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School Test Coordinators’ Meeting September 21, 2011 Jasper County.

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1 School Test Coordinators’ Meeting September 21, 2011 Jasper County

2 OUR MISSION is to graduate all our students prepared for future opportunities. OUR CORE BELIEFS  All students can learn  Students should be challenged with a rigorous and relevant curriculum.  Visionary leadership is essential to continuous improvement.  Employing and retaining quality personnel and providing opportunities for their professional growth is essential to system effectiveness.  Decision-making is data driven.  Creating a caring culture is key to engaging all learners.  Everyone takes personal responsibility for achieving targeted results.  It is the responsibility of the system to engage all stakeholders in the educational process.  It is the responsibility of the system to be good steward of resources. OUR VISION is to provide committed staff, supportive environments, and high standard to achieve academic growth and success



5 Georgia’s Student Assessment Program The primary purposes of Georgia’s assessment program are: – To provide a comprehensive perspective of academic achievement at the student, class, school, system, and state levels. – To provide useful information to aid: teachers and administrators in instructional planning; students and their parents in personal decision making; educators and the general public in evaluation of educational programs. 5

6 2011 - 2012 Assessments ACCESS for ELLs (K-12) – Amy Johnson Criterion Referenced Competency Tests (CRCT) (3-8) – Cheryl Marrett Criterion Referenced Competency Tests - Modified (CRCT-M) (3-8) – C Marrett & J Aubry End-of-Course Tests (EOCT) – Kelvin Thomas Georgia Alternate Assessment (GAA) (3-8, 11) – Jolynn Aubry Georgia Work Ready – Kelvin Thomas Georgia High School Graduation Tests (GHSGT) (11 & 12) – Kelvin Thomas Georgia Inventory of Developing Skills (GKIDS) (K) – Lynn McEleheney Writing Assessments (3, 5, 8, and 11) – Cheryl Marrett

7 2011 – 2012 Assessments Due to budgetary constraints, the following will not be administered during the 2011- 2012 school year: – CRCT – grades 1 and 2 Gr. 1 & 2 “Instructional Assessments” remain available in the Online Assessment System (OAS) – GAA – grades 1 and 2 – Norm-Referenced Tests 7 Note: If a system mandates a local assessment in grades 1 and 2, an alternate assessment must be administered – We will administer the GAA in 1 st & 2 nd Grades

8 General Announcements Reasons for non-participation must be provided during AYP Assessment Processing in the MyGaDOE Portal: − Illness − Medical Emergency − Other − Unknown Principal Certification Form – required after each administration. – Must be kept on file by System Test Coordinator for 5 years @ school level also. – Form is posted in the ‘For Educators’ portal. Webinars – call me if interested in viewing a Webinar on a particular assessment 8

9 Highlights of Changes to the Student Assessment Handbook Secondary Assessment Transition Plan Addition of CRCT-M Information Revisions to EOCT section Revisions to EOCT section (Secondary Assessment Transition Plan, Scheduling, Re-Test Administrations, new GPS Algebra & GPS Geometry) Revisions to GAA section (Re-Test Administrations) Revisions to the GHSGT section (Secondary Assessment Transition Plan, discontinuing of QCC forms in ELA, Science, and Social Studies) Clarifications regarding ELL word to word dictionaries and ELL-TPC plans Additions/Changes to the test security section (“Must Not Do” list, Roles & Responsibilities) Annual edits (dates, etc.) 9

10 Reminders Do not include GTID numbers in emails – Please do not over-order materials – costs are increasing significantly due to system over ordering. – Overages are provided at the both system and school levels. 10

11 Secondary Assessment Transition 11

12 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). 12

13 Secondary Assessment Transition In April the State Board of Education voted to adopt amendments to two rules: – Rule 160-3-1-.07: Testing Programs – Student Assessment ( – Rule 160-4-2-.13: Statewide Passing Score ( ) 13

14 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. 14

15 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%. 15

16 Ninth GradersTenth GradersEleventh GradersTwelfth Graders 2011 / 2012 EOCT = 20% of course grade Pass the GHSWT EOCT = 15% of course grade [Pass one EOCT in each of the four content areas or pass the corresponding subject test of GHSGT] Pass GHSWT EOCT = 15% of course grade [Pass one EOCT in each of the four content areas or pass the corresponding subject test of GHSGT] Pass GHSWT EOCT = 15% of course grade [Pass one EOCT in each of the four content areas or pass the corresponding subject test of GHSGT] Pass GHSWT 2012 / 2013 EOCT = 20% of course grade Pass the GHSWT EOCT = 20% of course grade Pass the GHSWT EOCT = 15% of course grade [Pass one EOCT in each of the four content areas or pass the corresponding subject test of GHSGT] Pass GHSWT EOCT = 15% of course grade [Pass one EOCT in each of the four content areas or pass the corresponding subject test of GHSGT] Pass GHSWT 2013 / 2014 EOCT = 20% of course grade Pass the GHSWT EOCT = 20% of course grade Pass the GHSWT EOCT = 20% of course grade Pass the GHSWT EOCT = 15% of course grade [Pass one EOCT in each of the four content areas or pass the corresponding subject test of GHSGT] Pass GHSWT 2014 / 2015 Common Core Assessment Implementation (Language Arts & Mathematics) EOCT = 20% (Science & Social Studies) Common Core Assessment Implementation (Language Arts & Mathematics) EOCT = 20% (Science & Social Studies) Common Core Assessment Implementation (Language Arts & Mathematics) EOCT = 20% (Science & Social Studies) EOCT = 20% of course grade Pass the GHSWT Secondary Assessment Transition Plan 16

17 Secondary Assessment Transition Cohort 1 Students who enter grade 9 for the first time in SY2011 -2012 or after Must pass the GHSWT to be eligible for diploma Are not required to take or pass GHSGT ( test not administered) Are required to pass courses* associated with EOCT, with EOCT contributing 20% to course grade Are not required to pass EOCT Cohort 2 Students who entered grade 9 for the first time between July 2008 and June 2011 Must pass the GHSWT to be eligible for diploma Must pass one of the two subject-area EOCT or the corresponding subject- area GHSGT Are required to pass courses associated with EOCT, with EOCT contributing 15% to course grade *In science, students may take Physical Science or Physics (no EOCT for Physics). 17

18 GHSGT and EOCT Transition An example of anticipated GHSGT Student Participation Percentages * The EOCT passing percentage for the cohort that is approaching testing should be used. For instance, students who will be grade 11 in March 2012 would have taken EOCT 9 th Grade Literature in 2009 – 2010. The best approach will be for your high school(s) to review individual students to determine their testing needs... And the amount of materials required. ** This percentage will almost certainly be higher because most students will not have been administered these EOCTs yet due to the fact that US History and Economics courses tend to be taken/finished after the GHSGT administration in March of the grade 11 year. GHSGT Content ELAMathematicsScienceSocial Studies EOCT Content 9 th Grade Lit. & Comp. American Lit. & Comp. Math I Math II Biology Physical Science U.S. History Econ. % Passed in Spring 2011 * 82%88%61%55%70%76%66%72% GHSGT % anticipated to test in grade 11 12%-18%39%-45%24%-30%28%-34%** 18

19 Secondary Assessment Transition Plan This transition plan was developed in consideration of the planned implementation of Common Core Assessments in 2014-2015. Beginning in 2011-2012, Adequate Yearly Progress will be calculated using EOCT scores for selected courses. – AYP would be calculated by course (such as American Literature) – The final determination of courses to be used for this purpose is still pending 19


21 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.

22 Roles and Responsibilities Detailed descriptions of roles and responsibilities are provided in the SAH, 2010-2011. Superintendent System Test Coordinator (STC) System Special Education Coordinator System Title III Coordinator Principal School Test Coordinator Assistant School Test Coordinator Examiner Proctor

23 Scheduling Considerations Mandated tests must be scheduled in accordance with published GaDOE testing dates. – The Statewide Assessment Calendar can be found on the GaDOE Testing web page in the ‘For Educators’ portlet. 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 man-power.

24 Scheduling Considerations Each 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, 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 – if testing in an auditorium, you must leave every other seat and row empty. – A sufficient number of proctors must be available to assist with test administration and monitor test security.

25 Testing Plan Each school will develop and implement a testing plan which includes each 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 – examiner administer the accommodation appropriately – ensuring the logistics are thought-through. USE JCSS outline

26 Materials Management 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 each test administration – you must have a secure location. 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, or student responses on it... It is considered secure. 26

27 Managing Test Security Lock tests up! Require students put their names on the test booklets. Teachers should sign tests in and out – note dates and times. All system personnel are prohibited from reviewing contents of test booklets.* Do not copy any secure test materials. Monitor students. *Interpreters may review, with supervision, to plan for administration.

28 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 - if they will in the class during testing, they should be trained

29 Planning for a Conducive Environment Seating spaces and writing surfaces are large enough Seating arranged to prevent cheating. NO cell phones, PDAs, or other electronic devices in the exam room. 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 (or who arrive to school late).

30 Planning for Testing Administration EXAMINERS 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.

31 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.

32 Planning for Testing Administration Resources and Aids NO dictionaries, textbooks or any other aids and/or resources that would provide assistance. Any instructional materials that are displayed in the room, such as posters, should be covered or removed during testing. Review the calculator policies for each program. Programmable calculators are not allowed on any state assessment.

33 Accommodations Considerations Allowable for students with IEPs, 504/IAP, or ELL Test Participation Plans Assistive Technology – Plan ahead for ordering Kurzweil Large Print, Braille, and Small Group Kits State required coding (SRC) Homebound and hospitalized students -tests should not be kept overnight – must be checked out & in on a daily basis

34 Plan for Accommodations Know who your SWD, ELL, 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 (request LP ASAP) are and ensure you have adequate materials. Make provisions for Extended Time (time and ½) students and Frequent Breaks. Plan in advance for any Word to Word (ELL) 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, ELL-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 – use JCSS form 34

35 Accommodations Any accommodation(s) given to a student during the administration must be specified in the student’s IEP, 504/IAP, ELL/TPC – ALL ELL Students (active, monitored, & waivered). All accommodation(s) during state mandated testing should reflect instructional practices however –if it’s in the IEP, 504/IAP, ELL/TPC, use it! School Test Coordinators must ensure that students are given their appropriate accommodations, before a student begins to test – Start with Infinite Campus report

36 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 – Found on the GaDOE web site (; in the portlet labeled ‘For Educators’) 36

37 Note Regarding English Language Learners (ELLs) 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 phased in on documentation over the course of 2011 – 2012... and as the 2012 – 2013 school year arrives. You will begin to see this change over the next 12 months as the new term is phased in. 37

38 Assessment Administration

39 Materials School Test Coordinator should count and sign for all materials received. Materials should be in a locked, secure location at all times Restricted access must be confirmed.

40 Materials The School Test Coordinator must count all materials before disseminating to examiners. Examiners must verify count upon receipt. At the end of testing each day, the examiner must account for all materials before dismissing students. The School Test Coordinator must count all materials as examiners check in the materials at the end of testing each day.

41 Materials Each school should have a test administration plan which outlines when tests are to be distributed and collected each testing day. – Schools should distribute materials immediately before testing. – Schools should collect materials immediately at the conclusion of testing each day (or after each “period” if applicable). No one should have access to secure materials for lengthy periods of time.

42 Materials Pre-ID labels (if 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. – Labels should be applied to answer documents prior to administration.

43 Roles and Responsibilities – Refer to Student Assessment Handbook for detailed information. – Principal has ultimate responsibility for all testing activities within the school. Emphasis : The Principal must complete the Principal Certification Form after each administration.

44 Roles and Responsibilit ies School Test Coordinator – Security of all test materials – Material distribution/return – Attend training – Sign out materials – Monitor test administration environment – Receive/verify test materials after testing each day

45 Roles and Responsibilit ies School Test Coordinator Detailed list of responsibilities in SAH Do Not “delegate” everything to Assistant School Test Coordinator School Testing Coordinator (& Principal) is ultimately held responsible

46 Roles and Responsibilities Examiner – Must be certified – Security/verification of test materials – Control of testing environment and active monitoring – Accuracy of information on answer documents – Follows procedures for testing as given in Examiner’s Manual, including reading all directions to students – Detailed list of responsibilities in SAH

47 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

48 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

49 Irregularities All irregularities must be coded, documentation completed and submitted to the GaDOE Assessment Administration Division. The Assessment Administration Division will review all reports of irregularities. – Issue irregularity/invalidation codes. – Advise the local system as to whether a report of possible unethical conduct should be made to the Professional Standards Commission (PSC). Only the GaDOE may invalidate assessments always allow a student to complete an assessment if possible

50 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.

51 Examples of irregularities during Testing Administration: – Test Examiner or other personnel failed to follow administration directions for the test. – Examinee’s test booklet, answer sheets, or portfolio entries (for GAA) are lost – GAAs should not leave the building. Do Not take home or to BOE (except when complete). If Special Education Department needs to check GAAs away from your campus, they will check them out from you.

52 Examples of irregularities during Testing Administration: – Test Examiner fails to provide an examinee with a documented accommodation or provides examinee with an accommodation that is not documented. they must If a student has an accommodation, they may not opt not to use it - i.e., if a student has write in booklet - they must, do not give them an answer sheet. – For more examples, please refer to the SAH.

53 Steps for Reporting an Irregularity School Test Coordinator: – Communicate with the 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. – Return all documentation to the System Test Coordinator. – Include form # - use Irregularity Form

54 Characteristics of a Quality Investigation Examiner should notify Principal and School Test Coordinator of incident School Test Coordinator should notify System Test Coordinator- same day as occurrence System Test Coordinator is responsible for reporting to GaDOE. Request detailed written statements from all parties involved if necessary. – Follow up on details (“connect the dots”) Follow district procedures regarding misconduct. 54

55 Importance of Training Materials Throughout the testing administration, please refer to the following resources: – Student Assessment Handbook – Examiner’s Manuals – Test Coordinator’s Manuals – Accommodations Manual Read again, even though you may have read before. Directions do change and these are standardized tests.

56 Post Administration

57 Irregularities – Post Testing Make certain that all irregularities and invalidations are documented correctly before sending scorable documents –reminder - call me the day an irregularity occurs! Make certain that online test irregularity forms have been finalized (EOCTs). 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. 57

58 Collecting Materials In a supervised setting, at the conclusion of testing: – Check all coding of identifying information and form numbers, when applicable. – 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.

59 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. 59

60 Dissemination of Test Scores Results for individual students are critical for certain grades and subjects. Initial test results are released on the department’s secure portal, MyGaDOE, or through Pearson Access. 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. 60

61 Interpretation of Scores Score Interpretation Guides are available for each program. – Found on each program website. Over interpretation should be avoided. – Remember, each program is built to serve a specific purpose; interpretation must be made in light of those purposes.

62 State Board Rules The most current rules below can be found on the GaDOE web site at the following link: State Board Rules relating to assessment include: 160-3-1-.07 Testing Programs – Student Assessment 160-4-2-.11 Promotion, Placement, and Retention 160-4-2-.13 Statewide Passing Score 160-1-3-.09 Waivers and Variances of High School Graduation Assessments 160-4-2-.31 Hospital/Homebound (HHB) Services 160-4-2-.34 Dual Enrollment 160-4-2-.46 High School Graduation Requirements (1997-1998) 160-4-2-.47 High School Graduation Requirements (2002-2003) 160-4-2-.48 High School Graduation Requirements (2008-2009) 160-4-2-.37 Georgia High School Graduation Test Summer Remedial Program 160-4-5-.02 Language Assistance: Program for English Language Learners 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

63 Ethics and Assessment

64 The highest form of ethics is doing the ethical thing when no one is watching. Ethical conduct on the part of educators and students is one component of assessment that assures that a test is valid for the purpose for which it is used.

65 A good testing program provides critical information to: ¤ Students¤ Parents ¤ Teachers¤ School and System ¤ Community Members ¤ Administrators The integrity of the assessment process is critical to all we do as educators.

66 CODE OF ETHICS FOR GEORGIA EDUCATORS Revised 2009 The Professional Standards Commission (PSC) adopted a revised Code of Ethics for Georgia Educators in July 2009. The PSC also adopted a hierarchy of consequences, recommended by System Test Coordinators, that is published on their web site at

67 PSC Code of Ethics Educator Ethics Division Rules Code of Ethics Moral Turpitude Disciplinary Action Filing a Complaint -General Complaint Form (PDF) -Testing Violation Complaint Form (PDF) -Abandonment of Contract Complaint Form (PDF) The Hearing Process FAQ Contacting Ethics Testing -Student Assessment in Georgia Schools (PDF) -Testing Ethics Short (PowerPoint) -Testing Report Form (PDF) 67

68 Code of Ethics Guidelines for Student Assessment on Georgia Professional Standards Commission website:

69 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.

70 Test Security Reminders Be thoroughly familiar with the Student Assessment Handbook and test administration manuals read entire Handbook & manuals. Thoroughly train everyone involved in testing. Make everyone in the school/system aware of the importance of security and the consequences of violating security, including students, parents, community, custodians, cafeteria personnel, bus drivers. Follow all protocols. Report problems in a timely manner. – Including referrals to PSC – Principal’s Certification Form is required after each administration and must be maintained by the System Test Coordinator for 5 years – school should keep 5 years as well.

71 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 Documented training Lost test booklets constitute a breach of test security and will result in a referral to PSC 71

72 Security The security of all tests must be maintained at all times.


74 CRCT: Top Topics Grades 1 and 2 will not be assessed. The CRCT Enrollment System will be available Dec. 12- Jan. 13. Timely and accurate information is critical for shipping, scoring, and reporting. The CRCT Online Retest offers ease of implementation, enhanced security as test booklets and answer documents are not required, and a method for gauging a district’s online capacity and success with online testing. 74

75 Unique Features of the CRCT All third grade students are required to achieve grade level scores on the CRCT in Reading. All fifth and eighth grade students are required to achieve grade level scores on the CRCT in Reading and Mathematics. Students who performed below grade level in promotion and retention grades and content areas must be offered a retest opportunity. – Online Retest option is available and has proven very successful in districts that have used it In addition to irregularities (IR) and invalidations (INV), there are potential Participation Invalidations (PIV) for students who receive accommodations not on the list of state-approved accommodations and/or not in the student’s IEP. The first set of reports are sent to systems with a 5-day turnaround after representative sample is reached. 75

76 CRCT Test Score Ranges  Performance Level 1 <800 = Does Not Meet  Performance Level 2 800 – 849 Meets The Standard  Performance Level 3 850> Exceeds The Standard Scale scores may range from 650 to 900 or above for each grade and content area. Highest and lowest obtainable scale score can differ by test.

77 CRCT-M: Top Topics Make certain that your schools administer the proper assessment to students. IEP Teams must evaluate all students who achieved “Basic Proficiency” on the CRCT-M in 2011 to determine whether on not the student should remain on the CRCT-M. All IEPs must contain evidence to support assessment placement. In order for a student who has achieved “Basic Proficiency” on the CRCT-M the prior year to remain on the CRCT-M the following year, the IEP team should conduct a re-evaluation that includes examining other evidence such as national and local tests that the district administers, class tests, and other student work. After consideration of all evidence, the IEP team determines the appropriate assessment for the student (CRCT or CRCT-M) and documents the decision in the IEP. The CRCT-M Enrollment System will be available Dec. 13- Jan. 14. Timely and accurate information is critical for shipping, scoring, and reporting. Participation Guidelines to assist IEP teams appears at: 77

78 CRCT – Modified (CRCT-M) The CRCT-M is a grade-level alternate assessment for eligible students who receive special education services. The CRCT-M assesses the same grade-level Georgia Performance Standards (GPS) as the Criterion-Referenced Competency Tests (CRCT) Items on the CRCT-M have been edited and/or enhanced to increase the accessibility for the eligible students, allowing them to demonstrate more consistently what they know and can do. The CRCT-M is administered in grades 3 – 8 in the areas of Reading, English/Language Arts, and Mathematics 78

79 CRCT-M Test Score Ranges  Performance Level 1 < 300 = Below Proficiency  Performance Level 2 <300 – 329 Emerging Proficiency  Performance Level 3 > 329 = Basic Proficiency Scale scores may range from 200 to 430 for each grade and content area. Highest and lowest obtainable scale score can differ by test. 79

80 EOCT: Top Topics Two new EOCT tests - GPS Algebra and GPS Geometry New Re-test administration windows will be added as an enhancement to the EOCT program in 2011 – 2012. Details on these administrations will be forthcoming in guidance letter and webinar format. – These re-tests will be intended to provide students who are not proficient on an EOCT (in a course that they have just completed) with one additional opportunity to demonstrate their proficiency on the assessment. Increased weight (20%) of EOCT for students enrolled in grade nine for the first time in 2011 – 2012 and beyond A new “staggered” delivery schedule – the initial shipment of materials to systems will occur closer to each system’s window (for those that test later in the state window) to assist systems in terms of storage capacity and to enhance security. Return all test booklets and secure materials in a timely manner. 80

81 EOCT Scheduling Parameters The “stakes” for the EOCT will change in 2011 – 2012 as it becomes Georgia’s high school accountability assessment in addition to serving as a final exam for students. Diligent attention must be given to the development of a schedule that protects the security and integrity of the test administration – ALL schools will test on the same schedule 81

82 EOCT Administration Guidelines Students who enroll from accredited programs as defined by State Board of Education Rule 160-5-1-.15 (Acceptance of Transfer Credit and/or Grades) are not required to take and pass the EOCT to receive credit for an EOCT course unless the student was concurrently enrolled in a Georgia public school while taking the course at another accredited program. Effective Sumer 2011– Notice was provided in May to schools- 82

83 EOCT Administration Guidelines How to calculate the grade when a student has taken an EOCT course from an accredited outside agency i.e., Faith, Alpha Omega, Covington Academy, etc.. (does not apply to FTE counted courses at various institutions, i.e., GA Virtual School, Perimeter, etc…) Once a transcript is received from an agency with an EOCT course, DO NOT accept grade, DO NOT enter course/grade into student's transcript – no reflection of the course should be in Infinite Campus. Action to be taken = Schedule student to take an EOCT. If the student passes the EOCT, average EOCT grade as 15/20% (depending on Cohort) with transfer grade and then enter new grade into student transcript. If the student fails the EOCT, no credit is awarded and student must retake course. 83

84 EOCT Administration Guidelines Scenario #1 – Student fails EOCT  Student’s transcript reports an 83 for a grade for US History. The student takes the US History EOCT and earns a 65. No credit is awarded and student must retake course. No reflection of the course taken from the outside agency will be reflected in the student’s transcript. Scenario #2 – Student passes EOCT  Student’s transcript reports an 83 for a grade for US History. The student takes the US History EOCT and earns a 70. 70 x 15% = 10.5 ; 83 x 85% 70.6 (10.5 + 70.6 = 81.1) - Student’s grade is 81 THEN enter new grade into student transcript and credit is awarded 84

85 EOCT Test Score Ranges  Does Not Meet Standard <400 = Below 70 Grade Conversion  Meets Standard 400 – 449 = 70 – 89 Grade Conversion  Exceeds Standard 450> = 90 or Above Grade Conversion

86 ACCESS for ELLs: Top Topics Maintain a file of examiners who have earned scored of 80% or higher on the domains of ACCESS for ELLs that they will be responsible for administering in 2012. – Remember, examiners must re-certify on an annual basis. Monitoring Training of Examiners – No changes to usernames and passwords Closely monitor the number of English language learners in your systems to ensure an accurate order of materials in December. 86

87 ACCESS for ELLs Domains Language Domains—Listening, Speaking, Reading, and Writing Composite Scores – Oral Language (50% L + 50% S) – Literacy (50% R + 50% W) – Comprehension (30% L + 70% R) – Overall (15% L + 15% S + 35% R + 35% W) 87

88 Who is required to take ACCESS for ELLs? Administered to all English language learners in Georgia, in grades K-12. The kindergarten assessment is an individually administered, adaptive test. All ELL students must be assessed. ELL-Monitored (ELL-M) students must NOT be assessed. 88


90 GAA : Top Topics The high school GAA will assess standards that derive from the Access courses taken by students with significant cognitive disabilities. For high school mathematics, students may be assessed on standards from an integrated course or discrete courses. This will be dependent upon the courses selected by the local system. Retest opportunities will begin during the 2011–2012 school year for high school students who did not earn a proficient score in one or more content areas. Student work becomes secure test material once it has been placed in the assessment binder as a piece of evidence. The required Validation Form must be completed and signed by both the person submitting the portfolio and the building administrator. Grades 1 and 2 will not be assessed- by Georgia – we will 90

91 GAA Grade Levels and Content Areas Kindergarten English/Language Arts: 2 standards/entries Mathematics: 2 standards/entries Grades 3-8 English/Language Arts: 2 standards/entries Mathematics: 2 standards/entries Science: 1 standard/entry* Social Studies: 1 standard/entry High School (Administered in grade 11) English/Language Arts: 2 standards/entries: Reading and Communication Mathematics 2 standards/entries: Math I or GPS Algebra and Math II or GPS Geometry Science 2 standards/entries: Biology and Physical Science* Social studies 2 standards/entries: U.S History and Economics *Science standard(s) must be paired with a Characteristics of Science standard. 91

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

93 GAA Scoring Dimensions Scores are reported in terms of rubric scores and performance levels (Stages of Progress). – Emerging Progress = Basic/Does Not Meet – Established Progress = Proficient/Meets – Extending Progress = Advanced/Exceeds GAA Portfolios are scored for 4 discrete dimensions – Fidelity to Standard – Context – Achievement/ Progress – Generalization Scoring is holistic – all pieces of evidence are considered and the totality of the information documented about the student’s performance on the task is used to make scoring decisions. Where there are two entries, rubric scores are averaged. 93

94 GAA Important Dates High School Re-Test Schedule (Gr. 11/12) Retest Option #1 September 6-November 11 (Reports Arrive January 13 - 18, 2012) Retest Option #2 September 6-March 30 (Reports Arrive June 1 - 7, 2012) Retest Option #3 January 9 - March 30 (Reports Arrive June 1 - 7, 2012) Materials for re-testing will be sent to Georgia systems in August, along with your shipment of main administration materials. The vendor will estimate the number of needed re-test materials based on the number of reports for high school students delivered to your system in spring, 2011 94

95 GHSGT: Top Topics Mathematics is now fully aligned with GPS and on the GPS scale. The process of phasing-out this assessment begins in 2011 – 2012: Students who entered grade 9 for the first time between July 2008 and June 2011 may apply a passing score on one of their two subject-area EOCT in lieu of a passing scores on the corresponding subject-area GHSGT. 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 diploma. ELA, Science and Social Studies QCC forms have been discontinued. GHSGT will not be used for AYP 2012 calculations. Spring GHSGT Pre-Id labels will no longer be available. Summary reports will no longer be provided following the spring administration. 95

96 Writing: Top Topics All students still must pass the Georgia High School Writing Test (GHSWT) to be eligible to receive a Georgia diploma. GHSWT September main administration is on Tuesday, September 27, 2011 with the make-up administration on Wednesday, September 28, 2011. New in 2011 – 2012: Student performance data for the Grade 3 Writing Assessment will be collected using a new online web-based application. Training on the new tool will be provided via webinar in late January 2012. 96

97 Writing Assessment Grade Levels and Genres Grade 3: Narrative, Persuasive, Informational, Response to Literature Grade 5: Narrative, Persuasive, Expository Grade 8: Persuasive, Expository Grade 11: Persuasive 97

98 Writing Assessment Score Ranges The score scale is 100 – 350, with 200 being the passing score: <200 Does Not Meet Standard 200 - 249 Meets Standard >250 Exceeds Standard 98

99 Writing Assessment Program Scoring System Analytic scoring system: – Four domains of writing are scored Ideas Organization Style Conventions – Papers receive a score of 1-5 in each domain. – Domain scores are weighted and added together to determine the raw score. – The raw score is converted to a scale score which is reported to the school/student. 99

100 GKIDS: Top Topics 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. There is not a required baseline or end of year summary of required elements. Teachers are responsible for students’ end of year report. 100

101 GKIDS Important Dates Systems/schools may require reporting at specific times during school year At a minimum, data entry should be started on all enrolled students no later than January 9, 2012. This date has been established as a new mid-year “check- point”. All data must be entered by May 11, 2012 (our 4 th deadline) to be included in end of year state and system summary reports Teachers are responsible for creating individual end of year student reports 101

102 Contact Information Cheryl H Marrett, System Testing Coordinator Grades K-8 770-633-4884 – cell Kelvin Thomas, Testing Coordinator Grades 9-12 Vickie Rogers

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