1. Title I Workshop: Testing 101 Introducing Georgia Milestones

2. Georgia Milestones Testing Dates Reading/Writing/ELA Part 1 & 2 (April 16 th ) Reading/Writing/ELA Part 3 (April 17 th ) Math (April 21 st ) Science (April 22 nd ) Social Studies (April 23 rd ) Make Up Days (April 20 th, 24 th, 27 th & 28 th ) Georgia Milestones Video Georgia Milestones Video

3. What Can Parents Expect This is a new assessment. Therefore, it is not possible to directly compare the scores on the new test with your student’s scores from previous years. The new assessments measure deeper knowledge and skills that are particularly important to students’ futures, including problem solving, writing, and critical thinking. Because the standards are more rigorous, student achievement scores may initially be lower. A dip should not necessarily be interpreted as a decline in student learning or in teacher performance. Educators expect the decline to improve as teachers and students become more familiar with the standards and better equipped to meet the challenges they present.

4. What Will Assessment Demonstrate Language Arts Language Arts read and comprehend texts of varying complexities read and comprehend texts of varying complexities use information from multiple sources to effectively summarize key points or make persuasive arguments use information from multiple sources to effectively summarize key points or make persuasive arguments Math Math can understand and use important math ideas, including number sense, algebraic thinking, geometry, and data analysis can understand and use important math ideas, including number sense, algebraic thinking, geometry, and data analysis use math facts and reasoning skills to solve real-world problems use math facts and reasoning skills to solve real-world problems make mathematical arguments make mathematical arguments

5. Question Types Selected-Response [multiple-choice] Selected-Response [multiple-choice] all content areas all content areas evidence-based selected response in ELA evidence-based selected response in ELA Constructed-Response Constructed-Response ELA and mathematics ELA and mathematics Extended-Response Extended-Response ELA and mathematics ELA and mathematics Technology Enhanced Technology Enhanced to begin in 2016- 2017 to begin in 2016- 2017 Constructed 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.

6. Math & ELA Test Example

7. Multiple Choice Which fraction is largest? A A B B C C D D The content and presentation of these items are for illustrative purposes only.

8. 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 to show who ate more pizza. > The content and presentation of these items are for illustrative purposes only. George Ana

9. Constructed Response 12 inches George Ana 9 inches 12 inches George 12 inches Carlos The content and presentation of these items are for illustrative purposes only.

10. Math Task Example Think carefully about the following question. Write a complete answer. You may use drawings, words, and numbers to explain your answer. Be sure to show all of your work. José ate ½ of a pizza. Ella ate ½ of another pizza. José said that he ate more pizza than Ella, but Ella said they both ate the same amount. Use words and pictures to show that José could be right.

11. ELA Task Example For this item, the students are asked to read a poem entitled, “Healthy Cookies.” The poem is about a girl whose mom purchased a healthy cookie snack in an attempt to replace the daughter’s preferred sugary cookie. The daughter was initially reluctant to try the healthy cookie, but eventually tasted the new cookie and decided it wasn’t that bad. Explain why the speaker believes that the healthy cookies will taste bad. Write your explanation in a paragraph that includes many supporting details from the text. Answer with complete sentences, and use correct punctuation and grammar.

12. Student Response : Score 3 The speaker thinks that the cookies will taste bad because they are healthy cookies.The reason the speaker thinks that the cookies taste bad is because they have healthy stuff in it. The girl thinks they might taste bad is because she likes junk food.the girl says in the middle of the poem that the cookies where good.At the end of the poem the girl said, "No more junk food." The student response provides an explanation of why the speaker expects the healthy cookies to taste bad (because they are healthy cookies). The student provides some details from the poem that support the explanation (she likes junk food…At the end of the poem she said, ‘No more junk food’). The student uses complete sentences as well as correct punctuation and grammar in most of the writing.

13. Student Response : Score 2 She thinks the healthy cookies will taste bad because they don't have a lot of sugar and it has a lot of vitamins in the cookies. The girl is used to unhealthy cookies not healthy cookies. If she would try them she might would like them. The student provides a general explanation of why the speaker expects the healthy cookies to taste bad (they don’t have a lot of sugar and it has a lot of vitamins in the cookies), but offers little support from the poem. The student uses complete sentences as well as correct punctuation and grammar in most of the writing.

14. Student Response: Score 1 Because she eat sweets.So she thought it was going to taste bad. The student provides a minimal explanation of why the speaker expects the healthy cookies to taste bad (she eat sweets...it was going to taste bad) with no details from the poem as support. The student response uses incomplete sentences.

15. Experience Online Testing GA DOE

16. Your Role Support your child by asking thought provoking questions. Ask “why do you think that is the answer?” Check understanding by reviewing assessments that are sent home. READ with your child and then talk about what you have read. Let your child assist you in problem solving activities. Reassure your child with confidence to lower any stress concerning the assessment.

17. Student Growth Model What is the Georgia Student Growth Model?