Georgia Alternate Assessment 2.0

1. Georgia Alternate Assessment 2.0 Pre-Administration and Test Setup February 25 & 27, 2019

2. Webinars • All webinar recordings are available theday after the presentation. Click on theoriginal registration link for any Assessment webinar to access the recording. • February 25: https://attendee.gotowebinar.com/register/5366725443024189187 • February 27: https://attendee.gotowebinar.com/register/6382825919693867011 • This presentation file can be found at http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GAA_2.aspx • Certificates are now sent from GoToWebinar after live training sessions. Those watching recordings will not receive a certificate.

3. Introductions Georgia Department of Education Sandy Greene, Ed.D., Director of Assessment Administration Mary Nesbit-McBride, Ph.D., Assessment Specialist, Assessment Administration Crystal Callaway, Education Program Specialist, Special Education Services Carson D. Cochran, Program Manager, Special Education Services and Supports Questar Assessment, Inc. Suzanne Sanders, Learning Management System Administrator Shelly Vojdani, Assessment Specialist Nicole DeLong, Senior Program Manager Jenny Read, Program Manager Paapa Okyere, Assistant Program Manager

4. Administration Questions • System Test Coordinators are responsible for ensuring that all personnel have been trained in the proper test administration and security procedures as communicated by GaDOE Assessment Division. • Questions regarding assessment administration protocols and test design must be directed to GaDOE Assessment Division.

5. Agenda • Overview • Administration Policies • Before Testing • During Testing • After Testing • Nextera • Support • Local Training Support Slides – Test Examiner Protocol

6. Overview of the Georgia Alternate Assessment 2.0

7. Task Design & Structure

8. Administration Policies

9. Code of Ethics for Georgia Educators Standard 10: Testing – An educator shall administer state-mandated assessments fairly and ethically. Unethical conduct includes but is not limited to: • Committing any act that breaches Test Security; and • Compromising the integrity of the assessment. GaPSC Ethics Division: https://www.gapsc.com/Ethics/CodeOfEthics.aspx

10. Security • Prohibited Activities • Revealing information from passages, tasks, or script. • Copying information from passages, tasks, or script. • Interpreting test items for students. • Changing or interfering with student responses. • It is the direct responsibility of all individuals who administer the assessment to follow security procedures and protect the integrity of the assessment process.

11. Security • After Testing • Materials must be returned immediately after testing. • Materials must be kept in a secure location. • Student Response Document • Test Examiners Booklet • Student Booklet • Student Roster with login credentials and access codes • Materials cannot be stored in examiner’s classroom overnight.

12. Accessibility • Presentation Mode — presentation of test material and/or test directions. • Examples: large print, Braille, ASL, oral reading, magnifiers • Response Mode — manner in which students respond to or answer test questions. • Examples: AAC device, pointing to answers, verbal answers, adapted writing tools • Scheduling Arrangements —time allowance or scheduling of a test. • Examples: breaks, optimal time of day for testing, multiple testing sessions • Test Setting Accommodations —place in which the testing normally occurs. • Examples: special education classroom, small group, individual administration, preferential seating

13. Accommodations • Must be based on what the student uses in daily instruction. • Test Examiners should become familiar with the tasks and should practice using any accommodations with the student on sample items prior to administering the assessment. • If using any assistive technology, practice with sample items to ensure technology is functioning properly. • Secure test materials should not be stored in the device. • There are some accommodations that may be appropriate for instruction but may not be appropriate for use on state assessments.

14. Allowable Accommodations A = Administration procedures allowable for all eligible students. S = Standard accommodation required for eligible students. C = Conditional Accommodation for required eligible students.

15. Use of Manipulatives • General guidelines for selecting and using manipulatives in assessment should: • ensure the student uses the identified manipulatives in daily instruction throughout the year; • allow the student to participate meaningfully in both instruction and assessments; • provide an individual student access to an assessment task; • does not affect the integrity of the assessment; and • is not solely used during assessment.

16. Sign Language • The Test Examiner/sign language interpreter should review forms prior to test administration and make appropriate notes in the Test Examiner Booklet. • Must not use cluing inflection • Must use consistent facial expression • All signs must be conceptually accurate, translating only the content exactly as it appears without changing or adding information. • The use of speaking and signing simultaneously permitted.

17. Braille • Students who are identified as having a visual impairment and who require Braille material for their instructional program qualify for the Braille version of the GAA 2.0 assessment. • A Braille version of the Student Booklet will be provided for qualifying students. • Test Examiners will enter student responses on the Student Response Document and enter them into Nextera TDS, the online system.

18. Use of Physical Prompting • The use of directive physical prompting, including hand-over-hand that leads the student to the correct answer, is not permitted. • This does not allow the student to independently show what they know and can do. • There may be some students who require physical support in order to engage with the materials based on a motor limitation or a specific sensory impairment (i.e., student who is blind).

19. Use of Physical Prompting • Physical support is permitted as long as it does not lead the student to the correct answer. • It must allow a student to independently answer or make a choice. • Holding a student’s arm steady at the elbow in order for them to independently make a choice is not considered directive physical prompting. • For a student who is blind or visually impaired, leading a student’s hand to engage with each answer option equally while allowing the student to make a choice is not directive physical prompting.

20. Redirection and Reinforcement • Redirections strategies are permitted when: • they are a part of the student’s daily instruction. • they are used to redirect or refocus the student. • they should never cue the correct answer. • Test Examiners are allowed to encourage a student to persist. • Encouragement should never cue the correct answer.

21. Repeating Task Text • Follow administration directions. • Repeat script upon the student’s request. • Response time is based on the individual needs of each student. • The teacher’s script can be repeated up to two times. • Student request • Pausing/resuming assessment • Individual student need

22. Pausing and Resuming Administration • The Test Examiner may pause the administration of the assessment if the student’s behavior and/or medical needs prohibit the student from demonstrating optimal performance. • Familiarity with the task sequence will help the Test Examiner determine where to pause the testing session if all tasks cannot be administered. • If the testing session is paused, the Test Examiner should record the student’s response to the last administered task just prior to pausing the test session.

23. Pausing and Resuming Administration • If the testing session is paused, the Test Examiner can still complete the administration at a later time, or on another day, as long as it is within the testing window. • If the student’s behavior and/or medical needs prohibit the student from completing the assessment on a given day, the Test Examiner may stop testing and resume on another day during the testing window. Note: It may be possible to prevent some of these difficulties with proper planning.

24. Stopping Rule • Test Examiners are expected to follow the script from beginning to end for All students. • Test Examiners may implement the stopping rule after ALL PARTS of two tasks have been administered to those students who do not have an established communication system. • The absence of a communication system must be documented. • The stopping rule should not be applied based on a student’s behavior, frustration level, or knowledge of the content. • When unexpected events occur, Test Examiners must contact their School Test Coordinator.

25. Stopping Rule • It is important that each student have an opportunity to attempt the assessment, even if the Test Examiner believes the student will not respond. • Every student is different with varying ability to stay on task. Test Examiners may pause testing to take a break at any time, planned or unplanned. • The assessment is not timed and can be paused for a variety of reasons, including refusal, frustration, lack of engagement, etc. The Test Examiner may pause and resume the administration as often as necessary during the entire administration window.

26. Stopping Rule • For students who do not have an established communication system, the stopping rule provides a standardized procedure for Test Examiners to stop testing. • Test Examiners may implement the stopping rule after ALL PARTS of two tasks have been administered. • Complete the following steps: • Report the situation to the School Test Coordinator. • Under the student’s profile in Nextera Admin, the System Test Coordinator or School Test Coordinator will update the Status Code to ‘Stopping Rule’.

27. Homebound/Hospitalized Students • The GAA 2.0 is administered during the testing window, following same procedures required in the school setting. • Test Examiner must be a GaPSC-certified educator who has been trained to administer the GAA 2.0. • Test Examiners must inform the School/System Test Coordinator of students who will be assessed in hospital or homebound settings. • Secure materials must be returned to the School immediately following testing.

28. Roles and Responsibilities

29. Newton County Training Plan • Implementation based on GaDOE’s model: • Training Session I (November 2018) • Overview of GAA 2.0 with School Test Coordinators & GAA Examiners • Training Session II (January 2019) • Present basic setup of Nextera • Provide answers to questions generated during November 2016 meeting • Provide guidance relative to accommodations • Training Session III (March 2019) • Nextera setup and data entry process

30. Newton County Example • Work Session Plan (Preparation of Materials)

31. System Test Coordinator(SysTC/DLU) • Ensure that all personnel have been trained in proper test administration and security procedures. • Manage organization and user account information in the online testing system (Nextera Admin). • Help School Test Coordinators with test scheduling and the editing of student data, if needed. • Monitor test administration, provide support for School Test Coordinators during testing, and verify that all tasks are completed at the end of testing.

32. Technology Coordinator (DITC/SITC) • Acts as the information technology point of contact • Ensures Workstation Readiness is complete • Installs the Questar Secure Browser on devices to be used to enter student responses • Only one System Technology Coordinator role per system and one School Technology Coordinator per school.

33. School Test Coordinator (SchTC/BLU) • Add and edit student information in the Nextera Admin online system and manage test sessions. • Ensure that Test Examiners have been trained in proper test administration procedures. • Monitor testing to ensure that established administration and security procedures are followed. • Ensure test security protocols are followed regarding the handling and transcription of Student Response Documents. • Collect all secure materials when testing is complete.

34. Test Examiner (TE) • Must be a GaPSC-certified educator. • Participate in all training in test security and test administration protocols. • Test Examiners are directly responsible for the security of the test and must account for all test materials at all times. • Be familiar with proper testing procedures, the Test Administration Manual, and the test materials (Test Examiner and Student Booklets) prior to administration. • Test Examiners must follow the directions and script provided in the Test Examiner’s Booklet exactly as written to ensure a standardized administration.

35. Test Examiner (TE) • Be familiar with proper testing procedures, the Test Administration Manual, and the test materials (Test Examiner and Student Booklets) prior to administration. • Must follow the directions and script provided in the Test Examiner’s Booklet exactly as written to ensure a standardized administration. • Be familiar with the students they are scheduled to test.

36. Assessment Materials The following secure documents will be used to administer the assessment. Student Booklet Student Response Document Test Examiner Booklet

37. Test AdministrationBefore Testing

38. Before Testing: System Test Coordinator Receive, Verify, and Distribute Test Materials Materials will be boxed by school and shipped to the System Test Coordinator. System shipments will contain: • School Packages • System Cover Memo • Test Material Overage: • Test Examiner Booklets • Student Booklets • Student Response Documents • Secure Materials Report • Copy of School Packing List • District Return Kit: • Return Kit Content List • Return Instructions • Material Return Poster • QAI Return Box Labels (pink) • UPS Return labels

39. Before Testing: System Test Coordinator Receive, Verify, and Distribute Test Materials School Packages will contain: • School Cover Memo • Test Examiner Booklets • Student Booklets • Student Response Documents • Secure Materials Report • School Header Sheet • White Poly Bags • Tyvek Return Envelopes • Divider Sheets (pink) • Material Return Poster

40. Before Testing: System Test Coordinator Receive, Verify, and Distribute Test Materials • System Test Coordinators must inventory the materials using the packing list provided in the shipment. • If the contents do not match the packing list, contact Questar GAA 2.0 Customer Support. System and School Test Coordinators must store materials in a secure location at all timesexcept when they are being prepared/used for administration by Test Examiners.

41. Before Testing: System Test Coordinator Ordering Additional Materials • System Test Coordinators can order additional test materials through Nextera Admin, if additional materials are required. • The Additional Material Order (AMO) window March 7, 2019 through April 19, 2019. Managing User Profiles • System Test Coordinators are responsible for managing the user profiles of all personnel who will participate in the administration of the GAA 2.0.

42. Before Testing: School Test Coordinator The School Test Coordinator must • schedule and manage the activities of Test Examiners during the testing window. • monitor the test administration. • maintain the security of test materials, and assemble/return test materials to the System Test Coordinator.

43. Before Testing: School Test Coordinator Receive Test Materials • Test Examiner Booklets, Student Booklets, and Student Response Documents arrive from the System Test Coordinator. • School Test Coordinators must document and verify that all necessary materials have been received as well as report any missing materials to the System Test Coordinator immediately.

44. Before Testing: School Test Coordinator Ensure the Security of Test Materials • All test materials must be checked in to the School Test Coordinator and placed in a secure, locked location following the testing session. • Test materials may not remain in the testing location overnight. • Access to secure materials must be restricted to authorized individuals only.

45. Before Testing: School Test Coordinator Distribution of Materials • School Test Coordinators may sign out secure test materials to Test Examiners prior to the administration for the purposes of identifying what preparation and manipulative(s) will be needed for individual student responses. • Secure test materials should never be used to prepare instructional materials for students during this preparation period. • Any attempt to pre-teach items or tasks would be considered a breach of test security and may be reported to the GaPSC.

46. Sample Pre-Administration Checklist

47. Before Testing: School Test Coordinator Completing the Learner Characteristics Inventory (LCI) • The LCI • is an important student-specific inventory that goes beyond typical student demographics; • must be completed for each student before the beginning of the test administration; and • is located on the HELP tab in Nextera Admin. • The Test Examiner must either complete this form and provide it to the School Test Coordinator, or work directly with the School Test Coordinator to provide the information. • The School Test Coordinator must enter the LCI information into Nextera Admin prior to testing.

48. Adding LCI Information

49. Before Testing: Test Examiner Receive Test Materials • School Test Coordinators will provide Test Examiners with the materials needed to administer each test. • Test Examiners must confirm receipt of the following test materials prior to testing students. • Test Examiner Booklet(s) for the Grade and Content area that will be administered • Student Booklet(s) that corresponds to the Test Examiner Booklet(s) • Student Response Document(s)

50. Before Testing: Test Examiner Scheduling • Student’s individual needs should be considered when scheduling. • The assessment is not timed and can be paused for a variety of reasons, including frustration, lack of engagement, refusal, etc. • The administration should take place in an area that is free from distractions. • Test Examiners may determine the order content area tests are administered. However, tasks must be administered sequentially within a content area.