1. No category

System Test Coordinators’
Fall 2014 Conference
General Session/Test Administration
Georgia Student Assessment Program 2014 – 2015
Assessment Division
Recording Link (8/1/14):
https://sas.elluminate.com/mr.jnlp?suid=M.DC2C4EA888A377BD873895F475CED3&
sid=2012003
Recording Link: (8/5/14):
https://sas.elluminate.com/mr.jnlp?suid=M.007B8E44C6500D7C4FB0A124F3F415&s
id=2012003
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2014 Fall Assessment Conference Sessions
August 1, 2014
Fall Assessment Conference:
Test Administration/General Session
9:00 am -12:00 pm
August 5, 2014
Fall Assessment Conference:
Test Administration/General Session
(Live repeat of Aug. 1)
9:00 am -12:00 pm
August 18, 2014
Fall Assessment Conference:
Assessment Program Updates
2014-2015
1:00 pm - 3:00 pm
August 25, 2014
Fall Assessment Conference:
Assessment Program Updates
2014-2015 (Live repeat of Aug. 18)
1:00 pm - 3:00 pm
August 26, 2014
Fall Assessment Conference:
Student Assessment Handbook (SAH) Overview
(Tentative pending final publication date for SAH)
9:00 am - 12:00 pm
Assessment Webinar memos posted at: http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/Memoranda--Announcements.aspx
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Agenda
1.
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3.
4.
5.
6.
7.
8.
General Information and Key Reminders
High Level Overview of 2014-2015
Conducting secure and successful test administrations
Accommodations and Special Populations
Post-Administration Information/Reminders
Ethics and Assessment
Online Forms on the MyGaDOE Portal
Program Updates/Major Topics for each Assessment
Program
9. Questions & Answers
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Assessment & Accountability
Contact Information
Melissa Fincher, Ph.D.
Deputy Superintendent, Assessment and Accountability
(404) 651-9405; [email protected]
Melodee Davis, Ph.D.
Director, Assessment Research and Development
(404) 657-0312; [email protected]
Anthony (Tony) Eitel
Director, Assessment Administration
(404) 656-0478; [email protected]
Cowen Harter
Director, Accountability
(404) 463-1168; [email protected]
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Assessment & Accountability Team
Deputy Superintendent
Support Staff
¤ Melissa Fincher
¤ Connie Caldwell
¤ Joni Briscoe
Assessment Administration – Anthony (Tony) Eitel
∞ August Ogletree ∞ Bobbie Bable ∞ Deborah Houston
∞ Mary Nesbit-McBride ∞ Michael Huneke ∞ Robert McLeod
Assessment Research & Development – Melodee (Dee) Davis
∞ Jan Reyes ∞ Kelli Harris-Wright ∞ Niveen Vosler ∞ Sheril Smith
Accountability – Cowen Harter
∞ Michelle Christensen ∞ Nancy Haight ∞ Paula Swartzberg
Growth Model
∞ Allison Timberlake ∞ Qi Qin
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Assessment Administration Contact Information
Georgia Milestones
 Lead Contact for End of Grade (EOG)
 Support Contact for EOG & EOC Technology
Robert McLeod, Ed.D.
404.656.2589;
[email protected]
 Lead Contact for End of Course (EOC)
 Lead Contact for EOG & EOC Accommodations
Mary Nesbit-McBride, Ph.D.
404.232.1207;
[email protected]
 Lead Contact for EOG & EOC Technology:
Michael Huneke
404.232.1208;
[email protected]
ACCESS for ELLs
Georgia Alternate Assessment (GAA)
Deborah Houston
404.657.0251;
[email protected]
Georgia Graduation Assessments (GHSGT & GHSWT)
Georgia Online Formative Assessment Resource
(GOFAR) & Online Assessment System (OAS)
Michael Huneke
404.232.1208;
[email protected]
National Assessment of Educational Progress (NAEP)
Georgia Kindergarten Inventory of Developing Skills
(GKIDS)
Bobbie Bable
404.657.6168;
[email protected]
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Assessment Research & Development
Contact Information
Assessment Specialists,
Research and Development
Sheril Smith, Ph.D.
Assessment Specialist
404.463.0164;
[email protected]
Formative & Benchmark
Assessment/RT3 Projects
Jan Reyes, Ph.D.
Assessment Specialist
404.463.6665;
[email protected]
Formative Instructional Practices (FIP)
Niveen Vosler
Assessment Specialist
404.463.0166;
[email protected]
Kelli Harris-Wright
Assessment Specialist
404.463-5047;
[email protected]
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Accountability & Growth Model
Contact Information
Accountability
Growth Model
Michelle Christensen
Accountability Specialist
404-463-1175;
[email protected]
Allison Timberlake, Ph.D.
Program Manager
404.463.6666;
[email protected]
Nancy Haight
Accountability Specialist
404-463-1166;
[email protected]
Qi Qin
Assessment Specialist
404.657.0311;
[email protected]
Paula Swartzberg
Accountability Specialist
404-463-1539;
[email protected]
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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:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
160-3-1-.07 Testing Programs – Student Assessment (Amendments initiated July 2014)
160-4-2-.11 Promotion, Placement, and Retention
160-4-2-.13 Statewide Passing Score
160-4-2-.20 List of State-Funded K-8 Subjects and 9-12 Courses
160-5-1-.15 Awarding of Units of Credit and Acceptance of Transfer Credit and/or Grades
160-4-2-.06 through 160-4-2-.48 (IHF) High School Graduation Requirements
160-1-3-.09 Waivers and Variances of High School Graduation Assessments
160-4-5-.02 Language Assistance: Program for English Learners
160-4-2-.31 Hospital/Homebound (HHB) Services
160-4-2-.34 Dual Enrollment
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
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General Announcements: Managerial Topics
• Superintendent’s Certification Form (Online in the MyGaDOE Portal)
January – June: Submit no later than July 31
July – December: Submit no later than January 31
• Principal’s Certification Form (Paper 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 within the ‘For Educators’ link on the GaDOE site
• Webinar schedule: http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/Memoranda--Announcements.aspx
• GaDOE Published Resources: Please remind staff in your local systems
that GaDOE publications/resources such as Study Guides, Test Content
Descriptions, released test items, and test items from the OAS/GOFAR
may not be “repackaged”, cut/pasted, etc. and presented as either a
unique creation or as a GaDOE approved resource.
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General Announcements: Managerial Topics
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, confidential student documents, etc.
• If secure information such as this needs to be shared via
email, you may do so via the MyGaDOE Portal.
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General Announcements: Accurate Reporting
• Reasons for non-participation must be provided during the Accountability
Non-Participation Collection. This application may be accessed via the
MyGaDOE Portal. Those marked (*) are applicable only for EOCT nonparticipation.
- Illness
- Medical Emergency
- Other
- Unknown
* EOCT Course Not Completed
* EOCT Course Not Taken for Core Credit/EOCT Administered Previously
• 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.
• Program Codes (such as the four-digit 6000 series) may not be used as the
four-digit state school number. Please note that doing so will result in
reporting errors for your students and may also create inaccuracies in your
Accountability reporting.
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State Assessments and the transition to the
CCGPS in English Language Arts & Mathematics
The implementation (“roll-out”) of the state-adopted content
standards (CCGPS) will come to full fruition in 2014-2015.
– For all Georgia Alternate Assessment (GAA) students,
assessed for the first time in 2014-2015, the high school
mathematics GAA blueprint has now transitioned to the
CCGPS (select Coordinate Algebra standards for Entry 1 and
select Analytic Geometry standards for Entry 2).
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Transition to Georgia Milestones:
Resources Available NOW
• Content Standards & Frameworks
• PARCC evidence statements
• Sample items
– formative items/benchmarks via Georgia OAS→GOFAR;
– released items via PARCC, SBAC, other states (KY, NY), NAEP
– parent’s guide to Georgia’s new assessment developed by the
National PTA
http://www.pta.org/advocacy/content.cfm?ItemNumber=3816
• Technology Specifications (posted on GaDOE website on 7/28/14)
• CRCT Readiness Indicators (posted to MyGaDOE Portal on 7/18/14)
• Lexiles (included in CRCT & EOCT reports)
Focus on teaching and learning –
eliciting evidence of student
learning during instruction and
adjusting as needed.
Transition to Georgia Milestones:
Resources Available In Coming Weeks
• Sample items specific to Georgia Milestones
• Ancillary support resources, such as
– Content Descriptions (test blueprints)
– Student Study Guides
– Accommodations Guidelines
– Assessment for Learning Modules [types of items to elicit evidence of
student learning]
– Informational videos [parents & public /educators]
– Online Practice Center (to aid students in getting a “feel” for CTB’s
online test administration system)
• Scheduling Guidelines/Logistical Considerations, etc.
• Calculator Allowances/Restrictions
• Allowable Accommodations
High Level Overview of 2014-2015
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2014 - 2015 Assessments
• Active Programs
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–
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–
–
–
ACCESS for ELLs (K-12) and Alternate ACCESS for ELLs (1-12)
Georgia Alternate Assessment (GAA) (Gr. 3-8 and HS)
Georgia High School Writing Test (GHSWT) – Remains a requirement in 2014-2015
Georgia Kindergarten Inventory of Developing Skills (GKIDS)
Georgia Milestones Assessment System (Georgia Milestones) (Gr. 3-8 and HS)
National Assessment of Educational Progress (NAEP) (Gr. 4, 8, and 12)
• Legacy Programs – Still available, but only for a specific set of
students or a specific period of time
– Basic Skills Test (BST)
– Georgia High School Graduation Tests (GHSGT)
– End of Course Tests (EOCT) – until close of November 2014 Mid-Month/Retest
• Former Programs – Discontinued and no longer available
– CRCT and CRCT-M
– End of Course Tests (EOCT) – after November 2014 Mid-Month/Retest
– Grades 3, 5, and 8 Writing Assessments
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2014 - 2015 Assessments
• ACCESS for ELLs (K-12) and Alternate ACCESS for ELLs (1-12)
• End-of-Course Tests (EOCT)
– Fall 2014 Mid-Month Administration (August-November, 2014) (via CTB online assessment system)
– Summer 2014 Retest Administration (August-November, 2014) (via PearsonAccess)
– Remember, Math II and GPS Geometry are now discontinued (but will be available for retest
purposes through PearsonAccess, August-November 2014)
– The EOCT program sunsets following the November 2014 Mid-Month/Retest administrations
• Georgia Alternate Assessment (GAA) (K, 3-8, 11)
– Remains in its current form in 2014-2015
– Important change to content standards in high school mathematics in 2014-2015 (Coordinate
Algebra & Analytic Geometry) . . . Revised Blueprint for high school mathematics for 2014-2015
• Georgia High School Writing Test (GHSWT)
– Unchanged in 2014-2015; REMAINS a diploma requirement in 2014-2015
– A rule change has been initiated with future implications . . . that would no longer requiring the
GHSWT for students who enrolled in grade nine on/after July 1, 2013 (this year’s 9th & 10th graders)
– Summer retest administration moves to June (June 17, 2015) . . . No more July graduation
assessment windows . . . It is important that your system publicizes this fact early, and often.
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2014 - 2015 Assessments
• Georgia High School Graduation Tests (GHSGT)
– Available for students who remain subject to this requirement (Reference: Secondary Assessment
Transition Plan); BST remains available as well for students in that cohort
– No summer retest window any longer (Last GHSGT summer administration, July 2014) . . . It is
important that your system publicizes this fact early, and often.
– All administrations (with maybe a few rare, student-by-student exceptions) are now “retests” . . .
The Fall, Winter, and Spring windows will be available during 2014-2015
– Pre-registration is required per State Board Rule; Confirm identity of all test-takers
– New contractor (Georgia Center for Assessment, GCA)
• Georgia Kindergarten Inventory of Developing Skills (GKIDS) (K)
– No changes
• Georgia Milestones Assessment System (Georgia Milestones)
– Grades 3 – 8 (end of grade, “EOG”)
– High School (and middle school where applicable) (end of course, “EOC”)
– Anticipate Enrollment Count collection and Pre-ID Cycle I soon for the Winter 2014 EOC Main Admin.
• National Assessment of Educational Progress (NAEP) (4, 8, 12)
– 400+ schools sampled statewide in 2015
– 2015 is a “state year” for which state-level data will be reported
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CONTRACTOR URLS, ACCOUNTS, AND PASSWORDS
Assessment
Testing Contractor/Website
When do you need or Who should you communicate
receive this
with to have your name
information?
added/account created?
MyGaDOE Portal
Georgia Department of Education
https://portal.doe.k12.ga.us/login.aspx
Need to obtain ASAP
Local System Technology
Director
ACCESS for ELLs
World Class Instructional Design and Assessment (WIDA)
http://wida.us/contactus.aspx
Sent in October from
WIDA
EOCT Mid-Month
(Aug.-Nov. 2014) Test
Administration and other
functions
EOCT Retests (Aug.-Nov. 2014)
CTB/McGraw-Hill
• CTB.com
• Test Administration System
Need to obtain ASAP
WIDA Help Desk
([email protected]) or Deborah
Houston at
[email protected], 404657-0251
866-282-2249
[email protected]
Pearson
http://www.pearsonaccess.com/cs/Satellite?pagename=Pearson/QuickLink/ga
Need to obtain ASAP
Pearson: 888-705-9414
[email protected]
GAA
Questar
Sent in October from
Questar
Deborah Houston
[email protected]
404-657-0251
GHSGT and GHSWT
Georgia Center for Assessment (GCA)
https://gcap.tsars.uga.edu/materials/
Need to obtain ASAP
GCA: 888-392-8977
GKIDS
Georgia Center for Assessment (GCA)
https://gkids.tsars.uga.edu/start
Need to obtain ASAP
Contact GCA to update STC
designation
888-392-8977
Georgia Milestones Test
Administration System and
other functions
OAS
CTB/McGraw-Hill
• CTB.com
• Test Administration System
Need to obtain ASAP
866-282-2249
[email protected]
Riverside
https://www.georgiaoas.org/
Sent in Mid-August
from Riverside
Michael Huneke
[email protected]
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or Riverside 866-215-6881
Student Assessment Handbook (SAH) 2014-2015
• Posting anticipated no later than our Fall Assessment
Conference SAH Overview session scheduled for August 26,
2014 (9:00 AM – 12:00 Noon).
• It is likely that at least one addendum to the SAH will be
published over the course the school year . . . After initial
publication in late August (Ref: Georgia Milestones and related
topics).
• Currently posted SAH remains applicable to all active test
administrations through November 2014.
• Highlights/Updates for 2014-2015 to include:
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–
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–
–
–
Annual edits (dates, updated glossary, new weblinks, etc.)
Calculator guidelines (for Georgia Milestones), electronic devices, etc.
Accommodations updates
Assessment program information
Georgia Milestones
Annual updates to forms, etc. at end of Handbook
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CONDUCTING SECURE & SUCCESSFUL
TEST ADMINISTRATIONS
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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 . . . And the public’s faith and
trust in what we do!
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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 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.
Most importantly, a failure to fulfill one’s responsibilities can also have a
detrimental impact upon students.
Detailed descriptions of roles and responsibilities are provided in the SAH:
Superintendent
System Test Coordinator (STC)
System Special Educ. Coordinator
System Title III Coordinator
Principal
School Test Coordinator
Examiner
Proctor
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•
Scheduling Considerations
Mandated tests must be scheduled in accordance with published GaDOE testing dates. This
is a provision that Superintendents document via the Supt’s. Certification Form.
– The Statewide Assessment Calendar can be found on the GaDOE Testing web page in the
‘For Educators’ link.
•
•
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Information-ForEducators.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.
– Given the implementation of Georgia Milestones in this first year, we will be working
more closely with systems than ever before regarding the details of scheduling.
When scheduling tests, consider the optimum time to administer the tests.
– Consider logistics, including time and staff availability.
– The advent of online testing, on a larger scale than ever before, requires different
thinking relative to logistics.
•
•
•
•
•
Technology requirements, support needs, and capacity
More than one session per day (AM and PM, AM, Mid-Day, PM, etc.) and testing on Mondays and
Fridays (which are days many systems have tried to avoid in the past)
“Cycling” students through test settings where technology is housed
Seating/space considerations
Contingency planning for unexpected events such as power outages (incl. weather related), Internet
service interruptions, etc.
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Scheduling Considerations
While “traditional” scheduling considerations will continue to apply to multiple testing programs, online
testing considerations would apply here as well in terms of physical setting, space, etc.
• Each system/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 (or computer lab), especially for elementary school students.
• Mandated tests must be scheduled in accordance with published GaDOE testing dates . . . And
where applicable, the prescribed order of content areas, etc.
• 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. While breaks are intended
to allow students to “pause” so to speak, they cannot be viewed as a time where disruptive or loud
behaviors are allowed or create a scenario where test security could be compromised.
• 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 (test
booklets, answer sheets, online authorization log-ins/passcodes, etc.) must be in place regardless of
the type of setting used.
• Plans must be in place for students who become ill or have an urgent personal need (restroom).
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Materials Management & Security
•
•
•
•
•
•
•
Make certain that Pre-ID label files and/or student data submissions for online
testing are created accurately and uploaded in a timely manner.
Correction of school/system level errors that result in reporting errors may result
in fees (potentially substantial dollar amounts) to the local system. More
importantly, they may also negatively impact students.
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,
online log-in/password, etc., 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.
Each of the above bullets applies to online testing log-ins, etc. as well.
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.
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Materials Management & Security
• 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.
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Materials Management & 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, return shipment, computer hardware
management, 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.). If
needed, volunteers may serve as proctors – but MUST be fully trained.
See SAH for details.
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Materials Management & Security
• 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 booklets to
schools.
• School Test Coordinator should count and sign for all paper
materials and online “tickets” received.
• Materials should be in a locked, secure location 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.
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Materials Management & Security
• The School Test Coordinator must count before disseminating to
examiners.
• Examiners must verify count upon receipt.
• Materials that are specific to a student (answer documents,
booklets, online test tickets, etc.) MUST be given to the correct
student. This is a staff error that we see much too frequently –
watch this carefully. Mistakes on this task can result in reporting
errors that may be irreparable . . . With potentially negative impacts
upon students . . . And potentially with financial costs to a district.
• 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.
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Materials Management & Security
• 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 testing “period” or “session” 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. Secure materials may not be in the
possession of staff (outside the designated secure location) for an entire
day.
– For instance, if multiple sessions are conducted during the day, the morning
session materials must be turned in immediately after the morning session
concludes. They cannot remain outside of the school’s secure storage until
the end of afternoon testing.
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Materials Management & Security
• All 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.
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Materials: Pre-ID Labels
• 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.
34
Training Plan
• The STC must develop and implement a district plan for training for
each specific assessment program.
• Remember, online test administration necessitates the inclusion of
very detailed information that in many aspects differs from the training
that most are familiar with for paper/pencil testing. Additionally, it
may require the inclusion of staff members who were not included in
trainings before – such as technology specialists, etc.
• 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 that any necessary logistics, materials, peripherals are
considered
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Importance of Training Materials
Prior to and during test administrations, please
refer to the following resources:
– Student Assessment Handbook
– Examiner’s Manuals (paper/pencil & online)
– Test Coordinator’s Manuals (paper/pencil &
online)
– Accommodations Manual
Even for those Georgia programs that are not experiencing
changes this year, read manuals again even though you may
have read them before.
36
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.
37
Online Testing Implications
Online testing requires different thinking relative to logistics . . .
• For many systems (if not all), many lessons have been learned over time through
use of the EOCT online in Main, Mid-Month, and Retest administrations and
through the CRCT Retest online.
• Technology hardware, requirements, support needs, and capacity
• More than one session per day (AM and PM, AM, Mid-Day, PM, etc.) and testing
on Mondays and Fridays (which are days of the week many systems have tried to
avoid in the past)
• “Cycling” students through test settings where technology is housed
• The number of students a school can test online given the bullets noted above
• Seating/space considerations
• Securing log-ins, passwords, etc.
• Proficiency of staff and students with technology
• Contingency planning for both expected and unexpected events such as power
outages (incl. weather related), Internet service interruptions, construction in or
near a school, etc.
Remember, the state’s (minimum) goal is 30% in this first year of Georgia Milestones . . . 80% by
Year 3 . . . 100% by Year 5 (2018-2019). All schools will be expected to conduct some testing online.
38
Materials: Resources
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.
• Further information will be forthcoming relative to
calculator allowances/restrictions for Georgia Milestones, in
both grades 3-8 and high school.
39
Calculator Restrictions for “Legacy” High School
Assessments (EOCT & GHSGT)
If a student elects to use a calculator as allowed on the End of Course Tests (EOCT) and/or the
Georgia High School Graduation Tests (GHSGT), the student must adhere to the guidelines
listed below. It is incumbent upon the School Test Coordinator and Test Examiner to ensure all
calculator policies are implemented and followed. Calculators may not be shared by students.
The following features are NOT allowed:
• Graphing calculators
• Calculators that store text and/or have QWERTY keyboards or typewriter-like keyboards
• Calculators that have programs stored in the memory other than those that are factory
• installed
• Non-calculators such as cell phones, PDAs, laptops, minicomputers, pocket organizers, iPods,
• etc.
• Calculators with beaming capabilities
• Calculators with wireless communication technologies and/or Internet access
• Calculators with built in Computer Algebra Systems – CAS
• Calculators that make noise, have paper tape, or that have voice
40
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.
41
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
42
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
– Collaborate effectively with local system colleagues who
have a role in the success of your system’s testing program.
– Detailed list of responsibilities in SAH
43
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. GaDOE is compelled to invalidate when this does
not occur (!).
– 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 Manuals,
including reading all directions/script to students
– Test materials are not to be used for any purpose other than test
administration
– Detailed list of responsibilities in SAH
44
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
45
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
– If appropriate, advise the local system as to whether a report of
possible unethical conduct should be made to the Professional
Standards Commission (PSC)
46
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
– Examinee’s test booklet, online testing “ticket”,
answer sheets, or portfolio entries (GAA) are lost
– Test Examiner or other personnel provided
answers to the examinee, or altered/interfered
with student responses
– For more examples, please refer to the SAH
47
Examples of Irregularities during Testing
Administration:
– Test Examiner or other personnel failed to follow
administration directions for the test
– Examinee’s test booklet, online testing “ticket”,
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 . . .
Including a failure to transfer student responses to
an answer document (such as with a Braille student)
– For more examples, please refer to the SAH
48
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 . . . Details, Details, Details . . .
– Return all documentation to the System Test Coordinator
in the manner and at the time prescribed
49
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. This may even require
support from your system’s Human Resources Division and/or
Board Attorney.
50
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
employee misconduct
51
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
– The Portal is your system’s, and GaDOE’s, official
record of the event and its disposition
52
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
53
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.
54
Cell Phones and Electronic Devices
•
•
•
•
•
•
Students are not permitted to use, or bring into the testing environment, any
electronic device that could allow them to access, retain, or transmit information
(e.g., cell phone, smartphone, PDA, electronic recording, camera, or playback device,
etc.). Announcements must be made prior to testing that such devices are not
allowed in the testing environment and that possession or improper use of such
devices during testing may result in disciplinary action in accordance with the
system's student code of conduct and/or test invalidation.
In the event students attempt to enter the testing environment with such a device,
districts and schools must have a plan to collect and secure such devices so that they
are not accessible during testing.
Script appears in the appropriate Examiner’s Manuals regarding this topic. This
script, as with all script, MUST be read to students.
If necessary, remind students that this expectation for Georgia’s state assessments is
no different than most (if not all) other test settings that they will experience . . .
Georgia Driver’s License Knowledge Exam, the ACT, the SAT, etc.
Many systems have local policies regarding cell phone access and/or use during the
instructional day. The district should continue to apply and enforce their local
discipline or other policies regarding the use of electronic devices.
The GaDOE will determine if the assessment should be invalidated.
Cell Phones and Electronic Devices
Should a case occur where a student does not conform to the directions given
by school staff and a device is located in the test setting . . .
•
In the event an examiner confirms during testing that a student is using a device to
access, retain, or share information, the examiner must with minimal disruption:
–
–
–
–
•
In the event such actions are suspected, but not yet confirmed, the examiner must
with minimal disruption:
–
–
–
–
•
collect the device,
stop testing that student,
remove the student from the testing session, and
notify the School Test Coordinator immediately.
collect the device,
allow the student to complete testing,
notify the School Test Coordinator immediately, and
as soon as it is appropriate attempt to confirm whether or not the device has been used
in violation of the guidelines above
Simple possession of a device (including the ringing of a phone during test
administration) may be addressed in keeping with the system’s code of conduct
and does not require an irregularity report to the GaDOE.
Accommodations and Special
Populations
57
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
62
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 the fact that both plans
would apply.
63
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
provided in the Student Assessment Handbook under Required Forms.
64
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.
65
Accommodations Considerations and
Current Updates for 2014 - 2015
• For many Georgia assessment programs, there are no changes to
allowable accommodations in 2014-2015 . . . ACCESS for ELLs, EOCT (Fall
2014 Mid-Month & Retests), GHSGT, GHSWT, GKIDS, NAEP.
– Allowable accommodations for these programs appear in the Student Assessment
Handbook (SAH) (2013-2014, still posted) and in the Accommodations Manual (revised
September 2013, still posted)
• There will be new information forthcoming relative to allowable
accommodations for Georgia Milestones (beginning with the Winter 2014
End of Course assessment and then, of course, the Spring 2015 End of
Grade assessment).
• In the past, now, and in the future, accommodations not specified as
allowable must be pre-approved or their unauthorized use may result in
an invalidation. Requests must be received 6 weeks in advance of the
state testing window for the applicable assessment. This is true for all
programs . . . Including Georgia Milestones.
66
Accommodations Considerations and
Current Updates for 2014 - 2015
Advanced Reading Aids (through the Georgia Project for Assistive
Technology, GPAT)
•
Note that Georgia Milestones will provide accessibility through a “built-in” oral reader
via online delivery. As a result, requests for such an aid from GPAT will not be
necessary. GPAT will continue to render assistance with the following legacy
assessment program if needed:
– Georgia High School Graduation Tests (GHSGT)
• If needed for the GHSGT, plan ahead relative to requesting these electronic
formats for read-alouds (Requests must be submitted 8 – 12 weeks in advance
at minimum)
• This is a collaborative process between local systems, GaDOE Assessment, and
GPAT
• Request form remains available in the SAH (near end of handbook in the forms
section)
67
Requests for Accommodations Not on State-Approved List
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, Deputy Superintendent, at
[email protected]. Requests MUST be received six weeks prior to the opening of each
applicable state testing window for consideration.
68
Accommodations Publications
Updates Forthcoming Relative to Georgia Milestones
• 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 (Updated Sept. 2013) . . . A 2014-2015 update
to include Georgia Milestones is forthcoming.
– Found on the GaDOE web site
http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/default.aspx; in the link
labeled ‘For Educators’)
69
Post Administration
Info/Reminders
70
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
71
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
72
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
• This responsibility to provide scores to
students/parents continues even after a student
withdraws/exits school. GaDOE does not issue
individual student scores to students, parents, or
receiving schools.
73
Dissemination of Test Scores
•
•
•
•
Data files, and for some programs PDFs of reports, are released on the
department’s secure portal, MyGaDOE, and/or (for some programs) via a
contractor’s delivery system
– To have access to these downloadable roster reports and data files, it is
imperative that System Test Coordinators acquire a login and password for
both the MyGaDOE Portal and any necessary contractor sites
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 – this includes both test scores and growth scores (SGPs)
Note that reports from the initial administrations (2014-2015)
of Georgia Milestones will be delayed until after the close of
the 2014-2015 school year. Specific timelines will be
provided in our future/ongoing updates relative to Georgia
Milestones.
74
Test Administration & Errors in Reporting
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 (this
would include providing incorrect online testing authorization tickets to the wrong 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
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. It is important to be
aware that costs for such instances could be quite substantial.
75
Ethics and Assessment
76
CODE OF ETHICS FOR GEORGIA EDUCATORS
The Professional Standards Commission’s (PSC) Code of Ethics for
Georgia Educators contains 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.
77
Test Security Reminders
• Be thoroughly familiar with the Student Assessment
Handbook and test administration manuals
• Thoroughly train everyone involved in testing
• Carefully consider who has access to secure materials . . . And
that includes who has access to online testing platforms and
what “role” they have in the online system
• Make everyone in the school/system aware of the importance
of test security and the consequences of violating test security
• Report problems in a timely manner
• Principal’s Certification Form is required after each
administration and must be maintained by the System Test
Coordinator for 5 years
78
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
Leave no doubt about what’s expected and required by both GaDOE
and your local system . . . And what’s unacceptable and unethical
• Remind staff that security breaches can be either “acts of
commission” (“doing something wrong”) or “acts of omission” (“not
fulfilling one’s role or responsibilities”)
• Document training carefully, including participants
• 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
79
ONLINE FORMS IN THE MyGaDOE
PORTAL
80
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 (will be edited to reflect assessment program
changes, etc.)
• Rescore Request Form (Please email/call appropriate Assessment Specialist
as well)
• Graduation Assessment 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.
– Given where we are in the Secondary Assessment Transition Plan, these should be
exceedingly rare in the GHSGT program.
81
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
82
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 at
http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/Information-For-Educators.aspx
84
PROGRAM-BY-PROGRAM UPDATES FOR
2014-2015 (“TOP TOPICS”)
85
ACCESS for ELLs & Alt ACCESS for ELLs
•
•
•
•
•
•
•
•
•
ACCESS for ELLs continues in its current form in 2014-2015.
The Alternate ACCESS for ELLs will be available again for eligible students in 2014-2015.
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 2015. 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. Systems will be invoiced for excessive orders.
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.
Once again in 2014-2015, ACCESS Listening will be delivered via media.
Note that ACCESS for ELLs will move to a 100% online test administration in 2015-2016.
Should Georgia elect to continue with ACCESS as its English language proficiency assessment
in 2015-2016, more information will be forthcoming as we approach Fall 2015.
86
End of Course Tests (EOCT)
The final administrations of the Georgia End of Course Tests
(EOCTs) will occur as follows:
 Fall 2014 Mid-Month Administration (August-November 2014)
 Summer 2014 Retest Administration (August-November 2014)
The information on the slides that follow address the EOCT
program that “sunsets” after November 2014. They do not
pertain to the end of course measures that will reside in the
new Georgia Milestones program.
87
•
EOCT Retests: August – November 2014
Windows will be open as follows:




August 4 – 22, 2014
September 15 – 26, 2014
October 13 – 24, 2014
November 10 – 21, 2014
***Retest administrations MUST be conducted in PearsonAccess***
•
•
•
•
The TestNav update deployed in October 2013 remains in use for these
administrations.
Scoring/Reporting will follow the same procedures as in the past – no changes on
this front.
Use the currently posted (2013-2014) EOCT Online Examiner’s Manual for these
administrations.
Important: Note that the retest forms for the current EOCT (legacy) program will
no longer be available after the close of the November 2014 retest window
(11/21/14). All retests stemming from the current EOCT program MUST be
completed no later than this date.
88
EOCT Retests: August – November 2014
Retests stemming from the EOCT administrations noted below
should adhere to the following constraints:
Original EOCT administration that resulted in Does Not Meet
Retest opportunity completed no later than the:
Spring 2014 Mid-Month Administration
August 2014 Retest Administration
Spring 2014 Main Administration
September 2014 Retest Administration
Summer 2014 Main Administration
September 2014 Retest Administration
Fall 2014 Mid-Month Administration
November 2014 Retest Administration
Important: Note that the retest forms for the current EOCT (legacy) program will no longer be
available after the close of the November 2014 retest window (11/21/14). All retests stemming
from the current EOCT program MUST be completed no later than this date. Please ensure that
your schools are clear on this fact.
89
EOCT Mid-Months: August – November 2014
•
Windows will be open as follows:
 August 4 – 22, 2014
 September 15 – 26, 2014
 October 13 – 24, 2014
 November 10 – 21, 2014
***EOCT Mid-Month administrations MUST be conducted in CTB’s online assessment
platform. This is NEW!***
•
Recent webinar training sessions (recordings) relative to the CTB system can be found at :
– July 17 (Technical Set-Up):
https://sas.elluminate.com/mr.jnlp?suid=M.2B83398857D8586E1887E35B1C6A44&sid=2012003
– July 24 (Test Administration):
https://sas.elluminate.com/mr.jnlp?suid=M.A75C5350745A473C5E74E039F4151E&sid=2012003
– July 29 (Test Administration):
https://sas.elluminate.com/mr.jnlp?suid=M.4E52FB3F58DBB100B9D44AD31A7E7A&sid=2012003
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EOCT Mid-Months: August – November 2014
•
Scoring/Reporting will occur in CTB’s online delivery system. Reports will (visually) appear
different than Pearson generated reports, but the same information will be provided.
– One exception: August and September Mid-Month reports will not contain Lexile book titles.
They will contain Lexile scores – just not book titles. Refreshed reports will be provided later
this fall for these students.
•
•
Note that quality checks the first week of the August 2014 Mid-Month window will delay
the reporting of scores until early the week of August 11, 2014.
Test-Outs MAY be conducted (per previous guidance) in the August and September 2014
Mid-Month windows (only).
– Guidance regarding “Test-Out’s” during Year 1 of Georgia Milestones (March and Summer
2015) will be provided in later guidance.
•
An EOCT Mid-Month Administration manual – unique to CTB’s online platform – is
available for use in Fall 2014. It is posted at www.ctb.com/gaeoct and on the GaDOE EOCT
webpage. Do NOT use the PearsonAccess Online Examiner’s Manual for Fall 2014 MidMonth Administrations.
Please note that the EOCT Fall 2014 Mid-Month online platform does NOT
reflect all of the features that the CTB platform will contain for Georgia
Milestones beginning in Winter 2014. Updates to the online system will occur
later this fall – prior to the Winter 2014 Georgia Milestones EOC Administration.
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Courses Requiring an end of course assessment 2014-2015
Changes are applicable beginning with the Georgia Milestones
Winter 2014 Administration
Changes from 2013-2014 appear in purple font
Course ID
23.06100
23.05100
23.05300
23.06120
23.06130
23.06800
23.06900
23.07300
23.07310
26.01200
26.01400
26.01800
26.01900
40.01100
45.08100
45.08200
45.08700
45.08930
45.06100
45.06200
45.06300
45.06500
45.06600
27.09710
27.09750
27.09720
27.09760
Course Name
9th Literature and Comp
Am Literature and Comp
AP Language Comp (American Lit Comp)
IB English B, Year One
IB English B, Year Two
IB English A Literature, Year One
IB English A Literature, Year Two
IB English A Language & Literature, Year One
IB English A Language & Literature, Year Two
Biology I
AP Biology
IB Biology, Year One
IB Biology, Year Two
Physical Science
General US History
AP US History
IB History of Americas, Year One
IB History of Americas, Year Two
Economics/Business/Free Enterprise
AP Macroeconomics
AP Microeconomics
IB Economics, Year One
IB Economics, Year Two
Coordinate Algebra
Accelerated Coordinate Algebra/Analytic Geometry A
Analytic Geometry
Accelerated Analytic Geometry B/Advanced Algebra
Corresponding EOC
9th
Grade Literature
American Literature
American Literature
American Literature
American Literature
American Literature
American Literature
American Literature
American Literature
Biology
Biology
Biology
Biology
Physical Science
US History
US History
US History
US History
Economics
Economics
Economics
Economics
Economics
Coordinate Algebra
Coordinate Algebra
Analytic Geometry
Analytic Geometry
GAA
•
•
•
•
•
•
The GAA continues in its current form in 2014-2015.
The high school GAA assesses standards that are derived from Access courses taken by
students with significant cognitive disabilities. The high school mathematics blueprint for
2014-2015 now incorporates selected content standards from the courses of Coordinate
Algebra and Analytic Geometry. All students assessed in grade 11 for the first time
through the GAA will be assessed on these mathematics content standards. This is a very
important training point for 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 (this includes affirming each item on
the “checklist” that appears) 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
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.
Logistical Changes for 2014-2015:
•
•
•
•
•
•
•
•
Enrollment counts will no longer be collected.
Each system’s data from previous administrations will be used to determine amounts shipped.
For the Fall 2014 retest administration, the source data for your system’s shipment will derive from the
Spring 2014 Administration.
Please note that materials will be shipped to the system level rather than the school level (Note: This was
first implemented with the July 2014 administration).
Provisions will be made for systems to order additional materials if needed (with rationale provided) along
with the ability to order materials for your visually-impaired students who may require Large Print or
Braille.
GCA’s TestTime web application will be used for the additional order/visually-impaired process.
Join us for our GHSGT Retest Pre-Administration webinars (August 19 & 22, 2014).
There will NOT be a Summer 2015 Administration.
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GHSGT
Remember . . .
State Board rule (160-3-1-.07) requires that districts have a pre-registration
process for the GHSGT (and GHSWT) for those wanting to retest during 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.
Also, it is critical that the identity of test-takers be confirmed –
particularly as the phase-out of the program continues this year and in the
future . . .
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Secondary Assessment Transition Plan
Ninth Graders
2011 /
2012
2012 /
2013
EOCT = 20% of course grade
Pass the GHSWT
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
Pass GHSWT
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 GHSWT
Pass GHSWT
EOCT = 20% of course grade
EOCT = 20% of course grade
Pass the GHSWT
Pass the GHSWT
EOCT = 15% of course grade
2013 /
2014
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 one EOCT in each of the four
content areas or pass the
corresponding subject test of
GHSGT]
Pass GHSWT
2014 /
2015
EOCT = 20% of course
grade
EOCT = 20% of course
grade
EOCT = 20% of course
grade
RULE CHANGE PENDING RULE CHANGE PENDING
REGARDING GHSWT
REGARDING GHSWT
Pass the GHSWT
REQUIREMENT
REQUIREMENT
EOCT = 20% of course
grade
Pass the GHSWT
GKIDS
• GKIDS continues in its current form in 2014-2015. The GKIDS website
opens on August 4.
• 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.
• 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 again be available in January 2015.
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GKIDS: Pre-Population Option
Again, during 2014-2015, there are 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 4, 2014 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.
– 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
GKIDS: Pre-Population Option
August 4, 2014
GKIDS Website goes online; teachers may add
students manually to the GKIDS database.
August 29, 2014
Deadline for System Test Coordinators to
notify GCA of any new schools and/or school
closures for 2014-2015
Sept. 15, 2014
GKIDS Website goes offline to upload student
demographic information from Pre-ID Cycle 1.
Sept. 23, 2014
GKIDS Website goes back online; prepopulation feature is available for selecting
students from a class list.
January, 2015
Mid-Year GKIDS student data file posted to
systems in the MyGaDOE Portal
May 8, 2015
Deadline for entry of student assessment data
by teachers.
June 12, 2015
GKIDS Website closes for the 2014-15 school
year.
NAEP
• 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.
• 2014-2015 is a “state year” for NAEP with over 400 Georgia
schools participating.
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GHSWT
• The assessment of student writing in grades 3 – high school will occur
through the new Georgia Milestones Assessment System (Georgia
Milestones).
• In grades 3 – 8, writing will be assessed as a “third section” of the Georgia
Milestones ELA assessment.
• In high school, Georgia Milestones will assess student writing through the
9th Grade Literature and Composition and American Literature and
Composition end of course assessments.
• However – and this is critical - the Georgia High School Writing Test
(GHSWT) continues in its current form in 2014-2015 . . . AND it remains a
diploma eligibility requirement in 2014-2015.
– In short, all students still must pass the Georgia High School Writing Test (GHSWT) to
be eligible for a Georgia diploma.
– The stakes for students are high in this respect . . . Ensure that there is no confusion on
this point in your local systems.
• The Summer 2015 Retest Administration moves to June! (June 17, 2015)
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OAS
• The Georgia OAS will be available for use
in the
the week of August 11.
• Details, including reporting features,
will be
Training Tab has many resources.
discussed in upcoming webinars.
• As part of Georgia’s Race to the Top work, GaDOE has continued to
develop new formative and benchmark assessment resources.
• These new items can be found by clicking on “Formative” in the drop
down menu when “shopping” for items.
• The OAS will be available through December 2014 running “parallel
to” our new “in-house” online system that is under development –
Georgia Online Formative Assessment Resource, GOFAR. GOFAR will
go live during Fall 2014 – more information forthcoming on this topic.
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Georgia Online Formative Assessment Resource
(GOFAR)
• GOFAR is Georgia’s new online platform for our various online formative
assessment tools.
• These include the previous OAS item bank and the many formative
assessment items developed as part of Georgia’s Race to the Top work in
recent years.
• Items will be loaded into GOFAR both at launch – and over time after
launch.
• GOFAR will be “integrated” with the SLDS (meaning reports will populate in
SLDS and there will no longer be an upload process required).
• Training sessions will be available this fall and, as necessary, over the
course of the year.
• GOFAR will be available, running “parallel to”, the OAS in order to facilitate
a smooth transition from the OAS to GOFAR over the course of 2014-2015.
Specific roll-out dates will be announced this fall.
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Formative Assessment Initiatives
Bringing a Balanced Assessment Focus to the Classroom
1600 new
items loaded
1100 new
science &
social
studies
items to be
loaded
Formative
Item Bank
Assessment
Literacy
Professional
Learning
Formative
Instructional
Practices: FIP
Foundations &
FIP in Action
Benchmark
Assessments
24 benchmark
assessments
Don’t forget the NAEP Item Tool consisting of
high quality, released NAEP items!
Benchmark Assessments
Implementation Schedule
Available Fall 2014
Available Spring 2014
• ELA
– Grades 1, 2, 3, 6, 7, 8,
and 10
• Mathematics
– Grades 1, 2, 3, and
Coordinate Algebra
• U.S. History
• ELA
– Grades 4, 5, 9, and 11
• Mathematics
– Grades 4, 5, 6, 7, 8,
Analytic Geometry, and
Advanced Algebra
• Biology
FIP Foundational Learning Modules
FIP tightly aligns to and directly supports TKES and LKES!
1. Introduction to Formative Instructional Practices
2. Clear Learning Targets
3. Collecting and Documenting Evidence of Student Learning
4. Analyzing Evidence and Providing Effective Feedback
5. Student Ownership of Learning: Peer Feedback,
Self-Assessment, and More
6. Leading Formative Instructional Practices (for district and/or
school leaders)
7. Coaching Formative Instructional Practices (for instructional
coaches and/or teacher leaders)
FIP in Action modules available this fall
Questions & Answers
Evaluation Link
https://www.surveymonkey.com/s/HSMTMLV
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