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OCTOBER 8, 2007 MIAMI-DADE COUNTY PUBLIC SCHOOLS STUDENT ASSESSMENT AND EDUCATIONAL TESTING Test Chairpersons’ Orientation.

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Presentation on theme: "OCTOBER 8, 2007 MIAMI-DADE COUNTY PUBLIC SCHOOLS STUDENT ASSESSMENT AND EDUCATIONAL TESTING Test Chairpersons’ Orientation."— Presentation transcript:

1 OCTOBER 8, 2007 MIAMI-DADE COUNTY PUBLIC SCHOOLS STUDENT ASSESSMENT AND EDUCATIONAL TESTING Test Chairpersons’ Orientation

2 Welcome Introductions Agenda Format of afternoon sessions  Pre-registered breakout sessions  Panel discussion: Questions and Answers for New Test Chairs Mentor/Mentee sign-up

3 Test Chairperson Survey: June Test Chairpersons participated

4 Type of school  Charter: 16  Non-Charter:176 Other roles o Assistant principal o Guidance counselor / trust specialist o Reading / mathematics coach o Teacher o Other All about you... Number of years as test chair o Minimum: 1 o Maximum: 25 o Mean:4.7

5 Feedback on FCAT

6 Feedback on CELLA

7 Feedback on Interim Assessment

8 Feedback across Programs

9 Concerns and Comments Funding and/or support for test chairs FCAT: Time allowed to prepare secure test materials CELLA: Problems scheduling assessors CELLA: Confusing and time consuming to prepare, monitor, and pack IA: Time away from instruction IA: Purpose of spring administration Testing schedules / conflicts

10 Thanks for your feedback!

11 New Training Procedures Limited number of in-person training sessions Screencasts Webcasts Procedures for verifying completion

12 AAGTP Screencast Feedback

13 Program Updates:

14 FLORIDA COMPREHENSIVE ASSESSMENT TEST (FCAT) Sunshine State Standards (SSS) & the Norm Referenced Test (NRT) Maria C. Bruguera, Director I Mara Ugando, Staff Specialist

15 Overview of FCAT SSS The purpose is to assess student achievement on the content represented in the Sunshine State Standards (SSS).  Reading and Mathematics tests administered in Grades 3-10  Writing+ tests administered in Grades 4, 8, and 10  Science tests administered in Grades 5, 8, and 11

16 Achievement Levels Achievement levels describe the success a student has achieved on the SSS. Achievement levels are based on scale scores and developmental scale scores, and range from 1 (lowest) to 5 (highest).  Scale Scores range from 100 to 500  Development Scale Scores range from 0 to 3000  DSS are only reported for SSS Reading and Mathematics  Used to track students’ progress year to year

17 Overview of FCAT NRT The purpose is to compare the performance of Florida students to the performance of students across the nation. The comparison is possible through the use of a norm-referenced test (NRT).  Reading and Mathematics tests administered in Grades 3-10

18 Percentile Rank/Stanine National Percentile Rank (NPR)values range from 1 to 99.  A NPR of 65 means that the student scored the same as or better than 65% of the students in the nation Stanine scores range from 1 to 9.

19 Implications Grade 3  Promotion and Retention Graduation Requirement  Required Passing Score: scale score of 300 or above on the FCAT SSS  Reading  Mathematics  Writing+ (new this year)

20 FCAT Writing+; SSS Reading, Mathematics, and Science; and NRT Reading and Mathematics o Spring FCAT Retake administered three times a year: o Spring o Summer (Retake only) o Fall (Retake only) Test Administrations

21 Attend Training Meetings Secure Room for Storage Receive and Inventory Test Materials Ensure Adequate Supply of Calculators Read Test Administration Manual Select and Train Test Administrators and Proctors Order Online Reports Test Chairpersons’ Responsibilities BEFORE Testing

22 Prepare Class Lists Verify Student Information on PreID Label Implement ESE, 504, and LEP accommodations Secure Testing Rooms Assign Test Group Codes Adjust Lunch Schedules As Needed Notify Parents of Testing Schedule Provide Schedule for Practice Tests Test Chairpersons’ Responsibilities BEFORE Testing, cont.

23 Record and Track Secure Test Materials Supervise Test Administration Maintain Test Security Plan for Tardy Students Prepare and Administer Make-up Sessions Continue Preparing Test Materials for Subsequent Days Test Chairpersons’ Responsibilities DURING Testing

24 Count and Sign In Test Materials Verify that All Materials Have Been Returned Follow Test Invalidation Procedures Make Copies of Required Documentation File School Copies and Return Original Documentation Prepare and Pack Materials for Return Follow Return Schedule Test Chairpersons’ Responsibilities AFTER Testing

25 Reports will begin arriving 6 to 8 weeks after test administration o Individual Student Reports o School Report of Students o District Report of Schools o State Report of Districts Release of Test Results

26 Stanford Achievement Test, Tenth Edition (SAT-10) Grades 1 and 2 Ms. Mayda Cabeza, Director I Ms. Diann Avila, Educational Specialist

27 History of the SAT-10 What is the SAT-10? Who is administered the SAT-10? o Grades 1 and 2 district wide Important dates to remember o March 18-24, 2008 SAT-10

28 How do SAT-10 materials arrive to schools? Is the SAT-10 a secure test? SAT-10 Test Chairperson Training (February 2008) School level training of test administrators and proctors Test Administration (untimed) SAT-10

29 SAT-10 Scanning/Scoring Sample SAT-10 Test Booklet

30 SAT-10 ID Header Sheet

31 School Listing of Results (May) o Must be picked up at ITS Individual Student Reports (May) o Will be delivered to schools via school mail School Content Cluster Analysis (August) o Will be posted online on the Assessment, Research, and Data Analysis website SAT-10 Results

32 Referral of students to the district’s gifted program (Plan A or Plan B) Early identification of students who would be considered at high risk for problems associated with reading comprehension School Use of Results

33 Grade 3 Opportunities for Promotion

34 Section , Florida Statutes, (Eliminating Social Promotion) o March FCAT SSS (Level 2 or higher) o March NRT (45 th percentile or higher) o Spring Grade 3 Portfolio (“good cause” criteria) o Fall Alternative Assessment for Grade 3 Promotion AAFGTP (45 th percentile or higher) o Winter Grade 3 Mid-Year Promotion (GTMYP) Grade 3 Opportunities for Promotion

35 Administered during the 2 nd semester Scored at the school site Represents the 3 rd opportunity for student to be promoted to grade 4 Student must demonstrate mastery of the Sunshine State Standards Grade 3 Student Reading Portfolio

36 Administered early September Scored locally through ITS Represents 4 th opportunity for students to be promoted to 4 th grade Student must score at the 45 th percentile or above on the SAT-10 Fall Alternative Assessment for Grade 3 Promotion

37 Administered in late November Scored at the school site Represents 5 th opportunity for students to be promoted to 4 th grade Students must have a passing score on the MAT-7 representing 4 th grade work. Grade 3 Mid-Year Promotion (MAT-7)

38 SAT-10 Program Contact Information Mayda Cabeza, Director I or Diann Avila, Curriculum Specialist

39 Miami – Dade County Public Schools Assessment, Research, and Data Analysis Denetra Collins, Staff Specialist Felicia Mallory, Staff Specialist Interim Assessment Program

40 Components of the Interim Assessment Program Administered three times per year: fall, winter, and spring Benchmark Assessment Item Banks for Reading and Mathematics will be available starting Professional Development – was offered only in year one ( ) of the program

41 To monitor student progress on the Reading, Mathematics, and Science Sunshine State Standards To provide teachers with classroom assessment tools that will provide reliable student-level benchmark information to inform instruction To provide students with information on their progress on specific benchmarks Purpose of Interim Assessment Tests and Benchmark Assessment Item Banks

42 Interim Assessment Administration Windows Administration Windows Subjects and Grade Levels Fall November 5 – 14, Reading and Mathematics: Grades 3 – 10 and Grades 11/12 Intensive Reading and/or Mathematics students - Science: Grades 4, 5, 7, 8, 10, and 11 Winter January 28 – February 6, Reading and Mathematics: Grades 3 – 10 and Grades 11/12 Intensive Reading and/or Mathematics students - Science: Grades 4, 5, 7, 8, 10, and 11 Spring April 14 – 22, Reading and Mathematics: Grades 3 – 10 and Grades 11/12 Intensive Reading and/or Mathematics students - Science: Grades 4, 5, 7, 8, 10, and 11

43 Who Will Be Tested? GradeReadingMathematicsScience 3Yes No 4Yes 5 6 No 7Yes 8 9 No 10Yes 11Intensive Reading ONLY Intensive Math Students ONLY Yes 12Intensive Reading ONLY Intensive Math Students ONLY No

44 Interim Assessment Tests o Multiple choice Benchmark Assessment Item Banks o Multiple-choice o Gridded Response o Short Response o Extended Response Test Formats

45 Test booklets o one per subject, per student Mathematics reference sheets for grades 6 – 10 Science reference sheets and periodic tables for grades 7, 8, 10, and 11 Test Materials Provided by the District

46 Mathematics and Science Testing Materials Reading and Grade LevelCalculatorMath Reference Sheet Science Reference Sheet Science Periodic Table 3-5No 6 Yes 7-10Yes 11 (Science)YesN/AYes *Any grade 11 and/or 12 students enrolled in Intensive Reading/Mathematics will be assessed using the grade 10 Reading and/or Mathematics Interim Assessment tests.

47 The Interim Assessment tests are untimed tests Students may write in the test booklets All updates will be posted on our website Reminders

48 Dr. Alex Shneyderman Director Assessment, Research and Data Analysis Mr. Paul Tilley, Curriculum Support Specialist COMPREHENSIVE ENGLISH LANGUAGE LEARNING ASSESSMENT(CELLA)

49 CELLA was developed by Educational Testing Service (ETS) pursuant to the No Child Left Behind Act of 2001, which requires states to administer annual assessments that measure the English language proficiency of English Language Learners (ELLs) in grades K-12. Background of CELLA

50 CELLA is a four-skill English language assessment measuring student proficiency in listening, speaking, reading, and writing. Students in grades 1 – 12 take the Listening, Reading, and Writing sections as a group. For the Speaking section, students are assessed on a one-on- one basis. Kindergarten students are assessed in all four areas on a one-to- one basis. Unlike the FCAT, CELLA is not a timed test. Background of CELLA (Continued)

51 The test results can provide: Evidence of program accountability in accordance with Title III of the No Child Left Behind Act (NCLB), Data useful for charting student progress over time, Diagnostically useful information about students’ strengths and weaknesses in English, Information about the language proficiency levels of individual students that can be used in making decisions regarding placement into, or exit from English for Speakers of Other Languages (ESOL) programs – NOT YET AVAILABLE. Purposes of CELLA

52 Overview of CELLA Students take the Listening and Speaking level that matches their grade level. For Reading and Writing, however, students may be given a functional (lower) level of the test. Test Levels: Level A (Grades K-2) Level B (Grades 3-5) Level C (Grades 6-8) Level D (Grades 9-12)

53 CELLA Functional Level Testing Grade LevelESOL LevelReading/Writing Level Speaking/Listening Level K-2ALLAA A B 3-4B B C 3-4C C D 3-4D

54 All students classified as limited English proficient (LEP) at the time of CELLA testing. All new students who respond affirmatively to the Home Language Survey must be assessed for English language proficiency using the OLPS-R within 20 days of entry to the district. Specific cutoff dates for CELLA participation will be provided at a later date. Students to be Tested

55 The Florida State Board of education Rule 6A and section of the Florida Statutes prohibit activities that may threaten the integrity of the test. The security of all test materials must be maintained before, during, and after the test administration. Under no circumstances are students permitted to handle secure materials before or after test administration. CELLA Test Security

56 Range of CELLA Scores For now, the use of Subtest Scale Score Anchor Points and Descriptions is recommended Scale ScoreLowest Possible Points Highest Possible Score Listening/Speaking Reading Writing Total Score 1,3552,505

57 CELLA Results Interpretation

58 CELLA Results Interpretation (continued)

59

60 SKILL AREA POINTS POSSIBLE POINTS ACHIEVED SCALE SCORE Listening Speaking 2413 Reading Writing Total Score Listening/Speaking: B2 Reading/Writing: A2 * Listening and Speaking have a combined Scale Score Score Interpretation (example) Test Levels/Form Taken:

61 October 2007: CELLA District Policy Advisory Committee and Rule Development Workshops. November 2007: Final Rule Development. January 2008: Rule Adoption by State Board of Education and dissemination of the new rule. February 2008: technical assistance offered to districts. Anticipated CELLA Standard Setting: Time Line

62 Training: April 8, 2008 and April 10, 2008 Administration: Individual – April 15 through May 23 Group – April 23 through April 30 (TENTATIVE) Important Dates for 2008 CELLA

63

64 Other State/National Assessment Programs National Assessment of Educational Progress (NAEP) Florida Alternate Assessment Test (FLAA) Florida Competency Examination on Personal Fitness (FCEPF)

65 Additional Assessments for Language Arts/Reading Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Florida Oral Reading Fluency Assessment (FORF) District Writing Test (DWT) Peabody Picture Vocabulary Test (PPVT) Diagnostic Assessment of Reading (DAR) Florida Kindergarten Readiness Screener (FLKRS) (Division of Early Childhood)

66 Additional Assessments for Bilingual / World Languages Metropolitan Achievement Test (MAT-7) Oral Language Proficiency Scale (OLPS-R)

67 Additional Assessments for Advanced Academics Naglieri Nonverbal Ability Test (NNAT) Preliminary ACT Test (PLAN) College Board Preliminary SAT Test (PSAT) College Board ACT Test College Board SAT Test Florida College Entry-level Placement Test (CPT) Advanced Placement Examinations (AP) International Baccalaureate External Written Examinations (IB) Aprenda La Prueba de los Logros en Español Segunda Edición (APRENDA) Stanford Achievement Test, Ninth Edition (SAT-9)

68 REGAL PLAN REVAMPING EDUCATION FOR GIFTED AND ALL LEARNERS Naglieri Non-Verbal Ability Test (NNAT)

69 NNAT History of the NNAT What is the NNAT? Who is administered the NNAT?  Grades 1 and 4 Important dates to remember October 15 – 17, 2007 Test administered in 30 minutes

70 MERIT AWARD PLAN END-OF-COURSE TESTS MAP

71 JILL BROOKNER, INSTRUCTIONAL SUPERVISOR DIVISION OF SPECIAL EDUCATION Florida Alternate Assessment Test

72 Test Security Update

73 General Security Guidelines DODO NOT  Provide secure storage  Restrict access o 3 or fewer keys  Maintain documentation o Chain of custody o Book assignment to students  Send Test Chairs to training  Train test administrators and proctors  Return materials promptly  Schedule lunch breaks around testing schedule Do not allow unauthorized access to materials or content Do not have a copier/ scanner in the storage room Do not open secure materials prior to date allowed Do not allow untrained or uncertified staff to test students o No coaching/assistance during test administration o No viewing, reviewing, copying, or debriefing test content

74 Test Security Update Revision of Standards and Guidelines for Test Administration and Test Security Security Procedures aligned with PIM Model (Personnel Investigative Model) All irregularities must be reported!  Problems with materials  Testing incidents  Security violations

75 Reporting Irregularities All testing “irregularities” must be reported: – Student Assessment and Educational Testing – Appropriate administrative office (Region, Charter School, or Educational Alternative Outreach Program) Criminal and serious non-criminal incidents must be reported to Miami- Dade School Police Minor, clearly administrative incidents may be resolved at the school site, with guidance from the appropriate administrative office.

76 For more information about security... MISCELLANEOUS/OTHER 2007 Monitor Training Packet (FCAT and SAT-10) Desk Audit / Missing Score Procedures Generic Template for Training Test Administrators and Proctors Glossary of Commonly Used Terms Guidelines and Tips for School Test Chairpersons Guidelines for Distributing Score Reports to Parents Standards, Guidelines and Procedures for Test Administration and Test Security

77 Coming Soon... Computer-Based FCAT Administration FCAT Retake  Determine capacity  Limited administration Summer 2008 FCAT NRT  State contract with Harcourt  Administration beginning in Spring 2009

78 CBT Challenges “Tech” representative at every school to work closely with Test Chair Computer hardware – Sufficient quantities – Sufficient capacity Security – Placement of student stations – “Blinds” Rolling administration date

79 School Grades and Accountability

80 History of School Grades

81 Additional requirements applied AFTER a school’s points are calculated: Adequate Progress for Lowest 25%—required to earn grade based on calculated points. If a school does not meet this requirement, the school’s grade is lowered one letter grade. Participation Requirement (Percent Tested)—required to earn grade based on calculated points. Schools must test at least 95% of their students to earn an “A”, at least 90% to earn any other grade. School Grades 2007: What is Measured

82 82

83 Summary of School Grading Criteria Table 7 on page 16 of the “2007 Guide to Calculating School Grades - Technical Assistance Paper” Found at GradeGrading Criteria A  525 points or more  95% tested or more  Make adequate progress (50%) in the current year with the lowest performing students B  495 to 524 points  90% tested or more  Make adequate progress (50%) with the lowest performing students in either the current or the previous year C  435 to 494 points  90% tested or more  Make adequate progress (50%) in the current year with the lowest performing students D  395 to 434 points  90% tested or more F  Fewer than 395 points  90% tested or more I  Less than 90% tested (Schools initially receive a grade of “incomplete” while the status is investigated.)

84 State Targets for Adequate Yearly Progress 95% Participation Rate in Reading 95% Participation Rate in Mathematics 58% of Students Proficient in Reading 62% of Students Proficient in Mathematics 1% Improvement in Writing Proficiency or 90% at 3 and above 1% Improvement in Graduation Rate or Graduation Rate of 85% or higher School grade not a “D” or “F”

85 Subgroup Classifications AYP calculations are based upon nine subgroups. 1. Total School 2. White (W) 3. Black(B) 4. Hispanic (H) 5. Asian (A) 6. Native American (I) 7. Economically Disadvantaged Students 8. English Language Learners (ELL) 9. Students With Disabilities (SWD)

86 Thank You Have A Great Year!


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