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. 20 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. 23 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 25 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) 26 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 28 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 30 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 31 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?