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Georgia’s Student Assessment Program Spring 2013 Update Georgia Council of Administrators of Special Education Georgia’s Student Assessment Program Spring 2013 Update Georgia Council of Administrators of Special Education (G-CASE) Conference Athens, GA March 20, 2013 Tony Eitel Ga. DOE Assessment Administration Division Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org

Today’s Topics • Transition of Georgia assessments to the CCGPS • RT 3 Assessment Today’s Topics • Transition of Georgia assessments to the CCGPS • RT 3 Assessment Resources • PARCC (including accommodations) • NCSC (Natl. Center & State Collaborative) Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 2

Assessment Transition to the Common Core Georgia Performance Standards (CCGPS) Dr. John D. Barge, Assessment Transition to the Common Core Georgia Performance Standards (CCGPS) Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org

CCGPS Implementation: Georgia Student Assessment Program • CCGPS: English Language Arts & Mathematics • CCGPS Implementation: Georgia Student Assessment Program • CCGPS: English Language Arts & Mathematics • Georgia will continue to administer state assessments until PARCC is implemented in 2014 -2015 • Remember, Science and Social Studies are in state law – but not in design by PARCC • As the CCGPS is implemented in classrooms this school year (2012 -2013), the state assessments will transition to measure the CCGPS. • The Test Content Descriptions for the CRCT and EOCT clearly delineate the CCGPS standards in Reading (CRCT), ELA, and Mathematics. . . Listing the standards and associated skills/concepts addressed in the assessments Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 4

CCGPS Implementation: Georgia Student Assessment Program • The following state assessments will transition to CCGPS Implementation: Georgia Student Assessment Program • The following state assessments will transition to measure the CCGPS in 20122013: GKIDS GAA • CRCT-M EOCT NOTE: EOCT – In ELA, all grades transition to CCGPS (no phase in) – In Mathematics, grades K – 9 transition this school year (Coordinate Algebra), with grade 10 transitioning next school year (2013 -2014: Analytic Geometry) Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 5

CCGPS Implementation: Georgia Student Assessment Program • The Writing Assessments will remain as currently CCGPS Implementation: Georgia Student Assessment Program • The Writing Assessments will remain as currently structured (on-demand prompts) – The attributes of effective writing remain the same regardless of what initiated the writing • Connections Resource Guides detail alignment of the CCGPS and WA rubrics are posted http: //www. gadoe. org/Curriculum-Instruction-and-Assessment/Pages/Writing. Assessments. aspx Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 6

CCGPS Implementation: Georgia Student Assessment Program • Focus of the ELA and Mathematics assessments CCGPS Implementation: Georgia Student Assessment Program • Focus of the ELA and Mathematics assessments will be the CCGPS • CCGPS items were field tested in Spring 2012 (and this continues during 2012 -2013) • Revised assessment resources (e. g. , Content Descriptions) are posted http: //www. gadoe. org/Curriculum-Instruction-and. Assessment/Pages/default. aspx Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 7

Transition Standards • What are transitional standards in mathematics? – Those standards taught in Transition Standards • What are transitional standards in mathematics? – Those standards taught in one grade level under the GPS that are taught in a different grade level under the CCGPS • For example, a concept or skill that was in 5 th grade under the GPS is now in 4 th grade under the CCGPS. This year’s 5 th grade students would not receive exposure to this concept under the CCGPS. • Ga. DOE Curriculum & Assessment has identified these concepts and skill as transitional standards. • The CRCT Test Content Descriptions address these specifically. These are subject to assessment in the grades in which they are taught. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 8

Transition Standards Dr. John D. Barge, State School Superintendent “Making Education Work for All Transition Standards Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 9

Language Progressive Skills: ELA Students advancing through the grades are expected to meet each Language Progressive Skills: ELA Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, there are identified skills and understandings in ELA Standards 1 -3 that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking. These skills are subject to assessment. The CRCT Test Content Descriptions address these specifically Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 10

Progressive Skills: ELA Dr. John D. Barge, State School Superintendent “Making Education Work for Progressive Skills: ELA Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org CRCT ELA Content Descriptions – page 25. 11

Sample CRCT Item: ELA In the grade 8 CC, students are expected to utilize Sample CRCT Item: ELA In the grade 8 CC, students are expected to utilize and control the active and passive voices effectively and appropriately. Students will continue to evaluate tense and verb usage, as in the GPS; however, in the Grade 8 CC, analysis expands to include identification / correction of errors in voice and mood. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 12

Sample CRCT Item: ELA In the grade 7 CC, students are expected to express Sample CRCT Item: ELA In the grade 7 CC, students are expected to express ideas clearly and precisely, without using unnecessary, wordy, or redundant language. In the GPS students were expected to identify extraneous information; however, the grade 7 CC also measures students’ ability to hone relevant language for precision and clarity. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 13

Sample CRCT Item: Mathematics In the grade 3 CC, students are expected to specifically Sample CRCT Item: Mathematics In the grade 3 CC, students are expected to specifically recognize fractions that are equivalent to whole numbers. In the GPS, the focus was on understanding that fractions represent equal sized parts of a whole. This understanding is still a focus in the grade 3 CC as well, but goes beyond the specifics of GPS. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 14

Sample CRCT Item: Mathematics In the grade 6 CC, students are expected to find Sample CRCT Item: Mathematics In the grade 6 CC, students are expected to find the volume of right rectangular prisms specifically with fractional edges. In the GPS, the focus in grade 6 was also on finding the volume of rectangular prisms but fractional edge lengths were not the focus. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 15

Sample CRCT Item: Mathematics In the grade 8 CC, students are expected to apply Sample CRCT Item: Mathematics In the grade 8 CC, students are expected to apply the Pythagorean Theorem to find the distance between two points. In the GPS, the focus was on applying properties of a right triangle including the Pythagorean Theorem to find a missing part of a right triangle. The CC standard is more “abstract” and requires that the students recognize that they need to draw in the right triangle on the coordinate grid. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 16

Race To The Top Assessment Resources Dr. John D. Barge, State School Superintendent “Making Race To The Top Assessment Resources Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org

RT 3 Assessment Resources • CCGPS Formative Item Bank • Interim Benchmarks • Assessment RT 3 Assessment Resources • CCGPS Formative Item Bank • Interim Benchmarks • Assessment Literacy/Formative Instruction Online Learning Modules Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 18

CCGPS Formative Item Bank • Approximately 750 new ELA and mathematics items are now CCGPS Formative Item Bank • Approximately 750 new ELA and mathematics items are now loaded into the Online Assessment System (OAS Level 2) • Another round of field testing has taken place in recent weeks. . . With availability of more items scheduled for Fall 2013 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 19

Sample CCGPS Formative ELA Item Compare and contrast the two farmers and their farms. Sample CCGPS Formative ELA Item Compare and contrast the two farmers and their farms. What could each farmer learn from the other? Support your conclusions with numerous appropriate examples from the story. Actual Student Response 1: Oliver should relise that it doesn’t matter how it looks it just needs to be healthy. Actual Student Response 2: They both own a farm and they both are farmers. They both grow crops. They grow different crops. Abe’s crops did not grow in strait rows. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 20

Key Findings from Phase I Pilot • On open-ended items, preponderance of score points Key Findings from Phase I Pilot • On open-ended items, preponderance of score points 1 and 2 – Incomplete responses – Responses hampered by writing skills – Students did not show work in mathematics; did not cite evidence from text in ELA; and in general, could not explain why they did what they did • Students should be earning 3 s or 4 s to demonstrate grade-level mastery of the standards Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 21

Implications for the Classroom • Clearer directions for students so they understand the expectations Implications for the Classroom • Clearer directions for students so they understand the expectations of a good response – Complete sentences, good grammar and syntax – Connections – Explanations and rationales • Student self-checklists to assist students in assessing their own responses working on tasks • Reinforce instructional recommendations to teachers – Instruction aligned with CCGPS content and rigor – Classroom assessments designed with focus on students articulating how they know what they know – Lessons and classroom assessments integrate knowledge; thus, address multiple standards and domains Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 22

Interim Benchmark Assessments • 24 Interim Benchmark Assessments will be mini-summative and ALL in Interim Benchmark Assessments • 24 Interim Benchmark Assessments will be mini-summative and ALL in OAS Level 3 – ELA in Grades 1 – HS (9 th Grade Literature, 10 th Grade Literature, American Literature) – Mathematics in Grades 1 – HS (Coordinate Algebra, Analytic Geometry, and Advanced Algebra) – Bank (for system-level staff to select from) of Science and Social Studies items in Grades 3 – HS (Biology and U. S. History) Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 23

Interim Benchmark Assessment Availability Phase 1—Targeted for Fall 2013 • Grades/Content Areas Targeted for Interim Benchmark Assessment Availability Phase 1—Targeted for Fall 2013 • Grades/Content Areas Targeted for Phase 1: – Grades 1 – 3 ELA and Math – Grade 6 – 8 ELA – High School Coordinate Algebra, 10 th Grade Literature and U. S. History Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org Phase 1 Pilot in Late April – May 2013 24

Interim Benchmark Assessment Availability Phase 2—Fall 2014 • Grades/Content Areas Targeted for Phase 1: Interim Benchmark Assessment Availability Phase 2—Fall 2014 • Grades/Content Areas Targeted for Phase 1: – Grades 4 – 5: ELA and Math – Grades 6 – 8: Math – High School: 9 th Grade Literature, Biology, 11 th Grade Literature, Analytic Geometry, Advanced Algebra Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org Phase 2 Pilot in Spring 2014 25

Assessment Literacy Georgia Formative Instructional Practices: Keys to Student Success • Seven On-Line Modules Assessment Literacy Georgia Formative Instructional Practices: Keys to Student Success • Seven On-Line Modules – Foundations of Formative Instructional Practices (5) – Leading and Coaching Formative Instruction Learning Path (2) Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 26

Georgia Formative Instructional Practices: Keys to Student Success 1. Introduction to Formative Instructional Practices Georgia Formative Instructional Practices: Keys to Student Success 1. Introduction to Formative Instructional Practices • Understand what formative instructional practices are • Become familiar with key research findings related to the effects of formative instructional practices on student achievement 2. Clear Learning Targets • Understand the benefits of learning targets • Know how to ensure learning targets are clear to the teacher • Know how to make learning targets clear to students Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 27

Georgia Formative Instructional Practices: Keys to Student Success 3. Collecting and Documenting Evidence of Georgia Formative Instructional Practices: Keys to Student Success 3. Collecting and Documenting Evidence of Student Learning • Know how to collect accurate formative evidence of student learning • Know how to document formative evidence of student learning 4. Analyzing Evidence and Providing Effective Feedback • Know how to use methods of assessment formatively in order to analyze evidence of student learning • Understand what makes feedback effective • Know how to provide effective feedback Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 28

Georgia Formative Instructional Practice: Keys to Student Success 5. Student Ownership of Learning: Peer Georgia Formative Instructional Practice: Keys to Student Success 5. Student Ownership of Learning: Peer Feedback, Self-Assessment, and More • Know how to prepare students to give each other effective feedback • Know how to prepare students to self-assess with a focus on learning targets • Know how to prepare students to create specific and challenging goals • Know how to prepare students to track, reflect on, and share their learning with others Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 29

Georgia Formative Instructional Practice: Keys to Student Success 6. Leading Formative Instructional Practices • Georgia Formative Instructional Practice: Keys to Student Success 6. Leading Formative Instructional Practices • Know how to promote formative instructional practices and support school-wide change • Know how to lead quality formative instructional practice implementation in your school • Understand the importance of developing a balanced assessment system Target audience: District and school leaders Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 30

Georgia Formative Instructional Practice: Keys to Student Success 7. Coaching Formative Instructional Practices • Georgia Formative Instructional Practice: Keys to Student Success 7. Coaching Formative Instructional Practices • Know how to plan for the change process and to promote a systemic approach to formative instructional practices. • Know how to leverage blended learning and professional learning teams. • Understand how to sustain the implementation of formative instructional practices. • Know how to provide teachers with effective feedback as they learn about formative instructional practices. • Know how to employ resources and strategies that support formative instructional practices. Target audience: Instructional coaches, curriculum supervisors, department heads, district and school leaders Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 31

Partnership for Assessment Readiness for Colleges & Careers (PARCC) Dr. John D. Barge, State Partnership for Assessment Readiness for Colleges & Careers (PARCC) Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org

Common Core Assessment • Georgia is a governing state within the Partnership for the Common Core Assessment • Georgia is a governing state within the Partnership for the Assessment of Readiness for College and Careers (PARCC), a consortium of 23 states focused on building a common assessment based on the Common Core. – Implementation is planned for the 2014 -2015 SY Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 33

PARCC States Dr. John D. Barge, State School Superintendent “Making Education Work for All PARCC States Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 34

Georgia & PARCC • Ga. DOE staff – and some local system staff and Georgia & PARCC • Ga. DOE staff – and some local system staff and other external stakeholders – are involved in PARCC’s work. • This includes senior staff along with staff from the Curriculum, Instruction, Assessment Division and the Technology Services Division – Including Curriculum, Assessment & Accountability, and Special Education Services & Supports • Ga. DOE staff have served on multiple “working groups” that are engaged in the following areas: – – – The assessment’s content and design The research on which the assessment design will be based Its technology features and requirements The engagement of educators in its implementation Accommodations and how students with disabilities and ELs will interact with the assessment. 35

Assessment Design English Language Arts/Literacy and Mathematics, Grades 3 -11 2 Optional Assessments/Flexible Administration Assessment Design English Language Arts/Literacy and Mathematics, Grades 3 -11 2 Optional Assessments/Flexible Administration Diagnostic Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD • Non-summative Mid-Year Assessment • Performance-based • Emphasis on hard-to -measure standards • Potentially summative Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org Performance-Based Assessment (PBA) • Extended tasks • Applications of concepts and skills • Required End-of-Year Assessment • Innovative, computer-based items • Required Speaking And Listening Assessment • Locally scored • Non-summative, required 36

Summative Assessment Components • • Performance-Based Assessment (PBA) administered as close to the end Summative Assessment Components • • Performance-Based Assessment (PBA) administered as close to the end of the school year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text. The mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The ELA/literacy EOY will focus on reading comprehension. The math EOY will be comprised of innovative, machine-scorable items Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org Performance-Based Assessment (PBA) • Extended tasks • Applications of concepts and skills End-of-Year Assessment • Innovative, computerbased items 37

Use of Technology. Enhanced Items • Present assessment material and capture student responses in Use of Technology. Enhanced Items • Present assessment material and capture student responses in a way that cannot be accomplished with paper and pencil • Ex. : simulation, interactivity, drag-and-drop Electronic Item Banking • Adherence to recognized technology standards will allow for supports and accessibility information to be embedded in digital test items Student Access & Engagement • Electronically tagged items will allow for proper supports to activate for individual students, promoting access for students with disabilities and ELs. • Technology-enhanced items may include interactive elements Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 38

PARCC Resources http: //www. parcconline. org/ • Model Content Frameworks Sign up to receive PARCC Resources http: //www. parcconline. org/ • Model Content Frameworks Sign up to receive PARCC news & updates – Serve as bridge between Common Core and the PARCC assessments http: //www. parcconline. org/parcc-model-content-frameworks • Sample Prototype Items Be sure to read the supporting documentation for each item – Illustrative only; not all encompassing http: //www. parcconline. org/samples/item-task-prototypes Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 39

Sample PARCC ELA Item: Evidence-Based Selected Response Dr. John D. Barge, State School Superintendent Sample PARCC ELA Item: Evidence-Based Selected Response Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 40

Sample PARCC ELA Item: Analytical Prose Constructed-Response Item #1: Based on the information in Sample PARCC ELA Item: Analytical Prose Constructed-Response Item #1: Based on the information in the text “Biography of Amelia Earhart, ” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 41

Sample PARCC ELA Item: Analytical Prose Constructed-Response Item #2: You have read three texts Sample PARCC ELA Item: Analytical Prose Constructed-Response Item #2: You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are: • “Biography of Amelia Earhart” • “Earhart's Final Resting Place Believed Found” • “Amelia Earhart’s Life and Disappearance” Consider the argument each author uses to demonstrate Earhart’s bravery. Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 42

Sample PARCC Mathematics Item Dr. John D. Barge, State School Superintendent “Making Education Work Sample PARCC Mathematics Item Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 43

Sample PARCC Mathematics Item Dr. John D. Barge, State School Superintendent “Making Education Work Sample PARCC Mathematics Item Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 44

Proposed PARCC Accommodations PARCC has committed to developing a common PARCC Accommodations Manual by Proposed PARCC Accommodations PARCC has committed to developing a common PARCC Accommodations Manual by Spring 2013 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 45

Goals for Promoting Student Access • Apply principles of Universal Design for accessible assessments Goals for Promoting Student Access • Apply principles of Universal Design for accessible assessments throughout every stage of developing assessment components, items, and performance tasks • Minimize/eliminate features of the assessment that are irrelevant to what is being measured, so that all students can more accurately demonstrate their knowledge and skills • Measure the full range of complexity of the standards • Leverage technology for delivering assessment components as widely accessible as possible Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 46

Goals for Promoting Student Access • Build accessibility throughout the test itself with no Goals for Promoting Student Access • Build accessibility throughout the test itself with no trade-off between accessibility and validity • Use a combination of ‘accessible’-authoring and accessible technologies from the inception of items and tasks • Established Committees on Accessibility, Accommodations, and Fairness comprised of knowledgeable testing officials from member states and national experts Open Policies for Public Comment Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 47

What is an accommodation? • A testing accommodation is a change in how a What is an accommodation? • A testing accommodation is a change in how a test is presented or how the test-taker responds, which may include changes in the presentation format, response format, timing, or scheduling. • This term generally refers to changes that do not significantly alter what the test measures. • It stems from a student need; it is not intended to give the student an unfair advantage – nor be intended to “ensure proficiency”. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 48

Embedded Supports Being Discussed • • • • Screen readers/text-to-speech/speech-to-text software Highlighting Enlargement of Embedded Supports Being Discussed • • • • Screen readers/text-to-speech/speech-to-text software Highlighting Enlargement of text/graphics Customized colors Graphic organizers or representations Customized dictionary or other home language supports Embedded/pop-up glossary Reducing visual distractions surrounding written text Captions for audio Descriptive audio for students with visual impairments Option response: adapted keyboards, Sticky. Keys, Mouse. Keys, Filter. Keys Braille Signing supports (Will be ASL) Assistive Technology Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 49

Why Must PARCC Have Common Assessment Accommodations Policies? • One of the primary objectives Why Must PARCC Have Common Assessment Accommodations Policies? • One of the primary objectives of PARCC is to report comparable results across all states in the Consortium. • In order to achieve comparability in results, students must have common comparable testing experiences. • Therefore, accommodations policies for SWDs and ELs, among other factors, must be commonly defined and implemented across PARCC states. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 50

Accommodations Comparability Issues While PARCC states currently allow for the provision of a range Accommodations Comparability Issues While PARCC states currently allow for the provision of a range of accommodations that are common among them, there a few that are not commonly allowed: Reading access accommodation (Oral Reading) Writing response accommodations Calculator use accommodations Braille and signing support accommodations Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 51

Why Release Select Draft Policies in Spring 2013? • Teachers need to know which Why Release Select Draft Policies in Spring 2013? • Teachers need to know which accommodations will be offered • Public feedback is essential to state-led policy development • States need to know if PARCC accommodations policy decisions will impact current state regulations, policies, etc. • Accommodations information is necessary for field testing and item try-outs Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 52

Timeline For Adopting Common Accommodations Policies • DRAFT PARCC Accommodations Manual (for SWDs and Timeline For Adopting Common Accommodations Policies • DRAFT PARCC Accommodations Manual (for SWDs and ELs) posted for public comment. . . April – May 2013 • PARCC Governing Board votes on PARCC Accommodations Manual. . . June 2013 http: //www. parcconline. org/parcc-accessibility-accommodations-andfairness http: //parcconline. org/open-policies-public-comment Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians ” www. gadoe. org 53

National Center and State Collaborative (NCSC) http: //www. ncscpartners. org/ 54 National Center and State Collaborative (NCSC) http: //www. ncscpartners. org/ 54

What is NCSC? A consortium that includes: • National Center on Educational Outcomes (NCEO) What is NCSC? A consortium that includes: • National Center on Educational Outcomes (NCEO) as the host and fiscal agent, along with; • the National Center for the Improvement of Educational Assessment (NCIEA), the University of Kentucky (UKY), University of North Carolina at Charlotte (UNCC), ed. Count; • And 18 state partners: Alaska, Arizona, Connecticut, District of Columbia, Florida, Georgia, Indiana, Louisiana, Nevada, New York, North Dakota, Pacific Assessment Consortium (PAC-6)*, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, and Wyoming. 55

The goal of NCSC • To develop a system of assessments supported by curriculum, The goal of NCSC • To develop a system of assessments supported by curriculum, instruction, and professional development to ensure that students with significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for post-secondary options. • NCSC is focused on the development of an alternate assessment based on alternate achievement standards (AAAAS). Georgia’s current “AA-AAS” (or “ 1% assessment”) is the Georgia Alternate Assessment (GAA). • NCSC is developing a full system intended to support educators, which includes formative assessment tools and strategies (in addition to a summative assessment tool), professional development, and management systems to ease the burdens of administration and documentation. 56

Design • The NCSC design is NOT a portfolio-based alternate assessment. • Instead, the Design • The NCSC design is NOT a portfolio-based alternate assessment. • Instead, the design consists of on-demand items/tasks. • There is a “trade-off” between the flexibility of the current portfolio model in Georgia (teacher selection of standards, tasks, etc. ) vs. a bank of designated ondemand items/tasks. As with anything, advantages and disadvantages exist with either model. • Incorporation of technology in the administration/scoring of the assessment. 57

Georgia & NCSC • Just as with PARCC’s work, Ga. DOE staff is involved Georgia & NCSC • Just as with PARCC’s work, Ga. DOE staff is involved in the work of NCSC. • These staff members serve in the Assessment & Accountability and Special Education Services & Supports Divisions. • Ga. DOE staff and local system staff involved in this project serve on working groups that are focused on: – The assessment’s content and design – Future professional development needs of teachers who will use the tools and assessments developed • Teachers who administered the GAA in 2010 – 2011 are completed a web-based survey regarding the learning characteristics of students to help inform the development process. • There may be future opportunities for the participation of classroom educators in the process during 2013 -2014. 58

NCSC Timeline 2010 -11 School Year: Launch & Design phase begins 2011 -12 School NCSC Timeline 2010 -11 School Year: Launch & Design phase begins 2011 -12 School Year: Design phase continues & Development of the common assessment begins 2012 -13 and 2013 -14 School Years: Small Scale Item Try-Outs, related research and data collection, Item Development and Review, Cognitive Labs, etc. 2014 -15 School Year: Field Testing - potential for use as accountability assessment in states that choose to do so? 59

Thank you! 60 Thank you! 60