Georgia Alternate Assessment

Georgia Alternate Assessment
GAA 2.0 Spring 2018 Pilot Training Webinar

Introductions Georgia Department of Education Jan Reyes, Ed.D., Director of Assessment Development Sandy Greene, Ed.D., Director of Assessment Administration Jonathan Rollins, III, Measurement Program Manager Crystal Callaway, Education Program Specialist, Special Education Services Questar Mark Phipps, Senior Program Manager Jenny Read, Program Manager Gaolang Vang, Associate Program Manager Donna Tabat, Assessment Specialist Suzanne Sanders, Training Specialist 10/14/2018

Agenda Overview of the Georgia Alternate Assessment 2.0
GAA 2.0 Spring 2018 Pilot - Test Design GAA 2.0 Spring 2018 Pilot - Pre-Administration Guidance GAA 2.0 Spring 2018 Pilot – Nextera: Introduction Key Dates, Resources and Contacts

Overview of the Georgia Alternate Assessment 2.0

Overview of GAA 2.0 In general, the assessment field is making substantial progress in the ways in which students with significant cognitive disabilities are assessed on state academic content standards. The Georgia Alternate Assessment is being redesigned to better ensure that students with significant cognitive disabilities are: provided access to the state academic content standards, and given the opportunity to demonstrate achievement of the knowledge, concepts, and skills inherent in the standards.

AA-AAS Requirements Both ESSA and IDEA allow for alternate assessments for students with significant cognitive disabilities based on alternate achievement standards. “An alternate achievement standard sets an expectation of performance that differs in complexity from a grade-level achievement standard.” The GAA is an alternate assessment based on alternate achievement standards (AA-AAS).

Introducing the GAA 2.0 Based on the recommendation of a steering committee, the GAA 2.0 will be a structured portfolio. The portfolio blueprint will prescribe content standards to be assessed. The portfolio will consist of standardized performance tasks, with multiple access points, approved by committees of Georgia educators. The portfolio will be evaluated for student achievement, not progress. The testing window for the GAA 2.0 Spring 2018 Pilot is May 7 – 25, 2018

GAA 2.0 Overview The new GAA 2.0 will:
align to the Georgia Standards of Excellence; reduce teachers’ burden related to selecting or developing tasks; bring greater standardization to the administration; improve scoring reliability; and introduce an online task submission system.

Development Process Design & Expectations Meeting – Oct 2017
Participation guidelines Prioritization of standards Achievement level descriptors Assessment Specifications Meeting – Nov 2017 Review of blueprints Weighting of claims and targets Task Development & Review – Feb/Mar 2018 Content and bias review with educators Small-scale pilot – May 2018 Small-scale pilot – September/October 2018 Statewide operational field test – Spring 2019 10/14/2018

ESSA Waiver Request GaDOE will be seeking a waiver from USED to exclude assessment results for the GAA 2.0 from accountability calculations in Approval of the waiver would allow for the exclusion of proficiency designations for GAA 2.0 participants. Schools and districts would still be held accountable for participation in the statewide GAA 2.0 field test. A public notice of the intent to apply for a waiver is available on the GaDOE’s Title I webpage under the ‘Federal Programs’ Links’ heading. Send any comments to Dr. Allison Timberlake, Deputy Superintendent for Assessment & Accountability, by May 14, 2018.

Purpose of the GAA 2.0 Spring 2018 Pilot
The purpose of the spring pilot is to collect evidence on the functioning of the test design to guide new task development and Test Examiner training. Educator feedback through the pilot process will support recommendations and decisions made related to the following: the effectiveness of the overall test design; the clarity of the Test Examiner directions; the ability of the tasks to provide three distinct levels of complexity; the accessibility of the tasks for the students assessed; the time required for administration; and the use of Questar’s online site, Nextera Admin, for managing students and uploading the collection of evidence. Student performance on tasks, Test Examiner survey results, and observational data will help to inform the effectiveness of the assessment design and identify areas needing improvement.

GAA 2.0 Spring 2018 Pilot Test Design

Selected Schools Schools were selected to be representative of the state’s demographics. The approximate number of students to test is included in the spreadsheet attached to the March 30 from Allison Timberlake. Selected schools are assigned: Only one grade/content area (3 tasks) No more than 5 students Any necessary changes to selected schools should be communicated to Questar Customer Service. See last slide for address and telephone number.

GAA 2.0 Test Design Structure of GAA 2.0
Discrete tasks developed for each grade and content area. Tasks written to 3 levels of complexity, starting with the least complex part and increasing in complexity. Most students should be able to engage with and respond to at least one part of each task. A scenario or passage is provided at the beginning of each task and serves as an introduction.

Subjects Assessed by Grade
Grades ELA Mathematics Science Social Studies K x 3 4 5 6 7 8 HS (11)

Task Structure Tasks begin with a scenario, and then progress from the least complex activity to the most complex activity. A high level of scaffolding is provided for Part A; the scaffolding decreases as the complexity of the activity increases. The task structure begins with a scenario and progresses from a less complex activity to a more complex activity. This gradual increase in complexity may present a less threatening test environment for students with significant cognitive disabilities. Students initially receive a high level of scaffolding, or support, which decreases as the complexity increases.

Key Terminology Term Definition Example Adapting
Adjusting the way a task is presented or how a student responds to the task Providing textured materials, providing opportunities for the student to use AAC Prompting Physical prompting to support a student’s response to a task Hand-over-hand, hand-under-hand Scaffold/ Support Support that is built in to the task to aid comprehension Definitions, examples, graphics, simplified language Supplementary Materials Optional materials (objects or manipulatives) that could be provided with a task Base-ten materials, an eye dropper, a pre-made Venn diagram Stopping Rule Stopping the test for a student who does not attempt to engage or make a selection Administering 2 tasks, then stopping if there is no communicative response

Scenario Purpose: Introduce the topic Engage the student Provide a brief reminder of prior learning Suggest the relevance of the topic The scenario is not intended to replace good instruction, but it may help students recall what they have learned. The scenario introduces the topic, engages the student in the assessment task, and serves as a brief reminder of important concepts relative to the standard. It may also suggest the relevance of a concept by relating it to everyday life. The scenario may help students who have difficulty recalling prior instruction, but it will not take the place of instruction.

Sample Task Scenario There are different kinds of numbers. There are whole numbers, like one, two, and three. There are fractions, like one-half and one-third. [Point to the sections of the table as you refer to them.] Today we are going to talk about fractions. Here is a sample task. The topic introduced in the scenario is fractions. You’ll see three features in the task: bolded text, which indicates what test examiners will say, italicized text, which indicates what test examiners will do, and a graphic, which the test examiner may refer to. When referring to graphics, the Test Examiner should point to the graphics in the stimulus cards, developed for the student.

Part A Low complexity & high support
The most basic presentation of the GSEs and Extended Standards May assess pre-requisite skills Basic text and simplified graphics help to support understanding at this level Two answer options are provided at this level; most answer options include graphics Part A is the least complex portion of the task. High levels of scaffolding are provided, such as simplified language, graphics that represent the most basic form of the concept, and a reduced number of answer options. Most students will be able to engage with the task at this level. Some students will need support beyond what is provided in the tasks. Some students will need additional materials, such as counters or fraction bars. A document will be provided that lists optional materials for tasks. Some students may need physical prompting to respond to tasks. This is allowable and will be discussed in greater detail later on in the presentation.

Part A Which picture shows one-half?
Part A: Low complexity/High support Here are two fraction bars. Each fraction bar is divided into two equal parts. [Point to each fraction bar.] Which picture shows one-half? You can see that the language is very simple in Part A, and the graphics represent the most basic form of the concept. The question, Which picture shows one-half?, asks students to select one of two images.

Part B Moderate complexity & moderate support
Represents an entry-level skill Features simple text with some academic language Graphics tend to be more academic in nature than those provided for Part A Scaffolding may be provided by having the Test Examiner point out key features of the graphic. Part B is moderately complex and includes a moderate amount of support. The language is simple, but clearly more academic than what appears in Part A. Scaffolding is clearly providing additional support, and the Test Examiner points out key features on the graphic.

Part B Part B: Moderate complexity/Moderate support
Use the fraction bars to add one-fourth plus two- fourths. [Point to the fraction bars as you read the equation.] Here, students are asked to add fractions. They have the graphic support to help them understand and respond to the question. This graphic support may be provided as a manipulative.

Part B What is one-fourth plus two-fourths? [Point to the answer options as you read them.] The answer options would appear on the same page in the test books.

Part C High complexity & low support
May include multiple parts, require the student to make inferences, or require the application of previous learning. Graphics for Part C are more challenging than those for Part B and may require the student to interpret or make an inference. Graphics not included for all activities in Part C The most complex portion of the task appears in Part C. This activity is clearly academic and includes limited or no supports. The language is academic. Part C may ask the student to make an inference, or complete a multi-step activity. Graphics may be provided in Part C, but they are clearly academic in nature.

Part C Part C: High complexity/Low support We can subtract fractions. The denominators are the same. [Point to the denominators.] This means we just subtract the numerators. [Point to the numerators.] You’ll see that there are no graphic supports in this example, but the activity does contain some support. The numerators are identified, and students are reminded that they only need to focus on this part of the fraction.

Part C [Point to the equation as you read it.] What is two- fifths minus one-fifth? [Point to the answer options as you read them.] The question is clearly academic, and there is no graphic support for the answer options.

GAA 2.0 Spring 2018 Pilot Pre-Administration Guidance

GAA 2.0 Spring 2018 Pilot Administration Materials
GAA 2.0 Spring 2018 Pilot Manual The manual will be posted on the Nextera Admin site under the HELP tab Test Books Stimulus Cards District & School Return Kits (for coordinators only) Items 2–4 above will be packaged by school and shipped to each district to arrive by April 30.

Test Books A test book will be provided for each grade and content area. Information in the test books include: Test Examiner script Graphics Prompts

Stimulus Cards A set of stimulus cards will accompany the test books to assist with presentation of the tasks to students. Information on these cards will include: Larger Graphics Answer Options Reading passages, if applicable Fill-in-the blank questions will include the sentence starter

District & School Return Kits
Return kits will include: Questar Return Labels UPS Shipping Labels

Test Security The GAA 2.0 Spring 2018 Pilot requires meticulous test security, including active participation by all stakeholders to ensure test security. All parts of the test materials are considered to be secure documents. Secure documents should be: kept in a locked drawer or cabinet when not being handled by the Test Examiner viewed only by persons who are part of the test administration process accounted for before, during, and after the test administration window

System Test Coordinator – Before/During Testing
Ensure School Test Coordinators receive training for Nextera and the administration of the GAA 2.0 Spring Pilot Create Nextera accounts for School Test Coordinators this will be addressed in more detail on a later slide Receive and verify all testing materials Distribute testing materials to selected schools Ensure the security of Assessment Materials Monitor each school and be available during the testing window to answer questions and provide support Primarily the School Test Coordinator will be able to add Test Examiners. System Test Coordinators will also have the ability to add Test Examiners.

School Test Coordinator – Before/During Testing
Train Test Examiners on Nextera and on the administration of the GAA 2.0 Spring 2018 Pilot Receive, verify, and distribute all testing materials Ensure the security of all testing materials Be available during the testing window to answer questions and provide support Confirm that you have received each student’s Learning Characteristics Inventory This will need to be entered into Nextera. We will review in more detail on another slide.

Test Examiner – Before Testing
Review testing materials Become familiar with the Nextera Admin site Schedule time and place for the administration Plan for the most accessible presentation mode Gather all needed supplementary materials Plan for the student’s response mode Plan for the collection of evidence Provide Learner Characteristic Inventory to your School Test Coordinator Review survey questions to be completed after testing Survey can be found in the HELP tab in Nextera Contact your School Test Coordinator if there are any questions

Scheduling Schedule time and place for the administration
Consider student needs when scheduling (alertness, medical needs, etc.) Arrange for a location that will be free from distractions If other students are in the room, another responsible adult would need to be available to supervise. When scheduling a test administration for a student, you’ll want to take several factors into consideration. Try to schedule a time for test administration when the student is alert. You may need to avoid lunchtime or a time immediately after medication has been given. Arrange for a location that is free from distractions and comfortable for the student. If there are other students in the room during testing, you’ll want to make sure they are supervised by another adult.

Planning and Preparation
Familiarize yourself with “Say” and “Do” statements embedded in script. Plan for the following: Presentation Mode – Use the same presentation mode as used for daily instruction. Supplementary Materials – Are any supplementary materials needed? A suggested list will be available in the HELP tab in Nextera Student Response Mode – If any special equipment is needed, ensure it is available. Collection of Evidence – What type of evidence will you collect? If audio or video are needed, have recording equipment available. You will want to make sure you’re familiar with all of the materials and are prepared for the administration so that it seems as natural as possible and you can focus on the student. Familiarize yourself with the say and [do] statements in the script. Have a plan for how you will present the tasks. Will you use supplementary materials? Use the same presentation mode as used for daily instruction. Be prepared for the student’s response mode. If the student needs any special equipment to respond, make sure it is available. Have a plan for collecting evidence. If you chose to record the student doing the task with an audio or video recording or a series of photos, you’ll need to make sure the recording equipment is available.

Presentation Mode Plan for the most accessible presentation mode; any combination of the following may be used. Auditory/ASL – the Test Examiner may read/sign all parts of the task to the student Visual – the Test Examiner may reference stimulus cards or materials projected via a SMART Board. Tactile - the Text Examiner incorporates familiar objects or manipulatives into the presentation of the task, such as counters, representational objects or textured materials (e.g., puffy paint) Plan for the most accessible presentation mode for each student. Any combination of the following presentation modes is acceptable. Tasks may be presented auditorally, with sign language, stimulus cards, a SMART Board, with manipulatives, or with materials that have been texturized.

Supplementary Materials
Feature Objects and Manipulatives Numbers Counters, base-ten blocks (unit cubes), braille Shapes Premade plastic shapes, cardboard cut-outs, textured outlines Objects Any object that the student would associate with the subject. For example, a piece of silk to represent a butterfly Graphs Textured graph, geoboard, sticky string Maps Textured outlines, geoboard Here are some materials that may be used to supplement parts of the tasks. A task-specific list of objects will be available in Nextera for Test Examiners to use as a resource.

Response Mode Plan in advance. Students may respond in any of the following ways: Select a response (circles, stamps, checks, or in some other way makes a mark on the testing materials). Respond verbally or with ASL. Produce a written response in response to a writing task. Point, gesture, or touch an answer option. Student may also hand the Test Examiner a manipulative. Student uses assistive technology (AT) or alternative augmentative communication (AAC), such as switches or eye gaze. Here are the possible student response modes. Students may: -select a response by marking on the student testing materials (Stimulus Cards) -respond verbally or with ASL -produce a written response. -use gestures such as pointing, -use assistive technology or alternative augmentative communication Have the student use the response mode that they are most comfortable with, and plan for capturing that response so that it can be submitted for evidence.

Types of Evidence Image of Student Work
Photo of student work, which may be scribed. May include photo of student at the completion of the task Scanned copy of student work, which may be scribed Image capture of student work (e.g., SMART Board) Recording of Student Engaged in Task Series of 2 or 3 photos of student completing the task; must include captioning Audio/Video Recording of student working through task to completion; must include captioning There are two broad categories of evidence that can be submitted for scoring: Images of student work, and recordings of the student engaged in the task. If you decide to submit an image of the student work, that image may be a photo, a scanned copy of the student work, or an image capture of the student response on a Smartboard. Please remember that the student work should not be scored when it is submitted. If you decide to submit a recording of the student engaged in the task, you may submit a series of photos or an audio or video recording. The recording should show the student working through to completion of the task. The recordings must also include captioning.

Captioning A form for recording captioning can be found
in the HELP tab in Nextera. Download the form prior to administration. Once complete, the form may be scanned and uploaded in the Collection of Evidence tool. On this brief form, record the student’s name, the task number, what the student said, and what the student did. This form should only be submitted when the evidence is series of photos or a recording (audio or video) of the student engaged in the task.

Learner Characteristics Inventory (LCI)
A student specific inventory that goes beyond typical student demographics Will help us identify the range of characteristics of students taking an alternate assessment Developed by the National Alternate Assessment Center (NAAC) in 2006* *Kearns, J., Kleinert, H., Kleinert, J., and Towles-Reeves, E. (2006). Learner Characteristics Inventory. Lexington, Kentucky: University of Kentucky, National Alternate Assessment Center. Helps to determine if 1) the test is designed for the correct population, and 2) the intended population is participating in the assessment.

LCI Here are some of the questions you’ll answer on the LCI.

Complete the LCI The LCI for each student must be entered within the Nextera Admin site before the student’s collection of evidence is submitted. A “paper” version of the LCI form is available under the HELP tab in Nextera. This form can be downloaded, completed by the Test Examiner, and provided to the School Test Coordinator. Alternatively, Test Examiners may meet with School Test Coordinators and provide the information for the LCI. It will be the responsibility of the School Test Coordinator to enter the LCI information in Nextera.

Test Examiner – During Testing
Use appropriate testing techniques: Encourage the student to do his or her best. Provide accommodations documented in the student’s IEP to ensure student access to academic concepts. Accept all modes of purposeful response and communication. Repeat questions and directions as necessary. Here are some appropriate techniques to use during testing: Encourage the student to do his or her best. Provide accommodations documented in the student’s IEP to ensure student access to academic concepts. Accept all modes of purposeful response and communication. Repeat questions and directions as necessary. students may require prompting. For students who are non-responsive, stopping rules will apply. We’ll discuss those two situations next.

Test Examiner – During Testing
Administer the task from Part A to Part C. Once a student has provided a response, move on to the next part of the task. If a student provides an incorrect response, do not re- administer; move on to the next part of the task. Ensure that you do not cue correct answers with your intonation, body language, or in any other manner. Administer the task from Part A to Part C. Move on to the next part of the task once a student has provided a response. If a student provides an incorrect response, do not re-administer; move on to the next part of the task. Ensure that you do not cue correct answers with your intonation, body language, or in any other manner.

Physical Prompting All students may receive a general reminder to stay on task or complete a task. This does not impact test administration. Some students will need physical prompting to support them as they respond to a task. If physical prompting is necessary, provide the lowest frequency level needed by the student. Document the Type and Frequency of Prompting on the Data Sheet It is important to note that the student must make choices. The Test Examiner’s role is to provide support. If you have additional questions about physical prompting, please contact your School Test Coordinator. All students may receive a general reminder to stay on task or complete a task. This does not impact test administration. Some students will need physical prompting to support them as they respond to a task. If physical prompting is necessary, provide the lowest frequency level needed by the student. Document the Type and Frequency of Prompting on the Data Sheet It is important to note that the student must make choices. The Test Examiner’s role is to provide support. If you have additional questions about physical prompting, please contact your School Test Coordinator.

Data Sheet For the Pilot, A Data Sheet will be available and posted to the HELP tab within Nextera. Test Examiners will need to download and print the Data Sheet and have it available to record information about prompting during the administration of the tasks. After completing the form, Test Examiners will upload the form in Nextera through the Collection of Evidence tool.

Adapting Tasks Tasks may be adapted to meet the needs of the diverse range of students participating in the GAA 2.0 pilot, including students with communication challenges and students with the most significant cognitive disabilities. Examples: Varying the presentation mode or response mode Providing manipulatives to make a task more accessible

Stopping Rule A stopping rule may be implemented for students who do not engage in or respond to the first two tasks administered to them. A Student Participation Documentation form should be completed for these students. The form can be found in Nextera under the HELP tab. If used, this form should be completed and submitted as Collection of Evidence.

Test Examiner – After Testing
Ensure that you have submitted evidence through the Collection of Evidence (CoE) tool in Nextera, for each student. All evidence must be submitted no later than May 25, 2018 Return the test books and stimulus cards to your School Test Coordinator. Complete the Test Examiner Survey. The link is located under the HELP tab in Nextera. Your feedback on the tasks and administration are invaluable to the development process.

School Test Coordinator – After Testing
Collect all materials that were distributed to Test Examiners Account for all secure materials Assemble and return all materials to the System Test Coordinator as soon as testing is complete

System Test Coordinator – After Testing
Verify the return of all materials from the School Test Coordinator Group materials by type within each box Use the Return Kit materials to return boxes to Questar (you may reuse the Questar box(es) that materials were delivered in) Return all GAA 2.0 Spring 2018 Pilot secure materials to Questar no later than Friday, June 1, 2018

Returning GAA 2.0 Spring 2018 Pilot Test Materials
Seal the boxes securely and place one Questar “GAA Materials" return shipping label on each box. In the lower left corner of each label, write the number of the box and the total number of boxes (i.e., Box 1 of 1; Box 2 of 4; etc.) to be shipped to Questar. “GAA Materials” Return Shipping Label (PINK labels) UPS Shipping Label The System Test Coordinator is responsible for packaging and returning the secure materials to Questar.

GAA 2.0 Spring 2018 Pilot Nextera: Introduction
So far today we have covered an overview of the GAA pilot, the test design, and the procedures for administering the test. Now we will move on to how you will submit the student evidence that you have collected during the test administration. All evidence uploads will be done through Questar’s Administration site which is called Nextera Admin.

Course Objectives Training focuses on Nextera Admin, including:
Defining user roles and responsibilities, Identifying the main components of Nextera Admin Verifying student pre-ID information and entering responses for each students’ Learner Characteristics Inventory (LCI) Uploading evidence For this section of the training we will look at user roles and responsibilities, walk through the main components of Nextera including how to work with the Learner Characteristics Inventory and uploading evidence.

User Roles and Responsibilities
System Test Coordinator: Create and assign School Test Coordinators (Building Level Users) Ensure all student data is correct Note: For the Pilot a user role of “System Test Coordinator Assistant” has similar abilities. Georgia’s System Test Coordinators are responsible for communication with GaDOE and coordinating activities between GaDOE, Questar and Schools. It is also the responsibility of the System Test Coordinators to ensure all student data in Nextera is correct Any materials shipped for the Pilot are received and distributed by the System Test Coordinators and they are also responsible for returning all secure materials after testing. In Nextera the System Test Coordinator has the ability to assign accounts School Test Coordinators and Test Examiners In Nextera there is only one System Test Coordinator per district who assumes responsibility for the program, however multiple System Test Coordinator Assistants are allowed in the system to support the System Test Coordinator.

School Test Coordinator/Building Level User: Create user accounts for Test Examiners Create and manage classes Once classes are created, students can be added Ability to add/edit student demographic data including entering responses for each students’ LCI School Test Coordinators or Building Level Users are able to create and assign Test Examiners in Nextera They can also add or edit student demographic data including updating the Learner Characteristics Inventory. School Test Coordinators work in collaboration with their System Test Coordinator on testing schedules and managing students in Nextera

Test Examiner Completes a paper version of LCI and submits to the School Test Coordinator, or meets with and provides LCI details for students to the School Test Coordinator. The LCI must be completed before testing begins. Uploads evidence for each student in Collection of Evidence (CoE) Test Examiners are certified educators who administer the GAA to their students using the test books and stimulus cards. They also consult with the School Test Coordinator to make sure the students’ LCIs are completed correctly in Nextera.

Nextera Admin Accessing the site Important details
On Monday, 4/23/18, an auto-generated will be sent to System Test Coordinators with steps to gain access to Nextera Admin Important details Prior to the auto-generated , GaDOE will send a communication to provide visibility of the ensuing from Nextera The will come from: Subject line: Welcome to Nextera for GA-Alt System Test Coordinators will receive an on Monday, April 23rd. This will contain the URL for Nextera Admin, specific login credentials, and the steps required to sign in. The Georgia Department of Education will also send out a communication regarding the Nextera s.

Nextera Admin Secure, web-based administration system provides access to all users with no additional download. Login Home Students Classes Collection of Evidence Accounts HELP We’ve talked about the roles and responsibilities of various staff members so now we will move on to see what those responsibilities look like within Nextera. Nextera is a web-based administration system. As you will see throughout this portion of the training the main components of Nextera include a Home page, and tabs for working with students, classes, collection of evidence, user accounts, and a HELP tab where valuable resources can be found. You will receive an with the URL, and your user ID and a temporary password from Questar once the site opens. Upon initial login, you will need to change your password. There is a link on the sign in screen in case you lose or forget your password. All users

Reset a Password l All users
Once you have clicked on the Forgot your password link you will be taken to a screen where you can reset a forgotten password. Enter your address as indicated and if you have an account in Nextera you will receive an to confirm that you want to reset your password. After you have confirmed that you want to reset your password by clicking the link in the you will receive another with a temporary password. Follow the directions in the s to complete the process of resetting your password. All users

Security Statement All users
The first time you sign in you will be required to sign the security acknowledgement before you have access to the site. You must check the box in front of I’ve read this page and then click or tap the I Agree button. All users

Accounts Roles in Nextera: System Test Coordinator
System Test Coordinator Assistant School Test Coordinator Building Level User Test Examiner The roles in Nextera include System Test Coordinator, System Test Coordinator Assistant, School Test Coordinator, Building Level User, and Test Examiner. System and School Test Coordinators

Accounts System and School Test Coordinators
System Test Coordinators and School Test Coordinators are responsible for managing profiles in Nextera admin. These profiles determine what a person has access to within Nextera. The username should always be the person’s address. When creating a user you must select a role from the dropdown Role Type and add that role to the profile before you can complete the process of creating an account. Test Examiner accounts must be set up before classes can be created. As you will see when we get to the Classes section you will need to assign a Test Examiner to each class as it is created. There must be an active account in place in order to add it to the class. For Test Examiners, the Teacher ID is a numeric combination of System# +School# +Teacher# as designated by the School or System Test Coordinator. This field is required and they should be assigned only to the GAA 2.0 Spring 2018 Pilot. System and School Test Coordinators

Verify your Administration Information
Select your Admin and ensure you are working on GAA 2.0 Spring 2018 Pilot using the Change link at the top of the screen. After you have signed the security statement you will see the Home page. Each time you sign in you will start on the Home page. The first action you want to take once you are signed in is to verify that you are working within the right Administration Window, District, School, and Subject. The way you make changes to this information is by clicking the Change link at the top of the page. The information that you are able to change will depend on your role in Nextera. If you are a System Test Coordinator you will be able to select one of the schools within your system. If you are school staff the correct school will be pre-populated and you will only be able to change the Subject as needed. Since this pilot is the first time that you have worked in Nextera, there are no other Administration Windows to select, but it is a good idea to get in the habit of making sure everything in the top bar is where you want to be working. All users

Select the Subject All users
To select the Subject click on the Change link. This will activate a popup window where you select the Subject from the dropdown box and the click or tap the Change button to select or change the Subject. This will drive the information you see in some of the tabs that are specifically related to the subject area such as classes and tests. All users

Home On the Home page you will see your profile information. You will also see a section called Nextera Administration Center. This is where important updates and helpful information are posted throughout the test window if needed. All users

Classes The System Test Coordinators and School Test Coordinators have the ability to move students from one class to another class and create new classes, if needed. The System Test Coordinators and School Test Coordinators have the ability to assign Test Examiners to each class. Test Examiners can only view students in their assigned classes. If demographic changes are needed for a student, the Test Examiner is to contact the System Test Coordinator or School Test Coordinator to make the changes. In order to upload evidence into Nextera students must be assigned to a class. System and School level staff have the ability to create and edit classes and move students between classes if needed. Please note that Test Examiners must be created before classes can be added to Nextera. Each class is assigned to a Test Examiner. I will repeat this a few times throughout the presentation because it is an important step and if it is missed it can cause confusion on why a class cannot be created. Text Examiners only have view access to student information for those students in their classes. If demographic or class changes are needed the Test Examiner must contact the School or System Test Coordinator for changes to be made. All users

Classes All users can view classes
The Classes tab allows you to view and sort classes. In order to create new classes you must have Test Examiner accounts created in Nextera. To add new class(es) click or tap the New Class button. You will be able to add or remove students from a class when setting up a new class or editing an existing class. To view or edit a class, click or tap View. Over the next few slides we will discuss how to create a new class and how to edit existing classes. We will start with creating a new class. All users can view classes Note: Only coordinators can create new classes All users

Classes – New Class System and School Test Coordinators
To add a new class click or tap on the New Class button on the Classes page and then enter the details for the class. System and School Test Coordinators

Classes – New Class cont.
Select the Test Examiner from drop-down and then name the class. In your system you will see a list of unassigned students in the left column because the Pre-ID file will be loaded. Add students to the class by selecting the checkbox next to the student’s name and then using the right facing arrow and remove students by using the left facing arrow. You can move multiple students at once by using the control key and selecting the students and then clicking or tapping on the arrow button. If you have added a student to the class in error you can remove them from the class by selecting the check box next to their name in the column on the right and then clicking the left facing arrow. This will not remove them from Nextera but only remove them from the current class. Click Save when you have finished. System and School Test Coordinators

Classes – View Class All users
The Class Details screen lists all of the students in a class. From here you can view individual students by clicking or tapping on the View button in their row, you can download a list of students in the class by selecting the Download link at the bottom of the page, or you can select Edit to make changes to the class such as adding or removing students as needed. All users

Student Data Pre-identified student data is currently available in Nextera. System and School Test Coordinators should begin the following activities to prepare for the GAA 2.0 Spring 2018 Pilot. Before Uploading Evidence: Verify student demographics (all users) Add/Edit or move students as appropriate (coordinators) Complete the Learner Characteristics Inventory (LCI) for each student It MUST be completed and submitted before student evidence can be uploaded and submitted through Nextera. Create and verify classes are set up correctly (coordinators) The student data for the pilot is being entered into Nextera by Questar. System Test Coordinators and School Test Coordinators should work in Nextera to verify student demographics, including making sure that the LCI is complete and accurate, and that class assignments are complete and correct. For the pilot, each school that is selected to participate will have only one content area.

Students Page All users
The Students page displays a list of students within the district, school and subject area. You can add new students by clicking or tapping on the New Student button or select View to edit student profiles. Over the next few slides we will discuss how you add new students and also how you view students that are in the system to verify the demographics and edit the student profile if changes are needed. All users

Students - Add a Student
First we will talk about adding a new student. If you add a new student you must include information in all of the fields that have bold labels. If you are adding a new student right away before any classes have been built you will need to wait to add them to a class until you have set up those classes. If there are already classes in the system when you are adding a student, you can select a class for the student from this page or you can assign students to classes under the Classes tab. Once you have finished adding the student information, scroll to the bottom of the page and click or tap Save. Please note there will be buttons that say “Set Status” next to the class dropdown, however, this feature is not being used for the pilot. If you click on one of these buttons by accident, you can cancel out of that screen. System and School Test Coordinators

Students – Edit a Student
If you are verifying the information for a student and need to make changes to their demographic information you will need to Edit the student. In order to edit a student you will select View for the student from the Students List, then Edit. System and School Test Coordinators have the ability to edit student demographics. If you are a Test Examiner and notice that changes are needed please contact your School or System Test Coordinator to make the changes. System and School Test Coordinators

Students – Edit a Student
You may edit any fields that are not grayed out. If there are changes needed to fields that are grayed out please contact Questar’s Customer Support team for assistance. System and School Test Coordinators

Verifying Demographics
Scroll down and verify all of the demographics. You can also assign the student to a class for each content area from this screen if classes have already been set up. System and School Test Coordinators can make changes to Student Demographics. Test Examiners cannot make changes and need to contact their System or School Test Coordinator to make the changes. All users can verify; System and School Test Coordinators can edit

Completing the LCI System and School Test Coordinators can enter
To review and complete the LCI for a student, scroll down to the bottom of the Student page. This brings you to the LCI screen. Select the approved options and then click or tap Save. The LCI must be completed for each student before evidence uploads can be submitted in Nextera. If the LCI is not completed the Save and Submit button in the Collection of Evidence will not be activated. System and School Test Coordinators can enter

Collection of Evidence (CoE)
During the testing window Test Examiners will upload evidence for each student through the Assessments tab under Collection of Evidence. We will walk through the process of uploading evidence over the next few slides. All users

CoE-Classes List Test Examiners
After selecting Collection of Evidence from the dropdown you will see a list of classes for the subject area and school where you are working. Click or tap on the upload button to access the students in the class. Test Examiners

CoE-Students List For any students where you are assigned as the Test Examiner you will see a Start button in the Upload column. Click or tap on the Start button to begin the process for uploading evidence. *Note: Status column (Set) will not used for the Pilot. Test Examiners

Uploading Evidence Test Examiners
To upload evidence you select the Upload button for each specific task as you are working through them. Test Examiners

CoE-Upload Details Test Examiners
For each task you will need to enter the details for the Trials, the Settings & personnel, and upload the evidence. The Trials section can be used to document the date the tasks were administered. The Settings & personnel section can be used to document if the administration of the tasks occurred in one setting or in multiple settings. The Evidence section is where files will be selected to upload. Test Examiners

CoE-Evidence Type Test Examiners
You must select an evidence type from the dropdown before you will be able to choose a file to upload. Test Examiners

CoE-Choose File Test Examiners
Once the Evidence Type has been populated the Choose file button will be activated so you can choose a file from your device or network to upload. When uploading evidence, the Data Sheet and Captioning documents can be included in the upload. Test Examiners

CoE-Uploaded File Test Examiners
After the evidence file has been uploaded you will see a link to the file under the Uploaded evidence column. After you have completed uploading all of the files for the task click or tap the Continue button. Test Examiners

CoE-Save & Submit Test Examiners
Once you have completed uploading evidence for all of the tasks you will click or tap Save & Submit to complete the evidence upload for the student. If the Save & Submit button is not active there could be evidence missing or the Learner Characteristics Inventory has not been completed. Test Examiners

HELP All users The Help tab in Nextera contains resources including:
Contact Support information, such as the phone number, , or chat options available for Customer Support. Chat is available during regular Customer Support hours from 8:00am-5:00pm EST Monday through Friday (except state holidays) Commonly Asked Support Questions and Support Documentation, such as the Pilot Manual, Forms, and a recorded version of this training once available All users

Key Dates, Resources and Contacts

Key Dates

GAA 2.0 Resources Available on the GA Dept of Ed - GAA Resources website: Georgia Standards of Excellence (GSEs) Extended Standards Available in the HELP tab in Nextera: GAA 2.0 Spring 2018 Pilot Manual Learner Characteristics Inventory (LCI) Form Captioning Guidelines/Form Data Sheet Student Participation Documentation Form Test Examiner Checklist Test Examiner Survey

Contact Information Jan Reyes - Director, Assessment Development, GaDOE (404) Sandy Greene – Director, Assessment Administration, GaDOE (404) Questar’s Customer Support (866) – Toll free A Customer Support Chat feature is also available in Nextera

Webinar Survey We Want your Feedback! Please use the below link to provide feedback regarding this GAA 2.0 training session.

Thank You! ~ Questions?

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