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Georgia s Student Assessment Program Spring 2013 Update Georgia Council of Administrators of Special Education (G-CASE) Conference Athens, GA March 20, 2013 – PowerPoint PPT presentation

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Title: Georgia

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

Assessment Transition to the Common Core Georgia
Performance Standards (CCGPS)
CCGPS Implementation Georgia Student Assessment
  • CCGPS English Language Arts Mathematics
  • Georgia will continue to administer state
    assessments until PARCC is implemented in
  • 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

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

CCGPS Implementation Georgia Student Assessment
  • 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//

CCGPS Implementation Georgia Student Assessment
  • 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//

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
  • The CRCT Test Content Descriptions address these
    specifically. These are subject to assessment in
    the grades in which they are taught.

Transition Standards
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

Progressive Skills ELA
CRCT ELA Content Descriptions page 25.
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.
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.
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.
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.
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.
Race To The Top Assessment Resources
RT3 Assessment Resources
  • CCGPS Formative Item Bank
  • Interim Benchmarks
  • Assessment Literacy/Formative Instruction Online
    Learning Modules

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

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.

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
  • Students should be earning 3s or 4s to
    demonstrate grade-level mastery of the standards

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
  • Instruction aligned with CCGPS content and rigor
  • Classroom assessments designed with focus on
    students articulating how they know what they
  • Lessons and classroom assessments integrate
    knowledge thus, address multiple standards and

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)

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
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

Phase 2 Pilot in Spring 2014
Assessment Literacy
  • Georgia Formative Instructional Practices Keys
    to Student Success
  • Seven On-Line Modules
  • Foundations of Formative Instructional Practices
  • Leading and Coaching Formative Instruction
    Learning Path (2)

Georgia Formative Instructional Practices Keys
to Student Success
  • 1. Introduction to Formative Instructional
  • Understand what formative instructional practices
  • 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

Georgia Formative Instructional Practices Keys
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
  • 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

Georgia Formative Instructional Practice Keys 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

Georgia Formative Instructional Practice Keys 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

Georgia Formative Instructional Practice Keys 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

Partnership for Assessment Readiness for Colleges
Careers (PARCC)
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

PARCC States
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
  • 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.

Assessment Design English 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

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
  • 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

Use of Technology

PARCC Resources
  • http//
  • Model Content Frameworks
  • Serve as bridge between Common Core and the PARCC
  • http//
  • Sample Prototype Items
  • Illustrative only not all encompassing
  • http//

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

Sample PARCC ELA Item Analytical Prose
  • 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.

Sample PARCC Mathematics Item
Sample PARCC Mathematics Item
Proposed PARCC Accommodations PARCC has
committed to developing a common PARCC
Accommodations Manual by Spring 2013
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
  • Leverage technology for delivering assessment
    components as widely accessible as possible

Goals for Promoting Student Access
  • Build accessibility throughout the test itself
    with no trade-off between accessibility and
  • 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

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.

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

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
  • Therefore, accommodations policies for SWDs and
    ELs, among other factors, must be commonly
    defined and implemented across PARCC states.

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

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
  • 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

Timeline For Adopting Common Accommodations
  • DRAFT PARCC Accommodations Manual (for SWDs and
    ELs) posted for public comment . . . April May
  • PARCC Governing Board votes on PARCC
    Accommodations Manual . . . June 2013
  • http//
  • http//

National Center and State Collaborative
(NCSC) http//
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.

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.

  • The NCSC design is NOT a portfolio-based
    alternate assessment.
  • Instead, the design consists of on-demand
  • 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.

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.

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?
Thank you!