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Code: II
160-3-1-.07 TESTING PROGRAMS - STUDENT ASSESSMENT.
(1) DEFINITIONS.
(a) Assessing Comprehension and Communication in English State to State for
English Language Learners (ACCESS for ELLs) – an English language
proficiency test administered annually to all English language learners (ELL) in
Georgia for the purposes of 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 the
annual English language proficiency gains using a standards-based assessment
instrument; and providing data for meeting federal and state requirements with
respect to student assessment.
(b) Accommodation – an alteration in the administration of an assessment that
allows students to participate and is clearly determined by a student’s Individualized
Education Program (IEP) team, Section 504 Individual Accommodation Plan (IAP)
Committee, or English Language Learner (ELL) Testing Participation Committee.
An accommodation is provided to a student during assessment to ensure that the
assessment measures what the student knows and is able to do. Accommodations
shall be specified in the IEP, in the Section 504 IAP, or in the ELL Testing
Participation Committee document. Accommodations must be part of the usual
instructional practices. Accommodations will result in either a standard or conditional
/non-standard administration. Specific information concerning the standard or
conditional/non-standard nature of an accommodation is noted and published
annually in the Student Assessment Handbook and the respective testing
administration materials that accompany each assessment (e.g., Examiner’s Manual).
(c) Conditional Administration – a test administration in which a more expansive
accommodation is utilized to provide access for students with more severe disabilities
who would not be able to access the assessment without such assistance. Conditional
accommodations must be used sparingly; the majority of students requiring
accommodations are able to successfully demonstrate their achievement with
standard accommodations. The use of a conditional accommodation must be required
by the student to access the test because of his/her disability.
(d) Core Courses – courses chosen from English/language arts, mathematics,
science, social studies and foreign language for a high school diploma. For a
Technology/Career-preparatory program of study, four Technology/Careerpreparatory
units are also considered to be core courses. (Rule 160-4-2-.48 High
School Graduation Requirements).
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(e) Criterion-Referenced Test (CRT) – a test designed to measure how well
students are doing relative to predetermined performance levels on a specified set of
education goals included in a curriculum.
(f) Criterion-Referenced Competency Tests (CRCT) – tests designed to measure
how well students acquire the skills and knowledge described in the state adopted
curriculum. The assessments yield information on academic achievement at the
student, class, school, system, and state levels. This information is used to diagnose
individual student strengths and weaknesses as related to the instruction of the state
adopted curriculum, and to gauge the quality of education throughout Georgia.
(g) Criterion-Referenced Competency Tests – Modified (CRCT-M) – an
alternate assessment based on modified achievement standards. The CRCT-M are
designed for special education students who meet specific eligibility criteria and
measure how well students have acquired the skills and knowledge in the stateadopted
curriculum in the subject areas of reading, English/language arts, and
mathematics in grades 3 – 8. The assessments yield information on the academic
achievement at the student, school, system, and state levels. This information is used
to diagnose individual student strengths and weaknesses as related to the instruction
of the state adopted curriculum, and to gauge the quality of education throughout
Georgia.
(h) End of Course Tests (EOCT) – assessments administered at the completion of
core high school courses specified by the State Board of Education, in accordance
with O.C.G.A. § 20-2-281(f), to measure student achievement in the four content
areas of English/Language Arts, Mathematics, Science, and Social Studies. Test
scores are used as described in Rule 160-4-2-.13 Statewide Passing Score.
(i) English Language Learner (ELL) Student – a student whose primary or home
language is other than English (PHLOTE) and who is eligible for services based on
the results of a language placement assessment and, if warranted, additional
assessments specified in Rule 160-4-5-.02 Language Assistance: Programs for
Limited English Proficient (LEP) Students.
(j) English Language Learner Monitored (ELL-M) Student – a student whose
native language is not English and who, based on state English to Speakers of
Languages (ESOL) program criteria, has exited the ESOL program or an alternative
language assistance program in the past two years.
(k) ELL Testing Participation Committee – a committee convened to make
testing decisions for ELL students. This committee can serve as part of the Language
Assessment Conference as defined in 160-4-5-.02 Language Assistance: Programs for
Limited English Proficient Students.
(l) Georgia Alternate Assessment (GAA) – an alternate assessment based on
alternate achievement standards. The GAA is a portfolio assessment designed for
students with significant cognitive disabilities under the Individuals with Disabilities
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Education Act (IDEA) whose IEP team has determined they are unable to reasonably
participate in the regular assessment program. The purpose of the GAA is to ensure
all students, including students with significant cognitive disabilities, are provided
access to the state curriculum and given the opportunity to demonstrate progress
toward achievement of the state standards.
(m) Georgia High School Graduation Tests (GHSGT) – a set of four curriculumbased
assessments that some students must pass in order to earn a regular Georgia
high school diploma. The tests are normally taken for the first time in spring of the
11th grade, and cover English/language arts, mathematics, science, and social studies.
(n) Georgia High School Writing Test (GHSWT) – a performance-based writing
assessment that is taken for the first time in fall of the 11th grade. Students must pass
this test in order to earn a regular Georgia high school diploma.
(o) Georgia Kindergarten Inventory of Developing Skills (GKIDS) – a
performance assessment designed to provide teachers with information about the
level of instructional support needed by individual students enrolled in kindergarten
and their readiness for first grade.
(p) Grade 3 Writing Assessment – a performance-based writing assessment that
measures students’ writing proficiency.
(q) Grade 5 Writing Assessment – a performance-based writing assessment that
measures students’ writing proficiency.
(r) Grade 8 Writing Assessment – a performance-based writing assessment that
measures students’ writing proficiency.
(s) Grade-Level Student – a student who is reported to the department at a grade
level in accordance with Rule 160-5-1-.07 Student Data Collection.
(t) Individualized Education Program (IEP) – a written statement of special
education, related services, and, as appropriate, transition services, that meets the
unique needs of the student with a disability. An IEP also includes any specific
accommodations, needed modifications, and supports for the student with a disability.
The IEP is developed, reviewed, and revised by an appropriately staffed IEP team,
including the student’s parent(s). (Rule 160-4-7-.21 Definitions).
(u) Individuals with Disabilities Education Act (IDEA) – the federal law that was
enacted to ensure that all students with disabilities have available to them a free
appropriate public education that emphasizes special education and related services
designed to meet their unique needs and prepare them for employment and
independent living; to ensure that the rights of students with disabilities and their
parents are protected; to assist states, localities, educational service agencies, and
federal agencies to provide for the education of students with disabilities; and to
assess and ensure the effectiveness of efforts to educate students with disabilities.
(Rule 160-4-7-.21 Definitions).
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(v) Language Proficiency Assessment – an assessment of an ELL student’s: (1)
progress in the acquisition of the English language in the areas of listening, speaking,
reading and writing; and (2) attainment of a prescribed level of performance in
listening, speaking, reading, and writing to enable a student to communicate
independently in both social and academic settings.
(w) Modification – an alteration in the administration of an assessment that results
in a change in the content or construct being assessed, typically either through the
addition or removal of content.
(x) National Assessment of Educational Progress (NAEP) – a federally funded
assessment program that is designed to gather information about what fourth, eighth ,
and twelfth grade students know and can do in a variety of key subject areas and is
given to a sample of students in all states.
(y) Non-standard Administration – a test administration in which the procedures
and directions included in the administration manual are not followed exactly.
(z) Norm-referenced Test (NRT) – a test designed to provide information on how
well students perform in comparison to an external reference group or norm group.
(aa) Section 504 Student – a student who currently has an impairment that
substantially limits one or more major life activities, who has a record of such
impairment or who is regarded as having such an impairment, and who may not be
eligible for services under IDEA.
(bb) Special Education – specially designed instruction provided at no cost to
parents that meets the unique needs of a student with a disability. Special education
includes instruction in the classroom, in the home, in hospitals, institutions and other
settings, physical education, travel training and vocational education. (Rule 160-4-7-
21 Definitions).
(cc) Standard Administration – a test administration in which the procedures and
directions included in the administration manual are followed exactly.
(dd) Standard Setting – a process that involves subject matter experts and
stakeholders using both judgmental methods and performance data to determine the
number correct scores (i.e., cut scores) required to achieve established performance
levels.
(ee) Student with Disabilities – a student who is classified as disabled according to
Rule 160-4-7-.21 Definitions and/or according to Section 504 of the 1973
Rehabilitation Act [34 CFR 104.33 (a)]
(2) GEORGIA STUDENT ASSESSMENT PROGRAM REQUIREMENTS.
Each local system shall assess all students using State Board-designated assessment
instruments, as required. An IEP team, under limited circumstances and in
accordance with Georgia Department of Education and federal guidelines, may
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consider available State Board approved alternate assessments for a small number of
students who receive special education services and are unable to demonstrate what
they have learned on the general assessment. The State Board approved alternate
assessment based on modified achievement standards shall be the Criterion-
Referenced Competency Tests – Modified (CRCT-M) for students in grades 3 – 8 in
reading, English/language arts, and mathematics. The State Board approved alternate
assessment based on alternate achievement standards shall be the Georgia Alternate
Assessment (GAA) for students in grades K – 12 in language arts, mathematics,
science, and social studies.
When an ELL Testing Participation Committee, in accordance with Georgia
Department of Education and federal guidelines, determines that it is not in the best
educational interest for an ELL student enrolled for the first time in a U.S. school to
participate in a content area assessment other than mathematics or science, the ELL
Testing Participation Committee will document the decision and require the student’s
participation in the appropriate State Board approved language proficiency
assessment. All ELL students must participate in mathematics and science content
area assessments regardless of length of time in a U.S. school. Such documentation is
to be in accordance with Georgia Department of Education and federal guidelines.
All ELL students must participate annually in the state-adopted English proficiency
assessment.
(a) KINDERGARTEN ASSESSMENT.
1. Each local school system shall assure that the following requirements are met.
(i) All kindergarten students shall be assessed using the Georgia Kindergarten
Inventory of Developing Skills (GKIDS) during their kindergarten year as the school
readiness assessment for first grade.
(ii) Only certified teachers of kindergarten and/or first grade students and who have
been trained in the use of the GKIDS, shall administer the assessment.
2. The local school system shall use information obtained from the administration
of the GKIDS to make placement decisions on an individual student basis.
Documentation that supports an individual retention decision shall be on file in the
student’s permanent record. The information obtained by the GKIDS shall be used as
part of the required written documentation. The student’s parent/guardian shall be
notified of the final placement decision. The local school system shall provide
alternative, developmentally appropriate instruction to students who spend a second
year in kindergarten.
(b) FIRST-GRADE ASSESSMENT. Local systems shall assess all first-grade
students with the Criterion-Referenced Competency Tests in reading,
English/language arts, and mathematics annually according to a schedule established
by the State Board of Education.
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(c) SECOND-GRADE ASSESSMENT. Local systems shall assess all secondgrade
students with the Criterion-Referenced Competency Tests in reading,
English/language arts, and mathematics annually according to a schedule established
by the State Board of Education.
(d) THIRD-GRADE ASSESSMENTS. Local systems shall assess all third-grade
students with the Georgia-developed Grade 3 Writing Assessment and the Criterion-
Referenced Competency Tests in reading, English/language arts, mathematics,
science, and social studies annually according to a schedule established by the State
Board of Education.
(e) FOURTH-GRADE ASSESSMENT. Local systems shall assess all fourthgrade
students with the Criterion-Referenced Competency Tests in reading,
English/language arts, mathematics, science, and social studies annually according to
a schedule established by the State Board of Education.
(f) FIFTH-GRADE ASSESSMENTS. Local systems shall assess all fifth-grade
students with the Georgia-developed Grade 5 Writing Assessment and the Criterion-
Referenced Competency Tests in reading, English/language arts, mathematics,
science, and social studies annually according to a schedule established by the State
Board of Education.
(g) SIXTH-GRADE ASSESSMENT. Local systems shall assess all sixth-grade
students with the Criterion-Referenced Competency Tests in reading,
English/language arts, mathematics, science, and social studies annually according to
a schedule established by the State Board of Education.
(h) SEVENTH-GRADE ASSESSMENT. Local systems shall assess all seventhgrade
students with the Criterion-Referenced Competency Tests in reading,
English/language arts, mathematics, science, and social studies annually according to
a schedule established by the State Board of Education.
(i) EIGHTH-GRADE ASSESSMENTS. Local systems shall assess all eighthgrade
students with the Georgia-developed Grade 8 Writing Assessment and the
Criterion-Referenced Competency Tests in reading, English/language arts,
mathematics, science, and social studies annually according to a schedule established
by the State Board of Education.
(j) HIGH SCHOOL GRADUATION ASSESSMENTS.
1. The local school system shall assess all students who entered ninth grade prior to
July 1, 1991 with the Basic Skills Tests (BST) and all students who entered ninth
grade for the first time between July 1, 1991, and June 30, 2011, are required to post
passing scores on the English/language arts and mathematics portions of the GHSGT
as one requirement to be eligible to receive a high school diploma. Students who
entered ninth grade for the first time between July 1, 1993, and June 30, 2011, are
also required to pass the social studies portion of the GHSGT as one requirement to
be eligible to receive a high school diploma. Students who entered ninth grade for the
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first time between July 1, 1994, and June 30, 2011, are also required to pass the
science portion of the GHSGT as one requirement to be eligible to receive a high
school diploma. The Georgia High School Graduation Tests (GHSGT) shall first be
administered to students at the main administration in the spring of their eleventhgrade
year and shall measure English/language arts, mathematics, science, and social
studies skills, as well as process and application skills as assessed in a range of
academic content.
2. Students who entered ninth grade for the first time between July 1, 2008, and
June 30, 2011, may satisfy the GHSGT requirement for graduation by achieving
proficiency (meeting the standard) on one of the two End of Course Tests (EOCT) in
each subject area (language arts, mathematics, science, and social studies) or passing
the corresponding subject-area GHSGT.
3. Students who enter ninth grade for the first time on July 1, 2011, or after shall not
take and therefore are not required to pass the GHSGT.
4. All students who entered ninth grade after July 1, 1991, must pass the Georgia
High School Writing Test (GHSWT) as one requirement for receiving a high school
diploma. The GHSWT shall be administered for the first time to students at the main
administration in the fall of their eleventh-grade year and will measure their ability to
communicate in a written format.
5. The local system shall assess the following students if they are enrolled in school
and are required to be tested or present themselves for testing.
(i) Students who are enrolled for the third year in high school (grades 9-12), have
accumulated at least nine units of credit (or 12 units of credit if the school is operating
a block schedule), who either have not achieved passing scores on the graduation
assessments or a corresponding subject area EOCT, if applicable, and present
themselves as first-time test takers at the main administrations only.
(ii) Students transferring into a Georgia school system from private schools, home
study programs, other states or countries who meet the criteria established in
paragraph (2)(j).
6. Students who have dropped out of school without having met all of the
assessment and other graduation requirements and have returned without having been
enrolled in any Georgia public school for one academic year or more shall meet the
graduation assessment criteria for passing in effect for the class in which they reenroll.
7. Students who have dropped out of school having met all graduation assessment
requirements in effect when they were last enrolled in a Georgia public school shall
be eligible for exemption from the graduation assessment requirements in effect for
the class in which they re-enroll.
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8. Students who graduate with a special education diploma or exit school with a
certificate and who have met all graduation requirements except passing the
graduation assessments shall meet the passing criteria in effect at the time of their
graduation or exit.
9. There shall be no limit to the number of times a student may retake the graduation
assessments until he or she meets the passing criteria. Upon meeting these criteria,
students who have met all other graduation requirements shall be eligible to receive a
high school diploma. Pre-registration is required for re-testers and for first-time test
takers who are not currently enrolled in a Georgia high school.
10. School systems shall be responsible for notifying students and parents/guardians
in writing of the assessment requirements for obtaining a high school diploma and for
ensuring that no student is denied the opportunity to seek a diploma, in accordance
with federal law (Title VI of the Civil Rights Act of 1964, Title IX of the Education
Amendments of 1972, Title II of the Vocational Rehabilitation Act of 1973).
11. To allow students who earn credit in a nontraditional manner more than one
testing opportunity, GaDOE may allow, on a case-by-case basis and when requested
by a local system, students to be tested for the first time during a retest opportunity of
the GHSGT rather than the main administration. When making this request, the LEA
shall verify and demonstrate that the students received sufficient credit hours, as
required in paragraph (2)(j)5(i), and courses to have the opportunity to learn the
subjects tested.
(k) END OF COURSE TESTS (EOCT). Local systems shall assess all students
enrolled in core courses identified by the State Board of Education for end of course
tests.
(l) NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP)
Local school systems shall participate in the NAEP assessment programs.
(m) Norm Referenced Tests (NRT). School systems may elect to administer a
nationally norm-referenced instrument in reading, mathematics, science, or social
studies in grade three, four, or five and in grade six, seven, or eight. A State Board
adopted NRT will be provided to systems that elect to participate.
(3) STUDENT ASSESSMENT RESPONSIBILITIES FOR SPECIAL
POPULATIONS.
(a) STUDENTS WITH DISABILITIES WHO RECEIVE EDUCATIONAL
SERVICES DEFINED BY AN IEP OR SECTION 504 ACCOMMODATION
PLAN. Local systems shall ensure that all students with IEPs or Section 504
Accommodation Plans participate in the state and local assessment programs. The
IEP or Section 504 Accommodation Plans for these students shall identify the stateapproved
accommodations required to enable participation.
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1. Decisions related to the participation in and identification of any needed
accommodations in administration shall be made by the IEP team in the
Individualized Education Program (IEP) review or by the Section 504 Individual
Accommodation Plan (IAP) committee in its meeting.
2. All students with disabilities shall be coded according to the primary disability
for each assessment in which they participate. Student participation in and
performance on all assessments shall be accurately documented so that state and
federal reporting guidelines can be met and so that performance outcome measures
can be monitored for compliance.
3. Accommodations must be provided for students with disabilities as identified in
the IEP or Section 504 IAP. Accommodation decisions made by the appropriate IEP
or Section 504 IAP committee shall take into account the accommodations that are
currently used in the instructional or classroom assessment process. Additionally,
these committees shall consider whether the accommodation is necessary for access
to the assessment process, previous experience and usefulness with the recommended
accommodation, and whether or not the recommended accommodation impacts the
integrity of the assessment. Students shall receive the accommodations they need in
order to participate in the assessment, but should not be given more than is necessary
to meaningfully participate. The majority of students are expected to participate in
the regular assessments with only a small percentage requiring a
conditional/nonstandard administration. Only state-approved accommodations may
be included in an IEP or Section 504 IAP.
4. Accommodations can result in administrations of the assessment that are either
standard or conditional/nonstandard. Standard administration refers to testing
conditions in which the procedures and directions are administered exactly as
described in the test administration manual and non-altering accommodations are
used. Nonstandard administration refers to testing conditions in which the
procedures and directions are not administered exactly as described. Conditional
administration refers to use of more expansive accommodations utilized to provide
access for a small percentage of students with more severe disabilities who would not
be able to access the assessment without such assistance. Assessments differ in what
results in standard and conditional/nonstandard administrations. Specific information
concerning the standard or conditional/non-standard nature of an accommodation is
published annually in the Student Assessment Handbook and in the respective testing
administration materials that accompany each assessment (e.g., Examiner’s Manual
and Directions for Administration). NOTE: Only state-approved standard
accommodations may be used on the Georgia High School Graduation Tests. Should
an individual student require a more expansive accommodation, approval must be
granted by the Assessment and Accountability Division of the Georgia Department of
Education before the accommodation may be used. Conditional/non-standard
administrations of the GHSGT or GHSWT do not satisfy the testing requirements for
receiving a high school diploma.
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5. All students must be assessed annually using the appropriate state-mandated
assessments listed in Paragraph (2) of this rule.
6. When an IEP team determines that a student at any grade level is not able to
participate in a standard or conditional/nonstandard administration of any local or
state-mandated assessment, even with reasonable accommodations, the IEP team will
document the reasons and make the necessary alternate assessment decisions for that
student following the state-approved participation guidelines. For the state-mandated
assessments listed in Paragraph (2) of this rule, the alternate assessment based on
modified achievement standards shall be the CRCT-M and the alternate assessment
based on alternate achievement standards shall be the GAA. The decision to place a
student on the CRCT-M must be made by subject area; the student must take the
CRCT for any subject in which he or she does not take the CRCT-M. A relatively
small percentage of students are expected to participate through alternate
assessments.
7. Students with significant cognitive disabilities participating in the GAA must be
provided access to the state-adopted curriculum. Educators may adjust the learning
expectations for this group of unique students provided the instruction is based on and
aligned to the grade-level curriculum standards. Instruction may reflect pre-requisite
skills but must be sufficiently challenging for the individual student.
8. When students’ IEPs specify that they are pursuing a Special Education Diploma,
they are not required to pass the graduation assessments, but any student has the right
to participate in the graduation assessments and may not be prevented from so doing.
9. Compliance standards, reporting and enforcement. All students are expected to
participate in all state-mandated assessments. Most students are expected to
participate in standard administrations, with a small percentage in conditional or
nonstandard administrations of state assessments and a small percent in the GAA or
CRCT-M.
(a) Student participation in and performance on all state-mandated assessments,
including the GAA and CRCT-M shall be accurately documented so that state and
federal reporting guidelines can be met and so that performance outcome measures
can be monitored for compliance.
(b) All students with disabilities shall be included in the accountability reporting
process.
(i) All participation data and results data shall be available to the Office of Student
Achievement (OSA) for the process of evaluating and rating school systems.
(ii) The results of the GAA and CRCT-M shall be included as part of the state
accountability system and system report cards.
(iii) The DOE shall monitor participation rates for each assessment program,
including alternate assessments, and the usage of accommodations.
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(iv) The DOE shall automatically monitor/investigate any local system not meeting
assessment participation rate requirements. All remaining local school systems will
be monitored on a rotational basis as a part of the regular scheduled monitoring
process. Failure to meet those requirements may result in sanctions ranging from
imposition of corrective action plans to withholding of funds.
(v) DOE will review results of all administrations and explore additional reporting
formats to create meaningful and useful information from the results of standard and
conditional/nonstandard administrations and the GAA.
(b) LIMITED ENGLISH PROFICIENT STUDENTS
(1) Students who have been defined as English Language Learner (ELL) shall
participate in all assessment programs. These students shall be coded ELL on each
test answer document. If a student has exited the ESOL program or an alternative
language assistance program in the past two years, the student shall be coded ELL-M
on each test answer document. A student who has been exited for more than two
years from the ESOL program shall not be coded as ELL or ELL-M on test answer
documents.
(2) In certain situations, individual needs of ELL and ELL-M students may warrant
accommodations. These accommodations shall be determined by a documented
meeting of the ELL Testing Participation Committee. Those students identified as
ELL-M may receive, based on individual need, standard state-approved standard
accommodations for a maximum of two years after exiting ESOL or an alternative
language assistance program. At the end of the two-year monitoring period, students
who had been ELL-M will be reclassified to participate in regular assessment with no
accommodations. Testing accommodations shall be made only when appropriate
documentation is on file for each eligible student. Administration of the assessments
and use of test administration accommodations shall be according to established
guidelines and procedures in the test administration manual(s), Examiner’s Manual
and the Student Assessment Handbook. Accommodation decisions made shall take
into account the accommodations that are currently used in the instructional or
classroom assessment process. Additionally the ELL Testing Participation
Committee shall consider experience with the accommodation and whether or not the
recommended accommodation impacts the integrity of the assessment.
(3) The ELL Testing Participation Committee shall be composed of a minimum of
three members, one of whom is a certified educator. The ELL/ ESOL teacher/
paraprofessional/ aide currently serving the student with English language assistance
is required to be a member of the committee. The remaining members shall be
chosen from the following: regular language arts, reading or English teacher;
student’s parent or legal guardian or the student, if 18 years or older; school
administrator; other content area teachers; counselor; school psychologist; and lead
teacher. Documentation of each ELL Testing Participation Committee shall be placed
in the student’s permanent record. These documents shall contain the following
information: names of participants; date(s) of meeting(s); date of entry into U.S.
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schools; test scores proving eligibility for ESOL services; the dates of administration
and the name of the tests to be administered; alternatives considered (i.e., regular
administration, accommodations); final action including specific accommodations for
each test/subtest consistent with current instructional accommodations; signatures of
committee members, school administrator and, parent, legal guardian or student if 18
years or older. The list of tests to be administered must include all state assessments
that are mandated for the student’s grade level. In addition to these state assessments,
students who are required to participate in language proficiency tests under Title III
of the Elementary and Secondary Education Act, as amended by the No Child Left
Behind Act of 2001, must participate in the language proficiency test prescribed by
the state.
(4) ELL students enrolling for the first time in a U.S. school may receive a onetime
deferment from a content area assessment, other than mathematics or science, if
their proficiency in English indicates that testing is not in the best educational interest
of the student. This one-time deferment may occur during the first twelve months of
enrollment in a U.S. school. This deferment requires a documented meeting of the
ELL Test Participation Committee. Any ELL student receiving a deferment shall
participate in the state adopted language proficiency assessment. No student may be
deferred from any mathematics or science content area assessments, nor may any
student be deferred from the End of Course Tests regardless of the length of time in a
US school.
(4) TESTING REGULATIONS AND PROCEDURES. Local school systems shall
adhere to all written regulations and procedures relating to testing and test
administration, including the distribution and collection of test materials, test security,
use of test results and official testing dates established in the Student Assessment
Handbook, test administration manuals such as System Coordinator’s Manual, School
Test Coordinator’s Manual, and Examiner’s Manual, and assessment supplements
and correspondence.
(a) Assessment guidelines shall be reviewed annually.
(b) The local system shall ensure that individual student assessment scores become
a part of students’ records as soon as possible after testing and that records follow
students to their new schools when requested as specified in Rule 160-5-1-.14
Transfer of Student Records.
(c) Scores for an individual student shall be made available only to said student, to
the parent(s) or legal guardian(s) of said student, and to appropriate local, state, and
federal governmental agencies as provided by state and federal law.
(d) Local school systems shall provide individual student score reports for all statemandated
assessments to the parent(s) or legal guardian(s) in a timely manner.
(e) Procedures shall be followed in compliance with O.C.G.A. § 19-7-5, Reporting
of Child Abuse, and O.C.G.A. § 16-10-50, Hindering Apprehension and Punishment
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of a Criminal, for reporting individual writing assessments which fall under the
designated situations.
(f) All assessments shall be administered by Georgia-certified educators.
(g) Local systems shall train and orient any persons involved directly or indirectly
in the assessment process and procedures required for appropriate and secure
administration of all state-mandated assessments.
(h) Allegations of failure to follow procedures required for appropriate and secure
administration of state-mandated assessments shall be reported to the Georgia
Department of Education and the Ethics Division of the Professional Standards
Commission.
(i) All students shall be assessed in English.
(j) The Georgia Department of Education shall provide pre-printed student labels
for all mandated tests listed in Paragraph (2) Georgia Student Assessment Program
Requirements, and local systems must use these labels as directed in the Student
Assessment Handbook and in the Examiner’s Manuals for the various tests.
(k) In accordance with applicable state promotion and retention policies and laws,
students who do not participate in state mandated tests shall not be promoted to the
next grade. For ELL students enrolled in their first year in a U. S. school and for
whom participation in reading and/or language arts assessments is deferred,
placement decisions shall be made on a student-by student basis by the ELL Testing
Participation Committee and be consistent with local school board policy.
(l) In cases where promotion and retention specifies the administration of an
alternate test as a requirement for promotion to the next grade level in grades three,
five, and eight, such assessment shall be an alternate version of the CRCT.
(5) STAFF DEVELOPMENT.
(a) Teachers in grades one through 12 shall be offered the opportunity to participate
annually in a staff development program on the use of tests within the instructional
program designed to improve students’ academic achievement. This program shall
instruct teachers in the effective utilization of test results and other appropriate
applications as determined by the State Board of Education, and may be provided by
either the Georgia Department of Education or the local unit of administration.
Authority O.C.G.A. § 16-10-50; 19-7-5; 20-2-131; 20-2-140; 20-2-142; 20-2-150(a);
20-2-151; 20-2-154(a); 20-2-240(a); 20-2-242; 20-2-281; 20-2-282; 50-18-70.
Adopted: April 13, 2011 Effective: May 3, 2011