This presentation provides information and guidance for test examiners administering Georgia Milestones End-of-Course (EOC) assessments. It discusses the EOC overview, guidelines for before, during, and after testing, who is required and exempt from taking EOCs, calculator policies, universal tools available to all students, item types on the assessments, and examples of technology-enhanced items in mathematics and English language arts. The goal is to ensure proper and standardized administration of the EOC exams in coordination with local district training.
materi ini menjelaskan tentang descriptive text selain itu menjelaskan fungsi sosial, generic structure, unsur kebahasaan dan contoh descriptive text untuk tingkat smp kelas 7.
semoga bermanfaat
This document outlines the key elements of writing a short story for kids, including setting, characters, plot, conflict, climax, resolution, theme, and point of view. It explains that the setting establishes when and where the story takes place, characters are imaginary people portrayed realistically, and the plot reveals a series of story events. It also discusses that a conflict drives the story, the climax is the peak moment, resolution concludes the aftermath, and the theme and point of view complete the narrative.
Dokumen tersebut membahas tentang tiga jenis puisi tradisional Indonesia yaitu pantun, gurindam, dan syair. Ia menjelaskan definisi, ciri-ciri, dan contoh dari masing-masing jenis puisi tersebut. Dokumen ini juga menyinggung tentang jenis-jenis pantun berdasarkan temanya seperti pantun agama, kasih sayang, dan lainnya.
This document provides guidance on how to write short stories for ages 7-11. It discusses including key elements like settings, characters, events, and resolutions. Settings describe where the story takes place. Characters should have 2-4 characters with descriptions. Stories should include interesting events like accidents or theft, and endings should resolve problems or tie back to the beginning. Writers are encouraged to use literary devices like alliteration, rhyme, onomatopoeia, similes and metaphors to improve their writing. Finally, the document recommends planning the story using a storyboard before writing.
Greeting cards are used to express feelings or sympathies during special events. They convey greetings like congratulations, condolences, and prayers in written form. A typical greeting card structure includes a receiver, body, and sender. The purpose of greeting cards is to congratulate, greet, or show sympathy for someone during occasions like birthdays, holidays, or other milestones. Examples are provided for birthday, anniversary, and graduation cards.
This document provides information about procedure texts, including their purpose, generic structure, language features, and an example of how to make a sandwich in 3 steps. It discusses that a procedure text shows how to make or do something through a sequence of steps, using simple present tense, adverbials of sequence, and imperative sentences. The generic structure includes a goal, list of materials, and description of steps.
This document provides an overview of various poetic forms and literary devices, including definitions of poetry, figurative and literal language, theme, diction, imagery, meter, rhyme, stanzas, and forms such as sonnets, limericks, cinquains, diamantes, ballads, and haiku. It also discusses common misconceptions about poetry and elements such as speakers, rhyme schemes, alliteration, and more.
This document provides guidelines on subject-verb agreement in English. It explains that singular subjects require a singular verb form, while plural subjects take a plural verb form. There are exceptions for compound subjects joined by "and", indefinite pronouns, collective nouns, fractions and portions, inverted sentences, and sentences beginning with "here" or "there". The document also discusses how to determine the number of the verb after relative pronouns and in predicate nominatives. It includes examples to illustrate each rule of subject-verb agreement.
materi ini menjelaskan tentang descriptive text selain itu menjelaskan fungsi sosial, generic structure, unsur kebahasaan dan contoh descriptive text untuk tingkat smp kelas 7.
semoga bermanfaat
This document outlines the key elements of writing a short story for kids, including setting, characters, plot, conflict, climax, resolution, theme, and point of view. It explains that the setting establishes when and where the story takes place, characters are imaginary people portrayed realistically, and the plot reveals a series of story events. It also discusses that a conflict drives the story, the climax is the peak moment, resolution concludes the aftermath, and the theme and point of view complete the narrative.
Dokumen tersebut membahas tentang tiga jenis puisi tradisional Indonesia yaitu pantun, gurindam, dan syair. Ia menjelaskan definisi, ciri-ciri, dan contoh dari masing-masing jenis puisi tersebut. Dokumen ini juga menyinggung tentang jenis-jenis pantun berdasarkan temanya seperti pantun agama, kasih sayang, dan lainnya.
This document provides guidance on how to write short stories for ages 7-11. It discusses including key elements like settings, characters, events, and resolutions. Settings describe where the story takes place. Characters should have 2-4 characters with descriptions. Stories should include interesting events like accidents or theft, and endings should resolve problems or tie back to the beginning. Writers are encouraged to use literary devices like alliteration, rhyme, onomatopoeia, similes and metaphors to improve their writing. Finally, the document recommends planning the story using a storyboard before writing.
Greeting cards are used to express feelings or sympathies during special events. They convey greetings like congratulations, condolences, and prayers in written form. A typical greeting card structure includes a receiver, body, and sender. The purpose of greeting cards is to congratulate, greet, or show sympathy for someone during occasions like birthdays, holidays, or other milestones. Examples are provided for birthday, anniversary, and graduation cards.
This document provides information about procedure texts, including their purpose, generic structure, language features, and an example of how to make a sandwich in 3 steps. It discusses that a procedure text shows how to make or do something through a sequence of steps, using simple present tense, adverbials of sequence, and imperative sentences. The generic structure includes a goal, list of materials, and description of steps.
This document provides an overview of various poetic forms and literary devices, including definitions of poetry, figurative and literal language, theme, diction, imagery, meter, rhyme, stanzas, and forms such as sonnets, limericks, cinquains, diamantes, ballads, and haiku. It also discusses common misconceptions about poetry and elements such as speakers, rhyme schemes, alliteration, and more.
This document provides guidelines on subject-verb agreement in English. It explains that singular subjects require a singular verb form, while plural subjects take a plural verb form. There are exceptions for compound subjects joined by "and", indefinite pronouns, collective nouns, fractions and portions, inverted sentences, and sentences beginning with "here" or "there". The document also discusses how to determine the number of the verb after relative pronouns and in predicate nominatives. It includes examples to illustrate each rule of subject-verb agreement.
Descriptive text provides information by describing a person, place, or thing. It identifies the subject and then describes parts, qualities, and characteristics using adjectives in the present tense. Common features described for people include name, age, nationality, appearance like hair color, eye color, height, and personality traits. Examples are given describing actors Daniel Radcliffe, Emma Watson, and Rupert Grint from Harry Potter including their physical appearance and characters.
This document defines and provides guidance on writing announcements. It explains that announcements are formal notifications, either written or spoken, that are presented to the public. The document then outlines the generic structure of announcements, including an opening, content, and closing. It provides tips for writing announcements, such as keeping them short, clear, and direct. Finally, it discusses different types of announcements and provides examples.
Dokumen tersebut membahas tentang kalimat dan sintaks dalam bahasa. Pertama, kalimat didefinisikan sebagai satuan linguistik yang terdiri dari satu atau lebih kata dan dapat berupa pernyataan, pertanyaan, seruan, atau perintah. Kedua, sintaks dijelaskan sebagai aturan yang mendefinisikan struktur kalimat dan elemen-elemennya seperti identifikasi, operator, komentar, dan ekspresi. Ketiga, berbagai j
The document defines and describes different types of charts, graphs, and tables used to visualize data relationships. It explains that charts like pie charts and bar charts show how data sets relate, graphs use lines or curves, and tables organize data into rows and columns. Trends in data over time are described using verbs for upward, downward, or stable movement as well as adjectives denoting the degree or speed of change.
The document describes different weather conditions, asking "What's the weather like?" for each one. It lists the weather as being sunny, cloudy, rainy, windy, stormy, snowy, hot, warm, cool, and cold. It then provides descriptions of the typical weather for each season, with summer being sunny and hot, autumn being windy, winter being rainy and cold, and spring being warm.
This document discusses multiple meaning words and provides examples to demonstrate how context clues can help determine a word's meaning when it has more than one definition. It begins with an introduction to multiple meaning words and context clues. Then, it provides sentences that use words like "pupil", "quiver", "game", "staff", and "raise" in different ways to demonstrate the different meanings. Following this is an exercise where readers choose the correct multiple meaning word to complete sentences based on context clues. It concludes by stating that using context clues to understand multiple meaning words is easy.
The document discusses grammar rules for forming comparatives and superlatives in English. It provides examples of how to add -er, -est, more, or most to adjectives with one, two, or more syllables. It also notes some irregular forms. Tables are included that show the comparative and superlative forms side by side. The second half provides exercises where readers are prompted to use comparatives and superlatives to compare different animals based on adjectives provided.
The document provides guidance on descriptive writing techniques including:
1) Using adjectives in a specific order of quantity, opinion, size, etc. and adverbs to modify verbs and adjectives.
2) Employing similes and metaphors to compare two different things.
3) Incorporating the five senses of sight, sound, smell, taste and touch into descriptions.
4) Examples are given of descriptive passages using these techniques to describe a market scene.
Dokumen tersebut membahas tentang penulisan opini, mulai dari tujuan, prinsip-prinsip, jenis, dan proses penulisan opini. Beberapa poin penting yang diangkat antara lain bahwa opini bertujuan untuk menyalurkan gagasan masyarakat dan memberikan sudut pandang alternatif, penulis opini bebas menyampaikan pendapat dengan jujur, serta proses penulisan opini meliputi perencanaan, penulisan draf, revisi, hing
This document provides definitions and explanations for over 30 common proverbs. A proverb is described as a short, memorable phrase that offers advice about life. Some of the proverbs explained in the document include "the grass is always greener on the other side", "don't put all your eggs in one basket", "a stitch in time saves nine", and "two heads are better than one". For each proverb, a short definition of its meaning is given to convey the advice or lesson contained within the traditional saying.
Elephants live in family groups and use their large trunks and brains to communicate with each other through over 50 different calls. They help each other when in trouble and care for their young together. Their trunks are strong enough to lift trees but also delicate enough to pick flowers and are used as tools for many tasks.
Reading comprehension involves understanding what is read. One way to ensure comprehension is through retelling or summarizing, which extracts the main idea and supporting details. When retelling, it is important to consider the characters, setting, problem, attempts to resolve the problem, resolution, and outcome. Various tools like story maps and graphic organizers can help with retelling a story by organizing these key elements.
This document discusses how to avoid sentence fragments by ensuring each sentence contains a subject and predicate that forms a complete thought. It explains that dependent clauses, introduced by subordinating conjunctions like "after", cannot stand alone as sentences. Using fragments can disrupt the flow of ideas and cause misunderstandings for the reader. To avoid fragments, writers should check that each sentence conveys complete information and logical sense on its own.
The document provides guidance on teaching the structure, language features, and creation of news item texts, which report important or newsworthy events in a format similar to newspaper, radio, or television news. It outlines the learning objectives, steps, and materials, including defining the generic structure and language features of news items, such as using the simple past tense, action verbs, and direct/indirect speech. Examples are also provided to illustrate the typical components and language conventions of news item texts.
This document provides information about different types of graphics used in texts such as diagrams, tables, graphs and illustrations. It explains that these visuals provide important information and should be studied carefully. Different graphic types are used for different purposes, with charts and graphs used to organize and compare data, and tables used to represent numerical data in an organized way. The document provides tips for reading different graphics, such as reading the title, labels, and any explanatory text to understand the information presented. It also provides examples of questions to answer using the facts presented in sample graphics.
There are actually only seven basic narratives. Find out what they are and how you can use them to engage your learners...Also, check out Juliette's video about plots:
https://youtu.be/qZkrLMv7pNc
This document provides information about procedural texts, including their definition, purpose, generic structure, language features, and examples. It defines a procedural text as one that shows a process in order and their purpose is to describe how to do or make something through a sequence of steps. Common examples given are recipes, rules for games, and appliance instructions. The generic structure outlined includes a goal/aim, list of materials, and method consisting of a series of steps. Key language features of procedural texts are the use of action verbs, imperative sentences, simple present tense, and linking words for time. An example recipe for fried rice is provided to illustrate these concepts.
The narrative text describes the story of Cinderella. It explains that Cinderella lived with her stepmother and two step sisters who treated her badly, forcing her to do all the household chores while her stepsisters did not have to work. When the king's son announced a ball, Cinderella's stepsisters were invited but she was not. With the help of her fairy godmother, Cinderella was able to attend the ball where she danced with and fell in love with the prince. Later, with the help of a glass slipper, the prince discovered that Cinderella was the girl he had danced with, and they lived happily ever after.
This document provides information for parents about the college application process at Columbus School for Girls. It discusses the school's college counseling services, the current college admissions landscape, standardized testing, and tips for students. The school's college counseling focuses on helping each student find a good "match" and has a 100% college acceptance rate. It outlines the testing timeline and recommends preparation resources for standardized tests. The document aims to inform parents and students about current trends in college admissions.
The document provides information about high school graduation requirements, the differences between graduation and college entrance requirements, college admission testing programs, scholarships, career planning resources, and advice from college admissions officers. It outlines required courses and credits needed to graduate high school, recommends more rigorous classes for college entrance, and describes SAT, ACT, and Bright Futures testing and eligibility.
Descriptive text provides information by describing a person, place, or thing. It identifies the subject and then describes parts, qualities, and characteristics using adjectives in the present tense. Common features described for people include name, age, nationality, appearance like hair color, eye color, height, and personality traits. Examples are given describing actors Daniel Radcliffe, Emma Watson, and Rupert Grint from Harry Potter including their physical appearance and characters.
This document defines and provides guidance on writing announcements. It explains that announcements are formal notifications, either written or spoken, that are presented to the public. The document then outlines the generic structure of announcements, including an opening, content, and closing. It provides tips for writing announcements, such as keeping them short, clear, and direct. Finally, it discusses different types of announcements and provides examples.
Dokumen tersebut membahas tentang kalimat dan sintaks dalam bahasa. Pertama, kalimat didefinisikan sebagai satuan linguistik yang terdiri dari satu atau lebih kata dan dapat berupa pernyataan, pertanyaan, seruan, atau perintah. Kedua, sintaks dijelaskan sebagai aturan yang mendefinisikan struktur kalimat dan elemen-elemennya seperti identifikasi, operator, komentar, dan ekspresi. Ketiga, berbagai j
The document defines and describes different types of charts, graphs, and tables used to visualize data relationships. It explains that charts like pie charts and bar charts show how data sets relate, graphs use lines or curves, and tables organize data into rows and columns. Trends in data over time are described using verbs for upward, downward, or stable movement as well as adjectives denoting the degree or speed of change.
The document describes different weather conditions, asking "What's the weather like?" for each one. It lists the weather as being sunny, cloudy, rainy, windy, stormy, snowy, hot, warm, cool, and cold. It then provides descriptions of the typical weather for each season, with summer being sunny and hot, autumn being windy, winter being rainy and cold, and spring being warm.
This document discusses multiple meaning words and provides examples to demonstrate how context clues can help determine a word's meaning when it has more than one definition. It begins with an introduction to multiple meaning words and context clues. Then, it provides sentences that use words like "pupil", "quiver", "game", "staff", and "raise" in different ways to demonstrate the different meanings. Following this is an exercise where readers choose the correct multiple meaning word to complete sentences based on context clues. It concludes by stating that using context clues to understand multiple meaning words is easy.
The document discusses grammar rules for forming comparatives and superlatives in English. It provides examples of how to add -er, -est, more, or most to adjectives with one, two, or more syllables. It also notes some irregular forms. Tables are included that show the comparative and superlative forms side by side. The second half provides exercises where readers are prompted to use comparatives and superlatives to compare different animals based on adjectives provided.
The document provides guidance on descriptive writing techniques including:
1) Using adjectives in a specific order of quantity, opinion, size, etc. and adverbs to modify verbs and adjectives.
2) Employing similes and metaphors to compare two different things.
3) Incorporating the five senses of sight, sound, smell, taste and touch into descriptions.
4) Examples are given of descriptive passages using these techniques to describe a market scene.
Dokumen tersebut membahas tentang penulisan opini, mulai dari tujuan, prinsip-prinsip, jenis, dan proses penulisan opini. Beberapa poin penting yang diangkat antara lain bahwa opini bertujuan untuk menyalurkan gagasan masyarakat dan memberikan sudut pandang alternatif, penulis opini bebas menyampaikan pendapat dengan jujur, serta proses penulisan opini meliputi perencanaan, penulisan draf, revisi, hing
This document provides definitions and explanations for over 30 common proverbs. A proverb is described as a short, memorable phrase that offers advice about life. Some of the proverbs explained in the document include "the grass is always greener on the other side", "don't put all your eggs in one basket", "a stitch in time saves nine", and "two heads are better than one". For each proverb, a short definition of its meaning is given to convey the advice or lesson contained within the traditional saying.
Elephants live in family groups and use their large trunks and brains to communicate with each other through over 50 different calls. They help each other when in trouble and care for their young together. Their trunks are strong enough to lift trees but also delicate enough to pick flowers and are used as tools for many tasks.
Reading comprehension involves understanding what is read. One way to ensure comprehension is through retelling or summarizing, which extracts the main idea and supporting details. When retelling, it is important to consider the characters, setting, problem, attempts to resolve the problem, resolution, and outcome. Various tools like story maps and graphic organizers can help with retelling a story by organizing these key elements.
This document discusses how to avoid sentence fragments by ensuring each sentence contains a subject and predicate that forms a complete thought. It explains that dependent clauses, introduced by subordinating conjunctions like "after", cannot stand alone as sentences. Using fragments can disrupt the flow of ideas and cause misunderstandings for the reader. To avoid fragments, writers should check that each sentence conveys complete information and logical sense on its own.
The document provides guidance on teaching the structure, language features, and creation of news item texts, which report important or newsworthy events in a format similar to newspaper, radio, or television news. It outlines the learning objectives, steps, and materials, including defining the generic structure and language features of news items, such as using the simple past tense, action verbs, and direct/indirect speech. Examples are also provided to illustrate the typical components and language conventions of news item texts.
This document provides information about different types of graphics used in texts such as diagrams, tables, graphs and illustrations. It explains that these visuals provide important information and should be studied carefully. Different graphic types are used for different purposes, with charts and graphs used to organize and compare data, and tables used to represent numerical data in an organized way. The document provides tips for reading different graphics, such as reading the title, labels, and any explanatory text to understand the information presented. It also provides examples of questions to answer using the facts presented in sample graphics.
There are actually only seven basic narratives. Find out what they are and how you can use them to engage your learners...Also, check out Juliette's video about plots:
https://youtu.be/qZkrLMv7pNc
This document provides information about procedural texts, including their definition, purpose, generic structure, language features, and examples. It defines a procedural text as one that shows a process in order and their purpose is to describe how to do or make something through a sequence of steps. Common examples given are recipes, rules for games, and appliance instructions. The generic structure outlined includes a goal/aim, list of materials, and method consisting of a series of steps. Key language features of procedural texts are the use of action verbs, imperative sentences, simple present tense, and linking words for time. An example recipe for fried rice is provided to illustrate these concepts.
The narrative text describes the story of Cinderella. It explains that Cinderella lived with her stepmother and two step sisters who treated her badly, forcing her to do all the household chores while her stepsisters did not have to work. When the king's son announced a ball, Cinderella's stepsisters were invited but she was not. With the help of her fairy godmother, Cinderella was able to attend the ball where she danced with and fell in love with the prince. Later, with the help of a glass slipper, the prince discovered that Cinderella was the girl he had danced with, and they lived happily ever after.
This document provides information for parents about the college application process at Columbus School for Girls. It discusses the school's college counseling services, the current college admissions landscape, standardized testing, and tips for students. The school's college counseling focuses on helping each student find a good "match" and has a 100% college acceptance rate. It outlines the testing timeline and recommends preparation resources for standardized tests. The document aims to inform parents and students about current trends in college admissions.
The document provides information about high school graduation requirements, the differences between graduation and college entrance requirements, college admission testing programs, scholarships, career planning resources, and advice from college admissions officers. It outlines required courses and credits needed to graduate high school, recommends more rigorous classes for college entrance, and describes SAT, ACT, and Bright Futures testing and eligibility.
1. The document discusses the impact of college readiness on student persistence and degree completion. It finds that academic achievement and rigorous high school coursework are the strongest predictors of college success.
2. Students who meet more of the ACT College Readiness Benchmarks have higher college enrollment rates, persistence to the second year, and overall success rates.
3. Prior academic achievement and cognitive ability have more influence on student performance than non-academic factors, though these can also impact outcomes. Being better prepared academically improves the likelihood of completing a college degree.
The document provides information about Wake County Public School System's Academically or Intellectually Gifted (AIG) program. It discusses the various service delivery options for AIG students at different grade levels, including differentiation in the classroom, pull-out programs, and advanced courses. It also outlines the traditional identification process, which involves teacher and parent nominations, aptitude and achievement testing through several pathways or "gateways" to determine eligibility for AIG services. Once identified, students have a Differentiated Education Plan to describe their personalized instruction. Stakeholders who support AIG students include teachers, counselors, parents, and the AIG program staff.
What is the Georgia Milestones Assessment System?Theresa Friedman
The Georgia Milestones Assessment System is a comprehensive summative assessment for grades 3-high school that measures student mastery of state standards in core subjects. It replaces the CRCT and EOCT. The Milestones includes multiple choice, constructed response, and extended response items. Students and teachers are preparing for the Milestones through practice tests and focusing on skills like using evidence from texts. The assessments will be administered in April-May and results provide information on student learning and readiness.
The document summarizes Wake County Public School System's Academically or Intellectually Gifted (AIG) program. It outlines the AIG plan, service delivery options, identification process, and five gateway identification measures. Students identified as AIG receive differentiated instruction through options like cluster grouping, pull-out services, and advanced courses. The identification process involves nominations, testing, and reviewing informal and formal indicators. Students must meet criteria in one of five gateway measures that involve testing aptitude, achievement, and grade performance.
The document outlines the indicators used in Georgia's 2013 College and Career Ready Performance Index (CCRPI) for elementary schools, middle schools, and high schools. It provides details on the content mastery, post-education readiness, and other indicators measured for each level. It also lists supplemental "Exceeding the Bar" indicators that schools can earn additional points for achieving.
This document provides an overview of student assessment and academic performance reporting for a charter school board training. It discusses the goals of assessing whether students are learning and being prepared for college. Various national and state assessments are outlined, including what they measure and their testing cycles. The document also reviews how to analyze assessment data and evaluate whether students are meeting achievement and growth goals using tools like Elevate360. Potential changes to future assessments like the MEAP and ACT exams are also noted.
The STAAR exam will replace the TAKS exam beginning in the 2011-2012 school year and will assess students in a more rigorous way to show college readiness; it will have increased test items, more complex math problems, and longer writing tests, while elementary scores will align with high school graduation requirements under the new exam.
The STAAR exam will replace the TAKS exam beginning in the 2011-2012 school year and will assess students in a more rigorous way to show college readiness; it will have increased test items, more complex math problems, and longer writing tests, with scores categorized into three levels to align with high school graduation requirements.
Clear Creek HS Sophomore Parent Night 2015-16Creek HiLife
This document provides information for parents of sophomore students at Clear Creek High School. It introduces the counseling center staff and their roles. It outlines graduation requirements, endorsement options, dual credit opportunities, and academic designations. It discusses PSAT/SAT testing, GPA calculation, and honor graduate criteria. A typical 4-year plan and the sophomore timeline are also summarized. The counseling center aims to help students with academic advising, career exploration, and personal/social counseling.
This document summarizes the Academically Intellectually Gifted (AIG) Program in the Wake County Public School System (WCPSS). The AIG Program aims to provide appropriately challenging education for high-achieving students through differentiated curriculum and instruction. Services are determined by each school's AIG Plan and can include options like resource classes, team teaching, and electives. Students are identified for the AIG Program through screening, nominations, and evaluations of cognitive abilities and achievement test scores. If identified, students receive differentiated instruction through their Differentiated Education Plan.
The document summarizes anticipated changes to Georgia's student assessment program. It notes that Georgia will transition to a new assessment system aligned to college and career ready standards, consolidating reading, language arts, and writing assessments. This new system will be more rigorous, coherent across grades, and include online administration over time. The transition provides an opportunity for Georgia students to be better positioned nationally, but it also brings uncertainty that will be addressed through guidance on standards, sample items, and readiness indicators.
This document summarizes the Academically Intellectually Gifted (AIG) Program in the Wake County Public School System (WCPSS). The AIG Program aims to provide appropriately challenging education for high-achieving students through differentiated curriculum and instruction. Services are outlined for K-12 students and include resource classes, electives, team teaching, and advanced course selection. The identification process begins with screening or nominations, leading to assessments and a recommendation by the School-Based Committee for Gifted Education. Students are provided a Differentiated Education Plan describing their AIG services and annual progress reviews.
Grade your college-readiness initiatives using CRA college readiness assessmentJeffrey Miller
In this session, learn how Grand Prairie ISD used the CRA process to evaluate the strengths and weaknesses of its high school college-readiness programs in five key areas.The presenters share how they were able to use the proven strategies and resources in the CRA follow-up report to guide the development of district- wide and campus action plans.
This document discusses options for addressing accountability and testing requirements under the Every Student Succeeds Act for the 2020-2021 school year due to disruptions from COVID-19. It considers waiving the 95% participation requirement for accountability or waiving accountability designations altogether. It also discusses the possibility of waiving state testing but notes major impacts to using data to support students, evaluate schools, and meet legal obligations. Approval would be needed from the U.S. Department of Education and North Carolina General Assembly.
This document provides information about high school credit courses offered to 8th grade students at Rusk Middle School. It details which courses are available, how student placement is determined, expectations for the courses, attendance requirements, end-of-course grading, potential high school course sequences, and science progression options. The courses provide an opportunity for students to earn high school credit while in middle school, but have higher difficulty levels and require more commitment and work outside of class time.
Rising 9th Grade Registration Night PowerPoint (2-2-2015)Andy Lombardo
The document outlines information presented at a meeting for Maryville Junior High School parents and students. It discusses the path to college and careers, including GPA, testing, and course rigor. It provides details about courses, graduation requirements, and the registration process for freshman year. It also reviews athletic eligibility and available help for the online registration system.
Similar to GA Milestone Test examiner-training pre-admin (20)
Professional learning at the school will consist of PL Take 20s, content team PLC meetings, instructional coaching, and completing activities on the HORNS board. PL Take 20s are 20 minute monthly meetings led by instructional coaches. PLC meetings will have new protocols including creating group norms and using a reflection form. Instructional coaching is available to help teachers meet their goals and is confidential. The HORNS board offers various activities teachers can choose from to earn points towards rewards. All information and materials will be available in the staff handbook online.
The Faculty Curriculum Support Program provides funding for materials and programs that departments and grade levels at Lambert High School may need. This year, the ABC hopes to raise enough money to offer funding through a modest support program. All funding applications must be received by May 3, 2019. Approved materials will become the property of the school and must remain at the designated grade level or department. The application process involves completing a form with purchase details, obtaining approval from the principal, and final approval from the ABC board.
The document describes the Exceptional Science program at Lambert High School, which provides hands-on science labs for students with cognitive and developmental disabilities. The program aims to improve learning opportunities and engage students through differentiated lessons aligned with state standards. Students participate through lab assistant and peer facilitator roles, working with science teachers and special education coordinators. The program has grown over time to incorporate student lab notebooks, focus on life skills like social skills and problem solving, and maintain a 3:5 student to peer facilitator ratio to support multi-step instruction. Sample lab notebook pages and student feedback show the program's impact.
Student support at Lambert High School consists of counseling, 504 plans and IEPs, lunch and learn programs, and MTSS. Counseling provides support for graduation requirements and student well-being. 504 plans and IEPs outline accommodations for students with medical diagnoses or disabilities. Lunch and learn offers remediation tables, a testing room, and referrals for students who do not complete assignments. MTSS is a framework that provides tiered academic and behavioral strategies to meet the needs of all students.
This document outlines various fire safety guidelines for schools. It emphasizes maintaining clear emergency exits and egress paths. Combustible storage and decorations are only permitted in limited quantities and must meet testing standards. Electrical safety is also covered, prohibiting overloading outlets and the unsafe use of extension cords or power strips. Proper maintenance of fire alarms, suppression systems, and fire-rated components is discussed. Overall it stresses a shared responsibility between staff and administrators to identify and address potential fire hazards.
This document provides an overview and agenda for a pre-planning meeting for the Longhorn Pride school. It summarizes the school's achievements from the previous year including high graduation and AP exam pass rates. It also discusses challenges around new modes of thinking and space issues. Generational differences are mentioned, specifically focusing on Generation Z and how their attention spans, lingo and needs are shifting the campus. The document promotes a growth mindset and feedback to help students develop independence. It concludes with reviewing the agenda for the pre-planning week and asking for any questions.
This document provides information for parents about transitioning from middle school to high school at Lambert High School. It outlines administrators and staff to know, an overview of parent seminars and events to help with the transition, common issues teens face and symptoms, differences between middle and high school structures, advice for celebrating and supporting incoming freshman, resources for parents on raising teens, conversation starters for parents, and ways to stay informed about upcoming transition events.
The document summarizes the components of the school's Lunch and Learn program for the upcoming year. It describes areas for student tutoring, testing, and referrals for missing work. Students referred to Lunch and Learn for incomplete assignments will sign in at the back of the media center and may be assigned Friday Night School if they skip the session. Seniors failing classes will also be required to attend. The program will begin the week of August 19th for referrals and August 7th for general tutoring and support in the media center.
This document outlines a workshop on developing positive co-teaching partnerships at Lambert High School. The workshop aims to help teachers view co-teaching not as a punishment but as something they want to do again. It discusses what co-teaching is and isn't, accommodation explanations, matching teachers into co-teaching pairs, and approaches to co-teaching. The workshop also includes small group activities for teachers to get to know their co-teaching partners better both professionally and personally. It emphasizes building strong co-teaching relationships through communication, compromise, and having fun.
This document provides an agenda and overview for an instructional coaching training at Longhorn High School. The agenda includes sessions on the history and perceptions of instructional coaching, the impact cycle model, expectations for professional learning, and a question/answer period. The document also introduces the instructional coaching team for the 2019-2020 school year and discusses establishing relationships with teachers as a new instructional coach.
The document provides an overview of the Teacher Keys Effectiveness System (TKES) used to evaluate teachers in Georgia. TKES uses 3 components to generate a Teacher Effectiveness Measure: professional growth (20%), teacher assessment on 10 performance standards (50%), and student growth (30%). Teachers of tested subjects use Student Growth Percentiles while other teachers use LEA Determined Measures. The document reviews the TKES process, components, performance standards, and teacher responsibilities for goal-setting and evaluation conferences.
LHS pre planning department meeting presentation 2019-2020Kelli Schuyler
This document provides an overview of the Lambert High School department meeting for the 2019-2020 school year. It discusses the school's instructional framework and initiatives for the year, including content teams, the learner profile, and second wave learning goals. It also reviews important deadlines and procedures around syllabus submission, roster verification, late and missing work policies, and the Teacher Keys Effectiveness System evaluation process. Teachers are reminded to submit syllabi for review, complete roster verification, and follow new procedures for communicating about and assigning make-up work and mandatory lunch/after school sessions. An overview of the TAPS evaluation domains and standards is also provided.
Professional Learning roll out 2019 2020 (1)Kelli Schuyler
This document provides an overview of the professional learning plan for teachers at Lambert High School for the 2019-2020 school year. It establishes group norms, reviews feedback from the previous year to improve the PL program, and breaks down the main components of PL including PL Take 20s, Content Team PLCS, the HORNS board for personalized learning, and instructional coaching opportunities. Teachers are expected to participate in all PL activities and can use an instructional coach to support their growth and teaching goals on a confidential basis. All information and materials will be accessible through the staff handbook.
The document summarizes the Georgia Professional Standards Commission's Code of Ethics for Educators. It outlines the PSC's authority to adopt standards of performance and a code of ethics for educators. The PSC has three divisions: Certification, Educator Preparation, and Ethics. The document defines educator and outlines seven standards of ethical conduct for educators: legal compliance, conduct with students, alcohol and drugs, honesty, public funds and property, remunerative conduct, and confidential information. It provides examples of unethical conduct under each standard.
This document outlines the grading policies and procedures for Lambert High School. It discusses the county's grading policy of 75% summative and 25% formative assessments. For milestones courses, semester grades are 40% each and the milestones exam is 20%. Non-milestones courses have semester grades of 50% each and midterm/final exams count double at 2x. It provides guidance for teachers on updating grades weekly, having consistent plans within content teams, focusing on standards mastery over points, and the importance of clear communication with students and their success teams. Teachers are instructed to follow the grade integrity act and post clear syllabi in itsLearning.
The Faculty Curriculum Support Program provides funding for materials and programs that departments and grade levels at Lambert High School may need. This year, the ABC hopes to raise enough money to offer funding through a modest support program. All funding applications must be received by May 3, 2019. Approved materials will become the property of the school and must remain at the designated grade level or department. The application process involves completing a form with purchase details, obtaining approval from the principal, and final approval from the ABC board.
This document provides an agenda and overview for an instructional coaching training at Longhorn High School. The agenda includes sessions on the history and perceptions of instructional coaching, the impact cycle model, expectations for professional learning, and a question/answer period. The document also introduces the instructional coaching team for the 2019-2020 school year and discusses establishing relationships with teachers as a new instructional coach.
This document provides an overview of Lambert High School for incoming freshmen. It outlines the school's mission, curriculum requirements, staff contacts, graduation requirements, course offerings across subjects, extracurricular opportunities, attendance policies, and upcoming events. The goal is to prepare students for future success through a challenging academic program, diverse course pathways, and opportunities for involvement in student life.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
GA Milestone Test examiner-training pre-admin
1. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Georgia Milestones
Test Examiner Training
Developed by the Georgia Department of Education
This presentation is meant to work in coordination
with local district and school training.
2. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Agenda
• EOC Overview
• Before Testing
• During Testing
• After Testing
3. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Enrolled in EOC Course(s)
• Counts as 20% of grade.
• Includes: Students with Disabilities (SWD) and English Learners (EL)
Enrolled in Specified Courses/Programs
• AP/IB Course enrollees in EOC associated courses
• Dual Enrollment students*
• GaVS **
• Credit Recovery
Validation of Credit
• Transfer students from home school, non-accredited entities
• Students concurrently enrolled in a GA public school and a private school or non-
traditional entity
*Dual Enrollment Students are exempt from designated EOCs. See Student Assessment Handbook (SAH) for guidance.
** Coordinators must tag GAVS students under Testing Codes in eDIRECT.
Participants End-of-Course
10/15/2019
3
Reason for taking
EOC MUST be
marked in Student
Detail in eDIRECT
Course completion is
default for Pre-ID
upload
4. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Participants End-of-Course
10/15/2019
4
Dual Enrollment/Move On When Ready (MOWR)
EOC Exemptions
Required of All Students Allowed Exemption
Ninth Grade Literature & Composition American Literature & Composition
Coordinate Algebra/Algebra I Physical Science
Analytic Geometry/Geometry US History
Biology Economics
For applicable dual enrollment courses,
• students earning an A (90-100) shall count as “Distinguished Learners,”
• students earning a B (80-89) shall count as “Proficient Learners,”
• students earning a C (70-79) shall count as “Proficient Learners,” and
• students earning less than a C (70) shall count as “Beginning Learners” in
CCRPI indicators that utilize achievement levels.
5. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
New AP/IB Rule
The board amendment has passed that will exempt students
from taking the EOC in certain AP/IB courses.
10/15/2019
5
Required of All Students Allowed Exemption
Ninth Grade Literature & Composition American Literature & Composition
Coordinate Algebra/Algebra I Physical Science
Analytic Geometry/Geometry US History
Biology Economics
6. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Georgia Milestones
Test Construction
Content Area and
Number of Sections
Selected
Response
Constructed
Response
(2 points)
Extended
Constructed
Response
(4 points)
Extended
Writing
Response
(7 points)
Technology
Enhanced
(Evidence
Based/Multiple
Part Items)
(2 points)
English Language Arts (ELA)
(3 sections)
Mathematics (2 sections)
Science (2 sections)
Social Studies (2 sections)
7. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Content Area/Course Test Section(s)
Minimum Time Per
Section(s)
Maximum Time Per
Section(s)
English Language Arts 1 70 90
English Language Arts 2 and 3 60 85
Mathematics 1 and 2 60 85
Science 1 and 2 45 70
Social Studies 1 and 2 45 70
Note: These maximum time limits do not apply to those students who
receive the extended time accommodation.
Administration Times
8. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Universal Tools – All Students
TOOL ICON CONTENT AREA
Periodic Table EOG and EOC Science
Reference/Formula Sheet EOG and EOC Math, EOC Science
Highlighter ALL
Sticky Note ALL
Flag ALL
Line Guide ALL
Online Calculator Grades 6–8 and EOC Mathematics;
EOC Science; EOC Economics
Graphing Tool EOC Mathematics only
Cross-off Tool ALL
Magnifier ALL
9. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
10/11/2019
9
Writer’s Checklists
Three writer's checklists will be available for student use
during completion of Georgia Milestones ELA assessment.
The checklists are closely aligned to both the ELA
Georgia Standards of Excellence and the Georgia
Milestones rubrics that are utilized to score student
responses.
These resources will be posted to EOG and EOC Resources
early next week.
Georgia Milestones Writer’s Checklists
• Opinion (Grades 3-5), Argumentative (Grades 6-HS)
• Informative/Explanatory
• Narrative NEW for 2019-2020
10. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
What’s New: Desmos
Calculator
www.desmos.com/testing
Basic Scientific Graphing
Comparisons
between public
and testing
calculators
11. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Allowable Calculators
Content
Area
Grade Level/Course Type of Calculator
Mathematics
Grades 3-5 Not Allowed
Grade 6 Basic1
Grades 7 and 8 Basic1 or Scientific
Coordinate Algebra Scientific or Graphing
Analytic Geometry Scientific or Graphing
Algebra I Scientific or Graphing
Geometry Scientific or Graphing
Science Physical Science Basic1 or Scientific
Social
Studies
Economics Basic1 or Scientific
10/15/2019
11
Online or Hand-held
FCS uses same hand-held
TI-30XS Multiview
12. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
FCS Hand-held Calculator Guidance
We still provide hand-held calculators
• TI30XS-Multiview
• If your school does not have enough, can you buy some?
• If not, if students have their own TI30XS-Multiview, you can collect,
clear, and clear again after testing Borrow from middle schools for
winter EOC
10/15/2019
12
13. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Calculator Policy
• STCs, School Test Coordinators, and Test Examiners must
ensure all calculator policies are implemented and followed.
• A failure to implement and follow the Calculator Policy as
outlined in the Student Assessment Handbook will:
• Raise school-wide (and possibly system-wide) security concerns
• Result in an irregularity that must be reported to GaDOE.
• Potentially result in invalidation of one or more students affected.
10/15/2019
13
14. Mathematics
Section 1, Part A, Online
1/27/2020
14
• The Test Administration Manual
will identify the item numbers
that comprise the Section 1, Part
A.
• The section is preceded by
instructions indicating that
calculator use is not allowed in
this section.
• At the end of the section, the
student will be stopped before
proceeding to the calculator use
section.
Still an area of concern!
Make sure part of
teacher training and
student preparation
15. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Mathematics
10/15/2019
15
Transition to Section 1, Part B
Both calculators
are available for
all questions in
section 1 part B
and section 2
16. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Item Types
Item Types
• Selected Response
• Constructed Response items
• Constructed Response
• Extended Constructed Response
• Extended Writing Response
• Evidence-Based Selected Response
• Drag and Drop/Paste (Field Test 2020)
• Drop Down List (Field Test 2020)
Unique Feature(s)
• Reading and Evidence-Based Writing Section requires students to construct meaning, make
inferences, draw conclusions, compare and contrast ideas as well as synthesize ideas and
concepts across multiple texts
• 3 Selected Response
• Constructed Response
• Extended Writing Response
• Narrative Writing Response requires students to develop informative/explanatory responses or
narratives, produce opinions/arguments – citing evidence from text(s) and using standard
language conventions, etc.
10/15/2019
16
English/Language Arts October 24 TTT
17. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
ELA Section 1 Item 5
10/15/2019
17
18. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Item Types
Item Types
• Selected Response
• Constructed Response items with Equation Builder
• Evidence-Based Selected Response
• Multi-Part
• Multi-Select
• Drag and Drop/Paste
• Graphing (Bar graph, line graph, pictograph)
• Drop down list (Field Test 2020)
Unique Feature(s)
Constructed response items require students to demonstrate conceptual understanding, procedural skills and fluency,
problem solving, modeling and mathematical reasoning.
• No-Calculator Section
• Desmos Calculator
10/15/2019
18
Mathematics October 24 TTT
19. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Mathematics Technology-Enhanced Item
10/15/2019
19
October 24 TTT
20. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Mathematics Two-Part Technology-Enhanced Item
10/15/2019
20
October 24 TTT
21. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Item Types
Item Types
• Selected Response
• Multi-Part
• Multi-Select
• Graphing (Bar graph, line graph, pictograph)
• Drag and Drop/Paste
• Drop down list (Field Test 2020)
Unique Feature(s)
• Science requires understanding of the core concepts, ideas, and practices of science to explain
scientific phenomena – with content and Characteristics of Science/Nature of Science standards
serving as co-requisites
• Social Studies requires understanding of the past and its influence on the present and future –
including the interconnectedness of history, culture, geography, economics, and government/civics
10/15/2019
21
Science & Social Studies October 24 TTT
22. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Science Technology-Enhanced Item
10/15/2019
22
October 24 TTT
23. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Social Studies Technology-Enhanced Item
10/15/2019
23
October 24 TTT
24. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Examiner Training
ELA
Section
1
Start
with 2
sheets
Section
2/3
Start
with 1
sheet
Mathematics
Sections
1 / 2
Start
with 2
sheets
¼”
graph
paper
Allowed
Science
Sections 1 / 2 Start with 1 sheet
Social Studies
Sections 1 / 2 Start with 1 sheet
10/15/2019
24
Scatch Paper
• Students may request
additional clean, blank scratch
paper.
• Mathematics Formula Sheets
and/or test tickets may be used
as the first sheet of scratch
paper.
• Scratch paper may not contain
any writing (other than student
name) prior to starting a test
session.
• Once Scratch Paper is used, it
is considered secure testing
material.
Count out/in
scratch paper!
You can give
one graph and
one blank
25. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Test Security
Are Students Ready?
Before Testing
26. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Test Security
Security
Breaches
• Staff or student interference in student responses
• Staff or Student sharing of any secure test material (social media, texting,
email, etc.)
• Failure to follow security regulations for distribution and return of secure test
materials. Lost test materials are considered a breach of test security
• Staff failure to follow assessment administration directions from the
Examiner’s Manual, including an exact word-for-word reading of the
Examiner’s script
Testing
Irregularities
• Irregularities in Security Procedures
• Irregularities in Test Administration
• Invalidations related to Student Behavior
Cell Phones/
Electronic
Devices
• Students are not permitted to use, or to bring any
electronic device that could allow them to view, access,
retain, or transmit information
• Districts and schools must have a plan to collect and
secure such devices, so they are not accessible during
testing.
10/15/2019
26
27. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Test Security
Distribution/
Storage of
Secure Test
Materials
• All online or paper/pencil test materials must be stored in a
secure, locked location with restricted access when not in use.
• System Test Coordinator must implement an accounting and
inventorying system between the central location and the schools
for all secure test materials.
• Consult the Test Coordinator’s Manual for each test regarding
details in managing secure test materials.
Test Security
Information for
School Test
Coordinators
• Test security information provided for test coordinators,
examiners, and proctors.
• May be copied and included as part of the documentation for
local test security training.
General
Assessment
Administration
Guidance
• Provides general guidance for the following:
• Scheduling, Test Environment
• Pre-Administration, During and Post-Test Preparation
• Homebound/Hospitalized Students
• Make-up Sessions, Emergency/Unexpected Situation
• Transferring Student Records, Accessing Assessment Data
Files
10/15/2019
27
28. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Examiner Training
System Test Coordinator
•Participation in all GaDOE webinars and training sessions
•Review of resources available for System Test Coordinators
•Provide professional ethics and security training to all staff, both veteran and new staff.
•All training documentation including presentations, handouts, and sign-in sheets must be kept on file
locally.
•The state may request copies of these materials to ensure that the training was appropriate and adequate.
School Test Coordinator
•Participation in all District-level training sessions
•School Test Coordinators are responsible for training of all test examiners and proctors.
•Test Security
•Test Administration
•Pre-, During, and Post-Test Administration Activities
Test Examiners, Proctors
•Participation in all School-level training sessions
•Test Security
•Test Administration
•Pre-, During, and Post-Test Administration Activities
•Student Test Preparation Training
10/15/2019
28
Test Security
29. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Test Security
Training Considerations for Test Examiners
Test Examiners must be GaPSC certified.
Test Examiners must adhere to protocols for management of secure test
materials.
Test Examiners are responsible for the review of rosters and secure test
tickets for:
• Verification of student names and GTID
• Verification of student accommodations
Test Examiners are responsible for the administration of the assessment:
• Thorough Review of the Examiner’s Manual and Script
• Word-for-Word reading of the Script directly from the Examiner’s Manual
• Account for time allowed for test section completion
• Verification of student accommodations
• Verify Text-to-Speech applied in online sessions prior to starting
• Verify hand-held calculators are not available to students during no-
calculator section
10/15/2019
29
30. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Test Security
Training Considerations for Test Examiners
Unless expressly permitted to do so in the test administration manual, test
Examiners may NOT review test content.
Test Examiners may NOT discuss test content with students before, during,
or following test sessions.
Test Examiners may NOT memorize, post or discuss any portion of a test
item or writing prompt to social media, email, or text.
Test Examiners are responsible for reporting irregularities to the School Test
Coordinator.
In the event of an evacuation or other unexpected event, the safety and well
being of students takes priority.
10/15/2019
30
31. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Test Tickets and Student Roster Check
Test Subject
Test Section
Student Name
GTID
Test Session
Accommodations
To avoid a student testing under another student’s GTID, you must :
1. Have students verify their name and test name are correct and sign the ticket next to their name.
2. If a change is made to a student record (e.g. adding an accommodation), create a new test ticket for that
student, which will have a new login/password.
Accommodation
TTS Text-To-Speech
TTS-C Text-To-Speech Conditional
(with passages)
CC Color Chooser
CT Contrasting Text
MSK Masking
VSL Video Sign Language
If a student receives
an accommodation,
it will be noted here
Test Tickets will print one to
a page, and Each Test Ticket
contains the student’s
username and password for
the test session. Note that
the student will have a
separate Test Ticket for each
section of the test.
32. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Test Administration Manual
• Read each manual that
pertains to the test
being administered
prior to the day of
testing.
• Read each manual
early so that ample
time is available to ask
the STC all questions
that arise.
33. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Are Students Ready?
Orient students to testing via an online platform:
• Experience Online Testing Georgia: http://www.gaexperienceonline.com
• Secure Practice Tests in INSIGHT
34. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Are Students Ready?
• Format of the test
• Testing tools
• Time and date of test
• Different item types
• Online calculators
• Cut, copy, paste, undo, redo
• Online reference Documents
• Accommodations
• Familiarity with device for
testing
• Closing out the test
35. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Universal Tools – All Students
TOOL ICON CONTENT AREA
Periodic Table EOG and EOC Science
Reference/Formula Sheet EOG and EOC Math, EOC Science
Highlighter ALL
Sticky Note ALL
Flag ALL
Line Guide ALL
Online Calculator Grades 6–8 and EOC Mathematics;
EOC Science; EOC Economics
Graphing Tool EOC Mathematics only
Cross-off Tool ALL
Magnifier ALL
36. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
10/11/2019
36
Writer’s Checklists
Three writer's checklists will be available for student use
during completion of Georgia Milestones ELA assessment.
The checklists are closely aligned to both the ELA
Georgia Standards of Excellence and the Georgia
Milestones rubrics that are utilized to score student
responses.
These resources will be posted to EOG and EOC Resources
early next week.
Georgia Milestones Writer’s Checklists
• Opinion (Grades 3-5), Argumentative (Grades 6-HS)
• Informative/Explanatory
• Narrative NEW for 2019-2020
37. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
• Writing responses are automatically
saved every 45 seconds or after a
navigational click (e.g. Next, Back,
Pause)
• Resolving claims of lost student
response
• Potential causes
• Student highlights text (double-
clicks/taps, drags cursor, or uses
Control + A) then selects a new
character/space/delete
• Ask student to use either Control + Z or
the Undo option to undo their action
• Will be unable to use these 2
options if navigate to another item
and returns to the previous item
Writing Responses
38. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
The Magnifier Tool
increases the size of
selected items 1.5x
or 2x the standard
size.
INSIGHT uses Scalable Vector
Graphics
• Allows for students to use
many sizes of monitors,
including larger monitors
• No distortion of the
content
Accommodations
Large text and graphics
39. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
• Pre-recorded computer voice.
• Audio plays automatically for each
page.
• Can be restarted for the whole page or
at Start Points.
• Each passage contains at least one
Start Point per page
Accommodations
Online Audio
40. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Accommodations
Text and Background Colors
Contrasting Background
and Text Color Options
Background
Color Options
41. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Student Training
• Student test tutorial
• Gaexperienceonline
• Technology-Enhanced Items
10/15/2019
41
42. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Instructional and Preparation Resources
• Updated Assessment Guides
• Updated Study Guides
• Item and Scoring Samplers
• Training Resources
• Narrative Writer's Checklist
• Desmos Calculator Site
10/15/2019
42
43. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Testing Environment – Setup
• Space and/or
dividers between
computers
• Cover instructional
materials
• INSIGHT software
on devices
• Enough power to
testing devices
44. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Testing Day Procedures
• Since some testing rooms have a 1st period class, make sure
dividers are not disturbed or are back in position for testing
• Testing rooms should not have any information posted that
could aid a student during testing. Cover or take it down!
• Examiners can seat students according to the roster. Just
makes it easier passing out and collecting testing materials!
• “You” and not students should clear calculators before and after
the test
• Start/End times should be kept on the board for students
45. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Testing Day Procedures
• Examiners will set up the room in preparation for the students.
• Open chrome books and turn them on/Desk top computers need to be
turned on as well
• Students must log on to the desk top computers to access DRC Insight
• Students “do not” log on the chrome books
• Desk top-click on students then choose DRC Insight
• Chrome book-hover over apps at the bottom left hand side of the
screen and select DRC Insight
• The examiner can set up machines or walk the students through the
process. Your choice!!
46. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Testing Day Procedures
• Once you are ready to start testing, let the hall monitor know. Once
everyone is ready, the hall monitor will tell examiners to start testing!
• Make sure all students sign the roster before testing begins.
Highlight absent students and slide the roster out under your door.
Keep the absent students test tickets until testing materials are
turned in.
• Read the directions in the manual word for word!! Deviating can
result in an invalidation of the test!!
• Double check to make sure all students sign their test ticket and
write their names on scratch and/or graph paper!
47. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Testing Day Procedures
• Once testing begins, late students will report to their regularly
schedule class and make up the test during a makeup session.
• Examiners can have phones but they must be off and put away.
• Examiners should actively monitor students during testing (do not
use a computer during testing).
• During the directions, tell students to let you know they are finished.
Observe students end the test and submit!
• Do not use the 10 minute break mentioned in the testing manual.
Collect section 1 tickets and pass out section 2 and get started
immediately. Only emergency bathroom breaks are allowed (one
student at a time!
48. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Testing Day Procedures
• Please remember the minimum time the test session must
remain open! Students can submit when finished with the test
but the next session cannot start until the minimum time has
elapsed for the first session.
• Log any and all interruptions of testing! When in doubt, log it!
• Call 1888 for assistance of any kind! Especially when you get
an error message!! Also ask the Hall Monitor for assistance!!
• As students finish testing, please have them shut down the
chrome books. All chrome books need to be placed back in the
cart.
49. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Testing Day Procedures
• Dividers in all testing rooms should be stacked up. Desk top
computer labs will keep the dividers in the room while all other
dividers will be collected and stored in 1888.
• Collect all testing materials from students. Testing materials
should be organized as they were when checked out. Keep
absent student tickets in order according to the roster. We will
pull them out when verifying tickets against the roster.
• Once all testing materials are collected, call 1888 and let us
know you are finished. Also let your hall monitor know as well.
• Examiners will be sent to turn in testing materials by a
designated person working your hallway
50. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Testing Manual
• One Day testing times-page 12
• Testing Security- page 6
• Testing Accommodations-pages 14-17
• Examiner/Student Test Materials-pages 32-33
• Test Ticket-page 34
• DRC Insight-page 35
• General Directions-page 36-37
• ELA-starts on page 38 ∙Math-starts on page 51
• Science-starts on page 62 ∙Social Studies-starts on page 72
51. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Testing Environment – Materials
• Clock
• Pencils
• Blank scratch paper
• Graph paper for EOC math
• Calculators (if needed)
• “Testing – Do Not Disturb” sign
• “No Electronic Devices” sign
• Test Administration Manual
• Student Test Roster
• Test Tickets
• List of accommodations
• Testing Device
• Mouse (if needed)
• Headsets for read aloud (if needed)
It is your responsibility to know what you should expect to
receive for the student(s) you are responsible for testing.
52. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
How to Exit the Test
Students must the Submit button
to complete the test.
53. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
DURING TESTING
Examiner’s Responsibilities
& Activities
54. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Launching INSIGHT
• Ensure INSIGHT has been
launched.
• Check student test tickets
• Verify name and
accommodations on test
tickets.
• Become familiar with
student needs so that all
accommodations are
administered. Some
accommodations are
managed by test examiner
and not INSIGHT.
55. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Student Login
• Students should
enter login
information from their
test ticket.
• Stagger logins for a
better student
experience.
56. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
What happens if a student gets sick?
• Sickness during testing administration
• Student gets sick prior to starting the test.
• Upon return to school student will complete the
test in its entirety and test is scored as is; does
not require MyGaDOE Portal entry.
• Student gets sick after having completed
Section 1 but before starting Section 2.
• Upon return to school, student will complete
Section 2 of the test and test is coded as an
irregularity; requires MyGaDOE Portal entry.
• Student gets sick while testing in either
Section 1 or 2.
• Test scores maybe invalidated by GaDOE;
requires MyGaDOE Portal entry.
57. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
What happens if there are network issues?
• If the system shows a
message about
connectivity issues, call
1888.
• The system will allow
the student to continue
testing after network
issues are resolved.
• Work with your test
coordinator to
determine if students
can continue testing.
58. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
TAM Script
• The Test Administration
Manual (TAM) should be
read in its entirely prior to
testing.
• Additionally, all documents
given to you by your
school testing
coordinator (i.e.,
accommodations
guidelines) should be read
prior to testing.
59. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Testing Irregularities
Examples of testing irregularities are included in the Test Administration Manuals. Examples
of test irregularities include, but are not limited to:
• A student becomes ill or leaves for an appointment during testing and cannot finish the
test
• A student leaves the test setting without an escort or monitor
• A student doesn’t receive their accommodation
• This may lead to an irregularity of an invalidation of test scores.
• A student refuses accommodations
• A student accesses an electronic device in the testing room
• An adult provides inappropriate assistance to a student during testing
• A student is provided with an inappropriate manipulative (e.g. calculator) during testing
• An unused test ticket is missing
Note: Immediately report any irregularities to the school test coordinator.
60. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Improper Student Test Activity
• Viewing other student’s test
• Accessing unallowable aids or
materials
• Previewing content
• Accessing cell phone, smart watch,
ebooks, tablets
• Recording responses in the incorrect
location
• If you are unsure about cheating,
allow the student to complete the
test section and report to the school
test coordinator.
• If cheating is confirmed, test scores
will be invalidated by the GaDOE.
61. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
What is Active Monitoring?
DO Don’t
Actively walk around the testing room Sit at your desk doing personal or other work
Monitor student progress Answer test content questions
Assist students with technology Point to test content
Check that students are in the correct test
section
Review, take pictures or share test content
Check that students have the correct test ticket
Leave students or test materials unattended for
any length of time
Check that students do not bring prohibited
items in the testing environment (i.e., cell
phones)
Allow students to have access to cell
phones/other electronic devices
Do plan an activity for students to do after they
finish testing (i.e., read a book)
Allow students to have access to any
unauthorized materials.
62. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Improper Monitoring
Test examiners should never…
• Review test content
• Review student responses
• Memorize test content
• Discuss test content with students, other staff members or
anyone
• Take photos of test content
• Sharing test content through social media
63. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Cell Phones
• In the event an examiner confirms during testing that a student is
using a device to access, retain, or share information, the examiner,
must with minimal disruption:
• collect the device,
• stop testing that student,
• remove the student from the testing session, and
• notify the School Test Coordinator immediately.
• In the event such actions are suspected, but not yet confirmed, the
examiner must with minimal disruption:
• collect the device,
• allow the student to complete testing,
• notify the School Test Coordinator immediately, and
• as soon as it is appropriate, attempt to confirm if the device has been
used in violation of the guidelines above.
• Simple possession of a device (including the ringing of a phone
during test administration) may be addressed in keeping with the
system’s code of conduct and does not require an irregularity report.
64. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
How to Exit the Test
Students must the Submit button
to complete the test.
65. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
AFTER TESTING
Examiner’s Responsibilities
& Activities
66. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Collecting Materials
• Collect test materials from each
student as they complete the test
according to the directions in the
Testing Administration Manual.
• Student test tickets
• Scratch paper (used/unused)
• Student Testing Roster
• Calculator (if applicable)
• The School Test Coordinator will
count all test materials returned by
the Test Examiner—in your
presence, and verify that the
counts match.
• The School Test Coordinator will
verify that all tests are properly
submitted.
67. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
YOU HAVE A SPECIAL EDUCATION TESTING SESSION
Please ensure students get the full testing time if they have the extended time (ET)
accommodation, as well as any others.
Testing Times are as follows:
Minimum Maximum EXTENDED
(TIME & ½)
TOTAL
min
TOTAL
Hrs/min
ELA SEC. 1 WRITING 70 90 +45 135 2hrs 15min
ELA SEC. 2/3 60 85 +42.5 127.5 2hrs 7min
MATH 60 85 +42.5 127.5 2hrs 7min
SOCIAL STUDIES 45 70 +35 105 1hr 45min
SCIENCE 45 70 +35 105 1hr 45min
68. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Accommodations
• SPECIAL EDUCATION ACCOMODATIONS
Review the other accommodations below to ensure you understand
their application.
SG= SMALL GROUP ET= EXTENDED TIME
FB= FREQUENT BREAKS RA= READ ALOUD
IA= INDIVIDUAL ASSESSMENT PS= PREFERTIAL SEATING
LP= LARGE PRINT DICT= DICTIONARY
HD=HEARING DEVICE
69. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Testing Times
• ELA Section 1: 70-90 Minutes
• Minimum 70 Minutes
• ELA Sections 2 & 3: 60-85 Minutes
• Minimum 60 Minutes
• Math 60-85 Minutes
• Minimum 60 Minutes
• Science: 45-70 Minutes
• Minimum 45 Minutes
• Social Studies: 45-70 Minutes
• Minimum 45 Minutes
Editor's Notes
Welcome to the Georgia Milestones Test Examiner Training. This training will go over preparation for testing, test security and requirements for test examiners of the Georgia Milestones. This training should work in coordination with your local district and school training.
Review information on the slide. The EOC Winter Main administration includes assessing students completing current EOC courses and counts 20% as the final in the course. At this time, students taking AP or IB courses must continue to take the EOC in the associated courses. Once a decision is made by the State School Board, we will provide additional guidance. So for the purpose of the Winter EOC, nothing has changed.
There is an allowed EOC exemption for Dual Enrollment courses as indicated in the table above. For the purpose of CCRPI, those students in dual enrollment for American Lit, Physical Science, US History, or Economics will count as indicated on the slide.
Georgia Milestones offers various types of test items. This chart shows how many points students will receive for each test item. The English/Language Arts assessment has three sections and the other tests have two sections.
It is critical to know the administration times for the assessments. The INSIGHT program does not manage the timing of the test. The test examiner is responsible for using a clock or watch to manage the timing of the test. Some students require accommodations for additional time. The test examiner will need to have a plan for allowing this additional time for the student.
The INSIGHT program offers various Testing Tools that allow access for all students. Reference sheets and calculators are available depending on the individual test.
The new Writer’s Checklists have been developed and currently a copy of the Narrative Writer’s Checklist has been posted to EOG and EOC Resources. Three additional writer’s checklists – Opinion (Grades 3-5), Argumentative (Grade 6-HS), Informative/Explanatory will be posted early next week. These checklists are closely aligned to both the ELA Georgia Standards of Excellence and the Georgia Milestones rubrics that are utilized to score student responses.
These calculators are available on Georgia Milestones online assessment. Students should familiarize themselves with the functionality of the calculators on www.gaexperienceonline.com.
14
15
Review the slide.
Review the slide.
Review the slide.
Grade 7
Say: Here we have a graphing item that asks you to complete a bar graph. Simply click within the graph in order to create the bars. [Pause] Notice how the blue line appears as I hover over the graph. If you're using a touch screen, this line will not appear. Answers are easily changed by simply clicking in a new location within the graph.
DO: Enter the correct answers.
SAY: Remember, the 'Reset All' icon allows you to start over completely by removing all bars at once.
DO: Reset all then reenter correct answers.
Grade 7 Math
Say: This example is a two part drag-and-drop item. The first part asks you to graph a sum on a number line by dragging and dropping the correct line into the correct location. To move the item, click on the desired arrow, and drag it to the correct location on the number line.
Do: Drag the correct line to an incorrect location on the number line.
SAY: You can move the line anytime by clicking and dragging it. You can remove the line by dragging it outside of the box, or replace it by dragging another line on top of it.
DO: Show moving the line outside of the box and replacing the correct line with another.
Review slide.
Physical Science
SAY: Drag-and-drop items may also appear in Science and Social Studies courses. Here is another drag-and-drop Physical Science item with a slightly different interaction than seen in previous examples. Here the answer options repopulate and can be used more than once. In this example, after reviewing an investigation, you are asked to complete the chart to identify the likely effects of changes to a circuit.
DO: Enter the answers into the boxes. Replace phrases to show how students can easily replace their responses.
SAY: Notice how the answer options repopulate so that you are able to use the responses more than once.
DO: Enter all answers correctly.
US History
Say: In this last US History example you are asked complete the table to show who benefitted from the trade shown on the map. This item allows you to use any of the responses multiple times or not at all.
Do: make some choices demonstrating how to add and replace responses.
Let’s get started with what you need to do before testing.
Security Breaches are any action that compromises test security or leads to the invalidation of an individual student’s or a group of students’ test scores. Please note that the examples given in this slide are by no means all that could happen. For instance, in the first box, examples of security breaches include staff or student sharing of secure test materials via social media, texting, email, etc. There is also a bullet regarding staff failure to follow assessment administration directions from the Examiner’s manual including an exact word-for-word reading of the Examiner’s script. In each of the cases listed across this slide, security breaches and testing irregularities may be avoided with a thorough understanding through training of your staff about test security issues. You may find additional guidance in the Student Assessment Handbook.
Review the slide information.
Depending on the resources available locally, the development of a local training plan should include each of the levels of authority – from the System Test Coordinator, to the School Test Coordinator, and down to the Test Examiners and Proctors. Each level must understand their role and the required training in order to foster readiness and minimize issues of test security during assessment administrations.
Review slide information.
Review slide information.
Examine each test ticket for correct name, content area, GTID, school, test section, test session and accommodations. Test scores will be invalidated if a student takes the wrong test or logs in with the incorrect test ticket. Accommodations show on both the ticket and the student roster. Test examiners should have a list of students and their accommodations. Some accommodations do not require INSIGHT to make a change and will not show on the accommodations listed on the ticket or roster. For example, additional time will not show on the ticket. The examiner is required to monitor the additional time.
Contact your school test coordinator before logging in if a student needs to receive one of the accommodations listed here and it isn’t on the ticket or roster.
All test examiners should read the appropriate sections of the Test Administration Manual before testing.
Students should be comfortable with the format of the Georgia Milestones assessment as well as the INSIGHT program and all available tools. Districts should set up practice sessions with students using the Secure Practice Tests. Teachers, students and parents can experience the format of the test and the INSIGHT program anywhere anytime through Experience Online Testing Georgia.
The format of the test includes different test item types, how they will be displayed, and how students interact with the items. Experience Online Testing Georgia allows students to use the Universal Testing Tools. Students should know how to use cut, copy, paste, undo and redo when responding to constructed response items.
The INSIGHT program offers various Testing Tools that allow access for all students. Reference sheets and calculators are available depending on the individual test.
The new Writer’s Checklists have been developed and currently a copy of the Narrative Writer’s Checklist has been posted to EOG and EOC Resources. Three additional writer’s checklists – Opinion (Grades 3-5), Argumentative (Grade 6-HS), Informative/Explanatory will be posted early next week. These checklists are closely aligned to both the ELA Georgia Standards of Excellence and the Georgia Milestones rubrics that are utilized to score student responses.
Students who need larger print and other test content can use the Magnifier tool that is available for all students. The Georgia Milestones assessment scales to the size of the monitor therefore students who need the test to show larger can be given a larger monitor.
For students with the read aloud also called Text To Speech accommodation the recorded voice will read the text. Students can pause or stop the read aloud. Students can also choose start points to read part or all of the text. Make sure that students who are allowed the read aloud accommodation know how to manipulate the online audio.
40
Georgia Milestones has a variety or resources to better understand the content and format of the assessment including the assessment guides and Item and Scoring Samplers for teachers. Study Guides designed for parents and students and the Desmos Calculator site to better understand the new online calculator.
Each testing setup is unique so make sure to preview your test environment before test day. Test administrators should consider how desks, tables or computers are distributed and the proximity of students. Physical barriers limit distractions and discourage cheating. Make sure all instructional materials are covered. If there is a question about whether materials should be covered, it is best to be safe and cover them. Make sure that INSIGHT is functioning on testing devices. You can check the system using the Secure Practice Test or Secure Practice Test with Response Transmission. Schools should have a plan to minimize background noise and for test monitors in the halls to manage any students. Make sure that there is a Do Not Disturb and No Electronic Devices Sign for the Door. You should also have a plan for gathering cell phones and other electronic devices so students do not use them during testing.
Look through the Test Administration Manual to ensure you have all materials including scratch paper, student rosters, test tickets, a clock, and pencils. Test examiners should know ahead of time about any accommodations for students and should know how to help implement them in the test environment. Make sure you know of any district requirements such as hand-held calculators, or paper copies of ancillary materials.
Students must exit the test properly in order for the test to be submitted for scoring. When students are done with the test, they should click the Review/End Test button, review their test items then click End Test and Submit.
Let’s get started with what the test examiner needs to do during the day of testing.
Before students start testing, the test examiner should click on the INSIGHT application and choose the correct assessment for the student. Check test tickets to verify accommodations and student information including GTID.
Students will then use their test tickets to login to the system.
Be prepared for student illness. If the student is sick prior to testing or between sections, make sure to plan for a makeup session. If a student gets sick in the middle of a section, please work with your school test coordinator to determine if scores can still be reported or if they will need to be invalidated.
Sometimes network issues can interrupt testing. If the testing device looses connectivity, INSIGHT will continue to reconnect. If you see this message, contact your school technology coordinator. The INSIGHT system has a heartbeat that submits responses every 45 seconds as well as every time a student moves between test items. These safeguards minimize any loss of content when there is a network interruption.
Make sure to familiarize yourself with all of the Test Examiner script found in the Test Administration Manual as well as any other documents that you need to distribute to students.
Many test irregularities can be avoided if the test examiner is actively monitoring the testing room. Errors during test administration can also be avoided by careful planning and following the testing script. Immediately report any irregularities to the school test coordinator.
Here are some things that can cause testing irregularities;
Student illnesses
Students leaving a test setting unaccompanied by an adult
Students who don’t’ receive their accommodation or receive the incorrect accommodation
Students accessing electronic devices during testing
Adults providing inappropriate assistance or
Lost test tickets
The online testing environment can reduce sharing of test answers since students work through the test at their own pace. However, if not monitored correctly, students can review content on other computers. The test examiner should always be careful to be conscious of student behavior and ensure students are demonstrating their own knowledge of test content. Test examiners should intervene to stop cheating before it results in a test invalidation. If you are unsure about cheating, allow testing to continue and report to the school test coordinator. If cheating is confirmed, test scores will be invalidated.
Test examiners should be actively monitoring during the entire testing time by walking around the room, assisting students with technology questions, and checking on students who are looking to gain information from other students. Test examiners should use testing time for monitoring and not doing other work. Test examiners should never point to test answers, share content knowledge or give students any advantage during testing. The test administrator may look at the test to see whether responses are entered and may not examine or comment on individual responses.
Ensuring the confidentiality of test content is critical to ensure the security of the test administration. Failure to maintain the security of testing materials and content can lead to the invalidation of testing and/or a referral to the Professional Standards Committee.
Cell phones are not allowed in the test environment and should be collected before the test. If the student has a cell phone during testing or it rings, you should determine if the student accessed the device during the test. If you aren’t sure if the student accessed the device, notify your school test coordinator so they can investigate but allow the student to complete testing. If it is confirmed that the student used the device to access, retain or share test information, make sure to collect the device and stop testing the student. If a cell phone rings but nobody accessed the device, continue testing.
Students must exit the test properly in order for the test to be submitted for scoring. When students are done with the test, they should click the Review/End Test button, review their test items then click End Test and Submit.
Now that testing is over, what do you need to do?
Remember that test tickets, used scratch paper, and testing rosters are all secure test materials. Follow protocol to ensure that all materials have been returned and verified by the school test coordinator.