1. Georgia’s Writing Assessments Grade 3 Writing Assessment Pre-Administration Webinar Fall 2011 Webinar Etiquette Please use the Audio Setup Wizard in the Tools Menu to configure and test your audio settings before the presentation begins To eliminate interference from background noise in your area, please leave the Talk Button (lower left of the Elluminate window) on mute if you are not speaking. Due to the number of participants, we request that questions be submitted via Chat. Please log-in with your name and the name of your district beside it (e. g., Michael Huneke – Appling). If you have already logged-in, please place your name and district in the chat box.

2. New for 2011-2012 Grade 3 Online Writing database – Elimination of the “Grade 3 Teacher Summary Report Form” – Elimination of the “Grade 3 Individual Student Report” carbon form – Implementation of an online database that will collect teacher summary information and create a PDF Individual Student Report with one easy entry.

3. Vertically Aligned Genres and Domains Genres/DomainsThirdFifthEighthEleventh Response to LiteratureX NarrativeXX Informational/ExpositoryXXX PersuasiveXXXX Scoring Rubrics Ideas – (Most Important)40% Organization20% Style20% Conventions20%

4. Georgia Grade 3 Writing Assessment Administration Dates Ratings window is March 19 – 30, 2012 – The information entered into the database will also serve as the Teacher Report Form; therefore, nothing will need to be sent back to GCA. Grade 3 reports shipped to systems by May 7 – 11, 2012

5. Planning for the Grade 3 Writing Assessment Writing assessment at grade three is an outgrowth of the writing instruction program. Each elementary class, school, or system should develop a plan at the beginning of the school year for teaching the four genres and collecting assessment samples.

6. What is an Assessment Sample? The assessment sample is the piece of writing that the teacher selects for the Grade 3 Writing Assessment. Teachers must select one assessment sample per genre for each student. Assessment samples should demonstrate how well the student has learned to apply the writing process independently. This does NOT mean that students must write to a prompt in an on-demand context. Writing samples may be collected throughout the year as students are instructed on the four genres of writing.

7. Cautions for Collecting Assessment Samples Samples that consist of short-answer responses may lead teachers to underestimate students’ abilities to write independently. Samples that incorporate someone else’s ideas would overestimate students’ abilities to write independently Teacher-corrected samples may be used for the Grade 3 Writing Assessment if it is clear what the student wrote without assistance.

8. Preparing for the March Reporting Window In late February, make certain each student has produced an assessment sample for each genre. If some students have not produced an assessment sample for each genre, use the first two weeks of March to provide an appropriate writing assignment. The last two weeks in March are designated for scoring assessment samples and completing the Teacher Report Form.Teacher Report Form This “scoring window” is not intended as a time for giving writing assignments or collecting assessment samples.

9. Using the Student Writing Record Throughout the School Year Teachers may select and score assessment samples prior to the March scoring window. As teachers select a sample for a particular genre, they may use the Student Writing Record to record the performance levels for each domain (see the sample Writing Record on the next slide). Each student’s Writing Record may be completed or revised during the school year, prior to the March scoring window.

10. Student Writing Record (optional) IdeasOrg.StyleConv.Date Informational Persuasive Narrative Response to Lit. Name

11. Individual Student Report This form will be printed from the database once the information is completed online. This form will be posted as one file for the entire class in a PDF format. Two copies should be printed. One copy is for the student’s permanent record. One copy is for the parent / guardian.

12. Scoring Grade 3 Writing Samples Each assessment sample (one per genre) is assessed in four domains: – Ideas – Organization – Style – Conventions A performance level is assigned for each domain: – Does Not Meet – Meets – Exceeds Teacher makes four scoring decisions about each of the four assessment samples. There is no overall score for an individual paper or the assessment portfolio.

13. Informational Rubric

14. Overview of Performance Levels Degree of Competence Does Not Meet Standard Lack of Control Less than 50% (of the elements of the domain) Meets Standard Sufficient Control About 65% (of the elements of the domain) Exceeds Standard Full Command About 90% or greater (of the elements of the domain) GREEN = The degree to which the writer demonstrates control of the components.

15. Rating Options There is flexibility in models for rating student work: – Teachers rate their students’ papers. – Grade level teams rate papers. – System identified teachers score all student papers. – Schools exchange papers for rating.

16. Reminders Third grade students are allowed to use a word processor. ALL responses must be written in English. Only state-approved accommodations may be provided for students with an IEP, IAP, or TPC Plan. Accommodation information is not collected on the Teacher Report Form.

17. Using the Assessment and Instructional Guide Available as a PDF file on GaDOE website. CDs with PowerPoint version were distributed to each system prior to the first operational assessment. All participants who attended training workshops in summer of 2006 received a CD.

18. Verifying Materials Received System/School Coordinator’s Manuals Assessment Guidelines

19. Materials for Scoring Samples 1.A copy of the Assessment Guidelines document, which contains instructions for completing the Grade 3 Online Writing database 2.The Grade 3 Writing Assessment and Instructional, which contains samples of student writing and an explanation of the “Performance Level Rubric.” 3.A computer with internet access to the Grade 3 Online Writing database. 4.Student Writing Samples – multiple examples of students’ writing collected during the current school year. 19

20. Individual Student Report (ISR) The ISR is a PDF report generated from the Grade 3 Online Writing database. This report can be saved and shall be printed with one to be filed in the student’s permanent record and a second copy printed for Parents. The report will include: The student's first, middle initial, and last name. The student’s birth date (month/date). The student’s GTID. The teacher’s name. The current school year. The date the form was completed. 20

21. Returning Materials The Assessment Guidelines should be returned to the School Test Coordinator as soon as ratings are complete. Before printing reports verify that all information on the reports is correct. One copy of the report should be filed in Permanent Records. A second copy may be sent to parents or shared in conferences. Retain the Assessment and Instructional Guide for instructional use. 21

22. Grade 3 Reports Shipped to Systems Student Population Summary – One per genre – Indicates performance by subgroups (e.g., ethnicity, gender, SRC code) School/System Summary Report – Percentage of students at each performance level by domain and genre – Indicates school, system, RESA, and state performance

23. 6/4/201623 New Online Database

24. 6/4/201624 New Online Database

25. 6/4/201625 New Online Database

26. 6/4/201626 New Online Database

27. 6/4/201627 New Online Database

28. 6/4/201628 New Online Database

29. 6/4/201629 New Online Database

30. 6/4/201630 New Online Database

31. Contact Information GaDOE Michael Huneke – 404-232-1208 – mhuneke@doe.k12.ga.us mhuneke@doe.k12.ga.us GCA Jeremy Granade – 888-392-8977 – jgranade@uga.edu jgranade@uga.edu