School Test Coordinators’ Meeting September 21, 2011 Jasper County

School Test Coordinators’

Meeting September 21, 2011

Jasper County

• OUR MISSION is to graduate all our students prepared for future opportunities.

• OUR CORE BELIEFS All students can learn Students should be challenged with a rigorous and relevant curriculum . Visionary leadership is essential to continuous improvement . Employing and retaining quality personnel and providing opportunities for their

professional growth is essential to system effectiveness. Decision-making is data driven. Creating a caring culture is key to engaging all learners. Everyone takes personal responsibility for achieving targeted results. It is the responsibility of the system to engage all stakeholders in the

educational process. It is the responsibility of the system to be good steward of resources.

• OUR VISION is to provide committed staff, supportive environments, and high standard to achieve academic growth and success

CRCT AMOs

HS AMOs

Georgia’s Student Assessment Program

• The primary purposes of Georgia’s assessment program are:– To provide a comprehensive perspective of

academic achievement at the student, class, school, system, and state levels.

– To provide useful information to aid:• teachers and administrators in instructional

planning;• students and their parents in personal decision

making;• educators and the general public in evaluation of

educational programs.

5

2011 - 2012 Assessments• ACCESS for ELLs (K-12) – Amy Johnson

• Criterion Referenced Competency Tests (CRCT) (3-8) – Cheryl Marrett

• Criterion Referenced Competency Tests - Modified (CRCT-M) (3-8) – C Marrett & J Aubry

• End-of-Course Tests (EOCT) – Kelvin Thomas

• Georgia Alternate Assessment (GAA) (3-8, 11) – Jolynn Aubry

• Georgia Work Ready – Kelvin Thomas

• Georgia High School Graduation Tests (GHSGT) (11 & 12) – Kelvin Thomas

• Georgia Inventory of Developing Skills (GKIDS) (K) – Lynn McEleheney

• Writing Assessments (3, 5, 8, and 11) – Cheryl Marrett

2011 – 2012 Assessments

Due to budgetary constraints, the following will not be administered during the 2011- 2012 school year:– CRCT – grades 1 and 2

Gr. 1 & 2 “Instructional Assessments” remain available in the Online Assessment System (OAS)

– GAA – grades 1 and 2 – Norm-Referenced Tests

7

Note: If a system mandates a local assessment in grades 1 and 2, an alternate assessment must be administered – We will administer the GAA in 1st & 2nd Grades

General Announcements• Reasons for non-participation must be provided

during AYP Assessment Processing in the MyGaDOE Portal:− Illness − Medical Emergency− Other − Unknown

• Principal Certification Form – required after each administration. http://www.gadoe.org/ci_testing.aspx

– Must be kept on file by System Test Coordinator for 5 years @ school level also.

– Form is posted in the ‘For Educators’ portal.

• Webinars – call me if interested in viewing a Webinar on a particular assessment

8

http://www.gadoe.org/ci_testing.aspx

Highlights of Changes to the Student Assessment Handbook

• Secondary Assessment Transition Plan• Addition of CRCT-M Information• Revisions to EOCT section Revisions to EOCT section (Secondary Assessment Transition

Plan, Scheduling, Re-Test Administrations, new GPS Algebra & GPS Geometry)

• Revisions to GAA section (Re-Test Administrations)

• Revisions to the GHSGT section (Secondary Assessment Transition Plan, discontinuing of QCC forms in ELA, Science, and Social Studies)

• Clarifications regarding ELL word to word dictionaries and ELL-TPC plans

• Additions/Changes to the test security section (“Must Not Do” list, Roles & Responsibilities)

• Annual edits (dates, etc.)

9

Reminders

• Do not include GTID numbers in emails –

• Please do not over-order materials – costs are increasing significantly due to system over ordering.– Overages are provided at the both

system and school levels.

10

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).

12


• In April 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 )

13

http://public.doe.k12.ga.us/_documents/doe/legalservices/160-3-1-.07.pdf

http://public.doe.k12.ga.us/_documents/doe/legalservices/160-4-2-.13.pdf

Secondary Assessment Transition Plan

• 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.

14


• 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%.

15

Ninth Graders Tenth Graders Eleventh Graders Twelfth Graders

2011 / 2012

EOCT = 20% of course grade

Pass the GHSWT


[Pass one EOCT in each of the four content areas or pass the corresponding subject test of GHSGT]

Pass GHSWT



Pass GHSWT



Pass GHSWT

2012 / 2013


Pass the GHSWT


Pass the GHSWT



Pass GHSWT



Pass GHSWT

2013 / 2014


Pass the GHSWT


Pass the GHSWT


Pass the GHSWT



Pass GHSWT

2014 / 2015

Common Core Assessment Implementation

(Language Arts & Mathematics)

EOCT = 20% (Science & Social Studies)








Pass the GHSWT


16


Cohort 1Students who enter grade 9 for the first

time in SY2011 -2012 or after

Cohort 2Students who entered grade 9 for the first time between July 2008 and June

2011

*In science, students may take Physical Science or Physics (no EOCT for Physics).

17

GHSGT and EOCT TransitionAn example of anticipated GHSGT Student Participation Percentages

* The EOCT passing percentage for the cohort that is approaching testing should be used. For instance, students who will be grade 11 in March 2012 would have taken EOCT 9th Grade Literature in 2009 – 2010. The best approach will

be for your high school(s) to review individual students to determine their testing needs . . . And the amount of materials required.

** This percentage will almost certainly be higher because most students will not have been administered these EOCTs yet due to the fact that US History and Economics courses tend to be taken/finished after the GHSGT administration in

March of the grade 11 year.

GHSGT Content ELA Mathematics Science Social Studies

EOCT Content

9th Grade Lit. &

Comp.

American Lit. &

Comp.

Math I

Math II Biology Physical

ScienceU.S.

History Econ.

% Passed in Spring 2011 *

82% 88% 61% 55% 70% 76% 66% 72%

GHSGT % anticipated to test in grade 11

12%-18% 39%-45% 24%-30% 28%-34%**

18


• This transition plan was developed in consideration of the planned implementation of Common Core Assessments in 2014-2015.

• Beginning in 2011-2012 , Adequate Yearly Progress will be calculated using EOCT scores for selected courses.– AYP would be calculated by course (such as American

Literature)– The final determination of courses to be used for

this purpose is still pending

19

PLANNING FOR TEST ADMINISTRATION

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 effect professional certification status.


Detailed descriptions of roles and responsibilities are provided in the SAH, 2010-2011.

• Superintendent• System Test Coordinator (STC)• System Special Education Coordinator• System Title III Coordinator• Principal• School Test Coordinator• Assistant School Test Coordinator• Examiner• Proctor

Scheduling Considerations

• Mandated tests must be scheduled in accordance with published GaDOE testing dates. – The Statewide Assessment Calendar can be found on

the GaDOE Testing web page in the ‘For Educators’ portlet.

• 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 man-power.

Scheduling Considerations

• Each school has the option of deciding whether students will be tested in their classrooms or in a large-group setting.– 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 – if testing in an auditorium, you must leave every other seat and row empty.

– A sufficient number of proctors must be available to assist with test administration and monitor test security.

Testing Plan

Each school will develop and implement a testing plan which includes each 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– examiner administer the accommodation

appropriately – ensuring the logistics are thought-through.USE JCSS outline

Materials Management• 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 each test administration – you must have a secure location.

• 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, or student responses on it . . . It is considered secure.

26

Managing Test Security

• Lock tests up!• Require students put their names on the

test booklets.• Teachers should sign tests in and out –

note dates and times.• All system personnel are prohibited

from reviewing contents of test booklets.*

• Do not copy any secure test materials.• Monitor students.

*Interpreters may review, with supervision, to plan for administration.

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 - if they will in the class during testing, they should be trained

Planning for a Conducive Environment

• Seating spaces and writing surfaces are large enough • Seating arranged to prevent cheating. • NO cell phones, PDAs, or other electronic devices in

the exam room. • 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 (or who arrive to school late).

Planning for Testing Administration

EXAMINERS • Verify that students’ answer documents are

prepared correctly before testing begins. • Verify that students respond in the

appropriate sections of the answer document (e.g., that social studies items are answered in the section marked SOCIAL STUDIES).

• Verify that form numbers/letters are coded correctly on student answer documents.


PROCTORS • Proctors are always recommended.• When more than 30 students are to be tested

in one room, the assistance of a proctor is required.

• At least one proctor is required for each additional 30 students.

• If students are tested in groups of 30 or fewer, a proctor is highly recommended.

• Proctors must be trained in appropriate test procedures before testing begins.

• Tasks which they must perform should be clearly specified.


Resources and Aids • NO dictionaries, textbooks or any other aids

and/or resources that would provide assistance.

• Any instructional materials that are displayed in the room, such as posters, should be covered or removed during testing.

• Review the calculator policies for each program. Programmable calculators are not allowed on any state assessment.

Accommodations Considerations

• Allowable for students with IEPs, 504/IAP, or ELL Test Participation Plans

• Assistive Technology– Plan ahead for ordering Kurzweil

• Large Print, Braille, and Small Group Kits• State required coding (SRC)• Homebound and hospitalized students -

tests should not be kept overnight – must be checked out & in on a daily basis

Plan for Accommodations

• Know who your SWD, ELL, 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 (request LP ASAP) are and

ensure you have adequate materials.• Make provisions for Extended Time (time and ½) students and Frequent

Breaks.• Plan in advance for any Word to Word (ELL) 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, ELL-

TPC’s, 504 Plans, etc.) is in order.• The transfer 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 – use JCSS form

34

Accommodations• Any accommodation(s) given to a student during

the administration must be specified in the student’s IEP, 504/IAP, ELL/TPC – ALL ELL Students (active, monitored, & waivered).

• All accommodation(s) during state mandated testing should reflect instructional practices however –if it’s in the IEP, 504/IAP, ELL/TPC, use it!

• School Test Coordinators must ensure that students are given their appropriate accommodations, before a student begins to test – Start with Infinite Campus report

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

– Found on the GaDOE web site (http://www.gadoe.org/ci_testing.aspx; in the portlet labeled ‘For Educators’)

36

http://www.gadoe.org/ci_testing.aspx

Note Regarding English Language Learners

(ELLs)• The U. S. Department of Education (USED) has

changed the term for this special population of students from English Language Learners (ELLs) to English Learners (ELs).

• This change will be phased in on documentation over the course of 2011 – 2012 . . . and as the 2012 – 2013 school year arrives.

• You will begin to see this change over the next 12 months as the new term is phased in.

37

Assessment Administration

Materials

• School Test Coordinator should count and sign for all materials received.

• Materials should be in a locked, secure location at all times

Restricted access must be confirmed.

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 all materials as examiners check in the materials at the end of testing each day.

Materials• Each school should have a test administration

plan which outlines when tests are to be distributed and collected each testing day.– Schools should distribute materials

immediately before testing.– Schools should collect materials

immediately at the conclusion of testing each day (or after each “period” if applicable).

• No one should have access to secure materials for lengthy periods of time.

Materials• Pre-ID labels (if 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.

– Labels should be applied to answer documents prior to administration.


–Refer to Student Assessment Handbook for detailed information.–Principal has ultimate

responsibility for all testing activities within the school.

• Emphasis : The Principal must complete the Principal Certification Form after each administration.


• School Test Coordinator– Security of all test materials–Material distribution/return– Attend training – Sign out materials–Monitor test administration

environment– Receive/verify test materials after

testing each day


• School Test CoordinatorDetailed list of responsibilities in SAH

Do Not “delegate” everything to Assistant School Test Coordinator

School Testing Coordinator (& Principal) is ultimately held responsible


• Examiner– Must be certified– Security/verification of test materials– Control of testing environment and active

monitoring– Accuracy of information on answer

documents– Follows procedures for testing as given in

Examiner’s Manual, including reading all directions to students

– Detailed list of responsibilities in SAH


• Proctor–Must be trained–With examiner supervision, ensures

that students are managing test materials appropriately

– Active monitoring–Detailed list of responsibilities in

SAH

Irregularities

• All personnel in the local system must follow protocol as they become aware of testing irregularities.

• Signs of any testing irregularity must be dealt with immediately. – Test Examiner > School Test

Coordinator > System Test Coordinator > GaDOE

Irregularities• All irregularities must be coded, documentation

completed and submitted to the GaDOE Assessment Administration Division.

• 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).

• Only the GaDOE may invalidate assessments always allow a student to complete an assessment if possible

• 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.

• 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 (for GAA) are lost – GAAs should not leave the building. Do Not take home or to BOE (except when complete). If Special Education Department needs to check GAAs away from your campus, they will check them out from you.

• Examples of irregularities during Testing Administration:– Test Examiner fails to provide an examinee

with a documented accommodation or provides examinee with an accommodation that is not documented.

If a student has an accommodation, they may not opt not to use it - i.e., if a student has write in booklet - they mustthey must, do not give them an answer sheet.

– For more examples, please refer to the SAH.

Steps for Reporting an Irregularity

• School Test Coordinator: – Communicate with the 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.

– Include form # - use Irregularity Form

Characteristics of a Quality Investigation

• Examiner should notify Principal and School Test Coordinator of incident

• School Test Coordinator should notify System Test Coordinator- same day as occurrence

• System Test Coordinator is responsible for reporting to GaDOE.

• Request detailed written statements from all parties involved if necessary.– Follow up on details (“connect the dots”)

• Follow district procedures regarding misconduct.

54

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 ManualRead again, even though you may have read before. Directions do change and these are standardized tests.

Post Administration

Irregularities – Post Testing

• Make certain that all irregularities and invalidations are documented correctly before sending scorable documents –reminder - call me the day an irregularity occurs!

• Make certain that online test irregularity forms have been finalized (EOCTs).

• 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.

57

Collecting MaterialsIn a supervised setting, at the conclusion of testing: – Check all coding of identifying information

and form numbers, when applicable. – 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.

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.

59

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.

• 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.

60

Interpretation of Scores

• Score Interpretation Guides are available for each program.– Found on each program website.

• Over interpretation should be avoided.– Remember, each program is built to

serve a specific purpose; interpretation must be made in light of those purposes.

State Board RulesThe most current rules below can be found on the GaDOE web site at the following link:

http://www.gadoe.org/pea_board.aspx?PageReq=PEABoardRules

State Board Rules relating to assessment include:

• 160-3-1-.07 Testing Programs – Student Assessment • 160-4-2-.11 Promotion, Placement, and Retention• 160-4-2-.13 Statewide Passing Score• 160-1-3-.09 Waivers and Variances of High School Graduation Assessments• 160-4-2-.31 Hospital/Homebound (HHB) Services• 160-4-2-.34 Dual Enrollment• 160-4-2-.46 High School Graduation Requirements (1997-1998)• 160-4-2-.47 High School Graduation Requirements (2002-2003)• 160-4-2-.48 High School Graduation Requirements (2008-2009)• 160-4-2-.37 Georgia High School Graduation Test Summer Remedial Program• 160-4-5-.02 Language Assistance: Program for English Language 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• 160‐7‐1‐.01 Single Statewide Accountability System

Ethics and Assessment

Ethics and Assessment

The highest form of ethics is doing the ethical thing when no one is watching.

Ethical conduct on the part of educators andstudents is one component of assessment

that assures that a test is valid for the purpose for which it is used.

A good testing program provides critical information to:

¤ Students ¤ Parents¤ Teachers ¤ School and System¤ Community Members ¤ Administrators

The integrity of the assessment process is critical to all we do as educators.

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.

The PSC also adopted a hierarchy of consequences, recommended by System Test Coordinators, that is published on their web site at http://gapsc.com.

http://gapsc.com/

PSC Code of EthicsEducator Ethics Division • Rules • Code of Ethics • Moral Turpitude • Disciplinary Action Filing a Complaint

-General Complaint Form (PDF) -Testing Violation Complaint Form (PDF) -Abandonment of Contract Complaint Form (PDF)

• The Hearing Process • FAQ • Contacting Ethics • Testing

-Student Assessment in Georgia Schools (PDF) -Testing Ethics Short (PowerPoint) -Testing Report Form (PDF)

67

Code of Ethics Guidelines for Student Assessmenton Georgia Professional Standards Commission website: www.gapsc.com

http://www.gapsc.com/

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.

Test Security Reminders• Be thoroughly familiar with the Student Assessment

Handbook and test administration manuals read entire Handbook & 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 – school should keep 5 years as well.

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• Lost test booklets constitute a breach of

test security and will result in a referral to PSC

71

Security

The security of all tests must be maintained at all times.

TOP PROGRAM TOPICS:THINGS TO KEEP ON YOUR

RADAR

73

CRCT: Top Topics• Grades 1 and 2 will not be assessed. • The CRCT Enrollment System will be available

Dec. 12- Jan. 13. Timely and accurate information is critical for shipping, scoring, and reporting.

• The CRCT Online Retest offers ease of implementation, enhanced security as test booklets and answer documents are not required, and a method for gauging a district’s online capacity and success with online testing.

74

Unique Features of the CRCT• All third grade students are required to achieve grade level

scores on the CRCT in Reading. All fifth and eighth grade students are required to achieve grade level scores on the CRCT in Reading and Mathematics.

• Students who performed below grade level in promotion and retention grades and content areas must be offered a retest opportunity. – Online Retest option is available and has proven very

successful in districts that have used it • In addition to irregularities (IR) and invalidations (INV), there

are potential Participation Invalidations (PIV) for students who receive accommodations not on the list of state-approved accommodations and/or not in the student’s IEP.

• The first set of reports are sent to systems with a 5-day turnaround after representative sample is reached.

75

CRCT Test Score Ranges

Performance Level 1<800 = Does Not Meet

Performance Level 2800 – 849 Meets The Standard

Performance Level 3850> Exceeds The Standard

• Scale scores may range from 650 to 900 or above for each grade and content area. Highest and lowest obtainable scale score can differ by test.

CRCT-M: Top Topics• Make certain that your schools administer the proper assessment to students. • IEP Teams must evaluate all students who achieved “Basic Proficiency” on

the CRCT-M in 2011 to determine whether on not the student should remain on the CRCT-M. All IEPs must contain evidence to support assessment placement.

• In order for a student who has achieved “Basic Proficiency” on the CRCT-M the prior year to remain on the CRCT-M the following year, the IEP team should conduct a re-evaluation that includes examining 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.

• The CRCT-M Enrollment System will be available Dec. 13- Jan. 14. Timely and accurate information is critical for shipping, scoring, and reporting.

• Participation Guidelines to assist IEP teams appears at: http://www.gadoe.org/ci_testing.aspx?PageReq=CI_TESTING_CRCTM

77

http://www.gadoe.org/ci_testing.aspx?PageReq=CI_TESTING_CRCTM

CRCT – Modified (CRCT-M)

• The CRCT-M is a grade-level alternate assessment for eligible students who receive special education services.

• The CRCT-M assesses the same grade-level Georgia Performance Standards (GPS) as the Criterion-Referenced Competency Tests (CRCT)

• Items on the CRCT-M have been edited and/or enhanced to increase the accessibility for the eligible students, allowing them to demonstrate more consistently what they know and can do.

• The CRCT-M is administered in grades 3 – 8 in the areas of Reading, English/Language Arts, and Mathematics

78

CRCT-M Test Score Ranges

Performance Level 1< 300 = Below Proficiency

Performance Level 2 <300 – 329 Emerging Proficiency

Performance Level 3> 329 = Basic Proficiency

• Scale scores may range from 200 to 430 for each grade and content area. Highest and lowest obtainable scale score can differ by test.

79

EOCT: Top Topics• Two new EOCT tests - GPS Algebra and GPS Geometry• New Re-test administration windows will be added as

an enhancement to the EOCT program in 2011 – 2012. Details on these administrations will be forthcoming in guidance letter and webinar format.

– These re-tests will be intended to provide students who are not proficient on an EOCT (in a course that they have just completed) with one additional opportunity to demonstrate their proficiency on the assessment.

• Increased weight (20%) of EOCT for students enrolled in grade nine for the first time in 2011 – 2012 and beyond

• A new “staggered” delivery schedule – the initial shipment of materials to systems will occur closer to each system’s window (for those that test later in the state window) to assist systems in terms of storage capacity and to enhance security.

• Return all test booklets and secure materials in a timely manner.

80

EOCT Scheduling Parameters

• The “stakes” for the EOCT will change in 2011 – 2012 as it becomes Georgia’s high school accountability assessment in addition to serving as a final exam for students.

• Diligent attention must be given to the development of a schedule that protects the security and integrity of the test administration – ALL schools will test on the same schedule

81

EOCT Administration Guidelines

Students who enroll from accredited programs as defined by State Board of Education Rule 160-5-1-.15 (Acceptance of Transfer Credit and/or Grades) are not required to take and pass the EOCT to receive credit for an EOCT course unless the student was concurrently enrolled in a Georgia public school while taking the course at another accredited program.

Effective Sumer 2011– Notice was provided in May to schools-

82


How to calculate the grade when a student has taken an EOCT course from an accredited outside agency i.e., Faith, Alpha Omega, Covington Academy, etc.. (does not apply to FTE counted courses at various institutions, i.e., GA Virtual School, Perimeter, etc…)

Once a transcript is received from an agency with an EOCT course, DO NOT accept grade, DO NOT enter course/grade into student's transcript – no reflection of the course should be in Infinite Campus. Action to be taken = Schedule student to take an EOCT. •If the student passes the EOCT, average EOCT grade as 15/20% (depending on Cohort) with transfer grade and then enter new grade into student transcript.•If the student fails the EOCT, no credit is awarded and student must retake course.

83


Scenario #1 – Student fails EOCTStudent’s transcript reports an 83 for a grade for US History. The student takes the US History EOCT and earns a 65.

No credit is awarded and student must retake course. No reflection of the course taken from the outside agency will be reflected in the student’s transcript.

Scenario #2 – Student passes EOCTStudent’s transcript reports an 83 for a grade for US History. The student takes the US History EOCT and earns a 70.

70 x 15% = 10.5 ; 83 x 85% 70.6 (10.5 + 70.6 = 81.1) - Student’s grade is 81

THEN enter new grade into student transcript and credit is

awarded

84

EOCT Test Score Ranges

Does Not Meet Standard<400 = Below 70 Grade Conversion

Meets Standard 400 – 449 = 70 – 89 Grade

ConversionExceeds Standard

450> = 90 or Above Grade Conversion

ACCESS for ELLs: Top Topics

• Maintain a file of examiners who have earned scored of 80% or higher on the domains of ACCESS for ELLs that they will be responsible for administering in 2012. – Remember, examiners must re-certify on an

annual basis.

• Monitoring Training of Examiners– No changes to usernames and passwords

• Closely monitor the number of English language learners in your systems to ensure an accurate order of materials in December.

86

ACCESS for ELLs Domains

• Language Domains—Listening, Speaking, Reading, and Writing

• Composite Scores– Oral Language (50% L + 50% S)– Literacy (50% R + 50% W)– Comprehension (30% L + 70% R)– Overall (15% L + 15% S + 35% R + 35% W)

87

Who is required to take ACCESS for ELLs?

• Administered to all English language learners in Georgia, in grades K-12.• The kindergarten assessment is an

individually administered, adaptive test.• All ELL students must be assessed.• ELL-Monitored (ELL-M) students

must NOT be assessed.

88

Test Alignment with Proficiency LevelsTest Alignment with Proficiency Levels

ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING

1 2 3 4 5

Tier A

Tier B

Tier C

6

REACHING

ACCESS for ELLs

W-APT – Adaptive

GAA : Top Topics• The high school GAA will assess standards that derive from the

Access courses taken by students with significant cognitive disabilities.

• For high school mathematics, students may be assessed on standards from an integrated course or discrete courses. This will be dependent upon the courses selected by the local system.

• Retest opportunities will begin during the 2011–2012 school year for high school students who did not earn a proficient score in one or more content areas.

• Student work becomes secure test material once it has been placed in the assessment binder as a piece of evidence.

• The required Validation Form must be completed and signed by both the person submitting the portfolio and the building administrator.

• Grades 1 and 2 will not be assessed- by Georgia – we will

90

GAA Grade Levels and Content AreasKindergarten

English/Language Arts: 2 standards/entriesMathematics: 2 standards/entries

Grades 3-8 English/Language Arts: 2 standards/entriesMathematics: 2 standards/entriesScience: 1 standard/entry*Social Studies: 1 standard/entry

High School (Administered in grade 11)English/Language Arts: 2 standards/entries: Reading and CommunicationMathematics 2 standards/entries: Math I or GPS Algebra and

Math II or GPS Geometry

Science 2 standards/entries: Biology and Physical Science*Social studies 2 standards/entries: U.S History and Economics

*Science standard(s) must be paired with a Characteristics of Science standard.

91

There must be a minimum of 14 days between the Primary Evidence in Collection Period 1 and the Primary Evidence in Collection Period 2.

Entry(e.g., Reading Comprehension

Standard)

Collection Period 1Initial/Baseline

Collection Period 2Progress

Primary Evidence

Secondary Evidence

Primary Evidence

Secondary Evidence

GAA Scoring Dimensions• Scores are reported in terms of rubric scores and performance

levels (Stages of Progress).– Emerging Progress = Basic/Does Not Meet– Established Progress = Proficient/Meets– Extending Progress = Advanced/Exceeds

• GAA Portfolios are scored for 4 discrete dimensions– Fidelity to Standard– Context– Achievement/ Progress– Generalization

• Scoring is holistic – all pieces of evidence are considered and the totality of the information documented about the student’s performance on the task is used to make scoring decisions.

• Where there are two entries, rubric scores are averaged.

93

GAA Important DatesHigh School Re-Test Schedule (Gr. 11/12)

Retest Option #1 September 6-November 11 (Reports Arrive January 13 - 18, 2012)

Retest Option #2 September 6-March 30 (Reports Arrive June 1 - 7, 2012)

Retest Option #3 January 9 - March 30 (Reports Arrive June 1 - 7, 2012)

Materials for re-testing will be sent to Georgia systems in August, along with your shipment of

main administration materials. The vendor will estimate the number of needed re-test

materials based on the number of reports for high school students delivered to your system in

spring, 2011

94

GHSGT: Top Topics• Mathematics is now fully aligned with GPS and on the GPS scale.

The process of phasing-out this assessment begins in 2011 – 2012:• 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.

• 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 diploma.

• ELA, Science and Social Studies QCC forms have been discontinued.

• GHSGT will not be used for AYP 2012 calculations.• Spring GHSGT Pre-Id labels will no longer be available.• Summary reports will no longer be provided following the

spring administration.

95

Writing: Top Topics

• All students still must pass the Georgia High School Writing Test (GHSWT) to be eligible to receive a Georgia diploma.

• GHSWT September main administration is on Tuesday, September 27, 2011 with the make-up administration on Wednesday, September 28, 2011.

• New in 2011 – 2012: Student performance data for the Grade 3 Writing Assessment will be collected using a new online web-based application. Training on the new tool will be provided via webinar in late January 2012.

96

Writing AssessmentGrade Levels and Genres

• Grade 3: Narrative, Persuasive, Informational,

Response to Literature• Grade 5: Narrative, Persuasive,

Expository• Grade 8: Persuasive, Expository• Grade 11: Persuasive

97

Writing Assessment Score Ranges

• The score scale is 100 – 350, with 200 being the passing score:

<200 Does Not Meet Standard 200 - 249 Meets Standard>250 Exceeds Standard

98

Writing Assessment Program Scoring System

• Analytic scoring system: – Four domains of writing are scored

• Ideas• Organization• Style• Conventions

– Papers receive a score of 1-5 in each domain.

– Domain scores are weighted and added together to determine the raw score.

– The raw score is converted to a scale score which is reported to the school/student.

99

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.

• Students who transfer from a school/classroom should be released through the GKIDS website so they can be acquired by the new teacher.

• There is not a required baseline or end of year summary of required elements.

• Teachers are responsible for students’ end of year report.

100

GKIDS Important Dates• Systems/schools may require reporting at

specific times during school year• At a minimum, data entry should be started on

all enrolled students no later than January 9, 2012. This date has been established as a new mid-year “check-point”.

• All data must be entered by May 11, 2012 (our 4th deadline) to be included in end of year state and system summary reports

• Teachers are responsible for creating individual end of year student reports

101

Contact InformationCheryl H Marrett, System Testing

Coordinator Grades [email protected]

770-633-4884 – cell

Kelvin Thomas, Testing CoordinatorGrades 9-12

[email protected]

Vickie [email protected]

mailto:[email protected]



103

Documents

School Test Coordinators’ Meeting September 21, 2011 Jasper County