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Examiner Testing Overview

2014-2015

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Roles and Responsibilities Examiner

– Must hold a Georgia PSC-issued certificate (teachers, counselors, administrators, paraprofessionals) . . . This is required per SBOE Rule 160-3-1-.07. GaDOE is compelled to invalidate when this does not occur (!).

– 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 Manuals, including reading all directions/script to students

– Test materials are not to be used for any purpose other than test administration

– 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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Materials: Resources

• 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.

• Further information will be forthcoming relative to calculator allowances/restrictions for Georgia Milestones, in both grades 3-8 and high school.

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

become aware of testing irregularities – complete written documentation

• Signs of any testing irregularity must be dealt with immediately

– Test Examiner > School Test Coordinator > System Test Coordinator > GaDOE (report to supervisor within 15 minutes)

• A complete investigation must be conducted and written documentation provided to the System Testing Coordinator by the end of the testing day

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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

– Examinee’s test booklet, online testing “ticket”, answer sheets, or portfolio entries (GAA) are lost

– Test Examiner or other personnel provided answers to the examinee, or altered/interfered with student responses

– 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, online testing “ticket”, 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 . . . Including a failure to transfer student responses to an answer document (such as with a Braille student)

– For more examples, please refer to the SAH

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Cell Phones and Electronic Devices • Students are not permitted to use, or bring into the testing environment, any

electronic device that could allow them to access, retain, or transmit information (e.g., cell phone, smartphone, PDA, electronic recording, camera, or playback device, etc.). Announcements must be made prior to testing that such devices are not allowed in the testing environment and that possession or improper use of such devices during testing may result in disciplinary action in accordance with the system's student code of conduct and/or test invalidation.

• In the event students attempt to enter the testing environment with such a device, districts and schools must have a plan to collect and secure such devices so that they are not accessible during testing.

• Script appears in the appropriate Examiner’s Manuals regarding this topic. This script, as with all script, MUST be read to students.

• If necessary, remind students that this expectation for Georgia’s state assessments is no different than most (if not all) other test settings that they will experience . . . Georgia Driver’s License Knowledge Exam, the ACT, the SAT, etc.

• Many systems have local policies regarding cell phone access and/or use during the instructional day. The district should continue to apply and enforce their local discipline or other policies regarding the use of electronic devices.

• The GaDOE will determine if the assessment should be invalidated.

Cell Phones and Electronic Devices Should a case occur where a student does not conform to the directions given

by school staff and a device is located in the test setting . . .

• In the event an examiner confirms during testing that a student is using a device to access, retain, or share information, the examiner must with minimal disruption:

– collect the device,

– stop testing that student,

– remove the student from the testing session, and

– notify the School Test Coordinator immediately.

• In the event such actions are suspected, but not yet confirmed, the examiner must with minimal disruption:

– collect the device,

– allow the student to complete testing,

– notify the School Test Coordinator immediately, and

– as soon as it is appropriate attempt to confirm whether or not the device has been used in violation of the guidelines above

• Simple possession of a device (including the ringing of a phone during test administration) may be addressed in keeping with the system’s code of conduct and does not require an irregularity report to the GaDOE.

Accommodations and Special Populations

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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

Accommodations In 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)

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 provided in the Student Assessment Handbook under Required Forms.

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CODE OF ETHICS FOR GEORGIA EDUCATORS

The Professional Standards Commission’s (PSC) Code of Ethics for

Georgia Educators contains 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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http://www.gapsc.com/Ethics/Home.aspx

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

Test Security Reminders • Be thoroughly familiar with the Student Assessment

Handbook and test administration manuals

• Thoroughly train everyone involved in testing

• Carefully consider who has access to secure materials . . . And that includes who has access to online testing platforms and what “role” they have in the online system

• Make everyone in the school/system aware of the importance of test security and the consequences of violating test security

• Report problems in a timely manner

• Principal’s Certification Form is required after each administration and must be maintained by the System Test Coordinator for 5 years (form posted at DCBOE)

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OAS

• The Georgia OAS is available for use in the the Details, including reporting features, will be discussed in upcoming webinars.

• As part of Georgia’s Race to the Top work, GaDOE has continued to develop new formative and benchmark assessment resources.

• These new items can be found by clicking on “Formative” in the drop down menu when “shopping” for items.

• The OAS will run “parallel to” our new “in-house” online system that is under development – Georgia Online Formative Assessment Resource, GOFAR. GOFAR will go live soon– more information forthcoming on this topic.

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Training Tab has many resources.

Georgia Online Formative Assessment Resource (GOFAR)

• GOFAR is Georgia’s new online platform for our various online formative assessment tools.

• These include the previous OAS item bank and the many formative assessment items developed as part of Georgia’s Race to the Top work in recent years.

• Items will be loaded into GOFAR both at launch – and over time after launch.

• GOFAR will be “integrated” with the SLDS (meaning reports will populate in SLDS and there will no longer be an upload process required).

• Training sessions will be available this fall and, as necessary, over the course of the year.

• GOFAR will be available, running “parallel to”, the OAS in order to facilitate a smooth transition from the OAS to GOFAR over the course of 2014-2015. Specific roll-out dates will be announced this fall.

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Formative Assessment Initiatives Bringing a Balanced Assessment Focus to the Classroom

Assessment Literacy

Professional Learning

Benchmark Assessments

Formative Item Bank

1600 new

items loaded

Formative

Instructional

Practices: FIP

Foundations &

FIP in Action

24 benchmark

assessments

1100 new

science &

social

studies

items to be

loaded

Don’t forget the NAEP Item Tool consisting of high quality, released NAEP items!

FIP Foundational Learning Modules

1. 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 tightly aligns to and directly supports TKES and LKES!

FIP in Action modules available this fall

Lexiles Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 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

Meets 410 570 650 685 800 805

Exceeds 790 915 1040 1120 1210 1265

US Typical Reader – Lower Limit 330 445 565 665 735 805

US Typical Reader – Upper Limit 700 810 910 1000 1065 1100

Georgia 2013 Median 790 860 940 1070 1095 1210

Lexiles with CRCT Readiness Indicators

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UPDATES 2014-2015

Georgia Milestones

Georgia Milestones represents a significant change and importantly – an opportunity – for our state.

This opportunity allows us to recalibrate, as a state, and refocus on teaching and learning as a primary emphasis with assessment and accountability serving a supporting role.

Georgia Milestones Comprehensive

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

Coherent – consistent expectations and sufficient challenge 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

Georgia Milestones Guiding principles stipulate that Georgia Milestones: be sufficiently challenging 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

State Board Meeting Follow-Up The State Board of Education took action on two items at its

August meeting that relate to Georgia’s Student Assessment Program.

Rule Amendment: 160-3-1-.07 Testing Programs – Student Assessment – This rule was amended in the following manner:

• general clean-up and streamlining of definitions;

• removal of references to the former testing programs such as the Criterion-Referenced Competency Tests (CRCT), the Criterion-Referenced Competency Tests Modified (CRCT-M), the End of Course Tests (EOCT), and the Writing Assessments in grades 3, 5, and 8;

• inclusion of information about the Georgia Milestones Assessment System;

• clarifications about the assessment of students with disabilities and English learners; and

• inclusion of language to phase-out the requirement for the Georgia High School Writing Test (GHSWT) beginning in 2015-2016.

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The GHSWT must be administered as scheduled during the 2014-2015 SY. Students must earn a passing score to earn their diploma.

State Board Meeting Follow-Up Rule Waiver: 160-4-2-.11 Promotion, Placement, and Retention sections (3)(a), (3)(b), (3)(c) and

160-4-2-.13 Statewide Passing Score sections (2)(d), (2)(e), (2)(f)

Based upon the delay of scores in this first year of Georgia Milestones due to the necessary and required technical work involved, including setting achievement expectations (i.e., cut scores), specific provisions of these two Board Rules were waived for the 2014-2015 school year – through July 31, 2015.

– Promotion in grades 3, 5, and 8 may occur based upon local discretion/policy.

– Local systems should develop policies related to the calculation of final course grades for courses requiring a Georgia Milestones end of course assessment during 2014-2015.

– Additional guidance regarding other purposes and uses of the end of course assessments, such as “test-outs”, retests, etc., will be forthcoming for the 2014-2015 school year.

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Scores will be issues in Fall 2015, after achievement expectations have been set.

General Assessment Updates In September, the State Board of Education initiated amendments to two Board Rules:

160-4-2-.11: Promotion, Placement & Retention

– Removed references to CRCT; general clean up

160-4-2-.13: Statewide Passing Score

– Removed references to EOCT; general clean up

Note: These amendments do not impact the waiver granted by the State Board of Education in August for the 2014-2015 school year.

Decatur County: updated promotion/retention provided for report cards; Board Policies are in the process of being updated

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To review these amendments, use this link: http://www.gadoe.org/External-Affairs-and-Policy/State-Board-of-Education/Pages/Proposed-Rulemakings.aspx

http://www.gadoe.org/External-Affairs-and-Policy/State-Board-of-Education/Pages/Proposed-Rulemakings.aspx















High School Course Enrollments/Completions in Fall 2014

• Students who enroll in a course associated with an EOC during Fall 2014 must participate in the Winter 2014 Georgia Milestones EOC Main Administration.

• This includes those students enrolled in a 9-week/short-duration course in Fall 2014 (for example, a course ending in October 2014). They, too, must participate in the associated Georgia Milestones EOC in Winter 2014. – Given the waiver of State Board Rule 106-4-2-.13 (Statewide Passing

Score), the following conditions apply.

1. These students should NOT participate in the Fall 2014 “Legacy” End of Course Tests (EOCT) Mid-Month Administration upon course completion.

2. Local systems may determine their policy to award final course grades.

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Georgia Milestones:

Unique Features

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Georgia Milestones: Unique Features

Features include:

– inclusion of constructed-response items in ELA and mathematics, in addition to selected-response items

– inclusion of a writing component (in response to text) at every grade level and course within the ELA assessment;

– inclusion of norm-referenced items in every grade and content area to complement the criterion-referenced information and to provide a national comparison; and

– transition to online administration over time, with online administration considered the primary mode of administration and paper-pencil back-up until transition is completed.

Addition of technology-enhanced items beginning in 2016-2017.

Georgia Milestones: Unique Features

Blended: Criterion-Referenced and Norm-Referenced

Georgia Milestones will provide:

– criterion-referenced performance information in the form of four performance levels, depicting students’ mastery of state standards

– norm-referenced performance information in the form of national percentiles, depicting how students’ achievement compares to peers nationally

Note: To provide norm-referenced information, some norm-referenced items may not align to Georgia’s content standards. Only aligned NRT items will contribute to proficiency designations.

Georgia Milestones: Embedded NRT

• Each content area/course test will contain 20 norm-referenced items.

• The 20 NRT items will provide a national percentile score to provide a barometer of national comparison.

• Approximately 10 of these items have been reviewed by Georgia educators for alignment to the grade level/course content standards. – Only those NRT items judged to be aligned by Georgia educators will

contribute to the criterion-referenced proficiency designations of students.

• The remaining 10 or so items, while not necessarily aligned to the grade level/course content standards, will not contribute to the proficiency designation.

The NRT items were selected to reflect the full TerraNova subtest for each content area.

Georgia Milestones: Embedded NRT

• Teachers and students should be aware that the tests will include a small number of NRT items (10) for which students have not had direct instruction. – These items will contribute only the NRT score and will not contribute

to the criterion-referenced score and proficiency designation that is used in promotion/retention, course grade, student growth, educator effectiveness measures, or accountability (CCRPI).

– The content and skills measured within these items reflect more global concepts within the content area (such as, reading comprehension, language, mathematics, science, or social studies) that students encounter during the course of their matriculation. This is particularly true in science and social studies.

Georgia Milestones will included norm-referenced items that are not directly aligned to the grade level or course standards. These items will not impact student scores.

Georgia Milestones

• It is important to remember that Georgia Milestones is primarily a criterion-referenced test, reflecting the content standards for each grade and course

– teachers should teach the Georgia state-adopted content standards and not the NRT standards

Remember: All important uses of the test results – for both students and educators – will be based on the criterion-referenced scores and proficiency determinations.

Georgia Milestones Test Blueprints & Content Weights • The test blueprint and content weights are provided to communicate the

structure of the test. (content weight hand out)

• They are not instructional documents.

• The content standards and frameworks, as well as local curriculum resources should inform instructional plans and decisions.

• Domains are reporting categories, and when possible follow the strands within the content standards.

• The domain weight do not reflect the ‘value’ of the concepts and skills within the domain.

• Knowledge, concepts and skills are not discrete and are not bounded within a single domain. – The knowledge, concepts, and skills within one domain can and do impact student

understanding in other domains (Examples: reading and vocabulary; numbers and operations).

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Georgia Milestones:

Transition to Online

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Georgia Milestones Transition 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.

http://learnoas.ctb.com/GA/

Transition to Online Testing

• Technology Specifications posted at: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Information-For-Educators.aspx

• Tablets supported beginning with Spring 2015 main administrations. – iPads supported beginning Winter 2014 EOC

• Transition to Online – Year 1: minimum of 30% online across the district, grades 3-12

– Year 3: minimum of 80% online across the district, grades 3-12

– Year 5: minimum of 100% online across the district, grades 3-12

All schools in all district are expected to conduct some degree of testing online in 2014-2015 . . . and of course, subsequent years.

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Paper/pencil versions will be available through all years of the transition for the small number of students who cannot interact with computer due to their disability. Braille forms will be available as well.

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Information-For-Educators.aspx











Online Testing Considerations Online testing requires different thinking relative to logistics . . .

– For many systems (if not all), many lessons have been learned over time through use of the EOCT online in Main, Mid-Month, and Retest administrations and through the CRCT Retest online.

– Technology hardware, peripherals, requirements, support needs, capacity

– More than one session per day (AM and PM for instance) and testing on Mondays and Fridays (which are days of the week many systems have tried to avoid in the past)

– “Cycling” students through test settings where technology is housed

– The number of students a school can test online given the bullets noted above

– Seating/space considerations

– Securing log-ins, passwords, etc.

– Experience of staff and students with technology

– Contingency planning for both expected and unexpected events such as power outages (incl. weather related), Internet service interruptions, construction in or near a school, local downtime/upgrades to technology, etc.

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Georgia Milestones

Transition to Online

– Year 1: minimum of 30% online



Paper/pencil versions will be available for the small number of students who cannot interact with computer due to their disability. Braille forms will be available.

2013-2014 Student Achievement by Administration Mode: ELA

Course

Mode

Total

Mean Scale Score

Performance Level

Does Not Meet Expectations

Meets Expectations

Exceeds Expectations

Meets/Exceeds Expectations

9th Grade Literature & Composition

Online 57,272 441.7 10.9% 44.5% 44.6% 89.1%

Paper/Pencil 76,579 436.2 14.2% 47.5% 38.3% 85.8%

Total 133,851 438.6 12.8% 46.2% 41.0% 87.2%

American Literature & Composition

Online 54,773 442.5 7.1% 50.1% 42.8% 92.9%

Paper/Pencil 59,013 437.6 8.9% 55.0% 36.1% 91.1%

Total 113,786 440.0 8.0% 52.6% 39.3% 92.0%

2013-2014 Student Achievement by Administration Mode: Mathematics

Course Mode Total Mean Scale Score

Performance Level


Meets Expectations



Coordinate Algebra

Online 55,292 401.0 52.5% 35.3% 12.2% 47.5%

Paper/Pencil 84,257 391.0 64.5% 29.1% 6.3% 35.5%

Total 139,549 395.0 59.7% 31.6% 8.7% 40.3%

Analytic Geometry

Online 48,904 401.2 52.5% 35.6% 11.9% 47.5%

Paper/Pencil 68,515 390.5 64.9% 29.2% 6.0% 35.1%

Total 117,419 395.0 59.7% 31.8% 8.5% 40.3%

2013-2014 Student Achievement by Administration Mode: Science

Course

Mode

Total

Mean Scale Score

Performance Level


Meets Expectations



Biology Online 62,320 436.2 21.1% 39.9% 39.0% 78.9%

Paper/Pencil 68,553 423.5 29.9% 42.5% 27.7% 70.1%

Total 130,873 429.6 25.7% 41.2% 33.1% 74.3%

Physical Science Online 42,162 458.8 13.9% 30.2% 55.9% 86.1%

Paper/Pencil 42,640 440.9 19.8% 36.4% 43.8% 80.2%

Total 84,802 449.8 16.9% 33.3% 49.8% 83.1%

2013-2014 Student Achievement by Administration Mode: Social Studies

Course

Mode

Total

Mean Scale Score

Performance Level


Meets Expectations



Economics Online 68,023 440.4 18.6% 38.8% 42.6% 81.4%

Paper/Pencil 38,621 433.7 22.9% 40.0% 37.1% 77.1%

Total 106,644 438.0 20.2% 39.3% 40.6% 79.8%

US History Online 58,936 438.6 24.9% 32.0% 43.0% 75.1%

Paper/Pencil 53,332 427.3 31.7% 33.5% 34.8% 68.3%

Total 112,268 433.2 28.2% 32.7% 39.1% 71.8%

Georgia Milestones:

General Test Parameters

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Georgia Milestones General Test Parameters

• ELA will consist of 3 sections, 1 of which will focus mainly on writing

• Mathematics will consist of 2 sections

• Science will consist of 2 sections

• Social Studies will consist of 2 sections

Each section will be approximately 70 minutes.

Georgia Milestones General Test Parameters: ELA

Criterion-Referenced Total 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)

– 2 Constructed Response (2 points each)

– 1 Constructed Response (worth 4 points)

– 1 Extended Response (worth 7 points)

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 Milestones Writing at Every Grade

– All students will encounter an extended 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 (allowing for an extended writing response) in which students must cite evidence to support their conclusions, claims, etc.

Genres Writing 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 Milestones: Rubrics

• Rubrics are item specific and therefore cannot be released. – Generally speaking, rubrics outline the expectations for the answer(s)

along with sufficient justification/explanation • Student cites evidence from the text to support answer in ELA

• Student explains reasoning or approach to problem solving in mathematics

• Student answers all portions of the item

– Remember the OAS includes rubrics and student exemplars for all formative open-ended items.

• The extended-response analytic writing rubric will be released. Students will be scored on two features: – Idea Development, Organization, & Coherence

– Language Usage & Conventions

Extended Constructed Response: HS Narrative Writing

Students read a passage.

This story was written using third person point of view. How would the excerpt be different if Ralph were narrating? Rewrite the beginning of the story from Ralph’s perspective.

This item is worth 4 points.

Extended Writing Response: HS Currently, there is a global debate about the competing claims to rightful ownership of many ancient artifacts and treasures. Many times, for a variety of reasons, such objects are housed in museums in countries other than the country where the treasures were discovered or made. If the country of origin decides that it wants a museum to return these treasures, does a museum ever have a right to refuse that request? Some people feel that refusing such a request is truly cultural theft. Others, however, argue that there are cases when the museum, not the nation, has a stronger right to ownership.

Weigh the claims on both sides, and then write an argumentative essay, in your own words, supporting one side of the debate in which you argue EITHER that museums must return cultural treasures to their country of origin if that country requests it OR that museums do sometimes have a right to deny those requests. Be sure to use information from both texts in your argumentative essay.

Before you begin planning and writing, you will read two texts and answer one question about what you have read. These are the titles of the texts you will read:

1. Bring Them Home

2. Museums Preserve the Cultures of the World

As you read the texts, think about what details from the texts you might use in your argumentative essay.

This is a 7 point item.

Extended Writing Response: HS Now that you have read “Bring Them Home” and “Museums Preserve the Cultures of the World” and answered a question about what you have read, create a plan for your argumentative essay.

Weigh the claims on both sides. Think about ideas, facts, definitions, details, and other information and examples you want to use. Think about how you will introduce your topic and what the main topic will be for each paragraph. Develop your ideas clearly and use your own words, except when quoting directly from the source texts. Be sure to identify the sources by title or number when using details or facts directly from the sources.

Write your argumentative essay in your own words, supporting one side of the debate in which you argue EITHER that museums must return cultural treasures to their country of origin if that country requests it OR that museums do sometimes have a right to deny those requests. Be sure to use information from both texts in your argumentative essay.

Now write your argumentative essay. Be sure to:

• Introduce your claim.

• Support your claim with logical reasoning and relevant evidence from the texts.

• Acknowledge and address alternate or opposing claims.

• Organize the reasons and evidence logically.

• Use words, phrases, and clauses to connect your ideas and to clarify the relationships among claims, counterclaims, reasons, and evidence.

• Establish and maintain a formal style.

• Provide a concluding statement or section that follows from and supports the argument presented.

• Check your work for correct grammar, usage, capitalization, spelling, and punctuation

This is a 7 point item.

Georgia Milestones

General Test Parameters: Mathematics Criterion-Referenced

Total Number of Items: 53 / Total Number of Points: 58

Breakdown by Item Type: – 50 Selected Response (worth 1 point each; 10 of which are aligned NRT)

– 2 Constructed Response (worth 2 points each)

– 1 Constructed Response (worth 4 points)

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



Mathematics

Grade 5

Extended Response Item 5.G.3

Use what you know about triangles in your explanations in Parts A, B, C, and D.

Part A

Explain whether or not an equilateral triangle can be either acute or obtuse.

Part B Explain whether or not a scalene triangle can be either acute or obtuse.

Part C

Explain whether or not a right triangle can be either isosceles or scalene.

Part D An isosceles triangle has one side length of 7 centimeters and another side length

of 4 centimeters. What are the two possible perimeters of this triangle? Explain your answer or show your work.

Rubric Score Description

4 The student successfully completes all parts of the item by understanding that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category (5.G.3).

3 The student demonstrates clear understanding of the standards listed above by correctly answering all parts of the task, but the explanation or work shown for one part is weak or incomplete Or The student answers all parts with correct explanation or work shown, but makes one minor calculation error or omission Or The student answers three parts correctly with explanation or work shown.

2 The student demonstrates a basic understanding of the standards listed by answering two parts correctly with explanation or work shown Or The student answers three or four parts correctly without explanation or work shown.

1 The student demonstrates minimal understanding of the standards listed by answering one or two parts correctly without explanation or work shown.

0 The response is incorrect or irrelevant to the skill or concept being measured.

Exemplar Response Part A

An equilateral triangle can only be acute because an acute triangle must have all 3 of its angles less than 90°. All 3 angles of an equilateral triangle are exactly

60°.

Part B A scalene triangle can be acute because it can have all of its angles less than 90°

while each of its sides has a different length. A scalene triangle can be obtuse because it can have only one of its angles greater than 90° while each of its

sides has a different length.

Part C A right triangle can be isosceles because it can have 2 of its sides the same

length while only one of its angles is 90°. A right triangle can be scalene because

it can have all of its sides different lengths while only one of its angles is 90°.

Part D 15 cm and 18 cm

Since the triangle is isosceles, two sides have the same length. The third side length must be either 7 centimeters or 4 centimeters.

Or 4 + 4 + 7 = 15

7 + 7 + 4 = 18

Student Response Score 3

Parts A and B

are both

correct, but the

explanations

are weak. The

student needs

to include a

discussion of

the angles.


Part D is

correct with

explanation.

Part C is also

correct, but

again the

explanation is

weak. The

student needs

to include a

discussion of

the angles.


Part A is correct,

with a partially

correct explanation.

Part B is incorrect. A

scalene triangle can

also be acute.

Part C is incorrect. A

right triangle can

also be isosceles.

Part D is correct,

with explanation.


Part A is incorrect. An

equilateral triangle

cannot be obtuse.

Part C is correct, but

without explanation.

Part B is incorrect. A

scalene triangle can

be either acute or

obtuse.

Part D is partially

correct (18 cm is

correct, but 53 cm is

not).

Georgia Milestones

General Test Parameters: Science Criterion-Referenced


Breakdown by Item Type: – 55 Selected Response (worth 1 point each; approximately 10 of which are aligned NRT)

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



Science

Grade 4

Extended Response Item S4E2a; S4E2c

Students studied this drawing to understand relationships between the sun and

Earth.

Part A

Explain how Earth’s rotation on its axis causes the sun to appear to rise and set.

Part B How is daylight affected at the south pole when Earth’s southern axis is tilted

away from the sun?

Part C Explain how the tilt of Earth toward or away from the sun affects the changes of

the seasons.

Part D

Describe where the seasonal changes are least noticed on Earth. Explain your answer.

Rubric

Score Description

4 The student response thoroughly demonstrates understanding of the day/night cycle of Earth [S4E2.a] by 1.explaining the day/night cycle of the earth occurs because of the rotation of Earth, AND 2.explaining the length of the day depends on the tilt of Earth and that when the southern hemisphere is tilted away from the sun the days will be shorter there, AND an understanding of how the revolution of Earth around the sun and its tilt affect seasons on Earth [S4E2.c] by 1.explaining that the seasons change because of the tilt of Earth, AND 2.explaining that sun is more directly overhead year round at the equator, causing seasonal changes to be less than other places on Earth.

3 The student response clearly demonstrates understanding by correctly answering 3 out of 4 parts of the item or answering 2 parts partially correct and 2 parts correctly.

2 The student response basically demonstrates understanding by correctly answering 2 out of 4 parts of the item or answering 4 parts partially correct.

1 The student response minimally demonstrates understanding by correctly answering 1 out of 4 parts of the item or answering 2 parts partially correct.

0 The student response is missing, irrelevant or incomprehensible.

Exemplar Response Part A

At any one time, the sun is seen from only half of Earth’s surface. As Earth rotates on its axis, Earth is constantly changing the part of its surface that is

turned toward the sun. This constant change makes the sun appear to rise and set.

Part B

Days are longest in the summer and shortest in the winter. When Earth’s Southern hemisphere is tilted away from the sun, less sunlight falls on it and

creates shorter days.

Part C The seasons change because of the tilt of Earth. The area tilted towards the sun

will have summer. The area tilted away will have winter.

Part D

Seasonal changes are least noticed at the equator because the sun is more directly overhead year round at the equator.


Part A is

correct.

Part B is

correct (it gets

colder implies it

is winter, and

darker implies

there is less

sunlight).

Part C is

correct.

Part A the rotation on earth spins earth one time a day and when it moves the sun is on one side and there is dark on the other side and when it gets on the dark side the sun goes down but on the sun side is rises up

Part B at the south pole when it is tilted a away it gets colder and darker

Part C when the earth is tilted toward the sun the side that is tilted toward the sun gets summer and the side that gets tilted the other way gets winter

Part D if ithe earth is tilted toward the sun summer sould be in the middle of the earth and the other side should in winter sould be in the middle to

Part D is

correct, but

with no

explanation.


Part A is correct.

Part B is incorrect.

There would be less

daylight at the South

Pole, but not no

daylight.

Part C is correct.

Part A-The Earth spins around every 24 hours, so one side

gets Sun, and when the Earth turns, the Sun looks as if it is

rising and setting.

Part B-The South Pole has no daylight because it is pointed

away from the Sun.

Part C-When the Earth tilts away from the Sun,the Earth has

Winter.When it is pointed toward the sun, it has Summer.

Part D-Near the Equator because the Earth has zones,The

Polar Zone(cold),The Temperate Zone(mild), and The Tropical

Zone (hot and near the Equator).The Tropical Zone hardly

ever changes, so seasons show the least in The Tropical

Zone.

Part D is correct,

but with no

explanation.


Part A is

incorrect.

Part C is correct.

Part B is incorrect. The

student has described how

daylight is affected when

the South Pole is tilted

toward the sun, not away

from the sun.

part A

Because it spins around the sun making it look like the sun is spining

part B

The south pole is tilted to the sun so they get sunlight but the north pole does not

part C

When we are tilted to the sun we have summer and when we are not we have winter

part D

Near the south pole because the sun is not near it

Part D is

incorrect.

Georgia Milestones

General Test Parameters: Social Studies Criterion-Referenced


Breakdown by Item Type: – 55 Selected Response (worth 1 point each; approximately 10 of which are aligned NRT)

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



Social Studies

Grade 5

Extended Response Item SS4H2b

Part A

Explain how the early European settlers in New England depended upon Native Americans for survival.

Part B

How and why did the relationship between Europeans in New England and Native Americans change over time?

Rubric Score Description

4 The student response thoroughly demonstrates knowledge and understanding of examples of cooperation and conflict between Europeans and Native Americans (SS4H2b) through clear explanations and careful analysis in all parts of the item.

3 The student response clearly demonstrates knowledge and understanding of the standard(s) through some explanation and partial analysis of all parts of the item.

2 The student response demonstrates some knowledge and understanding of the standard(s), but the explanations and/or analysis lack complete clarity. The student response may be incomplete or contain minor errors.

1 The student response demonstrates minimal knowledge and understanding of the standard(s). The explanations and/or analysis lack depth of understanding and may be incomplete. The student response may also be incomplete or contain major errors.

0 The student response is missing, irrelevant, or incomprehensible.

Exemplar Response

Part A

Early European settlers in New England depended upon Native Americans to help them learn about the environment and food supply. The European settlers were

unfamiliar with the crops native to the region. The Native Americans helped them learn about their environment and about how to grow food.

Part B

The relationship between Europeans and Native Americans in New England changed over time. As more European settlers came, these settlers began to

compete with the Native Americans for food and land. This competition led to less cooperation and more conflict.


In Part A, the student response does not directly state what the Native Americans did,

but it is implied that they helped familiarize the Europeans with the land.

In Part B, the student gives a specific example of how the relationship changed over

time uses analysis to strengthen the explanation.

The European didnt know the land well,so they needed help from the Native Americans. The European began to try to take land from the Native Americans,so they fought for their land back.


Part A of the response offers

a clear explanation of

cooperation and conflict

between Europeans and

Native Americans.

Part B of the response

identifies an appropriate

example, but does not

provide analysis or support.

part A:European settlers had to grow

food dut they didn't know how to,so

native americans showed them.

part B:The european tried to take over

the native americns.

Overall, this response demonstrates some knowledge and understanding of

the standard, but the analysis and explanations lack clarity.


In Part A of the response,

the student begins by

reiterating the prompt and

adds an example, but it is

vague and would benefit

from a way the Europeans

were having trouble

surviving or an example of

how the Native Americans

helped the Europeans to

live. As it is, Part A is

incomplete and

demonstrates a lack of

understanding.

Part B is also vague and

the analysis is irrelevant

to the task.

Part A All of them where having trouble surving and they needed the Natives help to live.

Part B The Europeans became unkind to them and the took people and brote dizises from Enland and gave them to the Natives and that killed most of them

Georgia Milestones:

Features of Online Test

81

Online Tools Available for All Students

• Blocking Tool • Highlighter • Eraser • Magnifying Glass • Mark for Review • Online Calculator – if allowable • Option Eliminator • Scratch Pad

These tools are available to all students who test online and are therefore NOT considered accommodations.

Scratchpad

Enlarged Scratchpad Screen Reader Icon

Online BASIC Calculator

A basic calculator is permitted in Grade 6

This is a BASIC calculator!

Online Scientific Calculator: TI-30XS MV

A scientific calculator is permitted in Grades 7 and 8 EOG; Physical Science EOC; Economics EOC

Online Graphing Calculator: TI-84

A graphing calculator is permitted in Coordinate Algebra and Analytic Geometry EOC

Georgia Milestones Calculator Policy

Content Area Grade Level/Course Type of Calculator

Mathematics

Grades 3 – 5 EOG Not Allowed

Grade 6 EOG Basic1

Grades 7 – 8 EOG Scientific2 or Basic1

Coordinate Algebra EOC Graphing3 or Scientific2

Analytic Geometry EOC Graphing3 or Scientific2

Science Physical Science EOC Scientific2 or Basic1

Social Studies Economics EOC Scientific2 or Basic1

88

1Basic four-function calculator with square root and percentage functions. 2Scientific calculator with functionalities consistent with TI-30XS MV or similar models.

3Graphing calculator with functionalities consistent with TI-84 Plus SE or similar models.

Calculators are not permitted on certain designated sections of each mathematics test.

Calculator Policy • For the 2014-2015 school year, students who

test online may use a hand-held calculator, in addition to the calculator provided online.

• It is imperative that only approved calculators be allowed into the testing environment and that, for those approved calculators that store text, the memory is cleared both BEFORE and AFTER testing.

– Failure to clear memory both BEFORE and AFTER will result in an automatic invalidation.

89

See pages 32-33 of the Student Assessment Handbook.


Students and staff must adhere to the guidelines listed below and those that appear on subsequent slides. Given that technology changes rapidly, these guidelines may change at any time. A list of state approved calculators will not be issued.

It is incumbent upon the System Test Coordinators, School Test Coordinators, and Test Examiners to ensure all calculator policies are implemented and followed. Calculators may not be shared by students.

The following devices/features are NOT allowed:

• For Basic and Scientific calculators, devices that store text and/or have QWERTY keyboards or typewriter-like keyboards.

• Calculators that have programs stored in the memory other than those that are factory installed

• No cell phones, personal laptops, minicomputers, pocket organizers, iPods, and personal tablets

• Calculators with beaming capabilities

• Calculators with wireless communication technologies and/or Internet access

• Calculators with built in Computer Algebra System – CAS

• Calculators that make noise, have paper tape, or that have voice

90


Graphing Calculators and End of Course (EOC) Mathematics

• Graphing calculators will be allowed for student use on the Coordinate Algebra and Analytic Geometry EOCs ONLY. (Note: For Physical Science and Economics only a scientific calculator is allowed.)

• Given that many models of graphing calculators possess the ability to store text, and may prevent that feature from being disabled, it is required that System and School Test Coordinators, and Test Examiners, confirm prior to testing and immediately after testing (before dismissing students) that all graphing calculators are cleared of any stored text.

– A failure to confirm that text is cleared may raise school-wide (and possibly system-wide) security concerns.

– A failure to take these steps constitutes an irregularity that must be reported to GaDOE.

• Should it be confirmed that a student either brought information into a test setting through stored text, or left the test setting with secure test information stored on a device, the student’s test will be invalidated. Such an event must be reported to GaDOE.

• Georgia Milestones will provide an online graphing calculator, where appropriate, for student use. Concerns regarding the logistics and stipulations surrounding the use of hand-held graphing calculators can be eliminated by testing students online.

– GaDOE encourages online test administration

91

Additional Georgia Milestones Calculator Considerations and Information

• Review calculator guidelines for elementary, middle, and high school very carefully as they vary.

• Mathematics test forms will have sections where calculator use is permitted and a section where calculator use is NOT permitted. Test manuals will be very clear on this point and will include script to address the logistics involved. Adherence, by examiners and students, will be critically important.

• Again, online testing will ease the logistics around the transition from calculator to non-calculator sections.

• All students testing online must use the online calculator provided and may not use a hand-held device.

• All questions regarding calculator usage should be directed to the System Test Coordinator who can then contact the GaDOE Assessment Administration Division if necessary. Do not refer school-level staff directly to GaDOE – this is important to ensure consistent information is shared across your district. Calculator questions that come to GaDOE from school-level staff will be forwarded to the System Test Coordinator for review.

92 Please note that Linux OS cannot support the online scientific or graphing calculator at this time.

REMINDER: Calculator Policies for Legacy High School Assessments (EOCT & GHSGT)

Remember, the calculator guidelines for Georgia Milestones and our legacy high school testing programs differ . . .

Students and staff must adhere to the guidelines listed below. It is incumbent upon the School Test Coordinator and Test Examiner to ensure all calculator policies are implemented and followed. Calculators may not be shared by students.

The following features are NOT allowed:

• Graphing calculators

• Calculators that store text and/or have QWERTY keyboards or typewriter-like keyboards

• Calculators that have programs stored in the memory other than those that are factory

• installed

• Non-calculators such as cell phones, PDAs, laptops, minicomputers, pocket organizers, iPods,

• etc.

• Calculators with beaming capabilities

• Calculators with wireless communication technologies and/or Internet access

• Calculators with built in Computer Algebra Systems – CAS

• Calculators that make noise, have paper tape, or that have voice

93

Examining Georgia Milestones

Item Types

Example – Grade 3 Mathematics – Fractions

Multiple Choice

Which fraction is largest?

A

B

C

D

The content and presentation of these items are for illustrative purposes only.

Constructed Response

George and Ana each had a 12-inch pizza. Both pizzas were split into 8 equal pieces. The shaded pieces are the portion of their pizzas that George and Ana ate.

Express in fractions how much pizza George and Ana ate. Use the symbol <, =, or > to show who ate more pizza.

>

The content and presentation of these items are for illustrative purposes only.

George Ana

George Ana

Constructed Response

12 inches

George Ana

9 inches

12 inches

George

12 inches

Carlos

The

con

ten

t an

d p

rese

nta

tio

n o

f th

ese

item

s ar

e

for

illu

stra

tive

pu

rpo

ses

on

ly.

Technology Enhanced

>

The content and presentation of these items are for illustrative purposes only. *To begin 2015-16

Georgia Milestones:

Testing Accommodations

99

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

Modifications

• Modifications, on the other hand, involve:

– Changing, lowering, or reducing learning or assessment expectations

– May result in implications that could adversely affect a student throughout that individual’s educational career

– Examples include • Requiring a student to learn less material

• Revising assignments or tests to make them easier

Modifications are not allowed on Georgia

assessments.

Accommodations

In 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

These types of practices would constitute modifications.

Only state-approve accommodations

may be used on state-mandated

assessment, following the guidance

issued.

Eligible Students

• Students eligible for accommodations include:

– Students with Disabilities

• students with individualized educational plans

• students served under Section 5041

– English Language Learners

• Students qualifying for language assistance services

• ELL students who are also SWD

• Students who have exited language assistance services in the last two years (ELL-Monitored) 2

1Only in the rarest of circumstances would a 504 student qualify for a conditional accommodation. 2ELL-M students are not eligible for conditional accommodations.

Important Points to Remember

• Allowable accommodations always grow out of the content and skills measured by the assessment and the purpose of the assessment

• Teams and committees should consider the purpose and content of the assessment as well as the individual student’s need and circumstance when selecting accommodations

• Inappropriate use of accommodations can (and does) negatively impact student achievement


• 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)


• Selection of accommodations for students may not be based on the following: – the amount of time the student has received special

education or English language services; – excessive or extended absences; – language, cultural, or economic differences; or – administrative decisions made outside the team’s

discussion of the student’s needs.


• Some accommodations appropriate for instruction are not appropriate for assessments

• It may be appropriate to use some instructional accommodations to provide access to grade level content, but these should be faded over time

• The ultimate goal is always meaningful measurement of what the student has learned as a result of instruction

Key Considerations

• For students with disabilities we 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

Key Considerations

• For English language learners we 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

Key Considerations • For English language learners who also have a

disability we should consider –

– whether the need is based on

• the disability or

• language acquisition needs or

• some combination of both

• The IEP team should include an language service teacher to help make appropriate decisions – services should be coordinated

Key Considerations

• For all students we should consider –

– the student’s need for the accommodation

– the student’s experience with the accommodation

– whether the accommodation is of benefit to the student

– the student’s feelings and beliefs about the accommodation

Standard Accommodations

• accommodations which provide access to students in order to demonstrate their achievement of target skills

– standard accommodations do not alter or encroach on the construct measured

– as with any accommodation, it is important that the student require the accommodation and use it regularly during routine instruction and assessment

Conditional Accommodations

• More expansive accommodations that provide access for students with more severe disabilities or more limited English proficiency who would not be able to access the assessment to demonstrate their achievement without such support

– must be used sparingly, per State Board Rule

– must be considered when interpreting scores

State Board Rule 160-3-1-.07 limits the use of conditional accommodations to 3%.


• Guidance on the appropriate use of conditional accommodations is provided in the Student Assessment Handbook

• Only students meeting the guidance criteria are eligible for conditional accommodations

• The educational plans for students qualifying for conditional accommodations must include specific goals that address the deficits which necessitate the accommodation


• State Board Rule stipulates that only a small percentage of students (3%) may participate using conditional accommodations.

Clarification:

• The 3% will be calculated using the enrollment of ALL students in the tested grades at the DISTRICT level.

115


• There are three accommodations that are considered conditional:

– Signing reading passages (SWD only)

– Reading of reading passages (SWD or EL)

– Use of a basic function calculator (SWD only)

Reminder: It is exceptionally rare for a student with a 504 plan to qualify for a conditional accommodation.

Why must we attend to the guidance for conditional accommodations?

1. These accommodations were never intended to be available for all students.

2. The guidance is designed to protect the accommodations for students who truly require them.

Why must we attend to the guidance for conditional accommodations?

3. Anytime an accommodation is considered it is important to reflect what the test is designed to measure.

– The goal is meaningful (i.e., valid) measurement of student achievement

4. It is important to consider the long term effects of inappropriate accommodation use.

– Accommodations should foster independence, not dependence

Eligibility Criteria Reading of Reading Passages: SWD

The use of this conditional accommodation for the English Language Arts Georgia Milestones, regardless of grade level, must be restricted to only those students with IEPs who meet ALL eligibility criteria outlined below:

1. The student has a specific documented disability that severely limits or prevents his or her ability to decode text at any level of difficulty, even after varied and repeated attempts to teach the student to do so (i.e., the student is a non-reader, not simply reading below grade level); and

2. The student has access to printed materials only through a reader or other electronic format during routine instruction; and

3. There are clear and specific goals within the student’s IEP addressing the deficits which necessitate the need for this conditional accommodation.

NOTE: Students who are assigned this conditional accommodation must be administered Georgia Milestones online using the screen reader functionality of the online platform with a headset.

Note that these criteria now apply to all grades, including the high school ELA courses.

Eligibility Criteria Reading of Reading Passages: EL

The use of this conditional accommodation for the English Language Arts Georgia Milestones, regardless of grade level, must be restricted to only those EL students who meet ALL eligibility criteria outlined below:

• The student’s English proficiency scores and performance in the classroom indicate that the student cannot access, retain, or comprehend text without the assistance of a reader (i.e., the student is unable to access English text due to their language proficiency, not simply reading below grade level); and

• The student is not poised to exit language services within the current school year; and

• There are clear and specific goals within the student’s educational plan addressing the deficits which necessitate the need for this conditional accommodation.

NOTE: Students who are assigned this conditional accommodation must be administered Georgia Milestones online using the screen reader functionality of the online platform with a headset.

Students poised to exit: Tier C or any student

approaching a performance level of 4.

Consider ACCESS reading score – if approaching

a 3, this accommodation is not appropriate.

Note that these criteria now apply to all grades, including the high school ELA courses.

Reading of Test Questions • Most students who need accommodations are

struggling readers (e.g., read below grade level).

– Reading of the questions reducing the reading load and allows the student to focus on the passages

• Given that we are not attempting to measure reading comprehension on other content area tests (ELA, Mathematics, Science, Social Studies), it is permissible to read any prompts that accompany the items.

– This should only be done when appropriate NOTE: Students who are assigned this accommodation must be administered Georgia Milestones online using the screen reader functionality of the online platform with a headset.

Eligibility Criteria Calculator: SWD Grades 3 - 5

The use of this conditional accommodation for the Mathematics Georgia Milestones for students in grades 3 - 5 must be restricted too only those students with IEPs who meet ALL eligibility criteria outlined below:

1. The student has a specific disability that prohibits his or her from performing basic calculations (i.e., addition, subtraction, multiplication, and division), even after varied and repeated attempts to teach the student to do so; and

2. The student is unable to perform calculation only without the use of a calculating device during routine instruction; and

3. There are clear and specific goals within the student’s IEP addressing the deficits which necessitate the need for this conditional accommodation.

NOTE: Only a basic function or basic adapted calculator may be used; scientific and other advanced calculators are strictly prohibited. The test administrator may not provide any assistance or direction to the student regarding the use of the calculator.

What is a basic function calculator?

• A basic function calculator has the four computational functions (addition, subtraction, multiplication, & division).

– many basic function calculators also have square root and percentage functions

• A basic function calculator is not a scientific calculator.

– these calculators have additional functions that encroach on the concepts and skills inherent in the content standards for grades 3 - 5

124

New Accommodations

Chart

• IEP, IAP, and EL-TPC teams should review table to determine what accommodations are available online versus paper.

• Conditional accommodations are indicated by “C” in accommodations table.

New Accommodations

Chart

• IEP, IAP, and EL-TPC teams must note the differences between legacy programs and the Georgia Milestones Assessment System.

• The logistics of providing accommodations during assessments must be planned well in advance of the opening of a district’s local testing window.

125

Accommodations: Summary of Changes

• Reading of reading passages is now a conditional accommodation for the high school ELA courses

• Students assigned read-aloud accommodations must participate in the online administration using the screen-reader to standardize the accommodation

• Mode of administration (online/paper-pencil) should be considered – some accommodations are not applicable for a particular mode

– for example, marking answers in the test book for online administration

126

Points to Remember

• Only state-approved accommodations may be considered

• Federal regulations specify that students participating with unapproved accommodations may not be considered participants for accountability purposes

• Use of accommodations must be accurately coded

Georgia Milestones:

Scheduling and Administration Guidelines

128

Scratch Paper EOG

Blank scratch paper (including notebook paper) should be provided to students taking the following EOGs regardless of administration mode:

• Mathematics

• ELA – Part 3(extended response)

EOC Blank scratch paper (including notebook paper) should be provided to students taking the following EOCs regardless of administration mode:

• Ninth Grade Literature: Section 3 only

• American Literature: Section 3 only

• Coordinate Algebra*

• Analytic Geometry*

• Physical Science

• Economics

129

* ¼” graphing paper may be provided only in the indicated courses. (graph paper posted to website)

Administration Times

Content Area/Course Test Section(s) Minimum Time Per Section(s)

Maximum Time Per Section(s)

English Language Arts 1 and 2 60 70

English Language Arts 3 70 90

Mathematics 1 and 2 60 80

Science 1 and 2 50 70

Social Studies 1 and 2 50 70

130

A section may not be stopped until the minimum allotment of time has expired. If students are still productively engaged with the test content, the maximum amount of time, per section, may be given in 10 minute increments.

Note: These time limits do not apply to those students who have the accommodation of extended time.

131

End of Course (EOC) Assessments

Specified high school courses

End of Grade (EOG) Assessments

Grades 3-8

State

Testing

Windows

Main Administrations Winter 2014: 12/01 - 01/09

Spring 2015: 04/27 - 06/05

Summer 2015: 06/15 - 07/17

Mid-Month

Administrations 01/20 – 01/30

02/09 – 02/20

03/02 – 03/13

Main Administration

March 30 – May 1, 2015

Local

Testing

Window

Can span the entire EOC State Testing Window Nine day window within the EOG State Testing

Window

Structure

Paper/Pencil and online administration modes available for all content

For paper/pencil administrations an individual test booklet will be provided for each of the 8 EOCs

*Section 3 will assess writing through an extended constructed-response

Paper/Pencil and online administration modes available for all

content

For paper/pencil administration there will be one test booklet by

grade containing all 4 EOG content areas

*Section 3 will assess writing through an extended constructed-

response

Order Determined by School District English Language Arts, Mathematics, Science, Social Studies

Content Sections Minutes Per Section

Ninth and American Literature and Composition

3* 70

Coordinate Algebra and Analytical Geometry

2 70

Biology and Physical Science

2 70

United States History and Economics

2 70

Content Sections Minutes per Section

English Language Arts 3* 70

Mathematics 2 70

Science 2 70

Social Studies 2 70

General Scheduling and Administration Guidelines

• Target for online testing in Year 1 of Georgia Milestones is a minimum of 30% of students district-wide across Grades 3 – 12.

• Each school within a district must conduct some degree of online testing.

• For the EOG, students who are tested online must engage in online testing in all content areas.

• In other words, a student who takes the Grade 5 ELA assessment online must also test online in Math, Science, and Social Studies.

• The scheduled start date for an EOG grade-level content area or EOC content area must be consistent district-wide regardless of administration mode.

• Each grade-level content area (EOG) or course area (EOC) should be scheduled for completion during the same week as its start date. The exception is ELA Section 3 (writing).

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General Scheduling and Administration Guidelines - continued

• Breaks provided to students during a test administration must conform to directions in the Examiners Manual. – For instance, a lunch break of 25 minutes does not conform to this requirement and

presents potential test security concerns.

– Note: This does not apply to EOC two-day administrations given the nature of that model of scheduling.

Makeup Days/Sessions

• Make-up days/sessions must be designated within the local testing window.

• The last day of the local testing window should be scheduled as a makeup day to capture any remaining students who need to complete testing.

• In addition to designated makeup days; makeup sessions can be scheduled, morning or afternoon, as time permits on other days during the local window.

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Differences in Scheduling Guidelines to Consider When Scheduling the EOC and EOG

EOC EOG

Administration mode for a student can vary from one content area to another

Yes No

Schedule for individual content area administrations can span consecutive school days

Yes (for paper and/or

online)

Online Only

AM and PM sessions of the same content area are permitted Yes

Online Only (Paper PM make-ups

allowed)

Sections 1 and 2 of a content area can be scheduled on separate consecutive days

Yes (2-day

administration model)

No

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Scheduling for EOG Online • In order to maximize online testing capacity in grades 3-8, districts

may stagger the scheduled start date for grade-level content areas provided the scheduled start date for each grade level content area is consistent district-wide. • For instance, Grade 3 ELA can be scheduled to start on a Monday and complete with

Social Studies on Friday of the same week; Grade 4 ELA can then be scheduled to start on a later day that week.

• Because the scheduled start date for EOG grade-level content must be consistent system-wide, considerations must be given to the various levels of student enrollment (and online testing capacity) across schools within a system. Larger schools, dependent upon their online capacity, would likely take longer to complete a grade-level content area than a smaller school. • The 9-day window for grades 3-8 remains in place. However, GaDOE will be available to

talk with districts in detail regarding schedules and attempts to maximize the implementation of online testing.

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Clarifying Scheduling for EOG Paper/Pencil Administrations

• EOG Paper/pencil administrations must be scheduled, and administered, on a calendar that is consistent district-wide.

• The scheduled start date, by grade level content area, must be the same for both paper/pencil and online administration modes. – For instance, all Grade 3 Math students (both paper and online) start testing in

mathematics on the same day. Should there be a need for online test administrations to extend beyond one day in Grade 3 Math, paper/pencil administrations cannot begin for the next content (Science) until online test-takers are complete with Math.

– Again, the 9-day window remains in place. However, GaDOE will be available to talk with districts in detail regarding schedules and attempts to maximize the implementation of online testing.

– The collection of enrollment counts (including paper/pencil and online numbers) will not be required until January 2015 . . . So there is time to converse and plan for your Spring 2015 EOG window.

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Considerations for Administering English Language Arts (ELA)

• The ELA assessment for the End of Course (EOC) and the End of Grade (EOG) consists of 3 sections.

• Section 3 (Writing) is comprised of an extended constructed-response.

• Because of the unique characteristics of the design of the ELA content area, special considerations MUST be considered when scheduling for administration (including make-ups).

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Administering English Language Arts - continued

• ELA Section 3 (writing) should be the only content on which a student is assessed on the day it is scheduled, either as a main or makeup administration

– An exception to this would occur should a student need to make up multiple content areas and there are not enough days left in the local testing window.

• The administration of ELA Section 3 (writing) must be scheduled:

1) on a school day that immediately follows the scheduled completion of ELA Section 2 and;

2) before the administration of a subsequent content area (make-ups may be an exception to this).

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Administering English Language Arts - continued

• Under no circumstances (including for make-up purposes) should a student take ELA Section 3 (writing) prior to the completion of ELA Sections 1 and 2.

• For EOG, the scheduled main administration start date for ELA Section 3 (writing) must be consistent district-wide by grade (3-8).

• For EOC, the scheduled main administration start date for ELA Section 3 (writing) must be consistent district-wide by course (9th Grade Literature, American Literature).

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Final Points of Emphasis

• For EOG and EOC, ELA Section 3 (writing) should be the only content area a student should be scheduled to take on a single day. (Note some possible exceptions as discussed in previous slides . . . Make-ups)

• For EOG, online only, grade-level content test sessions can be scheduled for AM and PM and over consecutive school days (if necessary).

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Final Points of Emphasis

• For EOC, Sections 1 and 2 can be scheduled over 2 consecutive days. (As has been the case in the past for the

EOCT through the 2-day administration model)

• For EOG, Sections 1 and 2 must be scheduled on the same day.

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Georgia Milestones: Resources

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Upcoming Practice Opportunities

• Mid October – sample practice tests to practice taking the online format

• November – when we download the secure test file; content specific practice tests; access to online calculators

• OAS/GOFAR item banks

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Transition to Georgia Milestones: Resources Available NOW

• Content standards (handout)

– frameworks, formative lessons, PARCC evidence statements

• Sample items

– formative items/benchmarks via Georgia OAS→GOFAR;

– released items via PARCC, SBAC, other states (KY, NY), NAEP

– parent’s guide to Georgia’s new assessment developed by the National PTA [http://www.pta.org/advocacy/content.cfm?ItemNumber=3816 ]

• Georgia Milestones Test Blueprints/Content Weights

• Georgia Milestones Technology Specifications

• Georgia Milestones Calculator Policy

• Allowable Accommodations

• Eliciting Evidence of Student Learning Modules

Focus on teaching and learning – eliciting evidence of student learning during instruction and adjusting as needed.

NOTE: The content weights communicate the REPORTING CATEGORIES and the number of associated points. These are not instructional documents and should not be used to inform instructional time. To do so could place students at a significant disadvantage as the knowledge and skills are not discrete and not bounded by a single domain.

Transition to Georgia Milestones: Resources Available Soon

• Ancillary support resources, such as

– Assessment Guides

– Student Study Guides

– Informational videos [parents & public /educators]

– Online Practice Center (to aid students in gaining familiarity for CTB’s

online test administration system)

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