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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Ge Geor orgia gia Mi Mile lestones stones Asses sessm sment ent System stem Resour sources ces for or Teac eacher hers, , Le Leader aders and nd Parents ents Instr structional uctional Leade dership ship Conference ence Joe e Bless ssing ng Kelli li Harris ris-Wright ight 1

Goals als of th the e Se Session ssion Richard Woods, Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org gadoe.org • Share some of the support tools that are available for all Georgia teachers through GADOE’s assessment initiatives. • Discuss how these tools facilitate work towards improving student achievement. • Explain how the assessment initiative connects to current educational improvement efforts in Georgia • Provide information to Georgia educators on how to access and use the assessment initiative tools 2

Purpose of Georgia’s Assessment Initia tiativ tives es Richard Woods, Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org gadoe.org • To provide assessment resources that reflect the rigor of Georgia’s state -mandated content standards • To balance the use of formative and summative assessments in the classroom • To promote student learning • To sustain implementation of Georgia’s rigorous content standards 3

Tools ls for Succ ccess ess Richard Woods, Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org gadoe.org  Achievement Level Descriptors  Georgia’s Online Formative Assessment Resource  Formative Instructional Practices Professional Learning and Implementation 4

Ac Achie hievement ment Level el Descr escriptor iptors Richard Woods, Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org gadoe.org • The Achievement Level Descriptors (ALDs) have been posted. • ALDs show a progression of knowledge and skills for which students must demonstrate competency across the achievement levels . • http://GaDOE.org/Georgia-milestones • Click on End of Grade (or End of Course) Resources • Click on Georgia Milestones Achievement Level Descriptors 5

Ac Achie hievement ment Levels els Richard Woods, Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org gadoe.org Beginning Learners do not yet demonstrate proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students need substantial academic support to be prepared for the next grade level or course and to be on track for college and career readiness . Developing Learners demonstrate partial proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified by in Georgia’s content standards. The students need additional academic support to ensure success in the next grade level or course and to be on track for college and career readiness . Proficient Learners demonstrate proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students are prepared for the next grade level or course and are on track for college and career readiness . Distinguished Learners demonstrate advanced proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students are well prepared for the next grade level or course and are well prepared for college and career readiness . 6

Achie hievement ement Le Level l Desc De scriptor iptors Richard Woods, Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” “Educating Georgia’s Future” Sample Grade 3 ELA gadoe.org gadoe.org gadoe.org ALD Standard Beginning Learner Developing Learner Proficient Learner Distinguished Learner Beginning Learners do not yet Developing Learners demonstrate Proficient Learners demonstrate Distinguished Learners demonstrate Policy demonstrate proficiency in the partial proficiency in the knowledge proficiency in the knowledge and advanced proficiency in the knowledge and skills necessary at this and skills necessary at this grade skills necessary at this grade knowledge and skills necessary at grade level/course of learning, as level/course of learning, as specified level/course of learning, as specified this grade level/course of learning, specified in Georgia’s content in Georgia’s content standards. The in Georgia’s content standards. The as specified in Georgia’s content standards. The students need students need additional academic students are prepared for the next standards. The students are well substantial academic support to be support to ensure success in the next grade level or course and are on track prepared for the next grade level or prepared for the next grade level or grade level or course and to be on for college and career readiness. course and are well prepared for course and to be on track for college track for college and career readiness. college and career readiness. and career readiness. A student who achieves at the A student who achieves at the A student who achieves at the Range A student who achieves at the Developing Learner level tends to Proficient Learner level reads and Distinguished Learner level reads Beginning Learner level tends to read read and comprehend informational comprehends informational texts and and comprehends informational and comprehend informational texts texts and literature of low-to- literature of moderate-to-high texts and literature of high and literature that do not meet the moderate complexity and sometimes complexity and is meeting the complexity and is meeting and often demands of grade level texts that struggle to meet the demands of demands of grade level texts that exceeding the demands of grade would signal this student is on track grade level texts that would signal signal this student is on track for level texts that clearly signal this for college and career readiness and this student is on track for college and college and career readiness. student is on track for college and career readiness and requires some career readiness. requires substantial instructional instructional support to enhance support to improve reading skills. reading skills. 3.RL.1 Answers simple questions to Answers questions to demonstrate Asks and answers questions to Asks and answers complex questions demonstrate understanding of texts. understanding of texts, referring to demonstrate understanding of texts, to demonstrate understanding of texts as the basis for answers. referring explicitly to texts as the texts, referring explicitly to texts as basis for answers. the basis for answers. 7