Georgia Alternate Assessment: A Review. This session will cover: An overview of the GAA Lessons learned from year 1 Scoring Putting together this year’s

Georgia Alternate Assessment:A Review

This session will cover:

• An overview of the GAA• Lessons learned from year 1• Scoring• Putting together this year’s portfolio• Avoiding non-scoreables• Available resources

What is the GAA?

Both IDEA and NCLB allow for alternate assessments for students with significant cognitive disabilities based on alternate achievement standards.

– Achievement standards have to do with expectations for student learning of curriculum standards.

– Alternate achievement standards allow for differing expectations of student learning based on the unique characteristics of students participating in alternate assessments.

– Alternate achievement standards can differ from grade-level achievement standards in terms of complexity.

Alternate Achievement Standards

– May reflect prerequisite skills rather than grade-level skills.

– According to US ED, alternate achievement standards (expectations), “must be aligned with the state’s academic content standards, promote access to the general curriculum, and reflect the professional judgment of the highest achievement standards possible.”

Alternate Achievement Standards

• For the GAA, each teacher determines the alternate achievement standard (expectation) for each student, based on the learning characteristics and needs of the student.

• The GAA portfolio is reviewed for alignment to the grade level content standard, albeit an alternate achievement standard.

GAA

• The purpose of the GAA is to ensure all students, including students with significant cognitive disabilities, are provided the opportunity to access a challenging curriculum and demonstrate the progress they have made towards achieving the curriculum standards

– Works best when IEP goals are embedded • Focus should be on academic progress, however

– Academic instruction can be functional

GAA – Year 1

• Major year of transition for both students and educators

• Alignment of the activities and tasks was strong• Evidence abounded of students engaged in

interesting and creative tasks• Approximately 10% of the entries submitted

were deemed non-scoreable – for a first year alternate assessment, this was great!

Lessons Learned • Commonly encountered problems resulting in a non-

scoreable or lower scores:– Focus on achievement (100% performance on all activities,

no variation or challenge)– Different elements used within the same entry (IE-D)– Primary and Secondary Evidence documenting the same

task and event • NOTE: This will result in a non-scoreable this year!

– Only one photograph was submitted for Primary Evidence (IE-B)

– No answer key or annotation of student performance (IE-E)• This was the most common non-scoreable

Lessons Learned

• Commonly encountered problems resulting in a non-scoreable or lower scores:– Lack of customization in documentation

• Students can complete the same tasks but how they participate and complete will likely be different

• If the same task is used for different standards, the documentation should be unique for each standard

– Simple, clear, concise documentation and evidence is all that is needed

Lessons Learned

• Unfortunately we did see some unethical practices –– Falsification of student evidence– Falsification of documentation– Collection of evidence on the same day

Overview of Scoring• After GAA portfolios are received at Questar, they are

processed for scoring.• A random sample of portfolios is brought back to

Georgia and a committee of Georgia educators is convened to conduct rangefinding.

• Rangefinding is a process wherein teachers score actual student entries to set the score point ranges in each dimension (e.g, describe what it takes to get a “4” in Achievement/Progress).

Overview of Scoring

• Entries scored by the Georgia teacher committee are used to create training and qualifying sets for readers.

• Readers must show that they know how to apply the scoring rubric before they can begin scoring.

• Readers are monitored throughout the scoring process to ensure they are scoring accurately and consistently.

Overview of Scoring

• Each entry is scored for Fidelity to Standard, Context, and Achievement/Progress.

• Scoring is holistic – all pieces of evidence within an entry are considered and the totality of the information documented in the evidence is used to make scoring decisions.

• A score for Generalization is given considering all of the entries in the portfolio.– In other words, Generalization does not have to be shown for every

content area/entry; students should be given opportunities to work in different settings and interact with others across the different entries in the portfolio.

Overview of Scoring• Students may receive different scores for the same

dimension when the task is the same for a group of students.

– Students’ access to the curriculum should and usually does differ.

– Documentation should individualized.

– Adjacent scores are not considered discrepant.

Overview of the GAA

• The GAA is a showcase 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.– Remember, grade-level materials and tasks can be adapted

to meet the needs of the students

Putting together the 2007-2008 GAA: Portfolio Components

• Grades K-2 English/Language Arts: 2 standards/entriesMathematics: 2 standards/entries

• Grades 3-8 and 11 English/Language Arts: 2 standards/entriesMathematics: 2 standards/entriesScience: 1 standard/entry, paired with

Characteristics of Science Standard

Social Studies: 1 standard/entry

GAA Blueprint

– Identifies the current curriculum standards that are required and eligible for assessment on the GAA.

– Located in the Examiner’s Manual as well as on the GAA webpage.

http://www.gadoe.org– Click on ‘Curriculum and Instruction’– Click on ‘Testing’– Click on “Georgia Alternate Assessment’– Look in the box on the right labeled ‘GAA Resources’

Portfolio Components

Grades K – 2

English/Language ArtsEntry #1: Reading ComprehensionEntry #2: Communication – either Writing or

Listen/Speaking/ViewingMathematics

Entry #1: Numbers and OperationsEntry #2: Choose from Measurement, Geometry,

or Data Analysis and Probability

Portfolio Components Grades 3 – 5

English/Language ArtsEntry #1: Reading ComprehensionEntry #2: Communication – either Writing or Listen/Speaking/Viewing

MathematicsEntry #1: Numbers and OperationsEntry #2: Choose from Measurement, Geometry, Algebra or Data

Analysis and ProbabilityScience

Entry #1: Choice from blueprint, paired with Characteristics of Science standard

Social Studies Entry #1: Choice from blueprint

Portfolio Components Grades 6 - 8


MathematicsEntry #1: Numbers and Operations or AlgebraEntry #2: Choose from Measurement, Geometry, or Data Analysis and Probability

Science Entry #1: Choice from blueprint, paired with Characteristics of Science

standardSocial Studies

Entry #1: Choice from blueprint

Portfolio Components

Grade 11


MathematicsEntry #1: AlgebraEntry #2: Choose from Measurement and Geometry, or Data Analysis and Probability

Science Entry #1: Choice from blueprint, paired with Characteristics of Science standard

Social Studies Entry #1: Choice from blueprint

Entry Components• There are two collection periods for each entry over the course of

the school year—minimum time between collection periods is 21 calendar days.– There must be 21 calendar days between the date on Primary Evidence

Collection Period 1 and the date on Primary Evidence Collection Period 2– Secondary Evidence should be collected in the same time period as the

Primary for each Collection Period

• Teachers collect evidence of student performance within tasks aligned to a specific grade level content standard and element (if applicable). – Note: The same standard/element must be used for all four pieces of

evidence

• This evidence should show the student’s progress toward those standards.

Types of Evidence• Primary (shows what the student knows)

• Student work sample• Permanent product• Videotape; audiotape (with script)• Series of Captioned Photos

• Secondary (reports what the student knows)• Data sheet (Charts/Graphs)• Interview• Observation (Anecdotal record)• An additional piece of primary evidence

Primary / Secondary Evidence

• Primary Evidence differs from Secondary Evidence

– Secondary Evidence is not a repackaging of the same exact event captured in Primary Evidence

– Secondary Evidence provides additional information about the student’s achievement (on the same standard/element)

• Secondary Evidence documents additional instructional opportunities the student has had and how the student performed

• Secondary Evidence can differ in terms of the activity, materials, prompts, events, settings, etc.

– Secondary Evidence that re-documents Primary Evidence will result in a non-scoreable code

Primary / Secondary Evidence• Both Primary Evidence and Secondary Evidence

should include a clear description of the student’s use of the skill described on the Entry Sheet and be clearly seen in the evidence submitted

• Ensure that the evidence is clearly marked as Primary or Secondary and that the dates are clear

• Follow the evidence guidelines provided in the Examiner’s Manual (pages 13-29)

Documenting Student Evidence

• All evidence should include the following information:– Student name– Date– Collection Period– Accuracy / level of performance (how the student did)– Material supports used (adapted book, assistive technology)– Type and frequency of prompting (beyond natural

instruction)– Setting in which the evidence was collected– Interactions the student had with others

Entry(e.g., Reading Comprehension

Standard)

Collection Period 1Initial/Baseline

Collection Period 2Progress

Primary Evidence

Secondary Evidence

Primary Evidence

Secondary Evidence

Collection Phase 1:Initial Performance/Baseline

Collect evidence from instructional activities that show the student’s initial skill associated with the selected standard.– Include Primary and Secondary Evidence– Think about:

• grade-appropriate materials (materials can be adapted)• real-world or natural (meaningful) applications• opportunity for a variety of settings and interactions with

peers and community members across the portfolio

Collection Phase 2: ProgressCollect evidence that shows student progress

on the same content standard and the same element (if applicable) as Collection Period 1. – Determine the most appropriate way to show what

the student is now able to do– Include Primary and Secondary evidence– Think about:

• grade-appropriate materials (materials can be adapted)• real-world or natural (meaningful) applications• opportunity for a variety of settings and interactions with

peers and community members across the portfolio

Data Collection Periods 1 & 2

• Evidence collected during the Collection Period 2 should differ from evidence collected during Collection Period 1

– Collection Period 2 evidence can differ in terms of• the task completed by the student• materials used• the type and level of prompting

Remember…

• The focus is on student progress across the two collection periods

• There are multiple ways to demonstrate progress– increase in accuracy of performance– increase in complexity of task– decrease in type and/or frequency of prompting

Updated Forms

• All forms, including the Entry Sheets, are available electronically.

• The Electronic versions of Entry Sheets require: Adobe Acrobat Reader 5.0 (or higher) for printingAdobe Acrobat Reader 8.1 to save

• For teachers who are not comfortable with the electronic forms, the option of printing the documents and handwriting information on to the form is available.

Entry Sheets Complete an Entry Sheet for each 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 element, if applicable) and its matching description (see appendix E of the GAA Examiner’s Manual).

– Briefly describe the overall content or skill that connect the tasks to the standard/element – what in the task connects it with the “big idea” of the standard and element

– Briefly describe how the prerequisite skill that the student will be using to participate in the activity connects to the standard/element, if applicable.

• If the student is not working on a prerequisite skill, leave this area blank

Entry Sheets Complete an Entry Sheet for each entry.

– Remember that the Entry Sheet for 2007-2008 has 2 pages– Describe both the Primary Evidence task and Secondary

Evidence task for each collection period.• Readers are looking for a brief description of the activity in order to

better understand the evidence they will be examining

– Include the type of evidence included for each collection period

– Check dates on Entry Sheet and evidence included in the entry to ensure a match of dates and that adequate time (21 calendar days) has been allowed.

Non-Scoreable Entries: How to Avoid Them

• ME = Missing EntryThe entry is missing from the portfolio

• Have someone other than yourself check to ensure all entries needed are in the portfolio before submission

• Remember there must be two entries for ELA and two for Mathematics; in grades 3 – 8 and 11 there must be one entry in Science (paired with a Characteristics of Science standard) and one entry in Social Studies


• ES = Entry Sheet Error

The entry sheet is incomplete or incorrect• Use the Electronic Entry Sheet when possible to help

ensure correct standards/elements are chosen• Complete both pages of Entry Sheet• Have someone other than yourself check to ensure all

entries needed are in the portfolio before submission

Non-Scoreable Entries: How to Avoid Them• NA = Not AlignedThe entry does not reflect a connection betweenthe instructional tasks and the curriculumstandard

– Review ideas for tasks and materials with others, including general education teachers, to ensure that the activity AND the student’s work address the “big idea” of the standard and element (even if at a prerequisite level)

– Be able to explain the relationship and connection between the instructional task, student work, and the curriculum standard, and record that on the Entry Sheet

– Be sure the same standard and element (if applicable) are used for all four pieces of evidence.


• OG = Off GradeThe standard selected is not at the appropriate

grade level• Check each student’s FTE grade BEFORE beginning the

portfolio to ensure all required components for the grade are addressed

• Check and use the correct Blueprint and Curriculum Standards for the student’s grade

• Have someone other than yourself check to ensure all entries needed are in the portfolio before submission


• IE = Insufficient EvidenceThe entry cannot be scored because it contains insufficient

evidence of the student’s performance, or the student’s performance cannot be verified by the information provided.

• Be sure to document/annotate ALL EVIDENCE• Provide the documentation/annotation on the evidence

itself, not on Entry Sheet• Be sure to include a key for data sheets, work samples are

checked and graded (with answers) for correctness • Ensure that both Primary and Secondary Evidence is

included for each collection period in an entry AND that the evidence matches the task description on the Entry Sheet


• IE = Insufficient Evidence

The entry cannot be scored because it contains insufficient evidenceof the student’s performance, or the student’s performance cannot beverified by the information provided.

• Be sure to include at least 2 captioned photos when using Captioned Photographs as evidence

• Ensure that the photos taken show the STUDENT WORK, not the instructional material utilized

– Show the student participating in the task, completing the task, or the finished product, along with the annotation, NOT the teacher created material used for instruction only.


• IE = Insufficient EvidenceThe entry cannot be scored because it contains insufficient

evidence of the student’s performance, or the student’s performance cannot be verified by the information provided.

• Be sure to include at least 2 captioned photos when using Captioned Photographs as evidence

• Have someone other than yourself review the evidence to ensure that all pieces are:

– included in the entry– clearly documented /annotated – including student performance!– accurately dated– accessible (when using Audio or Video format, can be opened on more

than one machine and includes an understandable script)


• IS = Ineligible StandardThe standard selected is not eligible for assessment

as required by the Blueprint (Appendix D).• Check and use the correct Blueprint and Curriculum

Standards for the student’s grade• Use the Electronic Entry Sheet when possible to help

ensure correct strands/standards/elements are chosen• Ensure that a different stand/standard/element was chosen

for both Entry 1 and Entry 2 in ELA or Mathematics• Have someone other than yourself check to ensure all

entries needed are in the portfolio before submission


• IT = Insufficient Time

There is less than the minimum required time (3 weeks) between collection periods.

• Ensure that all dates on the evidence are accurate• Use a calendar to count the number of days between the date

of Primary Evidence in Collection Period 1 and the date of Primary Evidence date in Collection Period 2

• Secondary Evidence should be collected within the same time vicinity as Primary Evidence for each Collection Period

• Have someone other than yourself check to ensure all pieces of evidence are clearly dated and meet the timeline requirements

GAA Resources

• GAA webpagehttp://www.gadoe.org

Click on ‘Curriculum & Instruction’

Click on ‘Testing’

Click on ‘Georgia Alternate Assessment’

• Access to the GPS for Students w/Significant Cognitive Disability

http://www.georgiastandards.org/impairments.aspx

GAA Resources

Found on the GAA Webpage• 2006-2007 Score Interpretation Guide• 2007-2008 Examiners’ Manual• 2007-2008 Test Coordinators’ Manual• Electronic Forms

GAA Resources

Found on the GAA Webpage• Frequently Asked Questions• Fall 2007 Workshop Presentation • 2006-2007 Post Administration Workshop

Presentation

Access to the Curriculum Resources

• Found on the Access to the GPS for Students with Significant Cognitive Disabilities website

• PowerPoint Presentations• Videos of initial Access to the GPS trainings and

students participating in aligned activities• Worksheets/rubrics/datasheets• Aligned activities• Resource Guide

Access to the Curriculum Resources

• Access to the GPS Electronic Resource Board• PowerPoint Presentations• Activities and materials submitted by teachers (covering

all grade levels, content areas and various standards)• Datasheets• Resources• Questions and Answers• Updates

Elluminate Sessions

Presented by Assessment Division: • http://elluminate.gavirtualschool.org/testing/index.html• 2006-2007 Post Administration Workshop (7/13/07)• GAA Review (12/10 or 12/13/07)

Presented by Special Education Division:• http://elluminate.gavirtualschool.org/doe/index.html • Access to the GPS Cognitive Disabilities (9/13/07,

10/11/07,11/8/07, 1/10/08, 2/7/08, 3/13/08)

GaDOE Resources

GAA

Assessment Administration Division

Deborah [email protected]

Division for Special Education Services and Supports

Toni [email protected]

Curriculum Access

Division for Special Education Servicesand Supports

Kayse [email protected]

Jessie [email protected]

Documents

Georgia Alternate Assessment: A Review. This session will cover: An overview of the GAA Lessons learned from year 1 Scoring Putting together this year’s