1. Welcome! New System Test Coordinators’ Mid-Year “Touchpoint” Webinar
Thursday, January 8, 2015
10:00 AM – 12:00 PM

2. Purpose To “check-in” with you at the mid-year point;
provide information and reminders for the upcoming months;
and answer questions.

3. Assessment & Accountability Contact Information
Melissa Fincher, Ph.D. Deputy Superintendent, Assessment and Accountability
(404) ;
Melodee Davis, Ph.D.
Director, Assessment Research and Development
(404) ;
Anthony (Tony) Eitel
Director, Assessment Administration
(404) ;
Cowen Harter
Director, Accountability
(404) ;

4. Assessment & Accountability Team
Deputy Superintendent Support Staff ¤ Melissa Fincher ¤ Connie Caldwell ¤ Joni Briscoe Assessment Administration – Anthony (Tony) Eitel ∞ 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 ∞ August Ogletree 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. ;
Lead Contact for End of Course (EOC)
Lead Contact for EOG & EOC Accommodations
Mary Nesbit-McBride, Ph.D. ;
Lead Contact for EOG & EOC Technology:
Michael Huneke ;
ACCESS for ELLs
Georgia Alternate Assessment (GAA)
Deborah Houston ;
Georgia Graduation Assessments (GHSGT & GHSWT)
Georgia Online Formative Assessment Resource (GOFAR) & Online Assessment System (OAS)
Michael Huneke ;
National Assessment of Educational Progress (NAEP)
Georgia Kindergarten Inventory of Developing Skills (GKIDS)
Bobbie Bable ;

6. Assessment Research & Development Contact Information
Assessment Specialists, Research and Development Sheril Smith, Ph.D. Assessment Research Specialist ; Niveen Vosler Assessment Research Specialist ;
Kindergarten Entry Profile Project
Jan Reyes, Ph.D.
Assessment Specialist ;
Formative Instructional Practices (FIP)
Kelli Harris-Wright ;

7. Accountability & Growth Model Contact Information
Accountability Michelle Christensen Accountability Specialist ; Nancy Haight ; Paula Swartzberg ; August Ogletree Accountability Research Specialist
Growth Model
Allison Timberlake, Ph.D.
Program Manager ;
Qi Qin
Assessment Specialist ;

8. Things you need to know…
Never hesitate to call or
Testing is all about logistics, careful planning, and clear communication
Superintendent Certification Form is due twice a year: January 31 (for July – December) and July 31 (for January – June)
Submit via the MyGaDOE portal
Principal Certification Form is now due after each administration
Retain at the system level for 5 years

9. State Board Rules relating to assessment include:
The most current rules below can be found on the GaDOE web site at the following link:
State Board Rules relating to assessment include:
Testing Programs – Student Assessment (Amended August 2014)
Promotion, Placement, and Retention
Statewide Passing Score
List of State-Funded K-8 Subjects and 9-12 Courses
Awarding of Units of Credit and Acceptance of Transfer Credit and/or Grades
through (IHF) High School Graduation Requirements
Waivers and Variances of High School Graduation Assessments
Language Assistance: Program for English Learners
Hospital/Homebound (HHB) Services
Dual Enrollment
Alternative/Non-Traditional Education Programs
Student Data Collection
Transfer of Student Records
160‐7‐1‐.01 Single Statewide Accountability System

10. 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.
Must be kept on file by System Test Coordinator for 5 years.
Form is posted within the ‘For Educators’ link on the GaDOE site
Webinar schedule:
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.

11. General Announcements: Managerial Topics Transmission of Secure Information
Do not include GTID or FTE #’s numbers in s.
In addition, please do not 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 , you may do so via the MyGaDOE Portal.

12. 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 EOC non-participation.
- Illness Medical Emergency
- Other Unknown
* EOC Course Not Completed
* EOC Course Not Taken for Core Credit/EOC 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.

13. Contractor URLS, accounts, and Passwords
Assessment
Testing Contractor/Website
When do you need or receive this information?
Who should you communicate with to have your name added/account created?
MyGaDOE Portal
Georgia Department of Education
Need to obtain ASAP
Local System Technology Director
ACCESS for ELLs
World Class Instructional Design and Assessment (WIDA)
Sent in October from WIDA
WIDA Help Desk or Deborah Houston at
GAA
Questar
Sent in October from Questar
Deborah Houston
GHSGT and GHSWT
Georgia Center for Assessment (GCA)
GCA:
GKIDS
Georgia Center for Assessment (GCA)
Contact GCA to update STC designation
Georgia Milestones Test Administration System and other functions
CTB/McGraw-Hill
CTB.com
Test Administration System
OAS
Riverside
Sent in Mid-August from Riverside
Michael Huneke
or Riverside

15. 4/10/2017

16. Webinar Dates for January – June 2015 Memo found at: http://www. gadoe

17. Student Assessment Handbook 2014- 2015
Handbook posted at:
Overview webinar from September 2014 Recording Link:

18. High Level Overview of 2014-2015

19. 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
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
Basic Skills Test (BST)
Georgia High School Graduation Tests (GHSGT)
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

20. Assessments
ACCESS for ELLs (K-12) and Alternate ACCESS for ELLs (1-12)
Georgia Alternate Assessment (GAA) (K, 3-8, 11)
Important change to content standards in high school mathematics in (Coordinate Algebra & Analytic Geometry) Revised Blueprint for high school mathematics for
Georgia High School Writing Test (GHSWT)
Unchanged in ; REMAINS a diploma requirement in
A rule change was approved in August 2014 that would no longer require the GHSWT for students who enrolled in grade nine on/after July 1, 2013 (this year’s 9th & 10th 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.
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
Pre-registration is required per State Board Rule; Confirm identity of all test-takers

21. Assessments
Georgia Kindergarten Inventory of Developing Skills (GKIDS) (K)
No changes
Georgia Milestones Assessment System (Georgia Milestones)
Grades 3 – 8 (End of Grade measures, “EOG”)
High School (and middle school where applicable) (End of Course measures, “EOC”)
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

22. 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.

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

24. 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 planned schedule
Implement approved security plan
Detailed list of responsibilities in SAH

25. Roles and Responsibilities
School Test Coordinator
Count and secure all test materials
Material distribution/return
Attend and redeliver training
Sign out materials
Monitor test administration environment
Receive/verify test materials after testing each day
Detailed list of responsibilities in SAH

26. CONDUCTING SECURE & SUCCESSFUL TEST ADMINISTRATIONS

27. The state assessment program provides critical information to:
¤ Students ¤ Parents ¤ Teachers ¤ Schools & Systems ¤ Community Members ¤ 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!

28. 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 Test Coordinator (STC)
System Special Educ. Coordinator System Title III Coordinator
Principal School Test Coordinator
Examiner Proctor

29. 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.
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.

30. 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 students are in a test setting. For every additional 30 students, another proctor is required.
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).

31. 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.

32. 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.

33. 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.

34. 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.

35. 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.

36. 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.

37. 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.

38. 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.

39. 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

40. 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.

41. 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.

42. 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 % by Year % by Year 5. All schools will be expected to conduct some testing online.

43. 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.
The Georgia Milestones Calculator Policy can be found at:

44. 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.

45. 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

46. 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

47. Roles and Responsibilities
Examiner
Must hold a Georgia PSC-issued certificate (teachers, counselors, administrators, paraprofessionals) This is required per SBOE Rule 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

48. 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

49. 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)

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
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

51. 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

52. 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

53. 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.

54. 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

55. 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

56. 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

57. 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.

58. 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:
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.

59. Accommodations Considerations and Current Updates for 2014 - 2015
For many Georgia assessment programs, there are no changes to allowable accommodations in ACCESS for ELLs, GHSGT, GHSWT, GKIDS, NAEP.
Allowable accommodations for these programs appear in the Student Assessment Handbook (SAH) and in the Accommodations Manual
Revisions to the long-standing chart of allowable accommodations were made given the advent of Georgia Milestones.
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.

60. 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 Georgia Milestones EOG 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) , or preferably by ing the information to Melissa Fincher, Deputy Superintendent, at Requests MUST be received six weeks prior to the opening of each applicable state testing window for consideration.

61. Irregularities and Investigations

62. 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

63. Irregularities
All irregularities must be coded, documentation completed and submitted to the GaDOE Assessment Administration Division.
Once the irregularity code is received, it may be used on future common place irregularities without calling the GaDOE but all irregularities must be reported.
Only the GaDOE may invalidate assessments.

64. 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 Some systems have defined investigation protocols for such instances.

65. Characteristics of a Quality Investigation
Examiner should notify Principal and School Test Coordinator of incident.
School Test Coordinator should notify System Test Coordinator.
Request detailed written statements from all parties involved if necessary.
Follow up on details (“connect the dots”)
Follow district procedures regarding misconduct.

66. 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.

67. 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:
Standard 11: Testing - An educator shall administer state-mandated assessments fairly and ethically.
Unethical conduct includes but is not limited to:
committing any act that breaches Test Security; and
compromising the integrity of the assessment.

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

69. 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

70. 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

71. ONLINE FORMS IN THE MyGaDOE PORTAL

72. 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
Rescore Request Form (Please /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.

73. Assessment Online Forms https://portal.doe.k12.ga.us/login.aspx
Special Administration Request
STC > Superintendent > GaDOE
Assessment Rescore Request
STC > GaDOE
Testing Irregularity
Superintendent’s Test Certification

74. Entering IRs into the MyGaDOE Portal
In the MyGaDOE Portal, find the “Surveys” section and click on “More”
Click on “View Summary” next to Testing Irregularity Form
Click on “Add New Record”
Click on “Start”

75. Entering IRs into the MyGaDOE Portal https://portal. doe. k12. ga
See the Online Forms QuickStart Guide at

76. 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.

77. Post Administration Info/Reminders

78. 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

79. 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

80. 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.

81. 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.

82. 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 ( ) of Georgia Milestones will be delayed until after the close of the school year. Specific timelines will be provided in our future/ongoing updates relative to Georgia Milestones.

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

84. Assessment Administration Contact Information
Georgia Milestones
Lead Contact for End of Grade (EOG)
Support Contact for EOG & EOC Technology
Robert McLeod, Ed.D. ;
Lead Contact for End of Course (EOC)
Lead Contact for EOG & EOC Accommodations
Mary Nesbit-McBride, Ph.D. ;
Lead Contact for EOG & EOC Technology:
Michael Huneke ;
ACCESS for ELLs
Georgia Alternate Assessment (GAA)
Deborah Houston ;
Georgia Graduation Assessments (GHSGT & GHSWT)
Georgia Online Formative Assessment Resource (GOFAR) & Online Assessment System (OAS)
Michael Huneke ;
National Assessment of Educational Progress (NAEP)
Georgia Kindergarten Inventory of Developing Skills (GKIDS)
Bobbie Bable ;

85. Thank you for your efforts!