1. TESTING POLICY & OPERATIONS: The Basics Charter Leadership Institute October 5 th & 7 th, 2015 Accountability Services Jaime Kelley ~ Educational Consultant Paul Davis ~ Charter School Consultant

2. 2 Overview  North Carolina Testing Program  Test Program Overview  Test Coordinator Responsibilities  Test Security  Resources

3. 3  North Carolina Testing Program  Test Program Overview  Test Coordinator Responsibilities  Test Security  Resources Overview

4. 4 Classroom Assessments: Formative and Diagnostic Information Balanced Assessment System Formative Assessment (Classroom) Formative Assessment (Classroom) Benchmark Assessment (Classroom, School, District) Benchmark Assessment (Classroom, School, District) Summative Assessment (Classroom, Statewide) Summative Assessment (Classroom, Statewide)

5. K - 2 3 4 5 6 7 8 9 10 11 Diagnostic and Formative Assessments Student  Teacher School Accountability Assessments State  LEA  School K-5 Diagnostics ACT Aspire ACT Plan The ACT 12 Measures of Student Learning to be included in Student Growth component in teacher evaluation Teacher  School EOG (Math, ELA) End of Grade (Math, English Language Arts, Science) EOG (Math, ELA) EOG (Math, ELA, Science) EOG (Math, ELA) BOG3 (ELA) EOG (Math, ELA) State & Local Instructional Improvement Tools Formative & Benchmark Assessments and Data Analysis for Instruction High School NC Final Exams in core academic non-tested subjects 3 End of Course (EOC) Biology, Math I and Eng II Elementary and Middle School NC Final Exams in currently non- tested subjects Lower Elementary Measures of Student Learning, (including mClass) The ACT ACT WorkKeys

6. Current Testing Program Assessments Administered in North Carolina  End-of-Grade (Grades 3-8)  ELA/Reading  Mathematics  Science (Grades 5 & 8)  Alternate Assessments  End-of-Course  Math I  English II  Biology  Alternate Assessments  NC Final Exams  Field Tests  NAEP Testing  LEP/ESL Assessments  W-APT  ACCESS for ELLs 2.0  ACT Suite of Assessments  ACT Aspire - Grade 8  ACT Plan - Grade 10  The ACT - Grade 11  ACT WorkKeys - Grade 12 (CTE Concentrators)

7. 7  5-day window for semester-long courses  Includes EOC, NC Final Exams, teacher made finals  10-day window for year-long courses  Includes EOG, EOC, NC Final Exams, teacher made finals Testing Window

8. 8  Available Paper-Pencil Format  End-of-Grade ELA/Reading and Mathematics at Grades 3-8  End-of-Grade Science Assessments at Grades 5  End-of-Course Assessments (Math I & Biology)  All North Carolina Final Exams  Available Online Format (NCDPI recommended)  End-of-Grade ELA/Reading & Mathematics Assessments at Grades 7 & 8  End-of-Grade Science Assessments at Grades 5 & 8  All End-of-Course Assessments (English II, Math I & Biology)  All North Carolina Final Exams  Administration Required Online (available paper-pencil for technology hardships and accessibility due to disability)  End-of-Grade Science Assessments at Grade 8  End-of-Course Assessment (English II) State Assessments Delivery Format

9. 9  NCTest is the online assessment delivery system for EOG/EOC and NCFE assessments  NCTest is currently being upgraded (during October)  Will reopen on November 7 th for fall online testing  Requires NCTest Chrome app for desktops and laptops or NCTest tablet app  NCTest Support https://center.ncsu.edu/nc/mod/page/view.php?id= 3264741 Online Assessment Delivery Plan

10. 10  Multiple Choice  Gridded Response  EOG Grades 5-8 Math/Math I  Technology Enhanced (Online Only)  Science/Biology  Constructed Response  English II  NCFEs Item Types

11. Math I Gridded (Online) Response Item Calculator: Inactive DOK: Skill/Concept Domain: Interpreting Functions Standard: F.IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. The daily profit, P, of a business that sells x units of a product each day is given by the function P = – 2x 2 + 200x + 3,000. The number of units sold on Tuesday was 10 less than the number needed for maximum possible profit. What is the difference between the actual profit on Tuesday and the maximum possible profit? Enter your response here: Only 0, 1, 2, 3, 4, 5, 6, 7, 8, 9,., -, and / are allowed.

12. Gridded Response Items *Grade 5 does not have negative sign.

13. Grade 5 Science Technology Enhanced Item 5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and the directions in which they travel (RBT = Conceptual/Understand; DOK = 2) This distance/time graph shows the distance covered by an insect crawling across a table. Using the information on the graph, place (click and drag) the remaining distances to complete the table below. Distance traveled in 10 secondsDistance traveled in 20 secondsDistance traveled in 25 seconds 20 cm 30 cm 40 cm50 cm Distance Time Graph

14. Grade 8 Science Technology Enhanced Item 8.L.4.1 Summarize the use of evidence drawn from geology, fossils, and comparative anatomy to form the basis for biological classification systems and the theory of evolution (RBT = Conceptual/ Understand; DOK = 2) List of Species and Their Characteristics Estuarine species inhabit coastal areas; they are adapted to a mix of salt and fresh water Desert species are adapted to hot, arid areas which have large temperature fluctuations Very rare tree species inhabit the Amazon basin Reef-building coral inhabit coastal areas; their health and growth are negatively affected by pollutants Salamander species in the southern U.S. depend on flowing water to keep oxygen levels high enough for survival If the changing conditions in the chart below occur, which species listed above will likely go extinct? Drag and drop the species that will most likely go extinct for each changing condition. Changing ConditionsSpecies Likely to Go Extinct Sea levels rise rapidlyEstuarine Prolonged drought Deforestation in South America Catastrophic oil spill in a coastal region Amazon rare treeDesert Reef-building coralSalamander

15. 15 Beginning-of-Grade 3 English Language Arts/Reading Test  Purpose  The BOG3 establishes a baseline measure of beginning of third-grade students’ English Language Arts/Reading skills.  Based on demonstrated student outcomes in reading proficiency, the BOG3 serves as a teacher-growth tool for determining which teachers are well-suited to teach reading camps.  The NCDPI uses data from the administration of the BOG3 Test and the administration of the EOG English Language Arts/Reading Test for school accountability growth. Additionally, students in grade 3 who are not proficient on the EOG English Language Arts/Reading Test, but are proficient on the BOG3 count as proficient in the performance composite and school performance grades.

16. 16 Beginning-of-Grade 3 English Language Arts/Reading Test  Purpose (continued)  Students who score Achievement Level 3 or higher demonstrate reading proficiency appropriate for third- grade students, which satisfies the requirements of the Read to Achieve legislation.  Test administrators must administer the BOG3 English Language Arts/Reading Test between the 11 th and the 15 th day of the school year.

17. 17 Beginning-of-Grade 3 English Language Arts/Reading Test  Eligibility  All students in membership at grade 3 (according to PowerSchool) are expected to participate with or without accommodations  Exceptions  Students with disabilities who, according to Individualized Education Program (IEP) documentation, participate in the NCEXTEND1 alternate assessment in accordance with state policies  Students identified as limited English proficient (LEP) who score below Level 4.0 Expanding on the reading subtest of the WIDA ACCESS Placement Test (W-APT TM ) and are in their first year in U.S. schools.  In rare cases, students deemed medically fragile who, because of a significant medical emergency and/or condition, are unable to participate in the test administration, are granted a medical exception.

18. 18 Read To Achieve Carolyn Guthrie, K-3 Director Carolyn.Guthrie@dpi.nc.gov Nanette Wells, Charter Consultant Nanette.Wells@dpi.nc.gov

19. 19 NC Final Exams Library of NC Final Exams When: End of Year or Semester Same window as EOG/EOC Used For: Providing an EVAAS score Only for those teachers whose subjects are currently non- tested For professional growth, and as a required component of employment decisions Additionally: 95% tested rule does not apply * Note: Not part of School Accountability Model (“A-F”) Educator Effectiveness Tests to measure student growth as a part of educator evaluation

20. 20 NC Final Exams  Charter Schools participate in the NC Final Exams administration if:  they receive Title 1 and/or Title II federal funds.  they have teachers whom the charter school plans to recommend for Standard Professional (SP2) licensure, regardless of the receipt of Title 1 or Title II funds.  Charter Schools may opt to administer NC Final Exams, even if the teachers in the schools have scores from EOG or EOCs, but when a charter chooses to do this the scores are used as part of the teachers’ standard 6 evaluation.

21. Course Name NC Final Exam Required (Cover Title) Constructed Response (CR) Items English I English III 2 English IV 4 th Grade Social Studies 2 Social Studies Grade 4 2 5 th Grade Social Studies 2 Social Studies Grade 5 2 6 th Grade Social StudiesSocial Studies Grade 6 7 th Grade Social StudiesSocial Studies Grade 7 8 th Grade Social StudiesSocial Studies Grade 82 American History: The Founding Principles, Civics, and Economics 2 World History 2 American History I 2 American History II 2 4 th Grade Science 2 Science Grade 4 2 6 th Grade ScienceScience Grade 6 7 th Grade ScienceScience Grade 7 Physical Science Earth/Environmental Science Chemistry Physics Math II Math III Advanced Functions and Modeling Discrete Mathematics Precalculus

22. 22 ACCESS for ELLs 2.0  WIDA Consortium begins operational administration of new summative assessment for grades 1-12  Used annually to assess Limited English Proficient (LEP) students’ English language proficiency  Testing Window (ACCESS for ELLs 2.0 and Alternate ACCESS for ELLs)  February 1 – March 11, 2016  Mandatory online administrations  Paper/pencil available o Technology hardships (submit letter) o Accessibility due to disability  No split mode of administration o Grades 1-3 Writing (paper/pencil)

23. 23 ACT ® Testing There are four required ACT Assessments 1. ACT Aspire Periodics – given to all 8 th graders, and considered the first stepping stone in determining a student’s preparedness for college and career readiness. 2. ACT Plan – given to all 10 th graders, considered the precursor to determining a student’s preparedness for The ACT. 3. The ACT – given to all 11 th graders, a curriculum and standards-based assessment, used for college admissions and placement. 4. WorkKeys – given to all Career and Technical Education concentrators. (Not all charter schools will have CTE concentrators.) Students who achieve a qualifying score earn a North Carolina Career Readiness Certificate.

24. 24 Overview  North Carolina Testing Program  Test Program Overview  Test Coordinator Responsibilities  Test Security  Resources

25. 25 Testing and Accountability Responsibilities  Principals/Directors/Board Members are ultimately responsible for testing and accountability duties  North Carolina Testing Code of Ethics  Responsible for Test Security  Materials must be stored in a secure, locked facility o Plan your facilities accordingly o Accessible by 1-2 staff (Test Coordinator and Principal) o Room, closet, or locked cabinet that cannot be removed

26. 26 School Test Coordinator  Each charter school must have a School Test Coordinator  Must be employee of charter school  Recommend a certified staff, but not regular classroom teacher if at all possible (not enough time to do both)  Must be available to attend all trainings (off-site)  Have no other responsibilities during test administration days  Available for training and updates during summer months (accountability data collection for reporting ends June 30 and results are provided for review in July/August)

27. 27 School Test Coordinator Skills  Strong Computer Skills  Microsoft Excel  Microsoft Word  Internet savvy  Able to learn new programs easily  Secure File Transfer System  NCEducation online system  HomeBase  Able to send/receive information via e- mail/phone and respond in a timely manner  Strong organizational skills

28. 28 School Test Coordinator Skills (continued)  Available to attend regularly scheduled RAC meetings (generally 1 time each month)  Strong interpersonal relationship skills  Training staff  Work closely with school leadership and NCDPI staff  Work closely with other staff to obtain data  Meet/talk with parents/staff to answer questions  Good listening skills  Not afraid to ask questions or address issues

29. 29 Test Coordinator Responsibilities  Ensure test security with leadership  Test materials  Testing violations  Distribution of test materials  Ensure test materials are NOT copied or reproduced in any way  Order/Request test materials  Attend and conduct training  NC Train the Trainer Model  NCDPI Regional Staff Train School Test Coordinators  School Test Coordinators Train School Staff

30. 30 Test Coordinator Responsibilities (continued)  Create school testing plan  Schedule test administrations  Develop local policies and procedures to ensure proper test administration  Submit materials for scanning/scoring  With assistance from RAC determine testing irregularities  Check online systems for updates

31. 31 Test Coordinator Responsibilities (continued)  Maintain confidentiality of student test scores and teacher information  Will have access to all test results and accountability for the school  Submit data requested by RAC or NCDPI  Ensure data accuracy

32. 32 Overview  North Carolina Testing Program  Test Program Overview  Test Coordinator Responsibilities  Test Security  Resources

33. 33 Test Security  Test Security (page 1)  Every precaution must be taken to ensure all test materials remain secure at all times.  Secure tests, including all field tests and special studies, shall not be copied, filed, or used instruction.  Discussing information related to the content of specific test items or test forms is prohibited and a direct violation of the Testing Code of Ethics.  Testing Code of Ethics (page 2)  Stresses the importance of maintaining test security at all times and addresses appropriate professional practices

34. 34 Test Security (continued)  Testing Notification (page 5)  Must notify parents/guardians and students advising them of the districtwide and state-mandated tests that students will be required to take during the school year (include dates and how the results from the tests will be used).  Testing Window (page 5)  The testing window is outlined in each North Carolina Assessment Guide  Eligible Students (page 6)  Test administrators must administer the test to all eligible students in membership at grades 3 through 8 and 10 and in high school courses in which an end-of- course assessment is administered.

35. 35 Test Security (continued)  Accounting For and Storing Test Materials (page 8)  Account to the NCDPI for all test materials received  Provide a secure, locked facility for all tests received  Prohibit the reproduction of any or all parts of the tests  Prohibit their employees from disclosing the general content of the tests or specific items contained in the tests to persons other than authorized employees of the LEA  It is imperative that secure test materials be tracked and accounted for at each level of distribution.  Prohibited Items in the Testing Room (page 9)  Electronic devices (now includes smart watches)  Personal belongings  Testing aids  Food and drink (prohibition removed)

36. 36 Test Security (continued)  Maintaining the Confidentiality and Security of Testing and Accountability Data (page 17)  When producing summaries of student performance, any group with ten or fewer individuals must not be reported since it might be possible to identify individual students that make up that group.  Roles and Responsibilities (page 18)  Duties of the School System/Charter School Test Coordinator  Duties of the School Test Coordinator  Duties of the Administrator  Duties of the Proctor  Roving Proctors

37. 37 Overview  North Carolina Testing Program  Test Program Overview  Test Coordinator Responsibilities  Test Security  Resources

38. Draft – March 2012. Check http://www.ncpublicschools.org/ready/resources/ for Updates to this Presentationhttp://www.ncpublicschools.org/ready/resources/ Resources  NCDPI Accountability Services www.ncpublicschools.org/accountability  ACT www.act.org/aap/northcarolina/index.html  WIDA www.wida.us www.wida.us/assessment/ACCESS20.aspx  NAEP http://nces.ed.gov/nationsreportcard/

39. Question s?