Education Update from Georgia's School Superintendent
Georgia's School Superintendent, Richard Woods, shares updates on assessments and accountability in education. Key points include the transition from NCLB to ESSA, upcoming testing windows, revisions in assessment processes, and the introduction of game-based assessments to enhance student engagement and learning outcomes. Stay informed on the latest developments in Georgia's education system.
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Richard Woods, Georgias School Superintendent Educating Georgia s Future gadoe.org gadoe.org Assessment & Accountability in the Era of ESSA we re not in NCLB anymore Fall GACIS Conference September 2017 Melissa Fincher, Ph.D. Deputy Superintendent, Assessment & Accountability mfincher@doe.k12.ga.us 1
Richard Woods, Georgias School Superintendent Educating Georgia s Future gadoe.org gadoe.org General Assessment Update General Assessment Update
2017 2017- -2018 GKIDS Readiness Check Inaugural Launch 2018 Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org First six weeks of school Reading & Evidence Based Writing Field Test: October 16, 2017 November 3, 2017 Spring 2018 Georgia Milestones Testing Windows: End of Grade: April 9 May 18, 2018 End of Course: April 23 June 1, 2018 New Science and Social Studies tests aligned to Georgia Standards of Excellence First administration: Winter EOC/Spring EOG Expect science/social studies scores to be delayed
Revisions Underway Revisions Underway Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org GKIDS 2.0 streamlined to focus on student progress of big- ticket concepts GAA 2.0 structured portfolio of scaffolded tasks
Richard Woods, Georgias School Superintendent Educating Georgia s Future gadoe.org gadoe.org Grades 1 and 2 Formative Assessments Grades 1 and 2 Formative Assessments in Literacy and Numeracy in Literacy and Numeracy Meet the Keens!
Game Game- -Based Based Assessments Assessments Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org Offers the opportunity to: integrate instruction alongside assessment; support and empower teachers with information to differentiate instruction for struggling, on-level, and advanced students; and hooks students into the fun of learning. Research shows that game-based assessment can offer a better solution to traditional methods through increased levels of engagements and by providing formative assessment that students, educators, and parents can act upon where and when it matters most. For more information visit Keenville.gadoe.org
Georgia Milestones: Georgia Milestones: ELA Point Distribution ELA Point Distribution Richard Woods, Richard Woods, Georgia s School Superintendent Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future gadoe.org gadoe.org gadoe.org gadoe.org Reading and Vocabulary Writing and Language # Item Type # Points # Item Type # Points 23 Selected Response 23 15 Selected Response 15 1 Evidence-Based Selected Response 2 1 Extended Constructed Response Narrative 4 2 Constructed Response (2 points each) 4 1 Extended Writing Prompt 7 Total 29 Total 26 Lexile
Richard Woods, Georgias School Superintendent Educating Georgia s Future gadoe.org gadoe.org CCRPI Update CCRPI Update The redesigned CCRPI is simplified, streamlined, and reflects statewide stakeholder feedback and the recommendations of the Accountability Working Committee. Increased Outcomes Increased Opportunities 8
Redesigned CCRPI Redesigned CCRPI Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org Are students achieving at the level necessary to be prepared for the next grade, college, or career? English Language Arts achievement Mathematics achievement Science achievement Social studies achievement Content Mastery School climate star rating How much growth are students demonstrating relative to academically-similar students? English Language Arts growth Mathematics growth Progress towards English language proficiency (EL students) Progress Financial efficiency star rating Are all students and all student subgroups making improvements in achievement rates? Meeting achievement improvement targets CCRPI Score Closing Gaps Are students participating in activities preparing them for and demonstrating readiness for the next level, college, or career? Elementary: Literacy, student attendance, beyond the core Middle: Literacy, student attendance, beyond the core High: Literacy, student attendance, accelerated enrollment, pathway completion, college and career readiness Readiness Are students graduating from high school with a regular diploma in four or five years? (high school only) 4-year adjusted cohort graduation rate 5-year adjusted cohort graduation rate Graduation Rate Draft 2018 CCRPI based on ESSA Plan submitted to USED for review. 9
Highlights of the Highlights of the Redesigned CCRPI Redesigned CCRPI Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org In addition to content mastery and high school graduation, CCRPI includes multiple measures of college and career readiness and values multiple pathways to success. Entering TCSG/USG without remediation ACT, SAT, AP, IB National or state credential (end of pathway assessment) Work-based learning College and Career Readiness Chronic Absenteeism Accelerated Enrollment Pathway Completion Literacy College and Career Readiness Draft 2018 CCRPI based on ESSA Plan submitted to USED for review. 10
Highlights of the Highlights of the Redesigned CCRPI Redesigned CCRPI Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org The redesigned CCRPI maximizes local flexibility to determine the programs and policies that best meet the needs of students. CCRPI emphasizes student achievement, growth, and improvement, but also includes multiple measures of readiness. Exposure to a well rounded curriculum (Beyond the Core) Engagement/climate and skills for success (Student Attendance) Relevance and in-depth study (Pathway Completion) Accelerated enrollment opportunities (AP, IB, Dual Enrollment) Postsecondary readiness (College and Career Readiness multiple opportunities to demonstrate readiness) CCRPI is designed to award points where possible as opposed to denying points when expectations are not met. Partial points when progress is made but targets are not met Extra points when targets are exceeded Progress and Closing Gaps capture growth and improvement Draft 2018 CCRPI based on ESSA Plan submitted to USED for review. 11
Richard Woods, Georgias School Superintendent Educating Georgia s Future gadoe.org gadoe.org Assessment Flexibility: Assessment Flexibility: ESSA & Senate Bill 211 ESSA & Senate Bill 211 12
Background Background Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org Federal requirements surrounding assessment, introduced by No Child Left Behind in 2001, remain: all public school students enrolled in grades 3 through 8 must be assessed annually in reading/language arts and mathematics; high school students enrolled in public schools must be assessed at least once in grades 9 through 12 in reading/language arts and mathematics; science must be assessed at least once in grades 3 5, 6 9, and 10 12. 13
Federal/State Testing Federal/State Testing Requirements in Georgia Requirements in Georgia Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org Grade State Required ( 20-2-281) Federally Required K GKIDS 1 [Literacy / math formative: Keenville] 2 [Literacy / math formative: Keenville] 3 GM EOG or GAA: ELA / Math ELA / Math 4 GM EOG or GAA: ELA / Math ELA / Math Science 5 GM EOG or GAA: ELA / Math / Science / Social Studies ELA / Math 6 GM EOG or GAA: ELA / Math ELA / Math 7 GM EOG or GAA: ELA / Math ELA / Math Science 8 GM EOG or GAA: ELA / Math / Science / Social Studies ELA / Math GM EOC or GAA: ELA (9th Grade Lit / American Lit) / Math (Coordinate Algebra or Algebra I / Analytic Geometry or Geometry) / Science (Physical Science / Biology) / Social Studies (US History / Economics) High School (9-12) ELA / Math Science Note: Georgia Milestones (GM)/Georgia Alternate Assessment (GAA) are used to fulfill federal testing requirements for ESEA/ESSA. 14
ESSA Assessment ESSA Assessment Requirements Requirements Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org States are required to administer the same academic assessments to all public elementary school and secondary school students in the state Alternate assessments based on alternate academic achievement standards are permissible for students with significant cognitive disabilities (limited to 1% participation) Eighth grade students taking advanced high school mathematics may take the end of course rather than the grade 8 end of grade in mathematics Note: Georgia will request a waiver to continue flexibility granted under ESEA allowing middle school students taking an advanced science course (i.e., Physical Science) to take the associated EOC in lieu of the EOG; the request will expand to include an advanced language arts course (i.e., 9th Grade Literature). 15
ESSA Assessment ESSA Assessment Flexibility Flexibility At states discretion, ESSA allows: single summative assessment or multiple statewide interim assessments that result in a single summative score; seven states to seek a demonstration period (no more than 5 years) for an innovative assessment approach that is technically sound, results in an annual summative determination, and can be scaled statewide; local districts to petition the state to administer a nationally-recognized high school academic assessment to all students in the district in lieu of state high school assessment; comparability and technical quality must be established prior to its use, including federal peer review. Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org 16
Assessment Working Committee Assessment Working Committee Recommendations Recommendations Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org Regarding areas of flexibility, the committee has recommended: additional study and analysis is needed regarding the use of multiple statewide interim assessments; districts be allowed to pursue a locally selected nationally- recognized high school assessment and present evidence the requirements outlined in law are met; districts be allowed to present innovative solutions for consideration to be scaled statewide. The committee recommended the establishment of a task force to vet assessment flexibility options and make recommendations to the Superintendent Woods and the State Board of Education. 17
Assessment Flexibility Assessment Flexibility Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent Based on feedback from the state s draft ESSA plan, including feedback from Governor Deal, Georgia s submitted plan specifically included Georgia s intention to pursue maximum flexibility allowed under ESSA, including but not limited to application for the Innovative Assessment Demonstration Authority pilot. Superintendent Woods has notified Education Secretary DeVos of Georgia s intention to pursue maximum flexibility under ESSA. Superintendent Woods has announced an Assessment Innovation Fund, a competitive grant opportunity for local school districts to assist in the creation of innovative assessment resources, tools, and systems. gadoe.org gadoe.org gadoe.org gadoe.org 18
Assessment Innovation and Assessment Innovation and Flexibility Task Force Flexibility Task Force Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org Broad membership representing a range of stakeholders including 11 districts, 1 charter school, and a variety of education and legislative agencies, and education groups The Task Force will: Examine and develop recommendations for Georgia to take advantage of the flexibility afforded under ESSA and other federal law Learn about and develop best practices based on the assessment innovation and flexibility being pursued and utilized in other states Apply for and provide oversight for Georgia s participation in the Innovative Assessment Demonstration Authority Develop recommendations and an implementation plan for competency- based and interim assessments of student learning Adhere to the requirements and principles set forth in Georgia s Senate Bill 211 The Task Force will be facilitated by an out-of-state, independent third party approved the State Board of Education, Superintendent, with input from the Senate and House Education Committee Chairs. 19
Richard Woods, Georgias School Superintendent Educating Georgia s Future gadoe.org gadoe.org Georgia Milestones Update Georgia Milestones Update
Technology and Assessment Technology and Assessment Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org Milestone Assessments include basic TE item types that have paper-pencil equivalents TE items included in operational cores starting with Winter 2016 EOC and Spring 2017 EOG for ELA/MA and Winter 2017 EOC and Spring 2018 EOG for SC/SS Future TE items may expand to additional item types, adding complexity and interactivity as more online assessments are administered all plans will be communicated. 21
Technology and Assessment Technology and Assessment Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org Provide innovative ways to measure student skills and knowledge (scaffolding for multistep responses) Increase cognitive rigor from identification to application of student skills and abilities Provide evidence of close content processes Enhance real-world use of student learning and growth through technology (mirror classroom instruction) Add opportunities for dependency/partial credit or rule-based scoring of what appears to be a basic item Meet demands of new expectations for analysis 22
2 pt. Evidence 2 pt. Evidence- -Based Selected Selected- -Response Items Response Items Based Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org 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 keys on evidence from the text to support the inference or idea. May include one or more correct responses. Students support key ideas and concepts with textual evidence. 2-point score value with opportunity for partial credit Part One and Part Two must be correct to receive 2 points 1-point if only Part One is correct. 23
Evidence Evidence- -Based Selected Based Selected Response Response Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org This question has two parts. Answer Part One and then answer Part Two. Part One What is the central theme of the passage? -- 4 answer choices provided -- Part Two Which two details from the passage support the answer in Part One? Chose two answers. -- 5 answer choices provided -- 24
2 pt. Multiple 2 pt. Multiple- -Select Items Items Select Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org allow for more than one correct answer include five or six options provide students with opportunity to show fluency and/or multiple representations. two points for all correct or 1 point for specific combinations Select the THREE rational numbers whose decimal form will terminate in 0s. -- 6 answer choices provided -- 25
2 pt. Two 2 pt. Two- -Part TE Items Part TE Items Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org a combination of multiple-choice, multiple-select, or short-input Can be two different types or two of the same type student receives 1 point for each part answered correctly (up to 2 points total) 26
ELA Constructed Response: ELA Constructed Response: Noteworthy Trends Noteworthy Trends Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org 1. Some students respond to a portion of the question, but they ignore entirely another aspect of the question. 2. Some students provide evidence from the passage(s); however, the evidence provided does not support their answers. 3. A positive trend shows that some students have demonstrated improvement in their ability to provide a more focused and concise answer to a constructed-response question. 27
ELA Constructed Response ELA Constructed Response Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org Sample Ninth Grade Literature and Composition Constructed Response Elizabeth Ann s character changes after her ride with Uncle Henry. Analyze the interaction between these two characters and how that interaction shaped the development of Elizabeth Ann. Use evidence from the text to support your answer. Type your answer in the space provided. 28
ELA Constructed Response: ELA Constructed Response: Sample Student Response for Sample Student Response for Trend 1 Trend 1 Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org Uncle Henry told Betsy to drive the wagon by pulling on the reins because he was figuring something. She told him that left and right didn t matter, and I guess he agreed. Then he took the reins back and drove the wagon by a house and barn and didn t say nothing. Score: 0 The student has described the characters interactions but has not included analysis of the change in Elizabeth Ann. 29
ELA Constructed Response: ELA Constructed Response: Sample Student Response for Sample Student Response for Trend 2 Trend 2 He gives her a chance to do things on her own. She starts out scared, and even though he doesn t exactly teach her how, she learns to drive and is proud. It says they were driving in the mist of a winter thaw, it was a pretty cold day with an icy wind blowing down the back of her neck. The early twilight was beginning to fall and she felt empty. and she guessed that this was Putny Farm. Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org Score: 1 The student has analyzed the change in Elizabeth Ann, but the provided text is not relevant as evidence. 30
ELA Constructed Response: ELA Constructed Response: Sample Student Response for Sample Student Response for Trend 3 Trend 3 Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org In the short time it takes for Elizabeth Ann and Uncle Henry to travel from the train to the farm in the horse-drawn wagon, she gains confidence quickly. While Uncle Henry doesn t say much to her beyond telling her to drive and how to steer, he lets her do something on her own. Despite her early struggles, by the end something stirs inside her head and she figures a solution by herself. The uncle s brief recognition of her accomplishment helped Elizabeth Ann to grow from fearful yelps to feeling proud of herself. Score: 2 The student identifies the nature of Elizabeth Ann s change and supports it with relevant passage details. 31
Extended Writing Prompt Extended Writing Prompt (Essay): (Essay): Noteworthy Trends Noteworthy Trends Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org 1. Some students followed a format that was so formulaic that their responses appeared to be plagiarized. 2. Some students copiedlarge blocks of the passage(s) while providing little original work. 3. A positive trend shows that some students who rewrite passage information in their own words to fit the purpose of the prompt are now able to create more effective, higher-scoring essays. 32
ELA Informative/Explanatory ELA Informative/Explanatory Writing Writing Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org Grade 5 Informative/Explanatory Writing Prompt Planning and planting different types of gardens requires learning about how plants and insects live together. Think about the ideas in the passages, and then write an informational essay in your own words about how to plan a schoolyard garden. Be sure to use information from BOTH passages as you write a piece that informs or explains. Type your answer in the space provided. 33
Informative/Explanatory Writing Informative/Explanatory Writing Sample Student Responses for Trend 1 Sample Student Responses for Trend 1 Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org How exciting would it be to learn about schoolyard gardens? Come along with me on this thrilling journey! Our first stop is a butterfly garden. We ll see that The students started by exploring what butterflies need to live. Next we ll travel to a Three Sister garden. We ll find that A Three Sisters garden contains only corn, beans and squashed plants. Wasn t that the trip of your life? How fun would it be to learn about planting gardens? Come on this exciting ride! First are the butterfly gardens. It says, Ms. Murphy s students learned many new things by planting a butterfly garden. Second is a Three Sitters Garden. There it says, Mr. Miller said the school yard didn t have space for a vegetable garden. Wasn t that a good ride? Score: 2, 2 These students have not directly copied each other, but they both use the same formulaic approach to develop their responses. 34
Informative/Explanatory Writing Informative/Explanatory Writing Sample Student Response for Sample Student Response for Trend 2 Trend 2 Have you ever been interested in starting a garden at your school? There are a number of different options that you and your classmates might enjoy. One popular garden choice is a butterfly garden. According to the first passage, Then the students studied plants that would draw butterflies. They learned that butterflies like brightly colored flowers that smell sweet. They were taught that several nectar flowers would be easy to grow. They decided to plant lantanas, blackeye Susans, lavender, zineas, and marygolds. A different kind of garden has vegetables. The second passage told us The area should have full sunlight during the day and a water source nearby. Some Native Americas planted these crops in circular plots. Some Three Sisters gardens are still planted like this. Each plot should be marked off, then the ground should be dug up and shaped in a mound. Like it says, Soon it will be time to watch the garden grow! Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org Score: 2, 2 The student uses a great deal of information from the passages but does so by copying large blocks of text, rather than selecting and rewording passage details to fit the essay. 35
Informative/Explanatory Writing Informative/Explanatory Writing Sample Student Response for Sample Student Response for Trend 3 Trend 3 A popular idea is to create a garden at school as a class project. Everyone can share the work and the benefits. Here are some types of gardens to consider. A Three Sisters Garden in the Schoolyard describes a special type of vegetable garden that originated with Native Americans and involves planting corn, beans, and squash. These plants benefit each other. The sturdy cornstalks support the beans, which in turn help the corn get the nitrogen it needs. Meanwhile, the squash is shading the soil and preventing weeds. A School Butterfly Garden shows how to create an entirely different type of garden. Things to consider include where to place the garden so that it gets at least six hours of sunlight while still being sheltered from the wind. In order to attract butterflies, you need to give them water, plus flowers that they like, such as lantanas, zinnias, and marigolds, to give them nectar all summer. Starting with a good plan results in a more successful garden for the school. Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org Score: 4, 3 The student integrates details from throughout the passages without copying entire sentences. 36
ELA Narrative: ELA Narrative: Noteworthy Trends Noteworthy Trends Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org 1. Particularly for items with an informational passage, some students struggled to write a response in a narrative mode. 2. Students may be aware of the need to use narrative elements, but are unable to effectively use the element(s) to advance the plot or enhance the story. 3. A positive trend is that some students did smoothlyintegrate details from the passage into their responses. 37
ELA Narrative ELA Narrative Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org Sample Grade 3-5 Narrative According to the passage, keeping a weekly calendar helps you to remember all the things you need for the week. Write a story about a day that you forget everything. Use details from the passage to help you think of what kind of things can go wrong. Be sure to use information from the passage when writing your story. Type your answer in the space provided. 38
ELA Narrative ELA Narrative Sample Student Response for Sample Student Response for Trend 1 Trend 1 Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org You might forget gym shoes. You could forget books are late. Do you have a speling test each week? You have a pianno lesson coming up. Take out the grabage. Clean room and days can be hard. Like it says, Ready set go. Score: 1 The student response is substantially copied from the passage and is more informational than narrative. 39
ELA Narrative ELA Narrative Sample Student Response for Sample Student Response for Trend 2 Trend 2 Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org Hi Emma. Hello Sarah. Thats a cute jacket. Thank you. I got it for my birthday from my Granny on Sunday. Cool. My jacket was green and yellow. Those are my favrite colors. Emma had a blue jacket with flowers on it. She really likes flowers. Wait. She forgot to buy her mama a present for today. She is crying now so I say we gonna get her something. Sniff like what? There is a flower store. I got no money Lets pick some flowers in that field Okay Emma grinned. Your my best freind. Your my best friend to? Score: 2 The student uses dialog and includes details, but neither literary element effectively advances the plot or enhances the story. 40
ELA Narrative ELA Narrative Sample Student Response for Sample Student Response for Trend 3 Trend 3 The first sign that my day would go badly came when I arrived at the corner and saw Jordan, my neighbor and classmate, bouncing his basketball off the street sign as he waited for me. That s right! I groaned. Basketball practice starts today. Can you wait five minutes while I run home for my gym bag? Jordan did; he s a good friend. We jogged into school with just seconds to spare, but I could tell his patience with me was wearing thin a couple of hours later. I can t believe you forgot to bring our social studies project after we spent all Saturday working on it, he said in frustration. I didn t forget, I said defensively. I could have sworn it was due tomorrow. Jordan shook his head, pointed to the calendar that he always carries in his backpack, and said, Remember we talked about it being due the same day as our big math test? That s today? I m so doomed. Say, you wouldn t have an extra calendar to share, would you? Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org Score: 4 The student includes ideas from the passages that fit naturally into the story. 41
Math Constructed Response: Math Constructed Response: Noteworthy Trends Noteworthy Trends Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org 1. At times students chose a correct formula for calculating area, perimeter, volume, or unit conversion, but they were not able to correctly apply the formula or conversion to solve the problem. 2. Some students continue to provide an incomplete explanation or process for how they arrived at the answer. 42
Math Constructed Response: Math Constructed Response: Noteworthy Trends (continued) Noteworthy Trends (continued) Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org 3. Some students used a correct process or strategy, but they made one or more calculation error(s). 4. A positive trend shows that some students arrive at the correct answer using alternative or creative processes. 43
Math Constructed Response Math Constructed Response Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org Grade 5 Math Constructed Response Ms. Reyes wants to display three students paintings on a wall. The lengths of the paintings are 54 inches, 3.5 feet, and 1 yard. Unit Conversions: 1 yard = 3 feet; 1 foot = 12 inches Part A What is the total length of the paintings, in feet? Explain your answer. Part B What is the total length of the paintings, in inches? Explain your answer. 44
Math Constructed Response: Math Constructed Response: Sample Student Response for Sample Student Response for Trend 1 Trend 1 Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org Part A 654.5 feet. You do 54 times 12 for the first painting. The next one is already feet and the last one is 3 if you multiply. You add 648 and 3.5 and 3. Part B 108 inches. You put them to inches, 54 + 42 + 12 = 108. Score: 0 The student has an incorrect answer in both Part A and Part B and has incorrectly used the unit conversions. 45
Math Constructed Response: Math Constructed Response: Sample Student Response for Sample Student Response for Trend 2 Trend 2 Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org Part A 11 feet. I added. Part B 132 inches. I added. Score: 1 The student has the correct answer but does not provide a complete explanation of the process used. 46
Math Constructed Response: Math Constructed Response: Sample Student Response for Sample Student Response for Trend 3 Trend 3 Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org Part A I got 10.5 feet. I took 54 12 for the first one and 3x1 for the last one and added all paintings 4 + 3.5 + 3 = 10.5. Part B 126 inches. I did 10.5 times 12 to change feet to inches Score: 1 The student has an incorrect answer due to a calculation error in Part A which is carried into Part B; however, each response indicates a correct, complete process. 47
Math Constructed Response: Math Constructed Response: Sample Student Responses for Sample Student Responses for Trend 4 Trend 4 Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org Part A 11 feet. I did 54 12 to get how many feet in 54 inches and used 3 feet for 1 yard. Then I added 4.5 + 3.5 + 3 = 11. Part B 132 inches. I did 11 x 12 to change feet into inches. Part A 11. First change 54 inches into feet by dividing by 12 and 1 yard into feet by multiplying by 3. Add all the feet up and get 11. Part B 132. Change 3.5 feet to inches by taking 3.5 x 12. 1 yard is 1 x 3 x 12 inches. Add those inches with 54 and you get 132. Score: 2 These samples show full-credit student responses as each shows that the student used an alternate or creative valid process to answer the question. 48
Richard Woods, Georgias School Superintendent Educating Georgia s Future gadoe.org gadoe.org Richard Woods, Georgia s School Superintendent Educating Georgia s Future gadoe.org gadoe.org Georgia Milestones Georgia Milestones Test Development Test Development What do teachers who were not able to participate in the test development process need to know?
Comments from ELA Comments from ELA Teachers Teachers [item/data review] [item/data review] Richard Woods, Richard Woods, Georgia s School Superintendent Educating Georgia s Future Educating Georgia s Future Georgia s School Superintendent gadoe.org gadoe.org gadoe.org gadoe.org The item and data review process is amazing! It gives me confidence that the scores are a good representation of student knowledge. The length of time it takes for a question to officially be a Milestones item. They need to understand the amount of research and effort that is put into each question and each passage. That passages/questions are vetted by real teachers and their perspectives, and that they try to ensure equity for the ELA part. That students need to be able to see a variety of texts, and need to show their knowledge in more that one way. Because this exam is profoundly standards-based, we need to focus on critical reading and thinking skills (not content), and we need to ensure that students are prepared to add depth to their writing. At multiple levels we are ensuring that this exam is a useful measure of what our students know that also encourages higher standards for our students and teachers. I learned that Milestones test items go through an extreme review process considering various factors before each item is operational. 50
