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August 11, 2017-May 11, 2018
|GAA Main Administration
September 5, 2017-March 23, 2018
|Milestones Field Test (8th grade for 7th EOG, 10th for 9th Lit, 12th for Am Lit)
October 16, 2017-November 3, 2017
October 18, 2017
|MS REBW Field Test
October 24-25, 27, 2017
|HS REBW Field Test
October 31-November 2, 2017
|Economics EOC Winter 2017 Administration; Makeup 12/13/17
December 12, 2017
|GKIDS Mid-Year Data Checkpoint
||January 12, 2018
|ACCESS for ELL's
||January 16-March 2, 2018
|CCES EOG Main Admin - 3rd & 4th Grades; Makeups 4/19-20/18
||April 16-18, 2018
|CCES 5th Grade EOG; Makeups 4/26-27/18
||April 19-25, 2018
|CCMS End of Grade Main Admin
||April 16-26, 2018
|CCHS EOC Spring Main Administration
||April 30-May 11, 2018
|AP Environmental Science
||May 7, 2018
|AP English Literature
||May 8, 2018
||May 9, 2018
||May 10, 2018
|AP US History
||May 11, 2018
|Grades 3, 5, and 8 Summer EOG Retest
||May 15-18, 2018
|EOC Summer Administration & Retest
||June 18-20, 2018
Georgia Milestones Assessment System
The Georgia Milestones Assessment System (Georgia Milestones) is a comprehensive summative assessment pro?gram spanning grades 3 through high school.
Georgia Milestones measures how well students have learned the knowledge and skills outlined in the state-adopted content standards in English Language Arts, mathematics, science, and social studies.
Students in grades 3 through 8 take an end-of-grade assessment in English Language Arts and mathematics while students in grades 5 and 8 are also assessed in science and social studies. High school students take an end-of-course assessment for each of the ten courses designated by the State Board of Education.
Features the Georgia Milestone Assessment System include:
- open-ended (constructed-response) items in English Language Arts and mathematics (all grades and courses);
- a writing component (in response to passages read by students) at every grade level and course within the English Language Arts assessment;
- norm-referenced items in all content areas and courses, to complement the criterion-referenced information and to provide a national comparison; and
- transition to online administration over time, with online administration considered the primary mode of administration and paper-penc?il as back-up until the transition is complete.
What is the purpose of Georgia Milestones?
The Georgia Milestones Assessment System is designed to provide information about how well students are mastering the state-adopted content standards in the core content areas of English Language Arts, mathematics, science, and social studies.
Importantly, Georgia Milestones is designed to provide students with critical information abo?u?t their own achievement and their readiness for their next level of learning – be it the next grade, the next course, or endeavor (college or career).
Informing parents, educators, and the public about how well students are learning important content is an essential aspect of any educational assessment and accountability system. Parents, the public, and policy makers, including local school districts and boards of education, can use the results as a barometer of the quality of educational opportunity provided throughout the state of Georgia.
As such, Georgia Milestones serves as a key component of the state’s accountability system – the College and Career Ready Performance Index (CCRPI).
What content areas and grade levels are tested?
Students in grades 3 through 8 take an end-of-grade assessment in English Language Arts and mathematics while students in grades 5 and 8 are also assessed in science and social studies. High school students take an end-of-course assessment for each of the ten courses designated by the State Board of Education.?
Students at the high school level will take an end-of-course assessment in the following ten courses:
- English Language Arts
- Ninth Grade Literature and Composition
- American Literature and Composition
- Algebra I or Coordinate Algebra
- Geometry or Analytic Geometry
- Physical Science??
- ??Social Studies
- United States History
- Economics/Business/Free Enterprise
The end-of-course measures are administered at the completion of the course, regardless of the grade level. These measures serve as the final exam for the course, and contribute 20% to the student’s final course grade.
Each school district selects a local testing window, based on their local school calendar, from within the state-designated testing window. Middle school students who are enrolled in one or more of these courses are required to take the associated end-of-course (EOC) measure.
If enrolled in a mathematics and/or science EOC course, these middle school students will not take the corresponding content area end-of-grade (EOG) measure.
Assessing Comprehen?sion and Communication in English State to State for English Language Learners (ACCESS for ELLs)
ACCESS for ELLs is administered, annually, to all English learners in Georgia. ACCESS for ELLs is a standards-based, criterion referenced English language proficiency test designed to measure English learners’ social and academic proficiency in English. It assesses social and instructional English as well as the language associated with language arts, mathematics, science, and social studies within the school context across the four language domains. ACCESS for ELLs meets the federal requirements that mandates require states to evaluate EL students in grades K through 12 on their progress in learning to speak English.
ACCESS for ELLs is used to determine the English language proficiency levels and progress of ELs in the domains of speaking, listening, reading, and writing. ACCESS for ELLs serves five main purposes. These include:
determining the English language proficiency level of students;
providing districts with information that will help them evaluate the effectiveness of their ESOL programs;
providing information that enhances instruction and learning in programs for English language learners;
assessing annual English language proficiency gains using a standards-based assessment instrument;
providing data for meeting federal and state requirements with respect to student assessment.
Alternate ACCESS for ELLs
Alternate ACCESS for ELLs is a recently developed, individually administered test. It is intended only for English learners with significant cognitive disabilities that are severe enough to prevent meaningful participation in the ACCESS for ELLs assessment. Alternate ACCESS for ELLs is not intended for ELs who can be served with special education accommodations on ACCESS for ELLs. Decisions regarding a student's participation must be made by an IEP team.
1. The student has been classified as an EL.
2. The student has been classified as a special education student and is receiving special education services.
3. The student has a significant cognitive disability.
4. The student participates in the Georgia Alternate Assessment (GAA).
Importantly, students shall not be administered both the Alternate ACCESS for ELLs and the ACCESS for ELLs.
The Georgia Alternate Assessment (GAA)
The Georgia Alternate Assessment (GAA) is a key component of the Georgia Student Assessment Program. An essential tenet of both the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA), is the fact that states must ensure that all students, including students with significant cognitive disabilities, have access to a general curriculum that encompasses challenging academic standards. States must also ensure that all students are assessed for their progress toward meeting academic standards.
In order to accomplish this, states must have curricular standards that include all students and then must assess those students with statewide tests of achievement or develop an alternate assessment. Students with significant cognitive disabilities may be assessed via an alternate assessment based on alternate achievement standards. The US Department of Education (USDOE) defines an alternate achievement standard as one that “sets an expectation of performance that differs in complexity from a grade-level achievement standard.” Alternate achievement standards must be aligned to state academic content standards, although they may reflect prerequisite or entry-level skills.
The GAA is a portfolio of student work that enables the demonstration of achievement and progress relative to selected skills that are aligned to the Georgia curriculum. The portfolio is used to capture student learning and achievement/progress in four content areas: English Language Arts, Mathematics, Science, and Social Studies. This assessment program promotes a vision of enhancing capacities and integrated life opportunities for students who experience significant cognitive disabilities. Committees of Georgia educators developed the requirements of the portfolio system including the number of required pieces of evidence of student performance of tasks aligned to content standards (i.e., student work samples), types of evidence, and the parameters/timing of the collection of student work samples.
Georgia educators also informed the development of the rubrics by which the student work samples are evaluated. The GAA portfolio entries are scored for four discrete dimensions: fidelity to standard, context, achievement/progress, and generalization. A separate score is assigned for each dimension. The focus is on academic content and skills.
Kindergarten and Grades 3,4,6, and 7 assemble a portfolio in English Language Arts and Mathematics
Grades 5, 8 and 11 assemble a portfolio in English Language Arts, Mathematics, Science, and Social Studies.?
Portfolio Collection Periods:
Achievement/Progress is documented in two collection periods during a school year. The first collection period provides evidence of a student’s entry-level performance (initial performance of the skill); the second collection period provides evidence of a student’s achievement/progress to date.
The collection period window between the first collection period and the second collection period is a minimum of fourteen days to a maximum of five months.
Teachers collect evidence of student performance of tasks aligned to content standards. This evidence shows a student’s achievement/progress toward those standards.
To meet federal requirements for state standards and assessment systems, the GAA was peer reviewed by a team of external experts in the fields of standards and assessments. This team was convened by the US Department of Education and considered evidence in the following areas: content and academic achievement standards; technical quality; alignment; inclusion; and scoring and reporting. The GAA was found to meet nationally recognized professional and technical standards for alternate assessments based on alternate achievement standards. The content standards selected for assessment on the GAA were reviewed and approved by a committee of Georgia educators.
Georgia Kindergarten Inventory of Developing Skills (GKIDS)
The Georgia Kindergarten Inventory of Developing Skills (GKIDS) is a year-long, performance-based assessment aligned to the state mandated content standards. The goal of the assessment program is to provide teachers with information about the level of instructional support needed by individual students entering kindergarten and first grade. GKIDS will allow teachers to assess student performance during instruction, record student performance in an on-line database, and generate reports for instructional planning, progress reports, report cards, SST, and/or parent conferences. Throughout the year, teachers may assess students and record GKIDS data based on their system’s curriculum map or report card schedule. At the end of the year, summary reports and individual student reports will be generated based on the data the teacher has entered throughout the year.
The primary purpose of GKIDS is to provide ongoing diagnostic information about kindergarten students’ developing skills in English Language Arts, Math, Science, Social Studies, Personal/Social Development, and Approaches to Learning. GKIDS will also provide a summary of student performance in English Language Arts and Mathematics at the end of the kindergarten school year. GKIDS should serve as one indicator of first grade readiness. GKIDS will serve both a formative and summative role in assessing kindergarten students.
Domains of Learning
There are seven areas or domains of learning that are assessed as part of GKIDS:
- English Language Arts
- Social Studies (optional)
- Science (optional)
- Approaches to Learning
- Personal and Social Development
- Motor Skills (optional)
GKIDS is aligned to the state's mandated content standards in English Language Arts, Mathematics, Science, and Social Studies. There are also three non-academic domains that contribute to a student’s readiness for first grade (Approaches to Learning, Personal and Social Development, and Motor Skills). The domains of Social Studies, Science, and Motor Skills are optional. Systems may require teachers to use GKIDS to collect and report information locally on student performance in these areas, but this data will not be part of the end-of-the-year report, and it is not required to be entered into the GKIDS Data Entry and Reporting website unless required by the system. Systems have the option of requiring only some elements of Social Studies, Science, or Motor Skills to be assessed, all of the elements of these domains to be assessed, or none of the elements of these domains to be assessed. Many standards have multiple elements. In GKIDS, students are assessed at the element level, where possible.
ELA, Math, Social Studies, and Science standards will be assessed using two to five performance levels for each element.
- Not Yet Demonstrated
- Meets the Standard
- Exceeds the Standard
There are three non-academic areas that can be assessed using GKIDS: Approaches to Learning, Personal and Social Development, and Motor Skills. The Motor Skills domain is optional. Teachers may choose to record motor skills data only for students that demonstrate an area of concern. Students are assessed using the following performance levels:
Area of Concern
- Consistently Demonstrating
The number of levels was determined by the GKIDS Advisory Committee and will be specific to each element of the content standards. The number of performance levels is based on the range of student performance that can be observed for each element.
Flexible Model of Assessment
GKIDS does not have specified assessment activities. The teacher (or local system) decides which assessment activities to use and how frequently to assess. Teachers may use assessment activities that cover multiple elements at one time and/or assess multiple children at a single setting. Teachers may assess by observing student performance during the course of regular classroom instruction or by an assessment activity of the teacher’s choice. Because teachers have the freedom to assess according to the individual needs of each student, standard accommodations are allowed if the accommodations are a part of the student’s IEP, IAP, or ELL/TPC plan.
Approaches to Learning
The Approaches to Learning domain of GKIDS includes the following three general categories:
- Curiosity and InitiativeCreativity/Problem Solving
- Demonstrates self confidence/positive attitude
- Adjusts well to changes in routines and environments
- Expresses emotions and needs through appropriate words and actions
- Treats others with respect in words and actions
- Shows caring for others
- Follows directions and school rules
- Respects the property of others
- Works cooperatively with others
Statements of observable student behaviors related to fine and gross motor skills are assessed in this category.
Except for the end of year summary report, there are no state-mandated testing windows for GKIDS. Systems may require testing windows based on their own unique schedules, reporting information at any time as required by the local district. Systems may also teach and assess the state's content standards based upon their own schedules as well.
Pre-printed test booklets and activity kits will not be provided with GKIDS. This Administration Manual includes an assessment page for each element of the CCGPS and GPS. The assessment page contains the CCGPS and GPS standard and element, performance levels for assessing the element, sample assessment activities, and instructional suggestions for teachers and/or parents. These assessment pages are arranged by domain in sections 2-5 of this manual. Some elements also have resource pages that can be used to assess or document student performance. Teachers may use common classroom materials for assessment activities. Rather than recording student performance on an answer document, teachers will use the GKIDS Data Entry and Reporting Website.
GKIDS Data Entry and Reporting Website
The GKIDS data entry and reporting website will be available 24 hours a day, 7 days a week (except for scheduled maintenance) for teachers to enter student data. The web address is https://gkids.tsars.uga.edu/start. The website allows teachers to enter and manage data throughout the school year. Teachers can enter data by student or by element for the entire class. See section X of the Administration Manual for GKIDS website instructions.
Teacher-Generated (Formative) Reports
Teachers have the option of generating reports (on-screen and PDF) at any time during the year for instructional planning, progress reports, report cards, SST or parent conferences. On the website, teachers can select a student report by element, standard, or strand. These reports will indicate data the teacher has entered for all domains. A class report is also available. See Section XI of the Administration Manual for sample reports.
End-of-the-Year (Summative) Reports
After the final data is entered in late spring, an individual student report can be generated which will include English Language Arts, Mathematics, Approaches to Learning, and Personal and Social Development. School, system, and state summary reports created at the end of the year will include only English Language Arts, Mathematics, Approaches to Learning and Personal/Social Development.