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Regional Instructional Facilitators:

jorn
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Regional Instructional Facilitators:

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    4. Welcome! Introductions 4

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    6. Objectives for Training To provide updates and information related to MAP testing for Spring 2009 To help districts become proactive in preparing for a positive test environment, proper testing administration, and appropriate use of testing accommodations To address topics prior to testing (e.g. scheduling) To clarify common misconceptions around the proper administration of the test 6

    7. Overview/Agenda Welcome/Introductions MAP Updates/Information Format for Spring 2009 Tests Scheduling of Tests Test Security Administration of Tests Testing Miscellaneous Common Concerns and Alerts Special Education Accommodations Closure/Evaluation 7

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    13. Essential Question What makes a standardized test a standardized test? Take two minutes to free write your response. 13

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    15. Standardized Test A standardized test is a test administered and scored in a consistent manner. The tests are designed in such a way that the "questions, conditions for administering, scoring procedures, and interpretations are consistent" and are "administered and scored in a predetermined, standard manner." 15 The MAP is a standardized test, it’s also just a snapshot of what students know and are able to do. However, for this information to be useful, it must be valid and reliableThe MAP is a standardized test, it’s also just a snapshot of what students know and are able to do. However, for this information to be useful, it must be valid and reliable

    16. Test Validity    Test validity refers to the degree to which the test actually measures what it claims to measure. Test validity is also the extent to which inferences, conclusions, and decisions made on the basis of test scores are appropriate and meaningful. 16 You want to be sure that your data is accurate for the purpose of teaching and learning. Proper administration helps to ensure quality data to be used to improve student performanceYou want to be sure that your data is accurate for the purpose of teaching and learning. Proper administration helps to ensure quality data to be used to improve student performance

    17. Test Reliability Test reliability refers to the degree to which a test is consistent and stable in measuring what it is intended to measure. Most simply put, a test is reliable if it is consistent within itself and across time. 17

    18. Test Accountability 18 Your district will be held accountable to the results of testing which is influenced by poor or quality test administration. Your coordinators will be held accountable Your examiners will be held accountableYour district will be held accountable to the results of testing which is influenced by poor or quality test administration. Your coordinators will be held accountable Your examiners will be held accountable

    19. MAP UPDATES AND INFORMATION 19

    20. Course Level Expectations Mathematics GLEs Version 2.0 are in draft form Includes CLE’s for Algebra I, Geometry, and Algebra II Communication Arts GLEs Version 2.0 are in draft form Includes CLE’s for English I, English II, English III, English IV http://dese.mo.gov/divimprove/curriculum/GLE/ 20

    21. Course Level Expectations Science GLEs Version 2.0 are in draft form. Includes CLE’s for Biology I, Chemistry I & II, Physics I & II, Physical Science, Earth & Space. Biology CLE’s are updated and posted separately Social Studies GLEs Version 2.0 is posted in draft form for feedback from all stakeholders Includes course expectations for American History and Government 21

    22. EOC’s Test Windows Fall November 3 - January 31 Spring April 15 – May 22 Early Summer June 16 – August 1 Late Summer August 1 – August 31 22 To get back July 1st data May 22 is the cut off for AYPTo get back July 1st data May 22 is the cut off for AYP

    23. EOC Information EOC online ordering October 21 – January 29th 2009 EOC Manuals Meeting November 11 http://dese.mo.gov/divimprove/assess/eoc/ 23

    24. Manual Training MAP March 2nd and 3rd EOC March 9th 24

    25. Course Level Expectations Released items Now available on the DESE website with answer keys and scoring guides. http://dese.mo.gov/divimprove/assess/eoc/index.html 25

    26. MAP End of Course Exam Guiding Principles All operational PE’s will be released Online and paper versions of test Two sessions – approximately 60 minutes each Criterion Referenced Test 26 One complete form of the EOC Exam should be released prior to the operational test. This is for teachers to see what the test will be like. Summer testing window will be when the AYP cycle begins. It may be necessary for districts with 8-week courses, to test twice within one testing window. For test security reasons, different versions of the test will be used for each testing round. The scores returned to districts will be criterion referenced. In other words---they will give descriptive feedback by telling what students know and can do. Similar to achievement level descriptors. We will need lots of teachers to be involved in test development since every test will be released. Please look for opportunities to get involved. Not strictly timed like Terra Nova 41 questions to include field tests.One complete form of the EOC Exam should be released prior to the operational test. This is for teachers to see what the test will be like. Summer testing window will be when the AYP cycle begins. It may be necessary for districts with 8-week courses, to test twice within one testing window. For test security reasons, different versions of the test will be used for each testing round. The scores returned to districts will be criterion referenced. In other words---they will give descriptive feedback by telling what students know and can do. Similar to achievement level descriptors. We will need lots of teachers to be involved in test development since every test will be released. Please look for opportunities to get involved. Not strictly timed like Terra Nova 41 questions to include field tests.

    27. MAP End of Course Exam Proposed Guiding Principles Locally scored PE items for local student accountability State scored SR and PE items will be used for AYP and APR Due to state board recommendations to use student EOC score as part of the course grade, local districts are required to determine a policy to incorporate EOC scores 27 Teachers will score student tests online using a password protected website. Tests will be sent in after administration, these will be scanned, then teachers may access the website to score the student's tests. Recommendations regarding the use of end of course assessments as part of the students’ final grades will be coming out from DESE. It is recommended (via DESE) that student performance on the tests be used as part of the students’ final course grades. Teachers will score student tests online using a password protected website. Tests will be sent in after administration, these will be scanned, then teachers may access the website to score the student's tests. Recommendations regarding the use of end of course assessments as part of the students’ final grades will be coming out from DESE. It is recommended (via DESE) that student performance on the tests be used as part of the students’ final course grades.

    28. Accountability For more information contact the Department of Accountability, Data and Accreditation ( 573) 751-1362 28

    29. Personal Finance (PF) State Law: Students must earn ˝ high school credit in Personal Finance to be eligible for graduation. Three Possible Options Students take (and pass) a ˝ credit Personal Finance course in high school. Then, students are not required to take the Personal Finance Test. However, districts have the option of asking students to take the test. Districts that embed the personal finance content/credit in another course (e.g. ROTC, FACs, etc.) are required to have students take and pass the Personal Finance Test. 29 Will be effective in graduating class of 2010. Will be effective in graduating class of 2010.

    30. Reminder of 2009 Changes Grades 3-8 will have only one test booklet that contains all mandated tests for each grade level. Two Examples: Grade 5 test booklet will contain the MAP mathematics, communication arts and science tests. Grade 6 test booklet will contain MAP communication arts and mathematics tests. High school will still use EOC exam booklets 30

    31. Testing for Spring 2009 Four sessions in CA test grades 3 and 7 Embedded field test items in all tests NO released items in math and Comm. arts NO early returns or voluntary tests Mandated science in grades 5, 8, and Biology Fewer LNDs – participation will get an achievement level 31 CA grades 3, 7, and 11 That means no Social Studies tests Science will release items from the Spring 2008 operational test, then will not release items again in hopes of building a pool of test items. Teachers that have a student with an IEP that calls for the pre-selecting of test items should base the selection of items on the following question. What tested content does the IEP team fell is relevant for the child based on the IEP goals? The new LND will affect AYP for 2006 and 2007 because DESE recalculate. It is only fair to the student to allow him/her to participate in the assessment to the fullest extent possible, based on his/her IEP goals. Now a student is showing a “valid attempt” if he/she participates in all or part of the test. CA grades 3, 7, and 11 That means no Social Studies tests Science will release items from the Spring 2008 operational test, then will not release items again in hopes of building a pool of test items. Teachers that have a student with an IEP that calls for the pre-selecting of test items should base the selection of items on the following question. What tested content does the IEP team fell is relevant for the child based on the IEP goals? The new LND will affect AYP for 2006 and 2007 because DESE recalculate. It is only fair to the student to allow him/her to participate in the assessment to the fullest extent possible, based on his/her IEP goals. Now a student is showing a “valid attempt” if he/she participates in all or part of the test.

    32. Testing for Spring 2009 One Group Information Sheet (GIS) per grade-level per building. Student Information Sheet (SIS) contain information related to the actual testing for each content area separate, example: Accommodations Absent Teacher Invalidation 32 Before, the GIS represented one group of students testing together. Now students will be grouped together by grade level. However, teachers may still be assigned to student level data core data. Also you may continue to sort reports in various ways – this is to be done in core data. ***This means that Core Data information is major*** Cheating is part of Teacher invalidation **GIS are not necessarily connected to the return data reports*** on the back of the test booklet will be much less complicated and will onlyBefore, the GIS represented one group of students testing together. Now students will be grouped together by grade level. However, teachers may still be assigned to student level data core data. Also you may continue to sort reports in various ways – this is to be done in core data. ***This means that Core Data information is major*** Cheating is part of Teacher invalidation **GIS are not necessarily connected to the return data reports*** on the back of the test booklet will be much less complicated and will only

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    34. Testing for Spring 2009 Student demographics will be captured in core data and not on the Student Information Sheet (SIS). The core data for each child in your district must be up to date and accurate in the month of April. There will no longer be any fall clean-up on data. 34 , such as gender, birth date, ethnicity, disability diagnosis, % of time in special education classroom, etc There is time within the testing window to update student information or add new students in core data., such as gender, birth date, ethnicity, disability diagnosis, % of time in special education classroom, etc There is time within the testing window to update student information or add new students in core data.

    35. Major Things To Think About Related to-----ONE TEST BOOK How does your district/building want the student test book labels sorted and returned to the district? How will your school set up testing sessions? How will tests be administered since there is only one test booklet? 35 By homeroom? In alphabetical order? By first tested subject area? By homeroom? In alphabetical order? By first tested subject area?

    36. Major Things To Think About Related to-----ONE TEST BOOK Ordering Test Book Labels—Decision to sort Online enrollment December 1st -15th Scheduling? What content/sessions when? Who will administer the test? What training needs to occur? 36 How does your district/building want the student test book labels sorted and returned to the district? By homeroom? In alphabetical order? By first tested subject area? Teams? Make this request for labeling during regular On-line Enrollment in Nov 26 through Dec. 14th ordering dates. How will your school set up testing sessions? How will tests be administered since there is only one test booklet? How does your district/building want the student test book labels sorted and returned to the district? By homeroom? In alphabetical order? By first tested subject area? Teams? Make this request for labeling during regular On-line Enrollment in Nov 26 through Dec. 14th ordering dates. How will your school set up testing sessions? How will tests be administered since there is only one test booklet?

    37. Format for the Spring 2009 Tests See handout on emphasis of strands 37

    38. 38 Communication Arts Grades 3 and 7

    39. 39 Communication Arts Grades 4, 5, 6, and 8

    40. 40 Mathematics Grades 3, 5, 6 and 7

    41. 41 Mathematics Grades 4 and 8

    42. 42 Science Grades 5 and 8

    43. MAP SCHEDULING 43

    44. Schedule Start several months ahead to plan the schedule your test administration. Testing window is 3/30 through 4/24 RETURN TEST IMMEDIATELY AFTER YOUR DISTRICT TESTING WINDOW April 29 is the last day to contact CTB for pick-up to avoid cost to district 44 CTB will allow waves of shipment. As soon as you finish , send your test in. You should not keep it in no more than 3-5 days. We don’t want to go back to early-return schoolsCTB will allow waves of shipment. As soon as you finish , send your test in. You should not keep it in no more than 3-5 days. We don’t want to go back to early-return schools

    45. Plan the Schedule Day of week Time of day School schedule Number of sessions per day 45 Day of the week – Schedule on Tuesday, Wednesday or Thursday if possible. Be aware of school athletic and academic events when scheduling. Rigorous physical activity before the test may be a deterrent to best student performance. Time of the day – Mornings tend to work best for most students when they are fresh and ready to learn. For secondary students, afternoon may be best, if some tend to arrive late to school. School Schedule – Try to create an optimum testing environment. Alert students of changes in the normal schedule for lunch and other activities. Turn off the bells, if possible. Ask the custodial staff to delay mowing the lawn outside classroom windows. Be aware of classroom temperature and provide cooling, if needed. Number of sessions in a day – For rigorous or lengthy testing sessions, it might be best to schedule only one testing session per day. For shorter or less demanding testing sessions, it may be acceptable to schedule two sessions in a day. Consult the Test Coordinator’s manual for suggested times and then allow extra time to ensure that all students have time to finish. However, keep in mind that certain sessions of the test are timed. You must adhere to these times.Day of the week – Schedule on Tuesday, Wednesday or Thursday if possible. Be aware of school athletic and academic events when scheduling. Rigorous physical activity before the test may be a deterrent to best student performance. Time of the day – Mornings tend to work best for most students when they are fresh and ready to learn. For secondary students, afternoon may be best, if some tend to arrive late to school. School Schedule – Try to create an optimum testing environment. Alert students of changes in the normal schedule for lunch and other activities. Turn off the bells, if possible. Ask the custodial staff to delay mowing the lawn outside classroom windows. Be aware of classroom temperature and provide cooling, if needed. Number of sessions in a day – For rigorous or lengthy testing sessions, it might be best to schedule only one testing session per day. For shorter or less demanding testing sessions, it may be acceptable to schedule two sessions in a day. Consult the Test Coordinator’s manual for suggested times and then allow extra time to ensure that all students have time to finish. However, keep in mind that certain sessions of the test are timed. You must adhere to these times.

    46. Scheduling Testing all students One test booklet per student grades 3-8 including all content areas Be aware of time needed to presort for possible new groupings of content area Continuity of session Make-up sessions 46 Testing all the students – Testing all grade level/subject area students at the same time/during the same day is the best practice. It is not a good idea to use a schedule that spans over a long period of time to test a content area. For example: It would not be a good idea to give Session I in Comm. Arts on a Tuesday and give Session II a few days later. Create a testing schedule that avoids/minimizes opportunities for tested students and students not yet tested to collaborate. One test booklet— This will be a big change for middle schools. Be aware of scheduling issues that might arise because of 1 booklet per student Consider schedules that that allow for time to resort books between content testing. Continuity of session – Each session of the test must be completed in one sitting. Breaks can only be taken when the Examiner’s Manual specifies. Make-ups – Allow time for make-ups during or after the testing days. Testing all the students – Testing all grade level/subject area students at the same time/during the same day is the best practice. It is not a good idea to use a schedule that spans over a long period of time to test a content area. For example: It would not be a good idea to give Session I in Comm. Arts on a Tuesday and give Session II a few days later. Create a testing schedule that avoids/minimizes opportunities for tested students and students not yet tested to collaborate. One test booklet— This will be a big change for middle schools. Be aware of scheduling issues that might arise because of 1 booklet per student Consider schedules that that allow for time to resort books between content testing. Continuity of session – Each session of the test must be completed in one sitting. Breaks can only be taken when the Examiner’s Manual specifies. Make-ups – Allow time for make-ups during or after the testing days.

    47. Scheduling 47 Need for extra time Setting up testing groups Detailed report schedule to MAP office—to include update on changes Need for extra time – Special education students may have IEPs that specify extra time. For regular ed. students, there are untimed sessions, so plan for extended time if needed. Keep in mind that certain sessions of the test are timed. You must adhere to these times unless it is specified in the student’s IEP. In grades 3, 7, and 11 in comm. arts, Session I should come before Session 2. These should not be given out of order. Setting up testing groups – It may be best for the teacher who teaches the subject area to administer the assessment. However, if that is not possible due to the number of students, the subject area teacher may act as a roving proctor in several testing rooms supported by other examiners who administer the test. All examiners and proctors should be trained in proper MAP test administration. Report schedule – Be sure to send the schedule (and any revisions) to the regional MAP office before testing starts in the district. Detail example: Times listed, teachers administrating, room numberNeed for extra time – Special education students may have IEPs that specify extra time. For regular ed. students, there are untimed sessions, so plan for extended time if needed. Keep in mind that certain sessions of the test are timed. You must adhere to these times unless it is specified in the student’s IEP. In grades 3, 7, and 11 in comm. arts, Session I should come before Session 2. These should not be given out of order. Setting up testing groups – It may be best for the teacher who teaches the subject area to administer the assessment. However, if that is not possible due to the number of students, the subject area teacher may act as a roving proctor in several testing rooms supported by other examiners who administer the test. All examiners and proctors should be trained in proper MAP test administration. Report schedule – Be sure to send the schedule (and any revisions) to the regional MAP office before testing starts in the district. Detail example: Times listed, teachers administrating, room number

    48. Scheduling For your reference, you have a handout called 2009 Timed Sessions taken from DESEs website. Please take note. Only the sessions marked (timed behind the minutes are actually timed) 48 The time needed to administer the timed sessions (timed) do not include the giving of directions--allow 5-7 minutes per test for directions. The time needed to administer the timed sessions (timed) do not include the giving of directions--allow 5-7 minutes per test for directions.

    49. Sample MAP Testing Schedule Happyville Elementary – Grade 5 49 This is the best of the two test schedules. The reasons are--- All three content areas are tested on consecutive days which minimizes chances for tested and non-tested students to collaborate. Testing is done in morning during the middle of the week. Make-ups are done in a timely manner. This is the best of the two test schedules. The reasons are--- All three content areas are tested on consecutive days which minimizes chances for tested and non-tested students to collaborate. Testing is done in morning during the middle of the week. Make-ups are done in a timely manner.

    50. TEST SCHEDULING Questions and Answers 50

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    52. Can I give more than one testing session per day? Yes, but it is important to consider the rigor and length of the sessions. For shorter and less demanding sessions, it may be acceptable to schedule two sessions in one day. See suggested time table in the examiner’s manual. 52

    53. May I break a testing session up so that my students can complete the session throughout the day? No, each session of the test must be completed in one sitting. Breaks can only be taken if specified in the examiner’s manual. 53

    54. Can I start the writing prompt in the afternoon and have my students finish it the next morning? No, each session of the test must be completed in one sitting. 54

    55. How long are breaks during a testing session? Does that include lunch? Breaks may be taken before or after a testing session, but not during a session unless specified in the examiner’s manual. Lunch should be eaten before or after a session. 55

    56. My students need beverages and snacks during testing. Can they have these items at their desks? Yes, but it is best to have food or drink before the test or during breaks so nothing is spilled on a test booklet. If this happens, the test may have to be retaken or answers transcribed to another test booklet. 56 Transcribing because of spills – The student or the teacher may transcribe the answers into another test booklet. These should be verbatim.Transcribing because of spills – The student or the teacher may transcribe the answers into another test booklet. These should be verbatim.

    57. My students will test better if they are divided into small groups. Is it okay if I divide them into small groups (for example, 5 or less) for the MAP test? Small group testing is an accommodation. Students may not be tested in smaller groups for the purpose of MAP testing. 57 unless this accommodation is being used throughout the year.unless this accommodation is being used throughout the year.

    58. I want to test all students that I instruct. Can I test different groups of students over the same sessions of the test on different days? It is not recommended that the test is administered over an extended period of time, because it can lead to test security issues. Testing all grade level/subject area students at the same time during the day is recommended. 58

    59. TEST SECURITY 59

    60. OOPS! Think – Pair – Share Think back to a time when an unwanted testing “situation” occurred to you or someone you know. What happened and how can one be sure that a similar incident will not occur again. 60

    61. Test Security Plan now to secure storage availability for test books and materials in school buildings and at the district level. This may be more of an issue if trying to transport or exchange student books between/among different content area teachers for test administration. 61 Effective this year, schools will receive a 5% overage in test books and a 5% overage will be sent to the central office. If a building runs out of tests, the STC may call the central office to acquire more tests…. Districts need to make sure they have a secure area at the central office in which to store these extra test booklets. At the district level, the DTC will have to monitor and keep track of this 5% overage. Books cannot be passed between/among different school buildings. Effective this year, schools will receive a 5% overage in test books and a 5% overage will be sent to the central office. If a building runs out of tests, the STC may call the central office to acquire more tests…. Districts need to make sure they have a secure area at the central office in which to store these extra test booklets. At the district level, the DTC will have to monitor and keep track of this 5% overage. Books cannot be passed between/among different school buildings.

    62. Access to test books before testing Storage of books Teacher access to books No Grading test responses (MAP only) Beware of “Practice Tests “ not to include 62 Access to test books before testing – Only the District Test Coordinator/School Test Coordinator should have access to tests before testing begins, unless a Special Ed. teacher needs to view one to pre-select items for students whose IEPs require that accommodation. The selection process should be done in a secure area under the supervision of the School Test Coordinator. Storage of books – Keep books in locked secure areas before, during, and after testing. If possible, create a system of transporting books and any needed materials to and from classrooms (in bags, on a cart, etc). If possible, the person administering the test should pick up the materials from the secure area. Teacher access to books – Teachers are not to preview the test materials. At no time, should a test booklet or its contents be copied. Teachers or administrators not giving the test should not have access to test materials. Grading test responses – Teachers are not to grade any test responses. For immediate feedback for students, use an effort and attitude scoring guide. Evaluation of effort should be based on observable behavior, not test responses. Practice Tests – Practice tests that contain current operational test MAP items are in violation of MAP security procedures and should never be used. Teachers may create practice tests using released items.Access to test books before testing – Only the District Test Coordinator/School Test Coordinator should have access to tests before testing begins, unless a Special Ed. teacher needs to view one to pre-select items for students whose IEPs require that accommodation. The selection process should be done in a secure area under the supervision of the School Test Coordinator. Storage of books – Keep books in locked secure areas before, during, and after testing. If possible, create a system of transporting books and any needed materials to and from classrooms (in bags, on a cart, etc). If possible, the person administering the test should pick up the materials from the secure area. Teacher access to books – Teachers are not to preview the test materials. At no time, should a test booklet or its contents be copied. Teachers or administrators not giving the test should not have access to test materials. Grading test responses – Teachers are not to grade any test responses. For immediate feedback for students, use an effort and attitude scoring guide. Evaluation of effort should be based on observable behavior, not test responses.

    63. TEST SECURITY Questions and Answers 63

    64. I want to view the test booklets before I hand them out to students. How soon can I get the books to preview them? Only the school test coordinator and the district test coordinator should have access to tests before testing sessions begin. The exception may be a special education teacher pre-selecting items for a student whose IEP requires this accommodation OR an ELL translator who needs to prepare for test administration. In both instances, these processes should be done under the supervision of the school test coordinator and in a secure area. 64

    65. Can special education teachers view the test booklets in advance of testing? Special education teachers can view the test booklets only if they have students with IEPs that specify the accommodation of pre-selected items. The previewing process should be done under the supervision of the school test coordinator and in a secure area. 65

    66. All of the teachers in my department want to see what the MAP test looks like. Can they view a test booklet at any time? No, teachers are not permitted to view the test booklets at any time. 66 Viewing the test booklet: Teachers administering the test may need a copy of a student test book to use as an example or to read from when administering the test. If a student test book is needed by the teacher to use as an example or to read from----- it will be noted in the Examiners Manual. Any test book used by the teacher (during test administration) must be turned back into the STC after the testing session with the student books. Viewing the test booklet: Teachers administering the test may need a copy of a student test book to use as an example or to read from when administering the test. If a student test book is needed by the teacher to use as an example or to read from----- it will be noted in the Examiners Manual. Any test book used by the teacher (during test administration) must be turned back into the STC after the testing session with the student books.

    67. I want to grade my students’ responses so I can assign classroom points. Is that okay? No, grading test booklets is not permitted. 67

    68. Is it acceptable if I take notes on the current test? I know those items won’t be on the test next year, so does it matter? No, all test questions and their contents are secure. 68

    69. TEST ADMINISTRATION 69

    70. 70

    71. Test Administration 71 Plan early in the school year for teacher in-services addressing: MAP testing environment/procedures Balanced assessments—Question Types It is essential to provide training for teachers related to the things addressed in today’s presentation. Additionally, teachers should have a clear understanding of the fact that preparing for the test should not occur just three weeks before testing. Teaching students to read and answer questions, think at higher levels, solve non-routine real world problems, use the scientific method, write quality answers and essays should occur naturally as part of instruction all year long. Teachers should be using a balance of question types in their classroom assessments . It is important that teachers are: ----aligning instruction/assessment to GLEs ----addressing various DOKs in classroom instruction/assessment ----using all types of questions on assessments and teaching students to be successful at all types of questions. It is essential to provide training for teachers related to the things addressed in today’s presentation. Additionally, teachers should have a clear understanding of the fact that preparing for the test should not occur just three weeks before testing. Teaching students to read and answer questions, think at higher levels, solve non-routine real world problems, use the scientific method, write quality answers and essays should occur naturally as part of instruction all year long. Teachers should be using a balance of question types in their classroom assessments . It is important that teachers are: ----aligning instruction/assessment to GLEs ----addressing various DOKs in classroom instruction/assessment ----using all types of questions on assessments and teaching students to be successful at all types of questions.

    72. What can a proctor do during the test? See the handout/next slide: What a Proctor Looks Like and Sounds Like No giving cues, clues or hints as to the correct answer or how to go about finding the answer. 72 Proctors Proctors should be an employee of the district. Student teachers can proctor under the supervision of the cooperating teacher. Proctors (and ELL translators) should be trained and employed or contracted by the district If in doubt as to who should proctor or translate….call DESE to verify Proctors should walk around the room to monitor test taking, but they should not help students with answers. However, the proctor/examiner may pronounce/read one word in a sentence for a student who requests it. For Special Ed. students, reading the Communication Arts test aloud and paraphrasing any test will invalidate the test results for that student. Plan testing during the year to give those students opportunities to attempt tests on their own to prepare them for MAP requirements. To prepare regular ed. students, plan testing during the year where the teacher gives little or no help during testing. Proctors Proctors should be an employee of the district. Student teachers can proctor under the supervision of the cooperating teacher. Proctors (and ELL translators) should be trained and employed or contracted by the district If in doubt as to who should proctor or translate….call DESE to verify Proctors should walk around the room to monitor test taking, but they should not help students with answers. However, the proctor/examiner may pronounce/read one word in a sentence for a student who requests it. For Special Ed. students, reading the Communication Arts test aloud and paraphrasing any test will invalidate the test results for that student. Plan testing during the year to give those students opportunities to attempt tests on their own to prepare them for MAP requirements. To prepare regular ed. students, plan testing during the year where the teacher gives little or no help during testing.

    73. Proctors should be an employee of the district. Student teachers can proctor under the supervision of the cooperating teacher. Proctors should be an employee of the district. Student teachers can proctor under the supervision of the cooperating teacher.

    74. Wall, Wall, what’s on the Wall? Acceptable student materials during testing Test stamina 74 Wall, Wall, what’s on the Wall?– Materials that may give clues to correct content or processes should be removed from students' view during MAP testing. This includes things on the wall or items like globes, displays around the classroom, or items on student desks. If in doubt, cover or remove questionable materials or information. If effective instruction has been taking place in the classroom throughout the year, students should not need hints, cues, prompts, etc. to do well on the test. Teachers can help their students internalize what is on the wall by periodically removing those materials and asking about their contents. Acceptable student materials during testing – A dictionary is allowed during Session 2 of Communication Arts in grades 3, 7, and 11. A thesaurus and grammar handbook are also allowed for Session 2 of Com. Arts in grades 7 and 11 only. None of these resources may be student or teacher made books. For Math and Science, teachers may want students to practice with paper manipulative left over from past years’ MAP test administration. Test Stamina – Plan testing during the year to include SR, CR, and PE items in timed and untimed sessions. For Com. Arts, include on-demand writing to cold prompts with first and revised drafts on the same day, use of appropriate graphic organizers (without supplying one to students), and encourage editing without being prompted. For Math, Science and Social Studies, include opportunities to organize information and work problems in response to stimulus material. Wall, Wall, what’s on the Wall?– Materials that may give clues to correct content or processes should be removed from students' view during MAP testing. This includes things on the wall or items like globes, displays around the classroom, or items on student desks. If in doubt, cover or remove questionable materials or information. If effective instruction has been taking place in the classroom throughout the year, students should not need hints, cues, prompts, etc. to do well on the test. Teachers can help their students internalize what is on the wall by periodically removing those materials and asking about their contents. Acceptable student materials during testing – A dictionary is allowed during Session 2 of Communication Arts in grades 3, 7, and 11. A thesaurus and grammar handbook are also allowed for Session 2 of Com. Arts in grades 7 and 11 only. None of these resources may be student or teacher made books. For Math and Science, teachers may want students to practice with paper manipulative left over from past years’ MAP test administration. Test Stamina – Plan testing during the year to include SR, CR, and PE items in timed and untimed sessions. For Com. Arts, include on-demand writing to cold prompts with first and revised drafts on the same day, use of appropriate graphic organizers (without supplying one to students), and encourage editing without being prompted. For Math, Science and Social Studies, include opportunities to organize information and work problems in response to stimulus material.

    75. Test Administration Small Group Discussion Focus for Discussion: How might you meet the challenge of testing two/three content areas using one test booklet per student? Think about what challenges may be involved. How to go about solving each of those challenges. 75

    76. TEST ADMINISTRATION Questions and Answers 76

    77. Can I leave anything on my classroom walls during MAP testing that has been up all year? No, materials that give clues to correct content and/or processes should be covered or removed from the walls/desks or within view of the students. If in doubt, cover it up or take it down. 77

    78. My students have their own dictionaries that they have made. Can they use these on the MAP test? No, only a standard dictionary may be used by students in grades 3 and 7 during Session II of the Communication Arts test. (This content session is the only session which allows the use of a dictionary.) 78

    79. Can students make notes or write rough drafts of the constructed response questions and answers for the MAP test? No, constructed responses must be answered in the test booklet in the space provided. 79

    80. If I leave up a “word wall” am I violating test procedures? It would depend on the information contained in the word wall. If information on the word wall gives clues to content or processes, then it must be covered or removed. 80

    81. I’ve been told to look over my students’ test booklets and return them if there are unanswered items. Is that okay to do? No, teachers should not give feedback related to specific test items. They cannot have students change, add to, or supply missing answers. 81

    82. Can I hand out graphic organizers for my students to use during testing and or the prewriting on the writing prompt? No, all students should create their own graphic organizers during the testing process. The same rule applies for a prewriting strategy for the writing prompt. 82

    83. 83

    84. MOTIVATING STUDENTS TO TRY 84

    85. Using an Effort and Attitude Scoring Guide See: Narrative on How to Use the Attitude and Effort Scoring Guide 85 Some districts have found it helpful to use an attitude and effort scoring guide during testing to motivate students to put forth their best effort. If districts/schools decide to use such a guide, it is important that people using the guide read the narrative (See handout) prior using an Attitude and Effort Scoring Guide. Note: You may want to point out a few of the major points made in the narrative. Some districts have found it helpful to use an attitude and effort scoring guide during testing to motivate students to put forth their best effort. If districts/schools decide to use such a guide, it is important that people using the guide read the narrative (See handout) prior using an Attitude and Effort Scoring Guide. Note: You may want to point out a few of the major points made in the narrative.

    86. 86 Michael stated that he will not approve a scoring guide. He wants us to make sure that we let people know that this is a SAMPLE scoring guide.Michael stated that he will not approve a scoring guide. He wants us to make sure that we let people know that this is a SAMPLE scoring guide.

    87. 87 CONCERNS AND ALERTS DURING TESTING AND SCORING

    88. Common Concerns Noted During Testing 1. Inappropriate or Improper Use of Accommodations 2. Inappropriate Assistance-Verbal or Non-verbal (Cueing, pointing, pronouncing more than one word per sentence, reviewing test questions, etc.) 3. Returning books for correction or completion 4. Inappropriate Administration (Not using manual, splitting sessions, not following timing guidelines, etc.) 5. Inappropriate materials exposed 6. Photocopied Tests or Created Practice Tests Using MAP Tested Content 7. Test Security Violations 8. Inappropriate use of calculator or dictionary 88

    89. ALERTS Found During the Scoring Process Editing Student Responses: Teachers should not edit student responses for spelling, grammar, and/or handwriting. Readers do a good job at figuring out what students are trying to write and say! 89

    90. 90

    91. MAP Manuals Training in the Spring It is important to note----today’s training does not replace MAP Manuals Training in the Spring. More specific and detailed information in regard to form completion, test administration, and test security. School and/or District Testing Coordinators should plan on attending the spring manuals training. 91 It is the districts test coordinators responsibility that every school test coordinator understands it is their responsibility to get the information out to all their taechers. It is the districts test coordinators responsibility that every school test coordinator understands it is their responsibility to get the information out to all their taechers.

    92. Action Plan for Follow-Up Training Who: What: When: Where: How: 92

    93. Action Plan for Follow-Up Training Who: (Who will do the training? Who will attend the training?) What: (What content from today’s meeting would be important to address? What other important issues would have to be addressed in relation to testing?) When: (When would the meeting take place? After/before/during the school day? What month?) Where: (Where would the meeting take place? At the building level?) Why: (Because it is important!) How: (What types of special logistics would have to occur for the training to be successful? Who will oversee the logistics of the follow up trainings?) 93

    94. 94

    95. 95

    96. Questions Closure 96

    97. Thank you! Please take a moment to complete our evaluations. GOOD LUCK and have a wonderful school year! 97

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