division of school improvement 2014 summer summit critical connections for leaders

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



Division of School Improvement2014 Summer Summit

Critical Connections for Leaders

Georgia’s New Assessment Landscape

Melissa Fincher, Ph.D.Associate Superintendent for Assessment and Accountability

Georgia Department of [email protected]

Jan Reyes, Ed.D.Assessment Specialist

Assessment and AccountabilityGeorgia Department of Education

[email protected]




What are the critical connectionswe must make to support and

strengthen the processes for promoting continual progress

in our districts and schools?




A NEW Assessment System

Georgia Milestones:Georgia Milestones Assessment System

Georgia Milestones will consist of both end of grade (EOG) and end of course (EOC) measures.




Georgia MilestonesComprehensive

– single program, not series of tests (e.g., CRCT; EOCT; WA); formative assessment tools to compliment summative

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)

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

align to the standards




Achievement of Georgia Students in Mathematics 2013•NAEP – Grade 4: 39% at/above proficient•CRCT – Grade 4: 84% met/exceeded

Achievement of Georgia Students in Reading 2013•NAEP – Grade 4: 34% at/above proficient•CRCT – Grade 4: 93% met/exceeded

Achievement of Georgia Students in Science2011 (NAEP) / 2013 (CRCT)•NAEP – Grade 8: 30% at/above proficient•CRCT – Grade 8: 74% met/exceeded (67% in 2011)

Coherency – Consistency




Achievement of Georgia Students in Mathematics2013•NAEP – Grade 8: 29% at/above proficient•CRCT – Grade 8: 83% met/exceeded•Coordinate Algebra EOCT: 37% met/exceeded•SAT – Class of 2013: 42% college ready benchmark*

•ACT – Class of 2013: 38% college ready benchmark**

2012•PSAT – sophomores: 37% on track to be CCR





Achievement of Georgia Students in Reading2013•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


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




Georgia MilestonesGuiding principles stipulate that Georgia Milestones:be sufficiently rigorous to ensure Georgia students are well positioned to compete with other students across the United States and internationally; be intentionally designed across grade levels to send a clear signal of student progress/growth and preparedness for the next level, be it the next grade level, course, or college or career;be accessible to all students, including those with disabilities or limited English proficiency, at all achievement levels; support and inform educator effectiveness initiatives, ensuring items and forms are appropriately sensitive to quality instructional practices; and accelerate the transition to online administration, allowing – over time – for the inclusion of innovative technology-enhanced items.




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 & Composition, Coordinate Algebra, Analytic Geometry, Physical Science, Biology, US History, and Economics

Georgia Milestones will include norm-referenced items.

Georgia Milestones will include constructed-response items, performance tasks, and selected-response items in language arts and mathematics.




Our Assessment Landscaping is Changing

• Assessment development is a process, not an event– information and ancillary materials will be made provided

as soon as available

• 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




Resources to Move Us Forward




Resources Available NOW• Content standards

– frameworks, formative lessons, PARCC evidence statements

• Sample items – formative items via Georgia OAS; – released items via PARCC, SBAC, other states (KY, NY),

NAEP

• CRCT Readiness Indicators• Lexiles In Fall 2014, the Georgia Online

Formative Assessment Resource (GOFAR) will launch within the SLDS and replace the OAS.




CRCT Readiness Indicators:Reading, ELA, Mathematics

Indicators were designed to send a signal to stakeholders about where students are relative to where they need to be headed

Indicators provide feedback about our preparedness for the increase in rigor and expectation for student achievement that is on the horizon

Feedback consists of the percent of students who achieved each readiness level – state , district, and school levels – for instructional planning purposes

While we cannot guarantee that students who achieve the On-Track level will be proficient on the new assessment, we do know they will be better prepared and positioned to be successful.




CRCT Readiness Indicators:Reading, ELA, Mathematics

For instructional planning and decision making:• Needs Additional Support: The student has demonstrated

that his or her command of the knowledge and skills described in the CCGPS warrants additional instructional supports.

• On Track: The student has demonstrated that his or her command of the knowledge and skills described in the CCGPS is sufficient; the student is on track for success at the next level.

• Commendable: The student has demonstrated that his or her command of the knowledge and skills described in the CCGPS is exemplary.


Lexiles




LexilesGrade

3Grade

4Grade

5Grade

6Grade

7Grade

8

Common Core Stretch Text – Lower Limit

520 740 830 925 970 1010

Common Core Stretch Text – Upper Limit

820 940 1010 1070 1120 1185

On Track 625 775 845 930 970 1070

Commendable 890 990 1085 1155 1210 1265

Reader – Lower Limit 330 445 565 665 735 805

Reader – Upper Limit 700 810 910 1000 1065 1100

2013 Median 790 860 940 1070 1095 1210

Lexiles with CRCT Readiness Indicators




Formative Assessment InitiativesBringing a Balanced Assessment Focus to the

Classroom

1600 new items loaded

Statewide launch in summer 2013

Phase I available February 2014; Phase II pilot in winter 2014




Overall ELA Pilot Summary Data

Incorrect or Irrelevant

Minimally Demonstrated

Basically Demonstrated

Clearly Demonstrated

Thoroughly Demonstrated

0 1 2 3 41208 2713 1471 374 71 5837

20.7% 46.5% 25.2% 6.4% 1.2% 100.0%1223 2593 1575 367 146 5904

20.7% 43.9% 26.7% 6.2% 2.5% 100.0%1148 2038 2192 1054 308 6740

17.0% 30.2% 32.5% 15.6% 4.6% 100.0%781 2427 1839 826 197 6070

12.9% 40.0% 30.3% 13.6% 3.2% 100.0%913 2389 2310 1132 286 7030

13.0% 34.0% 32.9% 16.1% 4.1% 100.0%1322 2673 1856 729 169 6749

19.6% 39.6% 27.5% 10.8% 2.5% 100.0%1362 2732 1332 463 90 5979

22.8% 45.7% 22.3% 7.7% 1.5% 100.0%1115 2407 1938 584 177 6221

17.9% 38.7% 31.2% 9.4% 2.8% 100.0%

4

5

Grade

Number of students and percent falling into each score pointTotal

student N/%

3

6

7

8

HS (9th Lit)

HS (Am Lit)




Overall Math Pilot Summary Data

Incorrect or Irrelevant

Minimally Demonstrated

Basically Demonstrated

Clearly Demonstrated

Thoroughly Demonstrated

0 1 2 3 42085 1756 894 199 83 5017

41.6% 35.0% 17.8% 4.0% 1.7% 100.0%2118 2064 685 170 83 5120

41.4% 40.3% 13.4% 3.3% 1.6% 100.0%1880 1548 642 188 59 4317

43.5% 35.9% 14.9% 4.4% 1.4% 100.0%2506 1938 639 200 67 5350

46.8% 36.2% 11.9% 3.7% 1.3% 100.0%2454 1473 453 132 46 4558

53.8% 32.3% 9.9% 2.9% 1.0% 100.0%2513 1840 933 317 139 5742

43.8% 32.0% 16.2% 5.5% 2.4% 100.0%3977 2696 656 165 58 7552

52.7% 35.7% 8.7% 2.2% 0.8% 100.0%

Grade

Number of students and percent falling into each score pointTotal

student N/%

8

HS

3

4

5

6

7




Key Findings From Pilots of Formative Open-Ended Items

• Overall performance shortfalls– Students are not familiar with these types of items

• Many respond ‘dnk’ – as in ‘do not know’

– Don’t seem to understand the need to “show” their work, detail their thoughts, rationales, cite evidence to support their answer or claim

• Tendency is to cite answer only – as if a multiple-choice item

– Don’t read carefully and answer all parts of the question/item




Sample Open-Ended ItemEnglish Language Arts - Grade 6

Passage: The Tall Rock

– A story told by a boy who is visiting his grandfather’s house. He describes climbing “Mountain Rock” with his younger brother and how the rock seems to have gotten smaller as he has grown up.




Extended Response ItemW.6.3; RL.6.6; W.6.3b; W.6.4; L.6.1

Write a conclusion to the story, told from the narrator’s point of view twenty years later. Your narrative should describe the narrator’s conclusions about the childhood experiences with Mountain Rock, but now from the perspective of an adult. Use details from the text to support your answer.Answer with complete sentences, and use correct punctuation and grammar.




RubricScore Designation Description

4 Thoroughly Demonstrated

The student demonstrates a thorough understanding by writing a conclusion from the narrator’s point of view as an adult. The conclusion describes the narrator’s conclusions in a way that logically relates to events from the story, and that refers to many specific details from the story. For example, the adult narrator would logically have fond memories of Mountain Rock. The student uses complete sentences, correct punctuation and grammar.

3 Clearly Demonstrated

The student demonstrates a clear understanding by writing a conclusion from the narrator’s point of view. The conclusion presents the narrator’s conclusions as an adult, and it logically follows from events in the story. The conclusion includes a few relevant details from the story; some details may be general. The student uses mostly correct sentences, punctuation and grammar.

2 Basically Demonstrated

The student demonstrates a basic understanding by writing a conclusion about the narrator’s childhood experiences with Mountain Rock. The conclusion deviates somewhat from the scenario set up in the task, either by failing to plausibly establish the narrator as an adult, or by creating inconsistencies. The student uses minimal support from the story; some support may be incorrect or irrelevant. The student uses some correct sentences, punctuation and grammar.

1 Minimally Demonstrated

The student demonstrates a minimal understanding by writing a conclusion that fails to address the topic of the narrator’s childhood experiences, but rather continues where the story leaves off, or presents the narrator as an adult in a way that does not relate to childhood experiences. Examples could include a conclusion in which the narrator’s family unpacks the car and then enjoys a picnic by Mountain Rock, or a conclusion in which the narrator describes his/her job or family as an adult. The student includes no support from the story. The response has significant errors in constructing complete sentences, and/or in using correct punctuation and grammar.

0 Incorrect or irrelevant

The response is incorrect or irrelevant.




Exemplar Response

It was a long time ago the last time I visited Mountain Rock. My grandparents sold their house about ten years ago and moved to an apartment. Even though I am now an adult, I still like to think about the fun I had on Mountain Rock. Of course I got taller and taller until finally I could just step on top of the rock without any help. It was cool to think that when I was just a little kid I needed Grandpa to help me climb the rock. Even when the rock didn’t seem like a big mountain, Grandpa still had to lift me to the top for a long time. One summer when I was a teenager we took our five-year-old cousin Tracy with us to visit my grandparents. On the way there I shouted “I get to climb first.” Nick thought that was hilarious and said, “You kids and your rock!” just like our mom used to say. I’ll always have happy memories of Mountain Rock.




Student ResponseScore 4

Twenty Years later,I still remember those olden days we used to vist my grandparent's big white house right up the hill on summer days. when i was little he'd swing me up through the air.the whole hill spun me around the sky was blue and bright.and, the tree's everywhere looked green and enormus.I used to climb the mountain rock.Oh how we loved mountain rock.everytime my brother said" I get to climb first. my mother would say "you kids and your rock.When we reached their house my brother would run and start to climb the rock my arents would just smile put their hands around each other and watch.And i'd just watch looking down.after my grandpa welcolmed us for a second i thought the rock got smaller but it was just that i was getting taller.But all at once i had a though no matter how big,tall or the older i got this would always be the tallest place.I sure do love those memories and i will always keep them!!

The response presents the narrator’s conclusion in a way that logically relates to events from the story and that refers to many specific details from the story. While on the surface this response may appear to summarize the story, the way in which the student handles the language and retelling makes it clear that the narrator truly is reliving fond childhood events twenty years later. The student demonstrates a thorough command of the conventions of standard English. Though there are a few minor errors, primarily typographical, meaning is clear throughout the response.





20 years later, I had grown into a full grown, mature adult. When we would visit my grandparents i would travel with my mom, dad, and brother. Now that I am an adult I travel with my wife and two girls. I still climb on the "Mountain Rock" just mot as much as I did when I was a kid. Now that I am grown I help my kids climb the wall. They love climbing the wall even more than I did when I was their age. They are always arguing on the trip to my grandparent's house. The main argument is "Who is going to get to clim bthe wall first." Maybe, I will be a grandparent someday and have a "Mountain Rock" for my grandkids to climb on.

The response includes a few relevant details from the story. In order to achieve a higher score, the student needs one or two additional specific details from the story. The student demonstrates command of the conventions of standard English. There are a few distracting errors in grammar and usage but meaning is clear.





I used to enjoy the climb on the boulder at grandpa's house and how tall i used to feel , and i would anticapate all six hours of the ride there. The rock used to be like a mouantian to me, but now when I revisit I can tell that I have grown alot throughout the years. But I will always remember the thrill of being so high, and to this day it is still the tallest place in the world to me.

The student does not plausibly establish the narrator as an adult. While the student appears to show the narrator reflecting on the past, it is difficult to determine whether or not he or she places the narrator twenty years later or merely summarizes the narrator’s feelings in the story provided. The student uses a few details from the story, but, in order to achieve a higher score, he or she needs to more clearly show that the setting is twenty years later. The student demonstrates an inconsistent command of the conventions of standard English. There are a few distracting errors in grammar and usage, but they do not impede understanding.





I realized it was the rock that made it worth while,even thought the rock was not big to my eyes it was big to my mind,which made the whole trip alot more memorible,and i couldnt wait to come back next year.

The student demonstrates a minimal understanding by writing a conclusion that does not address the narrator’s childhood experiences but rather continues where the story leaves off. While the student does include support from the story, his or her approach is not acceptable for a higher score. The student demonstrates an inconsistent command of the conventions of standard English. There are a few errors in grammar and usage, but they do not impede understanding.




Observations from Scoring• Some students wrote a non-narrative:

– 20 years later, the narrator could bring his on children to Mountain Rock and remember the good times he had on Mountain rock himself.

• Some students wrote in third person:– the kids really loved that rock,and they will all ways remeber it as if it was there

home.When they have kids they will show them the rock too so they can climb it too.

• Some responses were too brief to adequately address the prompt:– I may have gotten older, but it`s times like these that make me still feel how I felt

when I was little.– It has been more than 20years since I have climbed the mountions.– He Rerember Those Experiences Because They Where Fun




Benchmark AssessmentImplementation Schedule

• ELA – Grades 1, 2, 3, 6, 7, 8,

and 10

• Mathematics – Grades 1, 2, 3, and

Coordinate Algebra

• U.S. History

• ELA – Grades 4, 5, 9, and 11

• Mathematics – Grades 4, 5, 6, 7, 8,

Analytic Geometry, and Advanced Algebra

• Biology

Phase I Fall 2013 pilot

Available February 2014

Phase IIWinter 2014 pilot

Available Fall 2014




FIP Learning Modules1. Introduction to Formative Instructional Practices

2. Clear Learning Targets

3. Collecting and Documenting Evidence of Student Learning

4. Analyzing Evidence and Providing Effective Feedback

5. Student Ownership of Learning: Peer Feedback, Self-Assessment, and More

6. Leading Formative Instructional Practices (for district and/or school leaders)

7. Coaching Formative Instructional Practices (for instructional coaches and/or teacher leaders)

FIP aligns to TKES and LKES!


NAEP Item Tool

33

Workshops Available:Bobbie Bable, NAEP State Coordinator (404.657.6168; [email protected])

mailto:[email protected]

We value your input, thank you!




Division of School Improvement2014 Summer Summit

Critical Connections for Leaders

Georgia’s New Assessment Landscape

Melissa Fincher, Ph.D.Associate Superintendent for Assessment and Accountability

Georgia Department of [email protected]

Jan Reyes, Ed.D.Assessment Specialist

Assessment and AccountabilityGeorgia Department of Education

[email protected]

division of school improvement 2014 summer summit critical connections for leaders

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