OCTOBER 8, 2007 MIAMI-DADE COUNTY PUBLIC SCHOOLS STUDENT ASSESSMENT AND EDUCATIONAL TESTING Test Chairpersons’ Orientation
Dec 14, 2015
OCTOBER 8, 2007MIAMI-DADE COUNTY PUBLIC SCHOOLS
STUDENT ASSESSMENT AND EDUCATIONAL TESTING
Test Chairpersons’ Orientation
WelcomeIntroductionsAgendaFormat of afternoon sessions
Pre-registered breakout sessions Panel discussion: Questions and Answers for New Test Chairs
Mentor/Mentee sign-up
Test Chairperson Survey: June 2007
192 Test Chairpersons participated
• Type of school
Charter: 16
Non-Charter: 176
• Other roleso Assistant principal o Guidance counselor /
trust specialisto Reading / mathematics coach
o Teachero Other
All about you . . .
• Number of years as
test chair
o Minimum: 1
o Maximum: 25
o Mean: 4.7
Feedback on FCAT
0 20 40 60 80 100
S ufficient time toprepare
T raining c lear
Manual c lear
Materials high quality
Quantity of materials
S S S P re-ID s accurate
P erc ent ag ree/s trong ly ag ree
S enior
Middle
E lementary
Feedback on CELLA
0 20 40 60 80 100
D ropping downins tructions
C ontract adm for 1:1
S upplementaryins tructions
T raining c lear
S ufficient materials
P re-ID accurate
P erc ent ag ree/s trong ly ag ree
S enior
Middle
E lementary
Feedback on Interim Assessment
0 20 40 60 80 100
Debriefing w/s tudents
E dus oft effective
Bechmark datahelps ins truction
T raining effective
T es t =P acingG uides
Materials highquality
P erc ent ag ree/s trong ly ag ree
S enior
Middle
E lementary
Feedback across Programs
0
10
20
30
40
50
60
70
80
90
100
Per
cen
t S
atisfi
ed /
Ver
y S
atisfi
ed
Support fromschool
administrators
Responsiveness ofSAET
Courteousness ofTDC
Website Courier Service Returns to TDC
E lementary Middle S enior
Concerns and Comments
Funding and/or support for test chairsFCAT: Time allowed to prepare secure test materials CELLA: Problems scheduling assessorsCELLA: Confusing and time consuming to prepare, monitor, and
packIA: Time away from instructionIA: Purpose of spring administrationTesting schedules / conflicts
Thanks for your feedback!
New Training Procedures
Limited number of in-person training sessionsScreencastsWebcastsProcedures for verifying completion
AAGTP Screencast Feedback
0%10%20%30%40%50%60%70%80%90%
100%
C onvenient E as yacces s
F ormateffective
L engthappropriate
S ufficientinformation
Needed"live"
training
Perc
ent A
gree
/ St
rong
ly A
gree
Program Updates:
FLORIDA COMPREHENSIVE ASSESSMENT TEST (FCAT)
Sunshine State Standards (SSS) &
the Norm Referenced Test (NRT)
Maria C. Bruguera, Director IMara Ugando, Staff Specialist
Overview of FCAT SSS
The purpose is to assess student achievement on the content represented in the Sunshine State Standards (SSS). Reading and Mathematics tests administered in Grades 3-10 Writing+ tests administered in Grades 4, 8, and 10 Science tests administered in Grades 5, 8, and 11
Achievement Levels
Achievement levels describe the success a student has achieved on the SSS.
Achievement levels are based on scale scores and developmental scale scores, and range from 1 (lowest) to 5 (highest). Scale Scores range from 100 to 500 Development Scale Scores range from 0 to 3000
DSS are only reported for SSS Reading and Mathematics Used to track students’ progress year to year
Overview of FCAT NRT
The purpose is to compare the performance of Florida students to the performance of students across the nation.
The comparison is possible through the use of a norm-referenced test (NRT). Reading and Mathematics tests administered in Grades 3-10
Percentile Rank/Stanine
National Percentile Rank (NPR)values range from 1 to 99. A NPR of 65 means that the student scored the same as or better
than 65% of the students in the nationStanine scores range from 1 to 9.
Implications
Grade 3 Promotion and Retention
Graduation Requirement Required Passing Score: scale score of 300 or above on the FCAT SSS
Reading Mathematics Writing+ (new this year)
• FCAT Writing+; SSS Reading, Mathematics, and Science; and NRT Reading and Mathematicso Spring
• FCAT Retake administered three times a year:o Spring o Summer (Retake only)o Fall (Retake only)
Test Administrations
• Attend Training Meetings• Secure Room for Storage• Receive and Inventory Test Materials• Ensure Adequate Supply of Calculators • Read Test Administration Manual• Select and Train Test Administrators and Proctors• Order Online Reports
Test Chairpersons’ Responsibilities BEFORE
Testing
• Prepare Class Lists• Verify Student Information on PreID Label• Implement ESE, 504, and LEP accommodations• Secure Testing Rooms• Assign Test Group Codes• Adjust Lunch Schedules As Needed• Notify Parents of Testing Schedule• Provide Schedule for Practice Tests
Test Chairpersons’ Responsibilities BEFORE
Testing, cont.
• Record and Track Secure Test Materials• Supervise Test Administration• Maintain Test Security• Plan for Tardy Students• Prepare and Administer Make-up Sessions• Continue Preparing Test Materials for Subsequent Days
Test Chairpersons’ Responsibilities DURING
Testing
• Count and Sign In Test Materials• Verify that All Materials Have Been Returned• Follow Test Invalidation Procedures• Make Copies of Required Documentation• File School Copies and Return Original Documentation• Prepare and Pack Materials for Return• Follow Return Schedule
Test Chairpersons’ Responsibilities AFTER
Testing
• Reports will begin arriving 6 to 8 weeks after test administrationo Individual Student Reportso School Report of Studentso District Report of Schoolso State Report of Districts
Release of Test Results
Stanford Achievement Test, Tenth Edition (SAT-
10)Grades 1 and 2
• Ms. Mayda Cabeza, Director I• Ms. Diann Avila, Educational Specialist
• History of the SAT-10• What is the SAT-10?• Who is administered the SAT-10?
o Grades 1 and 2 district wide• Important dates to remember
o March 18-24, 2008
SAT-10
• How do SAT-10 materials arrive to schools?• Is the SAT-10 a secure test?• SAT-10 Test Chairperson Training (February 2008)• School level training of test administrators and proctors• Test Administration (untimed)
SAT-10
SAT-10 Scanning/Scoring Sample SAT-10 Test Booklet
SAT-10 ID Header Sheet
• School Listing of Results (May)o Must be picked up at ITS
• Individual Student Reports (May)o Will be delivered to schools via school mail
• School Content Cluster Analysis (August) o Will be posted online on the Assessment, Research, and Data
Analysis website
SAT-10 Results
• Referral of students to the district’s gifted program (Plan A or Plan B)
• Early identification of students who would be considered at high risk for problems associated with reading comprehension
School Use of Results
Grade 3 Opportunities for Promotion
• Section 1008.25, Florida Statutes, (Eliminating Social Promotion)o March FCAT SSS (Level 2 or higher)o March NRT (45th percentile or higher)o Spring Grade 3 Portfolio (“good cause” criteria)o Fall Alternative Assessment for Grade 3 Promotion AAFGTP (45th
percentile or higher)o Winter Grade 3 Mid-Year Promotion (GTMYP)
Grade 3 Opportunities for Promotion
• Administered during the 2nd semester• Scored at the school site• Represents the 3rd opportunity for student to be promoted to
grade 4• Student must demonstrate mastery of the Sunshine State
Standards
Grade 3 Student Reading Portfolio
• Administered early September• Scored locally through ITS• Represents 4th opportunity for students to be promoted to 4th grade• Student must score at the 45th percentile or above on the SAT-10
Fall Alternative Assessment for Grade 3
Promotion
• Administered in late November• Scored at the school site• Represents 5th opportunity for students to be promoted to 4th grade• Students must have a passing score on the MAT-7 representing 4th
grade work.
Grade 3 Mid-Year Promotion (MAT-7)
SAT-10 Program ContactInformation
Mayda Cabeza, Director I [email protected]
orDiann Avila, Curriculum Specialist
305-995-7520
Miami – Dade County Public SchoolsAssessment, Research, and Data Analysis
Denetra Collins, Staff SpecialistFelicia Mallory, Staff Specialist
305-995-7520
Interim Assessment Program
Components of the Interim Assessment
Program
• Administered three times per year: fall, winter, and spring
• Benchmark Assessment Item Banks for Reading and Mathematics will be available starting 2007-2008
• Professional Development – was offered only in year one (2006-2007) of the program
• To monitor student progress on the Reading, Mathematics, and Science Sunshine State Standards
• To provide teachers with classroom assessment tools that will provide reliable student-level benchmark information to inform instruction
• To provide students with information on their progress on specific benchmarks
Purpose of Interim Assessment Tests and
Benchmark Assessment Item Banks
Interim Assessment Administration Windows 2007-2008
Administration Windows
Subjects and Grade Levels
FallNovember 5 – 14, 2007
- Reading and Mathematics: Grades 3 – 10 and Grades 11/12 Intensive Reading and/or
Mathematics students- Science: Grades 4, 5, 7, 8, 10, and 11
WinterJanuary 28 – February 6, 2008
- Reading and Mathematics: Grades 3 – 10 and Grades 11/12 Intensive Reading and/or
Mathematics students- Science: Grades 4, 5, 7, 8, 10, and 11
SpringApril 14 – 22, 2008
- Reading and Mathematics: Grades 3 – 10 and Grades 11/12 Intensive Reading and/or
Mathematics students- Science: Grades 4, 5, 7, 8, 10, and 11
Who Will Be Tested?
Grade Reading Mathematics Science
3 Yes Yes No
4 Yes Yes Yes
5 Yes Yes Yes
6 Yes Yes No
7 Yes Yes Yes
8 Yes Yes Yes
9 Yes Yes No
10 Yes Yes Yes
11 Intensive Reading ONLY
Intensive Math Students
ONLY
Yes
12 Intensive Reading ONLY
Intensive Math Students
ONLY
No
• Interim Assessment Testso Multiple choice
• Benchmark Assessment Item Bankso Multiple-choiceo Gridded Responseo Short Responseo Extended Response
Test Formats
• Test bookletso one per subject, per student
• Mathematics reference sheets for grades 6 – 10
• Science reference sheets and periodic tables for grades 7, 8, 10, and 11
Test Materials Provided by the District
Mathematics and Science Testing Materials
Reading and
Grade Level Calculator Math Reference
Sheet
Science Reference
Sheet
Science Periodic
Table
3-5 No No No No
6 No Yes Yes Yes
7-10 Yes Yes Yes Yes
11 (Science) Yes N/A Yes Yes
*Any grade 11 and/or 12 students enrolled in Intensive Reading/Mathematics will be assessed using the grade 10 Reading and/or Mathematics Interim Assessment tests.
• The Interim Assessment tests are untimed tests
• Students may write in the test booklets
• All updates will be posted on our website http://oada.dadeschools.net/IAP/IAP.asp
Reminders
Dr. Alex Shneyderman Director Assessment, Research and Data AnalysisMr. Paul Tilley, Curriculum Support Specialist
COMPREHENSIVE ENGLISH LANGUAGE
LEARNING ASSESSMENT(CELLA)
CELLA was developed by Educational Testing Service (ETS) pursuant to the No Child Left Behind Act of 2001, which requires states to administer annual assessments that measure the English language proficiency of English Language Learners (ELLs) in grades K-12.
Background of CELLA
• CELLA is a four-skill English language assessment measuring student proficiency in listening, speaking, reading, and writing.
• Students in grades 1 – 12 take the Listening, Reading, and Writing sections as a group.
• For the Speaking section, students are assessed on a one-on-one basis.
• Kindergarten students are assessed in all four areas on a one-to-one basis.
• Unlike the FCAT, CELLA is not a timed test.
Background of CELLA (Continued)
The test results can provide:• Evidence of program accountability in accordance with Title III
of the No Child Left Behind Act (NCLB),• Data useful for charting student progress over time, • Diagnostically useful information about students’ strengths
and weaknesses in English,• Information about the language proficiency levels of
individual students that can be used in making decisions regarding placement into, or exit from English for Speakers of Other Languages (ESOL) programs – NOT YET AVAILABLE.
Purposes of CELLA
Overview of CELLA
• Students take the Listening and Speaking level that matches their grade level.
• For Reading and Writing, however, students may be given a functional (lower) level of the test.
Test Levels:Level A (Grades K-2)Level B (Grades 3-5)Level C (Grades 6-8)Level D (Grades 9-12)
CELLA Functional Level Testing
Grade Level ESOL Level Reading/Writing Level
Speaking/Listening Level
K-2 ALL A A
3-51-2 A
B3-4 B
6-81-2 B
C3-4 C
9-121-2 C
D3-4 D
• All students classified as limited English proficient (LEP) at the time of CELLA testing.
• All new students who respond affirmatively to the Home Language Survey must be assessed for English language proficiency using the OLPS-R within 20 days of entry to the district.
• Specific cutoff dates for CELLA participation will be provided at a later date.
Students to be Tested
• The Florida State Board of education Rule 6A-10.042 and section1008.24 of the Florida Statutes prohibit activities that may threaten the integrity of the test.
• The security of all test materials must be maintained before, during, and after the test administration. Under no circumstances are students permitted to handle secure materials before or after test administration.
CELLA Test Security
Range of CELLA Scores
• For now, the use of Subtest Scale Score Anchor Points and Descriptions is recommended
CELLA Results Interpretation
Scale Score Reference
Point
Listening/Speaking
620 Students with a score of 620 usually have a small vocabulary and know only a little grammar. They are still learning how to ask and answer basic questions.
660 Students with a score of 660 have a basic vocabulary. They can ask and answer basic questions but are still learning how to participate in conversations.
700 Students with a score of 700 know enough vocabulary and grammar to take part in conversations. They are still learning to use English to understand what is being taught in class.
740 Students with a score of 740 have a good knowledge of vocabulary and grammar. They can participate in most conversations and can use English to learn new ideas in their classes.
CELLA Results Interpretation (continued)
Scale Score Reference
Point
Reading
620
Students with a score of 620 are just beginning to read. They can recognize many common words in English and can read and understand some very simple sentences.
660
Students with a score of 660 are still learning to read, but are close to becoming independent readers. They can read and understand short passages written in very simple language.
700
Students with a score of 700 are developing as independent readers. They can easily read short passages written in very simple language and are learning to read passages that are moderately complex.
740
Students with a score of 740 are independent readers developing their skills. They can easily read and understand short passages that are moderately complex and are learning to read challenging short passages.
780
Students with a score of 780 are capable independent readers. They have a good vocabulary and are learning to read challenging short passages with thorough comprehension.
CELLA Results Interpretation (continued)
Scale Score Reference
Point
Writing
620 Students with a score of 620 are learning to write letters and single words. 660 Students with a score of 660 can write letters and single words and are learning to
write sentences independently. 700 Students with a score of 700 can write sentences and are learning to write simple
paragraphs. Their writing may contain errors that make it hard to understand. 740 Students with a score of 740 can write simple paragraphs and are learning to write
more complex paragraphs. Their writing still contains some errors, but it can usually be understood.
780 Students with a score of 780 can write simple or complex paragraphs. Their writing can be understood easily and shows a strong vocabulary and the ability to use advanced grammar.
SKILL AREA POINTS POSSIBLE
POINTS ACHIEVED
SCALE SCORE
Listening 22 15691
Speaking 24 13Reading 25 20 750Writing 34 16 588
Total Score 105 64 2029
Listening/Speaking: B2Reading/Writing: A2
* Listening and Speaking have a combined Scale Score
Score Interpretation (example)Test Levels/Form Taken:
• October 2007: CELLA District Policy Advisory Committee and Rule Development Workshops.
• November 2007: Final Rule Development.• January 2008: Rule Adoption by State Board of Education and
dissemination of the new rule.• February 2008: technical assistance offered to districts.
Anticipated CELLA Standard Setting: Time
Line
Training:April 8, 2008 and April 10, 2008
Administration:Individual – April 15 through May 23
Group – April 23 through April 30
(TENTATIVE)
Important Dates for 2008 CELLA
Other State/National Assessment Programs
National Assessment of Educational Progress (NAEP)Florida Alternate Assessment Test (FLAA)Florida Competency Examination on Personal Fitness
(FCEPF)
Additional Assessments for Language Arts/Reading
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)Florida Oral Reading Fluency Assessment (FORF)District Writing Test (DWT)Peabody Picture Vocabulary Test (PPVT)Diagnostic Assessment of Reading (DAR)Florida Kindergarten Readiness Screener (FLKRS) (Division of Early Childhood)
Additional Assessments for Bilingual / World Languages
Metropolitan Achievement Test (MAT-7)Oral Language Proficiency Scale (OLPS-R)
Additional Assessments for Advanced Academics
Naglieri Nonverbal Ability Test (NNAT)Preliminary ACT Test (PLAN)College Board Preliminary SAT Test (PSAT)College Board ACT TestCollege Board SAT TestFlorida College Entry-level Placement Test (CPT)Advanced Placement Examinations (AP) International Baccalaureate External Written Examinations (IB)Aprenda La Prueba de los Logros en Español Segunda Edición
(APRENDA)Stanford Achievement Test, Ninth Edition (SAT-9)
REGAL PLANREVAMPING EDUCATION FOR GIFTED AND ALL LEARNERS
Naglieri Non-Verbal Ability Test
(NNAT)
NNAT
History of the NNATWhat is the NNAT?Who is administered the NNAT?
Grades 1 and 4 Important dates to rememberOctober 15 – 17, 2007Test administered in 30 minutes
MERIT AWARD PLANEND-OF-COURSE TESTS
MAP
JILL BROOKNER, INSTRUCTIONAL SUPERVISOR
DIVISION OF SPECIAL EDUCATION
Florida Alternate Assessment Test
Test Security Update
General Security Guidelines
DO DO NOT Provide secure storage Restrict access o 3 or fewer keys
Maintain documentationo Chain of custodyo Book assignment to students
Send Test Chairs to training
Train test administrators and proctors
Return materials promptly
Schedule lunch breaks around testing schedule
• Do not allow unauthorized access to materials or content
• Do not have a copier/ scanner in the storage room
• Do not open secure materials prior to date allowed
• Do not allow untrained or uncertified staff to test studentso No coaching/assistance during test
administrationo No viewing, reviewing, copying, or
debriefing test content
Test Security Update
Revision of Standards and Guidelines for Test Administration and Test Security
Security Procedures aligned with PIM Model (Personnel Investigative Model)
All irregularities must be reported! Problems with materials Testing incidents Security violations
Reporting Irregularities
• All testing “irregularities” must be reported: – Student Assessment and Educational Testing– Appropriate administrative office (Region, Charter School, or
Educational Alternative Outreach Program)
• Criminal and serious non-criminal incidents must be reported to Miami-Dade School Police
• Minor, clearly administrative incidents may be resolved at the school site, with guidance from the appropriate administrative office.
For more information about security . . .
http://oada.dadeschools.net/saet/InfoForTestChair.asp
MISCELLANEOUS/OTHER
2007 Monitor Training Packet (FCAT and SAT-10)
Desk Audit / Missing Score Procedures Generic Template for Training Test Administrators and Proctors Glossary of Commonly Used Terms
Guidelines and Tips for School Test Chairpersons
Guidelines for Distributing Score Reports to Parents
Standards, Guidelines and Procedures for Test Administration and Test Security
Coming Soon . . .Computer-Based FCAT Administration
FCAT Retake Determine capacity Limited administration Summer 2008
FCAT NRT State contract with Harcourt Administration beginning in Spring 2009
CBT Challenges
• “Tech” representative at every school to work closely with Test Chair• Computer hardware
– Sufficient quantities– Sufficient capacity
• Security– Placement of student stations– “Blinds”
• Rolling administration date
School Grades and Accountability
History of School Grades
Additional requirements applied AFTER a school’s points are calculated:
• Adequate Progress for Lowest 25%—required to earn grade based on calculated points. If a school does not meet this requirement, the school’s grade is lowered one letter grade.
• Participation Requirement (Percent Tested)—required to earn grade based on calculated points. Schools must test at least 95% of their students to earn an “A”, at least 90% to earn any other grade.
School Grades 2007: What is Measured
82
Summary of School Grading CriteriaTable 7 on page 16 of the “2007 Guide to Calculating School Grades - Technical Assistance Paper”
Found at http://oada.dadeschools.net/schoolgrades.asp
Grade Grading CriteriaA 525 points or more
95% tested or more Make adequate progress (50%) in the current year with the lowest performing students
B 495 to 524 points 90% tested or more Make adequate progress (50%) with the lowest performing students in either the current
or the previous year
C 435 to 494 points 90% tested or more Make adequate progress (50%) in the current year with the lowest performing students
D 395 to 434 points 90% tested or more
F Fewer than 395 points 90% tested or more
I Less than 90% tested (Schools initially receive a grade of “incomplete” while the status is investigated.)
2007-08 State Targets for Adequate Yearly Progress
95% Participation Rate in Reading95% Participation Rate in Mathematics58% of Students Proficient in Reading62% of Students Proficient in Mathematics1% Improvement in Writing Proficiency or 90% at 3 and above1% Improvement in Graduation Rate or Graduation Rate of 85%
or higherSchool grade not a “D” or “F”
Subgroup Classifications
AYP calculations are based upon nine subgroups.1. Total School2. White (W)3. Black(B)4. Hispanic (H)5. Asian (A)6. Native American (I)7. Economically Disadvantaged Students8. English Language Learners (ELL)9. Students With Disabilities (SWD)
Thank You
Have A Great Year!