2015 Fall Assessment Conference Georgia Milestones Update

2015 Fall Assessment Conference Georgia Milestones Update 2015-2016
2015 Fall Assessment Conference Georgia Milestones Update September 3, 2015 (Part 1, Test Administration) 1:00-3:00 PM September 15, 2015 (Part 2, Scores & Reports) 1:00-3:00 PM

General Test Parameters
Georgia Milestones General Test Parameters ELA will consist of 3 sections Section 3 will focus mainly on writing GSE-aligned beginning with Winter 2015 Mathematics will consist of 2 sections including a short no-calculator sub-section in grades 6-high school – located at the beginning of Section 1 Science will consist of 2 sections Social Studies will consist of 2 sections

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

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 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 Student log-in for on-line practice coming in October…

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.

Achievement Levels Beginning Learners do not yet demonstrate proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students need substantial academic support to be prepared for the next grade level or course and to be on track for college and career readiness. Developing Learners demonstrate partial proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students need additional academic support to ensure success in the next grade level or course and to be on track for college and career readiness. Proficient Learners demonstrate proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students are prepared for the next grade level or course and are on track for college and career readiness. Distinguished Learners demonstrate advanced proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students are well prepared for the next grade level or course and are well prepared for college and career readiness.

Spring 2015 Online interruptions and delays, particularly – but not exclusively – for students using screen reader application So what is being done to address this? To investigate the impact of these delays, a forensic analysis is being completed by an independent third party. A mode comparability study is also being conducted to ensure students were not advantaged or disadvantaged by the mode of administration (online/paper-pencil).

Growth is independent of proficiency cuts
Achievement vs. Growth Achievement How well students are meeting state expectations Snapshot look at student performance Growth How students are progressing from year to year Takes students’ starting points into consideration GSGM ≠ gain score model GSGM uses the scale not the performance classification Growth is independent of proficiency cuts

Policy Uses: Georgia Milestones
The End of Course (EOC) measures serve as the final exam and comprise 20% of a student’s final course grade 15% for students enrolled in grade nine for the first time prior to July 1, 2011 Eligible students may seek to demonstrate subject area competency (“test-out”) before enrolling in a course with an associated EOC The End of Grade (EOG) measures help determine promotion/retention status in grade 3 (reading), grade 5 (reading and mathematics), and grade 8 (reading and mathematics) A reading score will be provided to inform promotion status. A retest will be available in the content area of ELA for those who require a retest. For mathematics, students in the Beginning Learner Achievement Level require a retest (grades 5 & 8). Informs Georgia’s accountability measures (CCRPI, Growth, Educator Effectiveness) Provides a college and career readiness signal 11/11/2018

Rule Waiver Has Expired
Last year’s waiver of the Rules listed below has expired: Promotion, Placement, and Retention sections (3)(a), (3)(b), (3)(c) Statewide Passing Score sections (2)(d), (2)(e), (2)(f) The Summer 2016 EOG Retest Administration is scheduled for May 16 – July 22, Retests will be available in: ELA (3 sections, 2 days), grades 3, 5, and 8 Mathematics (2 sections, 1 day), grades 5 and 8 Beginning with course enrollments, the EOC resumes its role as the final exam for associated courses serving as a portion of the student’s final course grade.

Achievement Levels & Policy Uses
Distinguished Learner This will be the Achievement Level required for a successful EOC “test-out” attempt. Proficient Learner Developing Learner Beginning Learner This level will require a retest in the area of mathematics for grades 5 & 8. For EOC, these students are eligible for EOC retests beginning with the Spring 2016 EOC Mid-Month Administration. Note: Promotion/Retention in the area of reading in grades 3, 5, and 8 will not be determined by an Achievement Level. Instead, a reading score will be provided for the purpose of determining promotion status in grades 3, 5, and 8. A retest will be available in the content area of ELA for those who require a retest in these grades based upon the reading designation. 11/11/2018

Georgia Milestones Quick Updates
CTB purchased by Data Recognition Corporation (DRC) on July 1, 2015. The length of the EOG main testing window remains at 9 consecutive school days. The testing window for EOG Summer 2016 Retest Administration has been established, May 16 – July 22, 2016. As a result of both the transition from CCGPS >>> GSE, and work with educators this summer, the posting of new/updated resource documents is underway and will continue over the next few weeks. For Braille students, Georgia’s classrooms will be transitioning to Unified English Braille (UEB) code in We anticipate that Georgia Milestones will mirror this transition beginning with the Winter 2015 EOC. Consult with your local Special Education/Visually Impaired experts for more details about Georgia’s instructional transition in this area. GaDOE’s Special Education & Supports Division has posted their UEB Transition Plan at: Note that Braille code relative to computation and notation will remain in Nemeth at this time. 11/11/2018

Feedback & Online Testing Surveys
Based upon feedback received, the following administration guidelines will change beginning with the Winter 2015 EOC Main Administration Scratch Paper is allowable in all four EOG content areas and for all ten EOCs Administration Times have changed effective with the Winter 2015 EOC The No-Calculator sub-section in grades 6-high school will move from the end of Section 1 to the beginning of Section 1 Refinement of answer documents, online forms, directions for ELA Section 3

Georgia Milestones Online Testing 2014-2015 by the Numbers….
Online Administrations Spring EOG: ~233,000 (30%) Winter EOC: ~129,000 (73%) Spring EOC: ~557,000 (71%) Grand Total School Year Online Administrations: 919,636 Paper-Pencil Administrations: 819,078 Grand Total: 1,738,714 Overall % Online: 53%

Feedback Surveys Survey Participation
EOG Online Students: 83, districts EOC Online Students: 13, districts EOG/EOC Teachers: 16, districts

Results of Teacher Surveys for the Georgia Milestones Assessment

Grade Levels

Mode of Administration: Percentage of Respondents by Grade Level

English Language Arts Test
Note: High School only includes 9th Grade Lit & American Lit teachers – N=933 or N=932.

Mathematics Test Note: High School only includes Coordinate Algebra or Analytic Geometry teachers – N=1,001.

Science Test Note: High School only includes Physical Science and Biology teachers – N=779.

Social Studies Test Note: High School only includes US History and Economics teachers – N=625.

Time to Complete Assessments – Elementary School

Time to Complete Assessments – Middle School

Time to Complete Assessments – High School

Mathematics No-Calculator Section
Middle School Teachers - N = 4,615; Coordinate Algebra Teachers – N = 670; Analytic Geometry Teachers – N = 584.

Online Testing Note: N-counts only include those teachers who said they tested online only. ES: 2,388; MS: 1,982; HS: 2,624

Online Testing Note: N-counts only include those teachers who said they tested online only. ES: 2,397; MS: 1,986; HS: 2,635

Scratch Paper

REVISED: SCRATCH PAPER ALLOWANCES
Effective beginning with the Winter 2015 EOC Main Administration Applies to paper-pencil & online settings As in past years, paper-pencil students may still write in their test booklet (but no highlighters) ** Scratch paper is considered SECURE once used ** ELA Allowed in all Sections 1, 2, and 3, both EOG and EOC – One sheet MATH Allowed in both Sections, both EOG and EOC – Two sheets SCIENCE Allowed in both Sections, both EOG and EOC Phys. Science & Biology – One sheet SOCIAL STUDIES Allowed in both Sections, both EOG and EOC US History & Economics – One sheet 11/11/2018

REVISED: ADMINISTRATION TIMES BY CONTENT AREA
Effective with the Winter 2015 EOC Main Administration ELA, Sections 1 and 2 Minimum = 60 Maximum = 75 (Up from 70 minutes) ELA, Section 3 Minimum = 70 Maximum = 90 Math, Sections 1 & 2 Maximum = 85 (Up from 80 minutes) Science, Sections 1 & 2 Minimum = 45 (Down from 50 minutes) Maximum = 70 Social Studies, Sections 1 & 2 11/11/2018

End of Course (EOC) Assessments Specified high school courses
End of Grade (EOG) Assessments Grades 3-8 State Testing Windows Main Administrations Winter 2015: 11/ /08 Spring 2016: 04/ /03 Summer 2016: 06/ /22 Mid-Month Administrations 01/19 – 01/29 02/15 – 02/26 03/07 – 03/18 Main Administration April 4 – May 6, 2016 Retest Administration (Gr. 3, 5, and 8) May 16 – July 22, 2016 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 10 EOCs *Section 3 will assess writing through an extended constructed-response For paper/pencil administration there will be one test booklet by grade containing all 4 EOG content areas Order Determined by School District English Language Arts, Mathematics, Science, Social Studies Content Sections Max.Minutes Per Section Ninth and American Literature and Composition 3* 75 (Sect. 1 & 2) 90 (Sect. 3) Coordinate Algebra, Algebra I, Analytic Geometry, and Geometry 2 85 Biology and Physical Science 70 United States History and Economics Content Sections Max. Minutes per Section English Language Arts 3* 75 (Sect. 1 & 2) 90 (Sect. 3) Mathematics 2 85 Science 70 Social Studies

Transition to Online Testing
Online administration will be the primary mode of administration for Georgia Milestones, with paper/pencil available until the transition is complete. Again, in , we are seeking to have a minimum of 30% of each district’s test administrations conducted online (across all grades and administrations). All schools should conduct some degree of online testing during each administration. The use of the “screen reader” to deliver the oral reading accommodation is the preferred method of delivery. Decisions should be based upon what is in the interest of individual students – taking into account district readiness for online testing. Administration procedures will change in some areas as a result of the transition to DRC’s INSIGHT platform. These will be addressed in upcoming technology and pre-administration trainings And, of course, in administration manuals. A new online practice center, that mirrors functionalities within the INSIGHT platform, will be available for students.

Oral Reading (Read-Aloud) Considerations
“Screen reader” is the preferred method of administration (exception Signing of Reading Passages). Headphones are required for online audio delivery INSIGHT will provide an opportunity (behind a log-in) for students to practice with the text-to-speech (TTS) function The TSM must be used to activate TTS TTS is not supported in Thin Client configurations Where a human reader delivers the accommodation, examiners must adhere to directions provided in the Read-Aloud Guidelines. The chart of state-approved accommodations – both Conditional and Standard – can be found in the Student Assessment Handbook and the Accommodations Manual. 11/11/2018

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.

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 Scientific or Basic1 Coordinate Algebra EOC & Algebra I EOC Graphing2 or Scientific Analytic Geometry EOC & Geometry EOC Science Physical Science EOC Social Studies Economics EOC 1Basic four-function calculator with square root and percentage functions. 2Graphing calculator with functionalities consistent with TI-84 or similar models. Calculators are not permitted on certain designated sub-sections of each mathematics test in grades 6-8 and high school.

Georgia Milestones Calculator Policy
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

Additional Calculator Considerations
Review calculator guidelines for elementary, middle, and high school very carefully as they vary. In grades 6-8 and high school, mathematics test forms will have sections where calculator use is permitted and a short sub-section where calculator use is NOT permitted. Test manuals will address this and will include script to address the logistics involved. Adherence, by examiners and students, will be critically important. Calculators are NOT permitted as an accommodation in the No-Calculator sub-section in grades 6 – high school. Online testing will ease the logistics around the transition from calculator to no-calculator subsection. Questions regarding hand-held calculator models should be directed to the System Test Coordinator who can then contact the GaDOE Assessment Administration Division if necessary. Please 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.

INSIGHT Online Calculator (Basic)
Note: Where Basic calculators are allowed, hand-held models are permitted to contain % and Square Root functions (since it’s very difficult to find Basic models for purchase without these functions). 11/11/2018

INSIGHT Online Graphing Tool
Y= Screen Graphing Screen Adds “x” to the equation line Default Mode = Degrees Returns To Y= Screen Click Graph button to display Graph Screen 11/11/2018

General Test Parameters
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 ELA and Math times have increased; Science and Social Studies has decreased. If students are actively engaged… refer to Student Handbook.

General Test Parameters: ELA
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: 3 selected-response items asking about the salient features of each passage and comparing/contrasting between the two passages 1 constructed-response item requiring linking the two passages 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.

General Test Parameters: Mathematics
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) Embedded Field Test Total field test items: 10 Total number of items taken by each student: 73

EOG Retests Summer 2016 EOG Retest Administrations resume with the Summer 2016 Retest as follows: May 16 – July 22, 2016 For students requiring a retest in grades 3, 5, and 8 The ELA test will contain three sections, and occur over two days, as is the case during the Main Administration. The mathematics retest will contain two sections, and require a single day of testing, as is the case during the Main Administration. As in the past, systems may select two, distinct, five-day windows for the retest administration if desired. 11/11/2018

Scheduling EOG Retests Summer 2016
State Retest Window: May 16 – July 22, 2016 During the EOG enrollment count collection in January 2016, systems may select two, five-day windows for retest purposes. Five days allows for the 2-day administration of ELA, a 1-day administration of mathematics, and a 2-day set of dedicated make-up days Retest Form The ELA test will contain three sections, and occur over two days, as is the case during the Main Administration. The mathematics retest will contain two sections, and require a single day of testing, as is the case during the Main Administration. The last day of the spring state testing window is May 6 A two-week turn-around is anticipated between the date on which scorable answer documents (paper or online) are received at a scoring center 11/11/2018

Scheduling EOG Retests Summer 2016
Of course, online answer documents will reach scoring centers much quicker than paper documents. For districts that wish to retest before the end of the academic year It is suggested that districts consider online testing for grades 3, 5, and 8 if technology capabilities permit. It is also suggested that districts consider testing grades 3, 5, and 8 early in their local window. Counting “backwards” from your desired retest administration start date and taking into account the anticipated two-week turn-around for scores can help inform decisions about your main administration testing window. 11/11/2018

Resources Available - Content Standards
GSE: English Language Arts & Mathematics GPS: Science and Social Studies - Assessment Guides - Revised (GSE, annual updates, etc.), New for Algebra I & Geometry - Eliciting Evidence of Student Learning Modules - Georgia Online Formative Assessment Resource (GOFAR) - Student Assessment Handbook Overview webinar 9/17/15, 9:00 AM - Study/Resource Guides for Students & Parents - Technology Requirements (INSIGHT) – Effective Winter 2015 - COMING SOON: Online Tools Training/Practice Center (for INSIGHT) Public/Parent /Student Site (No Log-In) Student Site (Log-in required)

2015 Fall Assessment Conference Georgia Milestones Update September 3, 2015 (Part 1 – Test Administration), 1:00 PM September 15, 2015 (Part 2 – Scores & Reports), 1:00 PM

Georgia Milestones Comprehensive Coherent Consolidate
single program – an assessment system – not series of tests (e.g., CRCT; EOCT; Writing Assessment) Coherent consistent expectations and 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) Consolidate combine reading, language arts, and writing into a single measure to align to the standards; reduce number of mandated tests The Department has worked with the University and Technical College Systems, as well as business and industry representatives, to define college and career readiness.

Georgia Student Achievement
Reading 2013 NAEP – Grade 4: 34% at/above proficient CRCT – Grade 4: 93% met/exceeded 2014 CRCT – Grade 4: 94% met/exceeded 2015 GM ELA – Grade 4: 37% proficient/distinguished

Reading 2013 NAEP – Grade 8: 32% at/above proficient CRCT – Grade 8: 97% met/exceeded 2014 2015 GM ELA – Grade 8: 38% proficient/distinguished

Mathematics 2013 NAEP – Grade 4: 39% at/above proficient CRCT – Grade 4: 84% met/exceeded 2014 CRCT – Grade 4: 82% met/exceeded 2015 GM – Grade 4: 39% proficient/distinguished

Mathematics 2013 NAEP – Grade 8: 29% at/above proficient CRCT – Grade 8: 83% met/exceeded 2014 CRCT – Grade 8: 82% met/exceeded 2015 GM ELA – Grade 8: 37% proficient/distinguished

Reading SAT – Class of 2013: 43% SAT – Class of 2014: 44% SAT – Class of 2015: 44% ACT – Class of 2013: 43% ACT – Class of 2014: 44% ACT – Class of 2015: 46% PSAT – 2012 Sophomores: 40% on track to be CCR PSAT – 2013 Sophomores: 30% on track to be CCR PSAT – 2014 Sophomores: 39% on track to be CCR EOCT 9th Grade Literature: 86% American Literature: 91% EOCT 9th Grade Literature: 88% American Literature: 93% Georgia Milestones 9th Grade Literature: 38% American Literature: 35%

Preliminary State-Level Scores 2014-2015

Achievement Levels Beginning Learners do not yet demonstrate proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students need substantial academic support to be prepared for the next grade level or course and to be on track for college and career readiness. Developing Learners demonstrate partial proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students need additional academic support to ensure success in the next grade level or course and to be on track for college and career readiness. Proficient Learners demonstrate proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students are prepared for the next grade level or course and are on track for college and career readiness. Distinguished Learners demonstrate advanced proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students are well prepared for the next grade level or course and are well prepared for college and career readiness.

Developing Learners Developing Learners demonstrate partial proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified by in Georgia’s content standards. The students need additional academic support to ensure success in the next grade level or course and to be on track for college and career readiness. The Developing Learner achievement level consists of students who have demonstrated partial proficiency; they have a partial command of the knowledge and skills inherent in their grade level or course content standards. These students can be successful in future learning but will likely need some type of focused remediation in their weaker areas; they do not, necessarily, need a support class. Their learning should be monitored to ensure their success and to increase their opportunity to reach proficiency. In short, this achievement level allows for the recognition of those students who have demonstrated some command, albeit partial, of the grade-level expectations but have not yet reached the full command necessary to signal proficiency. Proficient students demonstrate a strong, solid command of the grade-level or course content and skills.

English Language Arts Due to rounding, percentages may not total 100%.

Mathematics

Science

Social Studies

Promotion & Retention Spring 2015 Preliminary Reading Performance
Grade Below Grade Level On/Above Grade level 3 32% 68% 4 41% 59% 5 34% 66% 6 40% 60% 7 29% 71% 8 30% 70% 9th Grade Lit 26% 74% American Lit

Promotion & Retention 2015-2016 School Year
Mathematics – Grades 5 and 8 Students must achieve the Developing Learner achievement level to be considered eligible for promotion. These students have demonstrated partial proficiency of the grade level concepts and skills and can proceed to the next grade level when provided focused instructional support in the needed areas; their learning should be actively monitored to ensure their success. Student who achieve the Beginning Learner should receive remediation and be provided the opportunity to retest. These students need substantial academic support.

Types of Scores

Types of Scores Scale Scores Achievement Level Cut Scores
Range varies depending on grade level and content area Achievement Level Cut Scores Developing Learner: 475 Proficient Learner: 525 Distinguished Learner: varies from 555 to 610 Grade Conversion Scores (EOC Only) Grade Conversion Score Ranges Beginning Learner: 0-67 Developing Learner: 68-79 Proficient Learner: 80-91 Distinguished Learner:

EOG Scale Score Range Content Area Grade
Lowest Obtainable Scale Score (LOSS) Developing Learner Cut Score Proficient Learner Cut Score Distinguished Learner Highest Obtainable Scale Score (HOSS) English Language Arts Grade 3 180 475 525 581 830 Grade 4 210 574 775 Grade 5 587 760 Grade 6 140 599 820 Grade 7 165 592 785 Grade 8 225 730 Mathematics 290 580 705 270 585 715 265 725 285 700 740 275 579 755 Science 566 695 230 578 160 595 780 175 610 215 589 745 593 Social Studies 560 680 250 570 555 665 295 670 280 564 685 240 572

EOC Scale Score Range Content Area Lowest Obtainable Scale Score (LOSS) Developing Learner Cut Score Proficient Learner Cut Score Distinguished Learner Highest Obtainable Scale Score (HOSS) 9th Grade Literature & Composition 220 475 525 587 735 American Literature & Composition 190 590 750 Coordinate Algebra 215 594 790 Analytic Geometry 185 596 810 Biology 140 609 820 Physical Science 145 604 815 U. S. History 765 Economics 610 830

Achievement Level Descriptors
Sample Grade 3 Mathematics ALD Standard Beginning Learner Developing Learner Proficient Learner Distinguished Learner Policy Beginning Learners do not yet demonstrate proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students need substantial academic support to be prepared for the next grade level or course and to be on track for college and career readiness. Developing Learners demonstrate partial proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students need additional academic support to ensure success in the next grade level or course and to be on track for college and career readiness. Proficient Learners demonstrate proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students are prepared for the next grade level or course and are on track for college and career readiness. Distinguished Learners demonstrate advanced proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students are well prepared for the next grade level or course and are well prepared for college and career readiness. Range A student who achieves at the Beginning Learner level demonstrates minimal command of the grade-level standards. A student who achieves at the Developing Learner level demonstrates partial command of the grade-level standards. A student who achieves at the Proficient Learner level demonstrates proficiency of the grade-level standards. A student who achieves at the Distinguished Learner level demonstrates advanced proficiency of the grade-level standards. 3.NBT.1 3.NBT.2 3.NBT.3 Understands place value to 1000 and multiplies single-digit numbers. Adds and subtracts within 1000. Uses place value relationships to round numbers, multiplies whole numbers by multiples of ten, adds and subtracts fluently, and explains arithmetic patterns. Recognizes that each place value, left to right, is ten times the one before it, rounding to specific whole-number place values, and multiplies multiples of ten by each other.

Domain Signals Reading Status Writing Scores Lexiles
English Language Arts Reading Status Below Grade Level On Grade Level or Above Writing Scores Extended Writing Task – by trait Ideas, Organization & Coherence – number of points earned out of 4 Language Usage and Conventions – number of points earned out of 3 Narrative Writing – number of points earned out of 4 possible Lexiles

Mathematics, Science, Social Studies
Domain Signals Mathematics, Science, Social Studies Remediate Learning Monitor Learning Accelerate Learning Domain Performance: What is the likelihood the student would achieve proficiency on the test given his/her performance in the domain?

Norm-Referenced Scores
National Percentile Rank (NPR) NPR Range (based on SEM) Norm Curve Equivalencies (NCE) Provided on summary reports only Remember: A sample of norm-referenced items were administered, not an intact form. Norm-referenced Testing (NRT) data should be utilized as an indicator or barometer of student performance relative to their peers nationally. NPRs may not be used for gifted program identification.

Types of Reports

Types of Reports Individual Student Report (ISR) Class Roster
Will receive both electronic and paper copies Electronic via eDIRECT, paper via shipment Class Roster Electronic only via eDIRECT Remediation/Retest Roster (EOG grades 3, 5, 8 only) Beginning Student Labels Content Area Summaries (School, System, State) Electronic only via MyGaDOE Portal Summary Report of All Student Populations (School, System, State) System Student Data File Electronic only via eDIRECT and MyGaDOE Portal Both .txt and .csv formats (no Extraction tool required)

End of Grade - Individual Student Report (ISR) Sample
** Illustration purposes only **

Turn Around Times The typical reporting schedule will begin with the Winter 2015 End of Course (EOC) Main Administration. English Language Arts & Mathematics These content areas contain constructed response items Two-week turn-around time (business days) is anticipated Time begins upon receipt of scorable answer documents (online or paper) at a scoring center Science & Social Studies These content areas remain all selected response in A turn-around of five (5) days (and possibly less) is anticipated Online testing will eliminate steps such as collection, packing, shipment, and transit required for paper- pencil testing.

Delivery of Reports It is anticipated that delivery of reports will begin on or after October 15, 2015. All initial report deliveries will be electronic. Note that only ISRs and Student Labels will be delivered in paper form It is anticipated that delivery of paper reports will begin in mid-late November 2015. The staggered order of report delivery follows: Winter 2014 EOC Spring 2015 EOC Mid-Month Spring 2015 EOG Spring 2015 EOC Summer 2015 EOC Fall 2015 EOC Mid-Month

Score Use & Interpretation

How will reports be received?
Report Type/Data File eDIRECT MyGaDOE Portal Paper Individual Student Report (ISR) X Class Roster Student Labels Content Area Summary - School Level Content Area Summary - System Level Content Area Summary - State Level Summary Report of All Student Populations - School Level Summary Report of All Student Populations - System Level Summary Report of All Student Populations - State Level Student Data File - System (.txt and .csv)

ELA Constructed Response: Noteworthy Trends
Students responding to items that require comparing the viewpoints/main ideas of two authors/passages may only focus on explaining the viewpoint/main idea of one of the authors/passages. Students may provide a basic answer to the prompt without providing supporting details from the passage(s). Students may provide details from the passage(s) without addressing the question in the prompt.

ELA Constructed Response
Sample Grade 3 ELA Constructed Response How are the main points in “The Story of Money” different from the main points in “Make Your Money Work for You”? Use details from BOTH passages to support your answer. Write your answer on the lines on your answer document.

ELA Constructed Response: Sample Response #1
Score: 2 Example of a student response receiving full credit

Score: 1 The student has answered the question but has not provided any specific details from either of the passages.

Score: 0 The student response refers to the main point of only one of the two passages.

Math Constructed Response: Noteworthy Trends
For multistep processes, students were sometimes able to start the process correctly but were unsure how to complete the process. Students would sometimes arrive at the correct answer using an unexpected process. Many prompts allowed for the students to take multiple correct approaches for full credit. Students would sometimes not provide a complete explanation or a complete process for how they arrived at the answer.

Math Constructed Response
Grade 5 Math Constructed Response Peyton has a goal to walk 10,000 steps each day. On Tuesday afternoon, Peyton walked 7,338 steps. She averages 2.5 feet per step. Part A How many more feet does Peyton need to walk to reach her goal of 10,000 steps? Write your answer in the space provided on your answer document. Part B Explain with words or numbers how you found your answer. Write your answer in the space provided on your answer document.

Math Constructed Response: Sample Responses #1 and #2
Score: 2 Two examples of full credit responses using different, valid processes

Math Extended Response: Sample Response #4
Score: 1 The student has the correct answer but does not provide a complete explanation of the process used.

Math Extended Response: Sample Response #5
Score: 1 The student has an incorrect response but does have a correct complete process.

ELA Narrative: Noteworthy Trends
Students may restate or summarize the existing text in narrative form rather than provide an original narrative response. For prompts that ask the student to provide a narrative from a specific point of view, students may provide a narrative from a different point of view. For prompts that ask the student to rewrite the story with a different ending or a different point of view, students may copy large portions of the given text with minimal changes. Student responses may have only limited narrative elements or may use narrative elements such as dialogue in ways that do not effectively advance the narrative.

ELA Narrative Grade 7 ELA Narrative Prompt Imagine that, after reading “The Importance of Tribal Masks,” you are going to create an African tribal mask. Write a letter to a friend describing your mask, what it will look like, and the significance of each feature.

ELA Narrative Sample Response #7
Score: E (Off task) The student has provided a summary of the text that does not have any narrative elements and does not respond to the prompt.

ELA Narrative Grade 3 Narrative Prompt At the end of the story, Max decides to start a dog-washing business. Write your own story about Max’s first day washing dogs. Be sure to include ideas from the text when writing your own story. Type your answer in the space provided.

ELA Narrative: Sample Response #1
Score: 4 Example of a student response receiving full credit

ELA Narrative: Sample Response #2
Score: 1 The student has provided a summary of events from the text rather than an original narrative about the events after the story.

Argumentative/Opinion Writing: Noteworthy Trends
Students may provide an essay that introduces a claim, but provide little development with few details drawn from the passages. Students may copy or closely paraphrase large portions of the prompt or passages (with or without attribution) while providing little original work (also seen in Informative/Explanatory Writing). Students may present both sides of the argument without choosing a side (or simply writing an Informative essay) or may choose both sides. Students may choose support from only one of the two passages (i.e., whichever passage best supports their claim or opinion). For grades 7 and 8 and High School: Students may present only one side of the argument, omitting a counterclaim.

Argumentative/Opinion Writing: Sample Response #3
Score: 1, 1 Text in blue is a restatement of the text from the prompt. Text in yellow is copied or closely paraphrased from the passages. The student does not attribute any of the copied text. Sample from 9th Grade Literature & Composition

Informative/Explanatory Writing: Noteworthy Trends
Students may provide an informative essay with some details drawn from the passage but with little organizational structure. Students may provide little development with few details drawn from the passages or with support drawn from only one passage. Students may copy or closely paraphrase large portions of the prompt or passages (with or without attribution) while providing little original work (also seen in Argumentative/Opinion Writing).

Informational/Explanatory Writing Sample Response #1
Sample from Grade 3 Score: B (Copied) Text in yellow is copied or closely paraphrased from the passages. The student does not attribute any of the copied text.

Sample from Grade 3 Score: 2, 2 The student provides a minimal introduction and then a list of details.

Sample from Grade 3 Score: 2, 2 The student provides an informative essay that draws details from only one of the two passages.

Reminder of Policy Uses: Georgia Milestones
Determines promotion/retention status in grade 3 (reading only), grade 5 (reading and mathematics), and grade 8 (reading and mathematics) Reading: a student who has a Below Grade Level Reading status will require remediation and retesting in ELA Mathematics: a student who is classified as a Beginning Learner will require remediation and retesting in mathematics The End of Course (EOC) measures serve as the final exam and comprise 20% of a student’s final course grade Eligible students may seek to demonstrate subject area competency (“test-out”) before enrolling in a course with an associated EOC Informs Georgia’s accountability measures (CCRPI/TKES/LKES)

Score Interpretation Guides (SIG)
Two Score Interpretation Guides (SIG) will be published online in October 2015 One for the End of Grade measures and one for the End of Course measures These guides will provide information regarding the Georgia Milestones tests and scores, including: Sample student and summary reports with descriptions of terms Types of test scores Guidance for understanding test results Achievement Levels

Preparing for the Milestones with Formative Instructional Practices and Assessment Dr. Jeff Barker and Kay Elder Georgia Center for Assessment University of Georgia (FIP and Assesslets)

Areas of Focus Vocabulary
Plays an integral role in the understanding and learning of content Provides access to understanding an assessment item Content vocabulary Directional vocabulary Problem Solving: Students should be able to: identify problems that can be solved explore options for solutions use appropriate thinking strategies manage the whole process metacognitively

Directional Vocabulary
It is important that directional vocabulary be taught consistently across grade levels. Students that do not understand vocabulary are not able to access the assessment item. Support your position Justify Describe relationships Utilize strategies Evaluate Interpret Represent

Problem Solving Students Teachers
Students must understand the problem. Students must be able to devise a plan. Students must be able to implement the plan. Students must be able to reflect on the problem. Teachers must provide challenging problems that engage students. Teachers should have students focus on the process rather than the outcome - How do I do it? vs. Can I do it? Teachers should allow students to work collaboratively.

ELA Areas of Challenge Knowledge of vocabulary terms
Lack of understanding point of view and main/central idea Inability to make connections Lack of detail Summarizes or copies information Cites from only one passage Lack of organization Difficulty with compare and contrast Lack of exposure to various types of documents

Mathematics Areas of Challenge
Knowledge of vocabulary terms Lack of understanding abstract concepts Inability to make connections Difficulty in explaining reasoning of self or others Difficulty in making inferences Inability to apply knowledge and skills to real- world context Inability to devise a plan to solve a problem Difficulty in describing relationships

Making Connections Science Social Studies
Records investigations clearly and accurately Interprets graphs, tables, and charts Writes clearly Organizes data into graphs, tables, and charts Analyzes scientific data via calculations and inference Recognizes the importance of explaining data with precision and accuracy Uses models Asks quality questions Constructs charts and tables Draws conclusions and make generalizations Analyzes graphs and diagrams Determines relevancy and/or consistency of information Uses inch to inch map scale to determine distance on map Compares maps with data sets (charts, tables, graphs) Compares similarities and differences Identifies issues and/or problems and alternative solutions

Formative Strategies Special Populations English Leaners Vocabulary
Modeling of the process and solution Think aloud Multiple examples Immediate descriptive feedback Verbalization and visualization Vocabulary Modeling of the process and solution Think aloud Multiple examples Visualization Multi-sensory experiences Tap into prior knowledge Integrate culture

Next Steps Students need to know how to read and analyze all types of documents. Historical, scientific, mathematical, argumentative, informational narrative, persuasive, etc. Pick out important and relevant details to use to support the topic or claim Make connections between concepts, ideas, etc.

Next Steps Students need to know how to organize. Students need to be able to apply their knowledge and skills. Vocabulary is important. Be consistent across all grades and subject areas Students need to be able to understand and reflect on the problem and design and implement a plan.

Next Steps Make certain your classroom assessment is aligned to the learning target(s) of the standard and reflect the rigor. It takes the entire team (Grade, Subject, School, District)!

2015 Fall Assessment Conference Georgia Milestones Update

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2015 Fall Assessment Conference Georgia Milestones Update

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