Georgia Statewide Testing Program

1. GeorgiaStatewide Testing Program Pioneer RESA TVI Staff Meeting Professional Learning February 8, 2013

2. State Testing Window April 1, 2013 through May 3, 2013

3. CRCT • GA Criterion Referenced Competency Test • Grades 3 – 8 • Grades 1 & 2 not included for 2012-2013 • Will be replaced in future with a new Common Core assessment instrument – common assessment developed by multiple states

4. CRCT - M • “M” stands for “modified” • Alternate assessment for Reading, Math & ELA • Only available for students with IEPs (IEP Team decision) • Designed to be used with approximately 2% of SWD • Different and separate from the Georgia Alternate Assessment (GAA) • No “M” assessment will be available in Common Core assessment process

5. EOCT • High school “End of Course Tests” • 9th grade Lit & Composition, American Lit & Composition, Math I, Math II, GPS Algebra, GPS Geometry, Coordinate Algebra, Biology, Physical Science, U S History, Economics • Required to receive diploma • Take at end of semesters

6. G-KIDS • GA Kindergarten Inventory of Developing Skills • Year-long, performance-based assessment • Teacher assesses student throughout year • 4 domains aligned to state curriculum (ELA, Math, Science, SS) • 3 non-academic domains – readiness for 1st grade (Approaches to Learning, Personal/Social Development, Motor Skills) • Scored – Not Yet Demonstrated, Emerging, Progressing, Meets Standard, Exceeds Standard

7. GA Writing Assessments • Grades 3, 5, 8, and high school (fall of 11th grade) • 3 types: Narrative, informational, & persuasive

8. GAA • GA Alternate Assessment • Only for SWD • Decision made by IEP Team • Only for students working on alternate achievement standards

9. Special Populations • All SWD must participate in something • State assessment manual stipulates approved accommodations aligned to student disability need area

10. What is a testing accommodation? Accommodations are a change in a test administration that modify how a student takes or responds to the assessment. Accommodations do not change what the assessment is designed to measure, nor do they dilute the meaning of the resulting scores. Accommodations are designed to provide equity. They serve to level the playing field for SWD and English learners. They reduce or even eliminate the effects of a disability. They do not reduce learning expectations.

11. 2 Types of Accommodations • Standard Provides access to the assessment without altering the construct measured by the assessment. • Conditional More expansive accommodations that provide access for students with more severe disabilities who would not be able to access the assessment to demonstrate their achievement. May only be provided to students who meet specified eligibility criteria.

12. Standard Administration • Procedures and/or directions in test administration manual are followed exactly • Use of standard accommodations

13. Conditional Administration • GA State Board Rule – only small % of students can participate with conditional administration • Should not be used solely to ensure proficiency • Test results must be interpreted with caution

14. More on Standard vs. Conditional Administration • Additional info is found in each specific teat administration manual • Standard vs. conditional varies from test to test • Student response sheets must be coded to reflect type of administration • Student who clearly declines accommodation must be documented by school

15. Accommodations • Determined in annual IEP meeting • Must take into account what instructional and classroom testing accommodations are currently used on regular basis • Not all instructional accommodations are approved state testing accommodations for standard administration

16. IEP Team Considerations • Is the accommodation under consideration necessary for access to the assessment process? • What is the student’s previous experience and usefulness with the recommended accommodation? • Does the recommended accommodation affect the integrity of the assessment?

17. Categories of Accommodations • Setting– adjust the place in which testing normally occurs • Scheduling– adjust the time allowance or scheduling of test • Presentation– adjust presentation of test material and/or test directions • Response – adjust manner in which student responds to or answers test questions

18. Accommodations Chart • Students should receive the state-approved accommodations they need in order to participate in the assessment but should not be given more than are necessary to participate meaningfully. • Only state-approved accommodations may be considered.