Georgia

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Georgias Student Assessment Program

• Spring 2013 Update
• Georgia Council of Administrators of Special
  Education (G-CASE) Conference
• Athens, GA
• March 20, 2013

Tony Eitel GaDOE Assessment Administration
Division
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Todays Topics

• Transition of Georgia assessments to the CCGPS
• RT3 Assessment Resources
• PARCC (including accommodations)
• NCSC (Natl. Center State Collaborative)

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Assessment Transition to the Common Core Georgia
Performance Standards (CCGPS)
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CCGPS Implementation Georgia Student Assessment
Program

• CCGPS English Language Arts Mathematics
• Georgia will continue to administer state
  assessments until PARCC is implemented in
  2014-2015
• Remember, Science and Social Studies are in state
  law but not in design by PARCC
• As the CCGPS is implemented in classrooms this
  school year (2012-2013), the state assessments
  will transition to measure the CCGPS.
• The Test Content Descriptions for the CRCT and
  EOCT clearly delineate the CCGPS standards in
  Reading (CRCT), ELA, and Mathematics . . .
  Listing the standards and associated
  skills/concepts addressed in the assessments

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CCGPS Implementation Georgia Student Assessment
Program

• The following state assessments will transition
  to measure the CCGPS in 2012-2013
• ? GKIDS ? CRCT ? CRCT-M
• ? GAA ? EOCT
• NOTE EOCT
• In ELA, all grades transition to CCGPS (no phase
  in)
• In Mathematics, grades K 9 transition this
  school year (Coordinate Algebra), with grade 10
  transitioning next school year (2013-2014
  Analytic Geometry)

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CCGPS Implementation Georgia Student Assessment
Program

• The Writing Assessments will remain as currently
  structured (on-demand prompts)
• The attributes of effective writing remain the
  same regardless of what initiated the writing
• Connections Resource Guides detail alignment of
  the CCGPS and WA rubrics are posted
• http//www.gadoe.org/Curriculum-Instruction-and-As
  sessment/Assessment/Pages/Writing-Assessments.aspx
  

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CCGPS Implementation Georgia Student Assessment
Program

• Focus of the ELA and Mathematics assessments will
  be the CCGPS
• CCGPS items were field tested in Spring 2012 (and
  this continues during 2012-2013)
• Revised assessment resources (e.g., Content
  Descriptions) are posted
• http//www.gadoe.org/Curriculum-Instruction-and-As
  sessment/Assessment/Pages/default.aspx

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Transition Standards

• What are transitional standards in mathematics?
• Those standards taught in one grade level under
  the GPS that are taught in a different grade
  level under the CCGPS
• For example, a concept or skill that was in 5th
  grade under the GPS is now in 4th grade under the
  CCGPS. This years 5th grade students would not
  receive exposure to this concept under the CCGPS.
• GaDOE Curriculum Assessment has identified
  these concepts and skill as transitional
  standards.
• The CRCT Test Content Descriptions address these
  specifically. These are subject to assessment in
  the grades in which they are taught.

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Transition Standards
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Language Progressive Skills ELA

• Students advancing through the grades are
  expected to meet each years grade-specific
  standards and retain or further develop skills
  and understandings mastered in preceding grades.
  Beginning in grade 3, there are identified skills
  and understandings in ELA Standards 1 -3 that are
  particularly likely to require continued
  attention in higher grades as they are applied to
  increasingly sophisticated writing and speaking.
  These skills are subject to assessment.
• The CRCT Test Content Descriptions address these
  specifically

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Progressive Skills ELA
CRCT ELA Content Descriptions page 25.
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Sample CRCT Item ELA
In the grade 8 CC, students are expected to
utilize and control the active and passive voices
effectively and appropriately. Students will
continue to evaluate tense and verb usage, as in
the GPS however, in the Grade 8 CC, analysis
expands to include identification / correction of
errors in voice and mood.
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Sample CRCT Item ELA
In the grade 7 CC, students are expected to
express ideas clearly and precisely, without
using unnecessary, wordy, or redundant language.
In the GPS students were expected to identify
extraneous information however, the grade 7 CC
also measures students ability to hone relevant
language for precision and clarity.
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Sample CRCT Item Mathematics
In the grade 3 CC, students are expected to
specifically recognize fractions that are
equivalent to whole numbers. In the GPS, the
focus was on understanding that fractions
represent equal sized parts of a whole. This
understanding is still a focus in the grade 3 CC
as well, but goes beyond the specifics of GPS.
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Sample CRCT Item Mathematics
In the grade 6 CC, students are expected to find
the volume of right rectangular prisms
specifically with fractional edges. In the GPS,
the focus in grade 6 was also on finding the
volume of rectangular prisms but fractional edge
lengths were not the focus.
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Sample CRCT Item Mathematics
In the grade 8 CC, students are expected to apply
the Pythagorean Theorem to find the distance
between two points. In the GPS, the focus was on
applying properties of a right triangle including
the Pythagorean Theorem to find a missing part of
a right triangle. The CC standard is more
abstract and requires that the students
recognize that they need to draw in the right
triangle on the coordinate grid.
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Race To The TopAssessment Resources
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RT3 Assessment Resources

• CCGPS Formative Item Bank
• Interim Benchmarks
• Assessment Literacy/Formative Instruction Online
  Learning Modules

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CCGPS Formative Item Bank

• Approximately 750 new ELA and mathematics items
  are now loaded into the Online Assessment System
  (OAS Level 2)
• Another round of field testing has taken place in
  recent weeks . . . With availability of more
  items scheduled for Fall 2013

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Sample CCGPS Formative ELA Item

• Compare and contrast the two farmers and their
  farms. What could each farmer learn from the
  other? Support your conclusions with numerous
  appropriate examples from the story.
• Actual Student Response 1
• Oliver should relise that it doesnt matter how
  it looks it just needs to be healthy.
• Actual Student Response 2
• They both own a farm and they both are farmers.
  They both grow crops. They grow different crops.
  Abes crops did not grow in strait rows.

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Key Findings from Phase I Pilot

• On open-ended items, preponderance of score
  points 1 and 2
• Incomplete responses
• Responses hampered by writing skills
• Students did not show work in mathematics did
  not cite evidence from text in ELA and in
  general, could not explain why they did what they
  did
• Students should be earning 3s or 4s to
  demonstrate grade-level mastery of the standards

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Implications for the Classroom

• Clearer directions for students so they
  understand the expectations of a good response
• Complete sentences, good grammar and syntax
• Connections
• Explanations and rationales
• Student self-checklists to assist students in
  assessing their own responses working on tasks
• Reinforce instructional recommendations to
  teachers
• Instruction aligned with CCGPS content and rigor
• Classroom assessments designed with focus on
  students articulating how they know what they
  know
• Lessons and classroom assessments integrate
  knowledge thus, address multiple standards and
  domains

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Interim Benchmark Assessments

• 24 Interim Benchmark Assessments will be
  mini-summative and ALL in OAS Level 3
• ELA in Grades 1 HS (9th Grade Literature, 10th
  Grade Literature, American Literature)
• Mathematics in Grades 1 HS (Coordinate Algebra,
  Analytic Geometry, and Advanced Algebra)
• Bank (for system-level staff to select from) of
  Science and Social Studies items in Grades 3 HS
  (Biology and U.S. History)

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Interim Benchmark Assessment Availability Phase
1Targeted for Fall 2013

• Grades/Content Areas Targeted for Phase 1
• Grades 1 3 ELA and Math
• Grade 6 8 ELA
• High School Coordinate Algebra, 10th Grade
  Literature and U.S. History

Phase 1 Pilot in Late April May 2013
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Interim Benchmark Assessment Availability Phase
2Fall 2014

• Grades/Content Areas Targeted for Phase 1
• Grades 4 5 ELA and Math
• Grades 6 8 Math
• High School 9th Grade Literature, Biology, 11th
  Grade Literature, Analytic Geometry, Advanced
  Algebra

Phase 2 Pilot in Spring 2014
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Assessment Literacy

• Georgia Formative Instructional Practices Keys
  to Student Success
• Seven On-Line Modules
• Foundations of Formative Instructional Practices
  (5)
• Leading and Coaching Formative Instruction
  Learning Path (2)

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Georgia Formative Instructional PracticesKeys
to Student Success

• 1. Introduction to Formative Instructional
  Practices
• Understand what formative instructional practices
  are
• Become familiar with key research findings
  related to the effects of formative instructional
  practices on student achievement
• 2. Clear Learning Targets
• Understand the benefits of learning targets
• Know how to ensure learning targets are clear to
  the teacher
• Know how to make learning targets clear to
  students

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Georgia Formative Instructional PracticesKeys
to Student Success

• 3. Collecting and Documenting Evidence of
  Student Learning
• Know how to collect accurate formative evidence
  of student learning
• Know how to document formative evidence of
  student learning
• 4. Analyzing Evidence and Providing Effective
  Feedback
• Know how to use methods of assessment formatively
  in order to analyze evidence of student learning
• Understand what makes feedback effective
• Know how to provide effective feedback

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Georgia Formative Instructional PracticeKeys to
Student Success

• 5. Student Ownership of Learning Peer Feedback,
  Self-Assessment, and More
• Know how to prepare students to give each other
  effective feedback
• Know how to prepare students to self-assess with
  a focus on learning targets
• Know how to prepare students to create specific
  and challenging goals
• Know how to prepare students to track, reflect
  on, and share their learning with others

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Georgia Formative Instructional PracticeKeys to
Student Success

• 6. Leading Formative Instructional Practices
• Know how to promote formative instructional
  practices and support school-wide change
• Know how to lead quality formative instructional
  practice implementation in your school
• Understand the importance of developing a
  balanced assessment system
• Target audience District and school leaders

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Georgia Formative Instructional PracticeKeys to
Student Success

• 7. Coaching Formative Instructional Practices
• Know how to plan for the change process and to
  promote a systemic approach to formative
  instructional practices.
• Know how to leverage blended learning and
  professional learning teams.
• Understand how to sustain the implementation of
  formative instructional practices.
• Know how to provide teachers with effective
  feedback as they learn about formative
  instructional practices.
• Know how to employ resources and strategies that
  support formative instructional practices.
• Target audience Instructional coaches,
  curriculum supervisors, department heads,
  district and school leaders

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Partnership for Assessment Readiness for Colleges
Careers (PARCC)
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Common Core Assessment

• Georgia is a governing state within the
  Partnership for the Assessment of Readiness for
  College and Careers (PARCC), a consortium of 23
  states focused on building a common assessment
  based on the Common Core.
• Implementation is planned for the 2014-2015 SY

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PARCC States
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Georgia PARCC

• GaDOE staff and some local system staff and
  other external stakeholders are involved in
  PARCCs work.
• This includes senior staff along with staff from
  the Curriculum, Instruction, Assessment Division
  and the Technology Services Division
• Including Curriculum, Assessment
  Accountability, and Special Education Services
  Supports
• GaDOE staff have served on multiple working
  groups that are engaged in the following areas
• The assessments content and design
• The research on which the assessment design will
  be based
• Its technology features and requirements
• The engagement of educators in its implementation
• Accommodations and how students with disabilities
  and ELs will interact with the assessment.

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Assessment DesignEnglish Language Arts/Literacy
and Mathematics, Grades 3-11
2 Optional Assessments/Flexible Administration

• Mid-Year Assessment
• Performance-based
• Emphasis on hard-to-measure standards
• Potentially summative

• Speaking And Listening Assessment
• Locally scored
• Non-summative, required

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Summative Assessment Components

• Performance-Based Assessment (PBA) administered
  as close to the end of the school year as
  possible. The ELA/literacy PBA will focus on
  writing effectively when analyzing text. The
  mathematics PBA will focus on applying skills,
  concepts, and understandings to solve multi-step
  problems requiring abstract reasoning,
  precision, perseverance, and strategic use of
  tools
• End-of-Year Assessment (EOY) administered after
  approx. 90 of the school year. The ELA/literacy
  EOY will focus on reading comprehension. The
  math EOY will be comprised of innovative,
  machine-scorable items

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Use of Technology

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PARCC Resources

• http//www.parcconline.org/
• Model Content Frameworks
• Serve as bridge between Common Core and the PARCC
  assessments
• http//www.parcconline.org/parcc-model-content-fra
  meworks
• Sample Prototype Items
• Illustrative only not all encompassing
• http//www.parcconline.org/samples/item-task-proto
  types

Sign up to receive PARCC news updates
Be sure to read the supporting documentation for
each item
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Sample PARCC ELA ItemEvidence-Based Selected
Response
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Sample PARCC ELA Item Analytical Prose
Constructed-Response

• Item 1
• Based on the information in the text Biography
  of Amelia Earhart, write an essay that
  summarizes and explains the challenges Earhart
  faced throughout her life. Remember to use
  textual evidence to support your ideas.

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Sample PARCC ELA Item Analytical Prose
Constructed-Response

• Item 2
• You have read three texts describing Amelia
  Earhart. All three include the claim that
  Earhart was a brave, courageous person. The three
  texts are
• Biography of Amelia Earhart
• Earhart's Final Resting Place Believed Found
• Amelia Earharts Life and Disappearance
• Consider the argument each author uses to
  demonstrate Earharts bravery.
• Write an essay that analyzes the strength of the
  arguments about Earharts bravery in at least two
  of the texts. Remember to use textual evidence to
  support your ideas.

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Sample PARCC Mathematics Item
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Sample PARCC Mathematics Item
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Proposed PARCC AccommodationsPARCC has
committed to developing a common PARCC
Accommodations Manual by Spring 2013
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Goals for Promoting Student Access

• Apply principles of Universal Design for
  accessible assessments throughout every stage of
  developing assessment components, items, and
  performance tasks
• Minimize/eliminate features of the assessment
  that are irrelevant to what is being measured, so
  that all students can more accurately demonstrate
  their knowledge and skills
• Measure the full range of complexity of the
  standards
• Leverage technology for delivering assessment
  components as widely accessible as possible

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Goals for Promoting Student Access

• Build accessibility throughout the test itself
  with no trade-off between accessibility and
  validity
• Use a combination of accessible-authoring and
  accessible technologies from the inception of
  items and tasks
• Established Committees on Accessibility,
  Accommodations, and Fairness comprised of
  knowledgeable testing officials from member
  states and national experts Open Policies for
  Public Comment

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What is an accommodation?

• A testing accommodation is a change in how a test
  is presented or how the test-taker responds,
  which may include changes in the presentation
  format, response format, timing, or scheduling.
• This term generally refers to changes that do not
  significantly alter what the test measures.
• It stems from a student need it is not intended
  to give the student an unfair advantage nor be
  intended to ensure proficiency.

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Embedded Supports Being Discussed

• Screen readers/text-to-speech/speech-to-text
  software
• Highlighting
• Enlargement of text/graphics
• Customized colors
• Graphic organizers or representations
• Customized dictionary or other home language
  supports
• Embedded/pop-up glossary
• Reducing visual distractions surrounding written
  text
• Captions for audio
• Descriptive audio for students with visual
  impairments
• Option response adapted keyboards, StickyKeys,
  MouseKeys, FilterKeys
• Braille
• Signing supports (Will be ASL)
• Assistive Technology

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Why Must PARCC Have Common Assessment
Accommodations Policies?

• One of the primary objectives of PARCC is to
  report comparable results across all states in
  the Consortium.
• In order to achieve comparability in results,
  students must have common comparable testing
  experiences.
• Therefore, accommodations policies for SWDs and
  ELs, among other factors, must be commonly
  defined and implemented across PARCC states.

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Accommodations Comparability Issues

• While PARCC states currently allow for the
  provision of a range of accommodations that are
  common among them, there are a few that are not
  commonly allowed
• Reading access accommodation (Oral Reading)
• Writing response accommodations
• Calculator use accommodations
• Braille and signing support accommodations

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Why Release Select Draft Policies in Spring 2013?

• Teachers need to know which accommodations will
  be offered
• Public feedback is essential to state-led policy
  development
• States need to know if PARCC accommodations
  policy decisions will impact current state
  regulations, policies, etc.
• Accommodations information is necessary for field
  testing and item try-outs

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Timeline For Adopting Common Accommodations
Policies

• DRAFT PARCC Accommodations Manual (for SWDs and
  ELs) posted for public comment . . . April May
  2013
• PARCC Governing Board votes on PARCC
  Accommodations Manual . . . June 2013
• http//www.parcconline.org/parcc-accessibility-acc
  ommodations-and-fairness
• http//parcconline.org/open-policies-public-commen
  t

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National Center and State Collaborative
(NCSC) http//www.ncscpartners.org/
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What is NCSC?

• A consortium that includes
• National Center on Educational Outcomes (NCEO) as
  the host and fiscal agent, along with
• the National Center for the Improvement of
  Educational Assessment (NCIEA), the University of
  Kentucky (UKY), University of North Carolina at
  Charlotte (UNCC), edCount
• And 18 state partners Alaska, Arizona,
  Connecticut, District of Columbia, Florida,
  Georgia, Indiana, Louisiana, Nevada, New York,
  North Dakota, Pacific Assessment Consortium
  (PAC-6), Pennsylvania, Rhode Island, South
  Carolina, South Dakota, Tennessee, and Wyoming.

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The goal of NCSC

• To develop a system of assessments supported by
  curriculum, instruction, and professional
  development to ensure that students with
  significant cognitive disabilities achieve
  increasingly higher academic outcomes and leave
  high school ready for post-secondary options.
• NCSC is focused on the development of an
  alternate assessment based on alternate
  achievement standards (AA-AAS). Georgias
  current AA-AAS (or 1 assessment) is the
  Georgia Alternate Assessment (GAA).
• NCSC is developing a full system intended to
  support educators, which includes formative
  assessment tools and strategies (in addition to a
  summative assessment tool), professional
  development, and management systems to ease the
  burdens of administration and documentation.

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Design

• The NCSC design is NOT a portfolio-based
  alternate assessment.
• Instead, the design consists of on-demand
  items/tasks.
• There is a trade-off between the flexibility of
  the current portfolio model in Georgia (teacher
  selection of standards, tasks, etc.) vs. a bank
  of designated on-demand items/tasks. As with
  anything, advantages and disadvantages exist with
  either model.
• Incorporation of technology in the
  administration/scoring of the assessment.

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Georgia NCSC

• Just as with PARCCs work, GaDOE staff is
  involved in the work of NCSC.
• These staff members serve in the Assessment
  Accountability and Special Education Services
  Supports Divisions.
• GaDOE staff and local system staff involved in
  this project serve on working groups that are
  focused on
• The assessments content and design
• Future professional development needs of teachers
  who will use the tools and assessments developed
• Teachers who administered the GAA in 2010 2011
  are completed a web-based survey regarding the
  learning characteristics of students to help
  inform the development process.
• There may be future opportunities for the
  participation of classroom educators in the
  process during 2013-2014.

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NCSC Timeline 2010-11 School Year Launch
Design phase begins 2011-12 School Year Design
phase continues Development of the common
assessment begins 2012-13 and 2013-14 School
Years Small Scale Item Try-Outs, related
research and data collection, Item Development
and Review, Cognitive Labs, etc. 2014-15 School
Year Field Testing - potential for use as
accountability assessment in states that choose
to do so?
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Thank you!