System Test Coordinators’ Fall 2014 Conference

General Session/Test Administration

Georgia Student Assessment Program 2014 – 2015

Assessment Division

Recording Link (8/1/14):

https://sas.elluminate.com/mr.jnlp?suid=M.DC2C4EA888A377BD873895F475CED3& sid=2012003

Recording Link: (8/5/14):

https://sas.elluminate.com/mr.jnlp?suid=M.007B8E44C6500D7C4FB0A124F3F415&s id=2012003 1

2014 Fall Assessment Conference Sessions

August 1, 2014 Fall Assessment Conference: Test Administration/General Session 9:00 am -12:00 pm 9:00 am -12:00 pm August 5, 2014 August 18, 2014 August 25, 2014 August 26, 2014 Fall Assessment Conference: Test Administration/General Session (Live repeat of Aug. 1) Fall Assessment Conference: Assessment Program Updates 2014-2015 Fall Assessment Conference: Assessment Program Updates 2014-2015 (Live repeat of Aug. 18) Fall Assessment Conference: Student Assessment Handbook (SAH) Overview (Tentative pending final publication date for SAH) 1:00 pm - 3:00 pm 1:00 pm - 3:00 pm 9:00 am - 12:00 pm

Assessment Webinar memos posted at: http://www.gadoe.org/Curriculum-Instruction-and Assessment/Assessment/Pages/Memoranda--Announcements.aspx

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Agenda

1. General Information and Key Reminders 2. High Level Overview of 2014-2015 3. Conducting secure and successful test administrations 4. Accommodations and Special Populations 5. Post-Administration Information/Reminders 6. Ethics and Assessment 7. Online Forms on the MyGaDOE Portal 8. Program Updates/Major Topics for each Assessment Program 9. Questions & Answers 3

Assessment & Accountability Contact Information

Melissa Fincher, Ph.D.

Deputy Superintendent, Assessment and Accountability

(404) 651-9405; [email protected]

Melodee Davis, Ph.D.

Director, Assessment Research and Development

(404) 657-0312; [email protected]

Anthony (Tony) Eitel Director, Assessment Administration

(404) 656-0478; [email protected]

Cowen Harter Director, Accountability

(404) 463-1168; [email protected]

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Assessment & Accountability Team

Deputy Superintendent

¤ Melissa Fincher

Assessment Administration – Anthony (Tony) Eitel Support Staff

¤ Connie Caldwell ¤ Joni Briscoe ∞ August Ogletree ∞ Bobbie Bable ∞ Deborah Houston ∞ Mary Nesbit-McBride ∞ Michael Huneke ∞ Robert McLeod

Assessment Research & Development – Melodee (Dee) Davis

∞ Jan Reyes ∞ Kelli Harris-Wright ∞ Niveen Vosler ∞ Sheril Smith

Accountability – Cowen Harter

∞ Michelle Christensen ∞ Nancy Haight ∞ Paula Swartzberg

Growth Model

∞ Allison Timberlake ∞ Qi Qin 5

Assessment Administration Contact Information

Georgia Milestones

 

Lead Contact for End of Grade (EOG) Support Contact for EOG & EOC Technology

Robert McLeod, Ed.D.

404.656.2589; [email protected]

ACCESS for ELLs Georgia Alternate Assessment (GAA)

Deborah Houston 404.657.0251; [email protected]

 

Lead Contact for End of Course (EOC) Lead Contact for EOG & EOC Accommodations

Mary Nesbit-McBride, Ph.D.

404.232.1207; [email protected]

Georgia Graduation Assessments (GHSGT & GHSWT) Georgia Online Formative Assessment Resource (GOFAR) & Online Assessment System (OAS)

Michael Huneke 404.232.1208; [email protected]



Lead Contact for EOG & EOC Technology:

Michael Huneke 404.232.1208; [email protected]

National Assessment of Educational Progress (NAEP) Georgia Kindergarten Inventory of Developing Skills (GKIDS)

Bobbie Bable 404.657.6168; [email protected]

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Assessment Research & Development Contact Information

Assessment Specialists, Research and Development Formative & Benchmark Assessment/RT3 Projects

Sheril Smith, Ph.D.

Assessment Specialist 404.463.0164; [email protected]

Jan Reyes, Ph.D.

Assessment Specialist 404.463.6665; [email protected]

Formative Instructional Practices (FIP)

Niveen Vosler Assessment Specialist 404.463.0166; [email protected]

Kelli Harris-Wright Assessment Specialist 404.463-5047; [email protected]

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Accountability & Growth Model Contact Information

Accountability

Michelle Christensen Accountability Specialist 404-463-1175; [email protected]

Nancy Haight Accountability Specialist 404-463-1166; [email protected]

Paula Swartzberg Accountability Specialist 404-463-1539; [email protected]

Growth Model

Allison Timberlake, Ph.D.

Program Manager 404.463.6666; [email protected]

Qi Qin Assessment Specialist 404.657.0311; [email protected]

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• • • • • • • • • • • • • •

State Board Rules

The most current rules below can be found on the GaDOE web site at the following link: http://www.gadoe.org/External-Affairs-and-Policy/State-Board-of Education/Pages/PEABoardRules.aspx

State Board Rules relating to assessment include: 160-3-1-.07 Testing Programs – Student Assessment (Amendments initiated July 2014) 160-4-2-.11 Promotion, Placement, and Retention 160-4-2-.13 Statewide Passing Score 160-4-2-.20 List of State-Funded K-8 Subjects and 9-12 Courses

160-5-1-.15 Awarding of Units of Credit and Acceptance of Transfer Credit and/or Grades 160-4-2-.06 through 160-4-2-.48 (IHF) High School Graduation Requirements 160-1-3-.09 Waivers and Variances of High School Graduation Assessments 160-4-5-.02 Language Assistance: Program for English Learners 160-4-2-.31 Hospital/Homebound (HHB) Services 160-4-2-.34 Dual Enrollment 160-4-8-.12 Alternative/Non-Traditional Education Programs 160-5-1-.07 Student Data Collection 160-5-1-.14 Transfer of Student Records 160‐7‐1‐.01 Single Statewide Accountability System 9

General Announcements: Managerial Topics

• •

Superintendent’s Certification Form (Online in the MyGaDOE Portal)

January – June: Submit no later than July 31 July – December: Submit no later than January 31 Principal’s Certification Form (Paper 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 5years.

– Form is posted within the ‘For Educators’ link on the GaDOE site • •

Webinar schedule:

http://www.gadoe.org/Curriculum-Instruction-and Assessment/Assessment/Pages/Memoranda--Announcements.aspx

GaDOE Published Resources: Please remind staff in your local systems that GaDOE publications/resources such as Study Guides, Test Content Descriptions, released test items, and test items from the OAS/GOFAR may not be “repackaged”, cut/pasted, etc. and presented as either a unique creation or as a GaDOE approved resource.

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General Announcements: Managerial Topics Transmission of Secure Information

• • Do not include GTID or FTE #’s numbers in emails. In addition, please do not email other secure information such as confidential personnel information, secure test content, confidential student documents, etc.

• If secure information such as this needs to be shared via email, you may do so via the MyGaDOE Portal. 11

General Announcements: Accurate Reporting

• • • Reasons for non-participation must be provided during the Accountability Non-Participation Collection. This application may be accessed via the MyGaDOE Portal. Those marked (*) are applicable only for EOCT non participation. - Illness - Other - Medical Emergency - Unknown * EOCT Course Not Completed * EOCT Course Not Taken for Core Credit/EOCT Administered Previously Be reminded that assessment data must report to the “FTE-reporting” location (the school that reports the student for FTE purposes) and that students must be assessed per their FTE-reported grade level.

Program Codes (such as the four-digit 6000 series) may not be used as the four-digit state school number. Please note that doing so will result in reporting errors for your students and may also create inaccuracies in your Accountability reporting.

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State Assessments and the transition to the CCGPS in English Language Arts & Mathematics

The implementation (“roll-out”) of the state-adopted content standards (CCGPS) will come to full fruition in 2014-2015.

–

For all Georgia Alternate Assessment (GAA) students, assessed for the first time in 2014-2015, the high school mathematics GAA blueprint has now transitioned to the CCGPS (select Coordinate Algebra standards for Entry 1 and select Analytic Geometry standards for Entry 2).

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• • • • • •

Transition to Georgia Milestones: Resources Available NOW

Content Standards & Frameworks PARCC evidence statements Sample items – formative items/benchmarks via Georgia OAS→GOFAR; – released items via PARCC, SBAC, other states (KY, NY), NAEP – parent’s guide to Georgia’s new assessment developed by the National PTA http://www.pta.org/advocacy/content.cfm?ItemNumber=3816 Technology Specifications (posted on GaDOE website on 7/28/14) CRCT Readiness Indicators (posted to MyGaDOE Portal on 7/18/14) Lexiles (included in CRCT & EOCT reports) Focus on teaching and learning – eliciting evidence of student learning during instruction and adjusting as needed.

• • • • •

Transition to Georgia Milestones: Resources Available In Coming Weeks

Sample items specific to Georgia Milestones Ancillary support resources, such as – – Content Descriptions (test blueprints) Student Study Guides – – Accommodations Guidelines Assessment for Learning Modules [types of items to elicit evidence of student learning] – Informational videos [parents & public /educators] – Online Practice Center (to aid students in getting a “feel” for CTB’s online test administration system) Scheduling Guidelines/Logistical Considerations, etc.

Calculator Allowances/Restrictions Allowable Accommodations

High Level Overview of 2014-2015

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• • •

2014 - 2015 Assessments

Active Programs – ACCESS for ELLs (K-12) and Alternate ACCESS for ELLs (1-12) – Georgia Alternate Assessment (GAA) (Gr. 3-8 and HS) – Georgia High School Writing Test (GHSWT) – Remains a requirement in 2014-2015 – – Georgia Kindergarten Inventory of Developing Skills (GKIDS) Georgia Milestones Assessment System (Georgia Milestones) (Gr. 3-8 and HS) – National Assessment of Educational Progress (NAEP) (Gr. 4, 8, and 12) Legacy Programs – Still available, but only for a specific set of students or a specific period of time – Basic Skills Test (BST) – Georgia High School Graduation Tests (GHSGT) – End of Course Tests (EOCT) – until close of November 2014 Mid-Month/Retest Former Programs – Discontinued and no longer available – CRCT and CRCT-M – End of Course Tests (EOCT) – after November 2014 Mid-Month/Retest – Grades 3, 5, and 8 Writing Assessments 17

• • • •

2014 - 2015 Assessments

ACCESS for ELLs (K-12) and Alternate ACCESS for ELLs (1-12) End-of-Course Tests (EOCT) – – – Fall 2014 Mid-Month Administration (August-November, 2014) (via CTB online assessment system) Summer 2014 Retest Administration (August-November, 2014) (via PearsonAccess) Remember, Math II and GPS Geometry are now discontinued (but will be available for retest purposes through PearsonAccess, August-November 2014) – The EOCT program sunsets following the November 2014 Mid-Month/Retest administrations Georgia Alternate Assessment (GAA) (K, 3-8, 11) – – Remains in its current form in 2014-2015 Important change to content standards in high school mathematics in 2014-2015 (Coordinate Algebra & Analytic Geometry) . . . Revised Blueprint for high school mathematics for 2014-2015 Georgia High School Writing Test (GHSWT) – – Unchanged in 2014-2015; REMAINS a diploma requirement in 2014-2015 A rule change has been initiated with future implications . . . that would no longer requiring the GHSWT for students who enrolled in grade nine on/after July 1, 2013 (this year’s 9 th & 10 th graders) – Summer retest administration moves to June (June 17, 2015) . . . No more July graduation assessment windows . . . It is important that your system publicizes this fact early, and often.

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• • • •

2014 - 2015 Assessments

Georgia High School Graduation Tests (GHSGT) – Available for students who remain subject to this requirement (Reference: Secondary Assessment Transition Plan); BST remains available as well for students in that cohort – No summer retest window any longer (Last GHSGT summer administration, July 2014) . . . It is important that your system publicizes this fact early, and often.

– All administrations (with maybe a few rare, student-by-student exceptions) are now “retests” . . . The Fall, Winter, and Spring windows will be available during 2014-2015 – – Pre-registration is required per State Board Rule; Confirm identity of all test-takers New contractor (Georgia Center for Assessment, GCA) Georgia Kindergarten Inventory of Developing Skills (GKIDS) (K) – No changes Georgia Milestones Assessment System (Georgia Milestones) – – Grades 3 – 8 (end of grade, “EOG”) High School (and middle school where applicable) (end of course, “EOC”) –

Anticipate Enrollment Count collection and Pre-ID Cycle I soon for the Winter 2014 EOC Main Admin.

National Assessment of Educational Progress (NAEP) (4, 8, 12) – – 400+ schools sampled statewide in 2015 2015 is a “state year” for which state-level data will be reported 19

CONTRACTOR URLS, ACCOUNTS, AND PASSWORDS Assessment MyGaDOE Portal ACCESS for ELLs Testing Contractor/Website

Georgia Department of Education https://portal.doe.k12.ga.us/login.aspx World Class Instructional Design and Assessment (WIDA) http://wida.us/contactus.aspx

EOCT Mid-Month (Aug.-Nov. 2014) Test Administration and other functions EOCT Retests (Aug.-Nov. 2014)

CTB/McGraw-Hill • CTB.com

• Test Administration System Pearson http://www.pearsonaccess.com/cs/Satellite?pagename=Pearson/QuickLink/ga

When do you need or receive this information?

Who should you communicate with to have your name added/account created?

Need to obtain ASAP Sent in October from WIDA Need to obtain ASAP Need to obtain ASAP Local System Technology Director WIDA Help Desk ( [email protected]

) or Deborah Houston at [email protected]

, 404 657-0251 866-282-2249 [email protected]

Pearson: 888-705-9414 [email protected]

GAA GHSGT and GHSWT

Questar Sent in October from Questar Need to obtain ASAP Deborah Houston [email protected]

404-657-0251 GCA: 888-392-8977

GKIDS Georgia Milestones Test Administration System and other functions OAS

Georgia Center for Assessment (GCA) https://gcap.tsars.uga.edu/materials/ Georgia Center for Assessment (GCA) https://gkids.tsars.uga.edu/start CTB/McGraw-Hill • • CTB.com

Test Administration System Riverside https://www.georgiaoas.org/ Need to obtain ASAP Need to obtain ASAP Sent in Mid-August from Riverside Contact GCA to update STC designation 888-392-8977 866-282-2249 [email protected]

Michael Huneke [email protected]

Student Assessment Handbook (SAH) 2014-2015

• Posting anticipated no later than our Fall Assessment Conference SAH Overview session scheduled for August 26, 2014 (9:00 AM – 12:00 Noon).

• It is likely that at least one addendum to the SAH will be published over the course the school year . . . After initial publication in late August (Ref: Georgia Milestones and related topics).

• Currently posted SAH remains applicable to all active test administrations through November 2014.

• Highlights/Updates for 2014-2015 to include: – Annual edits (dates, updated glossary, new weblinks, etc.) – Calculator guidelines (for Georgia Milestones), electronic devices, etc.

– – Accommodations updates Assessment program information – – Georgia Milestones Annual updates to forms, etc. at end of Handbook 21

CONDUCTING SECURE & SUCCESSFUL TEST ADMINISTRATIONS

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The state assessment program provides critical information to:

¤ Students ¤ Parents ¤ Teachers ¤ Community Members ¤ Schools & Systems ¤ Administrators ¤ Policymakers ¤ Various accountability measures

The integrity of the assessment process is critical to all we do as educators . . . And the public’s faith and trust in what we do!

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• • • • •

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 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 affect professional certification status. Most importantly, a failure to fulfill one’s responsibilities can also have a detrimental impact upon students.

Detailed descriptions of roles and responsibilities are provided in the SAH: Superintendent System Special Educ. Coordinator System Test Coordinator (STC) System Title III Coordinator Principal Examiner School Test Coordinator Proctor 24

• •

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’ link. • 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. –

Given the implementation of Georgia Milestones in this first year, we will be working more closely with systems than ever before regarding the details of scheduling.

When scheduling tests, consider the optimum time to administer the tests. – Consider logistics, including time and staff availability. –

The advent of online testing, on a larger scale than ever before, requires different thinking relative to logistics.

• • • • • Technology requirements, support needs, and capacity More than one session per day (AM and PM, AM, Mid-Day, PM, etc.) and testing on Mondays and Fridays (which are days many systems have tried to avoid in the past) “Cycling” students through test settings where technology is housed Seating/space considerations Contingency planning for unexpected events such as power outages (incl. weather related), Internet service interruptions, etc.

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Scheduling Considerations

• • • • • • • While “traditional” scheduling considerations will continue to apply to multiple testing programs, online testing considerations would apply here as well in terms of physical setting, space, etc.

Each system/school has the option of deciding whether students will be tested in their classrooms or in a large-group setting. It is strongly recommended that students are tested in a classroom setting (or computer lab), especially for elementary school students.

Mandated tests must be scheduled in accordance with published GaDOE testing dates . . . And where applicable, the prescribed order of content areas, etc.

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. While breaks are intended to allow students to “pause” so to speak, they cannot be viewed as a time where disruptive or loud behaviors are allowed or create a scenario where test security could be compromised.

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. A proctor is required when

30 or more

additional 30 students, another proctor is required.

students are in a test setting. For every Plans for the effective, documented, and secure distribution and collection of test materials (test booklets, answer sheets, online authorization log-ins/passcodes, etc.) must be in place regardless of the type of setting used. Plans must be in place for students who become ill or have an urgent personal need (restroom).

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• • • • • • •

Materials Management & Security

Make certain that Pre-ID label files and/or student data submissions for online testing are created accurately and uploaded in a timely manner.

Correction of school/system level errors that result in reporting errors may result in fees (potentially substantial dollar amounts) to the local system. More importantly, they may also negatively impact students.

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, online log-in/password, etc., 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.

Each of the above bullets applies to online testing log-ins, etc. as well.

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.

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Materials Management & Security

•

Upon receipt, STC should:

– Inventory all materials to ensure sufficient quantities of materials have been provided for each school.

– Locate pickup/return instructions/memo, return labels, and airbills/bills of lading.

– If there are any errors in shipping materials, contact the vendor and/or Assessment Specialist associated with the testing program immediately.

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• • • •

Materials Management & 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.

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, return shipment, computer hardware management, etc.).

Volunteers who assist in the school (non-employees) should not manage test materials or manage testing logistics but may assist in the administration in other ways (front office support, hall monitors, etc.). If needed, volunteers may serve as proctors – but MUST be fully trained. See SAH for details.

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• • • •

Materials Management & Security

Distribute materials to schools in a timely manner. However, materials should not be in schools for lengthy periods of time either prior to or after the assessment window.

Use appropriate “security checklists” to assign booklets to schools.

School Test Coordinator should count and sign for all paper materials and online “tickets” received.

Materials should be in a locked, secure location both at the system and school levels. – Restricted access must be confirmed.

– A “rule of thumb” . . . If one would not store a large sum of money in the chosen location, then it is probably not a wise choice for secure test materials either.

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• • • • •

Materials Management & Security

The School Test Coordinator must count before disseminating to examiners. Examiners must verify count upon receipt. Materials that are specific to a student ( answer documents, booklets, online test tickets , etc.) MUST be given to the correct student. This is a staff error that we see much too frequently – watch this carefully. Mistakes on this task can result in reporting errors that may be irreparable . . . With potentially negative impacts upon students . . . And potentially with financial costs to a district.

At the end of testing each day, the examiner must account for all materials before dismissing students. The School Test Coordinator must count and secure all materials as examiners check in the materials at the end of testing each day. 31

Materials Management & Security

• • Each school should have a process that outlines how, when, where tests are to be distributed and collected each testing day.

– Schools should distribute materials to examiners immediately before testing.

– Schools should collect materials immediately at the conclusion of testing each day (or after each testing “period” or “session” if applicable).

A local school’s process must ensure that staff is in possession of test materials for only the amount time that is necessary to ensure a secure and successful test administration. Secure materials may not be in the possession of staff (outside the designated secure location) for an entire day.

– For instance, if multiple sessions are conducted during the day, the morning session materials must be turned in immediately after the morning session concludes. They cannot remain outside of the school’s secure storage until the end of afternoon testing.

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Materials Management & Security

• • • • All personnel are prohibited from reviewing contents of test booklets.

* Do not copy any secure test materials.

The use, or intended use, of an electronic device to photograph, post, retain, or share information/images from any portion of a secure test booklet and/or answer document will result in invalidation.

Monitor students.

*Interpreters for the hearing impaired may review in advance, with supervision, to plan for administration. 33

Materials: Pre-ID Labels

• Pre-ID labels (where provided) must be used to provide accurate student information for state tests. – Refer to the Test Coordinator’s and Examiner’s manuals for current information on use of labels specific to each test. – Labels with incorrect information should not be used (and should be securely destroyed). – Labels should be applied to answer documents prior to administration. Once applied, the answer document is considered secure.

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• • • •

Training Plan

The STC must develop and implement a district plan for training for each specific assessment program. Remember, online test administration necessitates the inclusion of very detailed information that in many aspects differs from the training that most are familiar with for paper/pencil testing. Additionally, it may require the inclusion of staff members who were not included in trainings before – such as technology specialists, etc. 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 that any necessary logistics, materials, peripherals are considered 35

Importance of Training Materials

Prior to and during test administrations, please refer to the following resources:

–

Student Assessment Handbook

–

Examiner’s Manuals (paper/pencil & online)

–

Test Coordinator’s Manuals (paper/pencil & online)

–

Accommodations Manual

Even for those Georgia programs that are not experiencing changes this year, read manuals again even though you may have read them before.

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• • • • • •

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.

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Online Testing Implications

Online testing requires different thinking relative to logistics . . .

• For many systems (if not all), many lessons have been learned over time through use of the EOCT online in Main, Mid-Month, and Retest administrations and through the CRCT Retest online.

• Technology hardware, requirements, support needs, and capacity • More than one session per day (AM and PM, AM, Mid-Day, PM, etc.) and testing on Mondays and Fridays (which are days of the week many systems have tried to avoid in the past) • “Cycling” students through test settings where technology is housed • The number of students a school can test online given the bullets noted above • Seating/space considerations • Securing log-ins, passwords, etc.

• Proficiency of staff and students with technology • Contingency planning for both expected and unexpected events such as power outages (incl. weather related), Internet service interruptions, construction in or near a school, etc.

Remember, the state’s (minimum) goal is 30% in this first year of Georgia Milestones . . . 80% by Year 3 . . . 100% by Year 5 (2018-2019). All schools will be expected to conduct some testing online.

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Materials: Resources

• • • • 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.

Further information will be forthcoming relative to calculator allowances/restrictions for Georgia Milestones, in both grades 3-8 and high school.

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Calculator Restrictions for “Legacy” High School Assessments (EOCT & GHSGT)

If a student elects to use a calculator as allowed on the End of Course Tests (EOCT) and/or the Georgia High School Graduation Tests (GHSGT), the student must adhere to the guidelines listed below. It is incumbent upon the School Test Coordinator and Test Examiner to ensure all calculator policies are implemented and followed. Calculators may not be shared by students.

• • • • • • • • • • The following features are NOT allowed: Graphing calculators Calculators that store text and/or have QWERTY keyboards or typewriter-like keyboards Calculators that have programs stored in the memory other than those that are factory installed Non-calculators such as cell phones, PDAs, laptops, minicomputers, pocket organizers, iPods, etc.

Calculators with beaming capabilities Calculators with wireless communication technologies and/or Internet access Calculators with built in Computer Algebra Systems – CAS Calculators that make noise, have paper tape, or that have voice 40

Roles and Responsibilities

–

Refer to Student Assessment Handbook for detailed information.

– Superintendent has ultimate responsibility for all testing activities within the local school system. The System Test Coordinator shares this responsibility as the Superintendent’s designee.

– Principal has ultimate responsibility for all testing activities within the school.

• Emphasis: The Principal must complete the Principal’s Certification Form after each administration.

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Roles and Responsibilities

System Test Coordinator – – Liaison between system and GaDOE Conduct local system trainings of School Coordinators – Coordinate ALL administration activity – Know and enforce responsibilities of all other roles – Adhere to the state testing calendar and local calendars/schedules – Implement plans for ordering and receipt of materials, distribution, test security, administration, collection and return shipments, receipt and dissemination of reports and data –

Detailed list of responsibilities in SAH

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Roles and Responsibilities

School Test Coordinator – Must hold a PSC-issued certificate (per Student Assessment Handbook) – – Count and secure all test materials Materials distribution/return, signing out and signing in materials – – Attend and then redeliver training Plan for all aspects of the school’s test administration, monitor test administration environment – Receive/verify test material counts after testing each day – Collaborate effectively with local system colleagues who have a role in the success of your system’s testing program.

–

Detailed list of responsibilities in SAH

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Roles and Responsibilities

Examiner –

Must

hold a Georgia PSC-issued certificate (teachers, counselors, administrators, paraprofessionals) . . . This is required per SBOE Rule 160-3-1-.07. GaDOE is compelled to invalidate when this does not occur (!).

– Security/verification of test materials – – Control of testing environment and active monitoring Accuracy of demographic/student information on answer documents – Correct delivery of assigned accommodations – Follows procedures for testing as given in Examiner’s Manuals, including reading all directions/script to students – Test materials are not to be used for any purpose other than test administration –

Detailed list of responsibilities in SAH

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Roles and Responsibilities

Proctor – Must be trained – With examiner supervision, ensures that students are managing test materials appropriately – Active monitoring –

Detailed list of responsibilities in SAH

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• • • • •

Irregularities

All personnel in the local system must follow protocol as they become aware of testing irregularities Signs of any testing irregularity must be dealt with immediately – Test Examiner > School Test Coordinator > System Test Coordinator > GaDOE All irregularities must be coded, documentation completed and submitted to the GaDOE Assessment Administration Division

Only the GaDOE may invalidate assessments

The Assessment Administration Division will review all reports of irregularities – – Issue irregularity/invalidation codes If appropriate, advise the local system as to whether a report of possible unethical conduct should be made to the Professional Standards Commission (PSC) 46

Examples of Irregularities in Security Procedures:

– Examinee was given access to test questions or prompts prior to testing – Test Examiner or other personnel copied or reproduced and distributed secure test materials – Examinee’s test booklet, online testing “ticket”, answer sheets, or portfolio entries (GAA) are lost – Test Examiner or other personnel provided answers to the examinee, or altered/interfered with student responses –

For more examples, please refer to the SAH

47

Examples of Irregularities during Testing Administration:

– Test Examiner or other personnel failed to follow administration directions for the test – Examinee’s test booklet, online testing “ticket”, answer sheets, or portfolio entries (GAA) are lost – Test Examiner fails to provide an examinee with a documented accommodation or provides examinee with an accommodation that is not documented . . . Including a failure to transfer student responses to an answer document (such as with a Braille student) –

For more examples, please refer to the SAH

48

Steps for Reporting an Irregularity

School Test Coordinator: – Communicate with the Principal and System Test Coordinator about a possible testing irregularity – System Test Coordinator will provide guidance regarding investigation if necessary – Statements should be provided by all parties involved in the irregularity . . . Details, Details, Details . . .

– Return all documentation to the System Test Coordinator in the manner and at the time prescribed 49

Steps for Reporting an Irregularity

System Test Coordinator: – Collect Testing Irregularity Forms and documentation, if needed, from School Test Coordinators – Documentation may include statements from parties with knowledge of event, list of students involved, copies of training logs, etc.

– Compile documentation and submit Portal entry for each incident – Notify the Assessment Specialist in the Assessment Administration Division to determine appropriate coding for student answer documents – Know your system’s protocol for cases that may constitute a breach of the Code of Ethics . . . Systems typically have defined investigation protocols for such instances. This may even require support from your system’s Human Resources Division and/or Board Attorney.

50

Characteristics of a Quality Investigation

• • • • Examiner must notify Principal and School Test Coordinator of incident School Test Coordinator must notify System Test Coordinator Request detailed written statements from all parties involved if necessary – Follow up on details, probe all angles, etc.

Follow district procedures regarding alleged employee misconduct 51

Characteristics of a Quality Investigation

• • •

Provide a written summary of incident and investigation findings

– Consult with GaDOE as needed.

System Test Coordinator is responsible for reporting to GaDOE Note:

– Report to GaDOE immediately, before investigation – Final documentation should be entered into Portal – The Portal is your system’s, and GaDOE’s, official record of the event and its disposition 52

Irregularities – Post Testing

• • • • Make certain that all irregularities and invalidations are documented correctly before sending scorable documents Make certain that online test irregularity forms have been finalized Communicate to school personnel the GaDOE responses to irregularity forms and consequences of irregularities, invalidations, and participation invalidations If appropriate, refer to PSC for investigation 53

• • • • • • •

When entering irregularities into the MyGaDOE Portal . . .

Provide comments in the “Comment” section to help elaborate on the irregularity (or in the “Reason for Invalidation” section if applicable).

Please include in the comments the Form # in question (if applicable).

If it has been determined that the irregularity will result in invalidation – make sure to indicate “Yes” in that drop-down box.

Names of students and their GTIDs must be provided.

Upload statements and other documents that provide necessary details on the event.

Make sure you indicate the correct “Assessment Cycle” (Date) in that field.

In an event that involves multiple students – some of whom may be IR and some who may be IV, please enter them as two separate records.

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• • • • • •

Cell Phones and Electronic Devices

Students are not permitted to use, or bring into the testing environment, any electronic device that could allow them to access, retain, or transmit information (e.g., cell phone, smartphone, PDA, electronic recording, camera, or playback device, etc.). Announcements must be made prior to testing that such devices are not allowed in the testing environment and that possession or improper use of such devices during testing may result in disciplinary action in accordance with the system's student code of conduct and/or test invalidation.

In the event students attempt to enter the testing environment with such a device, districts and schools must have a plan to collect and secure such devices so that they are not accessible during testing. Script appears in the appropriate Examiner’s Manuals regarding this topic. This script, as with all script, MUST be read to students.

If necessary, remind students that this expectation for Georgia’s state assessments is no different than most (if not all) other test settings that they will experience . . . Georgia Driver’s License Knowledge Exam, the ACT, the SAT, etc.

Many systems have local policies regarding cell phone access and/or use during the instructional day. The district should continue to apply and enforce their local discipline or other policies regarding the use of electronic devices.

The GaDOE will determine if the assessment should be invalidated.

Cell Phones and Electronic Devices

• • • Should a case occur where a student does not conform to the directions given by school staff and a device is located in the test setting . . .

In the event an examiner confirms during testing that a student is using a device to access, retain, or share information, the examiner must with minimal disruption: – collect the device, – – stop testing that student, remove the student from the testing session, and – notify the School Test Coordinator immediately. In the event such actions are suspected, but not yet confirmed, the examiner must with minimal disruption : – – collect the device, allow the student to complete testing, – notify the School Test Coordinator immediately, and – as soon as it is appropriate attempt to confirm whether or not the device has been used in violation of the guidelines above Simple possession of a device (including the ringing of a phone during test administration) may be addressed in keeping with the system’s code of conduct and does not require an irregularity report to the GaDOE .

Accommodations and Special Populations

57

•

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 learners. Accommodations reduce or eliminate the effects of a student’s disability or limited English proficiency Accommodations do not provide an unfair advantage Accommodations do not reduce or change learning expectations

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.

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)

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 62

• •

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

Where a student is both SWD & EL, the appropriate educators need to converse regarding how to appropriately accommodate the student in light of the fact that both plans would apply.

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• • • • • • • •

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 transposition 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 provided in the Student Assessment Handbook under Required Forms.

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• • •

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.

65

Accommodations Considerations and Current Updates for 2014 - 2015

• • •

For many Georgia assessment programs, there are no changes to

allowable accommodations in 2014-2015 . . . ACCESS for ELLs, EOCT (Fall 2014 Mid-Month & Retests), GHSGT, GHSWT, GKIDS, NAEP.

– Allowable accommodations for these programs appear in the Student Assessment Handbook (SAH) (2013-2014, still posted) and in the Accommodations Manual (revised September 2013, still posted) There will be new information forthcoming relative to allowable accommodations for Georgia Milestones

(beginning with the Winter 2014 End of Course assessment and then, of course, the Spring 2015 End of Grade assessment).

In the past, now, and in the future, accommodations not specified as allowable must be pre-approved or their unauthorized use may result in an invalidation. Requests must be received 6 weeks in advance of the state testing window for the applicable assessment. This is true for all programs . . . Including Georgia Milestones.

66

Accommodations Considerations and Current Updates for 2014 - 2015

•

Advanced Reading Aids (through the Georgia Project for Assistive Technology, GPAT)

Note that Georgia Milestones will provide accessibility through a “built-in” oral reader via online delivery. As a result, requests for such an aid from GPAT will not be necessary. GPAT will continue to render assistance with the following legacy assessment program if needed: – Georgia High School Graduation Tests (GHSGT) • • • If needed for the GHSGT, plan ahead relative to requesting these electronic formats for read-alouds (Requests must be submitted 8 – 12 weeks in advance at minimum) This is a collaborative process between local systems, GaDOE Assessment, and GPAT Request form remains available in the SAH (near end of handbook in the forms section) 67

Requests for Accommodations Not on State-Approved List

In rare instances, the GaDOE will consider a request for use of an accommodation that is not included in the

Student Assessment Handbook

, on a student by student basis. In order to consider the request, the Assessment Division will need detailed information for

the/each

student. See the Student Assessment Handbook for the required information that must be submitted.

• • • The Assessment Division will review this information with staff from the Division of Special Education Services and determine if the request can be granted. To grant the request, there must be a clear relationship between the student’s disability and the need for the accommodation to access the test. Accommodations that serve to grant the student a differential boost in correct answers cannot be approved if that is the sole reason for the request. Given that accommodations are to be prescribed • based upon the needs of individual students, requests that are identical for multiple students are not appropriate and will not be reviewed.

The System Test Coordinator must review all requests submitted by their local schools PRIOR to submission to GaDOE and indicate their approval of the school’s request.

Requests must be reviewed with consideration given to the purpose of the assessment and the constructs measured.

Requests must not be forwarded to GaDOE if they are not appropriate and/or are incomplete.

Requests must be submitted by systems in a “batched” fashion so that all being submitted for each state assessment are provided to GaDOE at one time

(e. g.: all CRCT requests submitted in one batch)

.

This will likely require local systems to establish internal timelines

for such requests to be tendered to the System Test Coordinator.

This information should be submitted to the Assessment Division by submitting the form by fax at (404) 656-5976, or preferably by emailing the information to Melissa Fincher, Deputy Superintendent, at [email protected]

.

Requests MUST be received six weeks prior to the opening of each applicable state testing window for consideration.

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Accommodations Publications

Updates Forthcoming Relative to Georgia Milestones

• 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 (Updated Sept. 2013) . . . A 2014-2015 update to include Georgia Milestones is forthcoming.

– Found on the GaDOE web site http://www.gadoe.org/Curriculum-Instruction-and Assessment/Assessment/Pages/default.aspx

; in the link labeled ‘For Educators’) 69

Post Administration Info/Reminders

70

• • • • •

Collecting Materials

In a supervised setting, at the conclusion of testing: – The School Test Coordinator . . . Conducts, coordinates, and supervises inspection of all completed answer documents for the following purposes only . . .

• to ensure that student demographic and identification information is accurate • that necessary coding/labeling is complete • that documents are in good condition for scanning/scoring. (If there is concern

about some form of damage, stain, tear, etc., please contact GaDOE Assessment to discuss.)

Count the answer documents and test booklets to account for the appropriate number Check to make certain there are no answer documents left in the test booklets Unnecessary handling of answer documents must be avoided The timely return of answer documents ensures a timely return of scores – for your systems and, to some degree, others 71

Returning Scorables and Nonscorable Materials

• • • Arrange for pickup of test materials. Refer to Test

Coordinator Manual regarding pickup protocols

Prior to shipping, make certain that there are no documents left in the schools or district offices and that an accounting of all documents is completed All materials should be in the proper order as explained in the Test Coordinator Manuals 72

Transferring Student Test Scores

• • It is the responsibility of local school systems to ensure that test scores become a part of students' records as soon as possible after testing, and that such records follow students to their new schools This responsibility to provide scores to students/parents continues even after a student withdraws/exits school. GaDOE does not issue individual student scores to students, parents, or receiving schools.

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Dissemination of Test Scores

• • • • Data files, and for some programs PDFs of reports, are released on the department’s secure portal, MyGaDOE, and/or (for some programs) via a contractor’s delivery system – To have access to these downloadable roster reports and data files, it is imperative that System Test Coordinators acquire a login and password for both the MyGaDOE Portal and any necessary contractor sites Requests for data from other personnel in the system (e.g. principals, teachers, parents, etc.) will be directed to the System Test Coordinator Individual student reports, rosters, school level summary reports, and system level reports are made available to districts via printed copy Most importantly, parents must receive their student’s report(s) on a timely basis – this includes both test scores and growth scores (SGPs)

Note that reports from the initial administrations (2014-2015) of Georgia Milestones will be delayed until after the close of the 2014-2015 school year. Specific timelines will be provided in our future/ongoing updates relative to Georgia Milestones.

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Test Administration & Errors in Reporting

Please note that mistakes in test administration that occur in a school or system may result in the local school system being invoiced for the costs incurred to correct any resulting errors in test data/reports.

• • • • • • • • •

Such errors that may result in costs being borne by the local school system include, but are not limited to:

late return of scorable materials failure to report irregularities in a timely manner use of old/incorrect answer documents not correctly coding student information or incorrectly using one student's label for another student (this would include providing incorrect online testing authorization tickets to the wrong student) incorrect coding of header sheets, incorrect use of school names, inaccurate grouping of answer documents failure to transpose student responses (i.e., for Braille students or other accommodated students) from the test booklet to an answer document leaving scorable answer documents in test booklets or shipping scorables with non-scorables administering the wrong test(s) to the wrong student(s) return shipments sent to the wrong location/wrong contractor

These errors may necessitate custom and/or hand scoring, creation of new student, school, system, or state reports and/or data files and some may be irreparable. It is important to be aware that costs for such instances could be quite substantial.

75

Ethics and Assessment

76

CODE OF ETHICS FOR GEORGIA EDUCATORS

The Professional Standards Commission’s (PSC) Code of Ethics for Georgia Educators contains a standard specific to testing.

PSC Ethics Division: http://www.gapsc.com/Ethics/Home.aspx

Standard 11: Testing - An educator shall administer state-mandated assessments fairly and ethically. Unethical conduct includes but is not limited to: 1. committing any act that breaches Test Security; and 2. compromising the integrity of the assessment.

77

Test Security Reminders

• • • • • •

Be thoroughly familiar with the Student Assessment Handbook and test administration manuals

Thoroughly train everyone involved in testing Carefully consider who has access to secure materials . . . And that includes who has access to online testing platforms and what “role” they have in the online system Make everyone in the school/system aware of the importance of test security and the consequences of violating test security Report problems in a timely manner Principal’s Certification Form is required after each administration and must be maintained by the System Test Coordinator for 5 years 78

• • • • • • • •

Test Security Reminders

Advanced planning is necessary Solid logistical procedures must be in place Secure storage before, during, and after must be present Clear and concise communication about roles and responsibilities Leave no doubt about what’s expected and required by both GaDOE and your local system . . . And what’s unacceptable and unethical Remind staff that security breaches can be either “acts of commission” (“doing something wrong”) or “acts of omission” (“not fulfilling one’s role or responsibilities”) Document training carefully, including participants Loss of test booklets, answer documents, and/or any other secure materials constitute a breach of test security that can result in a referral to PSC 79

ONLINE FORMS IN THE MyGaDOE PORTAL

80

• • • •

Assessment Online Forms

https://portal.doe.k12.ga.us/login.aspx

Superintendent’s Certification Form January – June: Submit no later than July 31 July – December: Submit no later than January 31 Testing Irregularity Form (will be edited to reflect assessment program changes, etc.) Rescore Request Form

(Please email/call appropriate Assessment Specialist as well)

Graduation Assessment Special Administration Request Form –

In addition, these requests require a letter

from the System Superintendent outlining rationale for the request.

– Remember that special administration requests for the GHSGT and GHSWT should be rare and only requested for extraordinary circumstances as defined in the Student Assessment Handbook.

– Given where we are in the Secondary Assessment Transition Plan, these should be exceedingly rare in the GHSGT program.

81

Assessment Online Forms

https://portal.doe.k12.ga.us/login.aspx

• • • •

Special Administration Request

– STC > Superintendent > GaDOE

Assessment Rescore Request

– STC > GaDOE

Testing Irregularity

– STC > GaDOE

Superintendent’s Test Certification

– STC > Superintendent > GaDOE 82

Entering IRs into the MyGaDOE Portal

In the MyGaDOE Portal, find the “Surveys” section and click on “More” https://portal.doe.k12.ga.us/login.aspx

Click on “View Summary” next to Testing Irregularity Form Click on “Add New Record” Click on “Start”

Dr. John D. Barge, State School Superintendent

“Making Education Work for All Georgians”

www.gadoe.org

Entering IRs into the MyGaDOE Portal

https://portal.doe.k12.ga.us/login.aspx

See the Online Forms QuickStart Guide at

http://www.gadoe.org/Curriculum-Instruction-and Assessment/Assessment/Pages/Information-For-Educators.aspx

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PROGRAM-BY-PROGRAM UPDATES FOR 2014-2015 (“TOP TOPICS”)

85

• • • • • • • • •

ACCESS for ELLs & Alt ACCESS for ELLs

ACCESS for ELLs continues in its current form in 2014-2015.

The Alternate ACCESS for ELLs will be available again for eligible students in 2014-2015.

Maintain a file of examiners who have earned scores of 80% or higher on the domains of ACCESS for ELLs that they will be responsible for administering in 2015. Remember,

examiners must re-certify on an annual basis.

– Monitoring Training of Examiners No changes to usernames and passwords – The online course becomes available October 15 (including the Test Administrator’s Manual) Closely monitor the number of English Learners (ELs) in your systems to ensure an accurate order of materials in December. Systems will be invoiced for excessive orders.

Return shipping labels and instructions for returning materials are included with shipment of materials in January.

The state testing window for ACCESS is six-weeks in length –systems may utilize the entire window as needed. The windows for ACCESS for ELLs and the Alternate ACCESS for ELLs are the same.

Once again in 2014-2015, ACCESS Listening will be delivered via media. Note that ACCESS for ELLs will move to a 100% online test administration in 2015-2016. Should Georgia elect to continue with ACCESS as its English language proficiency assessment in 2015-2016, more information will be forthcoming as we approach Fall 2015.

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End of Course Tests (EOCT)

The final administrations of the Georgia End of Course Tests (EOCTs) will occur as follows:

 Fall 2014 Mid-Month Administration (August-November 2014)  Summer 2014 Retest Administration (August-November 2014)

The information on the slides that follow address the EOCT program that “sunsets” after November 2014. They do not pertain to the end of course measures that will reside in the new Georgia Milestones program.

87

•

EOCT Retests: August – November 2014

Windows will be open as follows:

   

August 4 – 22, 2014 September 15 – 26, 2014 October 13 – 24, 2014 November 10 – 21, 2014 ***Retest administrations MUST be conducted in PearsonAccess***

• • • •

The TestNav update deployed in October 2013 remains in use for these administrations.

Scoring/Reporting will follow the same procedures as in the past – no changes on this front.

Use the currently posted (2013-2014) EOCT Online Examiner’s Manual for these administrations.

Important: Note that the retest forms for the current EOCT (legacy) program will no longer be available after the close of the November 2014 retest window (11/21/14). All retests stemming from the current EOCT program MUST be completed no later than this date.

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EOCT Retests: August – November 2014

Retests stemming from the EOCT administrations noted below should adhere to the following constraints: Original EOCT administration that resulted in Does Not Meet Spring 2014 Mid-Month Administration Retest opportunity completed no later than the: August 2014 Retest Administration Spring 2014 Main Administration Summer 2014 Main Administration Fall 2014 Mid-Month Administration September 2014 Retest Administration September 2014 Retest Administration November 2014 Retest Administration Important: Note that the retest forms for the current EOCT (legacy) program will no longer be available after the close of the November 2014 retest window (11/21/14). All retests stemming from the current EOCT program MUST be completed no later than this date. Please ensure that your schools are clear on this fact.

89

EOCT Mid-Months: August – November 2014

•

Windows will be open as follows:



August 4 – 22, 2014



September 15 – 26, 2014



October 13 – 24, 2014



November 10 – 21, 2014 ***EOCT Mid-Month administrations MUST be conducted in CTB’s online assessment platform. This is NEW !***

•

Recent webinar training sessions (recordings) relative to the CTB system can be found at :

–

July 17 (Technical Set-Up):

https://sas.elluminate.com/mr.jnlp?suid=M.2B83398857D8586E1887E35B1C6A44&sid=2012003 –

July 24 (Test Administration):

https://sas.elluminate.com/mr.jnlp?suid=M.A75C5350745A473C5E74E039F4151E&sid=2012003 –

July 29 (Test Administration):

https://sas.elluminate.com/mr.jnlp?suid=M.4E52FB3F58DBB100B9D44AD31A7E7A&sid=2012003 90

• • • •

EOCT Mid-Months: August – November 2014

Scoring/Reporting will occur in CTB’s online delivery system. Reports will (visually) appear different than Pearson generated reports, but the same information will be provided.

–

One exception: August and September Mid-Month reports will not contain Lexile book titles. They will contain Lexile scores – just not book titles. Refreshed reports will be provided later this fall for these students.

Note that quality checks the first week of the August 2014 Mid-Month window will delay the reporting of scores until early the week of August 11, 2014.

Test-Outs MAY be conducted (per previous guidance) in the August and September 2014 Mid-Month windows (only).

–

Guidance regarding “Test-Out’s” during Year 1 of Georgia Milestones (March and Summer 2015) will be provided in later guidance.

An EOCT Mid-Month Administration manual – unique to CTB’s online platform – is available for use in Fall 2014. It is posted at

www.ctb.com/gaeoct

and on the GaDOE EOCT webpage. Do NOT use the PearsonAccess Online Examiner’s Manual for Fall 2014 Mid Month Administrations. Please note that the EOCT Fall 2014 Mid-Month online platform does NOT reflect all of the features that the CTB platform will contain for Georgia Milestones beginning in Winter 2014. Updates to the online system will occur later this fall – prior to the Winter 2014 Georgia Milestones EOC Administration.

91

Courses Requiring an end of course assessment 2014-2015 Changes are applicable beginning with the Georgia Milestones Winter 2014 Administration Changes from 2013-2014 appear in purple font Course ID

23.06100

23.05100

23.05300

23.06120

23.06130

23.06800

23.06900

23.07300

23.07310

26.01200

26.01400

26.01800

26.01900

40.01100

45.08100

45.08200

45.08700

45.08930

45.06100

45.06200

45.06300

45.06500

45.06600

27.09710

27.09750

27.09720

27.09760

Course Name

9th Literature and Comp Am Literature and Comp AP Language Comp (American Lit Comp)

IB English B, Year One

IB English B,

Year Two

IB English A Literature,

Year One IB English A Literature, Year Two IB English A Language & Literature, Year One IB English A Language & Literature, Year Two

Biology I AP Biology IB Biology,

Year One

IB Biology,

Year Two

Physical Science General US History AP US History IB History of Americas,

Year One

IB History of Americas,

Year Two

Economics/Business/Free Enterprise AP Macroeconomics AP Microeconomics IB Economics,

Year One

IB Economics,

Year Two

Coordinate Algebra Accelerated Coordinate Algebra/Analytic Geometry A Analytic Geometry Accelerated Analytic Geometry B/Advanced Algebra

Corresponding EOC

9 th Grade Literature American Literature American Literature American Literature American Literature American Literature American Literature American Literature American Literature Biology Biology Biology Biology Physical Science US History US History US History US History Economics Economics Economics Economics Economics Coordinate Algebra Coordinate Algebra Analytic Geometry Analytic Geometry

• • • • • •

GAA

The GAA continues in its current form in 2014-2015.

The high school GAA assesses standards that are derived from Access courses taken by students with significant cognitive disabilities. The high school mathematics blueprint for 2014-2015 now incorporates selected content standards from the courses of Coordinate Algebra and Analytic Geometry. All students assessed in grade 11 for the first time through the GAA will be assessed on these mathematics content standards. This is a very important training point for 2014-2015. Retest opportunities began during the 2011–2012 school year for high school students who did not earn a proficient score in one or more content areas. A student may have up to two opportunities to retest during a single school year.

Student work becomes secure test material once it has been placed in the assessment binder as a piece of evidence. Only original evidence is scored. A permanent product must be the work of the student.

The required Validation Form must be completed (this includes affirming each item on the “checklist” that appears) and signed by both the person submitting the portfolio and the building administrator. Binders and other materials will arrive beginning in late August. Return shipping labels and instructions for returning portfolios will be included with a second shipment of materials, in February.

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• • •

GHSGT

The process of phasing-out the GHSGT continues:

Students who entered grade 9 for the first time

between July 2008 and June 2011

GHSGT to be eligible for a Georgia public school diploma. may apply a passing score on one of their two subject-area EOCT in lieu of a passing scores on the corresponding subject-area Students who entered grade 9 for the first time

prior to July 2008

must still pass each subject-area GHSGT to be eligible for a Georgia public school diploma.

Students who entered grade 9 for the first time GHSGT.

on or after July 1, 2011

do not need to pass the GHSGT to be eligible for a Georgia public school diploma; therefore, these students should NOT be assessed using • • • • • • • •

Logistical Changes for 2014-2015:

Enrollment counts will no longer be collected.

Each system’s data from previous administrations will be used to determine amounts shipped.

For the Fall 2014 retest administration, the source data for your system’s shipment will derive from the Spring 2014 Administration.

Please note that materials will be shipped to the system level rather than the school level (Note: This was

first implemented with the July 2014 administration).

Provisions will be made for systems to order additional materials if needed (with rationale provided) along with the ability to order materials for your visually-impaired students who may require Large Print or Braille.

GCA’s TestTime web application will be used for the additional order/visually-impaired process.

Join us for our GHSGT Retest Pre-Administration webinars (August 19 & 22, 2014).

There will NOT be a Summer 2015 Administration.

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GHSGT

Remember . . .

State Board rule (160-3-1-.07)

requires

that districts have a pre-registration process for the GHSGT (and GHSWT) for those wanting to retest during the next administration window.

Pre-registration is a vital step to ensure that adequate materials are present in the district on test day. Not having a pre-registration process in place has the potential to jeopardize students and their ability to earn a diploma.

Also, it is critical that the identity of test-takers be confirmed – particularly as the phase-out of the program continues this year and in the future . . .

95

Secondary Assessment Transition Plan

Ninth Graders Tenth Graders Eleventh Graders Twelfth Graders

EOCT = 15% of course grade EOCT = 15% of course grade EOCT = 15% of course grade 2011 / EOCT = 20% of course grade 2012 Pass the GHSWT [Pass one EOCT in each of the four content areas or pass the corresponding subject test of GHSGT] [Pass one EOCT in each of the four content areas or pass the corresponding subject test of GHSGT] [Pass one EOCT in each of the four content areas or pass the corresponding subject test of GHSGT] Pass GHSWT Pass GHSWT EOCT = 15% of course grade Pass GHSWT EOCT = 15% of course grade 2012 / EOCT = 20% of course grade 2013 Pass the GHSWT EOCT = 20% of course grade Pass the GHSWT [Pass one EOCT in each of the four content areas or pass the corresponding subject test of GHSGT] [Pass one EOCT in each of the four content areas or pass the corresponding subject test of GHSGT] Pass GHSWT Pass GHSWT EOCT = 15% of course grade 2013 / EOCT = 20% of course grade 2014 Pass the GHSWT EOCT = 20% of course grade EOCT = 20% of course grade Pass the GHSWT Pass the GHSWT [Pass one EOCT in each of the four content areas or pass the corresponding subject test of GHSGT] Pass GHSWT 2014 / 2015

EOCT = 20% of course grade RULE CHANGE PENDING REGARDING GHSWT REQUIREMENT EOCT = 20% of course grade EOCT = 20% of course grade RULE CHANGE PENDING REGARDING GHSWT REQUIREMENT Pass the GHSWT EOCT = 20% of course grade Pass the GHSWT

GKIDS

• • • • • • • • GKIDS continues in its current form in 2014-2015. The GKIDS website opens on August 4.

Teachers should contact the school coordinator first and then the system test coordinator for assistance with GKIDS.

Teachers should enter student information into the website in a timely manner. Students who transfer from a school/classroom should be released through the GKIDS website so they can be acquired by the new teacher.

GTID issues should be addressed with the school student database contact and/or the GaDOE Technology Services Division.

There is not a state-mandated baseline or end of year summary of required elements.

Teachers are responsible for students’ end of year reports prior to the end of the administration window in May.

A mid-year data file will again be available in January 2015.

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GKIDS: Pre-Population Option

Again, during 2014-2015, there are two ways for teachers to add students to their class lists. Systems may require that all of their schools select the same option or they may allow schools to choose which option to use – however, all teachers in a single school should use the same option.

Please plan to attend our GKIDS Pre-Administration Webinars on August 29 and September 4.

– – – – Enter students manually. This can be done at any time during the school year, beginning on August 4, 2014 and will be no different than previous years.

Select students from a Pre-Populated School List. After Pre-ID Cycle 1, GCA will upload student demographic information in September. The GKIDS site will be down from September 15-23 while the student information is uploaded.

On September 23, the website will be back online, and teachers may select their students from a school list if they have not already added their students manually. If teachers in schools/systems that will use pre-population wish to start assessing students at the beginning of the school year, before September 23, they may use the recording sheet posted on the GaDOE website if desired: http://www.gadoe.org/Curriculum-Instruction-and Assessment/Assessment/Documents/GKIDS%20Recording%20Sheet.pdf

August 4, 2014 August 29, 2014 Sept. 15, 2014 Sept. 23, 2014 January, 2015 May 8, 2015 June 12, 2015

GKIDS: Pre-Population Option

GKIDS Website goes online; teachers may add students manually to the GKIDS database.

Deadline for System Test Coordinators to notify GCA of any new schools and/or school closures for 2014-2015 GKIDS Website goes offline to upload student demographic information from Pre-ID Cycle 1.

GKIDS Website goes back online; pre population feature is available for selecting students from a class list.

Mid-Year GKIDS student data file posted to systems in the MyGaDOE Portal Deadline for entry of student assessment data by teachers.

GKIDS Website closes for the 2014-15 school year.

NAEP

• • • • • • The National Assessment of Educational Progress (NAEP) collects data about what students know and can do in a variety of subjects.

Participation in NAEP is required by federal and state law.

Schools and students are sampled by NCES to represent national and state demographics.

Assessment is administered by contracted team.

Scores are calculated and reported for states and selected districts only.

2014-2015 is a “state year” for NAEP with over 400 Georgia schools participating.

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GHSWT

• • • • • The assessment of student writing in grades 3 – high school will occur through the new Georgia Milestones Assessment System (Georgia Milestones).

In grades 3 – 8, writing will be assessed as a “third section” of the Georgia Milestones ELA assessment.

In high school, Georgia Milestones will assess student writing through the 9 th Grade Literature and Composition and American Literature and Composition end of course assessments.

However – and this is critical - the Georgia High School Writing Test

(GHSWT) continues in its current form in 2014-2015 . . . AND it remains a diploma eligibility requirement in 2014-2015.

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In short, all students still must pass the Georgia High School Writing Test (GHSWT) to be eligible for a Georgia diploma.

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The stakes for students are high in this respect . . . Ensure that there is no confusion on this point in your local systems.

The Summer 2015 Retest Administration moves to June! (June 17, 2015) 101

OAS

• • • • • The Georgia OAS will be available for use in the the week of August 11.

Details, including reporting features, will be discussed in upcoming webinars.

Training Tab has many resources.

As part of Georgia’s Race to the Top work, GaDOE has continued to develop new formative and benchmark assessment resources.

These new items can be found by clicking on “Formative” in the drop down menu when “shopping” for items.

The OAS will be available through December 2014 running “parallel to” our new “in-house” online system that is under development – Georgia Online Formative Assessment Resource, GOFAR. GOFAR will go live during Fall 2014 – more information forthcoming on this topic.

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• • • • • •

Georgia Online Formative Assessment Resource (GOFAR)

GOFAR is Georgia’s new online platform for our various online formative assessment tools.

These include the previous OAS item bank and the many formative assessment items developed as part of Georgia’s Race to the Top work in recent years.

Items will be loaded into GOFAR both at launch – and over time after launch.

GOFAR will be “integrated” with the SLDS (meaning reports will populate in SLDS and there will no longer be an upload process required).

Training sessions will be available this fall and, as necessary, over the course of the year. GOFAR will be available, running “parallel to”, the OAS in order to facilitate a smooth transition from the OAS to GOFAR over the course of 2014-2015. Specific roll-out dates will be announced this fall.

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Formative Assessment Initiatives

Bringing a Balanced Assessment Focus to the Classroom

1600 new items loaded

Formative Item Bank Assessment Literacy Professional Learning

Formative Instructional Practices: FIP Foundations & FIP in Action 1100 new science & social studies items to be loaded

Benchmark Assessments

24 benchmark assessments Don’t forget the NAEP Item Tool consisting of high quality, released NAEP items!

Benchmark Assessments

Implementation Schedule

Available Spring 2014

• • • ELA – Grades 1, 2, 3, 6, 7, 8, and 10 Mathematics – Grades 1, 2, 3, and Coordinate Algebra U.S. History

Available Fall 2014

• • • ELA – Grades 4, 5, 9, and 11 Mathematics – Grades 4, 5, 6, 7, 8, Analytic Geometry, and Advanced Algebra Biology

FIP Foundational Learning Modules

FIP tightly aligns to and directly supports TKES and LKES!

1. Introduction to Formative Instructional Practices 2. Clear Learning Targets 3. Collecting and Documenting Evidence of Student Learning 4. Analyzing Evidence and Providing Effective Feedback 5. Student Ownership of Learning: Peer Feedback, Self-Assessment, and More 6. Leading Formative Instructional Practices (for district and/or school leaders) 7. Coaching Formative Instructional Practices (for instructional coaches and/or teacher leaders) FIP in Action modules available this fall

Questions & Answers Evaluation Link

https://www.surveymonkey.com/s/HSMTMLV 107