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ELA/Literacy UpdateGeorgia DOE

Carolyn Waters, Program ManagerStephanie Sander, Program Specialist

RESA Quarterly MeetingOctober 30, 2014

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English Language Arts/Literacy

• Where we’ve been…

• Where we’re going…

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Three Proposals/ Phase-in Planfor Rigorous Academic Writing

• Instruct – DBQ/LBQ Project (effective reading-writing process)

• Infuse – Reading & Writing Project (Home Grown Institute)

• Implement – UBD Academic Writing Assessments (Synthesis Question)

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DBQ/LBQ ProjectRigorous Academic Writing

ELA Triathlon

Phase I: Instruct

The Writing Process

Round 1: Process

– August 20-21-22

– 177 Teachers

Round 2: Practice

– October 7-8-9

– 152 Teachers

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Mini-Qs in Literature Volume IIAvailable November 2014

• Are Hamlet’s Actions Justified?• How Did the Abolitionists Make an Argument Against Slavery?• Slave, Friend or Father: How Did Huck Regard Jim?• How Does Robert Frost Make Meaning From Metaphor?• To What Extent Does The Great Gatsby Reflect the 1920’s?• Words in Holocaust Writing: How Does One Say the Unspeakable?

Other works (questions to be determined): Immigration writings, The Crucible, Lord of the Flies, and Our Eyes Were Watching God

Feedback & Future Plans

• Close Reading Strategies

• Multiple Texts (Literary & Informational)

• Six Step Process

• Rigorous Academic Writing

ALL THE SKILLS NECESSARY FOR NEW ASSESSMENTS!

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VISUALIZE PROFESSIONAL COLLABORATION

• Role of RESAs

• Develop Teams of Trained Teachers willing to invite fellow teachers into their classrooms for a demonstration of the writing process.

• Creation of Class Labs.

• Possibilities for Proliferation

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ELA Triathlon Phase IIInfuse Learning Progressions

• Lucy Caulkins & Mary Ehrenworth

• Writing Progressions

– Argument

– Expository

– Narrative

• Book Study

• RESA: Tip of the Spear

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ELA Triathlon: Phase IIIImplement UBD Synthesis Questions

• AP Lang Synthesis Essay

• Write sample questions for grade levels 10-9-8-7-6-5-4

• Scaffold the instruction

• Pool of teacher-made resources

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Transition

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In 2014 dollars, $64,000 is worth about $560,000.

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Our Assessment Landscape Is Changing

• Assessment development is a process, not an event

– As such, some components may need to be rolled-out in stages

• Georgia is transitioning from a set of long-standing, mature programs

– Districts, schools, students, parents, and the public are familiar with and know what to expect

• This transition provides Georgia with an opportunity

– However, as with any change, there will be periods of uncertainty and discomfort Melissa Fincher

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A NEW Assessment System

Georgia Milestones Assessment System

Please do NOT refer to them as GMAS –no acronyms, please. Call them Georgia Milestones.

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Georgia Milestones will

consist of both end

of grade (EOG) and end of

course (EOC) measures.

Georgia Milestones

• Grades 3-8

– End of Grade (EOG) in language arts, mathematics, science, social studies

• High School

– End of Course (EOC) in 9th Grade Literature & Composition, American Literature & Comprehension, Coordinate Algebra, Analytic Geometry, Physical Science, Biology, US History, and Economics Melissa Fincher

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What happened THIS year?2014-2015

• The separate Writing Test for elementary and middle schools is gone. “Once the Milestone Test rolls in, the other tests will go away.” (Melissa Fincher) Writing will be tested on the Consolidated ELA Milestones test (EOG and EOC).

• What about the GHSWT? It was administered on September 24-25. (Note: Milestones are scheduled Dec. for block schedules and April for traditional.) So, the GHSWT goes away next year.

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A New Assessment SystemComprehensive

– single program, not series of tests (e.g., CRCT; EOCT; WA)

Coherent

– consistent expectations and rigor to position Georgia students to

compete with peers nationally and internationally

– consistent signal about student preparedness for the next level, be it the

next grade, course, or college/career

– consistent signal about student achievement both within system (across

grades and courses) and with external measures (NAEP; PSAT; SAT;

ACT)

Consolidate

– combine reading, language arts, and writing into a single measure to

align to the standardsMelissa Fincher

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Coherency – Consistency

Achievement of Georgia Students in Reading

2013• NAEP – Grade 8: 32% at/above proficient

• CRCT – Grade 8: 97% met/exceeded

• 9th Grade Literature EOCT: 86% met/exceeded

• American Literature EOCT: 91% met/exceeded

• SAT – Class of 2013: 43% college ready benchmark*

• ACT – Class of 2013: 43% college ready benchmark**

2012• PSAT – sophomores: 40% on track to be CCR

» Melissa Fincher

*SAT data represent 71% of Class of 2013**ACT data represent 51% of Class of 2013

ELA Consolidated Test (includes RL, RI, W, L)

• Includes Selected Response Questions, higher DOK

• Requires close analytic reading to construct meaning, make inferences, draw conclusions, compare and contrast ideas, identify themes, etc., as well as synthesize ideas and concepts across multiple texts

• Asks students to develop informative/ explanatory responses or narratives, produce opinions/arguments –citing evidence from text(s) and using standard language conventions, etc. Melissa Fincher

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Georgia Milestones: Unique Features

Item Types• Selected-Response [aka, multiple-choice]

– all content areas

– evidence-based selected response in ELA

• Constructed-Response

– ELA and mathematics

• Extended-Response

– ELA and mathematics

• Technology Enhanced

– to begin in 2016-2017

Constructed response is a general term for assessment items that require the student to generate a response as opposed to selecting a response. Extended-response items require more elaborate answers and explanations of reasoning. They allow for multiple correct answers and/or varying methods of arriving at the correct answer. Writing prompts and performance tasks are examples of extended-response items.

Georgia MilestonesWriting at Every Grade

– All students will encounter a constructed-response item allowing for narrative prose, in response to text, within first or second section of the test.

– Within the writing section of the test, students will read a pair of passages and complete a series of “warm-up” items:o 3 selected-response items asking about the salient features of each

passage and comparing/contrasting between the two passages

o 1 constructed-response item requiring linking the two passages

o 1 writing prompt in which students must cite evidence to support their conclusions, claims, etc.

GenresWriting prompts will be informative/explanatory or opinion/argumentative depending on the grade level. Students could encounter either genre.Warning: Students who simply rewrite excerpts

from the passage(s) to illustrate their point(s) will not receive favorable scores.

Georgia MilestonesGeneral Test Parameters: ELA

Criterion-ReferencedTotal Number of Items: 44 / Total Number of Points: 55

Breakdown by Item Type:– 40 Selected Response (worth 1 point each; 10 of which are aligned NRT= 40)

– 2 Constructed Response (2 points each = 4)

– 1 Constructed Response (worth 4 points = 4)

– 1 Extended Response (worth 7 points = 7)

Norm-Referenced– Total Number of Items: 20 (10 of which contribute to CR score)

Embedded Field Test– Total field test items: 6

Total number of items taken by each student: 60

Georgia MilestonesTransition to Online

– Online administration will be the primary mode of administration for Georgia Milestones, with paper/pencil serving as back-up

• transition will occur over time

– Administration procedures will change

– Online practice center will be available

A demo of CTB’s online platform can be accessed at this link –http://learnoas.ctb.com/GA/

• Click on any one of the tests to open the Sample Test Page• Click on “Start the test” at the top of the web page• Click on “Login”, no credentials are required

Note – this demo was designed for the CRCT Retest in mind so the tests that you will see are for Grades 3, 5 & 8, Reading & Math.

Resources

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Assessment Resources

NAEP: Writing Framework for 2011

http://www.nagb.org/content/nagb/assets/documents/publications/frameworks/writing-

2011.pdf

PARCC: Sample Items for ELA/Literacy

https://www.parcconline.org/samples/ELA

Smarter Balance: Sample Items and Performance Tasks

http://www.smarterbalanced.org/sample-items-and-performance-tasks/

Florida Department of Education: FCAT 2.0 Sample Questions and Answer Key

Books

http://fcat.fldoe.org/fcat2/fcatitem.asp

Kentucky Department of Education: Sample Test Items

http://education.ky.gov/AA/items/Pages/default.aspx

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Georgia Department of Education

Resources

Formative Instructional Practices (FIP)

http://www.gadoe.org/Curriculum-Instruction-and-

Assessment/Assessment/Pages/GeorgiaFIP.aspx

Formative Item Bank in OAS

http://www.gadoe.org/Curriculum-Instruction-and-

Assessment/Assessment/Pages/OAS-Resources.aspx

EOC Assessment Guides

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Georgia-Milestones-End-of-Course-Assessment-Guides.aspx

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GaDOE Assessment Webinars

Assessment Program Updates 2014-2015 – Georgia Milestones (Pt. 1)Recording: https://sas.elluminate.com/mr.jnlp?suid=M.0022562966FC107A2B357D4658DE06&sid=2012003

Assessment Program Updates 2014-2015 – Georgia Milestones (Pt. 2)Recording: https://sas.elluminate.com/mr.jnlp?suid=M.4472ECC921A30BB376F44AD2E2715D&sid=2012003

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Assessment ResourcesNew York Department of Education

• 3rd grade: Multiple Choice, Short Response, Extended Response

Samples (Literature and Info text Cold Reads)

http://www.edinformatics.com/testing/new_york_state/ela-grade-

3.pdf

• 7th grade: Multiple Choice, Short Response, Extended Response

Samples (Literature, Info Text, & Paired Passages Cold Reads)

http://www.edinformatics.com/testing/new_york_state/ela-grade-7.pdf

• 8th grade: Multiple Choice, Short Response, Extended Response

Samples (Literature, Info Text, & Paired Passages Cold Reads)

http://www.edinformatics.com/testing/new_york_state/ela-grade-8.pdf

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Classroom Expectations to Cultivate Eliminate These Practices

• DOL (Dumb or Lucky!)

• Grammar out of Context

• Occasional Writing

• Teacher Assigns

• Short Reads on Tests

• Test What You Taught

• DOK 1 Level Questions

• “Stand and Deliver”

Cultivate These Practices

• Jeff Anderson’s Model

Sentences (Mechanically Inclined)

• Grammar in Context

• Daily Writing

• Teacher Models

• Develop Reading Stamina

• Test “Cold Passages”

• DOK 2-4 in each Unit Test

• Facilitate/Gradual Release

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Instructional Strategies

Preparing Students for

Milestones

Sample Questions

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The Poplar TreeGrade 3

• Why is the old man in the forest at the beginning of the story? Use two details from the story to support your answer.

• How do Iris’ actions affect the story? Use two details from the story to support your answer.

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Paired PassagesGrade 5

• Black Beauty by Anna Sewell

• The Secret Garden by Frances Hodgson Burnett

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Paired PassagesGrade 7

• “The Quest of the Silver Fleece” by W.E.B. Di Bois

• How does the author use sound to establish the mood of the story?

• How does the music change the way the boy feels?

• “Home” by Rupert Brooke, 1913

• Compare and contrast how the main character of “The Quest” and the speaker of “Home” feel initially and how each one’s feeling change over time.

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Grade 8

• “The Story of My Life” by Helen Keller

• “The Narrative Life of Frederick Douglas, an American Slave” by Frederick Douglas

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Grade 10

• Ovid’s Metamorphoses:Daedalus and Icarus

• “To a Friend Whose Work Has Come to Triumph

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Grade 11

• Letter from Abigail Adams

• Letter from John Adams

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Instructional Strategies

How do we prepare our students?

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Document Analysis Steps1. What do you see?

Draw a box around everything you see

2. Write the ? on top of the box

3. Mark the doc (letter/number);

source; note(s) and caption(s) with an

4. Examine the source(s)

5. Consider the notes and captions

6. Close read of document

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Who

wrote

this?

What is the

author’s point

of view?

Why was it

written?

How do Iris’ actions affect the story?

When

was it

written?

FindingsInstructional Shifts

• Cognitive demands

• More complex texts

• Content knowledge

• Textual evidence

Instructional Strategies• Reading closely

• Coding the text

• Analyzing of a text

• Annotating the text

• Summarizing the text

• Promoting students’ self-monitoring

• Modeling thoughtful reading

• Building and constructing meaning from the text

• Having written conversations

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Consistent Growth in Learning

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http://www.corestandards.org/about-the-standards/myths-vs-facts/

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Learning Progressions

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Formative Assessment

Formative Instructional Practices (FIP)

http://www.gadoe.org/Curriculum-Instruction-and-

Assessment/Assessment/Pages/GeorgiaFIP.aspx

Formative Item Bank in OAS

http://www.gadoe.org/Curriculum-Instruction-and-

Assessment/Assessment/Pages/OAS-Resources.aspx

EOC Assessment Guides

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Georgia-Milestones-End-of-Course-Assessment-Guides.aspx

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Common Core… or not?Stay Focused… Stay Tuned…

• SBOE Meeting on Sept. 24

• Recommendations from – Surveys

– Townhall meetings

– Legislative hearings

– Governor’s research

• Anticipated Synthesis Report

• Stay tuned…

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• Remain focused on good instruction in the classroom.

• Model close reading of complex text (reading for deep understanding).

• Teach students how to “cite text evidence” to support their claim/thesis.

• Focus on writing – daily writing – write, write, write!

“The positive thinker sees the invisible, feels the intangible, and achieves the impossible.”

~ Anonymous

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Contact the GaDOE ELA Team

• Carolyn Waters, ELA Program Manager

cwaters@doe.k12.ga.us

• Stephanie Sanders, ELA Program Specialist ssanders@doe.k12.ga.us

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