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New System Test Coordinator’s Overview of State-Mandated Assessment Programs Fall 2013

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New System Test Coordinator’s Overview of State-Mandated Assessment Programs Fall 2013

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  1. New System Test Coordinator’s Overview of State-Mandated Assessment ProgramsFall 2013 Assessment Division Recording Link (8/8/13): https://sas.elluminate.com/mr.jnlp?suid=M.5AB481AA2D63B013AF7C062591F3A7&sid=2012003 Recording Link: (8/15/13): https://sas.elluminate.com/mr.jnlp?suid=M.9AF69BE7E5A76781E0AA1E03476A3D&sid=2012003

  2. Agenda A) General Information for New System Test Coordinators B) Program Overviews • Criterion-Referenced Competency Tests (CRCT) • Criterion-Referenced Competency Tests – M (CRCT-M) • Assessing Comprehension and Communication in English State to State for English Language Learners (ACCESS for ELLs) & Alternate ACCESS For ELLs • Georgia Alternate Assessment (GAA) • End of Course Tests (EOCT) • Georgia High School Graduation Tests (GHSGT) • Georgia’s Writing Assessments • National Assessment of Educational Progress (NAEP) • Georgia Kindergarten Inventory of Developing Skills (GKIDS) • Online Assessment System (OAS) • MyGaDOE Portal • Q & A • Contacts

  3. Contact InformationOffice Main: (404) 656-2668 or (800) 634-4106Office Fax: (404) 656-5976 Melissa FincherAssociate Superintendent, Assessment and Accountability (404) 651-9405; mfincher@doe.k12.ga.us Melodee Davis, Ph. D. Director, Assessment Research and Development (404) 657-0312; medavis@doe.12.ga.us Anthony Eitel Director, Assessment Administration (404) 656-0478; aeitel@doe.k12.ga.us

  4. Assessment & Accountability Associate SuperintendentSupport Staff ¤ Melissa Fincher ¤ Connie Caldwell ¤ Joni Briscoe Assessment Administration – Anthony (Tony) Eitel ∞ Bobbie Bable ∞ Deborah Houston ∞ Michael Huneke ∞ Robert McLeod ∞ Mary Nesbit-McBride ∞ August Ogletree Assessment Research & Development – Melodee (Dee) Davis ∞ Sheril Smith ∞ Niveen Vosler Race to the Top Specialists: ∞ Dawn Souter ∞ Jan Reyes ∞ Kelli Wright Accountability – Joanne Leonard ∞ Nancy Haight ∞ Cowen Harter ∞ Paula Swartzberg Growth Model ∞ Allison Timberlake ∞ Qi Qin

  5. Assessment Program Contact Information Criterion Referenced Competency Tests (CRCT) Robert McLeod 404.656.2589 robert.mcleod@doe.k12.ga.us End of Course Tests (EOCT) Mary Nesbit-McBride 404.232.1207; mmcbride@doe.k12.ga.us Georgia High School Graduation Test (GHSGT), Writing Assessments, Online Assessment System Michael Huneke 404.232.1208; mhuneke@doe.k12.ga.us National Assessment of Educational Progress (NAEP), Georgia Kindergarten Inventory of Developing Skills (GKIDS) Bobbie Bable 404.657.6168; bbable@doe.k12.ga.us Criterion Referenced Competency Tests - Modified (CRCT-M) August Ogletree 404.463.6675 aogletree@doe.k12.ga.us ACCESS for ELLs, Georgia Alternate Assessment (GAA) Deborah Houston 404.657.0251; dhouston@doe.k12.ga.us

  6. Important Web Links • Assessment : http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/default.aspx • Accountability: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Accountability/Pages/default.aspx • MyGaDOE Portal: https://portal.doe.k12.ga.us/login.aspx • Professional Standards Commission http://www.gapsc.com

  7. Georgia’s Student Assessment Program • The primary purposes of Georgia’s assessment program are: • To provide a comprehensive perspective of academic achievement at the student, class, school, system, and state levels. • To provide useful information to aid: • teachers and administrators in instructional planning; • students and their parents in personal decision making; • educators and the general public in evaluation of educational programs.

  8. Important Resourceshttp://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/default.aspx • Student Assessment Handbook • State Board Rule 160-3-1-.07: Testing Programs - Student Assessment • State Testing Calendar • Test Administration Manuals • System & School Coordinators’ Manual • Examiner’s Manuals • Update Bulletins

  9. Things you need to know… • Never hesitate to call or email • Testing is all about logistics, careful planning, and clear communication • The Student Assessment Handbook is an important resource for you – along with the manuals for each specific program • Superintendent’s Certification Form is due twice a year: January 31 (for July – December) and July 31 (for January – June) • Submit via the MyGaDOE portal • Principal’s Certification Form is now due after each administration http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Information-For-Educators.aspx. Retain at the system level for 5 years

  10. Overview of the Calendar for 2013 – 2014http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Information-For-Educators.aspx August 2013 • EOCT Mid-Month & Retest Administration (Aug. 5 – 23) September 2013 • GAA Main Administration & Re-Test Options 1 & 2 Open (Sep. 3) • GHSGT Retest Administration (Sep. 9 – 13) • EOCT Mid-Month & Retest Administration (Sep. 16 – 27) • GHSWT Main Administration (Sep. 25 – 26) October 2013 • EOCT Mid-Month & Retest Administration (Oct. 14 – 25) November 2013 • GHSGT Retest Administration (Nov. 4 - 15) • EOCT Mid-Month Administration and Retest Administration (Nov. 11 - 22)

  11. Overview of the Calendar for 2013 – 2014 December 2013 • EOCT Winter Administration (Dec. 2 – Jan. 10) January 2014 • GAA Retest Administration (Option 3) (Jan. 6 – Mar. 28) • Grade 8 Writing Assessment (Jan. 22 – 23) • ACCESS for ELL window opens (Jan. 21 – Mar. 4) • NAEP Assessments – in sampled systems/schools (Jan. 27 – Mar. 7) • EOCT Mid-Month & Retest Administration (Jan. 14 – 25) February 2014 • EOCT Mid-Month & Retest Administration (Feb. 10 – 21) • GHSWT Re-Test Administration (Feb. 26 – 27) March 2014 • EOCT Mid-Month & Retest Administration (Mar. 3 – 14) • Grade 5 Writing Assessment (Mar. 5 – 6) • Grade 3 Writing Assessment Data Collection (Mar. 17 – 28) • GHSGT Spring Administration (Mar. 17 – 28) • GAA Main Administration & Re-Test Windows Close (Mar. 28)

  12. Overview of the Calendar for 2013 - 2014 April 2014 • CRCT Main Administration (Mar. 31 – May 2) • CRCT-M Main Administration (Mar. 31 – May 2) • EOCT Spring Administration (Apr. 28 – June 6) May 2014 • GKIDS Administration Closes (May 9) • CRCT Retest Administration (May 12 – July 25) • CRCT-M Retest Administration (May 12 – July 25) June 2014 • EOCT Retest Administration (June 16 – July 18) • EOCT Summer Administration (June 16 – July 18) July 2014 • GHSGT Retest Administration (July 14 – 18) • GHSWT Retest Administration (July 16)

  13. Webinar Dates Memo found at: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Information-For-Educators.aspx In most cases, multiple repeating live sessions are conducted to provide you schedule flexibility. Sessions are also recorded for later viewing. Note: Additional sessions may be announced as needed. Each session has a unique URL that will be provided in advance of each session.

  14. Contractor URLS, accounts, and Passwords

  15. Contractor URLS, accounts, and Passwords

  16. Proactive planning is key to your assessment program’s success • The Student Assessment Handbook is a critical resource and reference. • Stakeholders will want their test results immediately upon receipt – so plan ahead for communication and distribution. Timelines – especially in the spring – tend to be tight. • Schedule your local trainings in advance . . . Check your local calendar for possible conflicts and schedule locations in advance. • You will find yourself working closely with all divisions of your school system . . . Special Education, Title III/EL, Technology, Student Information Systems, Building/Grounds/Maintenance, etc. • Know (or have access to information about) your Students with Disabilities . . . Particularly those who are visually impaired and/or who require Assistive Technology for testing. • There will be a high level of public and media interest (and scrutiny) of your assessment program, procedures, and results. Your local Board will have a high level of interest as well. • Logistics are key! Having procedures for the receipt, distribution, and return shipment of secure materials is critical. Deadlines are frequent . . . and critical to meet. • The ordering of materials occurs far in advance of each testing window – having data (such as enrollment numbers) on hand is critical. • Planning for a test begins up to 3 months prior (ordering materials) to 2 months past (distributing and interpreting results throughout your system). • Create procedures to receive and investigate irregularity reports in your system. • As much as possible . . . plan for the unexpected (bad weather, staff absences, fire alarms that go off, etc.).

  17. Robert McLeod, Assessment Specialist (404) 656-2589 robert.mcleod@doe.k12.ga.us Criterion-Referenced Competency Tests (CRCT)

  18. CRCT Overview Georgia law, as amended by the A+ Education Reform Act of 2000, requires that all students in grades one through eight take the CRCT in the content areas of reading, English/language arts, and mathematics. Students in grades three through eight are also assessed in science and social studies. The CRCT only assesses the content standards outlined in the state-mandated content standards. * Due to budget constraints, grades 1 and 2 will not be administered during the 2013-2014 school year.

  19. CRCT Purpose The CRCT is designed to measure how well students acquire the skills and knowledge described in the state-mandated content standards in Reading, English Language Arts, Mathematics, Science and Social Studies. The assessments yield information on academic achievement at the student, class, school, system, and state levels. This information is used to diagnose individual student strengths and weaknesses as related to the instruction of the state mandated content standards, and to gauge the quality of education throughout Georgia.

  20. CRCT Grade Levels and Content Areas • Grades 3 – 8: Reading, English Language Arts, Mathematics, Science, and Social Studies • Due to budget constraints, grades 1 and 2 will not be administered during the 2013-2014 school year.

  21. Unique Features of the CRCT • All third grade students are required to achieve grade level scores on the CRCT in Reading. All fifth and eighth grade students are required to achieve grade level scores on the CRCT in Reading and Mathematics. • Students who performed below grade level in promotion and retention grades and content areas must be offered a retest opportunity. • The online retest option is available and has proven very successful in districts that have used it • In addition to irregularities (IR) and invalidations (IV), there are potential Participation Invalidations (PIV) for students who receive accommodations not on the list of state-approved accommodations and/or not in the student’s IEP. • The first set of reports are sent to systems with a 5-business day turnaround after representative sample is reached.

  22. CRCT Test Score Ranges • Performance Level 1 < 800 = Does Not Meet • Performance Level 2 800 – 849 = Meets The Standard • Performance Level 3 850 or above = Exceeds The Standard • Scale scores may range from a low of 650 to a high of 910 or above for each grade and content area. Highest and lowest obtainable scale score can differ by test.

  23. CRCT Important Dates

  24. Considerations for Scheduling for CRCT and CRCT Retest • There are important considerations to keep in mind when seeking to ensure that your main and retest windows are scheduled to allow for the receipt of PL 1 reports in a timeframe that offers adequate time for timely parent notification, for preparation of materials/online test setup, and for required remediation and instructional support to students. Careful planning is needed – especially in instances where a district elects to test both late in the main administration window and also retest before the close of school (for many districts this will be the week of May 19 this year). • CTB provides a 5 business day turnaround for electronic posting of PL 1 summaries. This can also be calculated as 8 days (to account for weekends) from the pickup date with the pickup date counting as day 1. • The 5 business day turnaround applies after the representative sample has been reached. To use as a reference, for 2013, the representative sample was met the week of April 29. Dependent upon a district’s last day of schools, those that test early in the window should have ample time to prepare and complete retesting prior to the close of school.

  25. CRCT Scheduling – Cont. As a guide in determining if your testing schedule will provide adequate time for notification of parents, preparation for the retest, and providing required instruction/remediation between receipt of PL 1 reports and the retest: • Look at your retest start date (and does it provide for a 5 day window) • Count back from your retest start date the projected number of days for accelerated, differentiated, or additional instruction for those who obtain a score of Does Not Meet (PL 1) • To have electronic main administration results prior to beginning your remediation programming, count 8 calendar days prior to the remediation start date; this is the latest date your main administration scorable materials should ship • Now look at the start date for your main administration. Are there a minimum of 9 days between the first and last day of your main administration window prior to the ship date? Day 9 can also be your ship date provided any day 9 makeups are included in your shipment.

  26. CRCT Scheduling – Cont. Scheduling pick up of scorable materials • During the CRCT enrollment window, you will be required to provide CTB with a pickup date not more than 5 days after the close of your 9 day main administration window – ex. if your testing window closes on April 23, 2014, then your pick up date should be no later than April 30, 2014 • For pickup date changes after the enrollment window closes, contact CTB 2 weeks in advance to ensure your pickup request can be adjusted.

  27. CRCT Resources The following materials are available from the CRCT homepage: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/CRCT.aspx • Test Coordinator’s Manual (TCM) • Test Examiner’s Manual (TEM) • Sample Answer Document • Middle Grades Mathematics Formula Sheet • Content Weights • Content Descriptions • Study Guides • Update Bulletin • CRCT Extraction Tool • Score Interpretation Guide • Promotion and Retention Guidelines • http://www.gadoe.org/External-Affairs-and-Policy/Policy/Pages/Promotion-and-Retention.aspx

  28. August Ogletree 404.463.6675 aogletree@doe.k12.ga.us Criterion-Referenced Competency Tests – MODIFIED (CRCT-M)

  29. CRCT – Modified (CRCT-M) • The CRCT-M is a grade-level alternate assessment for eligible students who receive special education services. • The CRCT-M assesses the same grade-level state mandated content standards as the Criterion-Referenced Competency Tests (CRCT) • Items on the CRCT-M have been edited and/or enhanced to increase the accessibility for the eligible students, allowing them to demonstrate more consistently what they know and can do. • The CRCT-M is administered in grades 3 – 8 in the areas of Reading, English Language Arts, and Mathematics

  30. CRCT-M Participation Guidelines For each content area . . . Special Notes: • In order for a student who has achieved “Basic Proficiency” on the CRCT-M the prior year to remain on the CRCT-M the following year, the IEP team should review other evidence such as national and local tests that the district administers, class tests, and other student work. After consideration of all evidence, the IEP team determines the appropriate assessment for the student (CRCT or CRCT-M) and documents the decision in the IEP. • Students who earned a Basic Proficiency score on a content area CRCT-M for two (2) or more consecutive years are ineligible to participate in the CRCT-M in that content area in 2012-2013. The performance of these students indicates that they are ready to take the general assessment (CRCT). Guidelines document posted at: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/CRCTM-Resources.aspx

  31. CRCT-M Participation Guidelines • The decision should not be related to: • Time receiving special education services; • Excessive or extended absences; or • Language, cultural, or economic differences; • The decision may not be based solely on the student’s disability and must be an IEP team decision, not an administrative one. • Guidelines posted at: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/CRCT-M.aspx

  32. CRCT-M Test Score Ranges • Performance Level 1 < 300 = Below Proficiency • Performance Level 2 300 – 329 = Emerging Proficiency • Performance Level 3 330 or above = Basic Proficiency • Scale scores may range from 200 to 430 for each grade and content area. Highest and lowest obtainable scale score can differ by test.

  33. CRCT-M Resources The following materials are available from the CRCT-M homepage: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/CRCTM-Resources.aspx • Participation Guidelines • Parent Brochure • Test Coordinator’s Manual (TCM) • Test Examiner’s Manual (TEM) • Sample Answer Document • Study Guides • Frequently Asked Questions • Score Interpretation Guide • Sample Tests • Read Aloud Guidelines

  34. Deborah Houston, Assessment Specialist (404) 657-0251 dhouston@doe.k12.ga.us ACCESS for ELLs

  35. ACCESS for ELLs Overview • ACCESS for ELLs is administered annually to all English learners in Georgia. • ACCESS for ELLs is a standards-based, criterion-referenced English language proficiency test designed to measure English learners’ social and academic proficiency in English. • It assesses social and instructional English as well as the language associated with language arts, mathematics, science, and social studies within the school context across the four language domains. • The Alternate ACCESS for ELLs debuted in the Georgia assessment program in Winter 2013. Refer to the Student Assessment Handbook for participation criteria. (Target Population: Students assessed via the GAA who are also designated as EL.)

  36. ACCESS for ELLs Purpose ACCESS for ELLs meets the mandate of ESEA requiring states to evaluate annually EL students in grades K through 12 on their progress in learning to speak English.

  37. ACCESS for ELLs Domains • Language Domains—Listening, Speaking, Reading, and Writing • Composite Scores • Oral Language (50% L + 50% S) • Literacy (50% R + 50% W) • Comprehension (30% L + 70% R) • Overall (15% L + 15% S + 35% R + 35% W)

  38. Who is required to take ACCESS for ELLs? • Administered to all English learners in Georgia, in grades K-12. • The kindergarten assessment is an individually administered, adaptive test. • All EL students must be assessed. • EL-Monitored (EL-M) students must NOT be assessed.

  39. ACCESS for ELLs Unique Features • Three tiered assessment to align with student’s language proficiency (Tiers A, B, C). • The training course is accessible via the WIDA Consortium website (www.wida.us). • Georgia’s training course is available after October 15 on an annual basis. • System Test Coordinators are responsible for enrolling all examiners. • ACCESS Listening will be administered through media for the first time in 2013-2014.

  40. ACCESS for ELLs: Important Dates2013-2014 (including Alt ACCESS)

  41. ACCESS for ELLs Resources • WIDA: www.wida.us • WIDA Help Desk: help@wida.us *1-866-276-7735 (toll free) • District and School Test Administration Manual for grades 1-12 • Test Administration Manual for Kindergarten Note: Examiners must read the appropriate manual for the grade level they are administering. http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/ACCESS-for-ELLs.aspx For ESOL/Title III Program information, contact Cori Alston by phone (404-656-2067) or email calston@doe.k12.ga.us

  42. Deborah Houston, Assessment Specialist (404) 657-0251 dhouston@doe.k12.ga.us Georgia Alternate Assessment (GAA)

  43. GAA Overview • The Georgia Alternate Assessment (GAA) is a key component of the Georgia Student Assessment Program. Under the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA), states must ensure that all students, including students with significant cognitive disabilities, have access to a general curriculum that encompasses challenging academic standards. States must also ensure that all students are assessed for their progress toward meeting academic standards.

  44. GAA Purpose To ensure all students, including students with significant cognitive disabilities are: • provided access to the state-mandated content standards. • given the opportunity to demonstrate their progress in learning and achieving high academic standards.

  45. GAA Grade Levels and Content Areas Kindergarten English/Language Arts: 2 standards/entries Mathematics: 2 standards/entries Grades 3-8 English/Language Arts: 2 standards/entries Mathematics: 2 standards/entries Science: 1 standard/entry* Social Studies: 1 standard/entry High School (Administered in grade 11) English/Language Arts: 2 standards/entries: Reading/Literature and Communication Mathematics 2 standards/entries: Math I or GPS Algebra and Math II or GPS Geometry Science 2 standards/entries: Biology and Physical Science* Social studies 2 standards/entries: U.S History and Economics *Science standard(s) must be paired with a Characteristics of Science standard. Note: Due to budgetary constraints, grades 1 and 2 will not be administered during the 2013-2014 school year.

  46. GAA Unique Features • Transfer Students • Portfolio Validation & Security • Peer Review • Entries of a personal nature • Retesting opportunities for high school students (Note: A Blueprint specific to high school retesters is posted at: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GAA-Resources.aspx

  47. Primary Evidence Collection Period 1 Initial/Baseline Secondary Evidence Entry (e.g., Reading Literary Standard) Primary Evidence Collection Period 2 Progress Secondary Evidence There must be a minimum of 14 days between the Primary Evidence in Collection Period 1 and the Primary Evidence in Collection Period 2.

  48. GAA Scoring Dimensions Scores are reported in terms of rubric scores and performance levels (Stages of Progress). Emerging Progress = Basic/Does Not Meet Established Progress = Proficient/Meets Extending Progress = Advanced/Exceeds GAA Portfolios are scored for 4 discrete dimensions Fidelity to Standard Context Achievement/ Progress Generalization Scoring is holistic – all pieces of evidence are considered and the totality of the information documented about the student’s performance on the task is used to make scoring decisions. Where there are two entries, rubric scores are averaged.

  49. GAA Important Dates August 27-29, 2013 Manuals, Forms, Binders, and High School Retest Materials Arrive in Systems September 3, 2013–March 28, 2014 Administration Window October 29–December 2, 2013 Enrollment Window February 3-4, 2014 Pre-ID Labels, Student Demographic Information Forms, and Return Kits Arrive in Systems February 4-6, 2014 Mid-Year Administration Training March 14– 28, 2014 Materials Returned to Questar Assessment, Inc. for Scoring June 2–10, 2014 Systems Receive GAA Score Reports June 11–13, 2014 Post- Assessment Training