Transcript Assessment Guide Paper & Pencil

Beginning-of-Grade 3
Test
Assessment Guide Training
Fall 2013
Beginning-of-Grade 3 Test
Purpose of the Assessment (page 1)
• Article 8 of Chapter 115 C of the General Statutes includes Part
1A, the North Carolina Read to Achieve Program.
• The goal of this program “is to ensure that every student read at or
above grade level by the end of third grade and continue to
progress in reading proficiency so that he or she can read,
comprehend, integrate, and apply complex texts needed for
secondary education and career success.”
• The North Carolina Beginning-of-Grade 3 English Language
Arts/Reading Test is linked to the Read to Achieve Program.
Beginning-of-Grade 3 Test
Purpose of the Assessment
• This test serves two purposes:
o to establish a baseline measure of beginning third
grade students’ English Language Arts/Reading skills
and
o to serve as a teacher growth tool for determining
teachers’ eligibility to teach the transitional third and
fourth grade classes or accelerated reading classes
and/or summer reading camps that begin in school
year 2014–2015 and as described in G.S.§115C83.1C.
Beginning-of-Grade 3 Test
Eligible Students
• All students in membership at grade 3 (according to
PowerSchool) are expected to participate with or
without accommodations in the standard administration
of the beginning-of-grade 3 test.
Beginning-of-Grade 3 Test
Eligible Students (page 1)
• Exceptions include:
o Students with disabilities who, according to Individualized
Education Program (IEP) documentation, are instructed on
the Extended Content Standards (EXTEND 1).
o LEP students scoring below Level 4.0 Expanding on the
reading subtest of the W-APT and are in their first year in
U.S. schools.
o Students deemed medically fragile because of a significant
medical emergency and/or condition.
Beginning-of-Grade 3 Test
Testing Window (page 2)
• Test administrators must administer the beginning-ofgrade 3 test during the first 11-15 instructional days of
the school year.
• Any student absent from the test administration must
make up the test.
Beginning-of-Grade 3 Test
Testing Schedule (page 2)
• The beginning-of-grade 3 test is administered in one
day – August 9.
• The test should be administered as early in the school
day as the school schedule permits.
• All students at grade 3 within a school must be
administered the test at the same time on the same
day.
Beginning-of-Grade 3 Test
Estimated Administration Time (page 2)
• The estimated administration time of the beginningof-grade 3 test is 90 minutes.
• Students are given 2 three-minute breaks during the
administration of the test.
• The maximum testing time for the test is 180 minutes
(3 hours).
Beginning-of-Grade 3 Test
Test Information (page 3)
• The beginning-of-grade 3 is a paper-and-pencil test.
• It includes all English Language Arts/Reading test
items.
• There are 42 total multiple-choice items.
Before Test Day (pp. 5-9)
• Complete the practice activity.
• Train staff and proctors.
• Read and study the Testing Code of Ethics (handout).
• Follow security procedures
– Store secure test materials properly.
– Remove instructional material from testing environment.
– Test administrators must sign for Assessment Guides AND
Assessments.
Before Test Day (pp. 5-9)
•
Prepare students for testing.
 Complete practice activity.
 Teach test-taking strategies.
 Use released materials
http://www.ncpublicschools.org/accountability/testing/releasedforms
•
For test administrations requiring accommodations, the test administrator must
complete the Review of Accommodations Used During Testing form for each
student who will receive accommodations.
•
Prohibited Items in Testing Room (page 9)
 Electronic devices/cell phones
• This rule applies to adults and students
 Personal belongings
• Materials may not be accessed, even during breaks.
 Monitor students during testing
Beginning-of-Grade 3 Test
Misadministrations (page 11)
• There is only one form of the test
• When a misadministration is declared, students must
be re-administered the secure form of the beginning of
grade 3 test no earlier than five consecutive calendar
days following the conclusion of the prior
administration.
Beginning-of-Grade 3 Test (pp 12-13)
• Misalignment during testing
• Student Emergencies and restroom breaks
Beginning-of-Grade 3 Test
Accommodations (pp 13-15)
On a case-by-case basis where appropriate
documentation exists, students administered the
beginning of grade 3 assessment who are identified as
LEP, have disabilities, have a Section 504 Plan, and/or
have transitory impairment documentation are eligible
for testing accommodations.
Beginning-of-Grade 3 Test
Accommodations (pp13-15)
• The beginning-of-grade 3 test has been added to
CECAS and PowerSchool in order to document
student’s testing accommodations for this test.
• If IEP, Section 504, or LEP teams have already met
and documented accommodations for the end-of-grade
(EOG) 3 English Language Arts/Reading assessment
for a student, the team does not need to reconvene to
document accommodations for the beginning-of-grade
3 test.
Beginning-of-Grade 3 Test
Accommodations (pp13-15)
• Students may use the accommodations specified for
the EOG English Language Arts/Reading assessment
when they take the beginning-of-grade 3 test in the fall.
• If the team has already conducted a student’s annual
review and did not include accommodations for the
EOG, the team must either reconvene or the LEA and
parent can agree to amend the student’s IEP and/or
Section 504/LEP documentation without a meeting in
order to record any necessary accommodations for the
beginning-of-grade 3 test.
Beginning-of-Grade 3 Test
Accommodations Documented testing accommodations
should be routinely used during instruction and similar
classroom assessments.
• However, for the beginning-of-grade 3 test, school
systems have the flexibility in allowing students to use
testing accommodations less than 30 days before
testing.
Beginning-of-Grade 3 Test
Accommodations
• Special testing accommodations request other than
those specified in the Testing Students with Disabilities
and Guidelines for Testing Students Identified as
Limited English Proficient publications must be
submitted via an Accommodation Notification form.
• Accommodation Notification forms for this test should
be submitted as soon as possible and must be
submitted at least two weeks before the student’s
scheduled test date.
Beginning-of-Grade 3 Test
Directions for Test Administration (pp 18-31)
• The test administrator distributes No. 2 pencils and
answer sheets to students.
• Students are told that the computer filled in some of the
responses on the front of the answer sheet. They are
also told to check that their first and last name is coded
correctly.
• Students are instructed not to write or draw on the back
(SIDE 2) of the answer sheet.
Beginning-of-Grade 3 Test
Directions for Test Administration
• The test administrator distributes blank paper, then a
test book to each student.
• Students are instructed to print their name on the test
book.
• The test administrator directs students to look at the
front of their answer sheet and find the box that says
BEGIN TEST HERE.
• Students are asked to complete two sample questions.
Beginning-of-Grade 3 Test
After Testing
• For test administrations requiring accommodations, the
test administrator must complete the Review of
Accommodations Used During Testing form for each
student who received accommodations.
• The test administration must count and return all test
materials.
• The test administrator or principal’s designee must
code the student answer sheet after testing under
secure conditions in a group setting.
Beginning-of-Grade 3 Test
After Testing
Special Codes Section for Answer Sheets
o Reason(s) the Student is Not Participating in the General
Administration (Column A)
o Transfer Students (Column B)
o For Local Use Only (Columns C-F)
o Makeup Tests (Column G)
o Accommodations Not Permitted (Column H)
Beginning-of-Grade 3 Test
After Testing
Special Codes Section for Answer Sheets (p 35)
o Misadministration (Column I)
o For Local Use (Column J-L)
Beginning-of-Grade 3 Test
Sample Answer Sheet
• The front (SIDE 1) contains student information
sections, a student response section, and the Special
Codes section.
• Test administrators and students must not write on the
back (SIDE 2) of the answer sheet.