System Test Coordinators’
Fall 2013 Conference
General Session
State-Mandated Assessments 2013 – 2014
Assessment Division
Recording Link (8/2/13):
https://sas.elluminate.com/mr.jnlp?suid=M.9EC9BF9F762109D3E3C3BAFDF49D33&
sid=2012003
Recording Link: (8/15/13):
https://sas.elluminate.com/mr.jnlp?suid=M.0E3142128F75036A322A1BF1BDAEFB&
sid=2012003
1
Agenda
1.
2.
3.
4.
5.
6.
7.
8.
9.
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
2
Contact Information
Melissa Fincher, Ph.D.
Associate 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 (Tony) Eitel
Director, Assessment Administration
(404) 656-0478; aeitel@doe.k12.ga.us
3
Assessment & Accountability
Associate Superintendent
Support Staff
¤ Melissa Fincher
¤ Connie Caldwell
¤ Joni Briscoe
Assessment Administration – Anthony (Tony) Eitel
∞ Bobbie Bable ∞ Deborah Houston ∞ Michael Huneke
∞ Robert McLeod ∞ Mary Nesbit-McBride ∞ August Ogletree
Assessment Research & Development – Melodee (Dee) Davis
∞ Sheril Smith ∞ Niveen Vosler
Race to the Top Specialists:
∞ Dawn Souter ∞ Jan Reyes ∞ Kelli Wright
Accountability – Joanne Leonard
∞ Nancy Haight ∞ Cowen Harter ∞ Paula Swartzberg
Growth Model
∞ Allison Timberlake ∞ Qi Qin
4
Assessment Program Contact Information
Criterion Referenced Competency Tests (CRCT)
Robert McLeod
404.656.2589
robert.mcleod@doe.k12.ga.us
End of Course Tests (EOCT)
Mary Nesbit-McBride
404.232.1207;
mmcbride@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)
August Ogletree
404.463.6675
aogletree@doe.k12.ga.us
ACCESS for ELLs, Georgia Alternate
Assessment (GAA)
Deborah Houston
404.657.0251;
dhouston@doe.k12.ga.us
5
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-ofEducation/Pages/PEABoardRules.aspx
State Board Rules relating to assessment include:
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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
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2013 - 2014 Assessments
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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
7
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.
8
General Announcements
• 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.
• Be reminded that assessment data must
report to the “FTE-reporting” location (the
school that reports the student for FTE
purposes) and that students must be assessed
per their FTE-reported grade level.
9
General Announcements
• Reasons for non-participation must be provided during Accountability
Assessment Processing in the MyGaDOE Portal. Those marked (*) are
applicable only to EOCT processing.
- Illness
- Medical Emergency
- Other
- Unknown
* EOCT Course Not Completed
* EOCT Not Required
• Principal’s Certification Form – required after each administration.
http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/Information-For-Educators.aspx
Must be kept on file by System Test Coordinator for 5 years.
• Form is posted in the ‘For Educators’ portal.
• Webinar schedule: http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/Memoranda--Announcements.aspx
10
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 )
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Reminders: Secondary Assessment Transition Plan
Ninth Graders
2011 /
2012
2012 /
2013
2013 /
2014
Tenth Graders
Eleventh Graders
Twelfth Graders
EOCT = 15% of course grade
EOCT = 15% of course grade
EOCT = 15% of course grade
[Pass one EOCT in each of the four
content areas or pass the
corresponding subject test of
GHSGT]
[Pass one EOCT in each of the four
content areas or pass the
corresponding subject test of
GHSGT]
[Pass one EOCT in each of the four
content areas or pass the
corresponding subject test of
GHSGT]
Pass GHSWT
Pass GHSWT
EOCT = 15% of course grade
Pass GHSWT
EOCT = 15% of course grade
EOCT = 20% of course grade
EOCT = 20% of course grade
Pass the GHSWT
Pass the GHSWT
[Pass one EOCT in each of the four
content areas or pass the
corresponding subject test of
GHSGT]
[Pass one EOCT in each of the four
content areas or pass the
corresponding subject test of
GHSGT]
Pass GHSWT
Pass GHSWT
EOCT = 15% of course grade
[Pass one EOCT in each of the four
content areas or pass the
corresponding subject test of
GHSGT]
EOCT = 20% of course grade
Pass the GHSWT
EOCT = 20% of course grade
EOCT = 20% of course grade
EOCT = 20% of course grade
Pass the GHSWT
Pass the GHSWT
Pass the GHSWT
Pass GHSWT
2014 /
2015
EOCT = 20% of course grade
EOCT = 20% of course grade
EOCT = 20% of course grade
Pass the GHSWT (per current
rule)
Pass the GHSWT (per current
rule)
Pass the GHSWT (per current
rule)
EOCT = 20% of course grade
Pass the GHSWT
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Reminders: Secondary Assessment Transition
• Cohort 1: Students entering grade nine for the first time
during the 2011-2012 school year and beyond
Testing Rule Amendments for this cohort include:
– Removing the Georgia High School Graduation Tests as a requirement
for graduation
– Retaining the requirement to pass the Georgia High School Writing
Test
Statewide Passing Score Rule amendments include:
– Increasing the contribution of EOCT to the course grade to 20%
• NOTE: Students would not be required to pass the EOCT to graduate but must pass
the course to earn credit
13
Reminders: Secondary Assessment Transition
• Cohort 2: Students currently in high school (entered grade
nine for the first time between July 1, 2008 and June 30,
2011)
Testing Rule Amendments for this cohort include:
– Flexibility – allowing a passing score on one of the two EOCTs in each
content area to serve as an alternate demonstration of proficiency and
stand in lieu of the requirement to pass the corresponding content
area GHSGT
– Retaining the requirement to pass the Georgia High School Writing
Test
Statewide Passing Score Rule amendments include:
• Retaining the contribution of the EOCT to the course grade at 15%
14
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.
15
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 statemandated 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.
16
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).
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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.
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Formative Assessment Initiatives
Bringing a Balanced Assessment Focus to the Classroom
Phase I items
released into
OAS fall 2012;
Phase II items
to be released
in fall 2013
Formative
Item Bank
Assessment
Literacy
Professional
Learning
Interim
Benchmark
Assessments
Pilot in winter
2013; Statewide
launch in
summer 2013
Phase I item pilot in
fall 2013; Phase II pilot
in winter 2014
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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.
1. Clear Learning Targets
2. Collecting, analyzing and using
evidence of student learning
3. Effective Feedback
4. Student Ownership of Learning
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Contact Information for GaDOE Formative
Assessment Initiatives
Dr. Melodee Davis
Director
Assessment Research and Development
404.657.0312
medavis@doe.k12.ga.us
Dr. Dawn Souter
Project Manager. RT3
Formative Item Bank
404.463.6667
dsouter@doe.k12.ga.us
Dr. Jan Reyes
Assessment Specialist, RT3
Interim Benchmark Assessments
404.463.6665
jreyes@doe.k12.ga.us
Kelli Harris-Wright, Ed.S.
Assessment Specialist, RT3
Assessment Literacy (FIP)
404-463-5047
kharris-wright@doe.k12.ga.us
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New Information for 2013-2014
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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
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Important New Information Regarding the EOCT Program:
Demonstrating Subject Area Competency
Webinar Recording from 6/10/13:
https://sas.elluminate.com/mr.jnlp?suid=M.94259A40119F07C1614A5C773C27FC&sid=2012003
Webinar Recording from 7/23/13:
https://sas.elluminate.com/mr.jnlp?suid=M.C8A1FD39267959E72C53C3E7F2F309&sid=2012003
•
•
•
•
As provided for in amendments to State Board of Education Rule 160-5-1-.15 (AWARDING
UNITS OF CREDIT AND ACCEPTANCE OF TRANSFER CREDIT AND/OR GRADES) adopted by the
Board in April 2013, the opportunity exists for students to “test-out” of any course for which
there is an associated EOCT and earn credit for the course through that process. The Rule, as
amended, stems from state law (O.C.G.A. 20-2-159.4).
Under the provisions of the amended rule and guidelines published by the Georgia
Department of Education’s (GaDOE) Office of Curriculum, Instruction, and Assessment, local
boards of education shall award course credit to students who reach the performance level of
Exceeds on an EOCT taken prior to taking the course.
A student may test-out of any course that has an associated EOCT.
As stated in the Rule, students may earn no more than three units of credit by demonstrating
subject area competency in this fashion.
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Important New Information Regarding the EOCT Program:
Demonstrating Subject Area Competency
Students must meet the following requirements to exercise this option:
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Not currently or previously enrolled in the course;
Have earned a grade of B or better in the most recent course that is the same content area of
the course for which the student is attempting the EOCT;
Received a teacher recommendation from the teacher of the most recent course in the same
content area (or, if not available, a teacher in the same content area with knowledge of the
student’s academic achievement) for which the student is attempting the EOCT; and
Received parent/guardian permission if the student is less than 18 years of age.
Schools should carefully consider which students would benefit from such an opportunity
and advise accordingly.
As part of the advisement process, schools should carefully consider which students would
benefit from such an opportunity and advise accordingly. As part of the advisement process,
schools should consider the likelihood for success in future courses that may require
knowledge and skills that are inherent within the course. In addition, the student’s postsecondary plans and needs must be considered. The test-out option should not be exercised
for students without deliberation and clear evidence of the likelihood of student success both
on the test itself and in future coursework/endeavors.
Students who do not meet the eligibility criteria above must not be assessed for this
purpose.
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Important New Information Regarding the EOCT Program:
Demonstrating Subject Area Competency
TEST ADMINISTRATION
When allowing students to attempt to earn course credit through testing out,
districts and schools shall:
• Allow eligible students only one opportunity per course to demonstrate subject
area competency.
• Systems must utilize only the GaDOE designated administration windows for this
purpose. Systems must NOT use Retest Administration forms for this purpose.
Doing so, may result in additional fees being invoiced to the district.
• Local systems will be required to identify individual students who are testing
for this purpose when the student is registered in the online platform. This is
critical to ensure the proper designation of the test for scoring and reporting
purposes. Failure to do so may result in additional fees being invoiced to the
district to correct data file/report errors.
26
Important New Information Regarding the EOCT Program:
Demonstrating Subject Area Competency
•
•
•
•
Require students who do not reach the performance level of Exceeds when attempting to
test-out to enroll in and complete the associated course. The student would again take the
EOCT at the conclusion of that course experience regardless of their score during their
attempt to test-out.
Districts/schools shall not allow students who are currently enrolled, or who have
previously been enrolled, in a higher-level course to attempt to earn credit by testing out.
For example, a student taking AP Physics may not earn credit for Physical Science through
this process.
The administration of all EOCTs for this purpose MUST adhere to the system’s local EOCT
testing calendar. This stipulation is critical to ensure test security. For example, students
taking the 9th Grade Literature & Composition EOCT for the purposes of testing out MUST
be administered the test on the same day or consecutive days that the system is
administering the 9th Grade Literature & Composition EOCT to all other students.
Districts should develop a local policy to address instances where a student has opted to
test-out and has achieved the Exceeds performance level, but then decides that they
prefer to take the course instead. Should districts permit students to do this, they must
notify the GaDOE Assessment Division and incur the costs for the student’s test-out
administration.
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Important New Information Regarding the EOCT Program:
Demonstrating Subject Area Competency
COSTS
• Systems and schools will incur no charge for students who meet
the eligibility criteria and achieve the Exceeds performance level.
• Systems and schools will incur a charge for students who fail to
achieve the Exceeds performance level. The established fee is
currently $50.00 per test. The EOCT contractor will invoice
systems for these associated costs. (As stated earlier, diligent
and thoughtful advisement of students is very important.)
• As stipulated in previously issued Guidelines related to this rule,
local boards of education may develop policies related to the
collection of these costs from parents or students, provided that
such policies require school or school district personnel to
inform the parent or student of potential costs prior to the
administration of the EOCT for this purpose.
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Important New Information Regarding the EOCT Program:
Demonstrating Subject Area Competency
“Test-Out Administration” Date:
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•
•
•
•
Invoice Received During:
August Window
September
September Window
October
March Window
April
Summer Window
August
EOCT contractor will invoice districts through the System Test Coordinator
Payment due 30 days from receipt of invoice
Failure to remit payment may delay future test-out reporting
Invoice will be accompanied by a list of “test-out” students who did not reach the
Exceeds performance level
Reports will identify any test-out administrations that occur outside the
established mid-month windows. Please work to ensure this does not occur in
your district. GaDOE will be monitoring for this very closely through various
mechanisms.
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Sample Invoice
for EOCT “TestOuts” (that do
not reach the
Performance
Level of Exceeds)
30
Important New Information Regarding the EOCT Program:
Demonstrating Subject Area Competency
AVAILABILITY
• The opportunity for students to test-out may be offered by local school systems during
specified EOCT Mid-Month windows. The first EOCT window during which this option
becomes available will be the August 2013 Mid-Month Administration.
• Beginning in the 2013-2014 school year, the opportunity for students to test-out will be
offered in the specific Mid-Month Administration windows of August, September, and
March. Beginning in summer 2014, the Summer Administration window may also be
utilized for this purpose.
• This option is not available during the Winter or Spring Main Administrations. Systems
and schools should plan accordingly.
• All test administrations for this purpose must be conducted online. The designated MidMonth test form must be used for this purpose. Assigning the wrong form to a student
will result in invalidation and may result in a charge to the district/school. Systems may
request paper/pencil materials for a student with a disability that specifically prevents
the student from accessing the assessment in an online format. Braille and Large Print
will be available for students who require these formats. Please note that the online test
has the ability to deliver a large print version.
31
Important New Information Regarding the EOCT Program:
Demonstrating Subject Area Competency
Reporting
• “Test-Out” students will appear on a Class Roster Report as with any other
student testing via the Mid-Month administration form.
• The will receive an Individual Student Report as well – that will read “MidMonth”. It will not read “Test-Out”.
• Students who take the EOCT for “Test-Out” purposes will appear in the
data file – and the data file will clearly indicate that the administration was
for “test-out” purposes.
• Summary Reports will NOT include “test-out” attempts – be they
successful or unsuccessful attempts to test-out – in order to preserve the
usefulness of Summary Reports for analyzing classroom instruction in a
course.
• The Accountability Division will provide further guidance on how test-outs
will be incorporated into the CCRPI.
32
Important New Information Regarding the EOCT Program:
Analytic Geometry
•
•
•
•
•
This new EOCT will be administered for the first time in Winter 2013.
Standards will be set in upon attainment of the necessary representative sample.
In order to ensure the necessary sample for the purposes of standard setting, systems
administering Analytic Geometry in Winter 2013 should adhere to the shipment/submission
schedule noted below:
– Administration of EOCT Analytic Geometry during the Winter 2013 Administration must
conclude no later than the end of the day, Friday December 6, 2013 (Ship “Next Day” no
later than your pick-up time on 12/9/13).
– Systems that administer the test online and those that conduct Local Scanning may
lengthen that window into the following week . . . with the need to conclude testing by
the end of the day on Tuesday, December 10, 2013 (Submit/Upload no later than the
evening of 12/10/13).
As has always been the case, systems will be asked to enter their testing dates into Pearson
Access when completing enrollment counts in August 2013.
Scores will report in January 2014.
Please plan accordingly as you complete your Winter 2013 Enrollment Counts in Pearson Access
in the coming weeks!
33
Important Reminder Regarding the EOCT Program:
Coordinate Algebra
Per an announcement from Melissa Fincher dated 6/13/13:
• In the interest of those students who took the Coordinate Algebra EOCT during the
2012-2013 school year (Winter or Spring), we are extending the retest opportunity
to ALL students.
• As a result, students who achieved the Meets or Exceeds performance level may
retest during the summer (June - July), August, September, or October retest
administration windows. Of course, students who did not meet expectations were
already eligible for this single retest opportunity.
• After much discussion with stakeholders at both the state and local levels we
believe this opportunity is appropriate for these students given the fact that the
Coordinate Algebra EOCT was our first assessment designed to reflect the
increased rigor inherent in the content standards.
• As a reminder, retests must be administered online and should follow targeted
remediation.
34
Important New Information Regarding the EOCT Program:
Other Changes
•
The following mathematics End of Course Tests (EOCTs) are being discontinued beginning
with the 2013-2014 school year: Mathematics I and GPS Algebra
As result, please note the specific information below regarding the availability of these
two mathematics EOCTs:
–
–
•
•
•
The Mathematics I and GPS Algebra EOCTs have been discontinued following the Summer 2013 administration and
will not be available for the Mid-Month or Main Administrations during the 2013-2014 school year.
To accommodate students who are eligible for a retest opportunity in these two subjects, both Mathematics I and
GPS Algebra will be available during the retest administration windows that will be open in August, September,
October, and November 2013.
Large Print font size will increase to 18 font (paper and online) beginning with the Winter
2013 administration.
Beginning with the Winter 2013 Main Administration, students who are still productively
working in a section at 60 minutes may be provided an additional 15 minutes for that
section. Systems/Schools should plan accordingly when scheduling.
All Georgia Pearson Access users will transition from TestNav 6.9.004 to TestNav 6.9.007
between October 2 and October 11, 2013. Detailed instructions to perform the uninstall of
6.9.004/install of 6.9.007 will be provided beginning in early September. If you believe it
necessary, please notify your colleagues in your system’s Technology Division of this pending
change.
35
CONDUCTING SECURE & SUCCESSFUL
TEST ADMINISTRATIONS
36
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
37
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, 20132014:
Superintendent
System Test Coordinator (STC)
System Special Educ. Coordinator
System Title III Coordinator
Principal
School Test Coordinator
Examiner
Proctor
38
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-andAssessment/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.
39
•
•
•
•
•
•
•
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.
40
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.
41
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
42
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.
43
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.).
44
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.
45
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.
46
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.
47
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.
48
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.
49
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.
50
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.
51
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.
52
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.
53
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
54
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
55
Roles and Responsibilities
Examiner
– Must hold 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
56
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
57
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)
58
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
59
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
60
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
61
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
62
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
63
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
64
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
65
When entering irregularities into the MyGaDOE
Portal . . .
• Provide comments in the “Comment” section to help elaborate on
the irregularity (or in the “Reason for Invalidation” section if
applicable)
• Please include in the comments the Form # in question (if applicable)
• If it has been determined that the irregularity will result in invalidation
– make sure to indicate “Yes” in that drop-down box
• Names of students and their GTIDs must be provided
• Upload statements and other documents that provide necessary
details on the event.
• Make sure you indicate the correct “Assessment Cycle” (Date) in that
field
• In an event that involves multiple students – some of whom may be IR
and some who may be IV, please enter them as two separate records
66
Accommodations and Special
Populations
67
Accommodations Considerations
• Approved accommodations appear in the Student Assessment
Handbook and in the Accommodations Manual (published
2008)
• Accommodations not specified in SAH need to be preapproved . . . 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)
68
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 do not provide an unfair advantage
• Accommodations do not reduce or change learning
expectations
Accommodations
In Georgia accommodations MAY NOT
• alter, explain, simplify, paraphrase, or eliminate
any test item, reading passage, writing prompt, or
choice option
• provide verbal or other clues or suggestions that
hint at or give away the correct response to the
student
Only state-approved accommodations may be
used on state-mandated assessments, following
the guidance issued.
Test Administration Accommodations
• Accommodations provide access for demonstration of
achievement
– Allow participation
– Do not guarantee proficiency
• and therefore should not be selected solely as mean to help
ensure proficiency
• Must be required by the student in order to participate in the
assessment
• Must be provided during routine instruction and assessment
in the classroom (both before and after the state tests are
administered)
Key Considerations
• For students with disabilities IEP teams should
consider –
– the characteristics of the disability or the combination
of disabilities for the individual student
– how the disability affects/impacts the learning of
specific content
– how the disability affects/impacts the demonstration
of learning
73
Key Considerations
• For English learners EL-TPC teams should
consider –
–
–
–
–
the student’s level of English proficiency
the student’s level of literacy in English
the student’s level of native language proficiency
the student’s level of literacy in native language
• Where a student is both SWD & EL, the
appropriate educators need to converse
regarding how to appropriately accommodate the
student in light of both plans that would apply.
74
Plan for Accommodations
•
•
•
•
•
•
•
•
Know who your SWD, EL, and 504 students are who require accommodations . . . And
plan well in advance for their needs.
Plan for small groups and the need for the same form number/letter.
Know who your visually impaired students are and ensure you have adequate materials.
Make provisions for Extended Time students.
Plan in advance for any Word to Word (EL) Dictionary needs.
Ensure that examiners are familiar with the proper way to deliver the necessary
accommodations.
Collaborate with others as needed to ensure that “paperwork” (IEP’s, EL-TPC’s, 504
Plans, etc.) is in order.
The transposition of student responses to a student answer document (in cases such as
Large Print and Braille administrations) should be completed with a witness present . . .
The witness should hold a PSC-issued certificate. It is critical that staff confirm that this
process is completed where required. A form to document this process is now
provided in the Student Assessment Handbook under Required Forms.
75
Accommodations
• Any accommodation(s) given to a student during the
administration must be specified in the student’s IEP,
504/IAP, EL/TPC.
• All accommodation(s) during state mandated testing
should reflect instructional practices. Students
should not experience an accommodation for the
first time on a state assessment.
• School Test Coordinators must ensure that students
are given their appropriate accommodations, before
a student begins to test.
76
Accommodations
• Additional information and guidance on the
appropriate use of accommodations:
– Accommodations Manual: A Guide to Selecting,
Administering, and Evaluating the Use of Test
Administration Accommodations for Students with
Disabilities (published 2008)
– Found on the GaDOE web site
(http://www.gadoe.org/Curriculum-Instructionand-Assessment/Assessment/Pages/default.aspx;
in the link labeled ‘For Educators’)
77
Individual Requests
In rare instances, the GaDOE will consider a request for use of an accommodation that is not included
in the Student Assessment Handbook, on a student by student basis. In order to consider the request,
the Assessment Division will need detailed information for the/each student. See the Student
Assessment Handbook for the required information that must be submitted.
The Assessment Division will review this information with staff from the Division of Special Education
Services and determine if the request can be granted. To grant the request, there must be a clear
relationship between the student’s disability and the need for the accommodation to access the test.
Accommodations that serve to grant the student a differential boost in correct answers cannot be
approved if that is the sole reason for the request. Given that accommodations are to be prescribed
based upon the needs of individual students, requests that are identical for multiple students are not
appropriate and will not be reviewed.
•
•
•
•
The System Test Coordinator must review all requests submitted by their local schools PRIOR to
submission to GaDOE and indicate their approval of the school’s request. Requests must be
reviewed with consideration given to the purpose of the assessment and the constructs measured.
Requests must not be forwarded to GaDOE if they are not appropriate and/or are incomplete.
Requests must be submitted by systems in a “batched” fashion so that all being submitted for
each state assessment are provided to GaDOE at one time (e. g.: all CRCT requests submitted in
one batch).
This will likely require local systems to establish internal timelines for such requests to be tendered
to the System Test Coordinator.
This information should be submitted to the Assessment Division by submitting the form by fax at (404)
656-5976, or preferably by emailing the information to Melissa Fincher, Associate Superintendent at
mfincher@doe.k12.ga.us. Requests MUST be received six weeks prior to the opening of each
applicable state testing window for consideration.
78
Post Administration
Info/Reminders
79
Collecting Materials
• In a supervised setting, at the conclusion of testing:
– The School Test Coordinator . . . Conducts, coordinates, and
supervises inspection of all completed answer documents for
the following purposes only . . .
• to ensure that student demographic and identification information is accurate
• that necessary coding/labeling is complete
• that documents are in good condition for scanning/scoring. (If there is concern
about some form of damage, stain, tear, etc., please contact GaDOE Assessment to
discuss.)
• Count the answer documents and test booklets to account for the
appropriate number
• Check to make certain there are no answer documents left in the
test booklets
• Unnecessary handling of answer documents must be avoided
• The timely return of answer documents ensures a timely return of
scores – for your systems and, to some degree, others
80
Returning Scorables and Nonscorable
Materials
• Arrange for pickup of test materials. Refer to Test
Coordinator Manual regarding pickup protocols
• Prior to shipping, make certain that there are no
documents left in the schools or district offices and
that an accounting of all documents is completed
• All materials should be in the proper order as
explained in the Test Coordinator Manuals
81
Transferring Student Test Scores
• It is the responsibility of local school systems
to ensure that test scores become a part of
students' records as soon as possible after
testing, and that such records follow students
to their new schools
82
Dissemination of Test Scores
• Results for individual students are critical for certain grades and
subjects
• Initial test results are released on the department’s secure portal,
MyGaDOE, or through Pearson Access
– To have access to these downloadable roster reports and data files, it is
imperative that System Test Coordinators acquire a login and password
• Requests for data from other personnel in the system (e.g.
principals, teachers, parents, etc.) will be directed to the System
Test Coordinator
• Individual student reports, rosters, school level summary reports,
and system level reports are made available to districts via printed
copy
• Most importantly, parents must receive their student’s report(s) on
a timely basis
83
Test Administration & Errors
Please note that mistakes in test administration that occur in a school or system may result in
the local school system being invoiced for the costs incurred to correct any resulting errors in
test data/reports.
Such errors that may result in costs being borne by the local school system include, but are not
limited to:
•
•
•
•
•
•
•
•
•
•
late return of scorable materials
failure to report irregularities in a timely manner
use of old/incorrect answer documents
not correctly coding student information or incorrectly using one student's label for another student
incorrect coding of header sheets, incorrect use of school names, inaccurate grouping of answer
documents
failure to transpose student responses (i.e., for Braille students or other accommodated students) from
the test booklet to an answer document
leaving scorable answer documents in test booklets or shipping scorables with non-scorables
administering the wrong test(s) to the wrong student(s)
return shipments sent to the wrong location/wrong contractor
local scanning errors (EOCT)
These errors may necessitate custom and/or hand scoring, creation of new student, school, system, or state
reports and/or data files and some may be irreparable.
84
Ethics and Assessment
85
CODE OF ETHICS FOR GEORGIA EDUCATORS
Revised 2009
The Professional Standards Commission (PSC) adopted
a revised Code of Ethics for Georgia Educators in July
2009. This revision provided for a standard specific to testing.
PSC Ethics Division: http://www.gapsc.com/Ethics/Home.aspx
Standard 11: Testing - An educator shall administer state-mandated
assessments fairly and ethically.
Unethical conduct includes but is not limited to:
1. committing any act that breaches Test Security; and
2. compromising the integrity of the assessment.
86
Test Security Reminders
• Be thoroughly familiar with the Student Assessment
Handbook and test administration manuals
• Thoroughly train everyone involved in testing
• Make everyone in the school/system aware of the
importance of security and the consequences of violating
security, including students, parents, community,
custodians, cafeteria personnel, bus drivers
• Follow all protocols
• Report problems in a timely manner
– Including referrals to PSC
– Principal’s Certification Form is required after each
administration and must be maintained by the System Test
Coordinator for 5 years
87
Test Security Reminders
• Advanced planning is necessary
• Solid logistical procedures must be in place
• Secure storage before, during, and after must be
present
• Clear and concise communication about roles and
responsibilities
• Documented training
• Loss of test booklets, answer documents, and/or any
other secure materials constitute a breach of test
security that can result in a referral to PSC
88
TOP PROGRAM TOPICS:
THINGS TO KEEP ON YOUR RADAR
89
CRCT: Top Topics
•
The CRCT will assess student knowledge in the statemandated content standards in reading, English/language
arts, mathematics, science, and social studies.
• Updated for 2013-14: Test Content Descriptions, Test Content
Weights, and Study Guides for Reading, ELA, mathematics,
science, and social studies will be available on the CRCT
website.
• Grades 1 and 2 will not be assessed.
• The CRCT Enrollment System will be available Dec. 13- Jan.
10. Timely and accurate information is critical for shipping,
scoring, and reporting.
90
Considerations for Scheduling for CRCT and
CRCT Retest
• There are important considerations to keep in mind when seeking to ensure
that your main and retest windows are scheduled to allow for the receipt of PL
1 reports in a timeframe that offers adequate time for timely parent
notification, for preparation of materials/online test setup, and for required
remediation and instructional support to students. Careful planning is needed
– especially in instances where a district elects to test both late in the main
administration window and also retest before the close of school (for many
districts this will be the week of May 19 this year).
• CTB provides a 5 business day turnaround for electronic posting of PL 1
summaries. This can also be calculated as 8 days (to account for weekends)
from the pickup date with the pickup date counting as day 1.
• The 5 business day turnaround applies after the representative sample has
been reached. To use as a reference, for 2013, the representative sample was
met the week of April 29. Dependent upon a district’s last day of school, those
that test early in the window should have ample time to prepare and complete
retesting prior to the close of school.
91
CRCT Scheduling – Cont.
As a guide in determining if your testing schedule will provide
adequate time for notification of parents, preparation for the
retest, and providing required instruction/remediation between
receipt of PL 1 reports and the retest:
1.
2.
3.
4.
Look at your retest start date (and does it provide for a 5 day window)
Count back from your retest start date the projected number of days for
accelerated, differentiated, or additional instruction for those who
obtain a score of Does Not Meet (PL 1)
To have electronic main administration results prior to beginning your
remediation programming, count 8 calendar days prior to the
remediation start date; this is the latest date your main administration
scorable materials should ship
Now look at the start date for your main administration. Are there a
minimum of 9 days between the first and last day of your main
administration window prior to the ship date? Day 9 can also be your
ship date provided any day 9 makeups are included in your shipment.
92
CRCT Scheduling – Cont.
Scheduling pick up of scorable materials
• During the CRCT enrollment window, you will be
required to provide CTB with a pickup date not more
than 5 days after the close of your 9 day main
administration window – ex. if your testing window
closes on April 23, 2014, then your pick up date
should be no later than April 30, 2014
• For pickup date changes after the enrollment
window closes, contact CTB 2 weeks in advance to
ensure your pickup request can be adjusted.
93
CRCT-M: Top Topics
•
IEP Teams must evaluate all students who achieved “Basic Proficiency” on the
CRCT-M in 2013 to determine whether or not the student should remain on the
CRCT-M. All IEPs must contain evidence to support assessment placement.


If the student has participated in the CRCT-M for one year and achieved “Basic Proficiency”, 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.
If the student has participated in the CRCT-M for two (2) or more consecutive years and earned a
Basic Proficiency score on a content area CRCT-M in each of those years, they are ineligible to
participate in the CRCT-M in that content area in 2013-2014. The performance of these students
indicates that they are ready to take the general assessment (CRCT).
•
The CRCT-M Enrollment System will be available Dec. 13- Jan. 10. Timely and
accurate information is critical for shipping, scoring, and reporting.
•
As with your CRCT spring and retest windows for grades 3, 5, and 8, make sure
to plan your calendar to allow for the notification of parents and the delivery of
remediation prior to the retest administration.
•
Make certain that your schools administer the proper assessment to students!
Participation Guidelines to assist IEP teams appears at:
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/CRCT-M.aspx
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•
EOCT: Top Topics
New: Parameters for the completion of retest administrations are now present in the
Student Assessment Handbook
–
While the presence of multiple windows to administer retests is designed to allow systems to
customize their local remediation opportunities to the needs of students, they are not intended to
allow for an excessive period of time between the conclusion of the course itself and the retest.
Retests stemming from the various EOCT administration windows should adhere to the following
constraints:
Original EOCT administration that resulted in Does Not Meet
Fall Mid-Month Administration
Winter Main Administration
Spring Mid-Month Administration
Spring Main Administration
Summer Main Administration
•
February Retest Administration
March Retest Administration
June/July or August Retest Administration
September Retest Administration
October Retest Administration
Available for online testing only; a preliminary report for online testing that can be requested at
any time by a test administrator during the testing administration once a student/class completes
testing
Staggered delivery of testing materials
–
•
following
following
following
following
following
On Demand Rosters
–
•
Retest opportunity completed no later than the:
Up to three (3) test delivery dates scheduled to coincide with the opening of district testing
windows
Storing of local scanning documents
–
Answer Documents should be returned during a defined window at the conclusion of the state
testing window
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ACCESS for ELLs: Top Topics
•
•
•
•
•
•
•
Maintain a file of examiners who have earned scores of 80% or higher on the domains of
ACCESS for ELLs that they will be responsible for administering in 2014. Remember,
examiners must re-certify on an annual basis.
Monitoring Training of Examiners
–
No changes to usernames and passwords
–
The online course becomes available October 15 (including the Test Administrator’s
Manual)
Closely monitor the number of English learners (ELs) in your systems to ensure an accurate
order of materials in December.
Be prepared to provide the number of ELs who can not participate in one or more domains
due to a severe cognitive disability designation (Alternate ACCESS).
Return shipping labels and instructions for returning materials are included with shipment of
materials in January.
The state testing window for ACCESS is six-weeks in length –systems may utilize the entire
window as needed. The windows for ACCESS for ELLs and the Alternate ACCESS for ELLs are
the same.
NEW for 2013-2014: ACCESS Listening will be delivered via media for the first time this year.
More details will be available during the examiner online training that becomes available in
October 2013 – and in our annual pre-administration webinars in mid-November 2013.
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GAA : Top Topics
•
•
•
•
•
The high school GAA assesses standards that are derived from Access courses taken
by students with significant cognitive disabilities. Revised blueprints, resulting from
the transition in the state content standards in 2012-2013, remain available – as
does a separate blueprint for high school retesters who were assessed for the first
time prior to last school year (2012-2013). Remember, the mathematics standards
for alternate assessment students, who are assessed for the first time in grade 11,
will NOT transition to the CCGPS until next year (2014-2015).
Retest opportunities began during the 2011–2012 school year for high school
students who did not earn a proficient score in one or more content areas. A
student may have up to two opportunities to retest during a single school year.
Student work becomes secure test material once it has been placed in the
assessment binder as a piece of evidence. Only original evidence is scored. A
permanent product must be the work of the student.
The required Validation Form must be completed and signed by both the person
submitting the portfolio and the building administrator.
Binders and other materials will arrive beginning in late August. Return shipping
labels and instructions for returning portfolios will be included with a second
shipment of materials, in February.
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GHSGT: Top Topics
The process of phasing-out the GHSGT continues:
•
•
•
Students who entered grade 9 for the first time between July 2008 and June 2011
may apply a passing score on one of their two subject-area EOCT in lieu of a
passing scores on the corresponding subject-area GHSGT to be eligible for a
Georgia public school diploma.
Students who entered grade 9 for the first time prior to July 2008 must still pass
each subject-area GHSGT to be eligible for a Georgia public school diploma.
Students who entered grade 9 for the first time on or after July 1, 2011 do not
need to pass the GHSGT to be eligible for a Georgia public school diploma;
therefore, these students should NOT be assessed using GHSGT.
Number of GHSGT Spring 2013 Tests Scored
Statistics and careful analysis of individual test records should be made prior to ordering materials
ELA
Math
Science
Social Studies
GPS—18,180
GPS—31,085
GPS—22,264
GPS—83,525
GPS/QCC—25
QCC—397
GPS/QCC—433
GPS/QCC—365
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Writing: Top Topics
• All students still must pass the Georgia High School Writing Test (GHSWT)
to be eligible for a Georgia diploma.
• GHSWT main administration is on Wednesday, September 25, 2013, with
the make-up administration on Thursday, September 26, 2013.
• SchoolHouse will again be available for ordering materials for the Grade 8
Writing Assessment beginning on September 30, 2013. Ordering materials
on SchoolHouse for the spring GHSWT and Grade 5 Writing Assessments
will begin on November 18, 2013.
• Student performance data for the Grade 3 Writing Assessment will
continue to be collected using the online web-based application. Training
on the web-based application will be provided via webinar on January 2830, 2014.
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GHSGT & Writing Enrollments
• GHSGT enrollment is entered on PearsonAccess.
– http://www.pearsonaccess.com/cs/Satellite?pagename=Pearson/QuickLink/ga
• Writing enrollments are entered on SchoolHouse.
– http://ncsschoolhouse.com/
• Enrollment is generally 3 months prior to the assessment date
• GHSGT enrollment numbers are based on the past year’s scored papers.
– Numbers may be changed by calling Pearson
– Additional orders may be made once materials arrive in the system (please keep to
one order for your entire system).
• State Board rule (160-3-1-.07) requires that districts/schools have a preregistration process for the GHSGT and GHSWT for those wanting to
retest at the next administration window.
– Pre-registration is a vital step to ensure that adequate materials are present in the
district on test day. Not having a pre-registration process in place has the potential to
jeopardize students and their ability to earn a diploma.
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OAS: Top Topics
• The Georgia OAS will be available for use
beginning August 12, 2013.
• Details, including reporting features,
will
Training Tab has many resources.
be discussed in upcoming webinars.
• As part of Georgia’s Race to the Top work, GaDOE continues to
develop new formative and benchmark assessment resources.
Those that were made available last school year will be augmented
by additional items (both formative and benchmark) over the
course of 2013-2014.
– New items can be found by clicking on “Formative” in the drop
down menu when “shopping” for items.
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NAEP: Top Topics
• The National Assessment of Educational Progress
(NAEP) collects data about what students know and
can do in a variety of subjects.
• Participation in NAEP is required by federal and state
law.
• Schools and students are sampled by NCES to
represent national and state demographics.
• Assessment is administered by contracted team.
• Scores are calculated and reported for states and
selected districts only.
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GKIDS: Top Topics
• Teachers should contact the school coordinator first and then the
system test coordinator for assistance with GKIDS.
• Teachers should enter student information into the website in a timely
manner. As discussed on the following slide, a new option exists for
this process beginning 2013-2014.
• Students who transfer from a school/classroom should be released
through the GKIDS website so they can be acquired by the new
teacher.
• GTID issues should be addressed with the school student database
contact and/or the GaDOE Technology Services Division.
• There is not a state-mandated baseline or end of year summary of
required elements.
• Teachers are responsible for students’ end of year reports prior to the
end of the administration window in May.
• A mid-year data file will be available in January 2014.
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GKIDS: Top Topics
NEW: Pre-Population Option
There are now two ways for teachers to add students to their class lists. Systems
may require that all of their schools select the same option or they may allow
schools to choose which option to use – however, all teachers in a single school
should use the same option. Please plan to attend our GKIDS Pre-Administration
Webinars on August 29 and September 4.
– Enter students manually. This can be done at any time during the school year, beginning on
August 5, 2013 and will be no different than previous years.
– Select students from a Pre-Populated School List. After Pre-ID Cycle 1, GCA will upload
student demographic information in September. The GKIDS site will be down from September
15-23 while the student information is uploaded.
On September 23, the website will be back online, and teachers may select
their students from a school list if they have not already added their students
manually.
Note: If teachers in schools/systems that will use pre-population wish to start assessing students at the
beginning of the school year, before September 23, they may use the recording sheet posted on the
GaDOE website if desired: http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Documents/GKIDS%20Recording%20Sheet.pdf
ONLINE FORMS IN THE MyGaDOE
PORTAL
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Assessment Online Forms
https://portal.doe.k12.ga.us/login.aspx
• Superintendent’s Certification Form
January – June: Submit no later than July 31
July – December: Submit no later than January 31
• Testing Irregularity Form
• Rescore Request Form (Please email/call appropriate Assessment
Specialist as well)
• Special Administration Request Form
– In addition, these requests require a letter from the System Superintendent outlining
rationale for the request.
– Remember that special administration requests for the GHSGT and GHSWT should be
rare and only requested for extraordinary circumstances as defined in the Student
Assessment Handbook.
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Assessment Online Forms
https://portal.doe.k12.ga.us/login.aspx
• Special Administration Request
– STC > Superintendent > GaDOE
• Assessment Rescore Request
– STC > GaDOE
• Testing Irregularity
– STC > GaDOE
• Superintendent’s Test Certification
– STC > Superintendent > GaDOE
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Entering IRs into the MyGaDOE Portal
In the MyGaDOE Portal, find
the “Surveys” section and
click on “More”
https://portal.doe.k12.ga.us/login.aspx
Click on “View Summary”
next to Testing Irregularity
Form
Click on “Add New
Record”
Click on “Start”
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Entering IRs into the MyGaDOE Portal
https://portal.doe.k12.ga.us/login.aspx
• See the Online Forms QuickStart Guide on the
Assessment and Accountability home page.
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Evaluation Link
https://www.surveymonkey.com/s/HSMTMLV
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