GAA Fall Training

GAA Fall Training

September, 2011

Training Components

Read and understand the 2011-12 GAA Examiner’s Manual

Be familiar with the Blueprint and the Curriculum Standards

Access the online GPS resources and webinars

Access the onlineGAA Resource Board View archived DOE Elluminates online View current DOE presentations online

Read and Understand the GAA Examiner’s Manual

Every teacher should have received a hard copy of the 2011-12 Examiner’s manual

If you have not yet received a copy, contact your test coordinator

Once you’ve read the manual, download and sign the verification form from the special education website and send it in the courier to me at Werz by September 30th.

GAA Website

All DOE electronic forms/resources have now been posted on the special education website

CCSS GAA Calendar

The GAA Calendar consists of self-imposed deadlines to help keep everyone on track

Many teachers finish both collections long before the deadline ~ continue to do so!

It’s understood that student illnesses may affect your ability to adhere to the deadlines

You do not have to wait to schedule a review if you are finished with a collection

Grade Level Blueprints and Curriculum Standards

Familiarize yourself with the Blueprint and Curriculum Standards for each grade level to be assessed before completing your planning sheets

These are available online and in Appendix D & E of the Examiner’s Manual

Access GPS resources and webinars online

https://www.georgiastandards.org/standards/pages/BrowseStandards/GPS-Impairment.aspx

Become familiar with the standards/elements

Understand the “Big Ideas” and “Key Concepts” for each standard and element

Get suggestions from content teachers at your school

Access GPS resources and webinars online (cont)

http://admin.doe.k12.ga.us/gadoe/sla/agps.nsf

User name (full email address)

Password (unique –assigned by DOE)

Contact Terri Baggarly if you do not have access to the board or have misplaced your password

Access the GAA Resource Board Online

Access the GAA Resource Board online(cont)

The Resource Board contains: Free downloadable activities and materials for use with students

with significant cognitive disabilities across grade levels and curricular areas

Resources (internet, literature, etc.) to provide access to the general education curriculum

Student and classroom success stories Adapted stories for all grade levels and directions on acquiring

adapted literature Instructions for acquiring adapted books Instructional strategies and best practice guidelines Data Sheets Question & Answer section for teachers to post questions and

receive responses Georgia Alternate Assessment (GAA) suggestions/tips Georgia Project for Assistive Technology (GPAT) information Activities and materials for High School Access Courses

View archived DOE Elluminate sessions online

http://www.gadoe.org/ci_exceptional.aspx?PageReq=CIEXCElluminate

Suggested archived webinars: Giving Access to the Math Standards - Math Concepts

and Relevant Life Skills for Students with Significant Cognitive Disabilities, September 10, 2009

Giving Access to English Language Arts Standards - Listening Speaking and Viewing, Writing, and Reading for Students with Significant Cognitive Disabilities, October 8, 2009

Giving Access to Science Standards - Linking Science and Life Skills and Experiences, November 5, 2009

Giving Access to Social Studies Standards - Relating Themes in Social Studies to Relevant Life Skills and Experiences, December 10, 2009

Access to ELA - Writing Skills for Students with Significant Cognitive Disabilities, January 24, 2011

http://www.gadoe.org/ci_exceptional.aspx?PageReq=CIEXCElluminate

Click “Recordings” Select month and year Select requested session Enter email address and name Click play While viewing, you may pause,

rewind, and fast forward

View archived DOE Elluminate sessions online (cont)

View current DOE presentations online

http://www.doe.k12.ga.us/ci_testing.aspx?PageReq=CI_TESTING_GAA

Available in the GAA Presentations Portlet Right sideClick “more” to access all available

presentations

Presentations Portlet

View current DOE presentations online (cont)

2011-12 Changes

Two different Student Demographic Information Forms (SDIF) will be used this year

SDIF for grades K and 3-8• Tan Form

SDIF for High School (regular administration and retesters)

• Orange Form

2011-12 Changes (cont.)

Retest InfoThere are no preprinted student labels (that go

on the SDIFs) for re-testsMust complete “box L” on SDIF

• Bubble in each retest subject• Skip box L for all other students

2011-12 ChangesHigh School Retest

Students who entered high school in fall, 2008 and later who are pursuing a regular education diploma, who are assessed on the GAA and do not achieve a proficient score in one or more content areas, will be offered retest opportunities beginning in 2011-2012.

2011-12 ChangesHigh School Retest (cont)

Retesting is required only in the content area(s) for which the student achieved a proficiency level of Emerging Progress (not proficient). For each content area requiring a retest,

both entries for the content area must be submitted.

If the student was not proficient due to receiving a “1” in Generalization, he/she must be retested in all 4 content areas.


The Grade 11 Retest Options: Retest Option 1: Administration begins on

9/6/11; High School portfolios are returned to Questar by 11/11/11. System will receive scores the week of 1/13/2012. Coweta will use Option #1.

Retest Option 2: Administration begins on 9/6/11; High School portfolios are returned to Questar by 3/30/12. System will receive scores the week of 6/1/12.

Retest Option 3: Administration begins on 1/9/12; High School portfolios are returned to Questar by 3/30/12. System will receive scores the week of 6/1/12.


You must utilize the BLACK PORTFOLIO BINDERS when administering the High School Retest.

Be certain to use the Student Demographic Information Form designated High School. Pre-ID Labels ARE NOT used for the High School

Retest. You must hand bubble all information requested on

the High School SDIF if the student is a retester. You must mark the content area(s) in which the

student is retesting as required in Box L.

2011-12 ChangesHigh School Math

The mathematics courses to be assessed for the GAA must be selected based upon the high school math course offerings designated by the local system. Integrated courses for Math I and

Math II or

Discrete courses for GPS Algebra and GPS Geometry

2011-12 ChangesHigh School Math (cont)

It is a requirement that both mathematics entries on which a student is assessed come from the same course.If taking the integrated courses, the

student must be assessed on Math I and Math II.

If taking the discrete courses, the student must be assessed on GPS Algebra and GPS Geometry.


DO NOT assess students on any combination of integrated and discrete courses!For example: A student who is assessed

on Math I for the first mathematics entry and on GPS Geometry for the second mathematics entry will receive a nonscorable code for the second mathematics entry.

This will result in a nonscorable entry.


Inte

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Math I a

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GPS A

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1st and 2nd Grade Changes

The 1st and 2nd Grade GAA participation requirement was removed beginning with the 2010-11 school year with the discontinuation of CRCT for those grades.

Most students were given local Benchmark assessments since those are required of all 1st and 2nd graders across the county.

Many felt that the Benchmark held little meaning for select students, even with maximum appropriate accommodations, and an alternative was requested.

1st and 2nd Grade Changes (cont)

Beginning with the 2011-12 school year, IEP Teams will have the flexibility to recommend participation in a “Mock GAA” for those 1st and 2nd graders who the team determines the Benchmark assessment, even with maximum appropriate accommodations, is inappropriate

This is an IEP Team decision and should be

treated and documented in the IEP as such


What is a “Mock GAA”? Selection of 1 ELA Standard and 1 Math Standard

to assess throughout the course of the year• 1st and 2nd grade standards are available at

www.georgiastandards.org or on the CCSS GAA web page Follow the same collection criteria and timeline as the

formal GAA• Mock GAA Entry sheets will be posted on the website• All other formal GAA forms may be used (annotation,

observation, interview, data sheet)• Labels will not be required• Planning sheets will not be required• A file folder may serve as the binder


Mock GAAs are considered informal assessments Hand-written entry sheets, etc., are acceptable

Scoring will be completed locally by teachers, test coordinators, and consultants after the regular GAAs leave the system

Participation in the Mock GAA satisfies the IDEA requirement that systems mandating assessments for all students in a grade level (such as Benchmarks) provide an alternative for students with disabilities, when needed.

2011-12 Changes (cont.)

Teachers who have previously administered the GAA will be given 2 work days to be used during the year to work on GAA documentation requirementsThe work days should be scheduled in

cooperation with your school administration to avoid conflicts

The special education department will pay for substitute teachers

Direct questions to Terri Baggarly

How did we do?

GEORGIA STATEWIDE (All Grades):

ELA: 89% Established or Extending ProgressMathematics: 92% Established or Extending

ProgressScience: 98% Established or Extending

ProgressSocial Studies: 98% Established or Extending

Progress

How did we do? (cont)

COWETA COUNTY (All grades):

ELA: 91% Established or Extending ProgressMathematics: 92% Established or Extending

ProgressScience: 97% Established or Extending

ProgressSocial Studies: 99% Established or

Extending Progress

Nonscorable EntriesStatewide 2010-11

NS Code Number Percent of NSPercent of all

entries

ME 77 1.63% 0.13%

ES 49 1.04% 0.08%

NA 3,369 71.44% 5.68%

IE 1,031 21.86% 1.74%

IT 143 3.03% 0.24%

OG 8 0.17% 0.01%

IS 39 0.83% 0.07%

Total4,716 of 59,288

Entries100% 7.95%

Nonscorable Entries Coweta Co 2010-11

NS CodeNumber of NS

EntriesPercent of NS

Percent of all entries

ME 0 0% 0%

ES 0 0% 0%

NA 42 91.30% 4.72%

IE 3 6.52% 0.34%

IT 0 0% 0%

OG 0 0% 0%

IS 1 2.17% 0.11%

Total46 of 890 Entries

100% 5.17%

2011-12 GaDOE GAA Training Focus

The GaDOE Testing Division and Special Education Services and Supports Division used results to guide the training focus for this year

Several key areas were identified as ongoing weaknesses to be addressed throughout the year in GaDOE Elluminate sessions

Understanding of the “intent” of each standard/element assessed

Clearing up the misunderstanding of what constitutes a prerequisite skill

Instructional vs. Assessment tasksAlignment of tasks to the standard and

elementClear and concise documentation

2011-12 GaDOE GAA Training Focus (cont)

The GaDOE Testing Division and Intellectual Disabilities Program Manager, along with Questar, did an excellent job of explaining and providing specific, relevant examples of the preceeding training points

At this time, all teachers will need to access the GaDOE Elluminate and follow the instructions to view that portion of their presentation

2011-12 GaDOE GAA Training Focus (cont)

Providing Learning Opportunities through Instruction

Teach, then Assess!

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Giving Students Opportunities to Learn

The purpose of the GAA is to measure student achievement and progress relative to selected skills that are aligned to grade level GPS.

The expectations can be different in terms of depth and/or complexity.

Assistive technology and adapted materials may be needed to give access.

The focus may be on prerequisite skills, but must apply to the grade level content and standard.

The level of instruction must be appropriately challenging for each individual student.

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Giving Students Opportunities to Learn

Access to the curriculum should be a part of ongoing instruction and should not be limited to singular events represented by the assessment tasks on the GAA.

It is vital that students participate in instructional activities prior to assessment in order to give the students the greatest opportunity to learn and retain knowledge and skills related to the academic curriculum.

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Georgia Performance Standards

Instructional Practices and Resources

Opportunities to Learn

Georgia Alternate Assessment

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Understanding the GPS

In order to best serve our students, it is vital that teachers are provided with the necessary resources and training opportunities to enable them to understand the Big Ideas of the GPS standards and elements.

Big Ideas are key concepts– the intent of the standard and element. Look for big ideas in key nouns found

in the standard and element

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Teach first, then Assess!

45

Learn

Teach

Assess

Learn

Teach

Assess

GAA

Collection Period 1

Collection Period 2

Teach first, then Assess! Opportunities for learning

Exposure to materialsActivities for learning and practice

AssessmentStudent demonstrates what they know

about the content and meaning of the standard and element

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Access to the curriculum should be a part of ongoing instruction.not a single task/event used as an

assessment task for GAA Students participate in instructional activities

prior to assessment to allow opportunities for learning concepts and skills related to the standards.

Teach first, then Assess!

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Teach, then Assess! The opportunity to learn via the academic curriculum

should be provided throughout the school year.Ongoing academic instruction should provide

access to a variety of standards from the curriculum–not just those assessed on the GAA.

Instruction between collection periods which will allow students to demonstrate the greatest amount of progress in the standards and elements on which they were assessed.

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Teach, then Assess!

The student’s knowledge, as demonstrated through Collection Period 1 evidence, demonstrates the student’s initial skill on a task that clearly connects to the intent of the standard and element. Assessment tasks for Collection Period 1 may

occur:• After introductory lessons • At the end of a unit• Prior to teaching a new unit that builds on previous

skills

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Teach, then Assess!

Additional tasks that provide exposure or practice with vocabulary or concepts related to the standards can be done for instructional purposes, but should not be used for assessment purposes.Example: a Bingo activity may provide

additional practice with vocabulary related to the Civil War but is not an assessment of knowledge of the standard.

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Teach, then Assess!

Consider the following:Matching vocabulary words such as measure,

point, and distance before the student determines the distance between two points

Learning to read a map key or compass rose before locating GA on a map

Identifying <,>,= symbols before using them to compare numbers

Word searches, crossword puzzles, word banks that expose students to the concepts of character, plot, and setting

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Teach, then Assess!

The preceding tasks could be helpful to familiarize the student with the terms, materials, and concepts used to access the standard.

However, the tasks DO NOT, in and of themselves, constitute aligned tasks.

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Teach, then Assess!

• Matching vocabulary words such as measure, point, and distance before the student determines the distance between two points.• Matching vocabulary is not necessary for

measurement. • E.g., a student can measure by comparison

and matching.

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Teach, then Assess!

• Learning to read a map key or compass rose before locating GA on a map• Georgia can be located without a map

key or knowledge of a compass rose

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Teach, then Assess!

• Identifying <,>,= symbols before using them to compare numbers• Math symbol recognition is not necessary to

compare numbers. The symbols can be learned while addition is being practiced, but it is not a prerequisite skill.

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Teach, then Assess!

• Word searches, crossword puzzles, word banks that expose students to the concepts of character, plot, and setting.• Students should show differentiated responses that give

an indication of understanding.

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Alignment Scenarios

Alignment through prerequisite skills

The intent of the standard and element

Alignment through Prerequisite Skills

Instructional 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.

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Prerequisite Skills

A Prerequisite Skill is one that is essential to the acquisition of the standard and element

Addresses the intent of the standard and element being assessed

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Is it a Prerequisite Skill? To determine if a skill is truly a prerequisite to

learning the targeted skill, the following questions should be asked :1. Can working on this skill eventually lead to the

skill targeted by the element (at a less complex level)?

2. Is the skill prerequisite for the intent of the standard and element?

3. Should acquisition of the skill be part of the instruction that precedes the assessment?

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Is it a Prerequisite Skill?M3N5 c. Understand the fraction a/b represents a equal sizedparts of a whole that is divided into b equal sized parts. Student is identifying numbers through

matching.1. Does number identification alone ever get the

student closer to an understanding of fractions?NO

2. A student has to be able to identify number representations only if the task is designed using fractional numbers.

3. In this case, number identification is not a prerequisite for this standard and element; it could be a part of the ongoing instruction that precedes the assessment via this particular task.

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Is it a Prerequisite Skill?M3N5 c. Understand the fraction a/b represents a equal

sized parts of a whole that is divided into b equal sized parts.

Student is using manipulatives to demonstrate fractional representation based on parts of a whole.

1. Can repeated exposure to parts of a whole ever get the student closer to an understanding of fractions?

YES2. This skill is a prerequisite as it addresses the intent of the

standard and element. 3. This could be a part of ongoing instruction both before and after

the baseline task is presented as a means of familiarizing the student with the terms, materials, and concepts necessary to access the standard and to show progress.

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Is it a Prerequisite Skill?S4E3 a. Demonstrate how water changes states from solid

(ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid.

Student is working on identifying different states of water (solid/ice and liquid/water).

1. Can repeated exposure to ice and water get the student closer to an understanding of how water changes to different states.

Yes 2. This skill is a prerequisite as it addresses the intent of the

standard and element. 3. This could be a part of ongoing instruction both before and after

the baseline task is presented as a means of familiarizing the student with the terms, materials, and concepts necessary to access the standard and to show progress.

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What is Alignment?

Alignment is the connection between the written, taught, and tested curriculum*.

The connection must be to grade-level academic standards.

Assessment tasks can be decreased in depth, breadth, and complexity but must still connect back to the intent of the standard and element being assessed.

*Diane Browder, UNCC, 200664

Validation Check for Alignment

When looking at the skill in isolation, can you still identify the academic domain?

Could a curriculum content expert link it back to the specific state standard?

Has the intent of the element been addressed? Do all four assessment tasks align to the standard and

element?

Have opportunities for teaching and learning aligned to the assessed content been provided?

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The Intent of the Standard and Element

The intent of the standard and element refers to the “Big Idea” that which they were designed to teach.E.g., ELA6LSV1 (b) Displays appropriate

turn taking behaviorsThe intent of this LSV standard is for the

student to display appropriate turn-taking behaviors during student-to-teacher, student-to-student, and group verbal interactions.

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Do the following tasks address the intent of this LSV standard and element?

Waiting in line for a turn at the drinking fountain

Participating in a conversation about your weekend

Playing a game of catch

Responding to questions about your likes and dislikes

NO

YES

NO

YES

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What is the intent of the following standard?

E.g., 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 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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Alignment Scenarios

Example 1: Georgia Studies Economic Understandings

SS8E5 – The student will explain personal money management choices in terms of income, spending, credit, saving, and investing.

What is the intent of this standard? What are some ways this standard can be

accessed by students with significant cognitive disabilities (SWSD)?

Consider the following examples:

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“N completed a worksheet where she had to identify coins and dollar bills by name.”

Alignment Scenarios

When looking at the skill in isolation, can you identify the academic domain?

NO Could a curriculum expert link it back to the standard?

NO Has the intent of the standard been addressed?

NO Is this a prerequisite skill for this task?

This skill is NOT a prerequisite for access to this standard.

The task is NOT aligned.

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“N was required to make a purchase, calculate her change, and stay within her budget.”

This task was submitted for the same student for Collection Period 2.

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Alignment Scenarios


YES Could a curriculum expert link it back to the

standard?YES

Has the intent of the standard been addressed?YES

Is this a prerequisite skill for this task?This is an aligned task.

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Alignment Scenarios

Example 2: Data Analysis and Probability

MM1D1– Students will determine the number of outcomes related to a given event.

(a) Apply the addition and multiplication principles of counting.What is the intent of this standard and element?What are some ways this standard can be

accessed by students with significant cognitive disabilities (SWSD)?

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“The student was given a worksheet with single digit addition symbols/facts. The student was instructed to count the pictures to write the correct number to compute the addition problems.”

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Alignment Scenarios


YES Could a curriculum expert link it back to the standard?


NO Is this a prerequisite skill needed for this task?


The task is NOT aligned.79

“The student was given a worksheet with two digit addition by one and two digits. The student was instructed to compute the addition problems.”

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Alignment Scenarios


YES Could a curriculum expert link it back to the standard?


NO Is this a prerequisite skill for this task?


The task is NOT aligned.

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Alignment Scenarios

Example 3: Data Analysis and Probability

MM1D1– Students will determine the number of outcomes related to a given event.

(a) Apply the addition and multiplication principles of counting.The following task addresses the addition and

multiplication principles of counting by adding the possible number of outcomes based on the combination of events…in a simplified way.

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“K will determine the number of possible outcomes when making sandwiches with two types of bread and two kinds of meat.”

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Alignment Scenarios


YES Could a curriculum expert link it back to the

standard?YES

Has the intent of the standard been addressed?YES

Is this a prerequisite skill for this task?This is an aligned task.

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The Dos and Don’ts of Documentation

Less Can Be More


When reviewing evidence documentation, the teacher and portfolio reviewer must ask him or herself the following questions:

What, specifically, was the student asked to do as it aligns to the standard and element?

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?86


Documentation DosProvide all necessary and required documentation Document accuracy and prompting separatelyDocumentation is specific to the individual studentDocumentation should be clear and concise

Documentation Don’tsContradictory or superfluous annotationsDocumentation of encouragement, directions, or supports (physical assistance) that do not lead the student to the correct answer

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Physical Prompt

Leads to the correct answer

Ensures correct responding

Most intrusive level of prompting

Used if student does not respond to less intrusive forms of prompting (verbal, model, etc.)

Hand-over-hand to indicate a response is physical prompting

Physical Assist

Does not lead to the correct answer

Aides the child to “independently” indicate an answer or make a selection

Used if student requires partial or full support of body

Provided by holding the child’s arms or wrists and guiding some movements

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Documentation Dos

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Documentation Dos Task description is clearly stated

Determined which item he should spend his money on first given 2 choices on an activity sheet

Student work has been clearly evaluated Answered 2 out of 4 correctly for an accuracy of 50%

Prompting has been clearly documented Type: Independent Frequency: None

Setting: Special Ed classroom Interactions: Special Ed teacher and nurse

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Documentation Don’ts

???

?

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Task description is specific, but it is unclear as to what skill the student is being evaluated on Spinning the Spinner? Gluing? Adding the money?

Answering questions about spending within his budget?

Evaluation of student work combines accuracy and prompting on multiple aspects of task Spinning: Independent = 5 pts. x 5 = 25 pts. Gluing: Full Physical = 1 pt. x 5 = 5 pts. Adding Total: Verbal = 4 pts. X 1 = 4 pts. Answ Questions: Independent = 5 pts. X 2 = 10 pts. 44/65 pts. = 68%

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Documentation of Prompting is confusing Type: Full, Verbal, Independent Frequency: Limited “Answered the questions independent of any

clues.” Setting: Special Ed classroom Interactions: Special Ed teacher and classmates

What is the nature of the interaction with classmates as it occurred during the assessment task?

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Had the focus of the task been on the student’s ability to answer questions about making spending decisions within a personal budget, he would have demonstrated a higher level of accuracy and greater independence thus contributing to a higher score in Achievement/ Progress. Accuracy: 2/2 for a score of 100% Complexity: Answered 2 Yes/No questions after

completing a multi-part task. Independence: Answered questions independently

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Documentation Dos

Observation and interview forms can be submitted as a secondary-type of evidence to document either a pre-planned or naturally occurring event that demonstrates a student’s ability on a task that is aligned to a standard and element.

In the absence of direct student work, however, it is very important that the information requested on the forms be filled out completely, specifically, and concisely in order for the student to get the appropriate score.

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Documentation Dos

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The task description is concise and specific. The student is to respond to verbally presented questions by choosing the correct symbol from a choice of (2) two.

ELA4LSV1 c. Responds to questions with appropriate information

The documentation specifically addresses the information requested–What were the questions asked of the student: “What month is it? (asked 5 times)What were the student’s responses: Chose the snowflake (January) each timeWere the student’s responses correct: Correct answers for an accuracy of 100% (5/5)

The nature of the interaction is described–Interacted with nurse who asked the quest

Prompting is clearly annotated (separate from accuracy)– Independently chose each answer


Less can be more; do not include unnecessary information

Review the documentation – without explanation, will someone else be able to understand what the student was asked to do and the connection to the standard and element?

Documentation that is unclear, contradictory, or superfluous can result in lower scores for the student–or in the entry being nonscorable.

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ELA8R1 b: Applies, analyzes and evaluates common organizational structures (e.g., graphic organizers, logical order, cause and effect relationships, comparison and contrast).

The task description is generic to cover a number of separate tasks. It is unclear what the task is or how it aligns to the standard and element.

The documentation does NOT address the information requested–What were the questions asked of the student: ? What were the student’s responses: ?Were the student’s responses correct: 22/25 88%

There is no documentation to address how the student interacted with all of these people during the assessment task.


Had the Observation Form documented a specific aligned task for which the requested information was provided, this evidence could have contributed to a higher overall score in Achievement/Progress. Accuracy: + 22/25 for a score of 88%

• Was this 25 questions total, 25 questions for each of the many tasks the student completed, or 25 questions for one particular task not specifically described?

Complexity: ?• Without knowing what the questions are, how difficult the

questions are, how many answer choices are provided, or how similar the distractors are, it is impossible to gauge the true complexity of the task.

Independence: Limited verbal prompting• Was the same prompting required each time?

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Demonstrating Achievement/Progress

Accuracy

Complexity

Independence


Achievement/Progress assesses the increase in the

student’s proficiency of skill in the aligned standards-

based tasks across the two collection periods.

Increase in the Accuracy of student responses Increase in the Complexity of the tasks Increase in Independence as demonstrated through

a decrease in the type and frequency of prompting

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Achievement/Progress is scored by evaluating the net change in accuracy, complexity, and independence from Collection Period 1 to Collection Period 2.

Both tasks in each collection period are considered together when evaluating the student’s ability.

The greater the positive increase in these dimensions, the higher the Achievement/Progress score.

102

Achievement/Progress: Accuracy

Accuracy of student work is considered across both pieces of evidence submitted for each collection period.

1. More correct responses in Collection Period 2 than in Collection Period 1; higher percentage of correct responses

2. Accuracy that stays the same across both collection periods

3. Decrease in accuracy from CP1 to CP2

4. Accuracy that is low in CP1 because the student is doing a very complex task and high in CP2 because the student is doing an easier task may not result in a higher score in A/P

103

Achievement/Progress: Accuracy

104

Example 1 Example 2 Example 3 Example 4

CP1 Primary

50%

58%

100%

100%

96%

97%

0%

10%

CP1 Secondary

65%100%

98% 20%

CP2 Primary

88%

92%

100%

100%

65%

70%

90%

95%

CP1 Secondary

96%100%

75% 100%

?

Achievement/Progress: Complexity

Many ways to demonstrate and increase in complexityMore questions or answer choices

• 5 questions to 10 questions• 2 choices to 4 choices

Different types of answer choices provided • Matching vs. Multiple Choice vs. Short Answer• Pictures vs. words

Greater similarity between distractors• Boy vs. Tree to Boy vs. Man• Correct plus unlikely to all similar/possible

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Achievement/Progress: Complexity

Move from concrete to abstract concepts • Manipulatives to pictures to words/numbers• Concrete to representational to abstract

Deeper level of knowledge within the same skill; moving from prerequisite skill to application closer to standard/element

• Describe to explain to interpret• Label to compare to analyze

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Achievement/Progress: Independence

Increase in Independence–decrease in type and frequency of promptingDecrease in EITHER prompting type OR

frequency Decrease in BOTH prompting type AND

frequency From prompted in Collection Period 1 to

independent participation in Collection Period 2

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Types

PhysicalModelGesturalVerbal

Frequency

ContinuousFrequentLimitedIndependent

108


109

Example 1 Example 2 Example 3

CP1 Primary

-Frequent Verbal-Limited Gestural

-Continuous Verbal--Limited Gestural-Partial Physical

-Limited Verbal-Limited Gestural


Independent

-Continuous Verbal

-Continuous Verbal-Frequent Verbal

CP1 Secondar

y

-Partial Physical-Continuous Verbal

Independent

-Frequent Verbal

CP2 Primary

-Limited Verbal-Limited Gestural -Limited

Verbal-Limited Gestural

-Limited Verbal


- Limited Verbal -Limited

Verbal

Independent

CP1 Secondar

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--Limited Verbal


Independent

Independence Independence Independence


If there is no change in either accuracy, complexity, or independence, A/P score is “1”

If the tasks from one collection period to the other are too different, A/P score is “1”No consistent skill to evaluate across the

two collection periods

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All students progress at different rates. It is important that the tasks on which the student is assessed

demonstrate an appropriate level of challenge for the student and represent the student’s true knowledge and skill on the standard/element.

The evidence submitted should be an authentic representation of the student’s ability.

A student may show more progress in one content area than another or in one strand than another.

A student who demonstrates “some” progress (A/P “2”) is showing progress- a “2” is good!

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THANK YOU for your participation. This presentation will be available on

the special education website for future viewing/reference

Don’t hesitate to ask questions! We are here to support you throughout this process

Direct GAA questions to

Terri Baggarly• [email protected]• (770) 254-2810 ext. 2011

Dr. Peggy Guebert • [email protected]• (770) 254-2810 ext. 2006

Your consultantYour test coordinator

GAA Fall Training

Documents

Transcript of GAA Fall Training