Presentation on theme: "Margaret Pupillo, Area Superintendent"— Presentation transcript:
1 Margaret Pupillo, Area Superintendent Informed Parent SessionPresented by the NWLCTProviding parents the key to understanding assessmentMargaret Pupillo, Area SuperintendentSusan Baker, STEM Kimberly Jenks, Exceptional Child Errol Dice, Behavior Audra Wheeler, Professional LearningLaKenji Hastings, Assessment Hannah Zey, Humanities
2 This slide is static and does not animate.Desired Outcomes:Educate about Fulton County Schools’ vision of balanced assessmentEnlighten parents on the shift to the Georgia Milestones Assessment SystemEquip parents with knowledge about the resources being used to assist students in meeting learning goals
3 FCS Assessment Resources Four Key Understandings to Unlock The animationautomatically begins.1234Balanced AssessmentInstructional ShiftsAssessment Shifts(GMAS)FCS Assessment ResourcesFour Key Understandings to Unlock
4 Balanced Assessment Why do we assess? -To support learning This slide is static anddoes not animate.Balanced Assessment-To plan learning-To support learning-To monitor learning-To verify learningWhy do we assess?
5 Balance is KEY to Growth The animationautomatically begins.123DiagnosticFormativeMid-unitPlan and individualize instruction by determining student prior knowledgeMonitor learning and evaluate instructional effectiveness; FeedbackHigh quality, practice assessment for instructional decision making456FormativeSummativeReteach/RecoveryMonitor learning and evaluate instructional effectiveness; FeedbackUsed to verify learning and quality of instruction; can be formative as well. Assessment given to measure growth after re-teaching and remediationBalance is KEY to Growth
6 Fulton County Balanced Assessment Plan (K-5): This slide is static anddoes not animate.Fulton County Balanced Assessment Plan (K-5):State Required:-GKIDS -Student Learning Objectives (SLOs)-Georgia Milestones EOG -GA Alternate Assessment-ACCESS (ELLs)System Level:-Diagnostic Placement-ITBS-STARBalanced Assessment Resources:-Math Pre-Unit Assessments -Writescore-Math Unit Assessments -DRA2-ELA Performance Assessments -Fountas & Pinnell BAS-Item Bank Questions -GMAS Diagnostics
7 Achievement vs. Growth Achievement Growth One time snapshot of student performanceLooks at the collective performanceSummativeExample:97% of 3rd Grade students passed the reading CRCT.Look at student performance over timeBetter inform students, parents and teachers of student strengths and lesser strengthsExample:Kevin showed an 35% increase in his ability comprehend informational text.
8 Key ELA/Literacy Shifts Common Core Instructional Shifts This slide is static anddoes not animate.Key ELA/Literacy ShiftsBuilding knowledge through content-rich nonfiction and informational textsReading and writing grounded in evidence from textRegular practice with complex text and its academic vocabularyCommon Core Instructional Shifts
9 Common Core Instructional Shifts This slide is static anddoes not animate.Key Mathematic ShiftsGreater focus on fewer topicsCoherence: Linking topics and thinking across gradesRigor: Pursue conceptual understanding, procedural skills and fluency, and application with equal intensityCommon Core Instructional Shifts
11 Georgia Milestones Coherent -Consistent expectations regarding rigor and student preparedness within grades and courses and with external measuresComprehensive-Single program across the subjects and gradesConsolidate-Reading, language arts, and writing into one assessmentSource – GA DOEGuiding principles stipulate that Georgia Milestones:be sufficiently challenging to ensure Georgia students are well positioned to compete with other students across the United States and internationally;be intentionally designed across grade levels to send a clear signal of student progress/growth and preparedness for the next level, be it the next grade level, course, or college or career;be accessible to all students, including those with disabilities or limited English proficiency, at all achievement levels;support and inform educator effectiveness initiatives, ensuring items and forms are appropriately sensitive to quality instructional practices; andaccelerate the transition to online administration, allowing – over time – for the inclusion of innovative technology-enhanced items.Coherentconsistent expectations and rigor to position Georgia students to compete with peers nationally and internationallyconsistent signal about student preparedness for the next level, be it the next grade, course, or college/careerconsistent signal about student achievement both within system (across grades and courses) and with external measures (NAEP; PSAT; SAT; ACT)Comprehensivesingle program, not series of tests (e.g., CRCT; EOCT; WA); formative assessment tools to compliment summativeConsolidatecombine reading, language arts, and writing into a single measure to align to the standardsbe sufficiently rigorous to ensure Georgia students are well positioned to compete with other students across the United States and internationally;
12 Coherent Information through Rigorous Assessments GMAS(EOG&EOC)NAEPITBSSATACT
13 Comprehensive Grades 3 – 8 End of Grade (EOG) in language arts, mathematics, science, social studiesSource – GA DOE
14 Consolidated Consolidation of English Language Arts English Language Arts and reading will be combined and a writing component added for every grade level and course within the ELA assessmentOne overall ELA score and proficiency designationReporting categories below the overall content area will be reported similar to the domains on the CRCTCannot make proficiency claims at the lower level reporting categories
15 Georgia Milestones Transition to Online Starts this school year Online administration will be the primary mode of administration for Georgia Milestones for all gradesYear 1: minimum of 30% onlineYear 3: minimum of 80% onlineYear 5: minimum of 100% onlineEVERY School will participate in online testing this school yearPaper/pencil versions will be available for the small number of students who cannot interact with computer due to their disability. Braille forms will be available.Source – GA DOEPaper/pencil versions will be available for the small number of students who cannot interact with computer due to their disability. Braille forms will be available.
17 FCS Spring EOG Test Schedule (Students will not test for 11 days.)
18 Georgia Milestones KEY Things to note…. First year results will be delayed until fall of due to standard settingThe State Board has waived through July 2015:Promotion, Placement, and Retention sections (3)(a), (3)(b), (3)(c)Statewide Passing Score sections (2)(d), (2)(e), (2)(f)Assessment development is a process, not an eventas such, some components may need to be rolled- out in stagesGeorgia is transitioning from a set of long-standing, mature programsdistricts, schools, students, parents, and the public are familiar with and know what to expectThis transition provides Georgia with an opportunityhowever, as with any change, there will be periods of uncertainty and discomfort
19 Georgia Milestones KEY Things to note…. While the state board has waived student accountability this first year, it has not waived implementation of the EOG or EOCStudents will receive results that will be included in their permanent record in the fall of 2015Assessment development is a process, not an eventas such, some components may need to be rolled- out in stagesGeorgia is transitioning from a set of long-standing, mature programsdistricts, schools, students, parents, and the public are familiar with and know what to expectThis transition provides Georgia with an opportunityhowever, as with any change, there will be periods of uncertainty and discomfort
21 Blended: Criterion-Referenced & Norm-Referenced Designed to rate and rank test takers in relation to othersGenerally reported as percentagesDid students learn a specific body of knowledgeMeet a set cut score to determine proficiencySource – GA DOENote: To provide norm-referenced information, some norm-referenced items may not align to Georgia’s content standards. Only aligned NRT items will contribute to proficiency designationsNote: To provide norm-referenced information, some norm-referenced items may not align to Georgia’s content standards. Only aligned NRT items will contribute to proficiency designations.Will not provide the level of detail that the ITBS or other NRT provides due to the limited number of items. Will provide subject scores.
22 Georgia MilestonesGeorgia Milestones is primarily a criterion- referenced test, reflecting the content standards for each grade and courseteachers should teach the Georgia state-adopted content standards and not to the NRT standardsAll accountability uses of the test results – for both students and educators – will be based on the criterion-referenced scores and proficiency determinations
23 Key to Understanding Changes in Special Education Test Parameters
24 Common Accommodations Online OnlyRead AloudIEP Team cannot decide on human readerSmall group not requiredIf any portion of the test is read aloud, the entire test for that student will be administered online. There is no way to have one subtest administered online and other subtests in the paper version.
25 Needs Careful Consideration Paper & Online versionScribeShould be used infrequentlyMany specific requirements for use of this accommodationConstructed responses are a new type of response on the GA Milestones. Constructed response is the same thing as short answer. Students will be required to respond to questions by writing or typing sentences or short paragraphs to answer questions.The scribe accommodation is a standard accommodation. However, the GADOE has many very specific requirements around the use of this accommodation. This accommodation is designed for students who have significant motor or cognitive challenges and use a scribe on a regular basis. This is not an accommodation to be used for students who may write below grade level expectations.Remember, if this accommodation is utilized, the student must be using this as a regular instructional accommodation in the classroom. Additionally, specific guidelines set by the state must be followed exactly.
26 Accommodations CycleSelect AccommodationsUse/Practice accommodations in classroomEvaluate use and effectiveness of accommodationsTo summarize, All students with disabilities are entitled to the appropriate accommodations that allow them to fully participate in state- and district-wide testing. The student’s IEP team selects the accommodations for both instruction and assessments. Accommodations should be chosen on the basis of the individual student’s needs, not on the basis of the disability category, grade level or instructional setting. Once selected, accommodations should be used consistently for instruction and assessment. Each teacher and others responsible for the implementation of the accommodations must be informed of the specific accommodations that must be provided.The consideration and selection of assessment accommodations is a critical function of the IEP team. IEP team members, including parents, must engage in a thoughtful process that determines the necessary accommodations to facilitate the student’s access to grade level instruction and full participation in state/district assessments.
27 Online Tools for ALL Students Blocking ToolEraserHighlighterMagnifying GlassMark for ReviewOnline Calculator – if allowableOption EliminatorScratch PadTest PauseSince online versions of GA Milestones will be used for students. This slide shows online tools that are available for all students.Source – GA DOEPaper/pencil versions will be available for the small number of students who cannot interact with computer due to their disability. Braille forms will be available.
28 Experience Online Testing in Georgia Use the following link to access the site: Note that no login is required. All you need to do to access a test is to click on the login button to begin your experience.
30 Item Types Selected-Response [aka, multiple-choice] all content areas evidence-based selected response in ELAConstructed-ResponseELA and mathematicsExtended-ResponseTechnology Enhancedto begin inConstructed response is a general term for assessment items that require the student to generate a response as opposed to selecting a response. Extended-response items require more elaborate answers and explanations of reasoning. They allow for multiple correct answers and/or varying methods of arriving at the correct answer. Writing prompts and performance tasks are examples of extended-response items.
31 General Test Parameters Georgia MilestonesGeneral Test ParametersELA - 3 sections, 1 of which will focus mainly on writingMathematics, Science and Social Studies will consist of 2 sectionsEach section will be approximately 70 minutes.
32 Writing at Every Grade Level Georgia MilestonesWriting at Every Grade LevelAll students will encounter a constructed-response item allowing for narrative prose, in response to text, within the 1st or 2nd test section.Writing prompts will be informative/explanatory or opinion/argumentative depending on the grade level. Students could encounter either genre.
33 Georgia Milestones ELA Criterion-Referenced Breakdown by Item Type: Total Number of Items: 44 / Total Number of Points: 55Breakdown by Item Type:40 Selected Response (worth 1 point each; 10 of which are aligned NRT)2 Constructed Response (2 points each)1 Constructed Response (worth 4 points)1 Extended Response (worth 7 points)Norm-ReferencedTotal Number of Items: 20 (10 of which contribute to CR score)Embedded Field TestTotal field test items: 6Source GA DOETotal number of items taken by each student: 60
34 Sample ELA GMAS Items Fourth Grade Seventh Grade Am. Literature What is the theme of the story, The Great Surprise, and how does the author reveal this theme? Use details from the story to support your answer.What are two central ideas that can be found in BOTH “Animal Roles and Relationships” and “UnusualAnimal Friendships”? Use details from BOTH articles to support your answer.The author claims that Dickey’s career as a poet declined after the success of his novel Deliverance.How does the author develop this claim? Use details from the text to support your answer.Source GA DOE
35 Georgia Milestones Mathematics Criterion-Referenced Total Number of Items: 53 / Total Number of Points: 58Breakdown by Item Type:50 Selected Response (worth 1 point each; 10 of which are aligned NRT)2 Constructed Response (worth 2 points each)1 Constructed Response (worth 4 points)Norm-ReferencedTotal Number of Items: 20 (10 of which contribute to CR score)Embedded Field TestTotal field test items: 10Total number of items taken by each student: 73
36 Constructed Response > George and Ana each had a 12-inch pizza. Both pizzas were split into 8 equal pieces. The shaded pieces are the portion of their pizzas that George and Ana ate. Express in fractions how much pizza George and Ana ate. Use the symbol <, =, or > to show who ate more pizza.George AnaSource – GA DOEClick to answer the item.Click to transition to CR item.George Ana>The content and presentation of these items are for illustrative purposes only.
37 Constructed Response George Ana 12 inches 9 inches George Carlos GeorgeAna12 inches9 inchesGeorgeCarlosSource – GA DOEClick to answer the item.Click to transition to CR item.12 inches12 inchesThe content and presentation of these items are for illustrative purposes only.
38 Georgia Milestones Science/Social Studies Criterion-Referenced Total Number of Items: 55 / Total Number of Points: 55Breakdown by Item Type:55 Selected Response (worth 1 point each; approximately 10 of which are aligned NRT)Norm-ReferencedTotal Number of Items: 20 (approximately 10 of which contribute to CR score)Embedded Field TestTotal field test items: 10Total number of items taken by each student: 75
39 Key Resources Available To Support GA Students & Teachers Source – GA DOE
40 State Resources Available Content standards (GPS & CCGPS)Sample itemsformative items via Georgia FAR;released items via PARCC, Smarter Balance, other states (KY, NY)LexilesSource – GA DOEFocus on teaching and learning – eliciting evidence of student learning during instruction and adjusting as needed.
41 State Resources Available NOW CRCT Readiness IndicatorsFormative Instructional Practices (FIP) professional learning modulesAligns to TKES/LKESNAEP Item ToolSource – GA DOEFocus on teaching and learning – eliciting evidence of student learning during instruction and adjusting as needed.Indicators were designed to send a signal to stakeholders about where students are relative to where they need to be headedIndicators provide feedback about our preparedness for the increase in rigor and expectation for student achievement that is on the horizonFeedback consists of the percent of students who achieved each readiness level – state , district, and school levels – for instructional planning purposes
42 Resources Sample items specific to Georgia Milestones Ancillary support resources, such asContent Descriptions (test blueprints)Student Study GuidesTechnology SpecificationsAccommodations GuidelinesAssessment for Learning Modules [types of items to elicit evidence of student learning]Informational videos [parents & public / educators]Source – GA DOE
43 What is Fulton County doing to support students and teachers?
45 FIP Implementation & Sustainability Assessment Leaders Cohort (ALC) Adrienne – How often meeting, substitutes provided, focus of the meetingsAssessment Leaders Cohort (ALC) will focus on professional learning resources from Georgia’s Formative Instructional Practices (FIP) modules.The purpose of the ALC is to secure a cohort of teachers who are able to build capacity within their schools on assessment related practices.FIP is the median we will use to engage in deeper conversations related to instruction and assessments.
46 Thank you for being so attentive. Questions & Answers