Third Grade Milestones

Georgia Milestones The Georgia Milestones Assessment System is a comprehensive summative assessment program spanning grades 3 through high school. It measures how well students have learned the knowledge and skills outlined in the state adopted content standards in language arts, mathematics, science, and social studies. Students in grades 3 through 8 will take an end-of- grade assessment in each content area, while high school student will take an end-of-course assessment for each of the eight courses designated by the State Board of Education.

Features Features of the Georgia Milestone Assessment include: Open-ended (constructed response) items in language arts and mathematics. A writing component (in response to passages read by students) within the language arts assessment Norm-referenced items in all content areas to complement the criterion-referenced information and to provide a national comparison Online administration of the tests with paper-pencil tests as backup only.

Four Achievement Levels Beginning Learners Developing Learners Proficient Learners Distinguished Learners

Beginning Learners Beginning Learners do not yet demonstrate proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students need substantial academic support to be prepared for the next grade level or course and to be on track for college and career readiness.

Developing Learners Developing Learners demonstrate partial proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students need additional academic support to ensure success in the next grade level or course and to be on track for college and career readiness.

Proficient Learners Proficient Learners demonstrate proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students are prepared for the next grade level or course and are on track for college and career readiness.

Distinguished Learners Distinguished Learners demonstrate advanced proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students are well prepared for the next grade level or course and are well prepared for college and career readiness.

Milestones Cut Scores

Promotion/Retention for 3rd According to the Georgia Promotion, Placement, and Retention Law (O.C.G.A. §§ through ) and State Board of Education Rule ( ) “no third grade students shall be promoted to the fourth grade if the student does not achieve grade level on the state-adopted assessment in reading and meet the promotion standards and criteria established by the local board of education for the school that the student attends.” Grade 5 must pass the reading and math portions of the Georgia Milestone in order to be promoted to the next grade level.

Reading Promotion/Retention Reading: Reading Status – Below Grade Level – On Grade Level or Above A reading status of “below grade level” in reading will be an automatic retention in grade 3 or 5. – Students will have the opportunity for remediation. – Each student will be given a make-up test.

Grade Level Georgia Milestone Data

Understanding Constructed Response Constructed response is a general term for items that require the student to generate a response as opposed to selecting a response. Constructed 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.

English Language Arts (ELA) Sample Item Set 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.

ELA Task 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. The answer will be evaluated using a rubric set by the state.

Exemplar Response One thing the speaker thinks will make the healthy cookies taste bad is the ingredients list on the box. These include “Vitamins and fiber, with no sugar to be found…” The speaker likes sweet snacks such as “Choco-Wonder-Treats and goo-filled Tasty Rings." Since she likes sweet snacks she does not expect cookies that do not have sugar to taste good. Also she thinks that cookies that are low fat and have no preservatives will "taste like wood!” Note: Other exemplary responses could include a different reason that the healthy cookies might taste bad. The student must provide a clear explanation supported by evidence and specifics from the poem. The student clearly explains why the reader expects the healthy cookies to taste bad. This explanation is supported with direct evidence from poem. Remember: There can be multiple correct responses for constructed-response items, just as there can be more than one way at arriving at a correct answer.

Score 3 Response - Clearly Demonstrated 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.

Score 2 Response - Basically Demonstrated 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.

Score 1 Response - Minimally Demonstrated 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.

Sample Mathematics Task 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.

Exemplar Response for Math Student fully explains and mentions relative size of the pies (his pizza could be bigger).

Satisfactory Response for Math Gives a picture where sizes are different, but gives no explanation.

Minimal Student Response Student draws a picture showing that ½ is always equal to ½.

At this time, we are guiding our students to create responses in all subject areas utilizing small group and large group instruction. Using Constructed Response

Information was compiled from the following: 1. Georgia Department of Education site The Fayette County Board of Education