System Test Coordinators Fall 2011 Conference Assessment Division 1

System Test Coordinators’ Fall 2011 Conference

Assessment Division

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Agenda1. 2011-2012 General Announcements & Highlights of

Changes in Student Assessment Handbook2. Secondary Assessment Transition Plan3. Planning for Test Administration4. Assessment Administration5. Post Administration6. Ethics and Assessment7. Major Topics for each Assessment Program8. Questions & Answers

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2011 - 2012 Assessments• ACCESS for ELLs (K-12)• Criterion Referenced Competency Tests (CRCT) (3-8)• Criterion Referenced Competency Tests - Modified (CRCT-M) (3-

8)• End-of-Course Tests (EOCT) (Middle/High School)• Georgia Alternate Assessment (GAA) (K, 3-8, 11)• Georgia High School Graduation Tests (GHSGT) (Gr. 11/12)• Georgia Kindergarten Inventory of Developing Skills (GKIDS) (K)• National Assessment of Educational Progress (NAEP) (4, 8, 12)• Writing Assessments (3, 5, 8, and 11)

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2011 – 2012 Assessments

• Due to budgetary constraints, the following will not be administered during the 2011-2012 school year:– CRCT – grades 1 and 2

Gr. 1 & 2 “Instructional Assessments” remain available in the Online Assessment System (OAS)

– GAA – grades 1 and 2– Norm-Referenced Tests

Note: If a system mandates a local assessment in grades 1 and 2, an alternate assessment must be administered. 4

General Announcements• Reasons for non-participation must be provided during

AYP Assessment Processing in the MyGaDOE Portal:− Illness − Medical Emergency− Other − Unknown

• Principal Certification Form – required after each administration. http://www.gadoe.org/ci_testing.aspx

– Must be kept on file by System Test Coordinator for 5 years.– Form is posted in the ‘For Educators’ portal.

• Webinar schedule: http://www.gadoe.org/ci_testing_educators.aspx

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Highlights of Changes to the Student Assessment Handbook

• Secondary Assessment Transition Plan• Addition of CRCT-M Information• Revisions to EOCT section (Secondary Assessment Transition Plan,

Scheduling, Re-Test Administrations, new GPS Algebra & GPS Geometry)

• Revisions to GAA section (Re-Test Administrations)

• Revisions to the GHSGT section (Secondary Assessment Transition Plan, discontinuing of QCC forms in ELA, Science, and Social Studies)

• Clarifications regarding ELL word to word dictionaries and ELL-TPC plans

• Additions/Changes to the test security section (“Must Not Do” list, Roles & Responsibilities)

• Annual edits (dates, etc.)

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Reminders• Remember that special administration requests

for the GHSGT and GHSWT should be rare and only requested for extraordinary circumstances.

• Do not include GTID numbers in emails. • Please do not over-order materials – costs are

increasing significantly due to system over ordering.– Overages are provided at the both system and

school levels.

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Secondary Assessment Transition

• The Secondary Assessment Transition Plan was approved by the State Board of Education on April 13, 2011.

• This plan provides for the phasing out of the Georgia High School Graduation Test (GHSGT) and an increased “weight” of the End of Course Tests (EOCT).

• All students will continue to be required to take and pass the Georgia High School Writing Test (GHSWT).

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• In April the State Board of Education voted to adopt amendments to two rules:

– Rule 160-3-1-.07: Testing Programs – Student Assessment(http://public.doe.k12.ga.us/_documents/doe/legalservices/160-3-1-.07.pdf)

– Rule 160-4-2-.13: Statewide Passing Score(http://public.doe.k12.ga.us/_documents/doe/legalservices/160-4-2-.13.pdf )

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Secondary Assessment Transition Plan

• Cohort 1: Students entering grade nine for the first time during the 2011-2012 school year and beyond

Testing Rule Amendments for this cohort include:– Removing the Georgia High School Graduation Tests as a requirement

for graduation.– Retaining the requirement to pass the Georgia High School Writing

Test.

Statewide Passing Score Rule amendments include:– Increasing the contribution of EOCT to the course grade to 20%.

• NOTE: Students would not be required to pass the EOCT to graduate but must pass the course to earn credit.

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• Cohort 2: Students currently in high school (entered grade nine for the first time between July 1, 2008 and June 30, 2011)

Testing Rule Amendments for this cohort include:– Flexibility – allowing a passing score on one of the two EOCTs in each

content area to serve as an alternate demonstration of proficiency and stand in lieu of the requirement to pass the corresponding content area GHSGT.

– Retaining the requirement to pass the Georgia High School Writing Test.

Statewide Passing Score Rule amendments include:• Retaining the contribution of the EOCT to the course grade at 15%.

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Ninth Graders Tenth Graders Eleventh Graders Twelfth Graders

2011 / 2012

EOCT = 20% of course grade

Pass the GHSWT


[Pass one EOCT in each of the four content areas or pass the corresponding subject test of GHSGT]

Pass GHSWT



Pass GHSWT



Pass GHSWT

2012 / 2013


Pass the GHSWT


Pass the GHSWT



Pass GHSWT



Pass GHSWT

2013 / 2014


Pass the GHSWT


Pass the GHSWT


Pass the GHSWT



Pass GHSWT

2014 / 2015

Common Core Assessment Implementation

(Language Arts & Mathematics)

EOCT = 20% (Science & Social Studies)








Pass the GHSWT


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Cohort 1Students who enter grade 9 for the first time in

SY2011 -2012 or after

Cohort 2Students who entered grade 9 for the first time

between July 2008 and June 2011

*In science, students may take Physical Science or Physics (no EOCT for Physics).

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• This transition plan was developed in consideration of the planned implementation of Common Core Assessments in 2014-2015.

• Beginning in 2011-2012 , Adequate Yearly Progress will be calculated using EOCT scores for selected courses.– AYP would be calculated by course (such as American Literature)– The final determination of courses to be used for this purpose is still

pending

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PLANNING FOR TEST ADMINISTRATION

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Roles and Responsibilities

• The successful implementation of the statewide student assessment program requires a concerted effort by many individuals at the local level.

• The failure of any personnel to assume the responsibilities described in the Student Assessment Handbook (SAH) may result in testing irregularities and/or invalidation of scores.

• Failure to assume responsibilities can have many far-reaching implications and may effect professional certification status.

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Roles and ResponsibilitiesDetailed descriptions of roles and responsibilities are provided inthe SAH, 2011-2012.• Superintendent• System Test Coordinator (STC)• System Special Education Coordinator• System Title III Coordinator• Principal• School Test Coordinator• Examiner• Proctor

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Scheduling Considerations

• Mandated tests must be scheduled in accordance with published GaDOE testing dates. – The Statewide Assessment Calendar can be found on the GaDOE

Testing web page in the ‘For Educators’ portlet. – http://www.gadoe.org/ci_testing.aspx

• In scheduling each assessment, schools must adhere to the testing times prescribed in the Examiner’s Manuals. Allowing too much or too little time may result in an invalidation.

• When scheduling tests, consider the optimum time to administer the tests. – Consider logistics, including time and staff availability.

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Scheduling Considerations• Each system/school has the option of deciding whether

students will be tested in their classrooms or in a large-group setting.– It is strongly recommended that students are tested in a classroom

setting, especially for elementary school students. – If the large-group testing option is selected, all students must be able to

hear the test instructions and have sufficient workspace for writing or marking answer documents.

– A sufficient number of proctors must be available to assist with test administration and monitor test security.

– Plans for the effective, documented, and secure distribution and collection of test materials must be in place regardless of the type of setting used.

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Materials Management• Make certain that Pre-ID label files are created accurately and uploaded in

a timely manner. • All testing materials must be stored – under lock and key and with strict

“key control” – in a secure central location. Each STC must implement an accounting system for each test administration.

• The STC should plan for the distribution of test booklets, answer documents, Examiner’s Manuals and Test Coordinator’s Manuals in a timely manner.

• Secure materials should be distributed to schools as close to the beginning of the testing window as possible.

• Once an answer document has a student pre-id label on it, student information bubbled on it, or student responses on it . . . It is considered secure.

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Training Plan• The STC should develop and implement a district

plan for training for each assessment program.• Maintain detailed attendance records with the name

of each participant, responsibility, date of training, and name of assessment.

• Develop a specific plan for implementing accommodations including:– ensuring students receive the right accommodations– examiner administer the accommodation appropriately – ensuring the logistics are thought-through.

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Managing Test Security• Lock tests up!• Require students put their names on the test

booklets.• Teachers should sign tests in and out – note

dates and times.• All system personnel are prohibited from

reviewing contents of test booklets.*• Do not copy any secure test materials.• Monitor students.*Interpreters for the hearing impaired may review, with supervision, to plan

for administration.

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Materials Security

• Staff members who are not involved in testing should also be aware of the school’s responsibility for test security.

• Paraprofessionals, custodial staff, and others in the school who may be in classes during testing or may be near the area where tests are stored, even though they do not have direct access to tests, should be aware of security rules.

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Planning for a Conducive Environment

• Ensure that seating spaces and writing surfaces are large enough.

• Seating arranged to prevent cheating. • NO cell phones or other electronic devices in the exam room. • No. 2 Pencils - Each student should have two No. 2 pencils

with erasers on test days. However, there should be a supply of extra pencils and erasers available.

• Keep a timing device visible - you should have a clock or watch to keep track of time during test administration.

• Prior to testing, make a plan for students who finish early (or who arrive to school late).

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Planning for Testing Administration

EXAMINERS • Verify that students’ answer documents are

prepared correctly before testing begins. • Verify that students respond in the appropriate

sections of the answer document (e.g., that social studies items are answered in the section marked SOCIAL STUDIES).

• Verify that form numbers/letters are coded correctly on student answer documents.

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Planning for Testing Administration

PROCTORS • Proctors are always recommended.• When more than 30 students are to be tested in one

room, the assistance of a proctor is required. • At least one proctor is required for each additional 30

students. • If students are tested in groups of 30 or fewer, a

proctor is highly recommended. • Proctors must be trained in appropriate test

procedures before testing begins. • Tasks which they must perform should be clearly specified.

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Planning for Testing AdministrationRESOURCES AND AIDS• NO dictionaries(*), textbooks or any other aids and/or

resources that would provide assistance. (*ELL Word to Word Dictionaries would be an exception to this if prescribed in an ELL-TPC plan)

• Any instructional materials that are displayed in the room, such as posters, should be covered or removed during testing.

• Review the calculator policies for each program as they differ. Programmable calculators – and calculators that store text or that have graphing capabilities – are not allowed on any state assessment.

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Accommodations Considerations• Allowable for students with IEPs, 504/IAP, or ELL

Test Participation Plans• Approved accommodations appear in the Student

Assessment Handbook and in the Accommodations Manual

• Accommodations not specified in SAH need to be pre-approved

• Assistive Technology– Plan ahead for ordering Kurzweil (Requests should be

submitted 8 – 12 weeks in advance at minimum)

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Plan for Accommodations• Know who your SWD, ELL, and 504 students are who require accommodations . . . And

plan well in advance for their needs.• Plan for small groups and the need for the same form number/letter.• Know who your visually impaired students are and ensure you have adequate materials.• Make provisions for Extended Time students.• Plan in advance for any Word to Word (ELL) Dictionary needs.• Ensure that examiners are familiar with the proper way to deliver the necessary

accommodations.• Collaborate with others as needed to ensure that “paperwork” (IEP’s, ELL-TPC’s, 504

Plans, etc.) is in order.• The transfer of student responses to a student answer document (in cases such as Large

Print and Braille administrations) should be completed with a witness present . . . The witness should hold a PSC-issued certificate. It is critical that staff confirm that this process is completed where required.

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Accommodations

• Any accommodation(s) given to a student during the administration must be specified in the student’s IEP, 504/IAP, ELL/TPC.

• All accommodation(s) during state mandated testing should reflect instructional practices.

• School Test Coordinators must ensure that students are given their appropriate accommodations, before a student begins to test.

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Accommodations• Additional information and guidance on the

appropriate use of accommodations:– Accommodations Manual: A Guide to Selecting,

Administering, and Evaluating the Use of Test Administration Accommodations for Students with Disabilities

– Found on the GaDOE web site (http://www.gadoe.org/ci_testing.aspx; in the portlet labeled ‘For Educators’)

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Note Regarding English Language Learners (ELLs)

• The U. S. Department of Education (USED) has changed the term for this special population of students from English Language Learners (ELLs) to English Learners (ELs).

• This change will be phased in on documentation over the course of 2011 – 2012 . . . and as the 2012 – 2013 school year arrives.

• You will begin to see this change over the next 12 months as the new term is phased in.

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Assessment Administration

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Materials

• Upon receipt, STC should:– Inventory all materials to ensure sufficient

quantities of materials have been provided for each school.

– Locate pickup/return instructions/memo, return labels, and airbills/bills of lading.

– If there are any errors in shipping materials, contact the vendor associated with the testing program.

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Materials• Distribute materials to schools in a timely manner.• Use appropriate “security checklists” to assign

books to schools.• School Test Coordinator should count and sign for

all materials received.• Materials should be in a locked, secure location at

all times both at the system and school levels. – Restricted (limited key control) access must be

confirmed.

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Materials• The School Test Coordinator must count all

materials before disseminating to examiners. • Examiners must verify count upon receipt. • At the end of testing each day, the examiner

must account for all materials before dismissing students.

• The School Test Coordinator must count and secure all materials as examiners check in the materials at the end of testing each day.

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Materials• Each school should have a test administration

plan which outlines when tests are to be distributed and collected each testing day.– Schools should distribute materials immediately

before testing.– Schools should collect materials immediately at the

conclusion of testing each day (or after each “period” if applicable).

• No one should have access to secure materials for lengthy periods of time.

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Materials

• Pre-ID labels (where provided) must be used to provide accurate student information for state tests. – Refer to the Test Coordinator’s and Examiner’s

manuals for current information on use of labels specific to each test.

– Labels with incorrect information should not be used.

– Labels should be applied to answer documents prior to administration.

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– Refer to Student Assessment Handbook for detailed information.

– Superintendent has ultimate responsibility for all testing activities within the local school system.

– Principal has ultimate responsibility for all testing activities within the school.

• Emphasis: The Principal must complete the Principal Certification Form after each administration.

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Roles and Responsibilities• System Test Coordinator

– Liaison between system and GaDOE– Conduct local system trainings of School

Coordinators– Coordinate ALL administration activity– Know and enforce responsibilities of all other roles– Adhere to planned schedule– Implement approved security plan– Detailed list of responsibilities in SAH

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• School Test Coordinator– Count and secure all test materials– Material distribution/return– Attend and redeliver training – Sign out materials– Monitor test administration environment– Receive/verify test materials after testing each

day– Detailed list of responsibilities in SAH

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• Examiner– Must be certified– Security/verification of test materials– Control of testing environment and active monitoring– Accuracy of demographic/student information on answer

documents– Correct delivery of assigned accommodations– Follows procedures for testing as given in Examiner’s

Manual, including reading all directions to students– Detailed list of responsibilities in SAH

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• Proctor– Must be trained– With examiner supervision, ensures that students

are managing test materials appropriately– Active monitoring– Detailed list of responsibilities in SAH

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Irregularities

• All personnel in the local system must follow protocol as they become aware of testing irregularities.

• Signs of any testing irregularity must be dealt with immediately. – Test Examiner > School Test Coordinator > System

Test Coordinator > GaDOE

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Irregularities• All irregularities must be coded, documentation

completed and submitted to the GaDOE Assessment Administration Division.

• Once the irregularity code is received, it may be used on future common place irregularities without calling the GaDOE but all irregularities must be reported.

• Only the GaDOE may invalidate assessments.

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Irregularities

• The Assessment Administration Division will review all reports of irregularities. – Issue irregularity/invalidation codes.– Advise the local system as to whether a report of

possible unethical conduct should be made to the Professional Standards Commission (PSC).

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• Examples of Irregularities in Security Procedures: – Examinee was given access to test questions or

prompts prior to testing. – Test Examiner or other personnel copied or

reproduced and distributed secure test materials. – Test Examiner or other personnel provided

answers to the examinee.– For more examples, please refer to the SAH.

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• Examples of irregularities during Testing Administration:– Test Examiner or other personnel failed to follow

administration directions for the test.– Examinee’s test booklet, answer sheets, or

portfolio entries (for GAA) are lost.– Test Examiner fails to provide an examinee with a

documented accommodation or provides examinee with an accommodation that is not documented.

– For more examples, please refer to the SAH.

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Steps for Reporting an Irregularity

• School Test Coordinator: – Communicate with the System Test Coordinator

about a possible testing irregularity.– System Test Coordinator will provide guidance

regarding investigation if necessary.– Statements should be provided by all parties

involved in the irregularity.– Return all documentation to the System Test

Coordinator.

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Steps for Reporting an Irregularity• System Test Coordinator:

– Collect Testing Irregularity Forms and documentation, if needed, from School Test Coordinators.

– Documentation may include statements from parties with knowledge of event, list of students involved, copies of training logs, etc.

– Compile documentation and submit portal entry for each incident.– Notify the Assessment Specialist in the Assessment Administration

Division to determine appropriate coding for student answer documents.

– Know your system’s protocol for cases that may constitute a breach of the Code of Ethics . . . Some systems have defined investigation protocols for such instances.

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Characteristics of a Quality Investigation

• Examiner should notify Principal and School Test Coordinator of incident.

• School Test Coordinator should notify System Test Coordinator.

• Request detailed written statements from all parties involved if necessary.– Follow up on details (“connect the dots”)

• Follow district procedures regarding misconduct.

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Characteristics of a Quality Investigation

• Provide a written summary of incident and investigation findings.– Consult with GaDOE as needed.

• System Test Coordinator is responsible for reporting to GaDOE.

• Note:– Report to GaDOE immediately, before investigation.– Final documentation should be entered into portal.

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When entering irregularities into the MyGaDOE Portal . . .

• Provide comments in the “Comment” section to help elaborate on the irregularity (or in the “Reason for Invalidation” section if applicable)

• Please include in the comments the Form # in question (if applicable)• If it has been determined that the irregularity will result in invalidation

– make sure to indicate “Yes” in that drop-down box• Names of students and their GTIDs must be provided• Upload statements and other documents that provide necessary

details on the event.• Make sure you indicate the correct “Assessment Cycle” (Date) in that

field• In an event that involves multiple students – some of whom may be IR

and some who may be IV, please enter them as two separate records

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Importance of Training Materials

• Throughout the testing administration, please refer to the following resources:– Student Assessment Handbook– Examiner’s Manuals – Test Coordinator’s Manuals– Accommodations Manual

Read again, even though you may have read before. Directions do change and these are standardized tests.

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Post Administration

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Irregularities – Post Testing• Make certain that all irregularities and invalidations

are documented correctly before sending scorable documents.

• Make certain that online test irregularity forms have been finalized.

• Communicate to school personnel the GaDOE responses to irregularity forms and consequences of irregularities, invalidations, and participation invalidations.

• If appropriate, refer to PSC for investigation.

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Collecting Materials• In a supervised setting, at the conclusion of testing:

– Check all coding of identifying information and form numbers, when applicable.

– Count the answer documents and test booklets to account for the appropriate number.

– Check to make certain there are no answer documents left in the test booklets.

– Unnecessary handling of answer documents must be avoided.

– The timely return of answer documents ensures a timely return of scores.

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Returning Scorables and Nonscorable Materials

• Arrange for pickup of test materials. Refer to Test Coordinator Manual regarding pickup protocols.

• Make certain that there are no documents left in the schools or district offices and that all documents are accounted for.

• All materials should be in the proper order as explained in the Test Coordinator Manuals.

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Transferring Student Test Scores

• It is the responsibility of local school systems to ensure that test scores become a part of students' records as soon as possible after testing, and that such records follow students to their new schools.

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Dissemination of Test Scores• Results for individual students are critical for certain grades and

subjects. • Initial test results are released on the department’s secure portal,

MyGaDOE, or through Pearson Access. – To have access to these downloadable roster reports and data files, it is

imperative that System Test Coordinators acquire a login and password.

• Requests for data from other personnel in the system (e.g. principals, teachers, parents, etc.) will be directed to the System Test Coordinator.

• Individual student reports, rosters, school level summary reports, and system level reports are made available to districts via printed copy.

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Interpretation of Scores

• Score Interpretation Guides are available for each program.– Found on each program website.

• Over interpretation should be avoided.– Remember, each program is built to serve a

specific purpose; interpretation must be made in light of those purposes.

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State Board RulesThe most current rules below can be found on the GaDOE web site at the following link:

http://www.gadoe.org/pea_board.aspx?PageReq=PEABoardRules

State Board Rules relating to assessment include: • 160-3-1-.07 Testing Programs – Student Assessment • 160-4-2-.11 Promotion, Placement, and Retention• 160-4-2-.13 Statewide Passing Score• 160-1-3-.09 Waivers and Variances of High School Graduation Assessments• 160-4-2-.31 Hospital/Homebound (HHB) Services• 160-4-2-.34 Dual Enrollment• 160-4-2-.46 High School Graduation Requirements (1997-1998)• 160-4-2-.47 High School Graduation Requirements (2002-2003)• 160-4-2-.48 High School Graduation Requirements (2008-2009)• 160-4-5-.02 Language Assistance: Program for English Learners• 160-4-8-.12 Alternative/Non-Traditional Education Programs• 160-5-1-.07 Student Data Collection• 160-5-1-.14 Transfer of Student Records• 160 7 1 .01 Single Statewide Accountability System‐ ‐ ‐

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Assessment Online Formshttps://portal.doe.k12.ga.us/login.aspx

• Superintendent’s Certification Form January – June: Submit no later than July 31July – December: Submit no later than January 31

• Testing Irregularity Form• Rescore Request Form (Please email/call appropriate

Assessment Specialist as well)

• Special Administration Request Form – Requires letter from System Superintendent outlining

rationale for request in addition to Portal request

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Assessment Online Forms https://portal.doe.k12.ga.us/login.aspx

• Special Administration Request– STC > Superintendent > GaDOE

• Assessment Rescore Request– STC > GaDOE

• Testing Irregularity– STC > GaDOE

• Superintendent’s Test Certification– STC > Superintendent > GaDOE

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Assessment Online Forms https://portal.doe.k12.ga.us/login.aspx

• See the Online Forms QuickStart Guide on the Assessment and Accountability home page.

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Ethics and Assessment

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The highest form of ethics is doing the ethical thing when no one is watching.

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Ethical conduct on the part of educators andstudents is one component of assessment thatassures that a test is valid for the purpose forwhich it is used.

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A good testing program provides critical information to:

¤ Students ¤ Parents¤ Teachers ¤ School and

System¤ Community Members ¤ Administrators

The integrity of the assessment process is critical to all we do as educators.

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CODE OF ETHICS FOR GEORGIA EDUCATORS Revised 2009

The Professional Standards Commission (PSC) adopteda revised Code of Ethics for Georgia Educators in July2009.

The PSC also adopted a hierarchy of consequences, recommended by System Test Coordinators, that is published on their web site at http://gapsc.com.

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PSC Code of EthicsEducator Ethics Division • Rules • Code of Ethics • Moral Turpitude • Disciplinary Action Filing a Complaint

-General Complaint Form (PDF) -Testing Violation Complaint Form (PDF) -Abandonment of Contract Complaint Form (PDF)

• The Hearing Process • FAQ • Contacting Ethics • Testing

-Student Assessment in Georgia Schools (PDF) -Testing Ethics Short (PowerPoint) -Testing Report Form (PDF)

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Code of Ethics Guidelines for Student Assessmenton Georgia Professional Standards Commission website: www.gapsc.com

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Standard 11: Testing - An educator shall administer state-mandated assessments fairly and ethically.

• Unethical conduct includes but is not limited to: 1. committing any act that breaches Test Security;

and 2. compromising the integrity of the assessment.

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Test Security Reminders• Be thoroughly familiar with the Student Assessment

Handbook and test administration manuals.• Thoroughly train everyone involved in testing.• Make everyone in the school/system aware of the

importance of security and the consequences of violating security, including students, parents, community, custodians, cafeteria personnel, bus drivers.

• Follow all protocols.• Report problems in a timely manner.

– Including referrals to PSC– Principal’s Certification Form is required after each

administration and must be maintained by the System Test Coordinator for 5 years

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Test Security Reminders• Advanced planning is necessary• Solid logistical procedures must be in place• Secure storage before, during, and after must be

present• Clear and concise communication about roles and

responsibilities• Documented training• Lost test booklets constitute a breach of test

security and will result in a referral to PSC

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TOP PROGRAM TOPICS:THINGS TO KEEP ON YOUR RADAR

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OAS: Top Topics

• The Georgia OAS will be available for districts to use on August 15, 2011.

• The OAS will now maintain System Level (level 3) assessments each year.

• New reporting features are available and will be discussed in upcoming webinars.

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CRCT: Top Topics• Grades 1 and 2 will not be assessed. • The CRCT Enrollment System will be available Dec.

12- Jan. 13. Timely and accurate information is critical for shipping, scoring, and reporting.

• The CRCT Online Retest offers ease of implementation, enhanced security as test booklets and answer documents are not required, and a method for gauging a district’s online capacity and success with online testing.

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CRCT-M: Top Topics• Make certain that your schools administer the proper assessment to students. • IEP Teams must evaluate all students who achieved “Basic Proficiency” on the

CRCT-M in 2011 to determine whether on not the student should remain on the CRCT-M. All IEPs must contain evidence to support assessment placement.

• In order for a student who has achieved “Basic Proficiency” on the CRCT-M the prior year to remain on the CRCT-M the following year, the IEP team should conduct a re-evaluation that includes examining other evidence such as national and local tests that the district administers, class tests, and other student work. After consideration of all evidence, the IEP team determines the appropriate assessment for the student (CRCT or CRCT-M) and documents the decision in the IEP.

• The CRCT-M Enrollment System will be available Dec. 13- Jan. 14. Timely and accurate information is critical for shipping, scoring, and reporting.

• Participation Guidelines to assist IEP teams appears at: http://www.gadoe.org/ci_testing.aspx?PageReq=CI_TESTING_CRCTM

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EOCT: Top Topics• Two new EOCT tests - GPS Algebra and GPS Geometry• New Re-test administration windows will be added as an enhancement to the

EOCT program in 2011 – 2012. Details on these administrations will be forthcoming in guidance letter and webinar format.

– These re-tests will be intended to provide students who are not proficient on an EOCT (in a course that they have just completed) with one additional opportunity to demonstrate their proficiency on the assessment.

• Increased weight (20%) of EOCT for students enrolled in grade nine for the first time in 2011 – 2012 and beyond

• A new “staggered” delivery schedule – the initial shipment of materials to systems will occur closer to each system’s window (for those that test later in the state window) to assist systems in terms of storage capacity and to enhance security.

• New security procedures for local scanning will be implemented beginning with the Winter 2011 administration.

• Return all test booklets and secure materials in a timely manner.

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EOCT Scheduling Parameters• The “stakes” for the EOCT will change in 2011 – 2012 as it

becomes Georgia’s high school accountability assessment in addition to serving as a final exam for students.

• Diligent attention must be given to the development of a schedule that protects the security and integrity of the test administration.

• Systems should regularly review school scheduling practices to ensure secure test administration. If further guidance is necessary, contact the Assessment Administration Division to discuss scheduling scenarios at least two to four weeks before your local testing window opens.

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EOCT Scheduling ParametersThe following are some examples of scheduling options for the EOCT:• One-day administration: All students take Biology/Section I in a morning session and

Biology/Section II in an afternoon session or All students take both Biology/Sections I and II in one session that is divided by the break (5 minutes) as prescribed in the Examiner’s Manual.

• Two-day administration: All students test Biology/Section I on Monday and Biology/Section II on Tuesday during scheduled class periods.

• Block scheduling: All students take Biology/Section I on Monday and take Biology/Section II on Tuesday using a two-day administration or “Group A” takes Biology/Sections I and II on Monday and “Group B” takes Biology/Sections I and II on Tuesday, using a one-day administration.

• Systems may elect to test by subject or by period following a typical exam schedule that conforms to the guidance above.

Allowing flexibility in the scheduling of the EOCT, to meet the variety of school schedules that exist, is dependent upon everyone involved in the administration protecting the integrity of the program.

Review the EOCT section of the 2011 – 2012 Student Assessment Handbook for further details on this topic.

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ACCESS for ELLs: Top Topics• Maintain a file of examiners who have earned scores

of 80% or higher on the domains of ACCESS for ELLs that they will be responsible for administering in 2012.

– Remember, examiners must re-certify on an annual basis.

• Monitoring Training of Examiners– No changes to usernames and passwords

• Closely monitor the number of English language learners in your systems to ensure an accurate order of materials in December.

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GAA : Top Topics• The high school GAA will assess standards that derive from the Access

courses taken by students with significant cognitive disabilities. • For high school mathematics, students may be assessed on standards

from an integrated course or discrete courses. This will be dependent upon the courses selected by the local system.

• Retest opportunities will begin during the 2011–2012 school year for high school students who did not earn a proficient score in one or more content areas.

• Student work becomes secure test material once it has been placed in the assessment binder as a piece of evidence.

• The required Validation Form must be completed and signed by both the person submitting the portfolio and the building administrator.

• Grades 1 and 2 will not be assessed.

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GHSGT: Top Topics• Mathematics is now fully aligned with GPS and on the GPS scale.

The process of phasing-out this assessment begins in 2011 – 2012:• Students who entered grade 9 for the first time between July 2008 and

June 2011 may apply a passing score on one of their two subject-area EOCT in lieu of a passing scores on the corresponding subject-area GHSGT.

• Students who entered grade 9 for the first time prior to July 2008 must still pass each subject-area GHSGT to be eligible for a Georgia diploma.

• ELA, Science and Social Studies QCC forms have been discontinued.• GHSGT will not be used for AYP 2012 calculations.• Spring GHSGT Pre-Id labels will no longer be available.• Summary reports will no longer be provided following the spring

administration.

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Writing: Top Topics

• All students still must pass the Georgia High School Writing Test (GHSWT) to be eligible to receive a Georgia diploma.

• GHSWT September main administration is on Tuesday, September 27, 2011 with the make-up administration on Wednesday, September 28, 2011.

• SchoolHouse will again be available for ordering materials for the grade 8 writing assessment (beginning October 3, 2011) and grade 5 writing assessment (beginning November 21, 2011). The spring GHSWT will be ordered beginning Nov. 21, 2011 through SchoolHouse.

• New in 2011 – 2012: Student performance data for the Grade 3 Writing Assessment will be collected using a new online web-based application. Training on the new tool will be provided via webinar in late January 2012.

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NAEP: Top Topics• The National Assessment of Educational Progress

(NAEP) collects data about what students know and can do in a variety of subjects.

• Participation in NAEP is required by federal and state law.

• Schools and students are sampled by NCES to represent national and state demographics.

• Assessment is administered by contracted team.• Scores are calculated and reported for states and

selected districts only.

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GKIDS: Top Topics• Teachers should contact the school coordinator first and then

the system test coordinator for assistance with GKIDS.• Teachers should enter student information into the website in

a timely manner.• Students who transfer from a school/classroom should be

released through the GKIDS website so they can be acquired by the new teacher.

• GTID issues should be addressed with the school student database contact and/or Kathy Aspy at the GaDOE.

• There is not a required baseline or end of year summary of required elements.

• Teachers are responsible for students’ end of year report.

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Contact InformationMelissa Fincher

Associate Superintendent, Assessment and Accountability(404) 651-9405; [email protected]

Melodee Davis, Ph. D.Director, Assessment Research and Development

(404) 657-0312; [email protected]

Anthony (Tony) EitelDirector, Assessment Administration(404) 656-0478; [email protected]

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Contact InformationCriterion Referenced Competency Tests (CRCT) Joe Blessing404.656.2589;[email protected]

End of Course Tests (EOCT) Melissa Faux 404.656.5975;[email protected]

Georgia High School Graduation Test (GHSGT), Writing AssessmentsMichael Huneke404.232.1208;[email protected]

National Assessment of Educational Progress (NAEP), Georgia Kindergarten Inventory of Developing Skills (GKIDS) Bobbie Bable404.657.6168;[email protected]

Criterion Referenced Competency Tests - Modified (CRCT-M) Mary Nesbit-McBride404.232.1207;[email protected]

ACCESS for ELLs, Georgia Alternate Assessment (GAA) Deborah Houston404.657.0251;[email protected]

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Evaluation Link

http://www.zoomerang.com/Survey/WEB22CPYA8HTG7/

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Questions?

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Documents

System Test Coordinators Fall 2011 Conference Assessment Division 1