SLOs for Students on
GAA
January 17, 2014
2013-2014
GAA SLO Submissions
January 17, 2014
• Thank you for coming today. The purpose of the
session today is to provide you with general
information about SLOs for teachers with students on
GAA.
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Teachers of
Students With Disabilities
• All teachers in Race To The Top districts must have a
student growth measure (SLO and/or SGP) in 20132014.
• Teachers who provide instruction in classrooms or
courses with less than 15 students are required to
administer SLOs.
• DOE has provided the areas to be assessed and the
Rubric to be used.
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Students Assessed Using GAA
• Required rubrics utilize academic standards.
• ELACC Comprehension and Collaboration Speaking
and Listening
• ELACC Reading Literacy Key Ideas and Details
• Districts will use the Comprehension and Collaboration
Rubric OR the Reading Literacy Rubric.
• Districts may use the Comprehension and
Collaboration Rubric AND the Reading Literacy Rubric.
• Richmond County will use - ELACC Reading Literacy Key
Ideas and Details for grades- 2, 5, 6, 10 and 12.
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Students Assessed Using GAA
• The ELA and Reading standards utilized in the rubrics
were chosen based on frequency of use in the GAA.
• Student information/data generated for the SLO may
come from instruction in the same standards that have
been chosen for the GAA if the district determines it to
be appropriate. Please note that the materials chosen
as assessment evidence to be placed in the GAA binder
are secure and cannot be duplicated. However,
performance data can be collected during these
activities.
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Students Assessed Using GAA
• K-2 grade students who will be participating in GAA
when entering the 3rd grade should be included in the
SLO assessment.
• It is a district decision whether all students assessed by
GAA participate in other course SLOs. RCSS students
will not participate.
• For example, high school art or middle school chorus
• If students do participate, please utilize the
appropriate code when reporting student data on
the district SLO data spreadsheet.
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Reading Literacy and Comprehension and
Collaboration Rubrics
• The rubrics are designed to be flexible.
• Individualized student needs
• Various scenarios and/or performance tasks
• The consistency of the SLO assessment
development process will be reflected in the
use of the rubric because the student growth
measures may be individualized based on the
needs of the student.
• This information will be provided on the DVD
that you will be receiving.
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Reading Literacy Rubric
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Comprehension and Collaboration Rubric
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Process Followed……
• Reviewed the rosters of the teachers.
• Selected the grade level(s) which will utilize the GAA
SLO.
• Remember the SLO does not have to be inclusive of all
students in the class.
• Student growth measures are not fully implemented. There
may be courses in a teacher’s day that do not have growth
measures.
• The minimum requirement for teachers in Race To The
Top districts is one growth measure during the 20132014 school year
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Process Followed……
• Determined which grade level will be used for the SLO for each
teacher.
• Identified which students are in that grade level.
• Decided if one or both rubrics will be used.
• Reviewed the example scenarios on Share Point, GAA Resources, or
other curricular supports.
• Developed new scenario for middle school.
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Example of a Scenario
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Example of Scenario
The district will determine the specific information
included in the scoring section of the rubric based on the
scenario.
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Completed Rubric From Example Scenario
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Accessing the General Curriculum for Students
with Significant Cognitive Disabilities
• The No Child Left Behind Act (NCLB) of 2001 requires states to
develop a set of standards which provide challenging content
for all learners. The Individuals with Disabilities Education Act
(IDEA) requires that students with disabilities have access to
the general curriculum as well as an educational plan that
meets their unique academic, developmental and functional
needs.
Materials and Resources
• In order to ensure that all of the materials and resources are
available, you will be provided a CD with sample resources and
tasks.
• You will need to have at least 3 pieces of evidence
documenting the students’ progress between February 1,
2014 – April 30, 2014.
Maintaining Scores and
Documentation
• When the pre-test window opens, teachers will be asked to
enter pre-test scores in Infinite Campus. Your pre-test scores
will be 0.
• It is my understanding that there is a place in Infinite Campus
to enter the pre-test and post-test scores. This should be
located in the grading section.
• Please maintain your rubrics and work samples. I am still
gathering information about the process. Once it has been
determined how the information should be maintained, I will
let you know.
Accessing the General Curriculum for Students
with Significant Cognitive Disabilities
• Instruction based on the Common Core Georgia Performance
Standards (CCGPS) is to be provided for all students. Students
with the most significant cognitive disabilities can receive
access to the curriculum through instruction that addresses
IEP skills in the context of the CCGPS and through instruction
on relevant life skills
Accessing the General Curriculum for Students
with Significant Cognitive Disabilities
• The Individuals with Disabilities Education Act (IDEA) and No
Child Left Behind (NCLB) require access to appropriate gradelevel educational standards developed by the state be
provided for students with significant cognitive impairments.
Accessing the General Curriculum for Students
with Significant Cognitive Disabilities
• Access to the GPS can be in the form of objectives in the
Individual Education Program (IEP) aligned (matched) with
standards in the GPS or in the form of grade-level activities in
which the student will practice and use skills and knowledge.
Students will be assessed on using these skills as part of their
educational program through the Georgia Alternative
Assessment (GAA), when required
Accessing the General Curriculum for Students
with Significant Cognitive Disabilities
• Providing access to grade-level GPS will be different for each
student, based upon individual strengths and needs. Teachers
may utilize different types of instructional materials to teach
academic content (including pictures, symbols, tactile objects,
adapted books, and assistive technology), and students may
show understanding using different methods (including using
Augmentative/Alternative Communication (AAC) devices to
answer questions, matching symbols or tactile objects, using
switches to make choices).
Accessing the General Curriculum for Students
with Significant Cognitive Disabilities
• Other skills important to the student, such as adapted
behavior, self-help, communication and motor, will continue
to be a part of each student’s IEP and instructional day.
• Providing access to the general curriculum is not optional it
has been required for several years.
Accessing the General Curriculum for Students
with Significant Cognitive Disabilities
• The Georgia Department has developed many resources to
support the instruction of students with significant cognitive
disabilities. These resources will support instruction,
achievement and can lead to a meaningful diploma that
reflects the achievements of the students. These resources
can be found on the CCGPS Resource Board.
Accessing the General Curriculum for Students
with Significant Cognitive Disabilities
• If you do not currently have a password to access the
Resource Board, click on following link:
https://www.gadoe.org/Curriculum-Instruction-andAssessment/Special-Education-Services/Pages/CurriculumAccess-for-Students-with-Significant-Cognitive-Disabilities.aspx . Then click on the Related Document, ‘How to access
the CCGPS Resource Board’, on the right.
Graduating Students with
Significant Cognitive Disabilities
In order for a students with Significant Cognitive Disabilities to
graduate they must meet THREE criteria and may graduate and
receive a regular high school diploma when the student’s IEP
team determines that the student
has:
(I) completed an integrated curriculum based on the GPS that
includes instruction in Mathematics, English/Language Arts,
Science and Social Studies as well as career preparation, self
determination, independent living and personal care to equal a
minimum of 23 units of instruction, and
Graduating Students with
Significant Cognitive Disabilities
(II) participated in the GAA during middle school and high school
and earned a proficient score on the high school GAA in
Mathematics, English/Language Arts,
Science, and Social Studies, and
(III) reached the 22nd birthday OR has transitioned to an
employment/education/training setting in which the supports
needed are provided by an entity other than the local school
system.
Graduating Students with
Significant Cognitive Disabilities
• Please be reminded that the student cannot graduate with a
regular diploma unless ALL three components have been met.
• Make sure that the staff responsible for entering exit codes
and graduation types enter the correct information for your
students.
• Once a student has been coded as receiving a regular diploma,
we can no longer “count” the student.
Thank You