Assessment Division

System Test Coordinators’Fall 2013 Conference

General SessionState-Mandated Assessments 2013 – 2014

Assessment DivisionRecording Link (8/2/13): https://sas.elluminate.com/mr.jnlp?suid=M.9EC9BF9F762109D3E3C3BAFDF49D33&sid=2012003Recording Link: (8/15/13): https://sas.elluminate.com/mr.jnlp?suid=M.0E3142128F75036A322A1BF1BDAEFB&sid=2012003

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Agenda1. General Information and Key Reminders2. New Information for 2013-20143. Conducting secure and successful test administrations4. Accommodations and Special Populations5. Post-Administration Information/Reminders6. Ethics and Assessment7. Major Topics for each Assessment Program8. Online Forms on the MyGaDOE Portal9. Questions & Answers

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Contact InformationMelissa Fincher, Ph.D.

Associate 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) EitelDirector, Assessment Administration(404) 656-0478; [email protected]

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Assessment & AccountabilityAssociate Superintendent Support Staff

¤ Melissa Fincher ¤ Connie Caldwell ¤ Joni Briscoe

Assessment Administration – Anthony (Tony) Eitel∞ Bobbie Bable ∞ Deborah Houston ∞ Michael Huneke∞ Robert McLeod ∞ Mary Nesbit-McBride ∞ August Ogletree

Assessment Research & Development – Melodee (Dee) Davis∞ Sheril Smith ∞ Niveen Vosler

Race to the Top Specialists:∞ Dawn Souter ∞ Jan Reyes ∞ Kelli Wright

Accountability – Joanne Leonard∞ Nancy Haight ∞ Cowen Harter ∞ Paula Swartzberg

Growth Model∞ Allison Timberlake ∞ Qi Qin

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Assessment Program Contact InformationCriterion Referenced Competency Tests (CRCT) Robert [email protected]

End of Course Tests (EOCT) Mary Nesbit-McBride404.232.1207;[email protected]

Georgia High School Graduation Test (GHSGT), Writing Assessments, Online Assessment SystemMichael Huneke404.232.1208;[email protected]

National Assessment of Educational Progress (NAEP), Georgia Kindergarten Inventory of Developing Skills (GKIDS) Bobbie Bable404.657.6168;[email protected]

Criterion Referenced Competency Tests - Modified (CRCT-M) August [email protected]

ACCESS for ELLs, Georgia Alternate Assessment (GAA) Deborah Houston404.657.0251;[email protected]

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State Board RulesThe 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-of-Education/Pages/PEABoardRules.aspx

State Board Rules relating to assessment include: • 160-3-1-.07 Testing Programs – Student Assessment • 160-4-2-.11 Promotion, Placement, and Retention• 160-4-2-.13 Statewide Passing Score• 160-1-3-.09 Waivers and Variances of High School Graduation Assessments• 160-4-2-.31 Hospital/Homebound (HHB) Services• 160-4-2-.34 Dual Enrollment• 160-4-2-.06 through 160-4-2-.48 (IHF) High School Graduation Requirements• 160-4-5-.02 Language Assistance: Program for English Learners• 160-4-8-.12 Alternative/Non-Traditional Education Programs• 160-5-1-.07 Student Data Collection• 160-5-1-.14 Transfer of Student Records• 160-5-1-.15 Awarding of Units of Credit and Acceptance of Transfer Credit and/or Grades – IMPORTANT

AMENDMENTS APPROVED APRIL 2013, EFFECTIVE 2013-2014 SCHOOL YEAR, IMPACT EOCT PROGRAM• 160 7 1 .01 Single Statewide Accountability System‐ ‐ ‐

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2013 - 2014 Assessments• ACCESS for ELLs (K-12) and Alternate ACCESS for ELLs (1-12)• Criterion Referenced Competency Tests (CRCT) (3-8)• Criterion Referenced Competency Tests - Modified (CRCT-M) (3-8)• End-of-Course Tests (EOCT) (Middle/High School)• Georgia Alternate Assessment (GAA) (K, 3-8, 11)• Georgia High School Graduation Tests (GHSGT) (Gr. 11/12)• Georgia Kindergarten Inventory of Developing Skills (GKIDS) (K)• National Assessment of Educational Progress (NAEP) (4, 8, 12)• Writing Assessments (3, 5, 8, and 11)Due to budgetary constraints, the following will not be administered during the 2013-2014 school

year:– CRCT – Grades 1 and 2– GAA – Grades 1 and 2

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Transmission of Secure Information• Do not include GTID or FTE #’s numbers in emails. • In addition, please do not email other secure

information such as confidential personnel information, secure test content, etc.

• If secure information such as this needs to be shared via email, you may do so via the MyGaDOE Portal.

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General Announcements• Please do not over-order materials – the

containment of costs continues to be critically important.– Overages are provided at both system and school levels.– More than ever before, accuracy of supply orders is critical.

• Be reminded that assessment data must report to the “FTE-reporting” location (the school that reports the student for FTE purposes) and that students must be assessed per their FTE-reported grade level.

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• Reasons for non-participation must be provided during Accountability Assessment Processing in the MyGaDOE Portal. Those marked (*) are applicable only to EOCT processing.- Illness - Medical Emergency- Other - Unknown* EOCT Course Not Completed * EOCT Not Required

• Principal’s Certification Form – required after each administration. http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Information-For-Educators.aspx Must be kept on file by System Test Coordinator for 5 years.

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

• Webinar schedule: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Memoranda--Announcements.aspx

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General Announcements

Reminders: Secondary Assessment Transition

• The Secondary Assessment Transition Plan was approved by the State Board of Education on April 13, 2011

• This plan provides for the phasing out of the Georgia High School Graduation Test (GHSGT) and an increased “weight” of the End of Course Tests (EOCT)

• All students will continue to be required to take and pass the Georgia High School Writing Test (GHSWT)

• In April 2011, the State Board of Education voted to adopt amendments to two rules:– Rule 160-3-1-.07: Testing Programs – Student Assessment

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

– Rule 160-4-2-.13: Statewide Passing Score(http://public.doe.k12.ga.us/_documents/doe/legalservices/160-4-2-.13.pdf

)

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Ninth Graders Tenth Graders Eleventh Graders Twelfth Graders

2011 / 2012

EOCT = 20% of course grade

Pass the GHSWT


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

Pass GHSWT



Pass GHSWT



Pass GHSWT

2012 / 2013


Pass the GHSWT


Pass the GHSWT



Pass GHSWT



Pass GHSWT

2013 / 2014


Pass the GHSWT


Pass the GHSWT


Pass the GHSWT



Pass GHSWT

2014 / 2015


Pass the GHSWT (per current rule)






Pass the GHSWT

Reminders: Secondary Assessment Transition Plan

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• Cohort 1: Students entering grade nine for the first time during the 2011-2012 school year and beyond

Testing Rule Amendments for this cohort include:– Removing the Georgia High School Graduation Tests as a requirement

for graduation– Retaining the requirement to pass the Georgia High School Writing

Test

Statewide Passing Score Rule amendments include:– Increasing the contribution of EOCT to the course grade to 20%

• NOTE: Students would not be required to pass the EOCT to graduate but must pass the course to earn credit

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• Cohort 2: Students currently in high school (entered grade nine for the first time between July 1, 2008 and June 30, 2011)

Testing Rule Amendments for this cohort include:– Flexibility – allowing a passing score on one of the two EOCTs in each

content area to serve as an alternate demonstration of proficiency and stand in lieu of the requirement to pass the corresponding content area GHSGT

– Retaining the requirement to pass the Georgia High School Writing Test

Statewide Passing Score Rule amendments include:• Retaining the contribution of the EOCT to the course grade at 15%

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State Assessments and the state’s mandated content standards in English Language Arts &

Mathematics• The implementation of the content standards based

upon the CCGPS continues in 2013-2014 in ELA (K – 12) and Math (K – 10).– In high school mathematics, last year’s grade 9 students

(who took Coordinate Algebra in 2012-2013) move into Analytic Geometry in grade 10 in 2013-2014.

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State Assessments and the state’s mandated content standards in English Language Arts &

MathematicsGeorgia Kindergarten Inventory of Developing Skills (GKIDS)The existing web-based application was updated in fall 2012 and continues to reflect the current state-mandated content standards in ELA and Mathematics. Minor revisions have been made to the administration manual and guide for 2013-2014. The assessed domains of Science, Social Studies, Approaches to Learning, Personal/Social Development, and Motor Skills will not be changed. The structure and functionality of the web-based application will not change relative to the standards to be assessed in 2013-2014.Georgia Criterion-Referenced Competency Tests in Reading, English Language Arts and MathematicsThe CRCT will reflect the state-mandated content standards in the spring 2014. Updated Test Content Descriptions, Test Content Weights, and Study Guides will be made available in fall 2013. There will be slight shifts in some Content Weights in Reading, ELA, and Math in 2013-2014. The format of the CRCT remains multiple choice.Criterion-Referenced Competency Tests (CRCT-M) in Reading, English Language Arts, and MathematicsThe CRCT-M will reflect the state-mandated content standards in the spring 2014. In keeping with the CRCT program, updated Test Content Descriptions, Test Content Weights, and Study Guides will be made available in fall 2013 (and appear on the CRCT webpage). There will be slight shifts in some Content Weights in Reading, ELA, and Math in 2013-2014. The format of the CRCT remains multiple choice.

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State Assessments and the state’s mandated content standards in English

Language Arts & MathematicsEnd of Course Tests (EOCT) in the areas of English Language Arts and MathematicsThe EOCT program will continue its transition relative to the content standards in mathematics during 2013-2014 with the addition of a new test to the program (Analytic Geometry). New documents, including Test Content Descriptions, a formula sheet, and Student Study Guide, will be posted to the GaDOE website. This new EOCT will be administered for the first time during the Winter 2013 administration (results available in early January 2014 following standard setting). The EOCT in Mathematics II, GPS Geometry, Physical Science, Biology, U.S. History, and Economics will continue to be GPS-based. (Note: Mathematics I and GPS Algebra have been discontinued – following the summer 2013 administration.) Georgia Alternate Assessment (GAA) in the areas of English Language Arts (K, 3-8, and HS) & Mathematics (3-8)The GAA was revised to reflect the current state-mandated content standards beginning in fall 2012. As with the other assessments, Science and Social Studies remain unchanged by the transition in the state content standards in ELA and Mathematics.

– Special note about high school students that need to retest: Two Blueprints exist for high school retesters. One for those who were assessed PRIOR TO 2012-2013 (GPS English Language Arts in this blueprint). A second one for those who were assessed for the first time in 2012-2013 (with CCGPS English Language Arts).

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Writing 3, 5, 8, and 11 (GHSWT)

Georgia’s writing assessment program assesses writing standards that are universal and are reflected in both previous the GPS and the current CCGPS. The current format (students respond to an “on-demand” prompt/topic) will not change. Both sets of standards require students to produce writing in the different genres and that writing reflects quality content development and organization, style, sentence formation, usage, and mechanics. These characteristics are the foundation of the rubrics for the Georgia Writing Assessments in grades 3, 5, 8, and 11.

– “CCGPS Connections Resource Guides” were posted in fall 2012 for each of the four grade levels. These guides are designed to illustrate the connections between the current state-mandated content standards and the writing assessments in their existing format.

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State Assessments and the state’s mandated content standards in English

Language Arts & Mathematics

Formative Assessment InitiativesBringing a Balanced Assessment Focus to the Classroom

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Phase I items released into OAS fall 2012; Phase II items to be released in fall 2013

Pilot in winter 2013; Statewide launch in summer 2013

Phase I item pilot in fall 2013; Phase II pilot in winter 2014

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Formative Instructional Practices (FIP)

Formative Instructional Practices (FIP) are intentional behaviors that teachers and students use to obtain information about learning so that decisions can be made about additional learning opportunities. Formative instructional practices are the formal and informal ways that teachers and students gather and respond to evidence of student learning. Georgia’s FIP professional learning has four major components.

1.Clear Learning Targets2.Collecting, analyzing and using evidence of student learning3.Effective Feedback4.Student Ownership of Learning

Contact Information for GaDOE Formative Assessment Initiatives

Dr. Melodee Davis Director Assessment Research and [email protected]

Dr. Dawn SouterProject Manager. RT3Formative Item [email protected]

Dr. Jan ReyesAssessment Specialist, RT3Interim Benchmark [email protected]

Kelli Harris-Wright, Ed.S.Assessment Specialist, RT3Assessment Literacy (FIP)[email protected]

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New Information for 2013-2014

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Highlights of Changes to the Student Assessment Handbook

• Annual edits (dates, updated glossary, new weblinks, etc.)• More detailed calculator parameters for high schools, EOCT

“testing-out”, NRT has been removed from the tables of approved test accommodations for SWDs and ELs

• Cell phones/smartphones and social media• Assessment Program updates . . . Particularly in the EOCT

section . . . “Testing-out”, transfer students, retests• Some annual updates to forms, etc. at end of Handbook.• Remember, we will conduct again this year two Student

Assessment Handbook Overview sessions as follows:- August 6 @9:00 AM- August 26 @9:00 AM

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Important New Information Regarding the EOCT Program: Demonstrating Subject Area CompetencyWebinar Recording from 6/10/13: https://sas.elluminate.com/mr.jnlp?suid=M.94259A40119F07C1614A5C773C27FC&sid=2012003Webinar Recording from 7/23/13: https://sas.elluminate.com/mr.jnlp?suid=M.C8A1FD39267959E72C53C3E7F2F309&sid=2012003

• As provided for in amendments to State Board of Education Rule 160-5-1-.15 (AWARDING UNITS OF CREDIT AND ACCEPTANCE OF TRANSFER CREDIT AND/OR GRADES) adopted by the Board in April 2013, the opportunity exists for students to “test-out” of any course for which there is an associated EOCT and earn credit for the course through that process. The Rule, as amended, stems from state law (O.C.G.A. 20-2-159.4).

• Under the provisions of the amended rule and guidelines published by the Georgia Department of Education’s (GaDOE) Office of Curriculum, Instruction, and Assessment, local boards of education shall award course credit to students who reach the performance level of Exceeds on an EOCT taken prior to taking the course.

• A student may test-out of any course that has an associated EOCT.• As stated in the Rule, students may earn no more than three units of credit by demonstrating

subject area competency in this fashion.

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Important New Information Regarding the EOCT Program: Demonstrating Subject Area CompetencyStudents must meet the following requirements to exercise this option: •Not currently or previously enrolled in the course; •Have earned a grade of B or better in the most recent course that is the same content area of the course for which the student is attempting the EOCT; •Received a teacher recommendation from the teacher of the most recent course in the same content area (or, if not available, a teacher in the same content area with knowledge of the student’s academic achievement) for which the student is attempting the EOCT; and •Received parent/guardian permission if the student is less than 18 years of age. •Schools should carefully consider which students would benefit from such an opportunity and advise accordingly.•As part of the advisement process, schools should carefully consider which students would benefit from such an opportunity and advise accordingly. As part of the advisement process, schools should consider the likelihood for success in future courses that may require knowledge and skills that are inherent within the course. In addition, the student’s post-secondary plans and needs must be considered. The test-out option should not be exercised for students without deliberation and clear evidence of the likelihood of student success both on the test itself and in future coursework/endeavors.•Students who do not meet the eligibility criteria above must not be assessed for this purpose.

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TEST ADMINISTRATIONWhen allowing students to attempt to earn course credit through testing out, districts and schools shall:•Allow eligible students only one opportunity per course to demonstrate subject area competency.•Systems must utilize only the GaDOE designated administration windows for this purpose. Systems must NOT use Retest Administration forms for this purpose. Doing so, may result in additional fees being invoiced to the district.•Local systems will be required to identify individual students who are testing for this purpose when the student is registered in the online platform. This is critical to ensure the proper designation of the test for scoring and reporting purposes. Failure to do so may result in additional fees being invoiced to the district to correct data file/report errors.

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Important New Information Regarding the EOCT Program: Demonstrating Subject Area Competency

• Require students who do not reach the performance level of Exceeds when attempting to test-out to enroll in and complete the associated course. The student would again take the EOCT at the conclusion of that course experience regardless of their score during their attempt to test-out.

• Districts/schools shall not allow students who are currently enrolled, or who have previously been enrolled, in a higher-level course to attempt to earn credit by testing out. For example, a student taking AP Physics may not earn credit for Physical Science through this process.

• The administration of all EOCTs for this purpose MUST adhere to the system’s local EOCT testing calendar. This stipulation is critical to ensure test security. For example, students taking the 9th Grade Literature & Composition EOCT for the purposes of testing out MUST be administered the test on the same day or consecutive days that the system is administering the 9th Grade Literature & Composition EOCT to all other students.

• Districts should develop a local policy to address instances where a student has opted to test-out and has achieved the Exceeds performance level, but then decides that they prefer to take the course instead. Should districts permit students to do this, they must notify the GaDOE Assessment Division and incur the costs for the student’s test-out administration.

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COSTS•Systems and schools will incur no charge for students who meet the eligibility criteria and achieve the Exceeds performance level.•Systems and schools will incur a charge for students who fail to achieve the Exceeds performance level. The established fee is currently $50.00 per test. The EOCT contractor will invoice systems for these associated costs. (As stated earlier, diligent and thoughtful advisement of students is very important.)•As stipulated in previously issued Guidelines related to this rule, local boards of education may develop policies related to the collection of these costs from parents or students, provided that such policies require school or school district personnel to inform the parent or student of potential costs prior to the administration of the EOCT for this purpose.

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• EOCT contractor will invoice districts through the System Test Coordinator• Payment due 30 days from receipt of invoice• Failure to remit payment may delay future test-out reporting• Invoice will be accompanied by a list of “test-out” students who did not reach the Exceeds

performance level• Reports will identify any test-out administrations that occur outside the established mid-month

windows. Please work to ensure this does not occur in your district. GaDOE will be monitoring for this very closely through various mechanisms.

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““Test-Out Administration” Date:Test-Out Administration” Date: Invoice Received During:Invoice Received During:

August Window September

September Window October

March Window April

Summer Window August


Sample Invoicefor EOCT “Test-Outs” (that do not reach the Performance Level of Exceeds)

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AVAILABILITY•The opportunity for students to test-out may be offered by local school systems during specified EOCT Mid-Month windows. The first EOCT window during which this option becomes available will be the August 2013 Mid-Month Administration.•Beginning in the 2013-2014 school year, the opportunity for students to test-out will be offered in the specific Mid-Month Administration windows of August, September, and March. Beginning in summer 2014, the Summer Administration window may also be utilized for this purpose.•This option is not available during the Winter or Spring Main AdministrationsThis option is not available during the Winter or Spring Main Administrations. Systems and schools should plan accordingly.•All test administrations for this purpose must be conducted online. The designated Mid-Month test form must be used for this purpose. Assigning the wrong form to a student will result in invalidation and may result in a charge to the district/school. Systems may request paper/pencil materials for a student with a disability that specifically prevents the student from accessing the assessment in an online format. Braille and Large Print will be available for students who require these formats. Please note that the online test has the ability to deliver a large print version.

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Reporting•“Test-Out” students will appear on a Class Roster Report as with any other student testing via the Mid-Month administration form.•The will receive an Individual Student Report as well – that will read “Mid-Month”. It will not read “Test-Out”.•Students who take the EOCT for “Test-Out” purposes will appear in the data file – and the data file will clearly indicate that the administration was for “test-out” purposes.•Summary Reports will NOT include “test-out” attempts – be they successful or unsuccessful attempts to test-out – in order to preserve the usefulness of Summary Reports for analyzing classroom instruction in a course.•The Accountability Division will provide further guidance on how test-outs will be incorporated into the CCRPI.

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• This new EOCT will be administered for the first time in Winter 2013. • Standards will be set in upon attainment of the necessary representative sample.• In order to ensure the necessary sample for the purposes of standard setting, systems

administering Analytic Geometry in Winter 2013 should adhere to the shipment/submission schedule noted below:

– Administration of EOCT Analytic Geometry during the Winter 2013 Administration must conclude no later than the end of the day, Friday December 6, 2013 (Ship “Next Day” no later than your pick-up time on 12/9/13).

– Systems that administer the test online and those that conduct Local Scanning may lengthen that window into the following week . . . with the need to conclude testing by the end of the day on Tuesday, December 10, 2013 (Submit/Upload no later than the evening of 12/10/13).

• As has always been the case, systems will be asked to enter their testing dates into Pearson Access when completing enrollment counts in August 2013.

• Scores will report in January 2014.

Please plan accordingly as you complete your Winter 2013 Enrollment Counts in Pearson Access in the coming weeks!

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Important New Information Regarding the EOCT Program: Analytic Geometry

Important Reminder Regarding the EOCT Program:Coordinate Algebra

Per an announcement from Melissa Fincher dated 6/13/13:•In the interest of those students who took the Coordinate Algebra EOCT during the 2012-2013 school year (Winter or Spring), we are extending the retest opportunity to ALL students. •As a result, students who achieved the Meets or Exceeds performance level may retest during the summer (June - July), August, September, or October retest administration windows. Of course, students who did not meet expectations were already eligible for this single retest opportunity. •After much discussion with stakeholders at both the state and local levels we believe this opportunity is appropriate for these students given the fact that the Coordinate Algebra EOCT was our first assessment designed to reflect the increased rigor inherent in the content standards. •As a reminder, retests must be administered online and should follow targeted remediation.

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• The following mathematics End of Course Tests (EOCTs) are being discontinued beginning with the 2013-2014 school year: Mathematics I and GPS AlgebraAs result, please note the specific information below regarding the availability of these two mathematics EOCTs:

– The Mathematics I and GPS Algebra EOCTs have been discontinued following the Summer 2013 administration and will not be available for the Mid-Month or Main Administrations during the 2013-2014 school year.

– To accommodate students who are eligible for a retest opportunity in these two subjects, both Mathematics I and GPS Algebra will be available during the retest administration windows that will be open in August, September, October, and November 2013.

• Large Print font size will increase to 18 font (paper and online) beginning with the Winter 2013 administration.

• Beginning with the Winter 2013 Main Administration, students who are still productively working in a section at 60 minutes may be provided an additional 15 minutes for that section. Systems/Schools should plan accordingly when scheduling.

• All Georgia Pearson Access users will transition from TestNav 6.9.004 to TestNav 6.9.007 between October 2 and October 11, 2013. Detailed instructions to perform the uninstall of 6.9.004/install of 6.9.007 will be provided beginning in early September. If you believe it necessary, please notify your colleagues in your system’s Technology Division of this pending change.

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Important New Information Regarding the EOCT Program: Other Changes

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

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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 any personnel to assume the responsibilities described in the

Student Assessment Handbook (SAH) may result in testing irregularities and/or invalidation of scores.

• Failure to assume responsibilities can have many far-reaching implications and may affect professional certification status.

• Detailed descriptions of roles and responsibilities are provided in the SAH, 2013-2014:Superintendent System Test Coordinator (STC)System Special Educ. Coordinator System Title III CoordinatorPrincipal School Test CoordinatorExaminer 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-For-Educators.aspx – In scheduling each assessment, schools must adhere to the

testing times prescribed in the Examiner’s Manuals. Allowing too much or too little time may result in an invalidation.

• When scheduling tests, consider the optimum time to administer the tests. – Consider logistics, including time and staff availability.

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Scheduling Considerations• Each system/school has the option of deciding whether students will be tested in their

classrooms or in a large-group setting.• Mandated tests must be scheduled in accordance with published GaDOE testing dates.• If breaks are allowed, they should be scheduled so that an unhurried pace is

maintained. The monitoring of students during an allowed/scheduled break is required.

• It is strongly recommended that students are tested in a classroom setting, especially for elementary school students.

• If the large-group testing option is selected, all students must be able to hear the test instructions and have sufficient workspace for writing or marking answer documents. Instructions should be delivered by the students’ examiner who is present with them in the test setting.

• A sufficient number of proctors must be available to assist with test administration and monitor test security. A proctor is required when 30 or more 30 or more students students are in a test setting. For every additional 30 students, another proctor is required.

• Plans for the effective, documented, and secure distribution and collection of test materials must be in place regardless of the type of setting used.

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Materials Management• Make certain that Pre-ID label files are created accurately and uploaded in

a timely manner. • All testing materials must be stored – under lock and key and with strict

“key control” – in a secure central location. Each STC must implement an accounting system for the materials that are required for each test administration. This applies at both the system and school levels.

• The STC should plan for the distribution of test booklets, answer documents, Examiner’s Manuals and Test Coordinator’s Manuals in a timely manner.

• Secure materials should be distributed to schools as close to the beginning of the testing window as possible.

• Once an answer document has a student pre-id label on it, student information bubbled on it, and/or student responses on it . . . It is considered secure.

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Training Plan• The STC should develop and implement a district plan for

training for each specific assessment program. • Maintain detailed attendance records with the name of

each participant, responsibility, date of training, and name of assessment.

• Develop a specific plan for implementing accommodations including:– ensuring students receive the right accommodations– ensuring the examiner administers the accommodation

appropriately – ensuring the logistics are considered and planned for

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Importance of Training Materials

• Throughout the testing administration, please refer to the following resources:– Student Assessment Handbook– Examiner’s Manuals – Test Coordinator’s Manuals– Accommodations Manual

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

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Materials Security• Staff members who are not involved in testing should also be aware of the

school’s responsibility for test security. • Paraprofessionals, custodial staff, and others in the school who may be in

classes during testing or may be near the area where tests are stored, even though they do not have direct access to tests, should be aware of security rules.

• All personnel involved in the administration must be trained in a manner appropriate to their role; this includes all staff who are involved in the handling of secure test materials (receipt, distribution, pre/post administration activities, etc.).

• Volunteers who assist in the school (non-employees) should not manage test materials or manage testing logistics but may assist in the administration in other ways (front office support, hall monitors, etc.).

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Managing Test Security• Lock tests up!• Require students put their names on the test booklets.• Teachers should sign tests out and in – note dates, times, number checked

out/checking in.• All system personnel are prohibited from reviewing contents of test

booklets.*• Do not copy any secure test materials.• The use, or intended use, of an electronic device to photograph, post,

retain, or share information/images from any portion of a secure test booklet and/or answer document will result in invalidation.

• Monitor students.

* Interpreters for the hearing impaired may review in advance, with supervision, to plan for administration.

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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.

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Planning for Testing AdministrationRESOURCES AND AIDS• NO dictionaries(*), textbooks, or other aids and/or resources

that would provide assistance. (*EL Word to Word Dictionaries would be an exception to this if prescribed in an EL-TPC plan)

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

• Review the calculator policies for each program as they differ. Calculators that store text or that have graphing capabilities are not allowed on any state assessment.

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Materials• Upon receipt, STC should:

– Inventory all materials to ensure sufficient quantities of materials have been provided for each school.

– Locate pickup/return instructions/memo, return labels, and airbills/bills of lading.

– If there are any errors in shipping materials, contact the vendor and/or Assessment Specialist associated with the testing program immediately.

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Materials• Distribute materials to schools in a timely manner. However,

materials should not be in schools for lengthy periods of time either prior to or after the assessment window.

• Use appropriate “security checklists” to assign books to schools.

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

• Materials should be in a locked, secure location at all times both at the system and school levels. – Restricted access must be confirmed– A “rule of thumb” . . . If one would not store a large sum of money in

the chosen location, then it is probably not a wise choice for secure test materials either.

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Materials• The School Test Coordinator must count all

materials before disseminating to examiners. • Examiners must verify count upon receipt. • At the end of testing each day, the examiner

must account for all materials before dismissing students.

• The School Test Coordinator must count and secure all materials as examiners check in the materials at the end of testing each day.

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Materials• Each school should have a process that outlines how, when,

where tests are to be distributed and collected each testing day.– Schools should distribute materials to examiners

immediately before testing.– Schools should collect materials immediately at the

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

• A local school’s process must ensure that staff is in possession of test materials for only the amount time that is necessary to ensure a secure and successful test administration.

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Materials• Pre-ID labels (where provided) must be used to

provide accurate student information for state tests. – Refer to the Test Coordinator’s and Examiner’s

manuals for current information on use of labels specific to each test.

– Labels with incorrect information should not be used (and should be securely destroyed).

– Labels should be applied to answer documents prior to administration. Once applied, the answer document is considered secure.

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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.

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Roles and ResponsibilitiesSystem 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

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Roles and ResponsibilitiesSchool Test Coordinator

– Must hold a PSC-issued certificate (per Student Assessment Handbook)

– Count and secure all test materials– Materials distribution/return, signing out and signing in

materials– Attend and then redeliver training – Plan for all aspects of the school’s test administration,

monitor test administration environment– Receive/verify test material counts after testing each day– Detailed list of responsibilities in SAH

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Roles and ResponsibilitiesExaminer

– Must hold a Georgia PSC-issued certificate (teachers, counselors, administrators, paraprofessionals) . . . This is required per SBOE Rule 160-3-1-.07.

– Security/verification of test materials– Control of testing environment and active monitoring– Accuracy of demographic/student information on answer

documents– Correct delivery of assigned accommodations– Follows procedures for testing as given in Examiner’s Manual,

including reading all directions to students– Detailed list of responsibilities in SAH

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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

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Irregularities• All personnel in the local system must follow protocol as they become aware

of testing irregularities• Signs of any testing irregularity must be dealt with immediately

– Test Examiner > School Test Coordinator > System Test Coordinator > GaDOE

• All irregularities must be coded, documentation completed and submitted to the GaDOE Assessment Administration Division

• Only the GaDOE may invalidate assessments• The Assessment Administration Division will review all reports of

irregularities– Issue irregularity/invalidation codes– Advise the local system as to whether a report of possible unethical

conduct should be made to the Professional Standards Commission (PSC)

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Examples of Irregularities in Security Procedures:

– Examinee was given access to test questions or prompts prior to testing

– Test Examiner or other personnel copied or reproduced and distributed secure test materials

– Test Examiner or other personnel provided answers to the examinee

– For more examples, please refer to the SAH

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Examples of Irregularities during Testing Administration:

– Test Examiner or other personnel failed to follow administration directions for the test

– Examinee’s test booklet, answer sheets, or portfolio entries (GAA) are lost

– Test Examiner fails to provide an examinee with a documented accommodation or provides examinee with an accommodation that is not documented

– For more examples, please refer to the SAH

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Steps for Reporting an Irregularity

School Test Coordinator: – Communicate with the Principal and System Test

Coordinator about a possible testing irregularity– System Test Coordinator will provide guidance

regarding investigation if necessary– Statements should be provided by all parties

involved in the irregularity– Return all documentation to the System Test

Coordinator

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Steps for Reporting an IrregularitySystem 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

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Characteristics of a Quality Investigation

• Examiner must notify Principal and School Test Coordinator of incident

• School Test Coordinator must notify System Test Coordinator

• Request detailed written statements from all parties involved if necessary– Follow up on details, probe all angles, etc.

• Follow district procedures regarding alleged misconduct

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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

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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

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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

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Accommodations and Special Populations

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Accommodations Considerations• Approved accommodations appear in the Student

Assessment Handbook and in the Accommodations Manual (published 2008)

• Accommodations not specified in SAH need to be pre-approved . . . Requests must be received 4 – 6 weeks in advance of the state testing window for the applicable assessment.

• Advanced Reading Aids– Plan ahead for ordering electronic formats for read-alouds (Requests

should be submitted 8 – 12 weeks in advance at minimum)– This is a collaborative process between systems, GaDOE Assessment,

GaDOE and the Georgia Project for Assistive Technology (GPAT)

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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

AccommodationsIn 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

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Key Considerations• For English learners EL-TPC teams should consider

–– the student’s level of English proficiency– the student’s level of literacy in English– the student’s level of native language proficiency– the student’s level of literacy in native language

• Where a student is both SWD & EL, the appropriate educators need to converse regarding how to appropriately accommodate the student in light of both plans that would apply.

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Plan for Accommodations• Know who your SWD, EL, and 504 students are who require accommodations . . . And plan

well in advance for their needs.• Plan for small groups and the need for the same form number/letter.• Know who your visually impaired students are and ensure you have adequate materials.• Make provisions for Extended Time students.• Plan in advance for any Word to Word (EL) Dictionary needs.• Ensure that examiners are familiar with the proper way to deliver the necessary

accommodations.• Collaborate with others as needed to ensure that “paperwork” (IEP’s, EL-TPC’s, 504 Plans,

etc.) is in order.• The transposition of student responses to a student answer document (in cases such as Large

Print and Braille administrations) should be completed with a witness present . . . The witness should hold a PSC-issued certificate. It is critical that staff confirm that this process is completed where required. A form to document this process is now provided in the Student Assessment Handbook under Required Forms.

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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.

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Accommodations• Additional information and guidance on the

appropriate use of accommodations:– Accommodations Manual: A Guide to Selecting,

Administering, and Evaluating the Use of Test Administration Accommodations for Students with Disabilities (published 2008)

– Found on the GaDOE web site (http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/default.aspx; in the link labeled ‘For Educators’)

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Individual RequestsIn rare instances, the GaDOE will consider a request for use of an accommodation that is not included in the Student Assessment Handbook, on a student by student basis. In order to consider the request, the Assessment Division will need detailed information for the/each student. See the Student Assessment Handbook for the required information that must be submitted.

The Assessment Division will review this information with staff from the Division of Special Education Services and determine if the request can be granted. To grant the request, there must be a clear relationship between the student’s disability and the need for the accommodation to access the test. Accommodations that serve to grant the student a differential boost in correct answers cannot be approved if that is the sole reason for the request. Given that accommodations are to be prescribed based upon the needs of individual students, requests that are identical for multiple students are not appropriate and will not be reviewed.•The System Test Coordinator must review all requests submitted by their local schools PRIOR to submission to GaDOE and indicate their approval of the school’s request. Requests must be reviewed with consideration given to the purpose of the assessment and the constructs measured. Requests must not be forwarded to GaDOE if they are not appropriate and/or are incomplete.•Requests must be submitted by systems in a “batched” fashion so that all being submitted for each state assessment are provided to GaDOE at one time (e. g.: all CRCT requests submitted in one batch).•This will likely require local systems to establish internal timelines for such requests to be tendered to the System Test Coordinator.•This information should be submitted to the Assessment Division by submitting the form by fax at (404) 656-5976, or preferably by emailing the information to Melissa Fincher, Associate Superintendent at [email protected]. Requests MUST be received six weeks prior to the opening of each applicable state testing window for consideration.

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Post Administration Info/Reminders

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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

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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

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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

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Dissemination of Test Scores• Results for individual students are critical for certain grades and

subjects• Initial test results are released on the department’s secure portal,

MyGaDOE, or through Pearson Access– To have access to these downloadable roster reports and data files, it is imperative

that System Test Coordinators acquire a login and password

• Requests for data from other personnel in the system (e.g. principals, teachers, parents, etc.) will be directed to the System Test Coordinator

• Individual student reports, rosters, school level summary reports, and system level reports are made available to districts via printed copy

• Most importantly, parents must receive their student’s report(s) on a timely basis

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Test Administration & ErrorsPlease note that mistakes in test administration that occur in a school or system may result in the local school system being invoiced for the costs incurred to correct any resulting errors in test data/reports.

Such errors that may result in costs being borne by the local school system include, but are not limited to:•late return of scorable materials•failure to report irregularities in a timely manner•use of old/incorrect answer documents•not correctly coding student information or incorrectly using one student's label for another student•incorrect coding of header sheets, incorrect use of school names, inaccurate grouping of answer documents•failure to transpose student responses (i.e., for Braille students or other accommodated students) from the test booklet to an answer document•leaving scorable answer documents in test booklets or shipping scorables with non-scorables•administering the wrong test(s) to the wrong student(s)•return shipments sent to the wrong location/wrong contractor•local scanning errors (EOCT)

These errors may necessitate custom and/or hand scoring, creation of new student, school, system, or state reports and/or data files and some may be irreparable.

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Ethics and Assessment

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CODE OF ETHICS FOR GEORGIA EDUCATORS Revised 2009

The Professional Standards Commission (PSC) adopteda revised Code of Ethics for Georgia Educators in July2009. This revision provided for a standard specific to testing.

PSC Ethics Division: http://www.gapsc.com/Ethics/Home.aspx

Standard 11: Testing - An educator shall administer state-mandated assessments fairly and ethically.

Unethical conduct includes but is not limited to: 1. committing any act that breaches Test Security; and 2. compromising the integrity of the assessment.

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Test Security Reminders• Be thoroughly familiar with the Student Assessment

Handbook and test administration manuals• Thoroughly train everyone involved in testing• Make everyone in the school/system aware of the

importance of security and the consequences of violating security, including students, parents, community, custodians, cafeteria personnel, bus drivers

• Follow all protocols• Report problems in a timely manner

– Including referrals to PSC– Principal’s Certification Form is required after each

administration and must be maintained by the System Test Coordinator for 5 years

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Test Security Reminders• Advanced planning is necessary• Solid logistical procedures must be in place• Secure storage before, during, and after must be present• Clear and concise communication about roles and

responsibilities• Documented training• Loss of test booklets, answer documents, and/or any

other secure materials constitute a breach of test security that can result in a referral to PSC

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TOP PROGRAM TOPICS:THINGS TO KEEP ON YOUR RADAR

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CRCT: Top Topics

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Considerations for Scheduling for CRCT and CRCT Retest

• There are important considerations to keep in mind when seeking to ensure that your main and retest windows are scheduled to allow for the receipt of PL 1 reports in a timeframe that offers adequate time for timely parent notification, for preparation of materials/online test setup, and for required remediation and instructional support to students. Careful planning is needed – especially in instances where a district elects to test both late in the main administration window and also retest before the close of school (for many districts this will be the week of May 19 this year).

• CTB provides a 5 business day turnaround for electronic posting of PL 1 summaries. This can also be calculated as 8 days (to account for weekends) from the pickup date with the pickup date counting as day 1.

• The 5 business day turnaround applies after the representative sample has been reached. To use as a reference, for 2013, the representative sample was met the week of April 29. Dependent upon a district’s last day of school, those that test early in the window should have ample time to prepare and complete retesting prior to the close of school.

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CRCT Scheduling – Cont.As a guide in determining if your testing schedule will provide adequate time for notification of parents, preparation for the retest, and providing required instruction/remediation between receipt of PL 1 reports and the retest:1.Look at your retest start date (and does it provide for a 5 day window)2.Count back from your retest start date the projected number of days for accelerated, differentiated, or additional instruction for those who obtain a score of Does Not Meet (PL 1)3.To have electronic main administration results prior to beginning your remediation programming, count 8 calendar days prior to the remediation start date; this is the latest date your main administration scorable materials should ship4.Now look at the start date for your main administration. Are there a minimum of 9 days between the first and last day of your main administration window prior to the ship date? Day 9 can also be your ship date provided any day 9 makeups are included in your shipment.

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CRCT Scheduling – Cont.Scheduling pick up of scorable materials•During the CRCT enrollment window, you will be required to provide CTB with a pickup date not more than 5 days after the close of your 9 day main administration window – ex. if your testing window closes on April 23, 2014, then your pick up date should be no later than April 30, 2014•For pickup date changes after the enrollment window closes, contact CTB 2 weeks in advance to ensure your pickup request can be adjusted.

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CRCT-M: Top Topics• IEP Teams must evaluate all students who achieved “Basic Proficiency” on the

CRCT-M in 2013 to determine whether or not the student should remain on the CRCT-M. All IEPs must contain evidence to support assessment placement. If the student has participated in the CRCT-M for one year and achieved “Basic Proficiency”, the

IEP team should review other evidence such as national and local tests that the district administers, class tests, and other student work. After consideration of all evidence, the IEP team determines the appropriate assessment for the student (CRCT or CRCT-M) and documents the decision in the IEP.

If the student has participated in the CRCT-M for two (2) or more consecutive years and earned a Basic Proficiency score on a content area CRCT-M in each of those years, they are ineligible to participate in the CRCT-M in that content area in 2013-2014. The performance of these students indicates that they are ready to take the general assessment (CRCT).

• The CRCT-M Enrollment System will be available Dec. 13- Jan. 10. Timely and accurate information is critical for shipping, scoring, and reporting.

• As with your CRCT spring and retest windows for grades 3, 5, and 8, make sure to plan your calendar to allow for the notification of parents and the delivery of remediation prior to the retest administration.

• Make certain that your schools administer the proper assessment to students!Participation Guidelines to assist IEP teams appears at:http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/CRCT-M.aspx

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EOCT: Top Topics• New: Parameters for the completion of retest administrations are now present in the Student

Assessment Handbook– While the presence of multiple windows to administer retests is designed to allow systems to customize

their local remediation opportunities to the needs of students, they are not intended to allow for an excessive period of time between the conclusion of the course itself and the retest. Retests stemming from the various EOCT administration windows should adhere to the following constraints:

• On Demand Rosters– Available for online testing only; a preliminary report for online testing that can be requested at any time by

a test administrator during the testing administration once a student/class completes testing

• Staggered delivery of testing materials– Up to three (3) test delivery dates scheduled to coincide with the opening of district testing windows

• Storing of local scanning documents– Answer Documents should be returned during a defined window at the conclusion of the state testing

window

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Fall Mid-Month Administration following February Retest AdministrationWinter Main Administration following March Retest AdministrationSpring Mid-Month Administration following June/July or August Retest Administration Spring Main Administration following September Retest AdministrationSummer Main Administration following October Retest Administration

Original EOCT administration that resulted in Does Not Meet Retest opportunity completed no later than the:

ACCESS for ELLs: Top Topics• Maintain a file of examiners who have earned scores of 80% or higher on the domains of

ACCESS for ELLs that they will be responsible for administering in 2014. Remember, examiners must re-certify on an annual basis.

• Monitoring Training of Examiners– No changes to usernames and passwords– The online course becomes available October 15 (including the Test Administrator’s

Manual) • Closely monitor the number of English learners (ELs) in your systems to ensure an accurate

order of materials in December.• Be prepared to provide the number of ELs who can not participate in one or more domains

due to a severe cognitive disability designation (Alternate ACCESS).• Return shipping labels and instructions for returning materials are included with shipment of

materials in January.• The state testing window for ACCESS is six-weeks in length –systems may utilize the entire

window as needed. The windows for ACCESS for ELLs and the Alternate ACCESS for ELLs are the same.

• NEW for 2013-2014: ACCESS Listening will be delivered via media for the first time this year. More details will be available during the examiner online training that becomes available in October 2013 – and in our annual pre-administration webinars in mid-November 2013.

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GAA : Top Topics• The high school GAA assesses standards that are derived from Access courses taken

by students with significant cognitive disabilities. Revised blueprints, resulting from the transition in the state content standards in 2012-2013, remain available – as does a separate blueprint for high school retesters who were assessed for the first time prior to last school year (2012-2013). Remember, the mathematics standards for alternate assessment students, who are assessed for the first time in grade 11, will NOT transition to the CCGPS until next year (2014-2015).

• Retest opportunities began during the 2011–2012 school year for high school students who did not earn a proficient score in one or more content areas. A student may have up to two opportunities to retest during a single school year.

• Student work becomes secure test material once it has been placed in the assessment binder as a piece of evidence. Only original evidence is scored. A permanent product must be the work of the student.

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

• Binders and other materials will arrive beginning in late August. Return shipping labels and instructions for returning portfolios will be included with a second shipment of materials, in February.

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GHSGT: Top TopicsThe 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.

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ELA Math Science Social Studies

GPS—18,180 GPS—31,085 GPS—22,264 GPS—83,525

GPS/QCC—25 QCC—397 GPS/QCC—433 GPS/QCC—365

Number of GHSGT Spring 2013 Tests ScoredStatistics and careful analysis of individual test records should be made prior to ordering materials

Writing: Top Topics• All students still must pass the Georgia High School Writing Test (GHSWT)

to be eligible for a Georgia diploma.• GHSWT main administration is on Wednesday, September 25, 2013, with

the make-up administration on Thursday, September 26, 2013.• SchoolHouse will again be available for ordering materials for the Grade 8

Writing Assessment beginning on September 30, 2013. Ordering materials on SchoolHouse for the spring GHSWT and Grade 5 Writing Assessments will begin on November 18, 2013.

• Student performance data for the Grade 3 Writing Assessment will continue to be collected using the online web-based application. Training on the web-based application will be provided via webinar on January 28-30, 2014.

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GHSGT & Writing Enrollments• GHSGT enrollment is entered on PearsonAccess.

– http://www.pearsonaccess.com/cs/Satellite?pagename=Pearson/QuickLink/ga

• Writing enrollments are entered on SchoolHouse.– http://ncsschoolhouse.com/

• Enrollment is generally 3 months prior to the assessment date• GHSGT enrollment numbers are based on the past year’s scored papers.

– Numbers may be changed by calling Pearson– Additional orders may be made once materials arrive in the system (please keep to one order

for your entire system).

• State Board rule (160-3-1-.07) requires that districts/schools have a pre-registration process for the GHSGT and GHSWT for those wanting to retest at the next administration window.– Pre-registration is a vital step to ensure that adequate materials are present in the district on

test day. Not having a pre-registration process in place has the potential to jeopardize students and their ability to earn a diploma.

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OAS: Top Topics• The Georgia OAS will be available for use

beginning August 12, 2013.• Details, including reporting features, will

be discussed in upcoming webinars.• As part of Georgia’s Race to the Top work, GaDOE continues to

develop new formative and benchmark assessment resources. Those that were made available last school year will be augmented by additional items (both formative and benchmark) over the course of 2013-2014.– New items can be found by clicking on “Formative” in the drop

down menu when “shopping” for items.

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Training Tab has many resources.

NAEP: Top Topics• The National Assessment of Educational Progress

(NAEP) collects data about what students know and can do in a variety of subjects.

• Participation in NAEP is required by federal and state law.

• Schools and students are sampled by NCES to represent national and state demographics.

• Assessment is administered by contracted team.• Scores are calculated and reported for states and

selected districts only.

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GKIDS: Top Topics• Teachers should contact the school coordinator first and then the

system test coordinator for assistance with GKIDS.• Teachers should enter student information into the website in a timely

manner. As discussed on the following slide, a new option exists for this process beginning 2013-2014.

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

• GTID issues should be addressed with the school student database contact and/or the GaDOE Technology Services Division.

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

• Teachers are responsible for students’ end of year reports prior to the end of the administration window in May.

• A mid-year data file will be available in January 2014.

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GKIDS: Top TopicsNEW: Pre-Population Option

There are now two ways for teachers to add students to their class lists. Systems may require that all of their schools select the same option or they may allow schools to choose which option to use – however, all teachers in a single school should use the same option. Please plan to attend our GKIDS Pre-Administration Webinars on August 29 and September 4.

– Enter students manually. This can be done at any time during the school year, beginning on August 5, 2013 and will be no different than previous years.

– Select students from a Pre-Populated School List. After Pre-ID Cycle 1, GCA will upload student demographic information in September. The GKIDS site will be down from September 15-23 while the student information is uploaded.

On September 23, the website will be back online, and teachers may select their students from a school list if they have not already added their students manually.

Note: If teachers in schools/systems that will use pre-population wish to start assessing students at the beginning of the school year, before September 23, they may use the recording sheet posted on the GaDOE website if desired: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Documents/GKIDS%20Recording%20Sheet.pdf

ONLINE FORMS IN THE MyGaDOE PORTAL

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Assessment Online Formshttps://portal.doe.k12.ga.us/login.aspx

• Superintendent’s Certification Form January – June: Submit no later than July 31July – December: Submit no later than January 31

• Testing Irregularity Form• Rescore Request Form (Please email/call appropriate Assessment

Specialist as well)

• Special Administration Request Form – In addition, these requests require a letter from the System Superintendent outlining rationale

for the request.– Remember that special administration requests for the GHSGT and GHSWT should be rare and

only requested for extraordinary circumstances as defined in the Student Assessment Handbook.

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Assessment Online Forms https://portal.doe.k12.ga.us/login.aspx

• Special Administration Request– STC > Superintendent > GaDOE

• Assessment Rescore Request– STC > GaDOE

• Testing Irregularity– STC > GaDOE

• Superintendent’s Test Certification– STC > Superintendent > GaDOE

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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

Entering IRs into the MyGaDOE PortalIn 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”

Entering IRs into the MyGaDOE Portal https://portal.doe.k12.ga.us/login.aspx

• See the Online Forms QuickStart Guide on the Assessment and Accountability home page.

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Evaluation Link

https://www.surveymonkey.com/s/HSMTMLV

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Date post:	07-Jan-2016
Category:	Documents
Upload:	nevin
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