Good Morning! WGES February 5, 2016 Parent Meeting .: TODAY’S AGENDA :. o GCPS Elementary Promotion Criteria o Overview of the Georgia Milestones Test o What you can do at home to help
GCPS Elementary Promotion Criteria 2015-16 • Promotion requires demonstration of proficiency of the grade level AKS. • A special education student’s promotion is determined by their IEP • Promotion for a Limited English Proficient (LEP) or EL student may be determined by his/her English Learner Proficiency Plan and recommendation of the EL/Test Participation Committee and approval of the local school Student Study Team. • Promotion criteria for grades 3 and 5 are state criteria. • Promotion criteria for grade 4 are county criteria.
GCPS Elementary Promotion Criteria 2015-16 • Grade 3 - Reading 1. Students who score below required levels on the Georgia Milestones Assessments (GMAS) in Reading and have all A’s, B’s, and C’s for each semester will be provided district online intervention resources. Students will also be provided the opportunity to take the GMAS retest at the end of summer school 2. Students who score below required levels on the Georgia Milestones Assessments (GMAS) in Reading and have D’s and U’s for either semester will be invited to summer school and provided opportunity to take the GMAS retest 3. At the end of summer school, if the student passes the retest then the student is promoted. If the student does not pass the retest, the SST will determine promotion.
GCPS Elementary Promotion Criteria 2015-16 • Grade 4 English/Language Arts, Math, Science, Social Studies 1. According to established GCPS promotion procedures, students who score in the beginning levels on the Georgia Milestones Assessments (GMAS) yet earn A’s, B’s, and C’s for each semester will be part of the local school review process and be provided district online intervention resources. 2. If a student earns a D or U and scores in the beginning level on the Georgia Milestones Assessments (GMAS), yet earns a passing score (converted) on the GCPS end of year assessments in the identified subject then the student will be part of the local school review process and be provided district online intervention resources. 3. Students who earn D’s and U’s, score in the beginning level on one or more parts of the Georgia Milestones Assessments (GMAS), and do not pass GCPS end of year assessments will be offered summer school. 4. After summer school, students will take the GCPS end of year assessments(s). Promotion will be based on the preponderance of evidence of AKS mastery. No single score, assessment, or assignment should be used as the sole criterion in the review process. 5. Students who are not promoted will become transition students in their identified subject areas. 6. Transition points will be allotted to schools and intervention will be provided during the next school year.
GCPS Elementary Promotion Criteria 2015-16 • Grade 5 Reading and/or Math 1. Students who score below required levels on the Georgia Milestones Assessments (GMAS) in Reading and /or Math and have all A’s, B’s, and C’s for each semester will be provided district online intervention resources. Students will also be provided the opportunity to take the GMAS retest at the end of summer school 2. Students who score below required levels on the Georgia Milestones Assessments (GMAS) in Reading and /or Math and have D’s and U’s for each semester will be invited to summer school and provided opportunity to take the GMAS retest 3. At the end of summer school, if the student passes the retest(s) then the student is promoted. If the student does not pass the retest(s), the SST will determine promotion.
The test will include both selected response (multiple Georgia Milestones is choice) AND primarily a criterion- constructed referenced test, reflecting Some selected response (short the content standards for response items will written responses each grade level and require students to and short essays). course. However, it is a identify ALL of the more rigorous assessment. correct answers as opposed to just one answer. Students will also be asked to find and cite evidence in the text or Some items will require passages (According to students to answer and the text….; The author write responses using states…; In paragraph information/evidence from one…). TWO passages.
GMAS will have multiple choice questions and …
…and constructed responses.
Georgia Milestones GMAS Georgia Milestone Assessment System More questions that require application of knowledge (Depth of Knowledge greater) Selected Response (majority of test) (Multiple Choice) More than one correct answer on some items 3-6 Constructed Response Short Answer 1 Extended Response Short Essay (cite evidence from text) Nationally Referenced Items (20 per subject) (10 aligned with Georgia and will count; 10 not aligned with Georgia and will not count) Online testing - will increase over 5 years (we are in year two [2])
Constructed Response Constructed response is a general term for items that require the student to generate, or write, a response as opposed to selecting a response. Constructed response items require more elaborate answers and explanations of reasoning. They allow for multiple correct answers and/or varying methods of arriving at the correct answer. Examples of skills required on constructed response tasks include, but are not limited to: • English Language Arts – Utilize close analytic reading – Compare and contrast ideas and themes – Synthesize ideas and concepts across a single or multiple texts • Mathematics – Apply mathematical procedures and skills to real world problems – Express mathematical reasoning by showing work or explaining an answer
ELA Standards to be Assessed ELACC3RL1 : Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ELACC3W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. ELACC3L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. ELACC3L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing .
ELA Sample – GR 3 Passage For this item, the students are asked to read a poem entitled, “Healthy Cookies.” The poem is about a girl whose mom purchased a healthy cookie snack in an attempt to replace the daughter’s preferred sugary cookie. The daughter was initially reluctant to try the healthy cookie, but eventually tasted the new cookie and decided it wasn’t that bad .
Please read the selection below and then answer the questions that follow. Healthy cookies Mom bought healthy cookies, Mom bought healthy cookies. And worse, they’re not half bad. It says so on the box. I’ll have to use my secret weapon. Does she think I’m going to fall for that, I like to call him “Dad.” Like my head is full of rocks? Low fat and no preservatives – how can that be good? Mom bought healthy cookies, If Mom buys other healthy snacks, I bet they’ll taste like wood! And I won’t touch those things. I want my Choco-Wonder-Treats “Mom bought healthy cookies!” And goo-filled Tasty Rings. I say when Dad walks in. “If we admit to liking them, She’ll buy those things again!” Mom bought healthy cookies. She says it’s them or fruit. “Mom bought healthy cookies?” I say, “That’s a rotten choice! Dad asks, while looking grim. I’d rather eat tree roots!” “Oh no! You might grow up to be Athletic, fit, and slim!” Vitamins and fiber, with no sugar to be found Mom bought healthy cookies, I bet these cookies taste like dirt scraped right up off the ground! And Dad is just no help. Mom bought healthy cookies, What’s next, cake with lima beans, And now it’s after school. Or ice cream made from kelp? 1 I need a snack or I will starve. How can she be so cruel? Mom bought healthy cookies. I guess that’s not so bad. Mom bought healthy cookies. And now we’ve learned to say goodbye Oh, poor, poor, hungry me! To junk food we once had. I’m going to have to sneak some out When she’s not there to see. • 1 kelp — a brown seaweed
Sample ELA Constructed Response Task ELACC3RL1, ELACC3W2, ELACC3L1 and ELACC3L2 Explain why the speaker believes that the healthy cookies will taste bad. Write your explanation in a paragraph that includes many supporting details from the text . Answer with complete sentences, and use correct punctuation and grammar.
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