1. FY18 Adult Learner Assessment Policies and Procedures Manual
Technical College System of Georgia
Office of Adult Education
FY18 Adult Learner Assessment Policies and Procedures Manual
Welcome to the Adult Learner Assessment Policies and Procedures Manual tutorial for Fiscal Year 2018.
As required by the
National Reporting System for Adult Education

2. Before Watching this Presentation
FY18 OAE Adult Learner Assessment Policies and Procedures Manual
Before viewing this presentation, please take the time to locate and review the FY18 OAE Adult Learner Assessment Policies and Procedures Manual which is posted with the training materials for this tutorial. Throughout this presentation, the appropriate page number(s) from which the information is drawn, will be referenced on each slide in the lower left corner.
There is a short participant worksheet that accompanies this presentation. Your program administrator may ask you to complete it in order to demonstrate your understanding of the information provided within this tutorial.
Review
AP, page 2

3. Objectives Introduction and Overview General Assessment Requirements
Guidelines for:
BEST Literacy
BEST Plus 2.0
TABE 9&10
TABE CLAS-E
The objectives of this training are to give you an overview of the manual, including the general assessment requirements, and guidelines for each assessment.

4. Introduction to the Assessment Policy Manual
Let’s begin with an introduction of the state’s assessment policy manual, which is covered in Section 1 on pages 3-5.
AP, pages 3-5

5. Why an Assessment Policy?
Federal requirement: Division of Adult Education and Literacy (DAEL)
National Reporting System for Adult Education (NRS) Guidelines
All states that receive federal adult education funding must have assessment policies. Submission of a state assessment policy is required annually by the federal Division of Adult Education and Literacy (DAEL). In addition, the National Reporting System for Adult Education requires that states provide ongoing training about assessments and assessment policies to ensure that test data is reliable and valid.
It is critical that all programs adhere to the policies and procedures outlined within the manual to ensure uniform implementation and comparability across programs.
AP, pages 3-4

6. Purposes and Uses of Assessments
Student placement
Develop rapport with student
Analysis of diagnostic information
Identify instructional strategies
Establish student goals
Monitor student progress
Certify skill level and program completion
Assessments are used within our programs to place students into the right level of instruction. They also help teachers get to know students and their abilities through diagnostic information. When teachers talk with students about their strengths and their gaps, it can create rapport with the student and encourage students to set realistic goals. Assessments, given after a period of instructional time, provide a meaningful way to check for student learning gains, and to determine educational progress and completions.
AP, page 4

7. Use of Informal Assessments
Guide Instruction
Monitor Learning
Types of Assessments
Teacher-made tests
Unit tests
Portfolios
Performance assessments
Observations
Between formal assessments, programs are encouraged to use informal assessments which check for mastery and understanding of individual skills before progressing with further instruction. Some examples of informal assessments include: teacher-made tests and unit tests from published materials.
AP, page 4

8. Assessments – English Language Learners
The Division of Adult Education and Literacy periodically publishes a list of approved assessments from which states may choose to adopt. Georgia currently has three approved assessments for English Language Learners. Local providers may use BEST Literacy, BEST Plus 2.0, and TABE CLAS-E to assess English Language Learners in the English as a Second Language or Integrated English Literacy and Civics Education programs.
Please note: The original BEST Plus assessment expired on June 30, The approved BEST Plus assessment for FY17 forward is BEST Plus 2.0. The terms BEST Plus and BEST Plus 2.0 are used in this presentation to refer to the current approved version of the test – BEST Plus 2.0.
AP, page 5

9. Assessment – Adult Basic and Adult Secondary Education
For Adult Basic Education and Adult Secondary Education, Georgia has one approved assessment which local providers may use for reporting: The Test of Adult Basic Education (TABE), version 9&10.
AP, page 5

10. Management Information System
Georgia Adult Learners Information System (GALIS)
Store student records
Record assessment scale scores
Track student progress
Generate reports
Document special accommodations
Document training
GALIS, the Georgia Adult Learners information System, is our statewide adult education database which allows programs to track student progress, generate reports for data analysis and accountability, document special accommodations and other student notes, and to capture training events provided to local program personnel. It is accessible via the GALIS website, You will need a user name and password from your local program to access GALIS.

11. Assessment Records in GALIS
GALIS must be an electronic copy of the student permanent record
All assessment scores must be entered in GALIS, whether scores go up, go down, or stay the same
Starting in FY18, all assessment data must be entered into GALIS within 10 business days
There are three important things to keep in mind as it relates to assessment data and GALIS. GALIS is supposed to be an electronic reflection of actual student activity. That means that all assessment scores must be entered into GALIS whether the scores go up, go down or remain the same. This is extremely important to the integrity of our assessment program. Any deviation between the hard copy student record and GALIS is a violation of the assessment policy.
Starting in FY18, all assessment data must be entered into GALIS within 10 business days of the test administration date. Most programs enter this data weekly along with attendance. It is your responsibility to be aware of your local program’s data entry deadlines and to meet them.

12. General Assessment Requirements
Now we will look at the general assessment requirements, which are detailed in Section II of the manual, pages 6-10.
AP, page 6-10

13. Students to be Assessed
The overall rule about assessments is that all adult learners must be assessed through face-to-face interaction with a trained test administrator using a state approved assessment. This includes students in Distance Education programs. If an assessment is taken outside of these parameters, it cannot be used by the program nor entered into GALIS.
AP, page 6

14. Maintaining Assessment Records
Documentation
BEST Literacy
Test book and scoring sheet
BEST Plus 2.0
Score report
TABE 9&10
(print-based)
Locator answer sheet*, test answer sheet and score report
(computer-based)
TABE CLAS-E
Locator answer sheet, answer book, writing folio, score report
Hard copies of all assessment data must be maintained in the student permanent record and be made available for review, when requested. This slide includes the documentation that should be included for each assessment. This information is also in the manual on page 6. Please note that the last two versions of the TABE Locator (7&8 and 9&10) are approved for use. Check with your local program to see which version (or versions) are used.
AP, page 6
*Both TABE Locator 7&8 and 9&10 are acceptable.

15. Pre-testing Students
ALL students must be assessed within the first 12 hours of attendance
The assessment must match the student’s goal for enrolling in the program
The lowest test level determines placement of the student on federal NRS reports
Before we look at each assessment, let’s discuss some general assessment requirements. Pre-testing of students must occur within the first 12 hours of attendance.
When selecting an assessment for a student, keep in mind the student’s purpose for enrolling in the adult education program. For example, the typical practice for assessing a student with the goal of obtaining a GED credential is to assess him/her in all subject areas in order to develop a solid diagnostic of the student’s skills that are needed for the GED test. For TABE, this means administering Reading, Math, and Language. If a student has a goal to improve in one academic area only an individual subject area test may be given. Keep in mind that most students are unable to self-assess with the same accuracy that a standardized assessment can. Local program staff have seen this many times in many different configurations. Testing in all TABE subjects gives the teacher the opportunity to see if a math deficiency is really a reading deficiency, etc.
If a student is assessed in more than one area (TABE subtests – Reading, Math, and/or Language), the lowest subject area test score determines his/her entry educational functioning level as reported on federal NRS reports.
AP, page 7

16. Pre-testing and Periods of Participation (POP)
Pre-test scores from students who stop-out of the program are valid within the 270 calendar day period
If a student exits for at least 90 days and then begins a new POP, test scores are valid as long as they have not exceeded the validity period
If scores are outside of 270 calendar days, a new assessment must be administered
This rule applies to post-tests, as well
Pre-test scores from students who stop-out from the program are valid within the 270 calendar day period. For Periods of Participation: If the student has exited the program for at least 90 days and then begins a new Period of Participation (PoP), his/her test scores are valid for calculating EFL gain as long as the scores have not exceeded the 270 calendar day validity period. If the scores fall outside of this range, a new assessment must be administered.
The 270 day rule applies to post-tests, as well.
AP, page 7

17. Post-testing Students
All students who meet the minimum hours of instruction for each assessment must be post- tested
These timeframes vary from assessment to assessment
Test students within 20 hours of reaching the post-testing minimum hours
The OAE Assessment Policy states that all students who meet the minimum timeframes for post-testing, provided in the manual, must be post-tested to determine educational gain. These guidelines are different for each assessment. That doesn’t mean that students should be post-tested the minute they earn the required number of hours. We understand that sometimes students need a few extra hours to review key concepts or spend more time in a subject area. We think a good time frame is to test students within 20 hours of reaching the post-testing minimum hours.
AP, page 7

18. GALIS enforces the following post-testing timeframes:
Assessment
Timeframe
BEST Literacy
After 60 hours of instruction
BEST Plus 2.0
TABE 9&10
After 40 hours of instruction (ABE)
After 30 hours of instruction (ASE)
TABE CLAS-E
BEST Literacy, BEST Plus, and TABE CLAS–E post-tests may be administered after 60 hours of instruction. TABE may be administered to ABE students after 40 hours of instruction and ASE students after 30 hours of instruction.
In FY15, GALIS started enforcing post-testing timeframes by sub-test. Assessments that are administered before reaching the minimum numbers of hours, are blocked from being entered into the system.
AP, page 7

19. Training Requirements
Local providers ensure test administrators receive proper training each fiscal year
OAE provides training for:
Assessment Policies and NRS
General guidelines for assessments
BEST Plus and BEST Literacy
All training documented in GALIS
Local providers are responsible for ensuring that all test administrators receive training prior to administering any NRS approved assessment. A table of the test publishers’ initial training guidelines is displayed on the next slide. In addition, local programs should provide annual assessment training to all personnel who administer assessments.
The Office of Adult Education provides training each fiscal year on the assessment policies, the National Reporting System, as well as general guidelines for approved assessments. OAE also provides all training for the BEST Plus assessment, as this assessment requires certification to become a test administrator, and initial BEST Literacy training.
Local programs should maintain hard copies of all training documentation and enter the training data in GALIS.
AP, pages 8-9

20. Training Guidelines BEST Literacy
CAL recommends studying the test administration manual and 3-4 practice administrations
BEST Plus 2.0
CAL requires a one-day training with a certified trainer and 20 practice administrations
TABE and TABE CLAS-E
DRC/CTB recommends that test administrators be trained before administering the test
This table shows the training guidelines for each assessment. For BEST Literacy, the Center for Applied Linguistics recommends studying the test manual and completing three to four practice administrations. OAE also provides a training session that covers the content of the BEST Literacy test manual which is in the form of a teleconference so it’s pretty easy to attend. CAL’s training for BEST Plus consists of a 1-day training session with a state certified trainer and administering the test 20 times.
DRC/CTB states that test administrators should be trained before testing with TABE or TABE CLAS-E. DRC/CTB has a variety of training materials available. Please consult each test publisher for more information about their training guidelines.
AP, page 8-9

21. Pre-testing Accommodations
Low literacy level
Lack of English proficiency
Attempts to assess must be documented in student records and GALIS
During pre-testing, a test administrator may encounter students with low literacy skills or those who lack English proficiency. If students are unable to complete a pre-test because of either or these, baseline scores are available to use in place of individual assessment results. In these situations, programs should maintain a copy of the pre-test attempt in the student permanent record and use the baseline scale scores provided for each assessment as the student’s pre-test scores.
AP, page 6

22. Baseline Scores BEST Literacy Enter form attempted/scale score of 0
BEST Plus 2.0
Enter form attempted/scale score of 88
TABE 9&10: Level L, Reading
Enter form attempted/scale score of 160
TABE 9&10: Level L, Math
Enter form attempted/scale score of 180
TABE CLAS-E: Listening/Speaking
Enter form attempted/scale score of 230
TABE CLAS-E: Reading/Writing
Enter form attempted/scale score of 225
This chart, which is found on page 6 of the assessment policy, provides the baseline scores.
AP, page 6

23. Accommodations for Disabilities
Accommodations must be requested
Student must submit documentation of disability
Doctor’s Report
Certified Diagnostic Assessment
Individual Education Plan (IEP)
Other clinical records
Individuals with disabilities may be eligible for testing accommodations. In order to be considered, they must disclose their disability to the designated program staff member and request the accommodation and submit documentation of their disability. Some examples of acceptable forms of documentation include: a doctor’s report, a certified diagnostic assessment from someone such as a psychologist or other professional, an Individual Education Plan (IEP) that was utilized during their K-12 education, or other clinical records.
AP, page 9-10

24. Forms of Accommodations
May include, but not limited to:
Flexible scheduling and setting
Flexible presentation and responding
Assistive devices
Each assessment provides guidance on acceptable accommodations
Some acceptable accommodations include: flexible scheduling and setting, flexible presentation, flexible responding, and assistive devices. Each of these accommodations are described in more detail on pages 9 and 10 of the assessment policy manual and include guidance regarding acceptable accommodations.
AP, pages 9-10

25. Guidelines for Each Assessment
The next part of this tutorial will focus on the guidelines for each individual assessment, which draws from Section III, pages 11 – 22. Quality control procedures and test security will also be addressed.
AP, pages 11-22

26. BEST Literacy Used with: Reading and writing skills test
English as a Second Language (ESL)
English Literacy/Civics
Reading and writing skills test
Administered individually or in groups
Print-based test with three forms – B, C, D
The first three assessments that we will look at are for ESL and EL/Civics students. If you do not administer assessments to ESL students, you can forward the presentation to slide number 36.
BEST Literacy was developed and published by the Center for Applied Linguistics and was designed to test the English proficiency of non-native speakers. It assesses reading and writing skills and may be administered individually or in groups. It is a print-based test with three forms: B, C, and D. The forms are parallel and therefore may be administered in any order.
Oral and literacy abilities of students can vary greatly. Local providers should decide if a literacy assessment is the most appropriate assessment for the individual student or if an oral assessment (like BEST Plus or TABE CLAS-E Listening/Speaking) is more appropriate. Informal oral and literacy screening tools may be helpful in making this decision.
AP, pages

27. BEST Literacy Pre-test
Pre-test within first 12 hours of instruction
Pre-test not valid for placement into Advanced ESL Level (ESL6)
A BEST Literacy pre-test should be administered within the first 12 hours of instruction.
Please Note: BEST Literacy scores will place students into all six ESL educational functioning levels. Unfortunately, the assessment does not have designated exit criteria for the highest level, Advanced ESL (ESL 6). Therefore, the placement of students into Advanced ESL has been restricted. GALIS will not allow that score to be entered. If a student’s scores place him/her into this level on a pre-test, the test should be disregarded and the student given another pre-test, such as BEST Plus 2.0, TABE, or TABE CLAS-E.
AP, page 11-13

28. BEST Literacy Post-test
Post-test after a minimum of 60 hours of instruction
Students pre-tested with BEST Literacy must be post-tested with BEST Literacy
Post-testing provides an opportunity to measure a student’s academic progress. Post-tests for BEST Literacy may be administered when a student has reached a minimum of 60 hours of instruction, which is dictated in the test publisher’s guidelines.
Please remember that if a student is pre-tested with BEST Literacy she/he must be post-tested with BEST Literacy.
AP, page 12

29. BEST Plus 2.0
Used with:
English as a second language (ESL)
English Literacy/Civics
Tests Listening Comprehension, Language Complexity, and Communication
Administered individually
Computer-adaptive or print-based version forms: D, E, F
The next assessment is BEST Plus 2.0, or BEST Plus for short, was developed and published by the Center for Applied Linguistics and was designed to test the English proficiency of non-native speakers.
BEST Plus focuses on oral skills, including listening comprehension, language complexity, and communication. It must be administered individually and is available in computer-adaptive and print-based versions.
Oral and literacy abilities of students can vary greatly. Local providers should decide if an oral assessment is the most appropriate assessment for the individual student or if a literacy assessment (like BEST Literacy or TABE CLAS-E Reading/Writing) is more appropriate. Informal oral and literacy screening tools can be helpful in making this decision.
AP, page 14-16

30. BEST Plus Pre-test Pre-test within first 12 hours of instruction
Pre-test not valid for students who score ESL X (scale scores of 565 and above)
As with all approved assessments, a BEST Plus pre-test should be administered within the first 12 hours of instruction.
It is possible for a student to achieve a score on BEST Plus that falls into the score range of the exit criteria for the test (565 and above). We commonly refer to this as ESL X. Because of this, if a student’s scores place him/her into this level on a pre-test, the test should be disregarded and the student given another pre-test, such as BEST Literacy, TABE CLAS-E, or TABE.
AP, page 14

31. BEST Plus Post-test
Post-test after a minimum of 60 hours of instruction
Students pre-tested with BEST Plus must be post-tested with BEST Plus
The post-testing guidelines for BEST Plus are the same as those previously discussed for BEST Literacy, which is 60 hours of instruction. Please remember that if a student is pre-tested with BEST Plus she/he must be post-tested with BEST Plus.
AP, page 15

32. TABE CLAS-E English as a second language (ESL) English Literacy/Civics
Used with:
English as a second language (ESL)
English Literacy/Civics
Tests Listening, Speaking, Reading, and Writing
Administered individually or in a group
Print-based test administration
Two forms (A, B) and Four levels (1, 2, 3, and 4)
The next assessment is TABE CLAS-E, or TABE Complete Language Assessment System-English. It is published by DRC/CTB and was designed to test the language proficiency of adult English language learners.
CLAS-E is able to test in all four domains: Listening, Speaking, Reading and Writing. It can be administered individually or in a group. It is only available in a print-based version.
AP, page 20-22

33. TABE CLAS-E Pre-test Pre-test within first 12 hours of instruction
Must administer a minimum of two skill area tests in a particular grouping:
Listening and Speaking or
Reading and Writing
As with all approved assessments, a TABE CLAS-E pre-test should be administered within the first 12 hours of instruction.
A minimum of two skill areas must be given in a particular grouping: Listening/Speaking and Reading/Writing.
AP, page 20

34. Post-test after a minimum of 60 hours of instruction
TABE CLAS-E Post-test
Post-test after a minimum of 60 hours of instruction
Students pre-tested with CLAS-E must be post-tested with CLAS-E.
Post-testing a student with TABE CLAS-E should occur after a minimum of 60 hours of instruction.
Please remember that if a student is pre-tested with TABE CLAS-E she/he must be post-tested with TABE CLAS-E.
AP, page 20-21

35. Transitioning from ESL to ABE
Administer GAIN English or TABE Reading and/or TABE Language
Assess in math only if student has a math improvement goal
If ABE assessment is administered after an ESL assessment, the student is reported as ESL for the fiscal year
Upon completion of the Advanced ESL level, also referred to as ESL 6, students who want to continue in the program may do so. Programs should transition students to the Adult Basic Education program by administering the TABE Reading and/or Language assessment. Students who have a goal to improve in math may also be assessed in that area.
Please note that students can only be classified as either ESL or ABE for NRS reporting purposes during the fiscal year; therefore, the student would be reported based upon his/her initial entry educational functioning level, which would be an ESL level. If the student enrolls in a new fiscal year, exclude the ESL assessment that may roll over with their student record and administer an ABE pre-test, so that he/she will be classified as an ABE student in the new fiscal year.
If you just completed the section on ESL assessments and do not administer assessments to ABE/ASE students, you may forward the presentation to slide number 41.

36. Test of Adult Basic Education 9&10
Used with:
Adult Basic Education (ABE)
Adult Secondary Education (ASE)
Tests silent reading comprehension, math computation, applied math and language
Administered individually or groups
Two forms – 9 & 10; five levels – L, E, M, D, A
Complete Battery or Survey
The only approved assessment in Georgia for ABE and ASE students is the Test of Adult Basic Education, which is commonly known as TABE. TABE is published by DRC/CTB and tests in the areas of silent reading comprehension, math computation, applied math, and language. The assessment may be administered individually or to a group.
The current NRS approved forms of TABE are 9 & 10. Each form has five different levels: L for Literacy, E for Easy, M for Medium, D for Difficult, and A for Advanced.
All levels of the test come in a long form, known as the complete battery and levels E, M, D, and A come in a survey form, which is half the number of questions drawn from the long form version. Programs may use either the complete battery, survey, or both.
AP, page 17-19

37. TABE – Pre-test Pre-test within first 12 hours of instruction
Administer TABE Locator to determine pre- test level(s)
Results must be implemented by subject area
Averaging the Locator results is not permitted
Just like with other assessments, all students must be pre-tested within the first 12 hours of instruction. The TABE Locator must be given prior to the administration of any other part of the assessment. The results of the Locator must be implemented by individual subject area. The averaging of Locator results in order to use a single test form is not permitted.
AP, page 17

38. TABE – Post-test
Adult Basic Education (ABE) students may be post- tested after a minimum of 40 hours of instruction
Beginning ABE Literacy (ABE 1)
Beginning Basic Education (ABE 2)
Low Intermediate Basic Education (ABE 3)
High Intermediate Basic Education (ABE 4)
Depending on the level of student being served, the post-testing guidelines for TABE are different. Adult Basic Education students may be post-tested after a minimum of 40 hours of instruction. These are the students that fall into the first four Educational Functioning Levels, also called ABE 1, 2, 3, and 4.
AP, page 17-18

39. TABE – Post-test
Adult Secondary Education (ASE) students may be post-tested after a minimum of 30 hours of instruction
Low Adult Secondary Education (ASE 1/ABE 5)
High Adult Secondary Education (ASE 2/ABE 6)
Adult Secondary Education students may be post-tested after a minimum of 30 hours of instruction. These are the students who fall into the two highest Educational Functioning Levels, also called ASE 1 and ASE 2 or ABE 5 and ABE 6.
AP, pages 17-18

40. TABE – Post-test
Post-testing requires that a different form (9&10) or level (L, E, M, D, A) must be used.
Same level (L, E, M, D, A) use alternate form (9&10)
Student pre-tests using 9E, post-test using 10E
Same form (9&10) use a higher level (L, E, M, D, A)
Student pre-tests using form 9M, post-test must be 9D or 9A.
Students pre-tested with TABE must be post-tested with TABE
When post-testing, a different form or level must be used. GALIS will not allow the same test form and level entered as the pre-test to serve as the very next post-test. This is true even when switching from the complete battery to the survey or vice-versa.
If the program uses the same level as administered in the pre-test, then the alternate form must be used as the post-test. For example, if the 9E was used as the pre-test and the program wants to post-test with the E level again, then 10E must be used. Please note that the complete battery or survey may be used to assess the student.
If the program chooses to use the same form used to administer the pre-test, then a higher level of the test must be used. For example, if a student is administered a pre-test using form 9M, and the program wants to challenge the student with the post-test, then they may use the same form, 9, but they must administer the 9D or 9A. It’s important to note that once the student has a valid pre-test, a lower level cannot be administered; therefore, in the example just described, 9E cannot be used. Please remember that if a student is pre-tested with TABE she/he must be post-tested with TABE.
AP, page 17-18

41. Assessment FAQ’s BEST Literacy – page 13 BEST Plus 2.0 – page 16
TABE 9&10 – page 19
TABE CLAS-E – page 22
We have reviewed all of the approved assessments for Georgia’s adult education programs. Included in the assessment policy are some of the more frequently asked questions for each assessment. If you have not already, please take some time to review these as they may be helpful. Also, please note that the policy only includes some of the more common questions, but a link has been provided at the top of each page, if you would like to view the test publisher’s full list of FAQs.

42. Quality Control – Local Programs
Enter assessment results in GALIS within 10 business days of the test administration date
Enter attendance data weekly
Local units conduct on-going data integrity checks
File review and data comparison
Assessment report analysis
Starting in FY18, all assessment results must be entered into GALIS within 10 business days of the test administration date. Attendance data must be entered weekly in order for local programs to have a better idea regarding student post-testing eligibility.
GALIS has a robust reporting module that includes real-time reports. Specific reports have also been created to address assessments, which allow local providers to perform on-going data integrity checks.
AP, pages 23-24

43. Quality Control – System Office
OAE provides GALIS training sessions
Helpdesk and state staff provide technical assistance
State staff provide off-site monitoring of data
The OAE data center provides training sessions for new data entry personnel and they ensure that existing data personnel are aware of pertinent changes.
The data center also monitors the helpdesk, which may be accessed directly from the GALIS website. Local programs can use the helpdesk for assistance with data issues or to identify other needs.
Office of Adult Education staff are also available to provide technical assistance regarding data and reporting. They also monitor local program data on an on-going basis and provide feedback to local programs as necessary.
AP, pages 23-24

44. Handling test materials
Test Security
Handling test materials
Must be inventoried and kept in locked storage
Must not be copied or reproduced
Must not be used for instruction
Must report missing/damaged items to Program Administrator
Security of testing materials is critical to guarantee the integrity of the assessments. Pages of the manual outlines the key requirements for test security. These requirements include keeping the assessments in locked storage and maintaining inventory documentation. No copying or reproducing test materials is allowed. Additionally, test materials should not be used for instruction, and any lost or damaged items should be reported to the program administrator or appropriate designee.
AP, page 24-25

45. Test Security Examinee protocol Test Administrator
Must not be assisted with tests
Answers must not be tampered with
May not leave test site with testing materials
Test Administrator
Must not participate in any activity resulting in inaccurate measurement or reporting of scores
Testing Violations - Notify Program Admin.
Examinees must not receive assistance with the tests, nor should their answers be tampered with in any way. Additionally, examinees should not leave the test site with any of the test materials.
If you suspect some type of test violation, the program administrator or other appropriate staff member should be notified.
AP, page 24-25

46. Technical Assistance Team
Office of Adult Education
Instructional Services Director
Bobby Creech
Central/Southeast Georgia
Grant Program Support Coordinator
Felicia Phelps
Metro Atlanta/North Georgia
Charita Boles
Metro Atlanta/West Georgia
Leatricia Williams
South/Southwest Georgia
Steve Pearce
Instructional Services
Technical Coordinator
Kimberlee Bryant
GALIS Helpdesk
Data Management Assistant
Davida Shelton
Thank you for your participation in this training tutorial.
If you have questions or need further information about the assessment policy or a specific assessment, contact your lead teacher, supervisor, or program administrator.
The OAE Grant Program Support Coordinators and other state staff members are available for technical assistance, as well.
If you have questions related to GALIS, please contact the GALIS helpdesk.