1 administration of the crt-alternate spring 2012 montana state assessment conference helena, mt...
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Administration of the
CRT-AlternateSpring 2012
Montana State Assessment ConferenceHelena, MT
January 18-20, 2012
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Welcome - Introductions
o This training was developed by Judy Snow and Gail McGregor; their contact information is available on the last slide.
o Presented by Tim Greenlaw, from Measured Progress and Mandi Crable from Billings Public Schools
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Eligibility for the CRT-Alternate
o The 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.
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Eligibility Questions
1. Does the student have an active IEP and receive services under the Individuals with Disabilities Education Act (IDEA)?
2. Do the student’s demonstrated cognitive abilities and adaptive behavior require substantial adjustments to the general curriculum?
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Eligibility Questions (con’t)
3. Do the student’s learning objectives and expected outcomes focus on functional application of skills, as illustrated in the student’s IEP’s annual goals and short-term objectives?
4. Does the student require direct and extensive instruction to acquire, maintain, generalize and transfer new skills?
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Participation Decisions
o If 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.
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Who Should Administer the CRT-Alt?
o Special education teacher
OR
o Someone who is certified and has worked extensively with the student
Note: Another person may assist with the
administration
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About the test…
o Test items are aligned with Montana curriculum standards in Math, Reading, and Science
o Standards have been expanded to encompass skills that lead to the development of grade level standards
o Standards and Expanded Benchmarks documents are available online at: http://www.opi.mt.gov/assessment/
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Reminders for 2011
o Options for multiple Choice items are now presented in a specific order based on the materials list in the test booklet.
o The first week of the administration window is intended to be used for training and preparation
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Test Booklet Organization
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Assessment Format
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Test Materials
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Check in Advance for Other Materials Needed
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Strategies for Organizing Materials
o Schedule prep time (substitute, time to work with other test administrators)
o Test booklet in binder, to allow for easy flipping from page to page (single sided)
o Materials in individuals folders, or single folder with divider, sequenced by item
o Use of another person to “hand” materials to test administrator
o Maintain files of materials from year to year
o Others???
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Activity Steps, Teacher will:
o Describes how to prepare for and introduce test item
o Provides script for the questions
o Provides script for scaffolding
o Language may be modified
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Strategies to Help With the Scripted Implementation
o Review scripting in advance
o Write notes about language/materials substitutions in test booklet
o Practice sequencing with peer who is also administering the test
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Student Work, Student Will:
o Identifies the expected student response
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Performance Indicators
o The performance indicator describes the specific skill that is being assessed by a test item.
o A complete list of performance indicators are in the Expanded Benchmarks documents described previously.
o Performance Indicators for each grade and content area are released online every year.
o Scoring rubric
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Scoring
o Scoring and scaffolding are directly related processeso Except for introductory items, each item is scored using the
rubric aboveo The rubric is sensitive to small differences in performance
among students that may require assistance in order to respond to the test items
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Scaffolding Scoring
o ALWAYS allow student the opportunity to respond independently
o Proceed through scaffolding sequentially
o Score response based on level of assistance provided
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Introductory Items
o Introductory items are scored on a different scaleo They are always the first item of each tasklet
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Teacher Recording Evidence Form
o Record Student’s response as the item is administeredo Fill out for each item that requires student evidenceo Magnifying glass icon flags items that require evidence
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Dealing with Student Resistance
o Prevention strategies:• Frequent breaks• Short test periods• Scaffolding to support students when they need
assistance
o Scoring:• 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 ManualSpring 2012
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Scoring Rule for All Grades & Content Areas
o When the test is resumed at a different time, re-administer the final 3 items on which the student scored a “0”
o If the student again scores a “0” on 3 consecutive items, halt test administration
o If student scores anything other than a “0”, continue testing as before
o If 3 consecutive “0”s are scored again, halt the testing of the tasklet and leave remaining items blank. Continue on to the next tasklet
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CRT-Alt: Structured Yet Flexible
o Students for whom this assessment is designed vary in how they communicate and respond
o Test administrator must carefully examine the tasks in advance and make necessary adaptations for individual test takers
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Review the test with each individual student in mind, analyzing…
o Student’s communication skills• How student receives information• How student expresses information
o Task demands• Format of question• Format of materials provided• Response required of student
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Communication Supports
o What system does the student use to communicate on a daily basis?
o Customize THIS system to the demands of the assessment
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Analyze Communication Demands
o What vocabulary must be available to provide appropriate options for the EACH STEP of the task?
o Create displays that are consistent with student’s discrimination skills.
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Beyond the individual test items…
o Consider messages that might be needed throughout the test • I need help• I don’t understand• Please repeat• Can we take a break?• Yes/No
o Consider having a display accessible to student throughout the test
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Analysis of Test Demands
o Format of question• Multiple-choice• Yes/No• Open-ended
o Task materials provided• Is reading involved?• Is manipulation of materials required• Will the format of the materials work for the
student?o Response required of student
• Does student have to “say” something• Does student have to “do” something
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Multiple Choice Questions
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Scaffolding Multiple Choice Items
Level 4 Level 3
Level 2 Level 1
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Item Presentation: Your Analysis
o Will student understand visual display?
o If no, adapt the materials• Modify display/size of pictures• Use objects
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Modifying Size/Display
o Cut laminated grid to display choices as appropriate for student
o Use electronic version of materials to enlarge them
o Program communication device with auditory output to enable student to hear choices
o Use real objects
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Item Response: Your Analysis
o Can student make pointing response required of item?
o If 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
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Yes/No Response Format
o Shift motor demands to the teacher
o “Let me show you the choices. Will this keep Jan warm?”
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Student “Stops” Scanning Display
o Teacher points to each picture in sequence
o Student directs teacher to “stop” when the teacher points to the correct response
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Items Requiring Performance
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Example of Scaffolding a Performance Item
o Level 3 = provide additional information
o Level 2 = model correct response
o Level 1 = guide student through correct response
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Suggestions for better preparation of teachers:
o Actual participation in a mock administration of the testo Annual training before testingo Better advertising of when training is availableo Examples, observations to review prior to testingo Get familiar with test before administering ito Get info to teachers about test earlier so they have time to
prepareo More time to prepare and find materialso Go over thoroughly before administration; some directions
are vague, and you have to know how you will handle the questions beforehand
o Have materials in a packet so teachers have more time to familiarize themselves with the test
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Tips from teachers to make this a more positive experience:
o 20-30 minute testing sessions
o Practice with the materials by yourself or with colleague
o At this time, I myself, am not very positive about this test
o Better communication and awareness of crucial deadlines
o Clear, explicit, detailed instructions on HOW to give the test
o Make sure student needs to do his/her best
o Get JUMP newsletter, keep yourself informed, ask lots of questions
o Give yourself time to prepare in advance
o Plan on extra time to prep for classes missed due to testing
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Tips from teachers to make this a more positive experience:
o I 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.
o More assistance and materials neededo More training and more time to administero Organize testing materials and have shorter times with
breakso Pick & choose the students that take this testo Prepare the students and introduce them to the materialso Use 2 people and plan on lots of time to prepare for the
testo Use student weaknesses to facilitate new goals
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Administration Hints
o Test must be administered by at least one certified teacher, with additional support as needed
o Review the test with another person
o Practice with another adult
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Contact Information and Questions
o Judy Snow – OPI policy, bar code labels
• (406) 444-3656• [email protected]
o Gail McGregor – Customizing for individual students
• (406) 243-2348• [email protected]
o Tim Greenlaw – Extra materials, returning tests
• (800) 431-8901 ext. 2309• [email protected]
o Mandi Crable – Administration strategy
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