2. . Sponge Activity Share what you know about the acronyms below with a partner ACCESS CRCT ITBS EOCT GHSGT GHSWT

3. Standardized Testing of English Learners in Georgia ACCESS K-12 (ELs only) CRCT3-8 All students ITBSGrades 3, 5, 8 (R, LA, M) EOCT8 courses, High School, current 9 th graders GHSGTHigh School, current 10 th, 11 th, 12 th phasing out GHSWTWriting test for all High Schoolers

4. Making Connections CRCT EOCT GHSGT GPS ACCESS/ WIDA Standards RTI Pyramid of Interventions

5. ACCESS Language Proficiency Assessment Annual language assessment for all English Learners (ELs) Determines continued eligibility or exit from language assistance Used as accountability measure for ELs in the district (AMAO) W-APT is the shortened version of ACCESS administered as students enter the district and used to establish eligibility for language assistance

6. Test Alignment with Proficiency Levels Annual ACCESS for ELLs ® ENTERINGBEGINNINGDEVELOPINGEXPANDINGBRIDGING 12345 Tier A Tier B Tier C 6 REACHINGREACHING

7. TIER A is most appropriate for English language learners who: Have arrived in the U.S. or entered school in the U.S. within this academic school year without previous instruction in English, OR Currently receive literacy instruction ONLY in their native language, OR Have recently tested at the lowest level of English language proficiency. Tier Placement Considerations

8. TIER B is most appropriate for English language learners who: Have social language proficiency and some, but not extensive, academic language proficiency in English, OR Have acquired some literacy in English, though have not yet reached grade level literacy. Tier Placement Considerations

9. TIER C is most appropriate for English language learners who: Are approaching grade level in literacy and academic language proficiency in the core content areas, OR will likely meet the state’s exit criteria for support services by the end of the academic year. Note: In order to be considered for exiting ESOL/language service eligibility, students must take a Tier C test and reach a minimum composite score of 5.0.

10. 10 Score Reports Available in May Score Report Audience or Stakeholder Types of Information 1. Parent/ Guardian  Students  Parents/ Guardians  Teachers  School Teams Proficiency levels for each language domain Overall Score Comprehension Available in multiple languages on the WIDA website 2. Teacher  Teachers  Administrators  School Teams Individual student’s scale scores and language proficiency levels for each language domain, and four composites Raw scores for Comprehension Tasks, Speaking, and Writing Tasks by English language proficiency standard 3. Student Roster  Teachers  Program Coordinators/ Directors  Administrators Scale scores and language proficiency levels for each language domain and four composites by school, grade, student, Tier, and grade level cluster 4. School Frequency  Program Coordinators/ Directors  Administrators Number of students and percent of total tested at each proficiency level for each language domain and four composites within a school 5. District Frequency  Program Coordinators/ Directors  Administrators  Boards of Education Number of students and percent of total tested at each proficiency level for each language domain and four composites by proficiency levels for grades within a district

11. 11 Parent Report Student’s parent or guardian gets the report Provided in English and 18 additional languages (visit www.wida.us)www.wida.us A letter to accompany the report in parents’ primary language should be used Other stakeholders – student, teachers, school teams

12. 12 Demographic Information About the Student Description of the ELP Levels Student’s ELP Level by Domain Comprehension Score Overall Score

13. 13 Teacher Report Teachers and administrators should have access to this report – place original copy in perm record and a copy in ESOL blue folder Make an extra copy for mainstream teachers of ELLs Shows strengths and weaknesses by domains and content areas Offers a starting point for informing curriculum, instruction and assessment of ELL’s.

14. 14 Demographic Information About the Student Student’s ELP Level by Domain Student’s Composite Scores Student’s Scale Score by Domain Student’s Scale Composite Scores

15. Teacher Report (Lower section) Student’s Comprehension by Standard Student’s Speaking Performance by Standard Description of the ELP Levels Student’s Writing Performance by Standard

16. 16 Student Roster Report Scale Score and ELP Level by Domain Scale Score and ELP Level by Composite: Oral Language, Literacy, Comprehension and Overall Cluster Tier http://www.doe.k12.ga.us/ci_testing.aspx?PageReq=CI _TESTING_NRT

17. 1.Social and instructional language 2.The language of Language Arts 3.The language of Mathematics 4.The language of Science 5.The language of Social Studies WIDA English Language Proficiency (ELP) Standards

18. CAN DO Descriptors for the Levels of English Language Proficiency For the given level of English language proficiency level, English language learners can: Language Domain Level 1- Entering Level 2- Beginning Level 3- Developing Level 4- Expanding Level 5- Bridging Level 6- Reaching Listening  Point to stated pictures, words, phrases  Follow one-step oral directions  Match oral statements to objects, figures, or illustrations  Sort pictures, objects according to oral instructions  Follow two-step oral directions  Match information from oral descriptions to objects, illustrations  Locate, select, order information from oral descriptions  Follow multi-step oral directions  Categorize or sequence oral information using pictures, objects  Compare and contrast functions, relationships from oral information  Analyze and apply oral information  Identify cause and effect from oral discourse  Draw conclusions from oral information  Construct models based on oral discourse  Make connections from oral discourse Speaking  Name objects, people, pictures  Answer wh- questions  Ask wh- questions  Describe pictures, events, objects, people  Restate facts  Formulate hypotheses, make predictions  Describe processes, procedures  Re/ tell stories or events  Discuss stories, issues, concepts  Give speeches, oral reports  Offer creative solutions to issues, problems  Engage in debates  Explain phenomena, give examples, and justify responses  Express and defend points of view Reading  Match icons and symbols to words, phrases, or environmental print  Identify concepts about print and text features  Locate and classify information  Identify facts and explicit messages  Select language patterns associated with facts  Sequence pictures, events, processes  Identify main ideas  Use context clues to determine meaning of words  Interpret information or data  Find details that support main ideas  Identify word families, figures of speech  Conduct research to glean information from multiple sources  Draw conclusions from explicit and implicit text Writing  Label objects, pictures, diagrams  Draw in response to oral directions  Produce icons, symbols, words, phrases to convey messages  Make lists  Produce drawings, phrases, short sentences, notes  Give information requested from oral or written directions  Produce bare-bones expository or narrative texts  Compare/ contrast information  Describe events, people, processes, procedures  Summarize information from graphics or notes  Edit and revise writing  Create original ideas or detailed responses  Apply information to new contexts  React to multiple genres and discourses  Author multiple forms of writing

19. Other Georgia Standardized Tests CRCT – Mandated for 3 rd through 8 th grade ITBS - 3 rd, 5 th and 8 th graders (R,LA,M) EOCT - Ninth Grade Literature and Composition, American Literature and Composition, Mathematics I, Math II, Biology, Physical Science, United States History, Economics/Business/Free Enterprise GHSGT – Current 10 th, 11 th, and 12 th graders,

20. The objective is simply to see whether the student has learned the material. (GPS Standards for the grade level) Used as Adequate Yearly Progress (AYP) measure for schools and districts Used as second indicator for ESOL exit. CRCT Criterion Referenced Competency Tests

21. Administered annually in reading, English language arts and mathematics to students in grades one through eight. Students in grades three through eight shall also be tested in science and social studies. Student scores are reported according to three performance levels: Does Not Meet Expectations, Meets Expectations, and Exceeds Expectations. CRCT

22. Scores at or above 850 indicate a level of performance that Exceeds the Standard set for the test. Scores from 800 to 849 indicate a level of performance that Meets the Standard set for the test. Scores below 800 indicate a level of performance that Does Not Meet the Standard set for the test (i.e., the state’s minimum level of proficiency). Students performing at this level may need additional instructional support. Interpreting the Scores

23. This type of test identifies whether the test taker performed better or worse than other test takers. ITBS Iowa Test of Basic Skills

24. Identify strengths and weaknesses of individual students Identify strengths and weaknesses of groups of students Monitor year to year developmental changes Provide feedback to students and parents ITBS Iowa Test of Basic Skills

25. National Percentile Rank (NPR) 1-99 National Stanine (NS) 1-9 1 - 3= Low 4 - 6= Average 7 - 9= High Normal Curve Equivalent (NCE) 1-99 Grade Equivalents (GE) K.0-13+ Standard Score (SS) 80-400 Scores Reported

27. Percentile Rank (PR) shows the student’s relative position or rank in a group, more than ½ of all students fall between 25 th and 75 th. Grade Equivalent (GE) not grade level mastery! Grade level at which the typical student has obtained a given raw score. What do these terms mean? For more explanation http://www.doe.k12.ga.us/ci_testing.aspx?PageReq=CI_TESTING_NRT

29. Test given for 8 courses, usually in spring. Economics (.5 credit course) administered in December. The passing score is 70. Scoring range is 0-100. Test score must be 20% of student’s report card grade for course. EOCT

30. Only the knowledge, concepts, and skills addressed in the GPS are assessed on the GHSGT. Phasing out, moving to EOCT. Current 10 th, 11 th and 12 th graders must still take. GHSGT Georgia High School Graduation Test