1. Beginning-of-Grade 3 Test Assessment Guide Training Fall 2015

2. Beginning-of-Grade 3 Test Purpose of the Assessment (page 1) Article 8 of Chapter 115 C of the General Statutes includes Part 1A, the North Carolina Read to Achieve Program. The goal of this program “is to ensure that every student read at or above grade level by the end of third grade and continue to progress in reading proficiency so that he or she can read, comprehend, integrate, and apply complex texts needed for secondary education and career success.” The North Carolina Beginning-of-Grade 3 English Language Arts/Reading Test is linked to the Read to Achieve Program.

3. Beginning-of-Grade 3 Test Purpose of the Assessment This test serves two purposes: oto establish a baseline measure of beginning third grade students’ English Language Arts/Reading skills and o to serve as a teacher growth tool for determining teachers’ eligibility to teach the transitional third and fourth grade classes or accelerated reading classes and/or summer reading camps that began in school year 2014–2015 and as described in G.S.§115C- 83.1C.

4. Beginning-of-Grade 3 Test Eligible Students All students in membership at grade 3 (according to PowerSchool) are expected to participate with or without accommodations in the standard administration of the beginning-of-grade 3 test.

5. Beginning-of-Grade 3 Test Eligible Students (page 1) Exceptions include : oStudents with disabilities who, according to Individualized Education Program (IEP) documentation, are instructed on the Extended Content Standards (EXTEND 1). oLEP students scoring below Level 4.0 Expanding on the reading subtest of the W-APT and are in their first year in U.S. schools. oStudents deemed medically fragile because of a significant medical emergency and/or condition.

6. Beginning-of-Grade 3 Test Testing Window (page 2) Test administrators must administer the beginning-of- grade 3 test during the first 11-15 instructional days of the school year. Students enrolling UP TO Day 16 must be administered the assessment, even if the test date goes beyond Day 15. Any student absent from the test administration must make up the test.

7. Beginning-of-Grade 3 Test Testing Schedule (pages 2-3) The beginning-of-grade 3 test is administered in one day – August 10 (YRE) September 10 (Traditional). The test should be administered as early in the school day as the school schedule permits. All students at grade 3 within a school must be administered the test at the same time on the same day.

8. Beginning-of-Grade 3 Test Estimated Administration Time (page 3) The estimated administration time of the beginning- of-grade 3 test is 90 minutes. Students are given 2 three-minute breaks during the administration of the test. The maximum testing time for the test is 180 minutes (3 hours).

9. Beginning-of-Grade 3 Test Test Information (page 3) The beginning-of-grade 3 is a paper-and-pencil test. It includes all English Language Arts/Reading test items. There are 42 total multiple-choice items.

10. Before Test Day (pp. 5-9) Complete the practice activity. Train staff and proctors. Read and study the Testing Code of Ethics (handout). Follow security procedures –Store secure test materials properly. –Remove instructional material from testing environment. –Test administrators must sign for Assessment Guides AND Assessments.

11. Before Test Day (pp. 5-9) Prepare students for testing. ✓ Complete practice activity. Script is available. ✓ Teach test-taking strategies. ✓ Use released materials http://www.ncpublicschools.org/accountability/testing/releasedforms http://www.ncpublicschools.org/accountability/testing/releasedforms For test administrations requiring accommodations, the test administrator must complete the Review of Accommodations Used During Testing form for each student who will receive accommodations. Prohibited Items in Testing Room (page 11) ✓ Electronic devices/cell phones This rule applies to adults and students ✓ Personal belongings Materials may not be accessed, even during breaks. ✓ Monitor students during testing

12. Beginning-of-Grade 3 Test Misadministrations (page 13) There is only one form of the test When a misadministration is declared, students must be re-administered the secure form of the beginning of grade 3 test no earlier than five consecutive calendar days following the conclusion of the prior administration.

13. Beginning-of-Grade 3 Test (pp 13-15) Misalignment during testing Student Emergencies and restroom breaks

14. Beginning-of-Grade 3 Test Accommodations (pp 15-17) On a case-by-case basis where appropriate documentation exists, students administered the beginning of grade 3 assessment who are identified as LEP, have disabilities, have a Section 504 Plan, and/or have transitory impairment documentation are eligible for testing accommodations.

15. Beginning-of-Grade 3 Test Accommodations (pp 15-17) The beginning-of-grade 3 test has been added to GoalView and PowerSchool in order to document student’s testing accommodations for this test.

16. Beginning-of-Grade 3 Test Accommodations (pp 15-17) Students may use the accommodations specified for the EOG English Language Arts/Reading assessment when they take the beginning-of-grade 3 test in the fall. If the team has already conducted a student’s annual review and did not include accommodations for the EOG, the team must either reconvene or the LEA and parent can agree to amend the student’s IEP and/or Section 504/LEP documentation without a meeting in order to record any necessary accommodations for the beginning-of-grade 3 test.

17. Beginning-of-Grade 3 Test Accommodations Documented testing accommodations should be routinely used during instruction and similar classroom assessments.

18. Beginning-of-Grade 3 Test Accommodations Special testing accommodations request other than those specified in the Testing Students with Disabilities and Guidelines for Testing Students Identified as Limited English Proficient publications must be submitted via an Accommodation Notification form. Accommodation Notification forms for this test should be submitted as soon as possible and must be submitted at least two weeks before the student’s scheduled test date.

19. Beginning-of-Grade 3 Test Directions for Test Administration (pp 25-33) The test administrator distributes No. 2 pencils and answer sheets to students. Students are told that the computer filled in some of the responses on the front of the answer sheet. They are also told to check that their first and last name is coded correctly. Students are instructed not to write or draw on the back (SIDE 2) of the answer sheet.

20. Beginning-of-Grade 3 Test Directions for Test Administration The test administrator distributes blank paper, then a test book to each student. Students are instructed to print their name on the test book. The test administrator directs students to look at the front of their answer sheet and find the box that says BEGIN TEST HERE. Students are asked to complete two sample questions.

21. Beginning-of-Grade 3 Test After Testing For test administrations requiring accommodations, the test administrator must complete the Review of Accommodations Used During Testing form for each student who received accommodations. The test administration must count and return all test materials. The test administrator or principal’s designee must code the student answer sheet after testing under secure conditions in a group setting.

22. Beginning-of-Grade 3 Test After Testing Special Codes Section for Answer Sheets (pp 37-38) oReason(s) the Student is Not Participating in the General Administration (Column A) oTransfer Students (Column B) oMakeup Tests (Column G) oAccommodations Not Permitted (Column H) oMisadministration (Column I) oFor Local Use (Column J-L)

23. AIG Presentation

24. AIG Universal Screener: DAP-IQ Measures aptitude (different from achievement) Developmental benchmark Final “net” to identify potential students for AIG Talent Pool/AIG nomination

25. AIG Universal Screener: DAP-IQ AIG State Program Standards promote both traditional and non-traditional standardized screeners NHCS uses Dibels as our traditional universal screener The Draw-A-Person Intelligence Quotient is our district’s non-traditional, standardized universal screener

26. AIG Universal Screener: DAP-IQ Follow all testing procedures Meet with Exceptional Children teachers to discuss accommodation needs Maximum student number in classroom = 15 Average testing session = 25 minutes Please do NOT write in the test/scoring manual. Unlike EOG test manuals, these are reused each year. Post it notes are encouraged, if you want to add notes. Labels for student forms, parent letters, and cumulative files should be printed before testing. The data managers can access age information needed for the labels.