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300-400 words

Use powerpoint attached

After reviewing the power point talk about the process of having to create a GAA Portfolio for one of your students. Please think about the students you have worked with throughout the program and how would you take into account their learning style and what types of assignments you would use to assist them  in meeting the standards.

Georgia Alternate Assessment

Understanding the
Basics of the GAA
GAA Blueprint and Portfolio Components
Terminology for the GAA
Descriptions and Examples of Types of Evidence
(Adapted from GaDOE presentation)

Overview of the GAA

  • The GAA is a portfolio of student work provided as evidence that a student is making progress toward grade-level academic standards, often at a pre-requisite or entry level.
  • Evidence provided must show student work that is aligned to specific grade-level standards, adapted to meet the student’s cognitive, communication, physical and/or sensory impairments.
  • The Georgia Alternate Assessment meets ESEA and IDEA mandates.

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The portfolio is a collection of student work for each content area that is compiled within a 3-ring binder.

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Overview of the GAA

  • The portfolio system is flexible to allow for the diversity of the students participating in the GAA.

Evidence for the portfolio is collected throughout the assessment window (September 4–March 29).

This type of assessment allows for the student’s best work to be submitted as evidence of what the student knows and can do in reference to the curriculum standards and elements being assessed for the portfolio.

  • Students will be assessed in the same content areas as their peers on the grade-level content standards.

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GAA Blueprint and

Portfolio Components

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GAA Blueprint

  • The Blueprint identifies the curriculum standards that are required and eligible for assessment on the GAA.

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  • The curriculum standards are the goals for instruction, learning, and assessment in each of the content areas.
  • Elements/indicators are the specific concepts and skills that make up the curriculum standards.
  • The curriculum standard and element/indicator descriptions, by grade, can be found in Appendix E of the GAA Examiner’s Manual.

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Curriculum Standards
and Elements/Indicators

Portfolio Components

  • Grades K*, 3-8

ELA – 2 entries

Math – 2 entries

Science – 1 entry (3-8 only)

Social Studies – 1 entry (3-8 only)

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Portfolio Components

  • Grade 11

ELA – 2 entries

Math – 2 entries

Science – 2 entries

Social Studies – 2 entries

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Terminology for the GAA

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Terminology for the GAA

  • Entry
  • Entry Sheet
  • Assessment Task
  • Evidence
  • Collection Periods

Collection Period Label

  • Alignment
  • Pre-requisite Skills
  • Primary Evidence

Work Sample

Permanent Product

Audio/Videotape

Series of Captioned Photos

  • Secondary Evidence

Observation Form

Interview Form

Data Sheet

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Entry and Entry Sheet

  • Entry

An entry for a content area consists of an Entry Sheet followed by pieces of evidence that show the student’s skill related to the standard/element indicated on the Entry Sheet.

  • Entry Sheet

An Entry Sheet is a 2-page document that must be completed and placed in front of the evidence for that entry.

It serves as a table of contents for the entry.

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Assessment Task

An assessment task is any standards-based activity that is performed by the student.

Evidence of the student’s performance on the task is submitted in the portfolio for scoring.

Tasks must demonstrate a clear alignment/ connection to the curriculum standard and element/indicator being assessed.

Look at the nouns- what was the standard and element/indicator designed to teach?

It is to the intent of the element/indicator that the tasks must align.

If there are no elements/indicators, alignment goes directly back to the standard.

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Tasks must be distinct.

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Entry Evidence

  • Primary Evidence
  • Work Sample
  • Permanent Product
  • Series of Captioned Photos (minimum of 2)
  • Media

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Evidence

  • Shows or describes the student’s performance on tasks related to the selected standard/element.
  • Secondary Evidence
  • Observation Form
  • Interview Form
  • Data Sheet
  • An additional piece of Primary Evidence

Collection Periods

  • For each entry, there are two collection periods.

Collection Period 1 shows the student’s initial skill.

Collection Period 2 shows the student’s progress.

  • For each collection period, there must be two pieces of evidence: Primary Evidence and Secondary Evidence.

Therefore, there are 4 pieces of evidence in each entry.

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Collection Periods

  • Date on the Primary Evidence for Collection Period 2 must be a minimum of 14 days after the date on the Primary Evidence for Collection Period 1.
  • Collection Period 1 evidence for an entry must be complete before Collection Period 2 evidence is begun.
  • All 4 pieces of evidence must represent different, distinct, complete events.

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Although it is not recommended, it is not currently disallowed that both pieces of evidence for a collection period be collected on the same day. In order to be scored as 2 separate tasks, the evidence must document two completely separate and distinct tasks. A task that is begun in the morning and completed in the afternoon is not a separate task. The tasks must utilize different materials or a different (but related) concept, and must demonstrate a clear beginning and end.

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Entry

(e.g., Reading

Literary

Standard)

Collection Period 1

Initial/Baseline

Collection Period 2

Progress

Primary Evidence

Secondary Evidence

Primary Evidence

Secondary Evidence

Note: There must be 14 days between Primary Evidence in CP1 and Primary Evidence in CP2.

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

14 calendar days

The Anatomy of a GAA Entry

Primary and Secondary
Types of Evidence

Descriptions and Examples

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Types of Evidence

  • Primary Evidence

Demonstrates knowledge/skills by showing the student’s engagement in tasks

  • Secondary Evidence

Reports knowledge/skills by documenting, charting, or interpreting the student’s performance

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Primary Evidence

  • Primary Evidence (shows what the student knows)

Work sample

Permanent product

Series of captioned photographs (2 or more)

Media–audio, video, CD, DVD (with script)

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Secondary Evidence

  • Secondary Evidence (reports what the student knows)

Data sheet (Charts/Graphs)

Interview

Observation (Anecdotal record)

An additional piece of Primary Evidence

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Interactive Activity

  • Review the following student entry and assign scores for Fidelity to Standard, Context, and Achievement/Progress using the GAA Scoring Rubric

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The portfolio is a collection of student work for each content area that is compiled within a 3-ring binder.

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Tasks must be distinct.

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Although it is not recommended, it is not currently disallowed that both pieces of evidence for a collection period be collected on the same day. In order to be scored as 2 separate tasks, the evidence must document two completely separate and distinct tasks. A task that is begun in the morning and completed in the afternoon is not a separate task. The tasks must utilize different materials or a different (but related) concept, and must demonstrate a clear beginning and end.

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