System Test Coordinators’Fall 2012 ConferenceGeneral Session Assessment Division Recording Link (8/3/12): https://sas.elluminate.com/mr.jnlp?suid=M.D066169990BE3C46BBE412AC9B4632&sid=2012003 Recording Link: (8/16/12): https://sas.elluminate.com/mr.jnlp?suid=M.7252B074761D72E8C8C04FB9E2B900&sid=2012003
Agenda • 2012-2013 State Assessments • General Announcements & Student Assessment Handbook • State Assessments & CCGPS Transition • Reminders: Secondary Assessment Transition Plan • Planning for Test Administration • Assessment Administration • Post Administration • Ethics and Assessment • Major Topics for each Assessment Program • Questions & Answers
Assessment & Accountability Assessment Administration – Anthony (Tony) Eitel ∞ Bobbie Bable ∞ Melissa Faux ∞ Deborah Houston ∞ Michael Huneke ∞ Mary Nesbit-McBride ∞ Vacancy Assessment Research & Development – Dee Davis ∞ Sheril Smith ∞ Niveen Vosler Race to the Top Specialists: ∞ Jan Reyes ∞ Robert Anthony ∞ Dawn Souter Accountability – Joanne Leonard ∞ Nancy Haight ∞ Cowen Harter ∞ Donna Kelly ∞ Meg Connor Race to the Top Growth Model ∞ Allison Timberlake ∞ Qi Qin Associate SuperintendentSupport Staff ¤ Melissa Fincher ¤ Connie Caldwell ¤ Joni Briscoe
Contact Information Criterion Referenced Competency Tests (CRCT) Vacant End of Course Tests (EOCT) Melissa Faux 404.656.5975; firstname.lastname@example.org Georgia High School Graduation Test (GHSGT), Writing Assessments, Online Assessment System Michael Huneke 404.232.1208; email@example.com National Assessment of Educational Progress (NAEP), Georgia Kindergarten Inventory of Developing Skills (GKIDS) Bobbie Bable 404.657.6168; firstname.lastname@example.org Criterion Referenced Competency Tests - Modified (CRCT-M) Mary Nesbit-McBride 404.232.1207; email@example.com ACCESS for ELLs, Georgia Alternate Assessment (GAA) Deborah Houston 404.657.0251; firstname.lastname@example.org
Contact Information Melissa FincherAssociate Superintendent, Assessment and Accountability (404) 651-9405; email@example.com Melodee Davis, Ph. D. Director, Assessment Research and Development (404) 657-0312; firstname.lastname@example.org Anthony (Tony) Eitel Director, Assessment Administration (404) 656-0478; email@example.com
2012 - 2013 Assessments • ACCESS for ELLs (K-12) (and new Alternate ACCESS) • Criterion Referenced Competency Tests (CRCT) (3-8) • Criterion Referenced Competency Tests - Modified (CRCT-M) (3-8) • End-of-Course Tests (EOCT) (Middle/High School) • Georgia Alternate Assessment (GAA) (K, 3-8, 11) • Georgia High School Graduation Tests (GHSGT) (Gr. 11/12) • Georgia Kindergarten Inventory of Developing Skills (GKIDS) (K) • National Assessment of Educational Progress (NAEP) (4, 8, 12) • Writing Assessments (3, 5, 8, and 11)
2012 – 2013 Assessments • Due to budgetary constraints, the following will not be administered during the 2012-2013 school year: • CRCT – grades 1 and 2 • GAA – grades 1 and 2
The new Alternate ACCESS for ELLs Alternate ACCESS is a newly developed, individually administered test. It is intended only for English learners with significant cognitive disabilities that are severe enough to prevent meaningful participation in the ACCESS for ELLs assessment. Alternate ACCESS is not intended for ELs who can be served with special education accommodations on ACCESS for ELLs. Decisions regarding a student's participation must be made by an IEP team. The test is available for the 1-2, 3-5, 6-8, and 9-12 grade clusters. Participation Criteria: 1. The student has been classified as an EL. 2. The student has been classified as a special education student and is receiving services. 3. The student has a significant cognitive disability. 4. The student participates in the Georgia Alternate Assessment (GAA). Importantly, students shall not be administered both the Alternate ACCESS for ELLs and the ACCESS for ELLs. http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/ACCESS-for-ELLs.aspx
General Announcements/Reminders • Do not include GTID (or FTE #’s) numbers in emails. • If secure information such as this needs to be shared via email, you may do so via the MyGaDOE Portal
General Announcements/Reminders • Please do not over-order materials – the containment of costs continues to be critically important. • Overages are provided at both system and school levels. • More than ever before, accuracy of supply orders is critical. • Be reminded that assessment data must report to the “FTE-reporting” location (the school that reports the student for FTE purposes).
General Announcements/Reminders • Reasons for non-participation in the CRCT, CRCT-M, and EOCT must be provided during Accountability Assessment Processing in the MyGaDOE Portal (Summer 2013): − Illness − Medical Emergency − Other − Unknown • Principal Certification Form – required after each administration. http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Information-For-Educators.aspx Must be kept on file by System Test Coordinator for 5 years. • Form is posted in the ‘For Educators’ portal. • Webinar schedule: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Memoranda--Announcements.aspx
Note Regarding English Language Learners (ELLs) vs. English Learners (EL) • The U. S. Department of Education (USED) has changed the term for this special population of students from English Language Learners (ELLs) to English Learners (ELs). • This change will be seen on documentation, answer documents, etc. in the 2012 – 2013 school year. • This will not impact scoring, coding, etc. This is simply a change in wording.
State Assessments and the CCGPSin English Language Arts & Mathematics • The implementation of the CCGPS begins in fall 2012 in ELA (K – 12) and Math (K – 9). • Given that our assessments should correspond to the taught curriculum, work has been taking place to transition many of our program accordingly. • This work has involved and will continue to involve GaDOE and contractor staff along with Georgia educators.
State Assessments and the CCGPSin English Language Arts & Mathematics Georgia Kindergarten Inventory of Developing Skills (GKIDS) The existing web-based application has been updated and will reflect the CCGPS in ELA and Mathematics beginning fall 2012. Revisions have been made to the administration manual and guide. The assessed domains of Science, Social Studies, Approaches to Learning, Personal/Social Development, and Motor Skills will not be changed. The structure and functionality of the web-based application will not change. Georgia Criterion-Referenced Competency Tests in Reading, English Language Arts and Mathematics The CRCT will reflect the CCGPS in the spring 2013. Current item banks have been reviewed to determine which items align to the CCGPS. In addition, during the 2011-12 year items were written specifically for the CCGPS, were reviewed by educators, and were field-tested in spring 2012. Revised Test Content Descriptions, Test Content Weights, and Study Guides will be made available for 2012-2013. There will be some slight shifts in domain weights over the two years (2013 and 2014) until the test fully reflects the emphases of the CCGPS for the 2013-2014 school year.
State Assessments and the CCGPSin English Language Arts & Mathematics Criterion-Referenced Competency Tests-Modified (CRCT-M)in Reading, English Language Arts, and Mathematics The CRCT-M will transition to the CCGPS in a slightly different manner than the CRCT. The current bank of CRCT-M items is undergoing a review for alignment to CCGPS, and the spring 2013 test will use the items that align to the CCGPS. The CRCT-M continues to be a sibling of the CRCT and will reflect similar content weights. The spring 2013 forms will not have items written specifically for the CCGPS because the CRCT-M program uses CRCT items that are modified to make them more accessible for the student population eligible to take the CRCT-M. During summer 2012, these CRCT CCGPS-based items were reviewed for inclusion into the CRCT-M. They will undergo the appropriate modifications and then be field-tested in spring 2013. Following this field testing, the items approved at data review will appear on the spring 2014 CRCT-M as operational items. Remember that the CRCT Test Content Descriptions and Study Guides are also applicable to the CRCT-M.
State Assessments and the CCGPSin English Language Arts & Mathematics End of Course Tests (EOCT) in the areas of English Language Arts and for the newly implemented Coordinate Algebra course in Mathematics The EOCT will transition to the CCGPS beginning with the Winter 2012 administration. These courses/tests include: 9th Grade Literature & Composition, American Literature & Composition, and Coordinate Algebra (a new EOCT). In 2012-2013, these tests will be comprised of items that are dually-aligned to the GPS and the CCGPS as well as items developed specifically for the CCGPS. Revised Test Content Descriptions and Study Guides will be made available for 2012-2013. The EOCT in Mathematics I, Mathematics II, GPS Algebra, GPS Geometry, Physical Science, Biology, U.S. History, and Economics will continue to be GPS-based. Once this year’s entering ninth graders advance next year (2013-2014) into Analytic Geometry, a new EOCT will become available for that course (beginning Winter 2013).
State Assessments and the CCGPSin English Language Arts & Mathematics Georgia Alternate Assessment (GAA) in the areas of English Language Arts (K, 3-8, and HS) & Mathematics (3-8) The GAA will reflect the CCGPS beginning in fall of 2012. The GAA blueprint has been revised for 2012-2013 to include the CCGPS that aligned with the previous GPS-based blueprint. The CCGPS-based blueprint is posted on the GaDOE website and will also appear in the 2012-2013 Examiner’s Manual. As with the other assessments, Science and Social Studies remain unchanged by the CCGPS transition. Special note about high school students that need to retest: the blueprint remains based upon the GPS given that these students were first assessed in grade 11 in 2012 under the GPS in ELA and Mathematics . . . Therefore, a HS Retest blueprint is posted as a separate document.
State Assessments and the CCGPSin English Language Arts & Mathematics Writing 3, 5, 8, and 11 (GHSWT) Georgia’s writing assessment program assesses writing standards that are universal and are reflected in both the GPS and the CCGPS. The current format (students respond to an “on-demand” prompt/topic) will not change. Both sets of standards require students to produce writing in the different genres and that writing reflects quality content development and organization, style, sentence formation, usage, and mechanics. These characteristics are the foundation of the rubrics for the Georgia Writing Assessments in grades 3, 5, 8, and 11. A new set of resources “CCGPS Connections Resource Guides” will be posted for each of the four grade levels. These guides are designed to illustrate the connections between the CCGPS and the writing assessments in their current format. Current plans for the common assessment being developed by PARCC include the assessment of writing in a fashion that will integrate reading and writing (beginning in 2014-2015).
Highlights of Changes to the Student Assessment Handbook • Annual edits (dates, updated glossary, new weblinks, etc.) • References to the GPS . . . Now includes the Common Core Georgia Performance Standards (CCGPS) where applicable and/or the term “state-adopted curriculum”. • Additions/Changes/Areas of Emphasis in the Test Security section and Roles & Responsibilities section. • Assessment Program updates . . . Alternate ACCESS for ELLs, CCGPS where applicable, New Coordinate Algebra EOCT, Updated EOCT “Grading” section relative to student participation, updated Lexile section. • Some new/updated forms at end of Handbook.
Secondary Assessment Transition • The Secondary Assessment Transition Plan was approved by the State Board of Education on April 13, 2011 • This plan provides for the phasing out of the Georgia High School Graduation Test (GHSGT) and an increased “weight” of the End of Course Tests (EOCT) • All students will continue to be required to take and pass the Georgia High School Writing Test (GHSWT)
Secondary Assessment Transition • In April 2011, the State Board of Education voted to adopt amendments to two rules: • Rule 160-3-1-.07: Testing Programs – Student Assessment (http://public.doe.k12.ga.us/_documents/doe/legalservices/160-3-1-.07.pdf) • Rule 160-4-2-.13: Statewide Passing Score (http://public.doe.k12.ga.us/_documents/doe/legalservices/160-4-2-.13.pdf )
Secondary Assessment Transition Plan • Cohort 1: Students entering grade nine for the first time during the 2011-2012 school year and beyond Testing Rule Amendments for this cohort include: • Removing the Georgia High School Graduation Tests as a requirement for graduation • Retaining the requirement to pass the Georgia High School Writing Test Statewide Passing Score Rule amendments include: • Increasing the contribution of EOCT to the course grade to 20% • NOTE: Students would not be required to pass the EOCT to graduate but must pass the course to earn credit
Secondary Assessment Transition Plan • Cohort 2: Students currently in high school (entered grade nine for the first time between July 1, 2008 and June 30, 2011) Testing Rule Amendments for this cohort include: • Flexibility – allowing a passing score on one of the two EOCTs in each content area to serve as an alternate demonstration of proficiency and stand in lieu of the requirement to pass the corresponding content area GHSGT • Retaining the requirement to pass the Georgia High School Writing Test Statewide Passing Score Rule amendments include: • Retaining the contribution of the EOCT to the course grade at 15%
Roles and Responsibilities • The successful implementation of the statewide student assessment program requires a concerted effort by many individuals at the local level. • The failure of any personnel to assume the responsibilities described in the Student Assessment Handbook(SAH)may result in testing irregularities and/or invalidation of scores. • Failure to assume responsibilities can have many far-reaching implications and may effect professional certification status.
Roles and Responsibilities Detailed descriptions of roles and responsibilities are provided in the SAH, 2012-2013. • Superintendent • System Test Coordinator (STC) • System Special Education Coordinator • System Title III Coordinator • Principal • School Test Coordinator • Examiner • Proctor Note: The School Test Coordinator and all Examiners must hold a PSC-issued certificate.
Scheduling Considerations • Mandated tests must be scheduled in accordance with published GaDOE testing dates. This is a provision that Superintendents document via the Supt’s. Certification Form. • The Statewide Assessment Calendar can be found on the GaDOE Testing web page in the ‘For Educators’ portlet. • http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Information-For-Educators.aspx • In scheduling each assessment, schools must adhere to the testing times prescribed in the Examiner’s Manuals. Allowing too much or too little time may result in an invalidation. • When scheduling tests, consider the optimum time to administer the tests. • Consider logistics, including time and staff availability.
Scheduling Considerations • Each system/school has the option of deciding whether students will be tested in their classrooms or in a large-group setting. • Mandated tests must be scheduled in accordance with published GaDOE testing dates. • If breaks are allowed, they should be scheduled so that an unhurried pace is maintained. The monitoring of students during an allowed/scheduled break is required. • It is strongly recommended that students are tested in a classroom setting, especially for elementary school students. • If the large-group testing option is selected, all students must be able to hear the test instructions and have sufficient workspace for writing or marking answer documents. Instructions should be delivered by the students’ examiner who is present with them in the test setting. • A sufficient number of proctors must be available to assist with test administration and monitor test security. • Plans for the effective, documented, and secure distribution and collection of test materials must be in place regardless of the type of setting used.
Materials Management • Make certain that Pre-ID label files are created accurately and uploaded in a timely manner. • All testing materials must be stored – under lock and key and with strict “key control” – in a secure central location. Each STC must implement an accounting system for the materials that are required for each test administration. This applies at both the system and school levels. • The STC should plan for the distribution of test booklets, answer documents, Examiner’s Manuals and Test Coordinator’s Manuals in a timely manner. • Secure materials should be distributed to schools as close to the beginning of the testing window as possible. • Once an answer document has a student pre-id label on it, student information bubbled on it, and/or student responses on it . . . It is considered secure.
Training Plan • The STC should develop and implement a district plan for training for each specific assessment program. • Maintain detailed attendance records with the name of each participant, responsibility, date of training, and name of assessment. • Develop a specific plan for implementing accommodations including: • ensuring students receive the right accommodations • ensuring the examiner administers the accommodation appropriately • ensuring the logistics are considered and planned for
Managing Test Security • Lock tests up! • Require students put their names on the test booklets. • Teachers should sign tests out and in – note dates, times, number checked out/checking in. • All system personnel are prohibited from reviewing contents of test booklets.* • Do not copy any secure test materials. • Monitor students. *Interpreters for the hearing impaired may review, with supervision, to plan for administration.
Materials Security • Staff members who are not involved in testing should also be aware of the school’s responsibility for test security. • Paraprofessionals, custodial staff, and others in the school who may be in classes during testing or may be near the area where tests are stored, even though they do not have direct access to tests, should be aware of security rules.
Materials Security • All personnel involved in the administration must be trained in a manner appropriate to their role; this includes all staff who are involved in the handling of secure test materials (receipt, distribution, pre/post administration activities, etc.). • Volunteers who assist in the school (non-employees) should not handle test materials or manage testing logistics but may assist in the administration in other ways (front office support, hall monitors, etc.).
Planning for a Conducive Environment • Ensure that seating spaces and writing surfaces are large enough. • Seating arranged to prevent cheating. • No cell phones or other electronic devices in the test setting. • No. 2 Pencils - Each student should have two No. 2 pencils with erasers on test days. However, there should be a supply of extra pencils and erasers available. • Keep a timing device visible - you should have a clock or watch to keep track of time during test administration. • Prior to testing, make a plan for students who finish early, arrive late, appear to be (or become) ill, etc.
Planning for Testing Administration EXAMINERS • Deliver the Examiner’s Manual with fidelity. • Verify that students’ answer documents are prepared correctly before testing begins. • Verify that students respond in the appropriate sections of the answer document (e.g., that social studies items are answered in the section marked SOCIAL STUDIES). • Verify that form numbers/letters are coded correctly on student answer documents. • Refer to the detailed listing of roles and responsibilities in the Student Assessment Handbook.
Planning for Testing Administration PROCTORS • Proctors are always recommended. • When more than 30 students are to be tested in one room, the assistance of a proctor is required. • At least one proctor is required for each additional 30 students. • If students are tested in groups of 30 or fewer, a proctor is highly recommended. • Proctors must be trained in appropriate test procedures before testing begins. Tasks which they must perform should be clearly specified. • Refer to the detailed listing of roles and responsibilities in the Student Assessment Handbook.
Planning for Testing Administration RESOURCES AND AIDS • NO dictionaries(*), textbooks, or other aids and/or resources that would provide assistance. (*EL Word to Word Dictionaries would be an exception to this if prescribed in an EL-TPC plan) • Any instructional materials that are displayed in the room, such as posters, must be covered or removed during testing. • Review the calculator policies for each program as they differ. Calculators that store text or that have graphing capabilities are not allowed on any state assessment.
Accommodations Considerations • Approved accommodations appear in the Student Assessment Handbook and in the Accommodations Manual (published 2008) • Accommodations not specified in SAH need to be pre-approved . . . Requests must be received 4 – 6 weeks in advance of the state testing window for the applicable assessment. • Advanced Reading Aids • Plan ahead for ordering electronic formats for read-alouds (such as Kurzweil) (Requests should be submitted 8 – 12 weeks in advance at minimum)
Eligible Students • Students eligible for accommodations include: • Students with Disabilities • students with individualized educational plans • students served under Section 504* • English Learners • Students qualifying for language assistance services • EL students who are also SWD • Students who have exited language assistance services in the last two years (EL-Monitored)** *Only in the rarest of circumstances would a 504 student qualify for a conditional accommodation. **EL-M students are not eligible for conditional accommodations.
Accommodations • Accommodations allow access… • they are practices and procedures in the areas of presentation, response, setting, and scheduling that provide equitable instructional and assessment access for students with disabilities and English language learners. • Accommodations reduce or eliminate the effects of a student’s disability or limited English proficiency • Accommodations donot provide an unfair advantage • Accommodations donot reduce or change learning expectations
Test Administration Accommodations • Accommodations provide access for demonstration of achievement • Allow participation • Do not guarantee proficiency • and therefore should not be selected solely as mean to help ensure proficiency • Must be required by the student in order to participate in the assessment • Must be provided during routine instruction and assessment in the classroom (both before and after the state tests are administered)
Test Administration Accommodations • Some accommodations appropriate for instruction are not appropriate for assessments • It may be appropriate to use some instructional accommodations to provide access to grade level content, but these should be faded over time • The ultimate goal is always meaningful measurement of what the student has learned as a result of instruction
Accommodations In Georgia accommodations MAY NOT • alter, explain, simplify, paraphrase, or eliminate any test item, reading passage, writing prompt, or choice option • provide verbal or other clues or suggestions that hint at or give away the correct response to the student Only state-approved accommodations may be used on state-mandated assessments, following the guidance issued.
Key Considerations • For students with disabilities IEP teams should consider – • the characteristics of the disability or the combination of disabilities for the individual student • how the disability affects/impacts the learning of specific content • how the disability affects/impacts the demonstration of learning
Key Considerations • For English learners EL-TPC teams should consider – • the student’s level of English proficiency • the student’s level of literacy in English • the student’s level of native language proficiency • the student’s level of literacy in native language
Plan for Accommodations • Know who your SWD, EL, and 504 students are who require accommodations . . . And plan well in advance for their needs. • Plan for small groups and the need for the same form number/letter. • Know who your visually impaired students are and ensure you have adequate materials. • Make provisions for Extended Time students. • Plan in advance for any Word to Word (EL) Dictionary needs. • Ensure that examiners are familiar with the proper way to deliver the necessary accommodations. • Collaborate with others as needed to ensure that “paperwork” (IEP’s, EL-TPC’s, 504 Plans, etc.) is in order. • The transfer of student responses to a student answer document (in cases such as Large Print and Braille administrations) should be completed with a witness present . . . The witness should hold a PSC-issued certificate. It is critical that staff confirm that this process is completed where required. A form to document this process is now provided in the Student Assessment Handbook under Required Forms.
Accommodations • Any accommodation(s) given to a student during the administration must be specified in the student’s IEP, 504/IAP, EL/TPC. • All accommodation(s) during state mandated testing should reflect instructional practices. Students should not experience an accommodation for the first time on a state assessment. • School Test Coordinators must ensure that students are given their appropriate accommodations, before a student begins to test.
Accommodations • Additional information and guidance on the appropriate use of accommodations: • Accommodations Manual: A Guide to Selecting, Administering, and Evaluating the Use of Test Administration Accommodations for Students with Disabilities (published 2008) • Found on the GaDOE web site (http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/default.aspx; in the portlet labeled ‘For Educators’)