CRT

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Special Codes Box
(handout)
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PLEASE DONT HANG ON TO YOUR OLD MATERIAL
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IF IT DOESNT LOOK THE SAME AS THE OTHERS, DONT
USE IT!
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Ethical PracticesThis is not for everyone but
you. We have a major problem almost every year.
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The Smartest Kid in the Class
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Ethical Test Practices

• In loco parentis act as a role model
• What would you tolerate from your students?
• Test scores should represent mastery of
  content.
• Test preparation that increases test scores
  without increasing mastery of content is
  inappropriate.
• Paraphrased from Ethical Standards for Test
  Preparation (Popham, 1998)

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Ethical Practices

• Instruction on all Core Curriculum standards
  and objectives
• Classroom assessments that represent a wide
  variety of formats constructed response,
  performance-based, writing, etc.

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Ethical Practices

• Instruction covering general test-taking skills
  relating to a variety of test formats
• Use of test item pools, USOE or school district
  sponsored
• Ensure familiarity with test type
• Motivation for Students
• Get students excited to demonstrate their
  knowledge and understanding. ?

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Ethical Practices

• Check the student answer documents to make sure
  that they are complete (e.g., student attempted
  to answer questions, remove stray marks, fill
  out special codes box).
• Provide TIME!
• Remember these tests are NOT TIMED.

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Protection

• Protect yourself
• Scoring for class grading use
• Cleaning of documents to reduce scanning error
• Activities concerning test booklets and answer
  documents should be done with the whole class or
  group of teachers

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Unethical Practices(Avoid These Activities)

• Instruction limited to ONLY objectives that are
  being tested on the Core CRTs (in other words,
  excluding parts of the Core Curriculum that are
  not covered by the CRTs)
• Presenting questions that are almost identical to
  those on the Core CRTs (e.g., using the same
  content, scenarios, or activities)
• Special instruction and practice based directly
  on a current or a previous form of the test

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Unethical Practices

• Giving students answers to questions on the Core
  CRTs, or hints about the answer, or direct
  preparation towards the test
• Inappropriate/undocumented accommodations

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Some Specifics

• Self-scoring for classroom grades
• Use WISELY to inform grades!
• Think through intent of CRT construction and
  then how to apply to classroom grading
  scales.
• What does proficient on CRTs mean?
• Classroom walls

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Final Guidance

• Imagine the ideal standardized
• testing scenario and stray as little as
• possible from it!

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Fairness and Equity in Statewide Testing(video
script handout)
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Testing AccommodationsTwo important
documentsRequirements for Participation of
Utah Students with Special Needs in the Utah
Performance Assessment System for Students
(U-PASS)http//www.usoe.k12.ut.us/Eval/DOCUMENTS/
Special_Needs_Partcipation_Requirements.docPart
icipation of Students with Disabilities in Utahs
Statewide Assessment Programs, 2004-2005
Considerations for IEP Teamshttp//www.schools.ut
ah.gov/eval/DOCUMENTS/AYP_Participation_04.pdf
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Please remember

• Accommodated tests are batched
• with other tests
• Modified tests are batched separately, and
  require a separate header

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When should accommodations be used?

• Accommodations should be provided to ensure that
  an assessment measures the students abilities
  rather than the students disabilities.
• These assessment accommodations should be
  routinely provided during classroom instruction.
• Accommodations should NOT be introduced for the
  first time during an assessment.

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Who makes the decision?

• Decisions about who needs assessment
  accommodations should be made by people who know
  the educational needs of the student. Federal law
  requires that this be the Individualized
  Education Program (IEP) team or the ALS team.

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What is an accommodation?

• Accommodation change in curriculum, instruction,
  or assessment that does not fundamentally alter
  or lower the standard or expectation
• Given the premise that accommodations are
  intended to allow the measurement of a students
  skill, and not the effect of a disability, scores
  are aggregated to best capture the performance of
  all students.

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What makes an accommodation allowable?

• It is aligned with instructional accommodations
• Student needs it to demonstrate knowledge and
  skills or to participate in assessment
• It does not change what is being measured

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What about test modifications?

• When the assessment is modified, scores are no
  longer comparable and therefore not used in the
  same manner for standard reportingthe
  modification changes what is being measured.
• For purposes of AYP, modified tests are
  automatically counted as not proficient.

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A change coming next year

• Pending the passage of the Federal Regulations,
  in 2006-2007 a test that is modified will no
  longer be counted toward participation.

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Reminder!!!

• Out-of-level testing is no longer allowed.

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Testing Accommodations English Language
Learners
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When do ELL students take which tests?

• For students new to the United States in their
  first year of enrollment
• If enrolled prior to April 15, they are not
  required to take the language arts CRT. They are
  required to take the math CRT for participation,
  but their score is not included in the AYP
  calculation for that year. They are also
  required to take the LEP Assessment.
• If enrolled April 15 or after, they are exempt
  from all testing for that year.
• For students new to the United States in their
  second year of enrollment
• If enrolled prior to April 15 of the previous
  year, they are required to take the language arts
  CRT and the math CRT. Both scores are used for
  participation and proficiency. They are also
  required to take the LEP Assessment.
• If enrolled April 15 or after, of the previous
  year, they are not required to take the language
  arts CRT. They are required to take the math CRT
  for participation, but their score is not
  included in the AYP calculation for that year.
  They are also required to take the LEP Assessment.

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When do ELL students take which tests? (cont.)

• Examples
• Student comes to US enrolled in September of
  05/06 school year
• 06 - not required to take ELA CRT. but must take
  math CRT LEP Assessment
• 07 - required to take the ELA CRT, math CRT
  LEP Assessment
• Student comes to US enrolled in March of 05/06
  school year
• 06 - not required to take ELA CRT, but must take
  math CRT LEP Assessment
• 07 required to take the ELA CRT, math CRT LEP
  Assessment
• Student comes to US enrolled in May of 05/06
  school year
• 06 exempt from all spring testing
• 07 - not required to take ELA CRT, but must take
  math CRT LEP Assessment
• 08 - required to take the ELA CRT, math CRT
  LEP Assessment

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When do ELL students take which tests? (cont.)
(handout)
Situation Years in US English Speaking School and ELL Proficiency Level Test Participation Use of Scores in U-PASS Report Card Use of Scores in NCLB/AYP
Zero Student enrolled for 1st time in US English speaking school April 15th or later is exempt from all testing and accountability reporting for that year. Exempt No Score Submitted No Score Submitted
I Less than 1 year (enrolled prior to April 15th) in US school system and Any ELL Proficiency Level IPT Math CRT UBSCT UBSCT (CRT math participation only, score not used)
II Proficiency Level A and 1 year to 3 years in US school system IPT CRT Language Arts CRT Math UBSCT CRT Language Arts CRT math UBSCT CRT Language Arts CRT math
III Proficiency Level B, C, D and 1 year to 3 years in US school system (If student is 1st time in the US then follow Situation Zero or I based on date of enrollment) IPT CRT Language Arts CRT Math CRT Science DWA UBSCT CRT Language Arts CRT Math CRT Science DWA UBSCT CRT Language Arts CRT Math
IV More than 3 years in US school system and Any ELL Proficiency Level IPT CRT Language Arts CRT Math CRT Science DWA UBSCT CRT Language Arts CRT Math CRT Science DWA UBSCT CRT Language Arts CRT Math
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ACCOMMODATIONS FOR STUDENTS AT THE EMERGENT/NEP
LEP LEVEL

• Test Setting
• Administer test in a small group or individually.
  
• Allow a licensed ESL educator to read the
  directions.
• Provide additional rest periods as needed.
• note Level A,B,C

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Procedure Changes Testing Directions

• Read directions to students in English or
  translated by an endorsed, licensed ESL
  educator.
• Verify that students understand directions by
  asking them to repeat the directions in English.
  
• Highlight key words/phrases in the directions.
• Answer students questions to clarify their
  understanding of the directions.
• Simplify language of directions to clarify or
  explain.
• Prompt student to focus attention on test.
• Provide encouragement to continue.

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Procedure Changes Test Process

• Note Reading comprehension subtests cannot be
  read to a student nor translated or interpreted.
• Allow students to use a bilingual vocabulary list
  
• Provide a written list of math/science symbols
  (symbol-for-symbol translation only).

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ACCOMMODATIONS FOR STUDENTS AT ADVANCED/FLUENT
LEVEL

• Test Setting
• Allow additional rest periods as needed.
• Procedure Changes Testing Directions
• Answer students questions to clarify their
  understanding of the directions.
• Allow students to paraphrase questions to ensure
  that they understand what is being asked.
• note Level D,E

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And so, recommendations

• Develop a process for making decisions about
  participation
• Determine how the students' needs affect the
  achievement of grade level content standards
• Teach students to use selected accommodations
  routinely in the classroom
• Know state/district participation policies
• Make sure test administrators know about
  accommodations/assessments a student will use
• Record special codes box information accurately
  on answer document

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HANG IN THERE!Were almost done.
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Utah Alternate Assessment (UAA)Please contact
DiAnne Adams (7361) or Kevin Thorpe (7338) with
any questions regarding UAA testing.
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Who is it for?

• The UAA is designed for students with significant
  cognitive disabilities who meet all of the
  following criteria
• Documented need for alternate assessment
• Cognitive and adaptive skill levels prevent
  completion of the core curriculum
• Require extensive individualized instruction in
  multiple settings to transfer generalize skills
• Unable to participate in other parts of U-PASS

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Who is it for? (continued)

• Eligible students in grades 1-12 for Language
  Arts Math
• Eligible students in grades 4-12 for Science
• Kindergarten students and super seniors do not
  need to participate
• No limit on how many eligible students can
  participate however, there is a 1 limit at the
  district level on how many of the proficient
  scores may be counted at the earned proficiency
  level

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What is the procedure?

• Pre-print file submitted with specified UAA
  students prior to testing window
• Each UAA student will have an answer sheet for
  and be assessed by a single task in Language
  Arts, Math and Science all three!
• If a student does not receive a pre-printed
  answer sheet OR receives an answer booklet, a
  blank answer sheet should be used for each area
  assessed

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What is the procedure?

• UAA is administered during CRT testing window
• All UAA answer sheets are batched together as a
  school under UAA header sheet (mark any grade
  level)
• There should be three UAA answer sheets Language
  Arts, Math and Science
• There should be a header sheet for each UAA
  subject (LA, Math, Science)
• Modified tests are batched separately
• Accommodated tests are included with other tests

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Proficiency Levels

• Single proficiency level ONLY is recorded on each
  answer document
• Proficiency levels correspond to the letters on
  the answer sheet as follows
• A 1 (minimum)
• B 2 (partial)
• C 3 (sufficient)
• D 4 (substantial)
• This information is found in the UAA Manual

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Example A student earns a proficiency score
of 4 on task L-054 of the Language Arts section
of the UAA.
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What about Science?

• UAA Science is being implemented this spring
• All students who participate in the UAA in
  Language Arts and Math should take the Science
  UAA

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• Hand-completed answer sheets, headers, labels,
  etc.
• (handout)

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What to do with the data?orWhat if the
Hokey-Pokey really is what its all
about?Another discussion for another time.
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OK, now we really are done.