OCTOBER 8, 2007MIAMI-DADE COUNTY PUBLIC SCHOOLS

STUDENT ASSESSMENT AND EDUCATIONAL TESTING

Test Chairpersons’ Orientation

WelcomeIntroductionsAgendaFormat of afternoon sessions

Pre-registered breakout sessions Panel discussion: Questions and Answers for New Test Chairs

Mentor/Mentee sign-up

Test Chairperson Survey: June 2007

192 Test Chairpersons participated

• Type of school

Charter: 16

Non-Charter: 176

• Other roleso Assistant principal o Guidance counselor /

trust specialisto Reading / mathematics coach

o Teachero Other

All about you . . .

• Number of years as

test chair

o Minimum: 1

o Maximum: 25

o Mean: 4.7

Feedback on FCAT

0 20 40 60 80 100

S ufficient time toprepare

T raining c lear

Manual c lear

Materials high quality

Quantity of materials

S S S P re-ID s accurate

P erc ent ag ree/s trong ly ag ree

S enior

Middle

E lementary

Feedback on CELLA

0 20 40 60 80 100

D ropping downins tructions

C ontract adm for 1:1

S upplementaryins tructions

T raining c lear

S ufficient materials

P re-ID accurate

P erc ent ag ree/s trong ly ag ree

S enior

Middle

E lementary

Feedback on Interim Assessment

0 20 40 60 80 100

Debriefing w/s tudents

E dus oft effective

Bechmark datahelps ins truction

T raining effective

T es t =P acingG uides

Materials highquality

P erc ent ag ree/s trong ly ag ree

S enior

Middle

E lementary

Feedback across Programs

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Responsiveness ofSAET

Courteousness ofTDC

Website Courier Service Returns to TDC

E lementary Middle S enior

Concerns and Comments

Funding and/or support for test chairsFCAT: Time allowed to prepare secure test materials CELLA: Problems scheduling assessorsCELLA: Confusing and time consuming to prepare, monitor, and

packIA: Time away from instructionIA: Purpose of spring administrationTesting schedules / conflicts

Thanks for your feedback!

New Training Procedures

Limited number of in-person training sessionsScreencastsWebcastsProcedures for verifying completion

AAGTP Screencast Feedback

0%10%20%30%40%50%60%70%80%90%

100%

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Program Updates:

FLORIDA COMPREHENSIVE ASSESSMENT TEST (FCAT)

Sunshine State Standards (SSS) &

the Norm Referenced Test (NRT)

Maria C. Bruguera, Director IMara Ugando, Staff Specialist

Overview of FCAT SSS

The purpose is to assess student achievement on the content represented in the Sunshine State Standards (SSS). Reading and Mathematics tests administered in Grades 3-10 Writing+ tests administered in Grades 4, 8, and 10 Science tests administered in Grades 5, 8, and 11

Achievement Levels

Achievement levels describe the success a student has achieved on the SSS.

Achievement levels are based on scale scores and developmental scale scores, and range from 1 (lowest) to 5 (highest). Scale Scores range from 100 to 500 Development Scale Scores range from 0 to 3000

DSS are only reported for SSS Reading and Mathematics Used to track students’ progress year to year

Overview of FCAT NRT

The purpose is to compare the performance of Florida students to the performance of students across the nation.

The comparison is possible through the use of a norm-referenced test (NRT). Reading and Mathematics tests administered in Grades 3-10

Percentile Rank/Stanine

National Percentile Rank (NPR)values range from 1 to 99. A NPR of 65 means that the student scored the same as or better

than 65% of the students in the nationStanine scores range from 1 to 9.

Implications

Grade 3 Promotion and Retention

Graduation Requirement Required Passing Score: scale score of 300 or above on the FCAT SSS

Reading Mathematics Writing+ (new this year)

• FCAT Writing+; SSS Reading, Mathematics, and Science; and NRT Reading and Mathematicso Spring

• FCAT Retake administered three times a year:o Spring o Summer (Retake only)o Fall (Retake only)

Test Administrations

• Attend Training Meetings• Secure Room for Storage• Receive and Inventory Test Materials• Ensure Adequate Supply of Calculators • Read Test Administration Manual• Select and Train Test Administrators and Proctors• Order Online Reports

Test Chairpersons’ Responsibilities BEFORE

Testing

• Prepare Class Lists• Verify Student Information on PreID Label• Implement ESE, 504, and LEP accommodations• Secure Testing Rooms• Assign Test Group Codes• Adjust Lunch Schedules As Needed• Notify Parents of Testing Schedule• Provide Schedule for Practice Tests

Test Chairpersons’ Responsibilities BEFORE

Testing, cont.

• Record and Track Secure Test Materials• Supervise Test Administration• Maintain Test Security• Plan for Tardy Students• Prepare and Administer Make-up Sessions• Continue Preparing Test Materials for Subsequent Days

Test Chairpersons’ Responsibilities DURING

Testing

• Count and Sign In Test Materials• Verify that All Materials Have Been Returned• Follow Test Invalidation Procedures• Make Copies of Required Documentation• File School Copies and Return Original Documentation• Prepare and Pack Materials for Return• Follow Return Schedule

Test Chairpersons’ Responsibilities AFTER

Testing

• Reports will begin arriving 6 to 8 weeks after test administrationo Individual Student Reportso School Report of Studentso District Report of Schoolso State Report of Districts

Release of Test Results

Stanford Achievement Test, Tenth Edition (SAT-

10)Grades 1 and 2

• Ms. Mayda Cabeza, Director I• Ms. Diann Avila, Educational Specialist

• History of the SAT-10• What is the SAT-10?• Who is administered the SAT-10?

o Grades 1 and 2 district wide• Important dates to remember

o March 18-24, 2008

SAT-10

• How do SAT-10 materials arrive to schools?• Is the SAT-10 a secure test?• SAT-10 Test Chairperson Training (February 2008)• School level training of test administrators and proctors• Test Administration (untimed)

SAT-10

SAT-10 Scanning/Scoring Sample SAT-10 Test Booklet

SAT-10 ID Header Sheet

• School Listing of Results (May)o Must be picked up at ITS

• Individual Student Reports (May)o Will be delivered to schools via school mail

• School Content Cluster Analysis (August) o Will be posted online on the Assessment, Research, and Data

Analysis website

SAT-10 Results

• Referral of students to the district’s gifted program (Plan A or Plan B)

• Early identification of students who would be considered at high risk for problems associated with reading comprehension

School Use of Results

Grade 3 Opportunities for Promotion

• Section 1008.25, Florida Statutes, (Eliminating Social Promotion)o March FCAT SSS (Level 2 or higher)o March NRT (45th percentile or higher)o Spring Grade 3 Portfolio (“good cause” criteria)o Fall Alternative Assessment for Grade 3 Promotion AAFGTP (45th

percentile or higher)o Winter Grade 3 Mid-Year Promotion (GTMYP)

Grade 3 Opportunities for Promotion

• Administered during the 2nd semester• Scored at the school site• Represents the 3rd opportunity for student to be promoted to

grade 4• Student must demonstrate mastery of the Sunshine State

Standards

Grade 3 Student Reading Portfolio

• Administered early September• Scored locally through ITS• Represents 4th opportunity for students to be promoted to 4th grade• Student must score at the 45th percentile or above on the SAT-10

Fall Alternative Assessment for Grade 3

Promotion

• Administered in late November• Scored at the school site• Represents 5th opportunity for students to be promoted to 4th grade• Students must have a passing score on the MAT-7 representing 4th

grade work.

Grade 3 Mid-Year Promotion (MAT-7)

SAT-10 Program ContactInformation

Mayda Cabeza, Director I mcabeza@dadeschools.net

orDiann Avila, Curriculum Specialist

davila@dadeschools.net

305-995-7520

Miami – Dade County Public SchoolsAssessment, Research, and Data Analysis

Denetra Collins, Staff SpecialistFelicia Mallory, Staff Specialist

305-995-7520

Interim Assessment Program

Components of the Interim Assessment

Program

• Administered three times per year: fall, winter, and spring

• Benchmark Assessment Item Banks for Reading and Mathematics will be available starting 2007-2008

• Professional Development – was offered only in year one (2006-2007) of the program

• To monitor student progress on the Reading, Mathematics, and Science Sunshine State Standards

• To provide teachers with classroom assessment tools that will provide reliable student-level benchmark information to inform instruction

• To provide students with information on their progress on specific benchmarks

Purpose of Interim Assessment Tests and

Benchmark Assessment Item Banks

Interim Assessment Administration Windows 2007-2008

Administration Windows

Subjects and Grade Levels

FallNovember 5 – 14, 2007

- Reading and Mathematics: Grades 3 – 10 and Grades 11/12 Intensive Reading and/or

Mathematics students- Science: Grades 4, 5, 7, 8, 10, and 11

WinterJanuary 28 – February 6, 2008

- Reading and Mathematics: Grades 3 – 10 and Grades 11/12 Intensive Reading and/or

Mathematics students- Science: Grades 4, 5, 7, 8, 10, and 11

SpringApril 14 – 22, 2008

- Reading and Mathematics: Grades 3 – 10 and Grades 11/12 Intensive Reading and/or

Mathematics students- Science: Grades 4, 5, 7, 8, 10, and 11

Who Will Be Tested?

Grade Reading Mathematics Science

3 Yes Yes No

4 Yes Yes Yes

5 Yes Yes Yes

6 Yes Yes No

7 Yes Yes Yes

8 Yes Yes Yes

9 Yes Yes No

10 Yes Yes Yes

11 Intensive Reading ONLY

Intensive Math Students

ONLY

Yes

12 Intensive Reading ONLY

Intensive Math Students

ONLY

No

• Interim Assessment Testso Multiple choice

• Benchmark Assessment Item Bankso Multiple-choiceo Gridded Responseo Short Responseo Extended Response

Test Formats

• Test bookletso one per subject, per student

• Mathematics reference sheets for grades 6 – 10

• Science reference sheets and periodic tables for grades 7, 8, 10, and 11

Test Materials Provided by the District

Mathematics and Science Testing Materials

Reading and

Grade Level Calculator Math Reference

Sheet

Science Reference

Sheet

Science Periodic

Table

3-5 No No No No

6 No Yes Yes Yes

7-10 Yes Yes Yes Yes

11 (Science) Yes N/A Yes Yes

*Any grade 11 and/or 12 students enrolled in Intensive Reading/Mathematics will be assessed using the grade 10 Reading and/or Mathematics Interim Assessment tests.

• The Interim Assessment tests are untimed tests

• Students may write in the test booklets

• All updates will be posted on our website http://oada.dadeschools.net/IAP/IAP.asp

Reminders

Dr. Alex Shneyderman Director Assessment, Research and Data AnalysisMr. Paul Tilley, Curriculum Support Specialist

COMPREHENSIVE ENGLISH LANGUAGE

LEARNING ASSESSMENT(CELLA)

CELLA was developed by Educational Testing Service (ETS) pursuant to the No Child Left Behind Act of 2001, which requires states to administer annual assessments that measure the English language proficiency of English Language Learners (ELLs) in grades K-12.

Background of CELLA

• CELLA is a four-skill English language assessment measuring student proficiency in listening, speaking, reading, and writing.

• Students in grades 1 – 12 take the Listening, Reading, and Writing sections as a group.

• For the Speaking section, students are assessed on a one-on-one basis.

• Kindergarten students are assessed in all four areas on a one-to-one basis.

• Unlike the FCAT, CELLA is not a timed test.

Background of CELLA (Continued)

The test results can provide:• Evidence of program accountability in accordance with Title III

of the No Child Left Behind Act (NCLB),• Data useful for charting student progress over time, • Diagnostically useful information about students’ strengths

and weaknesses in English,• Information about the language proficiency levels of

individual students that can be used in making decisions regarding placement into, or exit from English for Speakers of Other Languages (ESOL) programs – NOT YET AVAILABLE.

Purposes of CELLA

Overview of CELLA

• Students take the Listening and Speaking level that matches their grade level.

• For Reading and Writing, however, students may be given a functional (lower) level of the test.

Test Levels:Level A (Grades K-2)Level B (Grades 3-5)Level C (Grades 6-8)Level D (Grades 9-12)

CELLA Functional Level Testing

Grade Level ESOL Level Reading/Writing Level

Speaking/Listening Level

K-2 ALL A A

3-51-2 A

B3-4 B

6-81-2 B

C3-4 C

9-121-2 C

D3-4 D

• All students classified as limited English proficient (LEP) at the time of CELLA testing.

• All new students who respond affirmatively to the Home Language Survey must be assessed for English language proficiency using the OLPS-R within 20 days of entry to the district.

• Specific cutoff dates for CELLA participation will be provided at a later date.

Students to be Tested

• The Florida State Board of education Rule 6A-10.042 and section1008.24 of the Florida Statutes prohibit activities that may threaten the integrity of the test.

• The security of all test materials must be maintained before, during, and after the test administration. Under no circumstances are students permitted to handle secure materials before or after test administration.

CELLA Test Security

Range of CELLA Scores

• For now, the use of Subtest Scale Score Anchor Points and Descriptions is recommended

CELLA Results Interpretation

Scale Score Reference

Point

Listening/Speaking

620 Students with a score of 620 usually have a small vocabulary and know only a little grammar. They are still learning how to ask and answer basic questions.

660 Students with a score of 660 have a basic vocabulary. They can ask and answer basic questions but are still learning how to participate in conversations.

700 Students with a score of 700 know enough vocabulary and grammar to take part in conversations. They are still learning to use English to understand what is being taught in class.

740 Students with a score of 740 have a good knowledge of vocabulary and grammar. They can participate in most conversations and can use English to learn new ideas in their classes.

CELLA Results Interpretation (continued)

Scale Score Reference

Point

Reading

620

Students with a score of 620 are just beginning to read. They can recognize many common words in English and can read and understand some very simple sentences.

660

Students with a score of 660 are still learning to read, but are close to becoming independent readers. They can read and understand short passages written in very simple language.

700

Students with a score of 700 are developing as independent readers. They can easily read short passages written in very simple language and are learning to read passages that are moderately complex.

740

Students with a score of 740 are independent readers developing their skills. They can easily read and understand short passages that are moderately complex and are learning to read challenging short passages.

780

Students with a score of 780 are capable independent readers. They have a good vocabulary and are learning to read challenging short passages with thorough comprehension.

CELLA Results Interpretation (continued)

Scale Score Reference

Point

Writing

620 Students with a score of 620 are learning to write letters and single words. 660 Students with a score of 660 can write letters and single words and are learning to

write sentences independently. 700 Students with a score of 700 can write sentences and are learning to write simple

paragraphs. Their writing may contain errors that make it hard to understand. 740 Students with a score of 740 can write simple paragraphs and are learning to write

more complex paragraphs. Their writing still contains some errors, but it can usually be understood.

780 Students with a score of 780 can write simple or complex paragraphs. Their writing can be understood easily and shows a strong vocabulary and the ability to use advanced grammar.

SKILL AREA POINTS POSSIBLE

POINTS ACHIEVED

SCALE SCORE

Listening 22 15691

Speaking 24 13Reading 25 20 750Writing 34 16 588

Total Score 105 64 2029

Listening/Speaking: B2Reading/Writing: A2

* Listening and Speaking have a combined Scale Score

Score Interpretation (example)Test Levels/Form Taken:

• October 2007: CELLA District Policy Advisory Committee and Rule Development Workshops.

• November 2007: Final Rule Development.• January 2008: Rule Adoption by State Board of Education and

dissemination of the new rule.• February 2008: technical assistance offered to districts.

Anticipated CELLA Standard Setting: Time

Line

Training:April 8, 2008 and April 10, 2008

Administration:Individual – April 15 through May 23

Group – April 23 through April 30

(TENTATIVE)

Important Dates for 2008 CELLA

Other State/National Assessment Programs

National Assessment of Educational Progress (NAEP)Florida Alternate Assessment Test (FLAA)Florida Competency Examination on Personal Fitness

(FCEPF)

Additional Assessments for Language Arts/Reading

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)Florida Oral Reading Fluency Assessment (FORF)District Writing Test (DWT)Peabody Picture Vocabulary Test (PPVT)Diagnostic Assessment of Reading (DAR)Florida Kindergarten Readiness Screener (FLKRS) (Division of Early Childhood)

Additional Assessments for Bilingual / World Languages

Metropolitan Achievement Test (MAT-7)Oral Language Proficiency Scale (OLPS-R)

Additional Assessments for Advanced Academics

Naglieri Nonverbal Ability Test (NNAT)Preliminary ACT Test (PLAN)College Board Preliminary SAT Test (PSAT)College Board ACT TestCollege Board SAT TestFlorida College Entry-level Placement Test (CPT)Advanced Placement Examinations (AP) International Baccalaureate External Written Examinations (IB)Aprenda La Prueba de los Logros en Español Segunda Edición

(APRENDA)Stanford Achievement Test, Ninth Edition (SAT-9)

REGAL PLANREVAMPING EDUCATION FOR GIFTED AND ALL LEARNERS

Naglieri Non-Verbal Ability Test

(NNAT)

NNAT

History of the NNATWhat is the NNAT?Who is administered the NNAT?

Grades 1 and 4 Important dates to rememberOctober 15 – 17, 2007Test administered in 30 minutes

MERIT AWARD PLANEND-OF-COURSE TESTS

MAP

JILL BROOKNER, INSTRUCTIONAL SUPERVISOR

DIVISION OF SPECIAL EDUCATION

Florida Alternate Assessment Test

Test Security Update

General Security Guidelines

DO DO NOT Provide secure storage Restrict access o 3 or fewer keys

Maintain documentationo Chain of custodyo Book assignment to students

Send Test Chairs to training

Train test administrators and proctors

Return materials promptly

Schedule lunch breaks around testing schedule

• Do not allow unauthorized access to materials or content

• Do not have a copier/ scanner in the storage room

• Do not open secure materials prior to date allowed

• Do not allow untrained or uncertified staff to test studentso No coaching/assistance during test

administrationo No viewing, reviewing, copying, or

debriefing test content

Test Security Update

Revision of Standards and Guidelines for Test Administration and Test Security

Security Procedures aligned with PIM Model (Personnel Investigative Model)

All irregularities must be reported! Problems with materials Testing incidents Security violations

Reporting Irregularities

• All testing “irregularities” must be reported: – Student Assessment and Educational Testing– Appropriate administrative office (Region, Charter School, or

Educational Alternative Outreach Program)

• Criminal and serious non-criminal incidents must be reported to Miami-Dade School Police

• Minor, clearly administrative incidents may be resolved at the school site, with guidance from the appropriate administrative office.

For more information about security . . .

http://oada.dadeschools.net/saet/InfoForTestChair.asp

MISCELLANEOUS/OTHER

2007 Monitor Training Packet (FCAT and SAT-10)

Desk Audit / Missing Score Procedures Generic Template for Training Test Administrators and Proctors Glossary of Commonly Used Terms

Guidelines and Tips for School Test Chairpersons

Guidelines for Distributing Score Reports to Parents

Standards, Guidelines and Procedures for Test Administration and Test Security

Coming Soon . . .Computer-Based FCAT Administration

FCAT Retake Determine capacity Limited administration Summer 2008

FCAT NRT State contract with Harcourt Administration beginning in Spring 2009

CBT Challenges

• “Tech” representative at every school to work closely with Test Chair• Computer hardware

– Sufficient quantities– Sufficient capacity

• Security– Placement of student stations– “Blinds”

• Rolling administration date

School Grades and Accountability

History of School Grades

Additional requirements applied AFTER a school’s points are calculated:

• Adequate Progress for Lowest 25%—required to earn grade based on calculated points. If a school does not meet this requirement, the school’s grade is lowered one letter grade.

• Participation Requirement (Percent Tested)—required to earn grade based on calculated points. Schools must test at least 95% of their students to earn an “A”, at least 90% to earn any other grade.

School Grades 2007: What is Measured

82

Summary of School Grading CriteriaTable 7 on page 16 of the “2007 Guide to Calculating School Grades - Technical Assistance Paper”

Found at http://oada.dadeschools.net/schoolgrades.asp

Grade Grading CriteriaA 525 points or more

95% tested or more Make adequate progress (50%) in the current year with the lowest performing students

B 495 to 524 points 90% tested or more Make adequate progress (50%) with the lowest performing students in either the current

or the previous year

C 435 to 494 points 90% tested or more Make adequate progress (50%) in the current year with the lowest performing students

D 395 to 434 points 90% tested or more

F Fewer than 395 points 90% tested or more

I Less than 90% tested (Schools initially receive a grade of “incomplete” while the status is investigated.)

2007-08 State Targets for Adequate Yearly Progress

95% Participation Rate in Reading95% Participation Rate in Mathematics58% of Students Proficient in Reading62% of Students Proficient in Mathematics1% Improvement in Writing Proficiency or 90% at 3 and above1% Improvement in Graduation Rate or Graduation Rate of 85%

or higherSchool grade not a “D” or “F”

Subgroup Classifications

AYP calculations are based upon nine subgroups.1. Total School2. White (W)3. Black(B)4. Hispanic (H)5. Asian (A)6. Native American (I)7. Economically Disadvantaged Students8. English Language Learners (ELL)9. Students With Disabilities (SWD)

Thank You

Have A Great Year!