1. System Test Coordinators Fall 2011 Conference Assessment Division 1

2. Agenda 1.2011-2012 General Announcements & Highlights of Changes in Student Assessment Handbook 2.Secondary Assessment Transition Plan 3.Planning for Test Administration 4.Assessment Administration 5.Post Administration 6.Ethics and Assessment 7.Major Topics for each Assessment Program 8.Questions & Answers 2

3. 2011 - 2012 Assessments ACCESS for ELLs (K-12) Criterion Referenced Competency Tests (CRCT) (3-8) Criterion Referenced Competency Tests - Modified (CRCT-M) (3- 8) End-of-Course Tests (EOCT) (Middle/High School) Georgia Alternate Assessment (GAA) (K, 3-8, 11) Georgia High School Graduation Tests (GHSGT) (Gr. 11/12) Georgia Kindergarten Inventory of Developing Skills (GKIDS) (K) National Assessment of Educational Progress (NAEP) (4, 8, 12) Writing Assessments (3, 5, 8, and 11) 3

4. 2011 – 2012 Assessments Due to budgetary constraints, the following will not be administered during the 2011-2012 school year: – CRCT – grades 1 and 2 Gr. 1 & 2 Instructional Assessments remain available in the Online Assessment System (OAS) – GAA – grades 1 and 2 – Norm-Referenced Tests Note: If a system mandates a local assessment in grades 1 and 2, an alternate assessment must be administered. 4

5. General Announcements Reasons for non-participation must be provided during AYP Assessment Processing in the MyGaDOE Portal: Illness Medical Emergency Other Unknown Principal Certification Form – required after each administration. http://www.gadoe.org/ci_testing.aspx http://www.gadoe.org/ci_testing.aspx – Must be kept on file by System Test Coordinator for 5 years. – Form is posted in the For Educators portal. Webinar schedule: http://www.gadoe.org/ci_testing_educators.aspx http://www.gadoe.org/ci_testing_educators.aspx 5

6. Highlights of Changes to the Student Assessment Handbook Secondary Assessment Transition Plan Addition of CRCT-M Information Revisions to EOCT section (Secondary Assessment Transition Plan, Scheduling, Re-Test Administrations, new GPS Algebra & GPS Geometry) Revisions to GAA section (Re-Test Administrations) Revisions to the GHSGT section (Secondary Assessment Transition Plan, discontinuing of QCC forms in ELA, Science, and Social Studies) Clarifications regarding ELL word to word dictionaries and ELL- TPC plans Additions/Changes to the test security section (Must Not Do list, Roles & Responsibilities) Annual edits (dates, etc.) 6

7. Reminders Remember that special administration requests for the GHSGT and GHSWT should be rare and only requested for extraordinary circumstances. Do not include GTID numbers in emails. Please do not over-order materials – costs are increasing significantly due to system over ordering. – Overages are provided at the both system and school levels. 7

8. Secondary Assessment Transition 8

9. The Secondary Assessment Transition Plan was approved by the State Board of Education on April 13, 2011. This plan provides for the phasing out of the Georgia High School Graduation Test (GHSGT) and an increased weight of the End of Course Tests (EOCT). All students will continue to be required to take and pass the Georgia High School Writing Test (GHSWT). 9

10. Secondary Assessment Transition In April the State Board of Education voted to adopt amendments to two rules: – Rule 160-3-1-.07: Testing Programs – Student Assessment (http://public.doe.k12.ga.us/_documents/doe/legalservices/160-3-1-.07.pdf)http://public.doe.k12.ga.us/_documents/doe/legalservices/160-3-1-.07.pdf – Rule 160-4-2-.13: Statewide Passing Score (http://public.doe.k12.ga.us/_documents/doe/legalservices/160-4-2-.13.pdf )http://public.doe.k12.ga.us/_documents/doe/legalservices/160-4-2-.13.pdf 10

11. Secondary Assessment Transition Plan Cohort 1: Students entering grade nine for the first time during the 2011-2012 school year and beyond Testing Rule Amendments for this cohort include: – Removing the Georgia High School Graduation Tests as a requirement for graduation. – Retaining the requirement to pass the Georgia High School Writing Test. Statewide Passing Score Rule amendments include: – Increasing the contribution of EOCT to the course grade to 20%. NOTE: Students would not be required to pass the EOCT to graduate but must pass the course to earn credit. 11

12. Secondary Assessment Transition Plan Cohort 2: Students currently in high school (entered grade nine for the first time between July 1, 2008 and June 30, 2011) Testing Rule Amendments for this cohort include: – Flexibility – allowing a passing score on one of the two EOCTs in each content area to serve as an alternate demonstration of proficiency and stand in lieu of the requirement to pass the corresponding content area GHSGT. – Retaining the requirement to pass the Georgia High School Writing Test. Statewide Passing Score Rule amendments include: Retaining the contribution of the EOCT to the course grade at 15%. 12

13. Ninth GradersTenth GradersEleventh GradersTwelfth Graders 2011 / 2012 EOCT = 20% of course grade Pass the GHSWT EOCT = 15% of course grade [Pass one EOCT in each of the four content areas or pass the corresponding subject test of GHSGT] Pass GHSWT EOCT = 15% of course grade [Pass one EOCT in each of the four content areas or pass the corresponding subject test of GHSGT] Pass GHSWT EOCT = 15% of course grade [Pass one EOCT in each of the four content areas or pass the corresponding subject test of GHSGT] Pass GHSWT 2012 / 2013 EOCT = 20% of course grade Pass the GHSWT EOCT = 20% of course grade Pass the GHSWT EOCT = 15% of course grade [Pass one EOCT in each of the four content areas or pass the corresponding subject test of GHSGT] Pass GHSWT EOCT = 15% of course grade [Pass one EOCT in each of the four content areas or pass the corresponding subject test of GHSGT] Pass GHSWT 2013 / 2014 EOCT = 20% of course grade Pass the GHSWT EOCT = 20% of course grade Pass the GHSWT EOCT = 20% of course grade Pass the GHSWT EOCT = 15% of course grade [Pass one EOCT in each of the four content areas or pass the corresponding subject test of GHSGT] Pass GHSWT 2014 / 2015 Common Core Assessment Implementation (Language Arts & Mathematics) EOCT = 20% (Science & Social Studies) Common Core Assessment Implementation (Language Arts & Mathematics) EOCT = 20% (Science & Social Studies) Common Core Assessment Implementation (Language Arts & Mathematics) EOCT = 20% (Science & Social Studies) EOCT = 20% of course grade Pass the GHSWT Secondary Assessment Transition Plan 13

14. Secondary Assessment Transition Cohort 1 Students who enter grade 9 for the first time in SY2011 -2012 or after Must pass the GHSWT to be eligible for diploma Are not required to take or pass GHSGT ( test not administered) Are required to pass courses* associated with EOCT, with EOCT contributing 20% to course grade Are not required to pass EOCT Cohort 2 Students who entered grade 9 for the first time between July 2008 and June 2011 Must pass the GHSWT to be eligible for diploma Must pass one of the two subject- area EOCT or the corresponding subject-area GHSGT Are required to pass courses associated with EOCT, with EOCT contributing 15% to course grade *In science, students may take Physical Science or Physics (no EOCT for Physics). 14

15. Secondary Assessment Transition Plan This transition plan was developed in consideration of the planned implementation of Common Core Assessments in 2014-2015. Beginning in 2011-2012, Adequate Yearly Progress will be calculated using EOCT scores for selected courses. – AYP would be calculated by course (such as American Literature) – The final determination of courses to be used for this purpose is still pending 15

16. PLANNING FOR TEST ADMINISTRATION 16

17. 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. 17

18. Roles and Responsibilities Detailed descriptions of roles and responsibilities are provided in the SAH, 2011-2012. Superintendent System Test Coordinator (STC) System Special Education Coordinator System Title III Coordinator Principal School Test Coordinator Examiner Proctor 18

19. Scheduling Considerations Mandated tests must be scheduled in accordance with published GaDOE testing dates. – The Statewide Assessment Calendar can be found on the GaDOE Testing web page in the For Educators portlet. – http://www.gadoe.org/ci_testing.aspx http://www.gadoe.org/ci_testing.aspx In scheduling each assessment, schools must adhere to the testing times prescribed in the Examiners Manuals. Allowing too much or too little time may result in an invalidation. When scheduling tests, consider the optimum time to administer the tests. – Consider logistics, including time and staff availability. 19

20. Scheduling Considerations 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, especially for elementary school students. – 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. – A sufficient number of proctors must be available to assist with test administration and monitor test security. – Plans for the effective, documented, and secure distribution and collection of test materials must be in place regardless of the type of setting used. 20

21. Materials Management Make certain that Pre-ID label files are created accurately and uploaded in a timely manner. 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 each test administration. The STC should plan for the distribution of test booklets, answer documents, Examiners Manuals and Test Coordinators Manuals in a timely manner. Secure materials should be distributed to schools as close to the beginning of the testing window as possible. Once an answer document has a student pre-id label on it, student information bubbled on it, or student responses on it... It is considered secure. 21

22. Training Plan The STC should develop and implement a district plan for training for each assessment program. 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 – examiner administer the accommodation appropriately – ensuring the logistics are thought-through. 22

23. Managing Test Security Lock tests up! Require students put their names on the test booklets. Teachers should sign tests in and out – note dates and times. All system personnel are prohibited from reviewing contents of test booklets.* Do not copy any secure test materials. Monitor students. *Interpreters for the hearing impaired may review, with supervision, to plan for administration. 23

24. Materials Security Staff members who are not involved in testing should also be aware of the schools 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. 24

25. 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 exam room. 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 (or who arrive to school late). 25

26. Planning for Testing Administration EXAMINERS Verify that students answer documents are prepared correctly before testing begins. Verify that students respond in the appropriate sections of the answer document (e.g., that social studies items are answered in the section marked SOCIAL STUDIES). Verify that form numbers/letters are coded correctly on student answer documents. 26

27. Planning for Testing Administration PROCTORS Proctors are always recommended. When more than 30 students are to be tested in one room, the assistance of a proctor is required. At least one proctor is required for each additional 30 students. If students are tested in groups of 30 or fewer, a proctor is highly recommended. Proctors must be trained in appropriate test procedures before testing begins. Tasks which they must perform should be clearly specified. 27

28. Planning for Testing Administration RESOURCES AND AIDS NO dictionaries(*), textbooks or any other aids and/or resources that would provide assistance. (*ELL Word to Word Dictionaries would be an exception to this if prescribed in an ELL-TPC plan) Any instructional materials that are displayed in the room, such as posters, should be covered or removed during testing. Review the calculator policies for each program as they differ. Programmable calculators – and calculators that store text or that have graphing capabilities – are not allowed on any state assessment. 28

29. Accommodations Considerations Allowable for students with IEPs, 504/IAP, or ELL Test Participation Plans Approved accommodations appear in the Student Assessment Handbook and in the Accommodations Manual Accommodations not specified in SAH need to be pre-approved Assistive Technology – Plan ahead for ordering Kurzweil (Requests should be submitted 8 – 12 weeks in advance at minimum) 29

30. Plan for Accommodations Know who your SWD, ELL, and 504 students are who require accommodations... And plan well in advance for their needs. Plan for small groups and the need for the same form number/letter. Know who your visually impaired students are and ensure you have adequate materials. Make provisions for Extended Time students. Plan in advance for any Word to Word (ELL) Dictionary needs. Ensure that examiners are familiar with the proper way to deliver the necessary accommodations. Collaborate with others as needed to ensure that paperwork (IEPs, ELL-TPCs, 504 Plans, etc.) is in order. The transfer of student responses to a student answer document (in cases such as Large Print and Braille administrations) should be completed with a witness present... The witness should hold a PSC-issued certificate. It is critical that staff confirm that this process is completed where required. 30

31. Accommodations Any accommodation(s) given to a student during the administration must be specified in the students IEP, 504/IAP, ELL/TPC. All accommodation(s) during state mandated testing should reflect instructional practices. School Test Coordinators must ensure that students are given their appropriate accommodations, before a student begins to test. 31

32. Accommodations Additional information and guidance on the appropriate use of accommodations: – Accommodations Manual: A Guide to Selecting, Administering, and Evaluating the Use of Test Administration Accommodations for Students with Disabilities – Found on the GaDOE web site (http://www.gadoe.org/ci_testing.aspx; in the portlet labeled For Educators)http://www.gadoe.org/ci_testing.aspx 32

33. Note Regarding English Language Learners (ELLs) The U. S. Department of Education (USED) has changed the term for this special population of students from English Language Learners (ELLs) to English Learners (ELs). This change will be phased in on documentation over the course of 2011 – 2012... and as the 2012 – 2013 school year arrives. You will begin to see this change over the next 12 months as the new term is phased in. 33

34. Assessment Administration 34

35. Materials 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 associated with the testing program. 35

36. Materials Distribute materials to schools in a timely manner. Use appropriate security checklists to assign books to schools. School Test Coordinator should count and sign for all materials received. Materials should be in a locked, secure location at all times both at the system and school levels. – Restricted (limited key control) access must be confirmed. 36

37. Materials The School Test Coordinator must count all materials before disseminating to examiners. Examiners must verify count upon receipt. 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. 37

38. Materials Each school should have a test administration plan which outlines when tests are to be distributed and collected each testing day. – Schools should distribute materials immediately before testing. – Schools should collect materials immediately at the conclusion of testing each day (or after each period if applicable). No one should have access to secure materials for lengthy periods of time. 38

39. Materials Pre-ID labels (where provided) must be used to provide accurate student information for state tests. – Refer to the Test Coordinators and Examiners manuals for current information on use of labels specific to each test. – Labels with incorrect information should not be used. – Labels should be applied to answer documents prior to administration. 39

40. Roles and Responsibilities – Refer to Student Assessment Handbook for detailed information. – Superintendent has ultimate responsibility for all testing activities within the local school system. – Principal has ultimate responsibility for all testing activities within the school. Emphasis: The Principal must complete the Principal Certification Form after each administration. 40

41. 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 41

42. 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 42

43. Roles and Responsibilities Examiner – Must be certified – 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 Examiners Manual, including reading all directions to students – Detailed list of responsibilities in SAH 43

44. 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 44

45. 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 45

46. 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. 46

47. Irregularities The Assessment Administration Division will review all reports of irregularities. – Issue irregularity/invalidation codes. – Advise the local system as to whether a report of possible unethical conduct should be made to the Professional Standards Commission (PSC). 47

48. 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. – Test Examiner or other personnel provided answers to the examinee. – For more examples, please refer to the SAH. 48

49. Examples of irregularities during Testing Administration: – Test Examiner or other personnel failed to follow administration directions for the test. – Examinees test booklet, answer sheets, or portfolio entries (for GAA) are lost. – Test Examiner fails to provide an examinee with a documented accommodation or provides examinee with an accommodation that is not documented. – For more examples, please refer to the SAH. 49

50. Steps for Reporting an Irregularity School Test Coordinator: – Communicate with the 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. – Return all documentation to the System Test Coordinator. 50

51. 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 systems protocol for cases that may constitute a breach of the Code of Ethics... Some systems have defined investigation protocols for such instances. 51

52. 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. 52

53. 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. 53

54. 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 54

55. Importance of Training Materials Throughout the testing administration, please refer to the following resources: – Student Assessment Handbook – Examiners Manuals – Test Coordinators Manuals – Accommodations Manual Read again, even though you may have read before. Directions do change and these are standardized tests. 55

56. Post Administration 56

57. 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

58. Collecting Materials In a supervised setting, at the conclusion of testing: – Check all coding of identifying information and form numbers, when applicable. – 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. 58

59. Returning Scorables and Nonscorable Materials Arrange for pickup of test materials. Refer to Test Coordinator Manual regarding pickup protocols. Make certain that there are no documents left in the schools or district offices and that all documents are accounted for. All materials should be in the proper order as explained in the Test Coordinator Manuals. 59

60. 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. 60

61. Dissemination of Test Scores Results for individual students are critical for certain grades and subjects. Initial test results are released on the departments secure portal, MyGaDOE, or through Pearson Access. – To have access to these downloadable roster reports and data files, it is imperative that System Test Coordinators acquire a login and password. 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. 61

62. Interpretation of Scores Score Interpretation Guides are available for each program. – Found on each program website. Over interpretation should be avoided. – Remember, each program is built to serve a specific purpose; interpretation must be made in light of those purposes. 62

63. State Board Rules The most current rules below can be found on the GaDOE web site at the following link: http://www.gadoe.org/pea_board.aspx?PageReq=PEABoardRules State Board Rules relating to assessment include: 160-3-1-.07 Testing Programs – Student Assessment 160-4-2-.11 Promotion, Placement, and Retention 160-4-2-.13 Statewide Passing Score 160-1-3-.09 Waivers and Variances of High School Graduation Assessments 160-4-2-.31 Hospital/Homebound (HHB) Services 160-4-2-.34 Dual Enrollment 160-4-2-.46 High School Graduation Requirements (1997-1998) 160-4-2-.47 High School Graduation Requirements (2002-2003) 160-4-2-.48 High School Graduation Requirements (2008-2009) 160-4-5-.02 Language Assistance: Program for English Learners 160-4-8-.12 Alternative/Non-Traditional Education Programs 160-5-1-.07 Student Data Collection 160-5-1-.14 Transfer of Student Records 16071.01 Single Statewide Accountability System 63

64. Assessment Online Forms https://portal.doe.k12.ga.us/login.aspx https://portal.doe.k12.ga.us/login.aspx Superintendents 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 email/call appropriate Assessment Specialist as well) Special Administration Request Form – Requires letter from System Superintendent outlining rationale for request in addition to Portal request 64

65. Assessment Online Forms https://portal.doe.k12.ga.us/login.aspx https://portal.doe.k12.ga.us/login.aspx Special Administration Request – STC > Superintendent > GaDOE Assessment Rescore Request – STC > GaDOE Testing Irregularity – STC > GaDOE Superintendents Test Certification – STC > Superintendent > GaDOE 65

66. Assessment Online Forms https://portal.doe.k12.ga.us/login.aspx https://portal.doe.k12.ga.us/login.aspx See the Online Forms QuickStart Guide on the Assessment and Accountability home page. 66

67. Ethics and Assessment 67

68. Ethics and Assessment The highest form of ethics is doing the ethical thing when no one is watching. 68

69. Ethics and Assessment Ethical conduct on the part of educators and students is one component of assessment that assures that a test is valid for the purpose for which it is used. 69

70. A good testing program provides critical information to: ¤ Students¤ Parents ¤ Teachers¤ School and System ¤ Community Members ¤ Administrators The integrity of the assessment process is critical to all we do as educators. 70

71. CODE OF ETHICS FOR GEORGIA EDUCATORS Revised 2009 The Professional Standards Commission (PSC) adopted a revised Code of Ethics for Georgia Educators in July 2009. The PSC also adopted a hierarchy of consequences, recommended by System Test Coordinators, that is published on their web site at http://gapsc.com.http://gapsc.com 71

72. PSC Code of Ethics Educator Ethics Division Rules Code of Ethics Moral Turpitude Disciplinary Action Filing a Complaint -General Complaint Form (PDF) -Testing Violation Complaint Form (PDF) -Abandonment of Contract Complaint Form (PDF) The Hearing Process FAQ Contacting Ethics Testing -Student Assessment in Georgia Schools (PDF) -Testing Ethics Short (PowerPoint) -Testing Report Form (PDF) 72

73. Code of Ethics Guidelines for Student Assessment on Georgia Professional Standards Commission website: www.gapsc.com www.gapsc.com 73

74. Standard 11: Testing - An educator shall administer state-mandated assessments fairly and ethically. Unethical conduct includes but is not limited to: 1.committing any act that breaches Test Security; and 2.compromising the integrity of the assessment. 74

75. Test Security Reminders Be thoroughly familiar with the Student Assessment Handbook and test administration manuals. Thoroughly train everyone involved in testing. Make everyone in the school/system aware of the importance of security and the consequences of violating security, including students, parents, community, custodians, cafeteria personnel, bus drivers. Follow all protocols. Report problems in a timely manner. – Including referrals to PSC – Principals Certification Form is required after each administration and must be maintained by the System Test Coordinator for 5 years 75

76. 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 Documented training Lost test booklets constitute a breach of test security and will result in a referral to PSC 76

77. TOP PROGRAM TOPICS: THINGS TO KEEP ON YOUR RADAR 77

78. OAS: Top Topics The Georgia OAS will be available for districts to use on August 15, 2011. The OAS will now maintain System Level (level 3) assessments each year. New reporting features are available and will be discussed in upcoming webinars. 78

79. CRCT: Top Topics Grades 1 and 2 will not be assessed. The CRCT Enrollment System will be available Dec. 12- Jan. 13. Timely and accurate information is critical for shipping, scoring, and reporting. The CRCT Online Retest offers ease of implementation, enhanced security as test booklets and answer documents are not required, and a method for gauging a districts online capacity and success with online testing. 79

80. CRCT-M: Top Topics Make certain that your schools administer the proper assessment to students. IEP Teams must evaluate all students who achieved Basic Proficiency on the CRCT-M in 2011 to determine whether on not the student should remain on the CRCT-M. All IEPs must contain evidence to support assessment placement. In order for a student who has achieved Basic Proficiency on the CRCT-M the prior year to remain on the CRCT-M the following year, the IEP team should conduct a re-evaluation that includes examining other evidence such as national and local tests that the district administers, class tests, and other student work. After consideration of all evidence, the IEP team determines the appropriate assessment for the student (CRCT or CRCT-M) and documents the decision in the IEP. The CRCT-M Enrollment System will be available Dec. 13- Jan. 14. Timely and accurate information is critical for shipping, scoring, and reporting. Participation Guidelines to assist IEP teams appears at: http://www.gadoe.org/ci_testing.aspx?PageReq=CI_TESTING_CRCTM http://www.gadoe.org/ci_testing.aspx?PageReq=CI_TESTING_CRCTM 80

81. EOCT: Top Topics Two new EOCT tests - GPS Algebra and GPS Geometry New Re-test administration windows will be added as an enhancement to the EOCT program in 2011 – 2012. Details on these administrations will be forthcoming in guidance letter and webinar format. – These re-tests will be intended to provide students who are not proficient on an EOCT (in a course that they have just completed) with one additional opportunity to demonstrate their proficiency on the assessment. Increased weight (20%) of EOCT for students enrolled in grade nine for the first time in 2011 – 2012 and beyond A new staggered delivery schedule – the initial shipment of materials to systems will occur closer to each systems window (for those that test later in the state window) to assist systems in terms of storage capacity and to enhance security. New security procedures for local scanning will be implemented beginning with the Winter 2011 administration. Return all test booklets and secure materials in a timely manner. 81

82. EOCT Scheduling Parameters The stakes for the EOCT will change in 2011 – 2012 as it becomes Georgias high school accountability assessment in addition to serving as a final exam for students. Diligent attention must be given to the development of a schedule that protects the security and integrity of the test administration. Systems should regularly review school scheduling practices to ensure secure test administration. If further guidance is necessary, contact the Assessment Administration Division to discuss scheduling scenarios at least two to four weeks before your local testing window opens. 82

83. EOCT Scheduling Parameters The following are some examples of scheduling options for the EOCT: One-day administration: All students take Biology/Section I in a morning session and Biology/Section II in an afternoon session or All students take both Biology/Sections I and II in one session that is divided by the break (5 minutes) as prescribed in the Examiners Manual. Two-day administration: All students test Biology/Section I on Monday and Biology/Section II on Tuesday during scheduled class periods. Block scheduling: All students take Biology/Section I on Monday and take Biology/Section II on Tuesday using a two-day administration or Group A takes Biology/Sections I and II on Monday and Group B takes Biology/Sections I and II on Tuesday, using a one-day administration. Systems may elect to test by subject or by period following a typical exam schedule that conforms to the guidance above. Allowing flexibility in the scheduling of the EOCT, to meet the variety of school schedules that exist, is dependent upon everyone involved in the administration protecting the integrity of the program. Review the EOCT section of the 2011 – 2012 Student Assessment Handbook for further details on this topic. 83

84. ACCESS for ELLs: Top Topics Maintain a file of examiners who have earned scores of 80% or higher on the domains of ACCESS for ELLs that they will be responsible for administering in 2012. – Remember, examiners must re-certify on an annual basis. Monitoring Training of Examiners – No changes to usernames and passwords Closely monitor the number of English language learners in your systems to ensure an accurate order of materials in December. 84

85. GAA : Top Topics The high school GAA will assess standards that derive from the Access courses taken by students with significant cognitive disabilities. For high school mathematics, students may be assessed on standards from an integrated course or discrete courses. This will be dependent upon the courses selected by the local system. Retest opportunities will begin during the 2011–2012 school year for high school students who did not earn a proficient score in one or more content areas. Student work becomes secure test material once it has been placed in the assessment binder as a piece of evidence. The required Validation Form must be completed and signed by both the person submitting the portfolio and the building administrator. Grades 1 and 2 will not be assessed. 85

86. GHSGT: Top Topics Mathematics is now fully aligned with GPS and on the GPS scale. The process of phasing-out this assessment begins in 2011 – 2012: Students who entered grade 9 for the first time between July 2008 and June 2011 may apply a passing score on one of their two subject-area EOCT in lieu of a passing scores on the corresponding subject-area GHSGT. Students who entered grade 9 for the first time prior to July 2008 must still pass each subject-area GHSGT to be eligible for a Georgia diploma. ELA, Science and Social Studies QCC forms have been discontinued. GHSGT will not be used for AYP 2012 calculations. Spring GHSGT Pre-Id labels will no longer be available. Summary reports will no longer be provided following the spring administration. 86

87. Writing: Top Topics All students still must pass the Georgia High School Writing Test (GHSWT) to be eligible to receive a Georgia diploma. GHSWT September main administration is on Tuesday, September 27, 2011 with the make-up administration on Wednesday, September 28, 2011. SchoolHouse will again be available for ordering materials for the grade 8 writing assessment (beginning October 3, 2011) and grade 5 writing assessment (beginning November 21, 2011). The spring GHSWT will be ordered beginning Nov. 21, 2011 through SchoolHouse. New in 2011 – 2012: Student performance data for the Grade 3 Writing Assessment will be collected using a new online web-based application. Training on the new tool will be provided via webinar in late January 2012. 87

88. NAEP: Top Topics The National Assessment of Educational Progress (NAEP) collects data about what students know and can do in a variety of subjects. Participation in NAEP is required by federal and state law. Schools and students are sampled by NCES to represent national and state demographics. Assessment is administered by contracted team. Scores are calculated and reported for states and selected districts only. 88

89. GKIDS: Top Topics Teachers should contact the school coordinator first and then the system test coordinator for assistance with GKIDS. Teachers should enter student information into the website in a timely manner. Students who transfer from a school/classroom should be released through the GKIDS website so they can be acquired by the new teacher. GTID issues should be addressed with the school student database contact and/or Kathy Aspy at the GaDOE. There is not a required baseline or end of year summary of required elements. Teachers are responsible for students end of year report. 89

90. Contact Information Melissa Fincher Associate Superintendent, Assessment and Accountability (404) 651-9405; mfincher@doe.k12.ga.usmfincher@doe.k12.ga.us Melodee Davis, Ph. D. Director, Assessment Research and Development (404) 657-0312; medavis@doe.12.ga.usmedavis@doe.12.ga.us Anthony (Tony) Eitel Director, Assessment Administration (404) 656-0478; aeitel@doe.k12.ga.usaeitel@doe.k12.ga.us 90

91. Contact Information Criterion Referenced Competency Tests (CRCT) Joe Blessing 404.656.2589; jblessin@doe.k12.ga.us End of Course Tests (EOCT) Melissa Faux 404.656.5975; mfaux@doe.k12.ga.us Georgia High School Graduation Test (GHSGT), Writing Assessments Michael Huneke 404.232.1208; mhuneke@doe.k12.ga.us National Assessment of Educational Progress (NAEP), Georgia Kindergarten Inventory of Developing Skills (GKIDS) Bobbie Bable 404.657.6168; bbable@doe.k12.ga.us Criterion Referenced Competency Tests - Modified (CRCT-M) Mary Nesbit-McBride 404.232.1207; mmcbride@doe.k12.ga.us ACCESS for ELLs, Georgia Alternate Assessment (GAA) Deborah Houston 404.657.0251; dhouston@doe.k12.ga.us 91

92. Evaluation Link http://www.zoomerang.com/Survey/WEB22CPYA8HTG7/ 92

93. Questions? 93