Planning Instruction

1
Planning Instruction

• That aligns with GPS and meets GAA requirements

2
WE DO NOT TEACH GAA!
GAA is evidence that appropriate instruction has
occurred.
3
New Curriculum Guides

• Developed by successful teachers
• Provides structure in time frame content
• Uses basic materials available to MOID/SID/PID
  classrooms
• Allows use of unit instruction to hit multiple
  grade levels and multiple standards
• Allows collection of GAA evidence earlier
• Insures instruction is aligned to standards
  throughout the year not just for GAA

4
New Curriculum Guides

• Developed by successful teachers
• Provides structure in time frame content
• Uses basic materials available to MOID/SID/PID
  classrooms
• Allows use of unit instruction to hit multiple
  grade levels and multiple standards
• Allows collection of GAA evidence earlier
• Insures instruction is aligned to standards
  throughout the year not just for GAA

5
Elementary
6
Middle School
7
High School
8
Grade level standards

• There is no expectation that our students will
  master the standards
• Progress will look very different for our
  students
• GPS does not replace our directive to teach
  functional skills as in the IEP

9
We are NOT teaching the standards

• We are aligning our instruction to GPS
• Exposing our students to same standards/content
  as their peers
• Providing ACCESS for our students to the general
  education curriculum at a meaningful level
• Success for our students will look different

10

• Students do not have to master standards
• They have to make progress with materials/context
  of the standard

11

• Examiners Manual should be in hands of person
  collecting data for GAA

• Everything is online
• There is no need to lock away the manuals, forms,
  or any materials that have not been filled out
• Teachers need access to the manual and other
  materials at all times during the process.

12

• Examiners Manual vs Blueprint

• Abbreviated blueprint lists the standard numbers
  that you can select from
• Examiners manual has all the instructions,
  examples, forms, and an expanded blueprint with
  full standard element description

13
(No Transcript)
14
(No Transcript)
15
Everything you need is online

• http//public.doe.k12.ga.us/ci_testing.aspx?folder
  ID241mlinksftGAA20Resources

16
(No Transcript)
17
Use electronic forms

• Lessens chance for errors
• Makes corrections easier
• Easier to for reader to read

18
Overview of GAA

• The 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.

19
High Stakes Testing

• Comparable to CRCT
• Must be kept in secure (i.e., locked) location
  after annotated
• CANNOT be copied for any reason including
  parents

20
Parent Report

• Cannot make copies or share entries with parents
• Parents will receive report
• Will include score on each component of rubric
• Will indicate how/what was taught

21
GAA Portfolio Components

• Grades K-2
• English/Language Arts 2 standards/entries
• Mathematics 2 standards/entries
• Grades 3-8 and 11
• English/Language Arts 2 standards/entries
• Mathematics 2 standards/entries
• Science 1 standard/entry, paired with
  Characteristics of Science Standard
• Social Studies 1 standard/entry

22
2 Collection Periods

• one to show the students initial skill and the
  second to show progress.
• The window between Collection Period 1 and
  Collection Period 2 is from a minimum of 3 weeks
  to a maximum of 5 months.

23
Primary Evidence
Collection Period 1 Initial/Baseline
Secondary Evidence
Entry (e.g., Reading Comprehension Standard)
Primary Evidence
Collection Period 2 Progress
Secondary Evidence
24

• 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

25

• Entries will be scored for 4 dimensions
• Fidelity to Standard assesses the degree to which
  the students work addresses the grade-level
  standard to which it is aligned.
• Context assesses the degree to which the student
  work exhibits the use of grade-appropriate
  materials in a purposeful and natural/real-world
  application.

26

• Achievement/Progress assesses the increase in the
  students 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 students
  tasks and skills.

27

• Generalization assesses the students 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.
• Note changes to show generalization must be
  purposeful

28
Complete an Entry Sheet for each entry

• 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.
• The Entry Sheet must be completed correctly for
  the entry to be scoreable.

29

• Think about grade-appropriate materials,
  real-world or natural applications, a variety of
  settings, and opportunities for interactions with
  peers and community members.

30
Selecting Appropriate Evidence

• Consider verbs when selecting what kind of
  evidence will demonstrate that concept show
  progress?
• Use language from standard/element (nouns
  verbs)
• Examples of good standards/elements poor
  standards/elements for GAA

31
Essentials for GAA success

• Plan ahead
• Read the manual
• Choose appropriate standards/elements
• Provide appropriate materials adaptation for
  individual progress (careful of cut paste)
• Use DOE Electronic Resource Board
• Choose evidence that shows progress related to
  standard

32
We are not teaching the standards

• We are providing our students with exposure the
  same curriculum as their general education peers.
• We are aligning our instruction with grade
  level/appropriate content
• We are allowing our students access to the
  standards

33
Our job is to provide materials and instruction
to create a bridge...
Special Education
GPS
34
Grade level or developmental?

• Overall content should be grade/age appropriate
  and similar to what general ed peers are
  experiencing
• May use materials adapted for developmental
  levels if they relate to grade level content
  (prerequisites)
• Be age respectful

35
Training powerpoint from DOE

• http//public.doe.k12.ga.us/ci_testing.aspx?PageRe
  qCI_TESTING_GAA

36
Resources Work Smarter Not Harder
37
GA DOE Electronic Resource Board

• http//gadoe.georgiastandards.org/impairment.aspx
  

38
Blog for support

• www.pickettsmill.typepad.com/pritchard

39
Free materials

• www.adaptedlearning.com
• www.intellitools.com Activity Exchange
• www.learningmagic.com

40
POWERPOINT

• www.pppst.com
• http//its.leesummit.k12.mo.us/powerpoint.htm
• NEBO

41
(No Transcript)
42
(No Transcript)