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New System Test Coordinator’s Overview of Assessment Programs Fall 2012

New System Test Coordinator’s Overview of Assessment Programs Fall 2012. Assessment Division Recording Link ( 8/7/12 ): https:// sas.elluminate.com/mr.jnlp?suid=M.35B54F0F67D22B7C401282A48CB3B9&sid=2012003 Recording Link: (8/16/12):

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New System Test Coordinator’s Overview of Assessment Programs Fall 2012

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  1. New System Test Coordinator’s Overview of Assessment ProgramsFall 2012 Assessment Division Recording Link (8/7/12): https://sas.elluminate.com/mr.jnlp?suid=M.35B54F0F67D22B7C401282A48CB3B9&sid=2012003 Recording Link: (8/16/12): https://sas.elluminate.com/mr.jnlp?suid=M.B6DBB9E87263D3E846B962BE48B091&sid=2012003

  2. Agenda A) General Information for New System Test Coordinators B) Program Overviews • Criterion-Referenced Competency Tests (CRCT) • Criterion-Referenced Competency Tests – M (CRCT-M) • Assessing Comprehension and Communication in English State to State for English Language Learners (ACCESS for ELLs) & Alternate ACCESS For ELLs • Georgia Alternate Assessment (GAA) • End of Course Tests (EOCT) • Georgia High School Graduation Tests (GHSGT) • Georgia’s Writing Assessments • National Assessment of Educational Progress (NAEP) • Georgia Kindergarten Inventory of Developing Skills (GKIDS) • Online Assessment System (OAS) • MyGaDOE Portal • Q & A • Contacts

  3. Assessment & Accountability Assessment Administration – Anthony (Tony) Eitel ∞ Bobbie Bable ∞ Melissa Faux ∞ Deborah Houston ∞ Michael Huneke ∞ Mary Nesbit-McBride ∞ Vacancy Assessment Research & Development – Dee Davis ∞ Sheril Smith ∞ Niveen Vosler Race to the Top Specialists: ∞ Jan Reyes ∞ Robert Anthony ∞ Dawn Souter Accountability – Joanne Leonard ∞ Nancy Haight ∞ Cowen Harter ∞ Donna Kelly ∞ Meg Connor Race to the Top Growth Model ∞ Allison Timberlake ∞ Qi Qin Associate SuperintendentSupport Staff ¤ Melissa Fincher ¤ Connie Caldwell ¤ Joni Briscoe

  4. Contact InformationOffice Main: (404) 656-2668 or (800) 634-4106Office Fax: (404) 656-5976 Melissa FincherAssociate Superintendent, Assessment and Accountability (404) 651-9405; mfincher@doe.k12.ga.us Melodee Davis, Ph. D. Director, Assessment Research and Development (404) 657-0312; medavis@doe.12.ga.us Anthony Eitel Director, Assessment Administration (404) 656-0478; aeitel@doe.k12.ga.us

  5. Assessment Program Contact Information Criterion Referenced Competency Tests (CRCT) Vacancy End of Course Tests (EOCT) Melissa Faux 404.656.5975; mfaux@doe.k12.ga.us Georgia High School Graduation Test (GHSGT), Writing Assessments, Online Assessment System Michael Huneke 404.232.1208; mhuneke@doe.k12.ga.us National Assessment of Educational Progress (NAEP), Georgia Kindergarten Inventory of Developing Skills (GKIDS) Bobbie Bable 404.657.6168; bbable@doe.k12.ga.us Criterion Referenced Competency Tests - Modified (CRCT-M) Mary Nesbit-McBride 404.232.1207; mnesbit@doe.k12.ga.us ACCESS for ELLs, Georgia Alternate Assessment (GAA) Deborah Houston 404.657.0251; dhouston@doe.k12.ga.us

  6. Important Web Links • Assessment : http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/default.aspx • Accountability: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Accountability/Pages/default.aspx • MyGaDOE Portal: https://portal.doe.k12.ga.us/login.aspx • Professional Standards Commission http://www.gapsc.com

  7. Georgia’s Student Assessment Program • The primary purposes of Georgia’s assessment program are: • To provide a comprehensive perspective of academic achievement at the student, class, school, system, and state levels. • To provide useful information to aid: • teachers and administrators in instructional planning; • students and their parents in personal decision making; • educators and the general public in evaluation of educational programs.

  8. Important Resourceshttp://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/default.aspx • Student Assessment Handbook • State Board Rule 160-3-1-.07: Testing Programs - Student Assessment • State Testing Calendar • Test Administration Manuals • System & School Coordinators’ Manual • Examiner’s Manuals • Update Bulletins

  9. Things you need to know… • Never hesitate to call or email • Testing is all about logistics, careful planning, and clear communication • The Student Assessment Handbook is an important resource for you – along with the manuals for each specific program • Superintendent Certification Form is due twice a year: January 31 (for July – December) and July 31 (for January – June) • Submit via the MyGaDOE portal • Principal Certification Form is now due after each administration http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Information-For-Educators.aspx. Retain at the system level for 5 years

  10. Overview of the Calendar for 2012 – 2013http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Information-For-Educators.aspx August 2012 • EOCT Mid-Month & Retest Administration (Aug. 6 – 24) September 2012 • GAA Main Administration & Re-Test Options 1 & 2 Open (Sep. 4) • GHSGT Re-Test Administration (Sep. 10 – 14) • EOCT Mid-Month & Retest Administration (Sep. 17 – 28) October 2012 • GHSWT Main Administration (Oct. 3 & 4) • EOCT Mid-Month & Retest Administration (Oct. 15 – 26) November 2012 • GHSGT Re-Test Administration (Nov. 5 - 16) • EOCT Mid-Month Administration and Retest Administration (Nov. 5 - 16) • EOCT Winter Administration (Nov. 26 – Jan. 4)

  11. Overview of the Calendar for 2012 – 2013 December 2012 • EOCT Winter Administration (Nov. 26 – Jan. 4) January 2013 • GAA Retest Administration (Option 3) (Jan. 7 – Mar. 29) • Grade 8 Writing Assessment (Jan. 23 – 24) • ACCESS for ELL window opens (Jan. 22 – Mar. 5) • NAEP Assessments – in sampled systems/schools (Jan. 28 – Mar. 8) • EOCT Mid-Month & Retest Administration (Jan. 14 – 25) February 2013 • EOC T Mid-Month & Retest Administration (Feb. 4 – 15) • GHSWT Re-Test Administration (Feb. 27 – 28) March 2013 • EOCT Mid-Month & Retest Administration (Mar. 4 – 15) • Grade 5 Writing Assessment (Mar. 6 – 7) • Grade 3 Writing Assessment Data Collection (Mar. 18 – 29) • GHSGT Main Administration (Mar. 18 – 29) • GAA Main Administration & Re-Test Windows Close (Mar. 29)

  12. Overview of the Calendar for 2012 - 2013 April 2013 • CRCT Main Administration (Apr. 1 – May 3) • CRCT-M Main Administration (Apr. 1 – May 3) • EOCT Spring Administration (Apr. 22 – May 31) May 2013 • GKIDS Administration Closes (May 10) • CRCT Re-Test Administration (May 13 – July 26) • CRCT-M Re-Test Administration (May 13 – July 26) June 2013 • EOCT Re-Test Administration (June 17 – July 19) • EOCT Summer Administration (June 17 – July 19) July 2013 • GHSGT Re-Test Administration (July 15 – 19) • GHSWT Re-Test Administration (July 17)

  13. Webinar Dates Memo found at: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Information-For-Educators.aspx In most cases, multiple repeating live sessions are conducted to provide you schedule flexibility. Sessions are also recorded for later viewing. Note: Additional sessions may be announced as needed. Each session has a unique URL that will be provided in advance of each session.

  14. Contractor URLS, accounts, and Passwords

  15. Proactive planning is key to your assessment program’s success • The Student Assessment Handbook is a critical resource and reference. • Stakeholders will want their test results immediately upon receipt – so plan ahead for communication and distribution. Timelines – especially in the spring – tend to be tight. • Schedule your local trainings in advance . . . Check your local calendar for possible conflicts and schedule locations in advance. • You will find yourself working closely with all divisions of your school system . . . Special Education, Title III/EL, Technology, Student Information Systems, Building/Grounds/Maintenance, etc. • Know (or have access to information about) your Students with Disabilities . . . Particularly those who are visually impaired and/or who require Assistive Technology for testing. • There will be a high level of public and media interest (and scrutiny) of your assessment program, procedures, and results. Your local Board will have a high level of interest as well. • Logistics are key! Having procedures for the receipt, distribution, and return shipment of secure materials is critical. Deadlines are frequent . . . and critical to meet. • The ordering of materials occurs far in advance of each testing window – having data (such as enrollment numbers) on hand is critical. • Planning for a test begins up to 3 months prior (ordering materials) to 2 months past (distributing and interpreting results throughout your system). • Create procedures to receive and investigate irregularity reports in your system. • As much as possible . . . plan for the unexpected (bad weather, staff absences, fire alarms that go off, etc.).

  16. State Assessments and the CCGPSin English Language Arts & Mathematics • The implementation of the CCGPS begins in fall 2012 in ELA (K – 12) and Math (K – 9). • Given that our assessments should correspond to the taught curriculum, work has been taking place to transition many of our program accordingly. • This work has involved and will continue to involve GaDOE and contractor staff along with Georgia educators.

  17. State Assessments and the CCGPSin English Language Arts & Mathematics Georgia Kindergarten Inventory of Developing Skills (GKIDS) The existing web-based application has been updated and will reflect the CCGPS in ELA and Mathematics beginning fall 2012. Revisions have been made to the administration manual and guide. The assessed domains of Science, Social Studies, Approaches to Learning, Personal/Social Development, and Motor Skills will not be changed. The structure and functionality of the web-based application will not change. Georgia Criterion-Referenced Competency Tests in Reading, English Language Arts and Mathematics The CRCT will reflect the CCGPS in the spring 2013. Current item banks have been reviewed to determine which items align to the CCGPS. In addition, during the 2011-12 year items were written specifically for the CCGPS, were reviewed by educators, and were field-tested in spring 2012. Revised Test Content Descriptions, Test Content Weights, and Study Guides will be made available for 2012-2013. There will be some slight shifts in domain weights over the two years (2013 and 2014) until the test fully reflects the emphases of the CCGPS for the 2013-2014 school year.

  18. State Assessments and the CCGPSin English Language Arts & Mathematics Criterion-Referenced Competency Tests (CRCT-M)in Reading, English Language Arts, and Mathematics The CRCT-M will transition to the CCGPS in a slightly different manner than the CRCT. The current bank of CRCT-M items is undergoing a review for alignment to CCGPS, and the spring 2013 test will use the items that align to the CCGPS. The CRCT-M continues to be a sibling of the CRCT and will reflect similar content weights. The spring 2013 forms will not have items written specifically for the CCGPS because the CRCT-M program uses CRCT items that are modified to make them more accessible for the student population eligible to take the CRCT-M. During summer 2012, these CRCT CCGPS-based items were reviewed for inclusion into the CRCT-M. They will undergo the appropriate modifications and then be field-tested in spring 2013. Following this field testing, the items approved at data review will appear on the spring 2014 CRCT-M as operational items. Remember that the CRCT Test Content Descriptions and Study Guides are also applicable to the CRCT-M.

  19. State Assessments and the CCGPSin English Language Arts & Mathematics End of Course Tests (EOCT) in the areas of English Language Arts and for the newly implemented Coordinate Algebra course in Mathematics The EOCT will transition to the CCGPS beginning with the Winter 2012 administration. These courses/tests include: 9th Grade Literature & Composition, American Literature & Composition, and Coordinate Algebra (a new EOCT). In 2012-2013, these tests will be comprised of items that are dually-aligned to the GPS and the CCGPS as well as items developed specifically for the CCGPS. Revised Test Content Descriptions and Study Guides will be made available for 2012-2013. The EOCT in Mathematics I, Mathematics II, GPS Algebra, GPS Geometry, Physical Science, Biology, U.S. History, and Economics will continue to be GPS-based. Once this year’s entering ninth graders advance next year (2013-2014) into Analytic Geometry, a new EOCT will become available for that course (beginning Winter 2013).

  20. State Assessments and the CCGPSin English Language Arts & Mathematics Georgia Alternate Assessment (GAA) in the areas of English Language Arts (K, 3-8, and HS) & Mathematics (3-8) The GAA will reflect the CCGPS beginning in fall of 2012. The GAA blueprint has been revised for 2012-2013 to include the CCGPS that aligned with the previous GPS-based blueprint. The CCGPS-based blueprint is posted on the GaDOE website and will also appear in the 2012-2013 Examiner’s Manual. As with the other assessments, Science and Social Studies remain unchanged by the CCGPS transition. Special note about high school students that need to retest: the blueprint remains based upon the GPS given that these students were first assessed in grade 11 in 2012 under the GPS in ELA and Mathematics . . . Therefore, a HS Retest blueprint is posted as a separate document.

  21. State Assessments and the CCGPSin English Language Arts & Mathematics Writing 3, 5, 8, and 11 (GHSWT) Georgia’s writing assessment program assesses writing standards that are universal and are reflected in both the GPS and the CCGPS. The current format (students respond to an “on-demand” prompt/topic) will not change. Both sets of standards require students to produce writing in the different genres and that writing reflects quality content development and organization, style, sentence formation, usage, and mechanics. These characteristics are the foundation of the rubrics for the Georgia Writing Assessments in grades 3, 5, 8, and 11. A new set of resources “CCGPS Connections Resource Guides” will be posted for each of the four grade levels. These guides are designed to illustrate the connections between the CCGPS and the writing assessments in their current format. Current plans for the common assessment being developed by PARCC include the assessment of writing in a fashion that will integrate reading and writing (beginning in 2014-2015).

  22. Criterion-Referenced Competency Tests (CRCT)

  23. CRCT Overview Georgia law, as amended by the A+ Education Reform Act of 2000, requires that all students in grades one through eight take the CRCT in the content areas of reading, English/language arts, and mathematics. Students in grades three through eight are also assessed in science and social studies. The CRCT only assesses the content standards outlined in the state adopted curriculum. * Due to budget constraints, grades 1 and 2 will not be administered during the 2012-2013 school year.

  24. CRCT Purpose The CRCT is designed to measure how well students acquire the skills and knowledge described in the Common Core Georgia Performance Standards (CCGPS) in reading, English/language arts, and mathematics and the Georgia Performance Standards (GPS) in science and social studies. The assessments yield information on academic achievement at the student, class, school, system, and state levels. This information is used to diagnose individual student strengths and weaknesses as related to the instruction of the state adopted curriculum, and to gauge the quality of education throughout Georgia.

  25. CRCT Grade Levels and Content Areas • Grades 3 – 8: Reading, English/Language Arts, Mathematics, Science, and Social Studies • Due to budget constraints, grades 1 and 2 will not be administered during the 2012-2013 school year.

  26. Who is required to take the CRCT? • In 2012 – 2013, all grade 3 – 8 Georgia public school students are required to take the Reading, English/Language Arts, Mathematics, Science, and Social Studies CRCT. • Only exceptions . . . Students assessed via the CRCT-M in Reading, ELA, and/or Math and those assessed via the Georgia Alternate Assessment (GAA). • Remember, all CRCT-M students must take CRCT Science and Social Studies.

  27. Unique Features of the CRCT • All third grade students are required to achieve grade level scores on the CRCT in Reading. All fifth and eighth grade students are required to achieve grade level scores on the CRCT in Reading and Mathematics. • Students who performed below grade level in promotion and retention grades and content areas must be offered a retest opportunity. • The online retest option is available and has proven very successful in districts that have used it • In addition to irregularities (IR) and invalidations (INV), there are potential Participation Invalidations (PIV) for students who receive accommodations not on the list of state-approved accommodations and/or not in the student’s IEP. • The first set of reports are sent to systems with a 5-day turnaround after representative sample is reached.

  28. CRCT Test Score Ranges • Performance Level 1 < 800 = Does Not Meet • Performance Level 2 800 – 849 = Meets The Standard • Performance Level 3 850 or above = Exceeds The Standard • Scale scores may range from a low of 650 to a high of 910 or above for each grade and content area. Highest and lowest obtainable scale score can differ by test.

  29. CRCT Important Dates

  30. CRCT Resources The following materials are available from the CRCT homepage: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/CRCT.aspx • Test Coordinator’s Manual (TCM) • Test Examiner’s Manual (TEM) • Sample Answer Document • Middle Grades Mathematics Formula Sheet • Content Weights • Content Descriptions • Study Guides • Update Bulletin • CRCT Extraction Tool • Score Interpretation Guide • Promotion and Retention Guidelines • http://www.gadoe.org/External-Affairs-and-Policy/Policy/Pages/Promotion-and-Retention.aspx

  31. Mary Nesbit-McBride, Assessment Specialist (404) 232-1207 mmcbride@doe.k12.ga.us Criterion-Referenced Competency Tests – MODIFIED (CRCT-M)

  32. CRCT – Modified (CRCT-M) • The CRCT-M is a grade-level alternate assessment for eligible students who receive special education services. • The CRCT-M assesses the same grade-level Georgia Performance Standards (GPS) as the Criterion-Referenced Competency Tests (CRCT) • Items on the CRCT-M have been edited and/or enhanced to increase the accessibility for the eligible students, allowing them to demonstrate more consistently what they know and can do. • The CRCT-M is administered in grades 3 – 8 in the areas of Reading, English/Language Arts, and Mathematics

  33. CRCT-M Participation Guidelines For each content area . . . Special Notes: • In order for a student who has achieved “Basic Proficiency” on the CRCT-M the prior year to remain on the CRCT-M the following year, the IEP team should review other evidence such as national and local tests that the district administers, class tests, and other student work. After consideration of all evidence, the IEP team determines the appropriate assessment for the student (CRCT or CRCT-M) and documents the decision in the IEP. • Students who earned a Basic Proficiency score on a content area CRCT-M for two (2) consecutive years are ineligible to participate in the CRCT-M in that content area in 2012-2013. The performance of these students indicates that they are ready to take the general assessment (CRCT). Guidelines document posted at: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/CRCTM-Resources.aspx

  34. CRCT-M Participation Guidelines • The decision should not be related to: • Time receiving special education services; • Excessive or extended absences; or • Language, cultural, or economic differences; • The decision may not be based solely on the student’s disability and must be an IEP team decision, not an administrative one. • Guidelines posted at: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/CRCT-M.aspx

  35. CRCT-M Test Score Ranges • Performance Level 1 < 300 = Below Proficiency • Performance Level 2 300 – 329 = Emerging Proficiency • Performance Level 3 330 or above = Basic Proficiency • Scale scores may range from 200 to 430 for each grade and content area. Highest and lowest obtainable scale score can differ by test.

  36. CRCT Important Dates

  37. CRCT-M Resources The following materials are available from the CRCT-M homepage: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/CRCTM-Resources.aspx • Participation Guidelines • Parent Brochure • Test Coordinator’s Manual (TCM) • Test Examiner’s Manual (TEM) • Sample Answer Document • Study Guides • Frequently Asked Questions • Score Interpretation Guide • Sample Tests • Read Aloud Guidelines • Content Weights • Promotion and Retention Guidelines

  38. Deborah Houston, Assessment Specialist (404) 657-0251 dhouston@doe.k12.ga.us ACCESS for ELLs

  39. ACCESS for ELLs Overview • ACCESS for ELLs is administered annually to all English learners in Georgia. • ACCESS for ELLs is a standards-based, criterion-referenced English language proficiency test designed to measure English learners’ social and academic proficiency in English. • It assesses social and instructional English as well as the language associated with language arts, mathematics, science, and social studies within the school context across the four language domains. • The new Alternate ACCESS for ELLs will become available beginning this year. Refer to the Student Assessment Handbook for participation criteria. (Target Population: Students assessed via the GAA who are also designated as EL.)

  40. ACCESS for ELLs Purpose ACCESS for ELLs meets the mandate of ESEA requiring states to evaluate annually EL students in grades K through 12 on their progress in learning to speak English.

  41. ACCESS for ELLs Domains • Language Domains—Listening, Speaking, Reading, and Writing • Composite Scores • Oral Language (50% L + 50% S) • Literacy (50% R + 50% W) • Comprehension (30% L + 70% R) • Overall (15% L + 15% S + 35% R + 35% W)

  42. Who is required to take ACCESS for ELLs? • Administered to all English learners in Georgia, in grades K-12. • The kindergarten assessment is an individually administered, adaptive test. • All EL students must be assessed. • EL-Monitored (EL-M) students must NOT be assessed.

  43. ACCESS for ELLs Unique Features • Three tiered assessment to align with student’s language proficiency (Tiers A, B, C). • The training course is accessible via the WIDA Consortium website (www.wida.us). • Georgia’s training course is available after October 15 on an annual basis. • System Test Coordinators are responsible for enrolling all examiners.

  44. Test Alignment with Proficiency Levels 6 1 2 3 4 5 REACHING ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING Tier A Tier B ACCESS for ELLs Tier C W-APT – Adaptive

  45. ACCESS for ELLs: Important Dates2012-2013 (including Alt ACCESS)

  46. ACCESS for ELLs Resources • WIDA: www.wida.us • WIDA Help Desk: help@wida.us *1-866-276-7735 (toll free) • District and School Test Administration Manual for grades 1-12 • Test Administration Manual for Kindergarten Note: Examiners must read the appropriate manual for the grade level they are administering. http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/ACCESS-for-ELLs.aspx • For ESOL/Title III Program information, contact Cori Alston by phone (404-656-2067) or email calston@doe.k12.ga.us

  47. Deborah Houston, Assessment Specialist (404) 657-0251 dhouston@doe.k12.ga.us Georgia Alternate Assessment (GAA)

  48. GAA Overview • The Georgia Alternate Assessment (GAA) is a key component of the Georgia Student Assessment Program. Under the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA), states must ensure that all students, including students with significant cognitive disabilities, have access to a general curriculum that encompasses challenging academic standards. States must also ensure that all students are assessed for their progress toward meeting academic standards.

  49. GAA Purpose To ensure all students, including students with significant cognitive disabilities are: • provided access to the state curriculum. • given the opportunity to demonstrate their progress in learning and achieving high academic standards.

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