Georgia Assessment Program 2008-2009 Dr. Jeff Barker

1. Georgia Assessment Program 2008-2009 Dr. Jeff Barker

2. Purpose • The purpose of the Georgia Testing Program is to measure the level of student achievement of the Georgia Performance Standards (GPS) and the Quality Core Curriculum (QCC) standards. • Identify students failing to achieve mastery of content. • Provide teachers with diagnostic information. • Assist school systems in identifying strengths and challenges in order to establish priorities in planning educational programs.

3. Assessment in Georgia • The testing program includes: • Criterion-referenced assessments at the elementary, middle, and high school levels. • The National Assessment of Educational Progress in grades 4, 8, and 12; • An optional norm-referenced test at grade bands 3-5 and 6-8.

4. State Assessments • The mandatory state assessments include: • Georgia Kindergarten Inventory of Developing Skills (GKIDS) • Criterion-Referenced Competency Tests (CRCT) • English/Language Arts, Mathematics, and Reading in grades 1-8 • Science and Social Studies in grades 3-8 • Georgia High School Graduation Tests (GHSGT) • English, Mathematics, Science, and Social Studies - Grades 11-12

5. State Assessments • The mandatory state assessments include: • Grades 3, 5, and 8 Writing Assessments • Georgia High School Writing Test (GHSWT) – Grades 11-12 • End-of-Course Tests (EOCT) – • Math I, Math II, 9th Grade Literature and Composition, American Literature and Composition, Economics, U.S. History, Biology, and Physical Science – grades 8-12 • Georgia Alternate Assessment (GAA) • Grades K-8 and 11

6. State Assessments • The mandatory state assessments include: • ACCESS for ELLs • Grades K-12 • National Assessment of Educational Progress (NAEP) • Grades 4, 8, and 12 • Reading, Mathematics and Science

7. (1) Georgia educators decide on standards (10) Georgia educators review data, statistics, and DIF. (2) Developers and Georgia educators create domains and test standards, and test blueprints. (9) Psychometricans Perform post-test administration tasks. (3) Developers and GaDOE develop item and test specifications. GEORGIA ASSESSMENT DEVELOPMENT PLAN (4) Developers construct field test items. (8) GaDOE and Georgia educators review operational test forms and set standards if necessary. (7) Development and psychometric specialists construct tests for approval by GaDOE and Georgia educators. (5) Content specialists review field test items internally. (6) Georgia educators and GaDOE review field test items externally.

8. Alignment Two major tasks: • Content alignment “What students must know” Make sure all test items reflect the content described in the GPS. • Standard alignment “How well students must perform” Ensure that performance standards reflect the mastery level described by the GPS.

9. Educator Involvement • In developing new content and new standards for assessments, Georgia educators play a critical role. • All new items are reviewed and approved by committees of Georgia educators before they appear on an operational test. • Standard setting panels are comprised almost exclusively by Georgia educators.

10. 2008-2009 Assessment Calendar • GKIDS - April 24 • CRCT • April 6 - May 8 (Main Administration) • June 1 – July 31 (Retest Administration) • Grade 3 Writing - March 16-27 • NAEP - January 26 - March 6 • Grade 5 Writing - March 4-5 • Grade 8 Writing - January 21-22 • GAA - September 4 - March 31 • ACCESS – January 20 – March 2

11. 2008-2009 Assessment Calendar • GHSGT • September 15-26 • November 3-14 • March 16-April 3 • July 13-17 • GHSWT • September 24-25 • February 25-26 • July 15

12. 2008-2009 Assessment Calendar • EOCT • September 22-26 (Mid Month) • October 20-24 (Mid Month) • November 17-21 (Mid Month) • December 1-January 9 (Winter Administration) • February 9-13 (Mid Month) • March 9-13 (Mid Month) • April 27-June 5 (Spring Administration) • June 22-July 24 (Summer Administration)

13. CRCT • Grades 6 and 7 Social Studies – pilot tests • Grade 3 Reading - Counts for Promotion • Grades 5 & 8 Reading & Math - Count for Promotion • In grades 1 and 2, test questions and answer choices are scripted for the teacher. • Reading passages are NOT read aloud for any students in grades 1 and 2.

14. CRCT • Nine day testing window – all testing and make-ups accomplished during these 9 days • Makeup testing for students in benchmark grades who were absent for the 9 days • Makeup testing occurs until the close of the state testing window – May 8, 2009. • One 5-day window or two separate 5-day retest windows to accommodate elementary and middle. • All makeup testing should occur during these 5-day windows. • On-line retests available

15. GHSGT • The GHSGT in Math will continue to be aligned exclusively to the QCC in 2008-2009. First time grade 11 test-takers will take this version of the Math GHSGT. • The GHSGT in English Language Arts (ELA) and Science will be aligned to the GPS. First time grade 11 test-takers will take the GPS versions of the ELA and Science (GHSGT. • The GHSGT in Social Studies will be dually aligned to the GPS and QCC. First time grade 11 test-takers will take this version

16. GHSGT Social Studies • These transitional tests assess standards that students will have had the opportunity to learn through instruction on either the QCC or the GPS. • New GPS standards were matched to the QCC standards assessed on previous editions of the Social Studies GHSGT, and the tests are dually aligned to content and skills common in these matched standards.

17. GHSGT • New Performance Levels for GPS • Below Basic • Basic Proficiency • Advanced Proficiency • Honors

18. GHSGT • When do students become eleventh graders? • In their third year of school if they meet local system requirements for promotion, usually in August. • Mid-year of third year if they did not meet promotion requirements in fall of third year (block scheduling; credit recovery). • What are the implications of block scheduling on participation in GHSGT? On AYP? • Students earn more units more quickly than on traditional schedules. • Systems need to track students to ensure that 11th grade students test for the first time in spring of 11th grade. Otherwise they do not contribute to your AYP.

19. GHSGT • Compliance with law and State Board Rule: “Grade 11 students take the GHSGT for the first time in the spring of the eleventh grade.” • What about students who miss their spring administration? They should test at the next administration. • What about third year students who are not classified eleventh grader? They may test in the spring administration. If they do not, they may have to wait until following year. • What about third year students who are not classified as 11th graders who are clearly on track to graduate within a year? They may test with special permission from GaDOE.

20. EOCT • American Literature and Composition • Ninth Grade Literature and Composition • Mathematics I: Algebra/Geometry/Statistics • Math II: Geometry/Algebra II/Statistics • Biology • Physical Science • U S History • Economics/Business/Free Enterprise

21. EOCT • Mathematics EOCT will be GPS-based beginning with the winter 2008 administrations. • New performance standards will be set. • EOCT scores for the new mathematics tests will not be available until after standard setting. • Algebra I and Geometry EOCT will continue to be available through the 2010-2011 school year.

22. EOCT • All students who are enrolled in an EOCT course, regardless of grade level, must be administered the EOCT. • Students enrolled in your system, who are allowed to dually enroll in a college course, an online course, or a correspondence class and are receiving credit towards graduation for an EOCT course • Middle School students enrolled in an EOCT course, whether or not they receive HS credit for the class • Students who are repeating a course, or are in a credit recovery program (e.g. Novanet) • Students enrolled in alternative schools.

23. EOCT • Students who fail an EOCT course and repeat it need to take the EOCT again. EOCT scores will not be banked. • Students attending a summer school program in another system must be tested in the school the student received instruction. • Students enrolling from a non-accredited program must take and pass the corresponding EOCT to earn credit for a course requiring an EOCT. • Local policy will determine grade assigned.

24. EOCT • Students taking a block-scheduled course who complete the full year course in one semester will be tested at the end of the semester. • Students following a traditionally scheduled (36 weeks) course will be tested at the end of the second semester of the course. • Students who complete a course at the end of one semester (e.g., Economics) will be tested at the completion of the course.

25. EOCT • The EOCT will count as 15% of the student’s final course grade (15% EOCT score + 85% course grade = final course grade). • Students must earn a 70 or higher final course grade to pass the course and earn credit for graduation. • If students are taking a year-long course, the EOCT should be averaged in as 15% of the second semester course grade. • If your school awards 1.0 credit upon completion of a year long course, the EOCT should be averaged in as 15% of that final grade. • If your school awards 0.5 credit at the end of the first semester, and 0.5 credit at the end of the second semester, the EOCT should be averaged in as 15% of the final second semester course grade.

26. Variances • The EOCT is also one criterion for a student to receive a variance for the Georgia High School Graduation Test (GHSGT). Students who were enrolled in an EOCT course and earned credit for the course (whether they passed or failed the EOCT) may not retest. If the student did not receive credit for the course (even if they passed the EOCT) and enrolls to retake the course, the student must take the EOCT. EOCT scores may not be banked.

27. Writing Assessments • Grade 3 • GPS • Grade 5 • GPS • Grade 8 • GPS • GHSWT • GPS & QCC

30. Grade 3 Writing • Writing should be on-going and independent samples collected throughout the year. • The assessment window is only for recording information, not collecting writing samples. • There is flexibility in how the genres are taught. • The assessment was developed for diagnostic purposes. • There is flexibility in models for rating student work: • Teachers rate their students’ papers. • Grade level teams rate papers. • System identified teachers score all student papers. • Schools exchange papers for rating.

31. GHSWT • Students mustpass the GHSWT to receive a high school diploma. • To be certain that students are tested on the curriculum under which they have been instructed and have had opportunity to learn, students who tested for the first time in September 2007 will continue to take a GPS version of the writing assessment. • Students who tested for the first time prior to September 2007 will continue to take the QCC form. • GPS writing prompts (5, 8, and 11) are released after each administration along with samples of performance levels and teacher comments.

32. NRT • Systems may elect to administer or not administer a NRT. • Systems may elect to administer the NRT in reading, ELA, mathematics, science ,social studies or the complete battery. • Norms interpolated to week of testing • Grade Level • May choose one grade within grade bands 3-5 and one grade within grade bands 6-8. • Additional testing of other grades will be at the system's expense.

33. GKIDS • Performance Assessment to replace the GKAP-R • Naturalistic observation of student performance by the classroom teacher • Based on the Georgia Performance Standards for Kindergarten • Provide information about the level of instructional support needed by students entering kindergarten and first grade • On-going assessment throughout the kindergarten year for instructional planning • One Indicator of first grade readiness

34. GKIDS • ELA • Math • Social Studies • Science • Personal/Social Development • Self-regulation • Classroom interactions • Approaches to Learning • Curiosity and Initiative • Creativity/Problem Solving • Attention/Engagement/Persistence • Physical/Motor Skills • Fine Motor Skills • Gross Motor Skills

35. GKIDS The number of levels (2 – 5) will be specific to each academic GPS element: Academic Performance Levels: • Not Yet Demonstrated • Emerging • Progressing • Meets the Standard • Exceeds the Standard Non-Academic Performance Levels: • Area of Concern • Developing • Consistently Demonstrated

36. GKIDS • Teachers may record information at any time during the year. • Systems may elect to mandate testing windows other than the state end of year window. • Web-based electronic data collection system. • Program will automatically capture data for the summary report and individual student report at the end of the year. • Data must be entered by April 24, 2009 to be included in the end of year summary reporting.

37. GAA • The GAA is a portfolio of student work provided as evidence that a student is making progress toward grade-level academic standards. • Not IEP-based, but IEP goals and functional skills remain important • Academic skills can support functional skills • Standards assessed should be meaningful and challenging for the student

38. GAA • Grades K-2 English/Language Arts: 2 standards/entries Mathematics: 2 standards/entries • Grades 3-8 and 11 English/Language Arts: 2 standards/entries Mathematics: 2 standards/entries Science: 1 standard/entry, paired with Characteristics of Science Standard Social Studies: 1 standard/entry

39. GAA • An entry for a content area consists of an Entry Sheet followed by pieces of evidence that show the student’s skill related to a particular standard/element. • For each entry, there are two collection periods. • Collection Period 1 shows the student’s initial skill. • Collection Period 2 shows the student’s progress. • For each collection period, there must be two pieces of evidence: a primary piece and a secondary piece. • Therefore, there are four piecesof evidence in an entry.

40. GAA • While parents may not review the assembled portfolio, they can review coursework, including that which may be used in the portfolio. You can make copies of coursework for this purpose. • Once evidence is collected and the portfolio assembled, the completed portfolio becomes a secure document and can be viewed only by authorized personnel or parents. • Assessing students on their progress in toileting and bathing skills is not appropriate. • 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

41. ACCESS • Secure, large-scale assessment • Anchored in WIDA’s English Language Proficiency Standards • Assesses academic language • Three overlapping tiers for each grade level cluster • Tier A: Proficiency levels 1-3 • Tier B: Proficiency levels 2-4 • Tier C: Proficiency levels 3-5 • One third of test items replaced annually • Administered annually as required by No Child Left Behind

42. 1 2 3 4 5 ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING Tier A Tier B Tier C

43. ACCESS • Administered to all English language learners in Georgia, in grades K-12 • The kindergarten assessment is individually administered. • All ELL students must be assessed • ELL-Monitored (ELL-M) students must NOT be assessed • 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)

44. ACCESS New Kindergarten Assessment • K-ACCESS for ELLs Manipulatives • previous assessment did not have manipulatives Thematic • Test questions center around two themes • All four domains are tested in each theme Writing Experiences • Interactive writing, where child has opportunity to produce whatever he or she is able

45. Content Descriptions The Content Descriptions acquaint Georgia educators, students, parents, and others with the content assessed on the Georgia assessments. They provide an overview of: content domains list the associated skills and concepts that students should understand and be able to apply. They also provide the GPS and QCC standards under which the information assessed within each domain is taught.

46. Content Descriptions • The Content Descriptions are in no way intended to substitute for or supplant the curriculum. • They supplement the curriculum by providing more descriptive information about how content will be assessed. • The Content Descriptions do not suggest when concepts and skills should be introduced in the instructional sequence; rather, their purpose is to communicate when concepts and skills will be assessed via the assessment.

47. CRCT Content Weights

48. Study Guides • Study guides for the GHSGT,EOCT, and CRCT are available. The guides are designed to assist students in preparation for the assessments. • The guides provide information, tips on how to prepare for the test, and general test-taking strategies. Each guide contains a section outlining the contents of the booklet and any materials needed for effective use of the guide. • Sample items are provided specific to each content area.

49. Resources • http://www.gadoe.org/ci_testing.aspx • Memoranda and Announcements • Student Assessment Handbook • Statewide Testing Calendar • Accommodations Manual • Test Score Ranges & Cut Scores • Content Descriptions • Study Guides • Assessment and Instructional Guides • Results • Presentations

50. GaDOE Strategic Plan Goal 1: Increase HS Graduation Rate, decrease drop out rate, and increase post-secondary enrollment rate. Goal 2: Strengthen teacher quality, recruitment, and retention. Goal 3: Develop strong educational leaders, particularly at the building level. Goal 4: Significantly improve SAT/ACT/NAEP scores of Georgia students. Goal 5: Successfully implement the GPS. Goal 6: Ensure that the overwhelming majority of all students are proficient in reading and math. Goal 7: Improve workforce readiness skills. Goal 8: Significantly improve math and science achievement of middle and high school students. Goal 9: Decrease the number of schools on the NCLB Needs Improvement list and ensure that no school reaches Needs Improvement level 7. Goal 10: Increase parental engagement at all levels of a child’s education. Goal 11: Strengthen financial control and reporting systems of the department and LEAs. Goal 12: Improve and continue to develop/implement world class education information systems to support data driven decision making. Goal 13: Create a more coordinated communications plan for internal and external stakeholders. Goal 14: Improve and continue to develop/implement world class instructional technology to support student achievement and professional learning. Goal 15: Eliminate persistent danger in all schools.