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1 Administration of the CRT-Alternate Spring 2012 Montana State Assessment Conference Helena, MT January 18-20, 2012 Spring 2012.

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Presentation on theme: "1 Administration of the CRT-Alternate Spring 2012 Montana State Assessment Conference Helena, MT January 18-20, 2012 Spring 2012."— Presentation transcript:

1 1 Administration of the CRT-Alternate Spring 2012 Montana State Assessment Conference Helena, MT January 18-20, 2012 Spring 2012

2 2 Welcome - Introductions oThis training was developed by Judy Snow and Gail McGregor; their contact information is available on the last slide. oPresented by Tim Greenlaw, from Measured Progress and Mandi Crable from Billings Public Schools Spring 2012

3 3 Eligibility for the CRT-Alternate oThe CRT-Alternate Assessment was designed for students who are unable to participate in the regular CRT, even with accommodations. Only IDEA-eligible students with significant cognitive disabilities are eligible to participate in the CRT- Alternate. Spring 2012

4 4 Eligibility Questions 1. Does the student have an active IEP and receive services under the Individuals with Disabilities Education Act (IDEA)? 2. Do the students demonstrated cognitive abilities and adaptive behavior require substantial adjustments to the general curriculum? Spring 2012

5 5 Eligibility Questions (cont) 3. Do the students learning objectives and expected outcomes focus on functional application of skills, as illustrated in the students IEPs annual goals and short-term objectives? 4. Does the student require direct and extensive instruction to acquire, maintain, generalize and transfer new skills? Spring 2012

6 6 Participation Decisions oIf you answer NO to any of the four questions, the student must participate in the regular CRT. If ALL answers are YES, the student is eligible to take the alternate and considered to be a student with a significant cognitive disability. This eligibility needs to be included in an IEP. Spring 2012

7 7 Who Should Administer the CRT-Alt? oSpecial education teacher OR oSomeone who is certified and has worked extensively with the student Note: Another person may assist with the administration Spring 2012

8 8 About the test… oTest items are aligned with Montana curriculum standards in Math, Reading, and Science oStandards have been expanded to encompass skills that lead to the development of grade level standards oStandards and Expanded Benchmarks documents are available online at: Spring 2012

9 9 Reminders for 2011 oOptions for multiple Choice items are now presented in a specific order based on the materials list in the test booklet. oThe first week of the administration window is intended to be used for training and preparation Spring 2012

10 10 Test Booklet Organization Spring 2012

11 11 Assessment Format Spring 2012

12 12 Test Materials Spring 2012

13 13 Check in Advance for Other Materials Needed Spring 2012

14 14 Strategies for Organizing Materials oSchedule prep time (substitute, time to work with other test administrators) oTest booklet in binder, to allow for easy flipping from page to page (single sided) oMaterials in individuals folders, or single folder with divider, sequenced by item oUse of another person to hand materials to test administrator oMaintain files of materials from year to year oOthers??? Spring 2012

15 15 Activity Steps, Teacher will: oDescribes how to prepare for and introduce test item oProvides script for the questions oProvides script for scaffolding oLanguage may be modified Spring 2012

16 16 Strategies to Help With the Scripted Implementation oReview scripting in advance oWrite notes about language/materials substitutions in test booklet oPractice sequencing with peer who is also administering the test Spring 2012

17 17 Student Work, Student Will: oIdentifies the expected student response Spring 2012

18 18 Performance Indicators oThe performance indicator describes the specific skill that is being assessed by a test item. oA complete list of performance indicators are in the Expanded Benchmarks documents described previously. oPerformance Indicators for each grade and content area are released online every year. oScoring rubric Spring 2012

19 19 Scoring oScoring and scaffolding are directly related processes oExcept for introductory items, each item is scored using the rubric above oThe rubric is sensitive to small differences in performance among students that may require assistance in order to respond to the test items Spring 2012

20 20 Scaffolding Scoring oALWAYS allow student the opportunity to respond independently oProceed through scaffolding sequentially oScore response based on level of assistance provided Spring 2012

21 21 Introductory Items oIntroductory items are scored on a different scale oThey are always the first item of each tasklet Spring 2012

22 22 Teacher Recording Evidence Form oRecord Students response as the item is administered oFill out for each item that requires student evidence oMagnifying glass icon flags items that require evidence Spring 2012

23 23 Dealing with Student Resistance oPrevention strategies: Frequent breaks Short test periods Scaffolding to support students when they need assistance oScoring: Active resistance is scored as a 0 for inconclusive If there are 3 consecutive 0 score, stop the administration of the test Resume test at another time, following the scoring rule procedures for halting on the next slide and in the CRT-Alternate Administration Manual Spring 2012

24 24 Scoring Rule for All Grades & Content Areas oWhen the test is resumed at a different time, re- administer the final 3 items on which the student scored a 0 oIf the student again scores a 0 on 3 consecutive items, halt test administration oIf student scores anything other than a 0, continue testing as before oIf 3 consecutive 0s are scored again, halt the testing of the tasklet and leave remaining items blank. Continue on to the next tasklet Spring 2012

25 25 CRT-Alt: Structured Yet Flexible oStudents for whom this assessment is designed vary in how they communicate and respond oTest administrator must carefully examine the tasks in advance and make necessary adaptations for individual test takers Spring 2012

26 26 Review the test with each individual student in mind, analyzing… oStudents communication skills How student receives information How student expresses information oTask demands Format of question Format of materials provided Response required of student Spring 2012

27 27 Communication Supports oWhat system does the student use to communicate on a daily basis? oCustomize THIS system to the demands of the assessment Spring 2012

28 28 Analyze Communication Demands oWhat vocabulary must be available to provide appropriate options for the EACH STEP of the task? oCreate displays that are consistent with students discrimination skills. Spring 2012

29 29 Beyond the individual test items… oConsider messages that might be needed throughout the test I need help I dont understand Please repeat Can we take a break? Yes/No oConsider having a display accessible to student throughout the test Spring 2012

30 30 Analysis of Test Demands oFormat of question Multiple-choice Yes/No Open-ended oTask materials provided Is reading involved? Is manipulation of materials required Will the format of the materials work for the student? oResponse required of student Does student have to say something Does student have to do something Spring 2012

31 31 Multiple Choice Questions Spring 2012

32 32 Scaffolding Multiple Choice Items Level 4 Level 3 Level 2 Level 1 Spring 2012

33 33 Item Presentation: Your Analysis oWill student understand visual display? oIf no, adapt the materials Modify display/size of pictures Use objects Spring 2012

34 34 Modifying Size/Display oCut laminated grid to display choices as appropriate for student oUse electronic version of materials to enlarge them oProgram communication device with auditory output to enable student to hear choices oUse real objects Spring 2012

35 35 Item Response: Your Analysis oCan student make pointing response required of item? oIf no, adapt the response required Select display that allows for alternative inputs Teacher presents options in scanning format Adapt question to require yes/no response Present responses in auditory format that student can stop with reliable motor response Spring 2012

36 36 Yes/No Response Format oShift motor demands to the teacher oLet me show you the choices. Will this keep Jan warm? Spring 2012

37 37 Student Stops Scanning Display oTeacher points to each picture in sequence oStudent directs teacher to stop when the teacher points to the correct response Spring 2012

38 38 Items Requiring Performance Spring 2012

39 39 Example of Scaffolding a Performance Item oLevel 3 = provide additional information oLevel 2 = model correct response oLevel 1 = guide student through correct response Spring 2012

40 40 Suggestions for better preparation of teachers: oActual participation in a mock administration of the test oAnnual training before testing oBetter advertising of when training is available oExamples, observations to review prior to testing oGet familiar with test before administering it oGet info to teachers about test earlier so they have time to prepare oMore time to prepare and find materials oGo over thoroughly before administration; some directions are vague, and you have to know how you will handle the questions beforehand oHave materials in a packet so teachers have more time to familiarize themselves with the test Spring 2012

41 41 Tips from teachers to make this a more positive experience: o20-30 minute testing sessions oPractice with the materials by yourself or with colleague oAt this time, I myself, am not very positive about this test oBetter communication and awareness of crucial deadlines oClear, explicit, detailed instructions on HOW to give the test oMake sure student needs to do his/her best oGet JUMP newsletter, keep yourself informed, ask lots of questions oGive yourself time to prepare in advance oPlan on extra time to prep for classes missed due to testing Spring 2012

42 42 Tips from teachers to make this a more positive experience: oI found the administration of this test confusing yet fun. The student responses surprised me. The test is difficult yet it pushes us to higher levels. oMore assistance and materials needed oMore training and more time to administer oOrganize testing materials and have shorter times with breaks oPick & choose the students that take this test oPrepare the students and introduce them to the materials oUse 2 people and plan on lots of time to prepare for the test oUse student weaknesses to facilitate new goals Spring 2012

43 43 Administration Hints oTest must be administered by at least one certified teacher, with additional support as needed oReview the test with another person oPractice with another adult Spring 2012

44 44 Contact Information and Questions oJudy Snow – OPI policy, bar code labels (406) 444-3656 oGail McGregor – Customizing for individual students (406) 243-2348 oTim Greenlaw – Extra materials, returning tests (800) 431-8901 ext. 2309 oMandi Crable – Administration strategy Spring 2012

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