Testing+Protocols

=**__General Testing Guidelines__**=
 * **Do** || **Don’t** ||
 * Read the Examiner’s Manual || Have substitute teachers administering the assessment ||
 * || Read passages from the Reading Assessment to a student ||
 * One part per day || Indicate correct or incorrect answers ||
 * Complete each part in one sitting || Provide strategies or clues to students ||
 * Cover posters and visual aids || Restate/clarify/define words or phrases ||
 * Complete all three parts of an assessment (i.e. Math) within 3 weeks || Allow students to use math journals (student or teacher generated) ||
 * Allow 40 minutes per part || Make answer keys for any test so that the assessment ||
 * Encourage students to use the computer tools and to check answers || Reproduce or rewrite test materials ||
 * Encourage students to use scratch paper during the Math portion || Discuss an specific test items on the test with students before, during, or after the administration of the assessment ||
 * Shred scratch paper used during an assessment || Review tests or analyze test items before, during, or after the assessment is administered ||
 * Test all students who have been attending our district from and before ||   ||
 * Give Part 3 (non-calculator) of the Math assessment first and then give Parts 1 and 2 (with the calculator) ||  ||
 * Allow a child to read the passage aloud to himself/herself, or to a staff member, provided the student is in a “separate, quiet, or individual setting.” ||  ||
 * Report any breach of test security, loss of materials, failure to account for materials, or any other deviation to Tamara Konrade ||  ||

=**__Testing Guidelines for Students with Disabilities__**=
 * **Do** || **Don’t** ||
 * Allow students with an IEP to complete part of a session. “End assessment” can be activated (if necessary). Complete the unfinished portion at a later time—preferably later in the same day. || Allow students taking the KAMM (Kansas Assessment of Modified Measures) to use a calculator on Part 3 of the Math assessment. ||
 * || Allow math journals (student or teacher generated) ||

=**__Testing Guidelines for English Language Learners__**=
 * **Do** || **Don’t** ||
 * Test students whose first year in the United States started on 3/1/08 or later || Translate anything but the directions ||
 * Test “Newcomers” on the Math Assessment (only counted for participation and NOT AYP on the Reading Assessment. ||  ||
 * Give the KELPA __instead__ of the Kansas Reading Assessment (only counted for participation and NOT AYP on the Reading Assessment) ||  ||
 * Allow students to take the Spanish Math version, if it is needed ||  ||
 * Allow the use of a translation dictionary for English Language Learners ||  ||

=**__Test Preparation Practices__**=


 * **Do** || **Don’t** ||
 * Provide students with the opportunity to learn the content and vocabulary by integrating state curriculum standards, benchmarks and indicators with instruction || Use actual or altered test questions (clone, parallel) for practice or instruction ||
 * Integrate teaching of test taking skills with regular classroom instruction and assessment || Conduct comprehensive reviews or drills the day of the test or between testing sessions ||
 * Assure students have had prior experience with the paper/pencil or computer testing format being used ||  ||
 * Use formative assessments (whiteboards, observations, questioning, pre-tests, classroom/local assessments) to inform instruction ||  ||

= **__District, Building, and Classroom Teacher Roles and Responsibilities__** = • Oversee test security for the entire district and order the materials necessary for test administration for each building in the district • Destroy (burn or shred) test materials upon completion of testing.
 * District test coordinator’s responsibilities:**

• Count test materials upon arrival, between each session, and after testing; • Distribute test materials to teachers immediately before the testing session (*see Read Aloud Accommodation); • Instruct teachers not to open test booklets prior to administration (*see Read Aloud Accommodation); and • Store test materials (booklets, tickets) in a secure, locked area before and between each session(s) and after testing. • The building test coordinator is responsible for test security when booklets are available to teachers for the read aloud accommodation before the assessment is given.
 * Building level person’s responsibilities:**

• Collect and destroy (shred) student notes, scratch paper, and drawings, etc. upon completion of the entire test.
 * Classroom teacher’s responsibilities:**


 * Read Aloud Accommodation—The reader administering a read aloud accommodation may have access to the test materials for a very limited time before the test. The testing materials may not be taken out of the building.