Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Georgia Milestones Update
Fall GACIS
September 2016
Melissa Fincher, Ph.D.
Deputy Superintendent, Assessment & Accountability
[email protected]
Educator
Participation in
Georgia
Milestones
Meetings
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Statewide Schools
• Georgia Cyber Academy
• Georgia Virtual School (GaVS)
• State Schools
Higher Ed
• Technical College System of Georgia
• University System of Georgia
Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
2016-2017
Spring 2017 Scoring and
Reporting Timelines
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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 Writing
Spring 2017
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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 multiplechoice and 1 constructed-response items, and then answer an extendedwriting 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.
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.
For future administrations, GaDOE is considering administering this section earlier in
the school year – beginning in the 2017-2018 school year.
Spring 2017
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Technology Enhanced (TE) Items
• As planned and communicated, TE items will be
included on the 2016-2017 operational forms in ELA
and 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)
Technology Enhanced
Items
• English Language Arts
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
‒ Evidence-Based Selected-Response (EBSR) items
• Mathematics
‒ Multiple-select items
‒ Multi-part/multi-select items
Evidence-Based
Selected Response
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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. 1Point if only Part One is correct.
Evidence-Based Selected
Response Student View Page 1
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Evidence-Based Selected
Response Student View Page 2
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Mathematics
Two-Part Items
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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
Mathematics
Multiple-Select Items
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Mathematics
Multiple-Select Item
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Benefits of TE Items
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• Provides scaffolding for multi-step responses
• Meets demands of new standards for analysis
• Provides evidence of close reading/mathematical
processes
• Drives deeper instruction
Spring 2017
Science and Social Studies
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• Revised content standards – the Georgia Standards for Excellence – were
adopted by the State Board of Education for implementation in the 20172018 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
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• Eliminates the Science and Social Studies EOG measures
in grades 3, 4, 6, and 7 beginning in the 2016-2017 school
year.
‒ Grade 3:
‒ Grade 4:
‒ Grade 5:
‒ Grade 6:
‒ Grade 7:
‒ Grade 8:
ELA – Mathematics
ELA – Mathematics
ELA – Mathematics – Science – Social Studies
ELA – Mathematics
ELA – Mathematics
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
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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 364
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Calls 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
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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 20162017 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 Rule
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
SBOE 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
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
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 calculations
Proposed 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
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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 Rule
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
SBOE 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:
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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/Redesign
Summer 2016 Focus Groups
45 Kindergarten teachers
5 regions across the state
Fall 2015 Surveys
2,218 Kindergarten teachers
1,503 First Grade teachers
582 Building Administrators
186 System Test Coordinators
Georgia’s ESSA Plan
State Advisory Committee
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
‒ 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 County
August 29: Habersham County
September 14: Fulton County
September 19: Muscogee County
October 6: Dougherty County
October 12: Laurens County
October 13: Chatham County
October 17: Gordon County
ESSA:
State Responsibilities
Assessments must…
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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.
Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
2015-2016
Georgia Milestones
by the Numbers….
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Spring 2016
• Approximately 3. 9 million tests administered, scored
and reported.
Online Administrations
Georgia Milestones
Remember, each grade-level EOG consists of 4 tests.
Spring 2015
Spring 2016
End of Grade
30%
55%
End of Course
71%
91%
53%
73%
Total
When including the Winter 2015 EOC administration, 75% of tests were
administered online during the 2015-2016 administration.
Online Interruptions
by the Numbers….
End of Grade
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
[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%
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.
While improvements must be made, it is highly likely that there will always be
some, hopefully small, number of interruptions.
EOG Preliminary
Interruption Analysis
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• 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
Comparison
2015 to 2016
Developing &
Above
Proficient &
Above
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
EOG
EOC
Combined
increased
11
7
18
same
9
0
9
decreased
4
1
5
increased
16
7
23
same
5
0
5
decreased
3
1
4
32 tests administered
Spring 2016 v Spring 2015
Proficient & Above
Increase: Proficient & Above
Grade 3 Mathematics
Grade 3 Science
Grade 5 ELA
Grade 5 Science
Grade 5 Social Studies
Grade 6 Mathematics
Grade 6 Science
Grade 6 Social Studies
Grade 7 ELA
Grade 7 Mathematics
Grade 7 Science
Grade 7 Social Studies
+2
+1
+2
+3
+1
+2
+1
+1
+1
+5
+3
+3
Grade 8 ELA
Grade 8 Mathematics*
Grade 8 Science*
Grade 8 Social Studies
9th Grade Literature
American Literature
Analytic Geometry
Biology
Physical Science
US History
Economics
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
+5
+3
+2
+5
+2
+7
+3
+5
+3
+6
+9
Same
Grade 3 Social Studies
Grade 4 Mathematics
Grade 4 Science
Grade 5 Mathematics
Grade 6 ELA
Decrease: Proficient &
Above
Grade 3 ELA
Grade 4 ELA
Grade 4 Social Studies
Coordinate Alg
-2
-2
-1
-3
*includes grade 8 students who took EOC in lieu of math and/or science EOG
Spring 2016 v Spring 2015
Developing & Above
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Increase: Developing & Above
Same
Grade 3 Social Studies +1 Biology
+5 Grade 3 ELA
Grade 5 ELA
+2 Physical Science
+1 Grade 3 Mathematics
Grade 6 Science
+1 US History
+4 Grade 3 Science
Grade 7 ELA
+3 Economics
+5 Grade 4 Mathematics
Grade 7 Mathematics +1
Grade 4 Science
Grade 7 Science
+2
Grade 5 Science
Grade 7 Social Studies +2
Grade 5 Social Studies
Grade 8 ELA
+4
Grade 6 Mathematics
Grade 8 Mathematics* +4
Grade 6 Social Studies
Grade 8 Science*
+3
Decrease: Developing & Above
Grade 8 Social Studies +5
9th Grade Literature
+1 Grade 4 ELA
-1 Grade 6 ELA
-1
American Literature
+1 Grade 4 Social Studies -1 Coordinate Algebra
-1
Analytic 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:
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Domain performance is reported
in terms of the Proficient Learner
achievement level.
What is the likelihood the student would achieve proficiency
on the test given his/her performance in the domain?
Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
English Language Arts
Grade
% Remediate Learning
% Monitor Learning
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
% Accelerate Learning
Domain
2015
2016
2015
2016
2015
2016
Reading and Vocabulary
57
57
23
23
20
21
Writing and Language
62
65
22
18
16
17
Reading and Vocabulary
59
57
25
26
16
17
Writing and Language
60
64
23
20
17
16
Reading and Vocabulary
56
56
23
24
20
21
Writing and Language
54
55
25
25
21
19
Reading and Vocabulary
56
53
23
26
21
21
Writing and Language
57
60
25
23
18
17
Reading and Vocabulary
59
56
23
29
18
16
Writing and Language
59
55
21
24
19
20
Reading and Vocabulary
57
49
22
27
21
24
Writing and Language
58
59
23
21
20
21
3
4
5
6
7
8
Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Mathematics
Grade
3
4
5
6
7
8
% Remediate Learning
% Monitor Learning
Domain
2015
2016
2015
2016
Operations and Algebraic Thinking
Numbers and Operations
Measurement and Data
Geometry
Operations and Algebraic Thinking
Number and Operations in Base 10
Number and Operations - Fractions
Measurement and Data
Geometry
Operations and Algebraic Thinking
Number and Operations in Base 10
Number and Operations - Fractions
Measurement and Data
Geometry
Ratios and Proportional Relationships
The Number System
Expressions and Equations
Geometry
Statistics and Probability
Ratios and Proportional Relationships
The Number System
Expressions and Equations
Geometry
Statistics and Probability
Numbers, Expressions, and Equations
Algebra and Functions
Geometry
Statistics and Probability
55
56
58
48
54
47
56
56
48
59
54
62
55
53
57
60
59
57
63
53
54
54
60
60
57
58
59
55
56
54
55
56
48
54
58
54
45
56
54
57
55
60
49
57
55
58
61
48
51
51
51
55
55
62
64
51
27
20
24
37
32
27
25
28
36
21
30
18
30
29
30
23
25
25
22
30
28
27
18
19
26
19
22
32
26
20
25
32
32
25
19
25
45
23
21
22
28
28
35
24
24
21
23
32
29
31
25
20
27
24
22
36
Richard Woods,
% Accelerate
Georgia’s
SchoolLearning
Superintendent
“Educating Georgia’s Future”
gadoe.org
2015
2016
18
24
19
15
14
26
20
17
16
19
16
19
15
18
12
18
17
18
15
17
18
19
22
20
17
22
19
12
18
25
20
12
20
21
24
21
9
21
25
22
17
12
17
19
21
21
16
20
20
18
24
25
18
15
14
13
Promotion & Retention
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Reading – Grades 3, 5, and 8
Student 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 Level
The 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
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Reading – Grades 3, 5, and 8
Generally 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.
Promotion & Retention
Spring Reading Performance
Grade/Course
Below
Grade Level
Grade 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%
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Lexile Results for
Georgia Students: 2008 - 2016
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Median Lexile for Georgia Students by Grade Level/Course
Grade
Level/
Course
3
4
5
6
7
8
9th Lit
Am. Lit
2008
2009
2010
2011
2012
2013
2014
2015
2016
Suggested
Text
Demand:
Lower
Limit
670
770
870
955
995
1080
645
790
840
980
1020
1110
685
810
885
980
1020
1150
720
805
925
1000
1040
1170
740
840
935
1025
1065
1180
1205
1220
790
860
940
1070
1095
1210
1215
1240
755
915
965
1075
1120
1265
1225
1270
650
790
920
975
1095
1130
1205
1305
645
795
940
980
1115
1175
1230
1345
520
740
830
925
970
1010
1050
1185
Suggested
Text
Demand:
Upper
Limit
820
940
1010
1070
1120
1185
1260
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
Median Lexile Score by Grade/Course and Achievement Level
Grade/Course
Lower Bound
of Text Band
Beginning
Learner
Developing
Learner
Proficient
Learner
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
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
1050
925
940
1165
1170
1370
1400
1600
1630
1185
1025
1015
1275
1290
1505
1510
1785
1785
9th Grade
Literature
American
Literature
2016 Median Lexile within each
Achievement Level & Suggested
Text Bands
1800
1785
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
1630
1600
1400
Lexile
1200
1000
800
975
820
795
1010
880
1070
1080
945
970
925
1185
1105
1290
1170
1185
1050
1015
1010
875
850
Beginning Learner
940
Developing Learner
750
685
600
Proficient Learner
Distinguished Learner
535
520
425
400
200
1120
830
740
645
1260
1075
940
820
1385
1295
1280
1140
1135
1015
1400
1370
1330
1510
1470
1475
Lower Text Band for
Grade
Upper Text Band for
Grade
3
4
5
6
7
Grade Level/Course
8
9th Grade
Literature
American
Literature
Promotion & Retention
Mathematics – Grades 5 and 8
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Students 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.
Promotion & Retention
Spring Mathematics Performance
Grade/Course
Beginning
Learner
Developing 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%
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
EOG Median National
Percentile Ranks
Grade
English
Language Arts*
Mathematics
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Social
Studies
Science
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
Course
Winter
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
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
Grade
English
Language Arts*
2015
2016
3
9
9
4
8
7
5
8
7
6
11
11
7
11
14
8
14
15
9th Grade
Literature**
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
American Literature**
2015
2016
2015
2016
21
20
25
28
*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
2015
2016
3
8
8
4
11
10
5
13
13
6
17
16
7
21
21
8
25
24
Coordinate
Algebra
Analytic
Geometry
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Algebra I
Geometry
2015
2016
2015
2016
2015
2016
2015
2016
26
30
28
27
--
35
--
30
Based on Georgia student performance on 20 NRT items embedded on the Georgia Milestones
EOG or EOC.
Spring Median NPRs for
Beginning Learners in Science
Grade
Science
Physical Science
2015
2016
3
8
9
4
11
11
5
15
15
6
19
19
7
20
20
8
31
32
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Biology
2015
2016
2015
2016
27
27
24
23
Based on Georgia student performance on 20 NRT items embedded on the Georgia Milestones
EOG or EOC.
Spring Median NPRs for
Beginning Learners in
Social Studies
Grade
Social Studies
2015
2016
3
10
9
4
13
11
5
15
16
6
17
17
7
20
18
8
28
28
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
U.S. History
Economics
2015
2016
2015
2016
18
18
19
21
Based on Georgia student performance on 20 NRT items embedded on the Georgia Milestones
EOG or EOC.
Frequently Asked
Questions
Q:
A:
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
How can two students with the same scale score and
achievement level in ELA have different Lexile scores?
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
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Reading and
Vocabulary
Writing and
Language
Frequently Asked
Questions
Q:
A:
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
How can a student who is classified as reading
on/above grade level achieve ‘Remediate Learning’
in the Reading and Vocabulary domain?
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
Questions
Q:
A:
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
How can two students with the same scale score and
achievement level in a content area have different
NRT scores?
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
Questions
Q:
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
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
Descriptors
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Achievement 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
Descriptors
Sample Grade 3 Mathematics
ALD
Policy
Standard
Range
3.NBT.1
3.NBT.2
3.NBT.3
Beginning Learner
Developing Learner
Proficient Learner
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Distinguished Learner
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.
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.
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.
Balancing Act
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Regardless of the content area, good instruction balances content coverage in order to avoid….
Assessment & Accountability
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
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
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
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.
Questions & Answers
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
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