School Test Coordinators’ October 2, 2013. Jasper County Schools. Agenda. General Information and Key Reminders New Information for 2013-2014 Conducting secure and successful test administrations Accommodations and Special Populations Post-Administration Information/Reminders
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School Test Coordinators’October 2, 2013 Jasper County Schools
Agenda • General Information and Key Reminders • New Information for 2013-2014 • Conducting secure and successful test administrations • Accommodations and Special Populations • Post-Administration Information/Reminders • Ethics and Assessment • Major Topics for each Assessment Program • Online Forms on the MyGaDOE Portal • Questions & Answers
Assessment Program Contact Information Criterion Referenced Competency Tests (CRCT) Robert McLeod 404.656.2589 firstname.lastname@example.org End of Course Tests (EOCT) Mary Nesbit-McBride 404.232.1207; email@example.com Georgia High School Graduation Test (GHSGT), Writing Assessments, Online Assessment System Michael Huneke 404.232.1208; firstname.lastname@example.org National Assessment of Educational Progress (NAEP), Georgia Kindergarten Inventory of Developing Skills (GKIDS) Bobbie Bable 404.657.6168; email@example.com Criterion Referenced Competency Tests - Modified (CRCT-M) August Ogletree 404.463.6675 firstname.lastname@example.org ACCESS for ELLs, Georgia Alternate Assessment (GAA) Deborah Houston 404.657.0251; email@example.com
State Board Rules The most current rules below can be found on the GaDOE web site at the following link: http://www.gadoe.org/External-Affairs-and-Policy/State-Board-of-Education/Pages/PEABoardRules.aspx State Board Rules relating to assessment include: • 160-3-1-.07 Testing Programs – Student Assessment • 160-4-2-.11 Promotion, Placement, and Retention • 160-4-2-.13 Statewide Passing Score • 160-1-3-.09 Waivers and Variances of High School Graduation Assessments • 160-4-2-.31 Hospital/Homebound (HHB) Services • 160-4-2-.34 Dual Enrollment • 160-4-2-.06 through 160-4-2-.48 (IHF) High School Graduation Requirements • 160-4-5-.02 Language Assistance: Program for English Learners • 160-4-8-.12 Alternative/Non-Traditional Education Programs • 160-5-1-.07 Student Data Collection • 160-5-1-.14 Transfer of Student Records • 160-5-1-.15 Awarding of Units of Credit and Acceptance of Transfer Credit and/or Grades – IMPORTANT AMENDMENTS APPROVED APRIL 2013, EFFECTIVE 2013-2014 SCHOOL YEAR, IMPACT EOCT PROGRAM • 160‐7‐1‐.01 Single Statewide Accountability System
2013 - 2014 Assessments • ACCESS for ELLs (K-12) and Alternate ACCESS for ELLs (1-12) • Criterion Referenced Competency Tests (CRCT) (3-8) • Criterion Referenced Competency Tests - Modified (CRCT-M) (3-8) • End-of-Course Tests (EOCT) (Middle/High School) • Georgia Alternate Assessment (GAA) (K, 3-8, 11) • Georgia High School Graduation Tests (GHSGT) (Gr. 11/12) • Georgia Kindergarten Inventory of Developing Skills (GKIDS) (K) • National Assessment of Educational Progress (NAEP) (4, 8, 12) • Writing Assessments (3, 5, 8, and 11) Due to budgetary constraints, the following will not be administered during the 2013-2014 school year: • CRCT – Grades 1 and 2 • GAA – Grades 1 and 2
Transmission of Secure Information • Do not include GTID or FTE #’s numbers in emails. • In addition, please do not email other secure information such as confidential personnel information, secure test content, etc. • If secure information such as this needs to be shared via email, you may do so via the MyGaDOE Portal. • Please do not over-order materials – the containment of costs continues to be critically important. • Overages are provided at both system and school levels. • More than ever before, accuracy of supply orders is critical.
Reminders: Secondary Assessment Transition • The Secondary Assessment Transition Plan was approved by the State Board of Education on April 13, 2011 • This plan provides for the phasing out of the Georgia High School Graduation Test (GHSGT) and an increased “weight” of the End of Course Tests (EOCT) • All students will continue to be required to take and pass the Georgia High School Writing Test (GHSWT) • In April 2011, the State Board of Education voted to adopt amendments to two rules: • Rule 160-3-1-.07: Testing Programs – Student Assessment (http://public.doe.k12.ga.us/_documents/doe/legalservices/160-3-1-.07.pdf) • Rule 160-4-2-.13: Statewide Passing Score (http://public.doe.k12.ga.us/_documents/doe/legalservices/160-4-2-.13.pdf )
State Assessments and the state’s mandated content standards in English Language Arts & Mathematics • The implementation of the content standards based upon the CCGPS continues in 2013-2014 in ELA (K – 12) and Math (K – 10). • In high school mathematics, last year’s grade 9 students (who took Coordinate Algebra in 2012-2013) move into Analytic Geometry in grade 10 in 2013-2014.
State Assessments and the state’s mandated content standards in English Language Arts & Mathematics Georgia Kindergarten Inventory of Developing Skills (GKIDS) The existing web-based application was updated in fall 2012 and continues to reflect the current state-mandated content standards in ELA and Mathematics. Minor revisions have been made to the administration manual and guide for 2013-2014. 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 relative to the standards to be assessed in 2013-2014. Georgia Criterion-Referenced Competency Tests in Reading, English Language Arts and Mathematics The CRCT will reflect the state-mandated content standards in the spring 2014. Updated Test Content Descriptions, Test Content Weights, and Study Guides will be made available in fall 2013. There will be slight shifts in some Content Weights in Reading, ELA, and Math in 2013-2014. The format of the CRCT remains multiple choice. Criterion-Referenced Competency Tests (CRCT-M)in Reading, English Language Arts, and Mathematics The CRCT-M will reflect the state-mandated content standards in the spring 2014. In keeping with the CRCT program, updated Test Content Descriptions, Test Content Weights, and Study Guides will be made available in fall 2013 (and appear on the CRCT webpage). There will be slight shifts in some Content Weights in Reading, ELA, and Math in 2013-2014. The format of the CRCT remains multiple choice.
State Assessments and the state’s mandated content standards in English Language Arts & Mathematics End of Course Tests (EOCT) in the areas of English Language Arts and Mathematics The EOCT program will continue its transition relative to the content standards in mathematics during 2013-2014 with the addition of a new test to the program (Analytic Geometry). New documents, including Test Content Descriptions, a formula sheet, and Student Study Guide, will be posted to the GaDOE website. This new EOCT will be administered for the first time during the Winter 2013 administration (results available in early January 2014 following standard setting). The EOCT in Mathematics II, GPS Geometry, Physical Science, Biology, U.S. History, and Economics will continue to be GPS-based. (Note: Mathematics I and GPS Algebra have been discontinued – following the summer 2013 administration.) Georgia Alternate Assessment (GAA) in the areas of English Language Arts (K, 3-8, and HS) & Mathematics (3-8) The GAA was revised to reflect the current state-mandated content standards beginning in fall 2012. As with the other assessments, Science and Social Studies remain unchanged by the transition in the state content standards in ELA and Mathematics. • Special note about high school students that need to retest: Two Blueprints exist for high school retesters. One for those who were assessed PRIOR TO 2012-2013 (GPS English Language Arts in this blueprint). A second one for those who were assessed for the first time in 2012-2013 (with CCGPS English Language Arts).
State Assessments and the state’s mandated content standards in 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 previous the GPS and the current 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. • “CCGPS Connections Resource Guides” were posted in fall 2012 for each of the four grade levels. These guides are designed to illustrate the connections between the current state-mandated content standards and the writing assessments in their existing format.
Formative Assessment InitiativesBringing a Balanced Assessment Focus to the Classroom Pilot in winter 2013; Statewide launch in summer 2013 Phase I items released into OAS fall 2012; Phase II items to be released in fall 2013 Phase I item pilot in fall 2013; Phase II pilot in winter 2014
Formative Instructional Practices (FIP) Formative Instructional Practices (FIP) are intentional behaviors that teachers and students use to obtain information about learning so that decisions can be made about additional learning opportunities. Formative instructional practices are the formal and informal ways that teachers and students gather and respond to evidence of student learning. Georgia’s FIP professional learning has four major components. • Clear Learning Targets • Collecting, analyzing and using evidence of student learning • Effective Feedback • Student Ownership of Learning
Highlights of Changes to the Student Assessment Handbook • Annual edits (dates, updated glossary, new weblinks, etc.) • More detailed calculator parameters for high schools, EOCT “testing-out”, NRT has been removed from the tables of approved test accommodations for SWDs and ELs • Cell phones/smartphones and social media • Assessment Program updates . . . Particularly in the EOCT section . . . “Testing-out”, transfer students, retests • Some annual updates to forms, etc. at end of Handbook. • Remember, we will conduct again this year two Student Assessment Handbook Overview sessions as follows: • August 6 @9:00 AM • August 26 @9:00 AM
The state assessment program provides critical information to: ¤ Students ¤ Parents ¤ Teachers ¤ Schools & Systems ¤ Community Members ¤ Administrators ¤ Policymakers ¤ Various accountability measures The integrity of the assessment process is critical to all we do as educators
Roles and Responsibilities • The successful implementation of the statewide student assessment program requires a concerted effort by many individuals at the local level. • The failure of any personnel to assume the responsibilities described in the Student Assessment Handbook(SAH)may result in testing irregularities and/or invalidation of scores. • Failure to assume responsibilities can have many far-reaching implications and may affect professional certification status. • Detailed descriptions of roles and responsibilities are provided in the SAH, 2013-2014: Superintendent System Test Coordinator (STC) System Special Educ. Coordinator System Title III Coordinator Principal School Test Coordinator Examiner Proctor
Scheduling Considerations • Mandated tests must be scheduled in accordance with published GaDOE testing dates. This is a provision that Superintendents document via the Supt’s. Certification Form. • The Statewide Assessment Calendar can be found on the GaDOE Testing web page in the ‘For Educators’ link. • http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Information-For-Educators.aspx • In scheduling each assessment, schools must adhere to the testing times prescribed in the Examiner’s Manuals. Allowing too much or too little time may result in an invalidation. • When scheduling tests, consider the optimum time to administer the tests. • Consider logistics, including time and staff availability.
Scheduling Considerations • Each system/school has the option of deciding whether students will be tested in their classrooms or in a large-group setting. • Mandated tests must be scheduled in accordance with published GaDOE testing dates. • If breaks are allowed, they should be scheduled so that an unhurried pace is maintained. The monitoring of students during an allowed/scheduled break is required. • It is strongly recommended that students are tested in a classroom setting, especially for elementary school students. • If the large-group testing option is selected, all students must be able to hear the test instructions and have sufficient workspace for writing or marking answer documents. Instructions should be delivered by the students’ examiner who is present with them in the test setting. • A sufficient number of proctors must be available to assist with test administration and monitor test security. A proctor is required when 30 or more students are in a test setting. For every additional 30 students, another proctor is required. • Plans for the effective, documented, and secure distribution and collection of test materials must be in place regardless of the type of setting used.
Materials Management • Make certain that Pre-ID label files are created accurately and uploaded in a timely manner. • All testing materials must be stored – under lock and key and with strict “key control” – in a secure central location. Each STC must implement an accounting system for the materials that are required for each test administration. This applies at both the system and school levels. • The STC should plan for the distribution of test booklets, answer documents, Examiner’s Manuals and Test Coordinator’s Manuals in a timely manner. • Secure materials should be distributed to schools as close to the beginning of the testing window as possible. • Once an answer document has a student pre-id label on it, student information bubbled on it, and/or student responses on it . . . It is considered secure.
Training Plan • The STC should develop and implement a district plan for training for each specific assessment program. • Maintain detailed attendance records with the name of each participant, responsibility, date of training, and name of assessment. • Develop a specific plan for implementing accommodations including: • ensuring students receive the right accommodations • ensuring the examiner administers the accommodation appropriately • ensuring the logistics are considered and planned for
Importance of Training Materials • Throughout the testing administration, please refer to the following resources: • Student Assessment Handbook • Examiner’s Manuals • Test Coordinator’s Manuals • Accommodations Manual • Read again, even though you may have read before. • Directions do change and these are standardized tests.
Materials Security • Staff members who are not involved in testing should also be aware of the school’s responsibility for test security. • Paraprofessionals, custodial staff, and others in the school who may be in classes during testing or may be near the area where tests are stored, even though they do not have direct access to tests, should be aware of security rules. • All personnel involved in the administration must be trained in a manner appropriate to their role; this includes all staff who are involved in the handling of secure test materials (receipt, distribution, pre/post administration activities, etc.). • Volunteers who assist in the school (non-employees) should not manage test materials or manage testing logistics but may assist in the administration in other ways (front office support, hall monitors, etc.).
Managing Test Security • Lock tests up! • Require students put their names on the test booklets. • Teachers should sign tests out and in – note dates, times, number checked out/checking in. • All system personnel are prohibited from reviewing contents of test booklets.* • Do not copy any secure test materials. • The use, or intended use, of an electronic device to photograph, post, retain, or share information/images from any portion of a secure test booklet and/or answer document will result in invalidation. • Monitor students. * Interpreters for the hearing impaired may review in advance, with supervision, to plan for administration.
Planning for a Conducive Environment • Ensure that seating spaces and writing surfaces are large enough. • Seating arranged to prevent cheating. • No cell phones or other electronic devices in the test setting. • No. 2 Pencils - Each student should have two No. 2 pencils with erasers on test days. However, there should be a supply of extra pencils and erasers available. • Keep a timing device visible - you should have a clock or watch to keep track of time during test administration. • Prior to testing, make a plan for students who finish early, arrive late, appear to be (or become) ill, etc.
Planning for Testing Administration RESOURCES AND AIDS • NO dictionaries(*), textbooks, or other aids and/or resources that would provide assistance. (*EL Word to Word Dictionaries would be an exception to this if prescribed in an EL-TPC plan) • Any instructional materials that are displayed in the room, such as posters, must be covered or removed during testing. • Review the calculator policies for each program as they differ. Calculators that store text or that have graphing capabilities are not allowed on any state assessment.
Materials • Upon receipt, STC should: • Inventory all materials to ensure sufficient quantities of materials have been provided for each school. • Locate pickup/return instructions/memo, return labels, and airbills/bills of lading. • If there are any errors in shipping materials, contact the vendor and/or Assessment Specialist associated with the testing program immediately.
Materials • Distribute materials to schools in a timely manner. However, materials should not be in schools for lengthy periods of time either prior to or after the assessment window. • Use appropriate “security checklists” to assign books to schools. • School Test Coordinator should count and sign for all materials received. • Materials should be in a locked, secure location at all times both at the system and school levels. • Restricted access must be confirmed • A “rule of thumb” . . . If one would not store a large sum of money in the chosen location, then it is probably not a wise choice for secure test materials either.
Materials • The School Test Coordinator must count all materials before disseminating to examiners. • Examiners must verify count upon receipt. • At the end of testing each day, the examiner must account for all materials before dismissing students. • The School Test Coordinator must count and secure all materials as examiners check in the materials at the end of testing each day.
Materials • Each school should have a process that outlines how, when, where tests are to be distributed and collected each testing day. • Schools should distribute materials to examiners immediately before testing. • Schools should collect materials immediately at the conclusion of testing each day (or after each “period” if applicable). • A local school’s process must ensure that staff is in possession of test materials for only the amount time that is necessary to ensure a secure and successful test administration.
Materials • Pre-ID labels (where provided) must be used to provide accurate student information for state tests. • Refer to the Test Coordinator’s and Examiner’s manuals for current information on use of labels specific to each test. • Labels with incorrect information should not be used (and should be securely destroyed). • Labels should be applied to answer documents prior to administration. Once applied, the answer document is considered secure.
Roles and Responsibilities • Refer to Student Assessment Handbook for detailed information. • Superintendent has ultimate responsibility for all testing activities within the local school system. The System Test Coordinator shares this responsibility as the Superintendent’s designee. • Principal has ultimate responsibility for all testing activities within the school. • Emphasis: The Principal must complete the Principal’s Certification Form after each administration.
Roles and Responsibilities System Test Coordinator • Liaison between system and GaDOE • Conduct local system trainings of School Coordinators • Coordinate ALL administration activity • Know and enforce responsibilities of all other roles • Adhere to the state testing calendar and local calendars/schedules • Implement plans for ordering and receipt of materials, distribution, test security, administration, collection and return shipments, receipt and dissemination of reports and data • Detailed list of responsibilities in SAH
Roles and Responsibilities School Test Coordinator • Must hold a PSC-issued certificate (per Student Assessment Handbook) • Count and secure all test materials • Materials distribution/return, signing out and signing in materials • Attend and then redeliver training • Plan for all aspects of the school’s test administration, monitor test administration environment • Receive/verify test material counts after testing each day • Detailed list of responsibilities in SAH
Roles and Responsibilities Examiner • Musthold a Georgia PSC-issued certificate (teachers, counselors, administrators, paraprofessionals) . . . This is required per SBOE Rule 160-3-1-.07. • Security/verification of test materials • Control of testing environment and active monitoring • Accuracy of demographic/student information on answer documents • Correct delivery of assigned accommodations • Follows procedures for testing as given in Examiner’s Manual, including reading all directions to students • Detailed list of responsibilities in SAH
Roles and Responsibilities Proctor • Must be trained • With examiner supervision, ensures that students are managing test materials appropriately • Active monitoring • Detailed list of responsibilities in SAH
Irregularities • All personnel in the local system must follow protocol as they become aware of testing irregularities • Signs of any testing irregularity must be dealt with immediately • Test Examiner > School Test Coordinator > System Test Coordinator > GaDOE • All irregularities must be coded, documentation completed and submitted to the GaDOE Assessment Administration Division • Only the GaDOE may invalidate assessments • The Assessment Administration Division will review all reports of irregularities • Issue irregularity/invalidation codes • Advise the local system as to whether a report of possible unethical conduct should be made to the Professional Standards Commission (PSC)
Examples of Irregularities in Security Procedures: • Examinee was given access to test questions or prompts prior to testing • Test Examiner or other personnel copied or reproduced and distributed secure test materials • Test Examiner or other personnel provided answers to the examinee • For more examples, please refer to the SAH
Examples of Irregularities during Testing Administration: • Test Examiner or other personnel failed to follow administration directions for the test • Examinee’s test booklet, answer sheets, or portfolio entries (GAA) are lost • Test Examiner fails to provide an examinee with a documented accommodation or provides examinee with an accommodation that is not documented • For more examples, please refer to the SAH
Steps for Reporting an Irregularity School Test Coordinator: • Communicate with the Principal and System Test Coordinator about a possible testing irregularity • System Test Coordinator will provide guidance regarding investigation if necessary • Statements should be provided by all parties involved in the irregularity • Return all documentation to the System Test Coordinator
Steps for Reporting an Irregularity System Test Coordinator: • Collect Testing Irregularity Forms and documentation, if needed, from School Test Coordinators • Documentation may include statements from parties with knowledge of event, list of students involved, copies of training logs, etc. • Compile documentation and submit portal entry for each incident • Notify the Assessment Specialist in the Assessment Administration Division to determine appropriate coding for student answer documents • Know your system’s protocol for cases that may constitute a breach of the Code of Ethics . . . Systems typically have defined investigation protocols for such instances
Characteristics of a Quality Investigation • Examiner must notify Principal and School Test Coordinator of incident • School Test Coordinator must notify System Test Coordinator • Request detailed written statements from all parties involved if necessary • Follow up on details, probe all angles, etc. • Follow district procedures regarding alleged misconduct
Characteristics of a Quality Investigation • Provide a written summary of incident and investigation findings • Consult with GaDOE as needed. • System Test Coordinator is responsible for reporting to GaDOE • Note: • Report to GaDOE immediately, before investigation • Final documentation should be entered into portal
Irregularities – Post Testing • Make certain that all irregularities and invalidations are documented correctly before sending scorable documents • Make certain that online test irregularity forms have been finalized • Communicate to school personnel the GaDOE responses to irregularity forms and consequences of irregularities, invalidations, and participation invalidations • If appropriate, refer to PSC for investigation
Accommodations Considerations • Approved accommodations appear in the Student Assessment Handbook and in the Accommodations Manual (published September 2013) • Accommodations not specified in SAH need to be pre-approved . . . Requests must be received 4 – 6 weeks in advance of the state testing window for the applicable assessment. • Advanced Reading Aids • Plan ahead for ordering electronic formats for read-alouds (Requests should be submitted 8 – 12 weeks in advance at minimum) • This is a collaborative process between systems, GaDOE Assessment, GaDOE and the Georgia Project for Assistive Technology (GPAT)
Eligible Students • Students eligible for accommodations include: • Students with Disabilities • students with individualized educational plans • students served under Section 504* • English Learners • Students qualifying for language assistance services • EL students who are also SWD • Students who have exited language assistance services in the last two years (EL-Monitored)** *Only in the rarest of circumstances would a 504 student qualify for a conditional accommodation. **EL-M students are not eligible for conditional accommodations.
Accommodations • Accommodations allow access… • they are practices and procedures in the areas of presentation, response, setting, and scheduling that provide equitable instructional and assessment access for students with disabilities and English learners. • Accommodations reduce or eliminate the effects of a student’s disability or limited English proficiency • Accommodations donot provide an unfair advantage • Accommodations donot reduce or change learning expectations