PARENT UNIVERSITY GA MILESTONES Esther Jackson Elementary School Cailin Hannan January 2020
RESOURCES
Testing Coordinator ■ Mrs. Beth Poole, Assistant Principal ■ poole@fultonschools.org – She is the contact for any specific testing questions.
Resources - Website www.gadoe.org ■ Learning and Curriculum tab – GA Milestones Assessment System
Resources – End-of-Grade Study/Resource Guide
WHAT IS THE GA MILESTONES?
What is the GA Milestones? The Georgia Milestones Assessment System (Georgia Milestones) is a comprehensive summative assessment program spanning grades 3 through high school.
The Georgia Milestones Assessment System (Georgia Milestones or GMAS) is a comprehensive summative assessment program spanning grades 3 through high school.
Focus is on the overall outcome summative Complete; including all elements comprehensive
WHY DO TEACHERS ASSESS?
What are Different Ways of Assessing? Student Performance Standards- Based Assessments External
Why Do Teachers Assess? Assessments help answer important questions about students! Assessm ssessments t s that at Meas easure St e Student Perfor orman mance ■ Is the student above-average, on-level, or at risk for not meeting grade level expectations? ■ What are the student’s strengths and weaknesses? ■ Does the student need additional support?
Why Do Teachers Assess? Assessments help answer important questions about students! Stand andar ards-Base sed A d Assessm ssments ■ Assessments given by the teacher – Pre-Tests – Check-Ins – Unit Tests ■ Questions Answered: – Where is the student in the learning process? – How is the student progressing toward mastery of the standards?
Why Do Teachers Assess? Assessments help answer important questions about students! Externa nal A l Assessme ments nts ■ Assessments given by the state or other outside organization ■ Questions Answered: – Have the students mastered the core content for the course? – Are the students on the path to be college and career ready?
What are Different Ways of Assessing? Student Performance Standards- Based Assessments External
GA MILESTONES BASICS
GA Milestones Basics Gra rades T Test sted Subjec ects T Tested ed ■ Grades 3 – 8 ■ Grades 3 – 4 – English Language Arts ■ Students at the high-school level take an End-of-Course – Math Assessment ■ Grade 5 – English Language Arts – Math – Science – Social Studies
GA Milestones Content Weights Grade 3
GA Milestones Content Weights Grade 4
GA Milestones Content Weights Grade 5
WHAT IS THE TEST LIKE FOR YOUR CHILD?
What Types of Questions are on the GMAS? ■ Selected Response Items – Also known as multiple-choice questions ■ One question followed by four answer choices ■ Only one answer is correct ■ ELA, Math, Science and Social Studies
What Types of Questions are on the GMAS? ■ Technology Enhanced Items – Also known as multiple-select or two-part questions ■ Multi-Select – Student selects more than one right answer ■ Drag and Drop – Student uses mouse to move responses to designated area ■ Evidence Based Selected Response – Students will answer the first part of a question and then answer the second part based on how he or she answered the first part ■ ELA, Math, Science and Social Studies
Technology Enhanced Item Example
What Types of Questions are on the GMAS? ■ Constructed Response Items – There is a question, problem or statement – No answer choices – Students must write their answer or work out the problem – ELA and Math only
Constructed Response Item Examples
Constructed Response Two-Point Sample Rubric
What Types of Questions are on the GMAS? ■ Extended Constructed Response Items – There is a question, problem or statement – No answer choices – Students must write their answer or work out the problem – these will have more than one part or require a longer answer – ELA and Math only
Extended Constructed Response Item Example - Math
Extended Constructed Response Item Example - ELA
What Types of Questions are on the GMAS? ■ Extended Writing Response – There is a question, problem or statement – Student will be asked to read two passages and then write an essay – Students will be scored on how well the question is answered and on the quality of the writing – Grammar, punctuation and spelling count – ELA only
Extended Writing Response Item Example - ELA
How Much Time Will Your Child Have to Take the Test? Su Subjec bject Number ber o of Tim Time Sess ssion ons ELA – Writing 1 70 -90 minutes ELA 2 60 – 75 minutes Math 2 60 – 85 minutes Science 1 45 – 70 minutes Social Studies 1 45 – 70 minutes
What Format is the Test? Online
TESTING WINDOW
Testing Window Gra rade Testing ng D Dates 3 rd April 16 - 24 4 th May 4 - 8 5 th April 16 - 28
HOW IS THE TEST SCORED?
How is the GMAS Scored? ■ Criterion-Referenced Test – Score is in relation to a specified performance standard or criteria ■ Rather then in the comparison to the performance of other test takers ■ Scores are provided at the domain level – Gives information about a student’s strengths and weaknesses ■ Lexile Measure is provided – This is a number score given to a student to measure a student’s reading ability – Texts are also given a Lexile score related to how difficult they are – Results communicate if the student’s Lexile Measure is within the grade-level range ■ Subset of Norm-Referenced Items – National Percentile Rank
Four Achievement Levels Per Subject Level Four– Distinguished Learners Level Three– Proficient Learners Level Two – Developing Learners Level One – Beginning Learners
HOW IS THE DATA USED?
How is the Data Used? ■ Provides information on how well a student has mastered the state content-standards for the grade ■ Provides critical information about the achievement level ■ Provides information about readiness for the next grade ■ Key component of our school’s CCRPI score (state’s accountability system)
HOW CAN I SUPPORT MY CHILD?
READING STAMINA ■ Reading stamina is so important to be How Can I able to pass this test. – Each passage is lengthy and there Support My are multiple passages. Child ■ How can I help my child with reading stamina? Throughout – Engagement – read books of interest the School ■ When your child wants to read the text, you are less likely to Year? see avoidance and refusal – Exposure to different genres ■ Students are at different levels at different genres
Why is Reading So Important? Time me Spe pent R Reading P Per Perce centa tage P Prof oficie icient o t on Day State Tests Less than 1 ½ hours 32% At least 1 ½ hours 48% At least 2 ½ hours 63%
Read in Spanish ■ Literacy in a native language is an advantage for students learning English as a second language. – Read Spanish books together – Discuss English books your child read together (in Spanish)
■ Encourage conversation about what your child read – Retell what happened in the book ■ Story elements in fiction – Character, setting, events ■ Beginning, middle and end – Identify the main idea or theme ■ What is the book mostly about? ■ What is the author trying to teach the reader? Reading – Evidence! ■ How do you know? Conversations ■ Show me the part in the book that made you think that. – Favorite part? Character? Why – Prediction? ■ What do you think will happen next? ■ Why – Connection? ■ How does this character remind you of yourself? A friend? Another character?
Vocabulary To Use (Similar to Test) ■ Narrator – Who is telling the story ■ Conflict – Problems ■ Plot – Events that happen in the story at the beginning, middle and end ■ Genre – Fiction or Nonfiction ■ Claim – Reason ■ Elaborate – Give more information, examples or reasons ■ Excerpt
Transfer of Knowledge ■ Success on a test is all about a child being able to take what he or she knows, access it and apply it to the questions on the test (transfer the knowledge) ■ How can I help my child do this? – Oral Rehearsal ■ Vital for writing – Make connections to the real-world – Utilize student’s notes – Paraphrase ■ Take this and put it in your own words
What is AVID? Avid is a nation-wide At EJ we are focused on organization that trains organization, note- educators to improve taking, and engaging college and career instructional strategies readiness for all to set students up for students. success.
Organization ■ Check your student’s agenda each night. ■ Check off completed items in student agendas. ■ Encourage a routine for your students to give you take home papers ■ Hold your student accountable to k th h l l
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