

Special Services Special Services

Marion County Schools Marion County Schools

Buena Vista, Georgia Buena Vista, Georgia

July 20, 2007July 20, 2007

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GAA is a portfolio of student

work provided as evidence that a student is making progress toward grade level academic standards.

EVIDENCE PROVIDED must show instructional

activities and student work that is aligned to specific grade-level standards.

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THE PORTFOLIO SYSTEM is flexible to allow for the

diversity of the students participating in the GAA.

HOW ARE STUDENTS ASSESSED in the same content areas as

their peers and on the same curriculum – GPS or QCC.

THE GAA WILL FOLLOW THE GPS

IMPLEMENTATION SCHEDULE.

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THE CONTENT AREAS ASSESSED FOR EACH

GRADE ARE THE SAME AS THOSE ASSESSED BY THE

GENERAL EDUCATION TESTS AT THE

CORRESPONDING GRADES.

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• GRADES K-2English/Language Arts: 2

standards/entriesMathematics: 2

standards/entries

• GRADES 2-8 AND 11English/Language Arts: 2

standards/entries Mathematics: 2

standards/entriesScience: 1 standard/entrySocial Studies: 1 standard/entry

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• ENGLISH/LANGUAGE ARTSGrades K-8 and 11 use GPS

• MATHEMATICSGrades K-2 and 6-7 use GPSGrades 3,5,8 and 11 use QCC

• SCIENCEGrade 3-7 and 11 use GPSGrade 8 uses QCC

• SOCIAL STUDIESGrades 3-8 and 11 use QCC

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• FOR EACH ENTRY THERE ARE TWO COLLECTION PERIODS – 1. One to show the student’s initial skill and;2. The second to show progress.

• FOR EACH ENTRY, THERE MUST BE1. A primary piece and;2. A secondary piece of evidence.

THE FOCUS IS ON THE FOCUS IS ON

ACADEMIC CONTENT & ACADEMIC CONTENT & SKILLS.SKILLS.

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• PRIMARYStudent work samplePermanent productVideotape: audiotape (with script)Series of Captioned Photos

• SECONDARYData sheet (Charts/Graphs) InterviewObservation (Anecdotal record)An additional piece of primary evidence

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• THE BLUEPRINT OUTLINES THE REQUIREMENTS OF THE GAA.The Blueprint identifies the current

curriculum standards that are required and

eligible for assessment on the GAA.

The Blueprint, by Grade, can be found in

Appendix D.

A must

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THE CURRICULUM STANDARDS ARE THE THE CURRICULUM STANDARDS ARE THE GOALS FOR INSTRUCTION, LEARNING, GOALS FOR INSTRUCTION, LEARNING, AND ASSESSMENT AS IDENTIFIED AND AND ASSESSMENT AS IDENTIFIED AND MANDATED BY THE GEORGIA MANDATED BY THE GEORGIA DEPARTMENT OF EDUCATIONDEPARTMENT OF EDUCATION..

GPS GPS – Georgia Performance Standards

QCC QCC – Quality Core Curriculum

THE STANDARD NUMBERS AND DESCRIPTIONS

CAN BE FOUND IN APPENDIX E

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ENTRIES WILL BE SCORED FOR 4 DIMENSIONS

1. Fidelity to Standard assesses the degree

to which the student’s work addresses the

grade-level standard to which it is aligned.

2. Context assesses the degree to which the

student work exhibits the use of grade-

appropriate materials in a purposeful and

natural/real world application.

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3. Achievement/Progress assesses the increase in the student’s proficiency of skill across the two collection periods.

Ways to show progress across the periods include documenting.

– an increase in accuracy.– a decrease in prompting/supports, and/or– an increase in the complexity of the student’s tasks and

skills.

4. Generalization assesses the student’s ability to apply the learned skill in other settings and with various individuals other than the teacher or paraprofessional.

*THIS DIMENSION IS SCORED BASED ON THE EVIDENCE ACROSS ALL ENTRIES.

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• THERE WILL BE TWO COLLECTION PERIODS OVER THE COURSE OF THE SCHOOL YEAR.

The window between Collection Period 1 The window between Collection Period 1

and Collection Period 2 is from a minimum and Collection Period 2 is from a minimum

of 3 weeks to a maximum of 5 months.of 3 weeks to a maximum of 5 months.

• TEACHERS WILL COLLECT EVIDENCE OF STUDENT PERFORMANCE OF TASKS ALIGNED TO A SPECIFIC CONTENT STANDARD.

• THIS EVIDENCE WILL SHOW THE STUDENT’S PROGRESS TOWARD THOSE STANDARDS.

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• TIMELINE

A suggested timeline has been developed to

guide teachers through the process of

compiling portfolios for students participating

in the GAA.

THE PURPOSE OF THE TIMELINE IS TO ASSIST TEACHERS

IN DIVIDING THE NECESSARY STEPS INTO

CHRONOLOGICALLY MANAGEABLE SECTIONS.

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THE TIMELINE HAS BEEN THE TIMELINE HAS BEEN BROKEN DOWN INTO 4 BROKEN DOWN INTO 4 PHASESPHASES

1.1. PLANNING PHASEPLANNING PHASE

2.2. COLLECTION PHASECOLLECTION PHASE Initial Performance/Baseline Progress

3.3. ORGANIZATION PHASEORGANIZATION PHASE

4.4. SUBMISSION PHASESUBMISSION PHASE

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DETERMINE THE REQUIRED AND ELIGIBLE CURRICULUM STANDARDS FOR THE STUDENT BY REVIEWING THE BLUEPRINT (APPENDIX D).

The Blueprint is the list of the current The Blueprint is the list of the current

curriculum standards that are required curriculum standards that are required

and eligible for assessment on the GAA.and eligible for assessment on the GAA.

• REVIEW THE ELIGIBLE CURRICULUM STANDARDS TO SELECT THE STANDARD MOST SUITABLE FOR THE ASSESSMENT OF THIS STUDENT.

• INITIAL/ANNUAL REVIEW

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CREATE A PRELIMINARY PLAN USING THE CREATE A PRELIMINARY PLAN USING THE PLANNING SHEET TO MAP OUT THE PLANNING SHEET TO MAP OUT THE STANDARDS THAT ARE APPROPRIATE TO STANDARDS THAT ARE APPROPRIATE TO BE ASSESSED FOR THE STUDENT.BE ASSESSED FOR THE STUDENT.

Think about instructional tasks that will

allow the student to demonstrate knowledge

and achievement related to the standard.

Instructional task should be implemented in

Weekly lesson plans.

Construct an instructional activity in a

format that allows the student to

demonstrate skills related to the standard.

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FOLLOW THE GEORGIA STEPWISE PROCESS FOLLOW THE GEORGIA STEPWISE PROCESS TO GUIDE YOU THROUGH THE PROCESS OF TO GUIDE YOU THROUGH THE PROCESS OF ALIGNING THE INSTRUCTIONAL ACTIVITY ALIGNING THE INSTRUCTIONAL ACTIVITY TO THE CONTENT STANDARD.TO THE CONTENT STANDARD.

Provides a process which assists teachers in

planning tasks that align to the content

standards.

Addresses both student involvement and

outcomes

Provides opportunities to collaborate with

general education teachers and others to

facilitate alignment and generalization of skills.

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• COLLECT EVIDENCE FROM INSTRUCTIONAL ACTIVITIES THAT SHOW THE STUDENT’S INITIAL SKILL ASSOCIATED WITH THE SELECTED STANDARD.

Include Primary and Secondary

Be sure that the Secondary Evidences is of a

different task than was submitted as Primary Primary

Evidence.Evidence.

THINK ABOUT: THINK ABOUT: 1.grade-appropriate material,2.Real-word or natural application3.a variety of settings and opportunities for

interactions with peers and community members.

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DURING THE PROGRESS WINDOW FOR COLLECTION DURING THE PROGRESS WINDOW FOR COLLECTION PERIOD 2 (3 WEEKS TO 5 MONTHS BETWEEN PERIOD 2 (3 WEEKS TO 5 MONTHS BETWEEN COLLECTION PERIODS), COLLECT EVIDENCE THAT COLLECTION PERIODS), COLLECT EVIDENCE THAT SHOWS STUDENT PROGRESS ON THE SAME CONTENT SHOWS STUDENT PROGRESS ON THE SAME CONTENT STANDARD IT WAS ASSESSED DURING COLLECTION STANDARD IT WAS ASSESSED DURING COLLECTION PERIOD 1.PERIOD 1.

DETERMINE THE MOST APPROPRIATE WAY TO SHOW WHAT THE STUDENT IS NOW ABLE TO DO. Include Primary and Secondary evidence. Evidence for Collection Period 2 should differ from that

submitted for Collection Period 1 in activities, materials or supports.

THINK ABOUT: THINK ABOUT: 1.Grade-appropriate material,2.Real-word or natural application3.A variety of settings and opportunities for

interactions with peers and community members.

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1. READ THE EXAMINER’S MANUAL AND THE RESOURCE GUIDE!

2. ALL EVIDENCE, FOR BOTH COLLECTION PERIODS, MUST SUPPORT THE STANDARD/ELEMENT.

3. INCLUDE PRIMARY AND SECONDARY EVIDENCE FOR EACH COLLECTION PERIOD.

4. REMEMBER THAT SECONDARY EVIDENCE MUST BE BASED ON A DIFFERENT TASK/ACTIVITY/EVENT THAN THE PRIMARY EVIDENCE.

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DOCUMENT, DOCUMENT, DOCUMENT!DOCUMENT, DOCUMENT, DOCUMENT!PROVIDE DETAILED CAPTIONS FOR ALL TYPES OF

EVIDENCE.

INCLUDE INFORMATION ABOUT:INCLUDE INFORMATION ABOUT:

STUDENT PERFORMANCE

SETTINGS

INTERACTIONS

MATERIAL SUPPORTS/ASSISTIVE DEVICES: AND

TYPES AND FREQUENCY OF PROMPTING

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• GIVE THE STUDENT THE OPPORTUNITY TO INTERACT WITH PEERS, WITH AND WITHOUT DISABILITIES, AND COMMUNITY MEMBERS IN A VARIETY OF SETTINGS.

• INCLUDE A SERIES OF PHOTOGRAPHS, NOT JUST ONE.

• PROVIDE A SCRIPT FOR VIDEOTAPES AND AUDIOTAPES.

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• 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 INSTRUCTIONAL TASKS.

• REMEMBER TO DATE YOUR EVIDENCE AND TO AFFIX THE APPROPRIATE COLLECTION PERIOD LABELS (COLLECTION PERIOD 1 OR COLLECTION PERIOD 2) TO ALL EVIDENCE BEING SUBMITTED – PRIMARY AND SECONDARY.

• THERE MUST BE AT LEAST 3 WEEKS BETWEEN COLLECTION PERIODS.

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COMPLETES AN ENTRY SHEET FOR EACH COMPLETES AN ENTRY SHEET FOR EACH ENTRY.ENTRY.

THE ENTRY SHEET MUST BE COMPLETED CORRECTLY FOR THE ENTRY TO BE SCOREABLE.

BE CERTAIN THAT YOU HAVE RECORDED THE CORRECT STANDARD NUMBER AND ITS MATCHING DESCRIPTION.

DESCRIBE, SPECIFICALLY, THE TASKS THAT THE STUDENT WAS ASSESSED ON FOR EACH COLLECTION PERIOD.

RECORD BY CHECK-MARK, THE TYPES OF PRIMARY AND SECONDARY EVIDENCE YOU ARE INCLUDING.

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• COMPLETE THE STUDENT DEMOGRAPHIC SHEET PLACE IT UNDER THE CLEAR, VINYL OVERLAY ON THE FRONT OF THE STUDENT’S BINDER.

! DO NOT 3-HOLE PUNCH!

!DO NOT PLACE IT INSIDE THE BINDER!

• COMPLETE THE STUDENT VALIDATION FORM.

Make sure that it is signed by the teacher and the building administrator.Place it behind Divider one (Student information).Collaborative Planning

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• BEFORE SUBMITTING THE BINDER TO YOUR SCHOOL TEST COORDINATOR, HAVE A COLLEAGUE REVIEW IT HAVE A COLLEAGUE REVIEW IT TO ENSURE THAT THE FORMS AND EVIDENCE ARE CLEAR AND COMPLETE AND THAT IT HAS BEEN ORGANIZED CORRECTLY.

• IT IS WISE TO HAVE YOUR COLLEAGUE OPEN AND VIEW ALL MEDIA TO MAKE CERTAIN THAT IT IS NOT DEFECTIVE.

• SUBMIT THE BINDER TO YOUR SCHOOL TEST COORDINATOR BY THE DATE SPECIFIED BY YOUR SCHOOL SYSTEM.

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QUESTIONS REGARDING

ADMINISTRATION OF THE 2006-2007 GAA?

• QUESTIONS ABOUT TEST ADMINISTRATION CALL GADOE TESTING DIVISION

TOLL FREE (800)634-4106

• DEBORAH HOUSTONDEBORAH HOUSTON, ASSESSMENT SPECIALIST

404.657.0251 DHOUSTON@DOC.K12.GA.US

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QUESTIONS ABOUT QUESTIONS ABOUT MATERIALS, DISTRIBUTION, MATERIALS, DISTRIBUTION,

OR COLLECTION?OR COLLECTION?

CALL QUESTAR’S GAA CUSTOMER SERVICE TOLL FREE AT:

866.997.0698866.997.0698

E-MAIL QUESTAR’S GAA CUSTOMER SERVICE

GA@QUESTARED.COMGA@QUESTARED.COM

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BEVERLY V. WOODSBEVERLY V. WOODS DIRECTOR SPECIAL DIRECTOR SPECIAL

SERVICES SERVICES

MARION COUNTY SCHOOLS MARION COUNTY SCHOOLS

BUENA VISTA, GEORGIA BUENA VISTA, GEORGIA

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Workload

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Contemplation

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Peace

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