Assessment Transition to the Common Core Georgia Performance Standards (CCGPS)

CCGPS Implementation: Georgia Student Assessment Program CCGPS: English Language Arts & Mathematics Georgia will continue to administer state assessments until PARCC is implemented in As the CCGPS is implemented in classrooms this school year ( ), the state assessments will transition to measure the CCGPS. 2

CCGPS Implementation: Georgia Student Assessment Program The following state assessments will transition to measure the CCGPS in :  GKIDS  CRCT  CRCT-M  GAA  EOCT The Writing Assessments will remain as currently structured (on-demand prompts). Revised assessment resources (e.g., Content Descriptions) are posted 3

RT3 Assessment Resources CCGPS Formative Item Bank Assessment Literacy/Formative Instruction Online Learning Modules Interim Benchmarks 4

Partnership for Assessment Readiness for Colleges & Careers (PARCC)

Common Core Assessment Georgia is a governing state within the Partnership for the Assessment of Readiness for College and Careers (PARCC), a consortium of 23 states focused on building a common assessment based on the Common Core. – Implementation is planned for the SY 6

PARCC 7

PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11 End-of-Year Assessment Innovative, computer- based items Required Performance-Based Assessment (PBA) Extended tasks Applications of concepts and skills Required Diagnostic Assessment Early indicator of student knowledge and skills to inform instruction, supports, and PD Non-summative 2 Optional Assessments/Flexible Administration Mid-Year Assessment Performance-based Emphasis on hard- to-measure standards Potentially summative 8

Non-Summative Optional Assessment Components Diagnostic Assessment Early indicator of student knowledge and skills to inform instruction, supports, and PD Optional Assessments/Flexible Administration Mid-Year Assessment Performance-based Emphasis on hard to measure standards Potentially summative Diagnostic Assessment designed to be an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to meet student needs Mid-Year Assessment comprised of performance-based items and tasks, with an emphasis on hard-to- measure standards. After study, individual states may consider including as a summative component

Summative Assessment Components End-of-Year Assessment Innovative, computer- based items Performance-Based Assessment (PBA) Extended tasks Applications of concepts and skills Performance-Based Assessment (PBA) administered as close to the end of the school year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text. The mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The ELA/literacy EOY will focus on reading comprehension. The math EOY will be comprised of innovative, machine-scorable items

Build a Pathway to College and Career Readiness for All Students K-23-8 High School K-2 formative assessment being developed, aligned to the PARCC system Timely student achievement data showing students, parents and educators whether ALL students are on- track to college and career readiness ONGOING STUDENT SUPPORTS/INTERVENTIONS College readiness score to identify who is ready for college-level coursework SUCCESS IN FIRST-YEAR, CREDIT-BEARING, POSTSECONDARY COURSEWORK Targeted interventions & supports: 12 th -grade bridge courses PD for educators

Purpose and Audience of the Model Content Frameworks Purpose Support implementation of the Common Core State Standards Inform development of item specifications and blueprints for the PARCC assessments in grades 3–11. Audiences State and local curriculum directors Teachers and building administrators

Approach of the Model Content Frameworks for ELA/Literacy PARCC Model Content Frameworks provide one model for how to organize content and integrate the four strands of the CCSS They focus on framing the critical advances in the standards: Reading complex texts Reading a range of texts—literature and informational Writing effectively when using and/or analyzing sources Conducting and reporting on research Speaking and listening Using knowledge of language effectively when reading, writing, and speaking

Key Elements of the Model Content Frameworks

PARCC Model Content Frameworks provide a deep analysis of the CCSS, leading to more guidance on how focus, coherence, content and practices all work together. They focus on framing the critical advances in the standards: Focus and coherence Content knowledge, conceptual understanding, and expertise Content and mathematical practices Model Content Frameworks for grades 3-8, Algebra I, Geometry, Algebra II, Mathematics I, Mathematics II, Mathematics III Approach of the Model Content Frameworks for Mathematics

Examples of key advances from the previous grade Fluency expectations or examples of culminating standards Examples of major within-grade dependencies Examples of opportunities for connections among standards, clusters or domains Examples of opportunities for in-depth focus Examples of opportunities for connecting mathematical content and mathematical practices Content emphases by cluster Key Elements of the Model Content Frameworks

ELA/Literacy Task Types ELA/Literacy PBA: Prose Constructed Response (PCR) EOY: Evidence-Based Selected Response (EBSR) EOY: Technology Enhanced Constructed Response (TECR)

Mathematics Type I (PBA and EOY): Machine scorable, focusing on major content and/or fluency. Could be practice forward. Type II (PBA): Hand scored (or machine scored if innovative); focused on expressing reasoning. Type III (PBA): Hand scored (or machine scored if innovative); focused on modeling/application. Mathematics Task Types

ELC Webinars on Model Content Frameworks and Prototypes PARCC Model Content Frameworks for Mathematics and Item Prototypes Webinar PARCC Model Content Frameworks for ELA/Literacy and Item Prototypes Webinar

Georgia Growth Model: Student Growth Percentiles

Why focus on student growth? A growth model will allow educators to move beyond status-based questions to ask critical growth-related questions. – Status What percentage of students met the state standard? Did more students meet the state standard this year compared to last year? – Growth Did this student grow more or less than academically-similar students? Are students growing as much in math as in reading? Are students on track to reach or exceed proficiency? The GSGM will provide student-level diagnostic information, improve teaching and learning, enhance accountability (CCRPI), and be serve as one of multiple indicators of educator effectiveness. 21

What are Student Growth Percentiles? A student growth percentile (SGP) describes a student’s growth relative to other students statewide with similar prior achievement – Calculations based solely on achievement SGPs not only show how individual students are progressing, but they also can be aggregated to show how groups of students, schools, districts, and the state are progressing 22

SGPs for Individual Students Each student obtains a growth percentile, which indicates how his or her current achievement compares with that of his or her academic peers – Academic peers are other students statewide with a similar score history – Priors are the historical assessment scores used to model growth Growth percentiles range from 1 to 99 – Lower percentiles indicate lower academic growth and higher percentiles indicate higher academic growth Students also receive growth projections and growth targets, which describe the amount of growth needed to reach or exceed proficiency in subsequent years 23

Questions? Melissa Fincher Associate Superintendent of Assessment and Accountability or (404) Allison Timberlake Program Manager, Growth Model or (404)