TESTING POLICY
& OPERATIONS:
The Basics
Charter Leadership Institute
October 5th & 7th, 2015
Accountability Services
Jaime Kelley ~ Educational Consultant
Paul Davis ~ Charter School Consultant
Overview
North Carolina Testing Program
 Test Program Overview
 Test Coordinator Responsibilities
 Test Security
 Resources
2
Overview
North Carolina Testing Program
 Test Program Overview
 Test Coordinator Responsibilities
 Test Security
 Resources
3
Classroom Assessments:
Formative and Diagnostic Information
Balanced Assessment System
Summative Assessment
(Classroom, Statewide)
Benchmark Assessment
(Classroom, School, District)
Formative Assessment
(Classroom)
4
11
The ACT
10
ACT Plan
9
8
7
6
5
4
3
K-2
ACT Aspire
K-5
Diagnostics
State & Local Instructional Improvement Tools
12
Formative & Benchmark Assessments and Data Analysis
for Instruction
Diagnostic and
Formative Assessments
Student  Teacher
Measures of Student Learning
to be included in Student Growth component
in teacher evaluation
Teacher  School
School Accountability
Assessments
State  LEA  School
ACT WorkKeys
High School NC Final
Exams in core
academic non-tested
subjects
The ACT
3 End of
Course (EOC)
Biology, Math I and
Eng II
Elementary
and Middle
School NC Final
Exams in
currently nontested subjects
End of Grade (Math, English Language Arts, Science)
EOG (Math, ELA)
EOG (Math, ELA)
EOG (Math, ELA, Science)
EOG (Math, ELA)
BOG3 (ELA) EOG (Math, ELA)
Lower Elementary Measures of
Student Learning, (including mClass)
Current Testing Program
Assessments Administered in North Carolina
 End-of-Grade (Grades 3-8)
 ELA/Reading
 Mathematics
 Science (Grades 5 & 8)
 Alternate Assessments
 End-of-Course
 Math I
 English II
 Biology
 Alternate Assessments
 NC Final Exams
 Field Tests
 NAEP Testing
 LEP/ESL Assessments
 W-APT
 ACCESS for ELLs 2.0
 ACT Suite of Assessments
 ACT Aspire - Grade 8
 ACT Plan - Grade 10
 The ACT - Grade 11
 ACT WorkKeys - Grade 12
(CTE Concentrators)
Testing Window
5-day window for semester-long courses
 Includes EOC, NC Final Exams, teacher
made finals
10-day window for year-long courses
 Includes EOG, EOC, NC Final Exams,
teacher made finals
7
State Assessments
Delivery Format
 Available Paper-Pencil Format
 End-of-Grade ELA/Reading and Mathematics at Grades 3-8
 End-of-Grade Science Assessments at Grades 5
 End-of-Course Assessments (Math I & Biology)
 All North Carolina Final Exams
 Available Online Format (NCDPI recommended)
 End-of-Grade ELA/Reading & Mathematics Assessments at Grades 7 & 8
 End-of-Grade Science Assessments at Grades 5 & 8
 All End-of-Course Assessments (English II, Math I & Biology)
 All North Carolina Final Exams
 Administration Required Online (available paper-pencil for technology hardships and accessibility due to disability)
 End-of-Grade Science Assessments at Grade 8
 End-of-Course Assessment (English II)
8
Online Assessment Delivery Plan
NCTest is the online assessment delivery system for
EOG/EOC and NCFE assessments
NCTest is currently being upgraded (during October)
 Will reopen on November 7th for fall online testing
Requires NCTest Chrome app for desktops and
laptops or NCTest tablet app
NCTest Support
https://center.ncsu.edu/nc/mod/page/view.php?id=3264741
9
Item Types
Multiple Choice
Gridded Response
 EOG Grades 5-8 Math/Math I
Technology Enhanced (Online Only)
 Science/Biology
Constructed Response
 English II
 NCFEs
10
Math I Gridded (Online) Response Item
The daily profit, P, of a business that sells x units of a product each day is given by the
function P = –2x2 + 200x + 3,000. The number of units sold on Tuesday was 10 less
than the number needed for maximum possible profit. What is the difference between
the actual profit on Tuesday and the maximum possible profit?
Enter your response here:
Only 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, ., -, and / are allowed.
Calculator: Inactive
DOK: Skill/Concept
Domain: Interpreting Functions
Standard: F.IF.4 For a function that models a relationship
between two quantities, interpret key features of graphs and
tables in terms of the quantities, and sketch graphs showing
key features given a verbal description of the relationship. Key
features include: intercepts; intervals where the function is
increasing, decreasing, positive, or negative; relative
maximums and minimums; symmetries; end behavior; and
periodicity.
Gridded Response Items
*Grade 5 does not have negative sign.
Grade 5 Science Technology Enhanced Item
Distance Time Graph
5.P.1.2 Infer the motion of
objects in terms of how far
they travel in a certain
amount of time and the
directions in which they
travel (RBT =
Conceptual/Understand;
DOK = 2)
This distance/time graph shows the distance covered by an insect crawling across a
table. Using the information on the graph, place (click and drag) the remaining distances
to complete the table below.
Distance traveled in 10 seconds
Distance traveled in 20 seconds
Distance traveled in 25 seconds
40 cm
50 cm
20 cm
30 cm
Grade 8 Science Technology Enhanced Item
List of Species and Their Characteristics
• Estuarine species inhabit coastal areas; they are adapted to a mix of salt and fresh water
• Desert species are adapted to hot, arid areas which have large temperature fluctuations
• Very rare tree species inhabit the Amazon basin
• Reef-building coral inhabit coastal areas; their health and growth are negatively affected by
pollutants
• Salamander species in the southern U.S. depend on flowing water to keep oxygen levels high
enough for survival
If the changing conditions in the chart below occur, which species listed above will likely go extinct? Drag
and drop the species that will most likely go extinct for each changing condition.
8.L.4.1 Summarize the
use of evidence drawn
from geology, fossils,
and comparative
anatomy to form the
basis for biological
classification systems
and the theory of
evolution (RBT =
Conceptual/
Understand; DOK = 2)
Changing Conditions
Species Likely to Go Extinct
Sea levels rise rapidly
Estuarine
Prolonged drought
Deforestation in South America
Catastrophic oil spill in a coastal
region
Amazon rare tree
Desert
Salamander
Reef-building coral
Beginning-of-Grade 3
English Language Arts/Reading Test
 Purpose
 The BOG3 establishes a baseline measure of beginning of thirdgrade students’ English Language Arts/Reading skills.
 Based on demonstrated student outcomes in reading proficiency,
the BOG3 serves as a teacher-growth tool for determining which
teachers are well-suited to teach reading camps.
 The NCDPI uses data from the administration of the BOG3 Test
and the administration of the EOG English Language Arts/Reading
Test for school accountability growth. Additionally, students in
grade 3 who are not proficient on the EOG English Language
Arts/Reading Test, but are proficient on the BOG3 count as
proficient in the performance composite and school performance
grades.
15
Beginning-of-Grade 3
English Language Arts/Reading Test
 Purpose (continued)
 Students who score Achievement Level 3 or higher demonstrate
reading proficiency appropriate for third-grade students, which
satisfies the requirements of the Read to Achieve legislation.
 Test administrators must administer the BOG3 English
Language Arts/Reading Test between the 11th and the 15th
day of the school year.
16
Beginning-of-Grade 3
English Language Arts/Reading Test
 Eligibility
 All students in membership at grade 3 (according to PowerSchool) are
expected to participate with or without accommodations
 Exceptions
 Students with disabilities who, according to Individualized Education
Program (IEP) documentation, participate in the NCEXTEND1 alternate
assessment in accordance with state policies
 Students identified as limited English proficient (LEP) who score below
Level 4.0 Expanding on the reading subtest of the WIDA ACCESS
Placement Test (W-APTTM) and are in their first year in U.S. schools.
 In rare cases, students deemed medically fragile who, because of a
significant medical emergency and/or condition, are unable to participate
in the test administration, are granted a medical exception.
17
Read To Achieve
Carolyn Guthrie, K-3 Director
Carolyn.Guthrie@dpi.nc.gov
Nanette Wells, Charter Consultant
Nanette.Wells@dpi.nc.gov
18
NC Final Exams
Educator Effectiveness
Tests to measure student growth
as a part of educator evaluation
Library of
NC Final Exams
* Note: Not part of School
Accountability Model (“A-F”)
When:
• End of Year or Semester
• Same window as EOG/EOC
Used For:
• Providing an EVAAS score
• Only for those teachers whose
subjects are currently non-tested
• For professional growth, and as a
required component of employment
decisions
Additionally:
• 95% tested rule does not apply
19
NC Final Exams
 Charter Schools participate in the NC Final Exams
administration if:
 they receive Title 1 and/or Title II federal funds.
 they have teachers whom the charter school plans
to recommend for Standard Professional (SP2)
licensure, regardless of the receipt of Title 1 or Title
II funds.
 Charter Schools may opt to administer NC Final Exams,
even if the teachers in the schools have scores from EOG
or EOCs, but when a charter chooses to do this the scores
are used as part of the teachers’ standard 6 evaluation.
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NC Final Exam Required
(Cover Title)
Course Name
Constructed Response
(CR) Items
English I
English I
English III
English III
English IV
English IV
4th Grade Social Studies2
Social Studies Grade 42
5th Grade Social Studies2
Social Studies Grade 52
6th Grade Social Studies
Social Studies Grade 6
7th Grade Social Studies
Social Studies Grade 7
8th Grade Social Studies
Social Studies Grade 8
2
American History: The Founding Principles, Civics, and
Economics
American History: The Founding Principles, Civics, and
Economics
2
World History
World History
2
American History I
American History I
2
American History II
American History II
2
4th Grade Science2
Science Grade 42
6th Grade Science
Science Grade 6
7th Grade Science
Science Grade 7
Physical Science
Physical Science
Earth/Environmental Science
Earth/Environmental Science
Chemistry
Chemistry
Physics
Physics
Math II
Math II
Math III
Math III
Advanced Functions and Modeling
Advanced Functions and Modeling
Discrete Mathematics
Discrete Mathematics
Precalculus
Precalculus
2
ACCESS for ELLs 2.0
 WIDA Consortium begins operational administration of new
summative assessment for grades 1-12
 Used annually to assess Limited English Proficient (LEP) students’
English language proficiency
 Testing Window (ACCESS for ELLs 2.0 and Alternate ACCESS for ELLs)
 February 1 – March 11, 2016
 Mandatory online administrations
 Paper/pencil available
o Technology hardships (submit letter)
o Accessibility due to disability
 No split mode of administration
o Grades 1-3 Writing (paper/pencil)
22
®
ACT Testing
There are four required ACT Assessments
1. ACT Aspire Periodics – given to all 8th graders,
and considered the first stepping stone in determining a student’s
preparedness for college and career readiness.
2. ACT Plan – given to all 10th graders, considered the precursor to
determining a student’s preparedness for The ACT.
3. The ACT – given to all 11th graders, a curriculum and standards-based
assessment, used for college admissions and placement.
4. WorkKeys – given to all Career and Technical Education concentrators.
(Not all charter schools will have CTE concentrators.) Students who
achieve a qualifying score earn a North Carolina Career Readiness
Certificate.
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Overview
North Carolina Testing Program
 Test Program Overview
 Test Coordinator Responsibilities
 Test Security
 Resources
24
Testing and Accountability Responsibilities
Principals/Directors/Board Members are
ultimately responsible for testing and
accountability duties
North Carolina Testing Code of Ethics
Responsible for Test Security
 Materials must be stored in a secure, locked facility
o Plan your facilities accordingly
o Accessible by 1-2 staff (Test Coordinator and Principal)
o Room, closet, or locked cabinet that cannot be removed
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School Test Coordinator
 Each charter school must have a School Test Coordinator
 Must be employee of charter school
 Recommend a certified staff, but not regular classroom
teacher if at all possible (not enough time to do both)
 Must be available to attend all trainings (off-site)
 Have no other responsibilities during test administration
days
 Available for training and updates during summer months
(accountability data collection for reporting ends June 30
and results are provided for review in July/August)
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School Test Coordinator Skills
 Strong Computer Skills
 Microsoft Excel
 Microsoft Word
 Internet savvy
 Able to learn new programs easily
 Secure File Transfer System
 NCEducation online system
 HomeBase
 Able to send/receive information via e-mail/phone and
respond in a timely manner
 Strong organizational skills
27
School Test Coordinator Skills
(continued)
Available to attend regularly scheduled RAC
meetings (generally 1 time each month)
Strong interpersonal relationship skills




Training staff
Work closely with school leadership and NCDPI staff
Work closely with other staff to obtain data
Meet/talk with parents/staff to answer questions
Good listening skills
Not afraid to ask questions or address issues
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Test Coordinator Responsibilities
 Ensure test security with leadership
 Test materials
 Testing violations
 Distribution of test materials
 Ensure test materials are NOT copied or reproduced in
any way
 Order/Request test materials
 Attend and conduct training
 NC Train the Trainer Model
 NCDPI Regional Staff Train School Test Coordinators
 School Test Coordinators Train School Staff
29
Test Coordinator Responsibilities
(continued)
Create school testing plan
Schedule test administrations
Develop local policies and procedures to
ensure proper test administration
Submit materials for scanning/scoring
With assistance from RAC determine testing
irregularities
Check online systems for updates
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Test Coordinator Responsibilities
(continued)
Maintain confidentiality of student test
scores and teacher information
 Will have access to all test results and
accountability for the school
Submit data requested by RAC or NCDPI
Ensure data accuracy
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Overview
North Carolina Testing Program
 Test Program Overview
 Test Coordinator Responsibilities
 Test Security
 Resources
32
Test Security
 Test Security (page 1)
 Every precaution must be taken to ensure all test materials
remain secure at all times.
 Secure tests, including all field tests and special studies,
shall not be copied, filed, or used instruction.
 Discussing information related to the content of specific
test items or test forms is prohibited and a direct violation
of the Testing Code of Ethics.
 Testing Code of Ethics (page 2)
 Stresses the importance of maintaining test security at all
times and addresses appropriate professional practices
33
Test Security (continued)
 Testing Notification (page 5)
 Must notify parents/guardians and students advising them of the
districtwide and state-mandated tests that students will be
required to take during the school year (include dates and how the
results from the tests will be used).
 Testing Window (page 5)
 The testing window is outlined in each North Carolina Assessment
Guide
 Eligible Students (page 6)
 Test administrators must administer the test to all eligible
students in membership at grades 3 through 8 and 10 and in high
school courses in which an end-of-course assessment is
administered.
34
Test Security (continued)
 Accounting For and Storing Test Materials (page 8)
 Account to the NCDPI for all test materials received
 Provide a secure, locked facility for all tests received
 Prohibit the reproduction of any or all parts of the tests
 Prohibit their employees from disclosing the general content of the
tests or specific items contained in the tests to persons other than
authorized employees of the LEA
 It is imperative that secure test materials be tracked and
accounted for at each level of distribution.
 Prohibited Items in the Testing Room (page 9)
 Electronic devices (now includes smart watches)
 Personal belongings
 Testing aids
 Food and drink (prohibition removed)
35
Test Security (continued)
 Maintaining the Confidentiality and Security of Testing and
Accountability Data (page 17)
 When producing summaries of student performance, any group
with ten or fewer individuals must not be reported since it might
be possible to identify individual students that make up that
group.
 Roles and Responsibilities (page 18)
 Duties of the School System/Charter School Test Coordinator
 Duties of the School Test Coordinator
 Duties of the Administrator
 Duties of the Proctor
 Roving Proctors
36
Overview
North Carolina Testing Program
 Test Program Overview
 Test Coordinator Responsibilities
 Test Security
 Resources
37
Resources
 NCDPI Accountability Services
www.ncpublicschools.org/accountability
 ACT
www.act.org/aap/northcarolina/index.html
 WIDA
www.wida.us
www.wida.us/assessment/ACCESS20.aspx
 NAEP
http://nces.ed.gov/nationsreportcard/
Draft – March 2012. Check http://www.ncpublicschools.org/ready/resources/ for Updates to this Presentation
Questions?