georgia milestones update - gael · richard woods, georgia’s school ... • 2-point score value...

Richard Woods, Georgia’s School Superintendent“Educating Georgia’s Future”

gadoe.org

Melissa Fincher, Ph.D.Deputy Superintendent, Assessment & Accountability

[email protected]

Georgia Milestones UpdateFall GACIS

September 2016

http://www.gadoe.org/

mailto:[email protected]

Richard Woods, Georgia’s School Superintendent

“Educating Georgia’s Future”gadoe.org



Educator Participation in Georgia Milestones Meetings

Statewide Schools• Georgia Cyber Academy• Georgia Virtual School (GaVS)• State Schools

Higher Ed• Technical College System of Georgia• University System of Georgia




gadoe.org

2016-2017






Spring 2017 Scoring and Reporting Timelines

• There were a multitude of factors that contributed to the scoring and reporting delays in 2016.‒ Delays were not solely DRC’s fault; return protocols as

outlined in manuals must be followed.

• It is imperative we know when each district is testing so that we can plan accordingly.

• In scheduling local windows, it is critical to factor in return of paper documents. ‒ The clock begins when documents arrive at the scoring center.

• As soon as we have definitive details, we will share.







Reading & Evidenced Based WritingSpring 2017

• Beginning in Spring 2017, students will take the 5- question section of the ELA test that contains the extended writing prompt on day 1 of testing.‒ Within this section, students read two short passages, answer 3 multiple-

choice and 1 constructed-response items, and then answer an extended-writing prompt.

‒ The structure of this section remains the same – only it’s order in the administration is being considered.

‒ This decision was made based on feedback as well as to allow additional time for scoring.

For future administrations, GaDOE is considering administering this section earlier in the school year – beginning in the 2017-2018 school year.

Remember: Four of the items contribute to the Reading and Vocabulary domain, with only the extended writing task contributing to the Writing and Language domain.







Spring 2017

Technology Enhanced (TE) Items• As planned and communicated, TE items will be

included on the 2016-2017 operational forms in ELAand Mathematics‒ these include multi-part/multi-select items‒ examples are included as part of the Experience Online

Testing website‒ Assessment Guides are being updated

• TE items will be field tested in Science and Social Studies (grades 5 and 8 and EOC)



http://www.gaexperienceonline.com/





Technology Enhanced Items• English Language Arts

‒ Evidence-Based Selected-Response (EBSR) items

• Mathematics‒ Multiple-select items‒ Multi-part/multi-select items







• A two-part multiple-choice item that requires students to complete both parts ‒ First part answers inferential or key concept question related

to text. Includes one correct response‒ Second part is evidence from the text used to support the

inference or idea. May include one or more correct response(s)

• Provides opportunity for increased cognitive rigor• Students support key ideas and concepts with textual

evidence• 2-point score value with opportunity for partial credit

‒ Part One and Two must be correct to receive 2-Points. 1-Point if only Part One is correct.

Evidence-Based Selected Response







Evidence-Based Selected Response Student View Page 1







Evidence-Based Selected Response Student View Page 2







Mathematics Two-Part Items• Items are a combination of multiple-choice or

multiple-select‒ Can be two different types or two of the same type

• The student receives 1 point for each part







MathematicsMultiple-Select Items

• Allows for more than one correct answer• There are five or six options listed• Number of selections are limited to the number of

correct responses• Provides students with the opportunity to show

fluency and/or multiple representations • 2 points for all correct or 1 point for a specific

combination(s).







Mathematics Two-Part Items







MathematicsMultiple-Select Item







Benefits of TE Items

• Provides scaffolding for multi-step responses• Meets demands of new standards for analysis • Provides evidence of close reading/mathematical

processes • Drives deeper instruction







Spring 2017Science and Social Studies• Revised content standards – the Georgia Standards for Excellence – were

adopted by the State Board of Education for implementation in the 2017-2018 school year.

• Committees of Georgia educators have recommended test blueprints revisions based on the new standards.

• To prepare for operational administration, beginning with Winter 2017, items will be field tested in Spring 2017.

‒ This means students may not have received direct instruction on some concepts and skills but the purpose of the field test is to evaluate the items, not students.

• The first administration of the GSE assessments in Science and Social Studies will be Winter 2017 and Spring 2018.‒ Fall Mid-Month administrations of the GSE forms for Physical Science,

Biology, US History, and Economics will not be available; GPS-aligned forms will be available for make-ups and/or course completions.

It is possible we will need seek an SBOE waiver for the 2017-2018 school year for the EOC given achievement standards will need to be revisited after the spring administrations. We anticipate that scores will be delayed for these content areas; districts and schools should plan accordingly.







Senate Bill 364• Eliminates the Science and Social Studies EOG measures

in grades 3, 4, 6, and 7 beginning in the 2016-2017 school year.‒ Grade 3: ELA – Mathematics ‒ Grade 4: ELA – Mathematics‒ Grade 5: ELA – Mathematics – Science – Social Studies‒ Grade 6: ELA – Mathematics‒ Grade 7: ELA – Mathematics‒ Grade 8: ELA – Mathematics – Science – Social Studies

• Science and Social Studies items in grades 3, 4, 6, and 7 will be loaded into GOFAR for formative use.‒ Timing TBD due to logistics







Senate Bill 364

• Eliminates the Science and Social Studies EOG measures in grades 3, 4, 6, and 7 beginning in the 2016-2017 school year.‒ Student Growth Percentiles cannot be calculated for science

and social studies beginning in 2016-2017, given there are no prior assessments

‒ Given the reduction, there is additional flexibility for district testing schedules – but, districts should carefully consider implications for scoring and reporting.







Senate Bill 364Calls for formative assessments in grades 1 and 2• “…each local school system shall administer, with state

funding, a research based formative assessment with a summative component that is tied to performance indicators in English, language arts/reading, and mathematics in grades one and two, subject to available appropriations.”

• “Each local school system is strongly encouraged to develop and implement a program of multiple formative assessments in reading and mathematics for kindergarten through fifth grade to ensure students entering sixth grade are on track to meet grade-level expectations, including mastery in reading by the end of third grade to prepare for the infusion of literacy in subsequent grades and master in basic mathematics skills by the end of fifth grade....’

…GaDOE is conceptualizing the development of these resources, ensuring integration with GKIDS and Georgia Milestones…

In the interim, districts may use local measures and/or GaDOE-provided resources such as the Grades 1 and 2 benchmarks and items housed in GOFAR.







Senate Bill 364

• Directs the State Board of Education “to study and adopt policies beginning with the 2017-2018 school year, that will move the End of Grade (EOG) and EOC state testing windows as close to the end of the school year or semester as possible.”‒ The published state testing windows for the EOG in 2016-

2017 will not change.‒ The state testing windows for the EOC already meet this

requirement.

We will keep districts updated on all discussions and considerations.







Testing RuleSBOE Rule 160-3-1-.07

TESTING PROGRAMS – STUDENT ASSESSMENT• Amendment sought to

‒ Remove references to the Georgia High School Graduation Tests (GHSGT) and Georgia High School Writing Test (GHSWT)

‒ To remove the requirements for the grades 3, 4, 6, and 7 assessments in science and social studies

‒ Extends the EL-M period from 2 to 4 years (per ESSA)‒ Provision of accommodations remains limited to 2 years

‒ Adds requirement for formative assessments in grades 1 and 2, subject to appropriations







Testing Rule Amendment

Current EOC Requirements• All students enrolled in a course associated with an EOC

must take the EOC.• The EOC contributes 20% to the student’s final course

grade.• The EOC is used in CCRPI calculationsProposed Flexibility for MOWR Students • All students participate in certain EOCs (9th Grade

Literature; Algebra I/Coordinate Algebra; and Biology)• MOWR students enrolled in post-secondary courses in

other EOC-related courses would not be required to take EOCs







Testing Rule Amendment

• Testing Rule amendment to ‘exempt’ MOWR students from the EOC other than those required by ESSA (suggest 9th Grade Literature; Algebra I/Coordinate Algebra; Biology)

• To ensure high schools are not negatively impacted, use the college-issued grade in the CCRPI for remaining EOC-related courses, for example:‒ A = Distinguished Learner‒ B = Proficient Learner‒ C = Proficient Learner‒ D/F = Beginning Learner







Testing RuleSBOE Rule 160-3-1-.07

TESTING PROGRAMS – STUDENT ASSESSMENT

Rule Amendment Timeline‒ Initiate Rule Amendment: September 2016‒ Public Review/Comment: September-October 2016‒ Adopt Rule Amendment: November 2016

Changes would go into effect prior to the Winter 2016 EOC administration.







GKIDS Readiness Check

• The GKIDS Readiness Check is:• designed to augment (not replace) GKIDS and be

administered during the first six weeks of kindergarten;• designed to highlight knowledge and skills critical for

student success in learning, solely to guide instruction;• aligned to the Georgia Early Learning Development

Standards (GELDS) and correlated to the Georgia Standards of Excellence for kindergarten; and

• assesses 20 essential concepts and skills.







GKIDS Readiness Check: Fall 2016 Inaugural Launch • The purpose of the inaugural launch is to obtain feedback from participating

kindergarten teachers regarding administration procedures and the utility of results.

• Assessment Window• First six weeks of each district’s school year• Assessment may occur at any time during the window• There is no prescribed order of activities

• Student Sample• One school from each district is selected to ensure that all stakeholders have an opportunity

to provide feedback.• Only selected schools will have access to the Readiness Check section of GKIDS.

• Schools were selected to be demographically representative of the state.• All kindergarten students enrolled in selected schools should participate in the Readiness

Check.• Training

• Webinar training was provided for district and/or school leaders.• Online training modules were provided for redelivery of training to kindergarten teachers in

the selected school.







GKIDS Readiness Check: Next Steps

• Inter-rater reliability study• Continued refinement of GKIDS Readiness Check training

materials and administration manual• based on inaugural launch feedback and inter-rater reliability study

• Development of reports and communication tools• Integrate Readiness Check into GKIDS• Statewide training Summer 2017• Statewide operational launch Fall 2017

GKIDS Reform/RedesignFall 2015 Surveys

2,218 Kindergarten teachers1,503 First Grade teachers

582 Building Administrators186 System Test Coordinators

Summer 2016 Focus Groups45 Kindergarten teachers5 regions across the state







Georgia’s ESSA Plan

State Advisory Committee‒ Comprised of forty stakeholders representing a variety of

organizations, agencies, and advocacy groups across the state of Georgia

Five Working Committees (20 members each)

‒ Accountability‒ Assessment‒ Education of the Whole Child‒ Federal Programs‒ Teacher & Leader Development

Superintendent Woods has scheduled 8 ESSA Listening Sessions across the state:

August 24: Columbia CountyAugust 29: Habersham County

September 14: Fulton CountySeptember 19: Muscogee County

October 6: Dougherty CountyOctober 12: Laurens County

October 13: Chatham CountyOctober 17: Gordon County







ESSA:State Responsibilities Assessments must…

• Be the same academic assessments used to measure the academic achievement of all public elementary and secondary school students in the State;

• Be aligned with the challenging State academic standards and provide coherent and timely information about student attainment of those standard at a student’s grade level;

• Be used for purposes for which the assessments are valid and reliable;







ESSA:State Responsibilities • Be administered to and include all public

elementary and secondary school students in the State, including English leaners and students with disabilities;

• Produce individual student interpretative, descriptive, and diagnostic reports regarding achievement on the assessments that allow parents, teachers, principals, and other school leaders to understand and address the specific academic needs of students;







ESSA Flexibility

• At a State’s discretion:

‒ Be administered through a single summative assessment or through multiple statewide interim assessments during the course of the academic year that result in a summative score that provides valid, reliable, and transparent information on student achievement and, at the State’s discretion, growth;

‒ Be developed and administered as computer-adaptive assessments.







ESSA Flexibility

• Allow locally selected, nationally recognized high school academic assessments;

[such as ACT or SAT]

• All eighth grade students to take advanced mathematics assessments in lieu of grade-level assessments;

[take EOC rather than EOG]

• Assessment Innovation Grants Pilot

CCSSO: An innovation grant pilot must ensure that valid, rigorous measures exist, that comparisons can be made across districts and schools, that closing the achievement gap is a focus, that active, transparent stakeholder engagement occurs including parents and students, and that an evaluation process exists to evaluate what is working well and where improvement is needed.




gadoe.org

2015-2016






Georgia Milestones by the Numbers….Spring 2016 • Approximately 3. 9 million tests administered, scored

and reported.Remember, each grade-level EOG consists of 4 tests.

Online Administrations

When including the Winter 2015 EOC administration, 75% of tests were administered online during the 2015-2016 administration.

Georgia Milestones Spring 2015 Spring 2016

End of Grade 30% 55%

End of Course 71% 91%

Total 53% 73%







Online Interruptionsby the Numbers….

End of Grade [Each student has 9 sections across the 4 content area tests]

‒ Number of test sections without interruption: 93.5%‒ Number of test sections interrupted: 6.5%‒ Number of test sections interrupted more than once: 1.98%

End of Course [Each test has 3 (ELA) or 2 (math, science, social studies) sections]

‒ Number of test sections without interruption: 97.3%‒ Number of test sections interrupted: 2.7%‒ Number of test sections interrupted more than once: 0.39%

While improvements must be made, it is highly likely that there will always be some, hopefully small, number of interruptions.

It is important to note the cases quantified above include test-administration errors that were not due to some type of software or hardware malfunction.







EOG Preliminary Interruption Analysis• The preliminary interruption analysis controlled for

‒ achievement (2015 & 2016)‒ gender‒ ethnicity‒ students with disabilities‒ region

• Effect sizes (magnitude of differences) were negligible and were not always negative

• Also examined item and person fit statistics –interrupted vs uninterrupted

Finding: Preliminary analyses did not uncover any systemic impact.







Spring 2016 v Spring 2015

Comparison2015 to 2016 EOG EOC Combined

Developing & Above

increased 11 7 18

same 9 0 9

decreased 4 1 5

Proficient & Above

increased 16 7 23

same 5 0 5

decreased 3 1 4

32 tests administered







Spring 2016 v Spring 2015Proficient & Above

Increase: Proficient & Above SameGrade 3 Mathematics +2 Grade 8 ELA +5 Grade 3 Social StudiesGrade 3 Science +1 Grade 8 Mathematics* +3 Grade 4 MathematicsGrade 5 ELA +2 Grade 8 Science* +2 Grade 4 ScienceGrade 5 Science +3 Grade 8 Social Studies +5 Grade 5 MathematicsGrade 5 Social Studies +1 9th Grade Literature +2 Grade 6 ELAGrade 6 Mathematics +2 American Literature +7Grade 6 Science +1 Analytic Geometry +3 Decrease: Proficient &

AboveGrade 6 Social Studies +1 Biology +5Grade 7 ELA +1 Physical Science +3 Grade 3 ELA -2Grade 7 Mathematics +5 US History +6 Grade 4 ELA -2Grade 7 Science +3 Economics +9 Grade 4 Social Studies -1Grade 7 Social Studies +3 Coordinate Alg -3

*includes grade 8 students who took EOC in lieu of math and/or science EOG







Spring 2016 v Spring 2015Developing & Above

Increase: Developing & Above SameGrade 3 Social Studies +1 Biology +5 Grade 3 ELAGrade 5 ELA +2 Physical Science +1 Grade 3 MathematicsGrade 6 Science +1 US History +4 Grade 3 ScienceGrade 7 ELA +3 Economics +5 Grade 4 MathematicsGrade 7 Mathematics +1 Grade 4 ScienceGrade 7 Science +2 Grade 5 ScienceGrade 7 Social Studies +2 Grade 5 Social StudiesGrade 8 ELA +4 Grade 6 MathematicsGrade 8 Mathematics* +4 Grade 6 Social StudiesGrade 8 Science* +3 Decrease: Developing & AboveGrade 8 Social Studies +59th Grade Literature +1 Grade 4 ELA -1 Grade 6 ELA -1American Literature +1 Grade 4 Social Studies -1 Coordinate Algebra -1Analytic Geometry +5 Grade 5 Mathematics -1

*includes grade 8 students who took EOC in lieu of math and/or science EOG







Domain Signals

All Content Areas/Courses

• Remediate Learning• Monitor Learning• Accelerate Learning

Domain Performance:What is the likelihood the student would achieve proficiencyon the test given his/her performance in the domain?

Domain performance is reported in terms of the Proficient Learner achievement level.






gadoe.org

English Language Arts % Remediate Learning % Monitor Learning % Accelerate Learning

Grade Domain 2015 2016 2015 2016 2015 2016

3Reading and Vocabulary 57 57 23 23 20 21

Writing and Language 62 65 22 18 16 17
















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Mathematics % Remediate Learning % Monitor Learning % Accelerate Learning

Grade Domain 2015 2016 2015 2016 2015 2016

3

Operations and Algebraic Thinking 55 56 27 26 18 18Numbers and Operations 56 54 20 20 24 25Measurement and Data 58 55 24 25 19 20

Geometry 48 56 37 32 15 12

4

Operations and Algebraic Thinking 54 48 32 32 14 20Number and Operations in Base 10 47 54 27 25 26 21Number and Operations - Fractions 56 58 25 19 20 24

Measurement and Data 56 54 28 25 17 21Geometry 48 45 36 45 16 9

5

Operations and Algebraic Thinking 59 56 21 23 19 21Number and Operations in Base 10 54 54 30 21 16 25Number and Operations - Fractions 62 57 18 22 19 22

Measurement and Data 55 55 30 28 15 17Geometry 53 60 29 28 18 12

6

Ratios and Proportional Relationships 57 49 30 35 12 17The Number System 60 57 23 24 18 19

Expressions and Equations 59 55 25 24 17 21Geometry 57 58 25 21 18 21

Statistics and Probability 63 61 22 23 15 16

7

Ratios and Proportional Relationships 53 48 30 32 17 20The Number System 54 51 28 29 18 20

Expressions and Equations 54 51 27 31 19 18Geometry 60 51 18 25 22 24

Statistics and Probability 60 55 19 20 20 25

8

Numbers, Expressions, and Equations 57 55 26 27 17 18Algebra and Functions 58 62 19 24 22 15

Geometry 59 64 22 22 19 14Statistics and Probability 55 51 32 36 12 13







Promotion & RetentionReading – Grades 3, 5, and 8Student performance on the reading portion of the ELA test will be used to provide a grade level reading determination:

Below Grade Level or On/Above Grade LevelThe determination is based on the linkage of the Lexile scale to Georgia Milestones. To be eligible for promotion, students must demonstrate reading skill at the beginning of the grade-level stretch-band. The stretch-bands were developed to signal the reading level at each grade students need to achieve to be college and career-ready upon graduation.







Promotion & Retention

Reading – Grades 3, 5, and 8Generally speaking, students in the Beginning Learner achievement level and some at the lower end of Developing Learner will need reading remediation and are eligible to retest.

‒ Students who achieve the beginning range of Developing Learner demonstrated sufficient writing and language skills to increase their achievement level but may still be reading below grade level.

‒ Conversely, some students who achieve the upper range of Beginning Learner may be reading on grade level (although they may not be strong readers); their writing and language skills have decreased their achievement level.








Grade/CourseBelow

Grade LevelGrade Level

or Above

2015 2016 2015 2016

3 31% 28% 69% 72%

4 41% 42% 59% 58%

5 34% 32% 66% 68%

6 40% 41% 60% 59%

7 29% 26% 71% 74%

8 29% 24% 71% 76%

9th Grade Literature 27% 22% 73% 78%

American Literature 30% 27% 70% 73%

Spring Reading Performance







Lexile Results forGeorgia Students: 2008 - 2016

Median Lexile for Georgia Students by Grade Level/Course

Grade Level/Course

2008 2009 2010 2011 2012 2013 2014 2015 2016

SuggestedText

Demand:Lower Limit

SuggestedText

Demand: Upper Limit

3 670 645 685 720 740 790 755 650 645 520 8204 770 790 810 805 840 860 915 790 795 740 9405 870 840 885 925 935 940 965 920 940 830 10106 955 980 980 1000 1025 1070 1075 975 980 925 10707 995 1020 1020 1040 1065 1095 1120 1095 1115 970 11208 1080 1110 1150 1170 1180 1210 1265 1130 1175 1010 1185

9th Lit 1205 1215 1225 1205 1230 1050 1260Am. Lit 1220 1240 1270 1305 1345 1185 1385

The median Lexiles obtained from the Georgia Milestones Assessments are not comparable to prior years because the new test is more rigorous with different performance standards than its predecessors.







Spring Median Lexiles

Grade/Course Lower Bound of Text Band

Beginning Learner

Developing Learner

Proficient Learner

Distinguished Learner

2015 2016 2015 2016 2015 2016 2015 2016

3 520 390 425 635 645 810 820 985 1015

4 740 545 535 765 795 940 975 1105 1135

5 830 690 685 885 880 1085 1075 1300 1330

6 925 730 750 955 945 1135 1140 1360 1370

7 970 870 850 1080 1080 1280 1280 1510 1475

8 1010 870 875 1095 1105 1285 1295 1490 1470

9th Grade Literature 1050 925 940 1165 1170 1370 1400 1600 1630

American Literature 1185 1025 1015 1275 1290 1505 1510 1785 1785

Median Lexile Score by Grade/Course and Achievement Level







2016 Median Lexile within each Achievement Level & Suggested Text Bands

425

535

685750

850875

940

1015

645

795

880945

1080 1105

1170

1290

820

975

1075

1140

1280 1295

1400

1510

1015

1135

13301370

1475 1470

1630

1785

520

740

830

925970

1010

1050

1185

820

9401010

1070

11201185

1260

1385

200

400

600

800

1000

1200

1400

1600

1800

3 4 5 6 7 8 9th GradeLiterature

AmericanLiterature

Lex

ile

Grade Level/Course

Beginning Learner

Developing Learner

Proficient Learner

Distinguished Learner

Lower Text Band forGrade

Upper Text Band forGrade








Mathematics – Grades 5 and 8Students must achieve the Developing Learner achievement level to be considered eligible for promotion.

‒ These students have demonstrated partial proficiency of the grade level concepts and skills and can proceed to the next grade level when provided focused instructional support in the needed areas; their learning should be actively monitored to ensure their success.

Student who achieve the Beginning Learner should receive remediation and be provided the opportunity to retest. These students need substantial academic support.








Grade/CourseBeginning

LearnerDeveloping Learner

& Above

2015 2016 2015 2016

3 21% 21% 79% 79%

4 20% 20% 80% 80%

5 25% 26% 75% 74%

6 25% 25% 75% 75%

7 25% 24% 75% 76%

8 25% 24% 75% 76%

Coordinate Algebra 31% 32% 69% 68%

Analytic Geometry 35% 30% 65% 70%

Algebra I -- 30% -- 70%

Geometry -- 30% -- 70%

Spring Mathematics Performance







EOG Median National Percentile Ranks

GradeEnglish

Language Arts* Mathematics Science Social Studies

2015 2016 2015 2016 2015 2016 2015 2016

3 35 34 51 52 58 60 48 49

4 42 39 59 58 46 45 50 47

5 40 43 53 53 52 52 55 55

6 54 53 58 59 66 68 59 59

7 46 50 62 66 60 62 66 65

8 60 68 72 68 64 60 57 59

*ELA NPR reflects Reading subtest

Based on Georgia student performance on 20 NRT items embedded on the Georgia Milestones EOG.







EOC Median National Percentile Ranks

CourseWinter Spring

2014 2015 2015 2016

9th Grade Literature** 63 58 65 63

American Literature** 56 56 60 62

Coordinate Algebra 64 60 63 65

Analytic Geometry 83 84 65 68

Algebra I -- 76 -- 77

Geometry -- 82 -- 75

Physical Science 55 52 62 62

Biology 63 65 65 68

U.S. History 46 47 52 55

Economics 55 53 51 55

**ELA NPR reflects Language subtest

Based on Georgia student performance on 20 NRT items embedded on the Georgia Milestones EOC.







Spring Median NPRs for Beginning Learners in ELA

GradeEnglish

Language Arts*9th Grade

Literature** American Literature**

2015 2016 2015 2016 2015 2016

3 9 9

21 20 25 28

4 8 7

5 8 7

6 11 11

7 11 14

8 14 15

*EOG ELA NPR reflects Reading subtest **EOC ELA NPR reflect Language subtest

Based on Georgia student performance on 20 NRT items embedded on the Georgia Milestones EOG or EOC.







Spring Median NPRs for Beginning Learners in Mathematics

Grade Mathematics Coordinate

AlgebraAnalytic

Geometry Algebra I Geometry

2015 2016 2015 2016 2015 2016 2015 2016 2015 2016

3 8 8

26 30 28 27 -- 35 -- 30

4 11 10

5 13 13

6 17 16

7 21 21

8 25 24








Spring Median NPRs for Beginning Learners in Science

Grade Science Physical Science Biology

2015 2016 2015 2016 2015 2016

3 8 9

27 27 24 23

4 11 11

5 15 15

6 19 19

7 20 20

8 31 32








Spring Median NPRs for Beginning Learners in Social Studies

GradeSocial Studies U.S. History Economics

2015 2016 2015 2016 2015 2016

3 10 9

18 18 19 21

4 13 11

5 15 16

6 17 17

7 20 18

8 28 28








Frequently Asked QuestionsQ: How can two students with the same scale score and

achievement level in ELA have different Lexile scores?A: The Lexile is based on how each student performed on

the items measuring reading. The ELA test also includes items that measure language and research skills, as well as writing. The two students performed differently on the sets of items that comprise the ELA test.

Higher performance on one domain can compensate for lower performance on the other domain.







English Language Arts

Reading andVocabulary

Writing andLanguage







Frequently Asked QuestionsQ: How can a student who is classified as reading

on/above grade level achieve ‘Remediate Learning’ in the Reading and Vocabulary domain?

A: Remember that the domain designation comes from the student’s performance on the questions within the domain in relation to the overall ELA test. While reading on-grade level is required to be a Proficient Learner, it is not sufficient in and of itself.Students reading at the lower boundary of the suggested text band for their grade are not necessarily strong readers. We would expect students to be reading at the upper end of the suggested text band at the end of the school year when the test is administered.







Frequently Asked QuestionsQ: How can two students with the same scale score and

achievement level in a content area have different NRT scores?

A: There are two sets of items that comprise the Georgia Milestones tests – criterion references (those aligned to our state content standards) and norm-referenced (those that come from the TerraNova). The two students performed differently on the NRT items.







Frequently Asked QuestionsQ: How does one make sense of the domain signals?

Remediate Learning / Monitor Learning / Accelerate Learning

Domain Performance: What is the likelihood the student would achieve proficiency on the test given his/her performance in the domain?A: Use the Achievement Level Descriptors; the ALDs present

the progression of student learning by achievement level and are organized by standard, group of standards, or concept.

Note: Domain signals now take into account the difficulty of the items that comprise the domain; this is important and was lacking in our previous domain reporting (percent correct).







Achievement Level DescriptorsAchievement Level Descriptors:• are critical to test score interpretation, helping to

give meaning to the scale scores and achievement classifications;

• represent the progression of understanding, thinking, and reasoning in each content area; and

• can be viewed as stages of thinking and learning, providing insight into not only the content, but also the cognitive demand and context within which students are able to demonstrate mastery.







Achievement Level DescriptorsALD Standard Beginning Learner Developing Learner Proficient Learner Distinguished Learner

Policy Beginning Learners do not yet demonstrate proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students need substantial academic support to be prepared for the next grade level or course and to be on track for college and career readiness.

Developing Learners demonstrate partial proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students need additional academic support to ensure success in the next grade level or course and to be on track for college and career readiness.

Proficient Learners demonstrate proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students are prepared for the next grade level or course and are on track for college and career readiness.

Distinguished Learners demonstrate advanced proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students are well prepared for the next grade level or course and are well prepared for college and career readiness.

Range A student who achieves at the Beginning Learner level demonstrates minimal command of the grade-level standards.

A student who achieves at the Developing Learner level demonstrates partial command of the grade-level standards.

A student who achieves at the Proficient Learner level demonstrates proficiency of the grade-level standards.

A student who achieves at the Distinguished Learner level demonstrates advanced proficiency of the grade-level standards.

3.NBT.13.NBT.23.NBT.3

Understands place value to 1000 and multiplies single-digit numbers.

Adds and subtracts within 1000. Uses place value relationships to round numbers, multiplies whole numbers by multiples of ten, adds and subtracts fluently, and explains arithmetic patterns.

Recognizes that each place value, left to right, is ten times the one before it, rounding to specific whole-number place values, and multiplies multiples of ten by each other.

Sample Grade 3 Mathematics







Balancing Act

Regardless of the content area, good instruction balances content coverage in order to avoid….







Assessment & Accountability

The primary purpose of school is teaching and learning.

Assessment and accountability plays an important role, but importantly – that role is supporting, with the primary focus being teaching and learning.







Teaching & Learning

It’s important to remember that knowledge and understanding within each content area is multifaceted; students must know content but also:• understand the thinking and reasoning that

undergird each content area; and• draw conclusions and make connections across

information and concepts rather than recite discrete facts and skills.






“Educating Georgia’s Future”gadoe.orgQuestions & Answers

GaDOE Customer Service Survey:http://gadoe.org/surveys/AsAc-H8PBVZM



http://gadoe.org/surveys/AsAc-H8PBVZM

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