EndofLevel CRT Testing in Uintah School District

1
End-of-Level CRT Testing in Uintah School
District

• Test Administrator Orientation
• Updated Spring 2009

2
Who Takes The CRTs?

• All Students, including students with
  disabilities on IEPs and 504 plans or English
  Language Learners on individualized ELL plans,
  are expected to participate in CRT testing to the
  extent possible.

3
Who Takes The CRTs?

• Students (grades 2-11) in language arts
• Students (grades 2-Algebra2) in math
• Students (grades 4-Chemistry, Physics) in science

4
ELL(Less than 1 full year in US school)

• Enrolled in school in US for the first time
  before April 15?UALPA no LA CRT?Math
  CRT?Science CRT
• Enrolled in school in US for the first time on or
  after April 15?Exempt from all state tests

5
ELL(One year in US school)

• Enrolled in school before April 15 of previous
  year?UALPA?LA CRT?Math CRT?Science CRT
• Enrolled in school after April 15 of previous
  year?UALPA no LA CRT?Math CRT?Science CRT

6
ELL(More than two years in US school)

• Students participate in all CRTs the same as all
  other students.

7
UAA or CRT?

• Students who take the UAA must take it in all 3
  subject areas (math, language arts, and science).
  Students may NOT take the UAA in one subject and
  the CRT in anotherits all one or the other.
• Students who take the UAA and a CRT will be
  counted as NOT participating AND as NOT
  proficient.
• As rule of thumb, once it is determined that a
  student should take the UAA, the student will
  take the UAA every year through 12th grade.

8
Testing Window

• Pencil and Paper testing
• Grades 2 through 11 April 13 to May 22
• Return all pencil and paper testing to the
  district office as they are completed.

9
Who Takes The Test?

• The CRTs are grade specific. Students must take
  the test that corresponds to the grade in which
  they are enrolled.

10
Elementary Test Overview
11
Secondary Test Overview
12
Who Administers The Test?

• Students should be tested by their own teacher
  where ever possible.
• Do not administer to several classes of students
  grouped in one large room.

13
Make-up Testing

• Schedule the testing early enough during the
  testing window to allow time for make-up testing.
• The goal is to have 95 or more of all students
  tested.
• Make-up testing procedures should match as
  closely as possible the original testing
  procedures.

14
Test Security

• All testing materials are secure documents and
  must be treated as such.
• Count all tests and manuals when you receive
  them.
• Make no copies of any test materials including
  test administration manual.
• Store tests in a secure area when not in use.

15
Test Security

• Teachers should have testing materials in their
  possession as short a time as possible.
• Return all materials to the testing coordinator
  at the conclusion of testing.
• Teachers are not allowed to hand score CRTs for
  any reason.

16
Prior To Administering The Test Teacher
Responsibilities

• Inventory testing materials to make sure you have
  the correct number of test booklets and answer
  documents.
• Read the entire Test Administration Manual (TAM)
  prior to the first day of testing.
• Ensure you have enough other materials needed for
  the test (2 pencils, calculators, reference
  sheets, protractors, rulers, etc.)
• View the Testing Ethics Powerpoint and complete
  the training sign-off sheet.

17
During the Test Teacher Responsibilities

• Monitor students work to ensure they are marking
  answers in the correct section of the answer
  sheet.
• Monitor students to ensure any erasures are
  complete and clean.
• Make sure students are working only on the
  current section of the test.

18
During the Test Student Responsibilities

• Use only a 2 pencil to record answers.
• Make sure to mark answers on the correct space on
  the answer document.
• Do not make any stray marks on the answer sheet.
  Such marks could result in incorrect scoring.

19
During the Test Student Responsibilities

• Work only on the current section of test do not
  go back to previous sections.
• Make sure all erasures are complete and clean
  dirty erasures are read as incorrect answers.
• If a student finishes and still has time before
  the end of the test period, he/she should go back
  and check to see that all questions have been
  answered.

20
After the Test Student Responsibilities

• Make sure students erase all stray pencil marks
  from answer sheets.

21
After the Test Teacher Responsibilities

• If the answer sheet was not pre-printed, check to
  see that all demographic information was bubbled
  in as requested. (Must match information in SIS
  exactly.)
• Make sure students erase all stray pencil marks
  from answer sheets.
• If the student received any accommodations, make
  sure the appropriate spaces are marked on the
  answer document.

22

• On CRT answer documents mark accommodations in
  both places
• Non-Standard Participation in lower left corner
• Specific accommodations under Accommodations
  (ELL, IEP, 504) - upper right corner

23
After the Test Teacher Responsibilities

• For unused pre-printed answer sheets, mark the
  appropriate reason in the Non-Participation area
  of the Special Codes box at the bottom of the
  answer document.

24
Mark Non-Participation here.
25
After the Test Teacher Responsibilities

• Double check to see that the appropriate form
  number has been coded on the answer document.
  Documents not coded or incorrectly coded will be
  corrected with the wrong key.

26
Mark Form Number
27
After the Test Teacher Responsibilities

• Discard scratch or note sheets students were
  using during the test.
• Remove any sticky notes or paper clips from
  answer documents.
• Stack all answer documents (separate from test
  booklets) face up with the timing marks all on
  the same side.

28
Why is quality screening of tests so important?

• Anytime a problem is detected, scanning at USOE
  is halted until the problem is resolved, which
  causes additional delay not only for the district
  but subsequent districts that are next in line
  for their documents to be scanned and processed.
  
• Cooperation on your part ensures results can be
  returned as quickly and accurately as possible.

29
Return all testing materials to the school
testing coordinator as soon as testing has been
completed.
30
Testing Specifics
31
Math Reference Sheets

• The reference sheets for the math CRTs grades 4
  Algebra 2 are located in the student testing
  booklet on page one.
• One side is in English and the other in Spanish.

32
CRT Calculator Usage

• For calculator usage per test section refer to
  the Test Overview in the TAM
• For Paper Based Testing (PBT) students may use
  their own calculator or one provided by the
  teacher

33
Changes to Elementary ELA CRTs

• Fourth, Fifth, and Sixth Grades
• The tests are three sessions each with minimal
  teacher interaction
• After getting students started at the beginning
  of each session, it is only during the listening
  portions of the tests that teachers speak with
  the whole class
• This is a significant change, especially for
  fourth grade

34
Testing Accommodations
35
Testing Accommodations

• Do not fundamentally alter or lower the standard
  or expectation
• Are aligned with instructional practices for
  teaching the student
• Do not change what is being measured

36
Testing Accommodations

• Remember, UAA students DO NOT take any CRTs.
• Accommodations should ensure that assessments
  measure the students abilities rather than
  his/her disabilities
• Accommodations must be set by the IEP, 504 or ELL
  team during development of the individual
  students education plan, not at the time of
  testing.

37
Testing Accommodations

• Accommodations should be noted in writing in the
  students IEP, 504 or LEP education plan.
• Accommodations should not be introduced for the
  first time during an assessment
• The same type of accommodations must also be
  routinely provided during classroom instruction
  to the students being accommodated on the test

38
Testing Accommodations(For More See)

• USOE website http//www.schools.utah.gov/assessmen
  t/special_needs.aspx
• for appropriate accommodations and policy.

39
Specific Instructions Regarding Answer Documents
40

• All pre-printed answer sheets must be returned to
  the district office, regardless of whether the
  student completes the test or not.

41
2nd Grades

• Students mark their answers in the test booklet.
  There is not a separate answer sheet.
• Students should not make any other marks in the
  test booklet (no notes).
• Have students write only their name in the
  appropriate space on the booklet. DO NOT bubble
  in the student name or information.

42
2 Grade

• Apply the pre-printed student label after the
  students have completed testing, before returning
  the tests to the district office.
• Labels which are not straight or are outside the
  label box will not scan correctly.
• Make sure to use Math (MA) labels for math
  booklets and Language Arts (LA) labels for
  language arts booklets.
• For students without a pre-printed labels bubble
  in all appropriate demographic information.

43
Pre-printed Answer SheetsGrades 3-11

• Answer sheets which have been pre-printed with
  student names must only be used by the student
  whose name appears on it.
• Do Not bubble in any demographic information on
  pre-printed answer sheets. Exception Bubble in
  the form number.
• Return unused pre-printed answer sheets to the
  district office at completion of test.

44
Pre-printed Answer SheetsGrades 3-11

• Do NOT mark absent in the special codes box if
  the student has begun to answer any questions on
  the test at all. Example Student took one
  section of the test, was then absent and was
  unable to make up the missed portions.

45
Students WithoutPre-printed Answer Sheets

• Use blank answer sheet for any student who does
  not have an answer sheet with his/her name
  pre-printed on it.
• Bubble in all demographic information. (Must
  match SIS)

46
(No Transcript)
47
Entering Student Number (Answer Sheets Not
Pre-printed)

• If the student number has fewer than ten digits,
  left justify the number and leave the extra boxes
  blank.

48
Header Sheets

• Enter the teachers CACTUS ID in the Local
  Teacher Number or State Cactus ID box. Left
  justify and leave any remaining spaces blank if
  the number is less than 9 characters.
• Enter the following information in the Section
  Number box- Secondary period number when the
  class is taught (01-07)- Elementary 01
• Place header sheets on top of each teachers
  batch of tests (A separate header sheet is
  required for each subject and period).

49
If Header Sheet is pre-printed with a bar-code,
it is not necessary to complete the school name
or district id information. If Header Sheet is
not pre-printed, complete all information on the
page. Enter grade (one grade only no multiple
bubbles). Enter teacher CACTUS ID. Enter period
number or elementary subject code
Complete all information in this box.
50
Questions
51
May the CRTs be given to students in small groups
rather than to the class as a whole?
52
May the CRTs be given to students in small groups
rather than to the class as a whole? NO!
53
What materials must be removed from classroom
walls and bulletin boards or covered so that
students cannot see them?
54
Any material that would give students answers to
specific questions contained on the test.
55
Examples Math

• Addition, Subtraction, Multiplication or Division
  facts charts
• Mathematical formulas (all allowable formulas are
  contained on the reference sheets)
• Conversion tables

56
Examples Language Arts

• Word Walls (spelling)
• Grammar rules and charts
• Punctuation rules
• Word definitions

57
Attitude

• Every effort should be made by teachers to
  communicate the importance of the testing
  experience to students.
• Test performance will increase as students
  develop the belief it is important to do well.

58
Thanks For All Your Help!

• If you have questions contact
• Leonard Sullivan (ext. 1030)
• Or
• Ruth Ann Nelson (ext. 1032)
• At the district office
• 781-3100