Presentation on theme: "Assessment Teacher Induction Program February 19, 2008."— Presentation transcript:
Assessment Teacher Induction Program February 19, 2008
Why test? A test is an assessment intended to measure knowledge, skills, or aptitudes. Under the No Child Left Behind Act, each state retains the responsibility to decide what their students should learn in each grade. States are to develop rigorous academic standards, and those standards should drive the curriculum, which, in turn, must drive instruction. Annual statewide assessments will be aligned with the curriculum to provide an external, independent measure of what is going on in the classroom, as well as an early indicator showing when a student needs extra help.
The Scope of the Law T.C.A states: Any person found not to have followed security guidelines… placed on immediate suspension placed on immediate suspension grounds for dismissal grounds for dismissal includes dismissal of tenured employees includes dismissal of tenured employees grounds for revocation of state license grounds for revocation of state license
What are the security guidelines? Secure assessment materials may not be reproduced or distributed in any way, for any reason, by any person. Secure assessment materials may not be paraphrased for use directly in instructional activities, study guides, or classroom resources.
Secure assessment materials include pilot and field test materials. Secure assessment materials should not be read, reviewed, or analyzed before, during, or after test administration unless indicated in test instructions or special accommodations. Discussion of test content or specific test items with students, parents, or professional colleagues is prohibited to protect the validity of the test. What are the security guidelines?
Adopt a locally monitored test security policy. This policy should include a Testing Code of Ethics for personnel to sign and leave at district office for documentation. This policy must incorporate, at a minimum, the following State Test Security Guidelines. Public School Systems, State Special Schools, and Non-Public Schools MUST: What are the security guidelines?
Train all personnel involved in the testing process and retain training documentation for system records. Keep all test materials secure by implementing check-in, check-out and quantity verification procedures for all test materials at the system level, at the school level, and for each test session. Restrict handling of test materials to authorized personnel at all times. Public School Systems, State Special Schools, and Non-Public Schools MUST: What are the security guidelines?
Secure all test materials before and after the test administration. Store test materials in a locked room that is inaccessible to unauthorized persons. Complete all paper and online inventory verifications. Ensure a secure environment for testing. Public School Systems, State Special Schools, and Non-Public Schools MUST: What are the security guidelines?
Secure Testing Environment Maps Maps Charts Charts Posters Posters Student Work Student Work Bulletin Board Items Bulletin Board Items Writing Formulas Writing Formulas Word Lists Word Lists Parts of Speech Parts of Speech Graphic Organizers Graphic Organizers Number Lines Number Lines Definitions Definitions Word Walls Word Walls Displays Displays Models Models Any information regarding the content being measured on the test must be concealed during the test administration. Including but not limited to the following:
Appropriate Calculator Use Ensure proper calculator use as outlined in the Test Administration Manual. Calculators must be cleared before and after each test administration. Sharing calculators during testing is not permitted. Students may not use the following types of calculators: Pocket organizers Pocket organizers Cell phones, PSPs and IPODS Cell phones, PSPs and IPODS Electronic writing pads or input Electronic writing pads or input devices devices
State Test Security Guidelines Maintain confidentiality of student specific accountability demographic information and test results at all times. Investigate, document, and report any test security concerns. Public School Systems, State Special Schools, and Non-Public Schools MUST:
Administration Test Dates Gateway: Tuesday, May 6 th – Algebra I Wednesday, May 7 th – Language Arts Thursday, May 8 th – Biology Friday, May 9 th – Make-ups End of Course Assessments: Tuesday, May 6 th –Math Foundations Wednesday, May 7 th – Physical Science Thursday, May 8 th – English 9 & U.S. History
Gateway/End of Course Gateway Assessments are not timed. End of Course Assessments are timed for 75 minutes. The Test Administration Manual (TAM) informs testing coordinators and instructors of Special and Allowable Accommodations.
Administration Test Dates TCAP Testing Grades 3-8 are timed tests nt/tsachhome.shtml nt/tsachhome.shtml 4 Tests: Reading/Language Arts, Math, Science Social Studies and Science Testing Window: April 14-17, 2008 (Make-Up Date: April 18) Writing Assessment Grades 5, 8, 11 February 6, 2008 (February 7 – Make-Up Date)
Faculty Student Effect Claiming Students Mandated by State Law TCA …teachers are required to claim the students they instructed for that administration Faculty-Student window will be available following test adminstration.
Answer Document Coding Please carefully follow the coding instructions for the student demographic information located in the Test Administration Manual. Student Demographic Information
State Use Only Box Code Homebound Students: B1 Code students who have exited from Special Education Services and no longer have an IEP: First year after exiting: A4 First year after exiting: A4 Second year after exiting: B4 Second year after exiting: B4
High School ONLY Coding Career & Technical students - bubble C1 in State Use Only Box. This is only for a student who has earned one (1) or more course credits in any Career & Technical (CTE) program area.
High School Quick Score Reports are delivered within hours from the time of scanning.
Medical Exemption Request Form for Any Test The medical exemption form must be completed and returned with the doctors medical documentation. The medical exemption form must be completed and returned with the doctors medical documentation.
Group Information Sheet for ALL Test GIS forms should be completed by each teacher per class period. GIS forms should be completed by each teacher per class period. Accurate information is needed for teacher name and social security number. Accurate information is needed for teacher name and social security number.
Participation Who participates in the Writing Assessment? All students in grades 5, 8 and 11 All students in grades 5, 8 and 11 Home School students in grade 5 Home School students in grade 5 The following students do not participate: Portfolio tested students Portfolio tested students ELL students in first year of ELL students in first year of attendance in an American school
Time Limit 35 minutes Students in all three grade levels will have a time limit of 35 minutes.
Absentee Status Box Darken absent circle only if student is absent on both days. Students who refuse to test should not be coded as absent.
2008 Writing Assessment Scoring Committee A rapid return of test materials is essential to ensure that anchor papers are reviewed by Tennessee educators. Two teachers from each district may be nominated to participate in the 2008 Writing Assessment Scoring Committee. Writing Assessment
Report of Irregularity (RI) ALL Test The RI Form is used to report serious irregularities during the testing session. The form should only be used to report the irregularities listed below: Student cheated. Student cheated. Student received inappropriate assistance. Student received inappropriate assistance. Student left during testing session. Student left during testing session. Time limits were not observed. Time limits were not observed. Student used defective/contaminated materials. Student used defective/contaminated materials. Student took the wrong test. Student took the wrong test. Student received improper modifications/accommodations. Student received improper modifications/accommodations. Student refused to take the test. Student refused to take the test. Medical Exemption Requests reported here. Medical Exemption Requests reported here. Breach of Testing Security reported here. Breach of Testing Security reported here.
Student Demographic Data Verification (SDDV) ALL Test School test coordinators complete an online verification that demographic information coded on answer documents matches information provided in Star Student & EIS.
Newly Mandated Testing New legislation requiring testing at 8 th, 10 th, and 11 th grades Beginning in school year Explore and Plan were administered. In the ACT will be administered to all 11 th graders.
Rationale Results are to be used by systems for diagnostic and intervention purposes. There are no accountability issues impacting school/system statistics attached to this testing.
2007 ACT Explore & Plan Results Only 38% of 10th grade students would have a projected composite score of a 21 on the ACT based on their 2007 ACT Plan score.
GRADES 3–8 Criterion-Referenced Test (TCAP) Criterion-referenced test scores are used to measure how well a student has learned Tennessees state curriculum rather than how the student compares with a national group. Criterion-referenced scores are also used to identify student areas of strength or need.
Accommodations for: Everyone Special Education Only ELL Population Only All Accommodations are posted on the main county website and on the Testing link.
Allowable and Special Accommodations All students may use Allowable Accommodations as needed. Special Accommodations may be used if the student meets required conditions. Conditions are documented in the IEP or 504 Service Plan and verified according to the students specific impairment or through individualized assessment showing the severity of the disability. If the required condition is not met, the student may not use the Special Accommodation. ELL Accommodations may be used by students who score as Limited English Proficient (LEP) on the ELDA.
Special Accommodations Special education personnel are responsible for ensuring proper use of Special Accommodations by special education students. Special education personnel are not responsible for overseeing Allowable Accommodations for students without IEPs. School level 504 Coordinators are responsible for ensuring proper use of accommodations by students receiving services under Section 504. ESL personnel are responsible for ensuring proper use of ELL Accommodations by ELL students.
Standardized Test Any departure from standardized test procedures can potentially invalidate the test results. The test validity is seriously threatened by modifications that change the nature of the task being tested. Use of Allowable Accommodations should be based on individual student need. As with any accommodation, Allowable Accommodations must be used consistently by the student throughout curricular instruction during the school year.
Standardized Test Many of the Allowable Accommodations require planning by school personnel prior to test administration. The teacher must discuss the accommodations with the student prior to testing.
TCAP Calculator /Mathematics Tables Calculators may be used on TCAP Achievement based on the instructions in the Test Administrator Manual IF students have been using them throughout the school year. Prohibited calculators are also listed in the manual.
Gateway EOC Calculator Usage Students may use a calculator on the Gateway Mathematics, End of Course Math Foundations II, and Physical Science test per system policy. The student is responsible for bringing an acceptable calculator to the testing session. Sharing calculators during testing is not permitted. The Test Administrator is responsible for ensuring students do not use calculator memory to store test information. Applications must be disabled or removed from the calculator before the test administration.
Accommodations ALL Students The following types of calculators/devices may NOT be used during the test: Pocket organizers Electronic writing pads or input devices Calculators that can communicate (transfer data or information) wirelessly with other calculators/devices Calculators with symbolic algebra capabilities (e.g., multiply or factor polynomials)
Flexible Setting (permitted on all tests) Students may take tests in an individual or small group setting, seated in a designated area of the room, in a study carrel or in another classroom setting (e.g., library). Homebound students may take the test at home or another approved location with appropriate documentation. Note: Recommended size for small group setting is two to five (2–5) students. Small group setting should NOT exceed ten (10) students.
Flexible Setting (permitted on all tests) Individual Small Group Designated Part of Room Study Carrel Another Classroom Homebound/Out of School
Flexible Scheduling Each test/subtest given must be completed within the school day. As an Allowable Accommodation, Flexible Scheduling does not apply to an entire general education classroom, but may be appropriate for a few students within that class. Prior arrangements must be made with the Building Level Testing Coordinator.
Scribe/Recording Answers Students who cannot mark their own answer documents may use an impartial Scribe. A Scribe may be used to record responses or to transcribe the students answers from a modified answer document or test booklet. Students who cannot utilize the answer document may record directly in the test booklet or on a separate piece of paper. This accommodation may require special return packing procedures.
Scribe/Recording Answers This accommodation is considered a Special Accommodation for the Writing Assessment, and not allowed by all students. Students must meet the required conditions for Special Accommodation prior to its use. When there is a short-term situation (e.g., broken dominant arm) where a student without an IEP or 504 Service Plan will require the use of a Scribe for the Writing Assessment, directions for Special Accommodation must be followed for the administration of the test. In this case, the System Testing Coordinator should submit a Unique Adaptive Accommodations Request Form for review and approval.
Marking In Test Booklet: With the exception of the Achievement Tests in grade 3, students in grades 4-8 may mark in test booklets. Stray marks in grades 3 test booklets could result in inaccurate scoring. This includes highlighting or underlining words or phrases. Careful attention must be given to ensure that students record all responses on their answer documents.
Student Reads Aloud to Self The student may read aloud the test being administered to himself/herself if in an individual setting. Allowable on all tests
FAQ Can students use number lines? Can we use graph paper for the math scratch paper? If a student transfers into the school and is enrolled today, is that student required to take the test on Monday? MEMBERSHIP Number 4 does not count for AYP NO YES
FAQ Does a student who took a TCAP achievement test in another state this year have to take this test? If a student is on special ed consultation, are they coded as special ed? If a student is no longer eligible for special ed services, is that student coded as regular ed? YES
FAQ How much time is extended time for a 504 or special ed student? What is a test booklet is found to be damaged before testing? Do word walls need to be covered? Specific time must be specified in 504 or IEP Plans Inactive test materials YES
FAQ Do I use my answer sheets for HomeSchool students? Are speech students considered special ed? NO Other items of interest: There are NO students taking TCAP Alt. There are NO students taking TCAP Alt. Only Grade 5 and 7 HomeSchoolers take the test. Only Grade 5 and 7 HomeSchoolers take the test. NO, articulation but yes for language impaired
Testing Coordinators School Level – Building Principals District Level: General Ed – Connie Campbell Special Ed – Debbie Berry ELL – Laura Darby
Understanding Results TCAP RCPI or Reporting Category Performance Index indicates the number of items answered correctly if there had been 100 items had been on the test.
Understanding Results Gateway EOC An RCPI of 79 means the student would have answered 79 items correctly if there had been 100 items on the test in that category.
Reporting Category Performance and Standards Mathematics Reporting Categories Number Sense/Theory Computation Algebraic Thinking Real World Problem Solving Data Analysis and Probability Measurement Geometry Real World Problem Solving Grade 6 State Performance Indicator (SPI) Solve one-step real-world problems involving whole numbers and decimals Extend rate charts to solve real-world problems Solve real-world problems involving elapsed time Use scales to read maps Solve real-world problems involving perimeter and area of rectangles Interpret bar and line graphs to answer questions and solve real-world problems. State Performance Indicators (SPIs) are categorized under each Reporting Category.
Jefferson County Schools For the first time since the state has been producing a report card, all schools in Jefferson County made AYP goals and are in good standing.
No Child Left Behind Status School2007 Dandridge ElementaryGood Standing Jefferson County High SchoolGood Standing Jefferson ElementaryGood Standing Jefferson Middle SchoolGood Standing Maury Middle SchoolGood Standing New Market ElementaryGood Standing Piedmont ElementaryGood Standing Rush Strong ElementaryGood Standing Talbott ElementaryGood Standing White Pine ElementaryGood Standing
Student Body Demographics
Per Pupil Expenditures per ADA Oak Ridge$10,602 Alcoa$9,415 Greeneville$9,267 Bristol$9,038 Maryville$8,979 Kingsport$8,951 Clinton$8,209 Union$8,156 State Average$7,794 Sevier$7,787 Newport$7,768 Knox$7,732 Anderson$7,724 Cocke$7,444 Rogersville$7,354 Blount$7,336 Campbell$7,294 Loudon$7,145 Hamblen$7,117 Sweetwater$7,059 Jefferson$6,976 Greene$6,746 Grainger$6,619
Proficient & Advanced Students Reading/Language Arts/Writing District 3-892% State 3-890% GAIN Jefferson County Grade 3-8 students outperformed the state.
Proficient & Advanced Students Reading/Language Arts/Writing District % State % GAIN Jefferson County Grade 9-12 students outperformed the state.
Proficient & Advanced Students Math District 3-891% State 3-890% GAIN Jefferson County Grade 3-8 students outperformed the state.
Proficient & Advanced Students Math District % State % GAIN Jefferson County Grade 9-12 students outperformed the state.
Grade 3-8 Achievement CRT Math 53B55B Reading/ Language 52B54B Social Studies 52C54B Science 52C54B NCE Scores increased in every subject! Jefferson County schools increased a letter grade in science and social studies.
Grade 3-8 Value-Added CRT 2006 Status 2006 Mean Gain 2007 Status 2007 Mean Gain Math A1.7A2.8 Reading/ Language A1.6A2.8 Social Studies A2A2.8 Science A1A1.9 Value-added measures the influence the school has on students performance. The district has made a value-added gain in every subject!
Value-Added Greatest Gains, Grades 4-8 (3 yr. Avg) Math – 5 th & 8 th Grade 4 points Reading/Language Arts – 5 th & 6 th Grade 4.5 points Social Studies – 4 th Grade 7.5 points Science – 4 th Grade 3.6 points NOTE: No value-added scores are available for 3 rd grade or below.
2007 ACT Scores JCSState Composite English Math Reading Science/ Reasoning
Grade 9-12 Value-Added Gateways Observed Score Predicted Score Algebra I English II Biology Writing Jefferson County High School ranked ABOVE the predicted score in every subject!
Jefferson County Teachers 99.8% of core courses are taught by highly qualified teachers. State Average 97.4%
Initiatives School-Wide Writing Each month a writing prompt will be posted on the district website and each school will participate in a practice writing assessment. Training in holistic scoring and prompt development will be provided.
Initiatives Reading in the Content Area will provide professional development strategies aimed at improving reading in the content areas.
Local Initiatives A Title II Part D project designed to develop an interactive BluePrint for Learning funded through Title II Part D coordinated by Jan Coley.
Local Initiatives Grade 6-8 Math Teams Math teachers in grades 6-8 will be provided professional development to create a pacing guide, teaching resources, and progress monitoring assessment tools which will be shared online.
Local Initiatives Grade 6 Science Team Science teachers in grade 6 will be provided professional development to create teaching resources, hands- on lab activities, and progress monitoring assessment tools which will be shared online.
Whats next? BluePrint 2.0 Raising the Bar Increasing Advanced/Proficient Cut Scores Increase in Proficiency Percentage Norm Referenced Standards Entrance/Exit Exams National Curriculum aligned to NAEP & ACT Secondary Testing Changes Graduation Rate Impacts
Elementary/Middle School Level Benchmarks School Year Reading Language Arts Target Math Target Attendance Rate through %79%93% through %86%93% through %93% % 93%
High School Level Benchmarks School Year Reading Language Arts Target Math Target Attendance Rate through %75%90% through %83%90% through %91%90% %
TODAY AT SCHOOL I TRIED TO DECIDE WHETHER TO CHEAT ON A TEST OR NOT.
I WONDERED IF IT IS BETTER TO DO THE RIGHT THING AND FAIL…OR IS IT BETTER TO DO THE WRONG THING AND SUCCEED?
ON THE ONE HAND, UNDERSERVED SUCCESS GIVES NO SATISFACTION…BUT ON THE OTHER HAND WELL- DESERVED FAILURE GIVES NO SATISFACTION EITHER.
OF COURSE, MOST EVERYBODY CHEATS SOME TIME OR OTHER. PEOPLE ALWAYS BEND THE RULES IF THEY THINK THEY CAN GET AWAY WITH IT. …THEN AGAIN, THAT DOESNT JUSTIFY MY CHEATING.
THEN I THOUGHT, LOOK, CHEATING ON ONE LITTLE TEST ISNT SUCH A BIG DEAL. IT DOESNT HURT ANYONE. …BUT THEN I WONDERED IF I WAS JUST RATIONALIZING MY UNWILLINGNESS TO ACCEPT THE CONSEQUENCES OF NOT STUDYING.
STILL IN THE REAL WORLD, PEOPLE CARE ABOUT SUCCESS NOT PRINCIPLES. …THEN AGAIN, MAYBE THATS WHY THE WORLD IS IN SUCH A MESS. WHAT A DILEMMA!
NOTHING, I RAN OUT OF TIME. SO, WHAT DID YOU DECIDE?
WELL, IT JUST SEEMED WRONG TO CHEAT ON AN ETHICS TEST. WELL ANYMORE, SIMPLY ACKNOWLEDGING THE ISSUE IS A MORAL VICTORY.