fifth grade teacher packet iowa tests of … fall 2010 fifth grade page 1 fifth grade teacher packet...

ITBS/CogAT, Fall 2010 Fifth Grade

FIFTH GRADE TEACHER PACKETIOWA TESTS OF BASIC SKILLS

Introduction

Norm-reference testing will provide information about the performance of your students as they compareto a national group of students (called the norm group) who took the same test under the same conditionsat the same time of the year. The norm group that students will be compared to took the ITBS in the fallof 2005. Students in grade five will take the ITBS as part of the Cobb County School District testingprogram. Students will take the complete battery, and the ITBS will take five days to administer.

Purpose

The purpose of norm-referenced testing is to measure performance of Cobb students as they compare toa national sample of students who took the same test at the same time of year under the same conditions.

Test Schedule

The Iowa Tests of Basic Skills will be administered October 4-11, 2010. All students in the system will betaking the same tests on the same days. Tests must be given in the order outlined below. All testsare strictly timed.

ITBS

Schedule Tests to be Administered (Testing Time)Testing Time(in minutes)

Monday,October 4

Reading Vocabulary (15)Reading-Part 1 (25)Reading-Part 2 (30)

70

Tuesday,October 5

Spelling (12)Capitalization (12)Punctuation (12)Usage and Expression (30)

66

Wednesday,October 6

Math Concepts (25) and Estimation (5)Math Problem Solving and Data Interpretation (30)Math Computation (15)

75

Thursday,October 7

Social Studies (30)Science (30)

60

Friday,October 8

Maps and Diagrams (30)Reference Materials (25)

55


Students to be Tested

i All fifth grade students are to be tested.

i Students with disabilities should be tested in accordance with their IEP or IAP. Any modifications/accommodations must have been ongoing throughout the school year and not just for the purposeof the ITBS.

i Special education students must be tested unless they are participating in the GAA (GeorgiaAlternate Assessment) instead.

i ELL students who have exited the ESOL program will be classified as ELL-M (monitored) for twoyears. ELL-M students may receive accommodations during testing that are specified by theirELL/TPC. ELL-M students may only receive standard accommodations. Any accommodationsmust be consistent with the accommodations used in the classroom and be ongoing throughout theschool year.

ELL students enrolled for the first time in a school in the United States may receive a one time defermentfrom state assessments except in Mathematics and Science. To receive this deferment, students mustmeet the following criteria:T It must be the first calendar year that a student has been enrolled in a U.S. school. The student

must have enrolled in a U.S. school for the first time less than 12 months ago.T The student must have W-APT (WIDA ACCESS Placement Test) scores establishing eligibility for

ESOL services.T The student must participate in ACCESS for ELLs.T The ELL Test Participation Committee must meet and determine that it is in the best educational

interests of the student not to participate in testing, and this deferment must be documented in anELL/TPC.

Students may be deferred from other content areas, but must participate in the Mathematics andScience content area tests. Students may receive accommodations for the Mathematics and Sciencetests. These accommodations must be documented in the ELL/TPC and be consistent with accom-modations provided in the classroom during the school year.

Examiner Responsibilities

The examiner is responsible for administering the test according to guidelines provided in this documentand in the Directions for Administration. Specific tasks include:

Ä Attending training sessions/orientation provided by school test coordinator.Ä Counting all materials prior to testing.Ä Completing all required coding on student answer documents.Ä Maintaining test security while materials are in the testing room before, during and after testing.Ä Adhering to the testing schedule.Ä Administering all required sections or subtests.Ä Following procedures for testing as given in the Directions for Administration.Ä Maintaining control of the testing situation and keeping students on track.Ä Inspecting answer documents for correct coding and complete student information.Ä Accounting for all materials after testing and returning them promptly to test coordinator.Ä Reporting any testing irregularity to the test coordinator immediately.


Test Security

Testing irregularities include, but are not limited to, the following:

@ Examinee was given access to test questions prior to testing.@ Test examiner or other personnel copied or reproduced and distributed secure test materials.@ Test examiner or other personnel coached examinee(s) during testing, or altered or interfered with

examinees' responses in any way.@ Test examiner or other personnel made answers available to examinee(s).@ Test examiner or other personnel read or reviewed test questions before, during (unless

specified in the IEP, IAP, or ELL/TPC), or after testing.@ Test examiner or other personnel questioned students about test content after the test

administration.@ Test examiner or other personnel failed to follow security regulations for distribution and/or

return of secure test materials before, during, or after testing, resulting in a breach ofsecurity.

@ Test examiner or other personnel used or handled the test materials for a purpose other thantest administration (i.e., teacher takes a test booklet home to review, teacher/ administratorreads test booklet after school, etc.).

@ Test examiner or other personnel failed to follow administration directions for the test.@ Examinee's test booklet or answer document became lost.@ Teaching aids are displayed in the testing environment (i.e., a bulletin board containing relevant

instructional materials) during testing.@ Test examiner failed to provide required accommodations for IEP, IAP, or ELL/TPC students, or

provided accommodations not specified in the IEP, IAP, or ELL/TPC.

Examiners must follow all directions exactly as they are written. Examiners may not reword orinterpret test items in any way. To do so is a violation of test security.

Failure to safeguard materials or to comply with administration procedures could adversely affect anindividual's certification status. There is an Examiner's Certification Form contained in this packet on page9 to be completed at the end of testing and returned to your school test coordinator.

Test Materials

Test materials must be checked in and out each day of testing. They must not be left in the classroomovernight. Your test coordinator will explain the procedures for distribution and collection of materials eachday of testing. You must account for materials at the beginning of each testing session and again at theend of testing. Do not allow students to leave the testing setting until you are certain that you have all testbooklets and answer documents. You will receive the following materials:

P Student Test Booklets: ITBS, Form A, Level 11P Answer Documents: ITBS, Form A, Level 11P ITBS Directions for AdministrationP Bar-code labels for students enrolled in your school before August 20, 2010P Grade/Class Identification Sheet

Only materials specified in the Directions for Administration may be used. Students will need a number2 pencil with an eraser. Check with your school test coordinator about the use of calculators on the ITBS.


Preparation for Testing

Prior to testing, there are several tasks to be completed. These tasks include:

1) Preparing answer documents

Specific information about students should be completed on answer documents before testing begins.Most students will have pre-identification labels. If a label is incorrect it should not be used. If an incorrectlabel is applied to an answer document, the label must be covered with a plain, white label that covers theentire bar-code label, and all student information must be bubbled. Labels will eliminate the need for some(but not all) coding on the answer documents.

If the teacher name on a label is incorrect, the label can still be used. The Grade/Class Identification Sheetwill override teacher information in the bar-code label.

You must still complete the following coding for ALL STUDENTS:

Location on AnswerDocument

Information to be Coded

Test AdministratorUse Only: Program(s)

Bubble next to all categories that apply to the student. More than one category maybe bubbled in.

SE = Special Education504 = Section 504GT = Gifted/Talented (Target)ELL = English Language Learner (ESOL)MG = Certified Migrant

TI L = Title I Reading/LanguageTI M = Title I MathOther 1 = EIPOther 2 = ELL-M (English Language Learner - Monitored)

Test AdministratorUse Only: Column A

Number of Years in Your School. Use their most recent entry into your school. Code:0 = Entered your school anytime in 5th grade1 = Entered your school anytime in 4th grade2 = Entered your school anytime in 3rd grade3 = Entered your school anytime in 2nd grade4 = Entered your school anytime in 1st grade5 = Entered your school anytime in kindergarten

Test AdministratorUse Only: Column B

Retained Students. Code:1 = Has had an additional year at any grade level since entering your school2 = Entered your school this year as a 5th grader who is repeating 5th grade

Test AdministratorUse Only: Column F

For special education, Section 504, ELL, or ELL-M students receivingaccommodations resulting in a standard administration, code whether thoseaccommodations were based on an IEP, IAP, or ELL/TPC.1 = IAP Standard Administration2 = IEP Standard Administration8 = ELL/TPC Standard Administration


Location on AnswerDocument

Information to be Coded

Test AdministratorUse Only: Column G

Primary Disability Code. Code the primary disability code ONLY if the student hasan IEP. Otherwise, leave blank.

01 = Visual Impairments02 = Deaf/Hard of Hearing03 = Deaf/Blind04 = Specific Learning Disabilities05 = Mild Intellectual Disabilities06 = Traumatic Brain Injury07 = Moderate/Severe/Profound Intellectual Disabilities

08 = Autism09 = Orthopedic Impairment10 = Speech/Language Impairment11 = Emotional/Behavioral Disorders12 = Other Health Impairments15 = Significant Developmental Delay

Test AdministratorUse Only: Column P

Code "0" for any student using a Braille version of the test.

Test AdministratorUse Only: Column Z

For special education, Section 504, ELL, or ELL-M students receiving accommodationsresulting in a non-standard administration, code whether those accommodations werebased on an IEP, IAP, or ELL/TPC.1 = IAP Non-Standard Administration2 = IEP Non-Standard Administration8 = ELL/TPC Non-Standard Administration

Test AdministratorUse Only: Field 3

Code the 3-digit Cobb County school code where the student will attend middleschool next year.

307 = Awtrey330 = Barber324 = Campbell326 = Cooper308 = Daniell317 = Dickerson314 = Dodgen323 = Durham304 = East Cobb309 = Floyd312 = Garrett311 = Griffin321 = Hightower Trail331 = IIA Mableton

332 = IIA Smyrna333 = Lindley 6th Grade Academy320 = Lost Mountain329 = Lovinggood316 = Mabry318 = McCleskey328 = McClure327 = Palmer315 = Pine Mountain319 = Simpson322 = Smitha313 = Tapp423 = H.A.V.E.N. Academy999 = Out of County/Private School/ Home School

Inside of AnswerDocument: StudentName

At the top of the page inside the answer document, write the student name in thebox labeled "Student Name".

Inside of AnswerDocument: MathProblem Solving andData Interpretation

On the right side of the Math Problem Solving and Data Interpretation section of theanswer document, code "Y" if the student used a calculator and "N" if the student didnot use a calculator.

For students who do not have a pre-id label, or for whom the pre-id label is incorrect, you mustcomplete all of the above coding and the following information:

Student Name: Print and grid the student name (last name, first name). Do not use nicknames. If theentire name will not fit, print and grid as many letters as possible.


Date of Birth: Print and bubble in the month and year of the student's birth.

Gender: Bubble in the circle beside the student's gender.

Race/Ethnicity: Fill in the circle next to the student's ethnic group. Bubble "Other" for multi-racial studentsonly. Do not bubble more than one ethnic group.

Student I.D. Number: Print the 10-digit GTID number in the boxes and bubble in the appropriate circles.

Additional I.D. Number: Print the 9-digit FTE number in the boxes and bubble in the appropriate circles.Begin in the first column from the left and leave the last column on the right blank.

ITBS Form: Bubble "A".

CogAT Form: Bubble "C".

In the box located in the middle of the answer document, print the Teacher Name, the School Name, theSystem (Cobb County), the State (GA), and the Grade (5).

Samples of answer documents for students with or without bar-code labels are included in this packet onpages 10, 11, and 12.

2) Becoming familiar with the guidelines for administration

You should read over all directions provided to you in the Directions for Administration and given to youby your test coordinator. All directions to be read aloud are in bold, red type in the ITBS Directions forAdministration. These directions are to be read word-for-word.

3) Preparing the testing environment

No content related instructional materials are to be displayed in the classroom. Charts, diagrams, andposters should be free of any writing, except for procedures information. Student seating should bearranged to minimize the potential for student cheating.

Test Administration

T The test can only be administered by a Georgia-certified teacher. Proctors are recommended, butnot required, unless more than 30 students are being tested in a classroom, and should have beentrained prior to testing.

T Students cannot be admitted to the testing room once testing has begun. Your test coordinator willtell you about make-up procedures at your school for students who are absent during testing.

T Students should be advised prior to testing that they cannot have cell phones or other electronicdevices with them during testing. Any use of cell phones during testing could result in a student’sscores being invalidated.

T Provide a short break between subtests.

T Teachers and proctors should circulate around the room during testing to be sure studentsare recording their answers in the correct section of their answer document and are workingon the correct subtest.


T If your school has chosen to allow 5th grade students to use calculators during the ITBS, they maybe used ONLY for Part 1 of the Math Concepts and Estimation subtest and the Math ProblemSolving and Data Interpretation subtest. Calculators may NOT be used for Part 2 of the MathConcepts and Estimation subtest and the Math Computation subtest. Calculators that store textare not permitted, and each student must have his/her own calculator.

T Provide scratch paper to students for Part 1 of Math Concepts and Estimation, Math ProblemSolving and Data Interpretation, and Math Computation subtests of the ITBS. All paper for studentuse must be provided by the teacher and collected after test administration is complete.

T Students are not allowed to underline, circle, strike through, work problems, mark answers,or otherwise write in their test booklets unless this is specified as an accommodation intheir IEP, IAP, or ELL/TPC.

T Note and report to your test coordinator any incident which could have an adverse effect on testresults for individual students or the entire class. Any signs of cheating must be dealt withIMMEDIATELY!

T Administer all subtests. Failure to administer one subtest will result in incomplete scores forindividual students and the class.

T Be sure to provide any accommodations specified in a student's IEP, IAP, or ELL/TPC. Do notprovide any accommodations that are not specified in their IEP, IAP, or ELL/TPC.

T Students must sign or initial the Student Roster either before beginning the test or when materialsare collected after testing each day. Verify that the test booklet was returned and the coding iscomplete and correct for each student, and put a U in the "Answer Document Returned" and"Coding Verified" columns. A blank Student Roster is included in this packet on page 14.

T Let your test coordinator know if you have any student who does not answer any questions on asubtest or content area test.

T When testing is complete for the day, all test booklets, answer documents, and Directions forAdministration are to be accounted for before students leave the room. Materials are to be returnedto the school test coordinator.

T Any testing irregularity is to be documented on the Examiner's Certification Form and reported tothe test coordinator.

Returning Materials to Test Coordinator

After all testing is complete, separate materials into three stacks:

A. Answer Documents to be scoredB. Other testing materialsC. Examiner's Certification Form and Student Rosters

A. Answer documents to be scored

1. Check to be sure that you have an answer document for each student you tested. Be surethere are no answer documents left in test booklets.

2. Check all coding on all answer documents and, if necessary, make corrections to coding


sections on the answer document.3. Check to be sure that students coded in the appropriate response to calculator use on the

ITBS.4. Be sure that answers have been transferred to an answer document for any student using

a large print or Braille test, and for any student with a “write in the book” accommodation.5. It is not necessary to alphabetize answer documents for the class.6. Complete a Grade/Class Identification Sheet for the entire stack. A sample is included on

page 13. Print and grid:( Teacher Name( Grade ("5")( Form ("A")( Answer Document Count

In the Information Box in the top right corner of the identification sheet, print:( Testing Date (September 29, 2010)( Building Name( System Name (Cobb County)( City (Marietta) and State (GA)

7. The number of answer documents coded on the Grade/Class Identification Sheet mustmatch the quantity of answer documents behind it, and the grade coded on the Grade/Class Identification Sheet must be the enrolled grade of the students.

B. Other Materials

1. Count all unused or voided answer documents. Account for all answer documents issuedto you.

2. Count all test booklets and account for every test booklet issued to you.3. Be sure to void any test booklets that students have marked in. Mark the cover of the

test booklet with a large "X" or the word "VOID" with a dark, thick marker.4. Return these materials and the Directions for Administration to your test coordinator.5. Return all scratch paper and unused bar-code labels to your test coordinator.

C. Examiner's Certification Form and Student Rosters

Complete the Examiner's Certification Form, sign it and return it to your test coordinator. Note onthe form any incidents or unusual circumstances which occurred during testing.

Return the Student Roster to your test coordinator.


COBB COUNTY SCHOOL DISTRICTEXAMINER’S CERTIFICATION FORM

Adherence to Prescribed Test Administration ProceduresIowa Tests of Basic Skills & Cognitive Abilities Test

October 11, 2010

Check the appropriate response for each requirement and explain any problems relating to security or administrationprocedures which may have occurred. Use an additional sheet as necessary. Sign and date the certification form andreturn it to your Test Coordinator.

YES NO Requirement

I attended the test examiner’s training provided at my school and reviewed all trainingmaterials provided to me.

The Directions for Administration were thoroughly reviewed prior to the first testingsession.

All testing materials were carefully counted when received each day of testing. Anydiscrepancies were reported to the Test Coordinator and were successfully resolved.

All testing materials were kept in a secure location while in the examiner’s possessionand no one was allowed to record or copy any testing item, answer document, or studentresponse.

All procedures for testing as outlined in the Directions for Administration, includingreading of all directions word-for-word, and adhering to time limits, were followed.

All required sections of the test were administered.

Only special education, Section 504, ELL, and ELL-M student were providedaccommodations during testing. Students received the accommodations specified intheir IEP, IAP, or ELL/TPC, and did not receive any accommodations not specified intheir IEP, IAP, or ELL/TPC.

No student left the room during a testing session. If an emergency situation didnecessitate a student’s leaving, an explanation can be found on the back of this sheet.

Proper classroom control was maintained and students were on task during testingsessions.

While students were assisted with procedural aspects of the test, no assistance wasoffered which could have influenced a student’s response to any test item.

Cell phones were turned off and put out of sight during testing.

Students signed or initialed the Student Roster each day of testing.

All answer documents were inspected, and all demographic information was completedas required. Test Administrator Use Only, Program(s), and Other Information coding wascompleted on the answer documents as directed.

All testing materials issued were returned to the test coordinator.

______________________________________________ ___________________Teacher Signature Date


Students With Bar-Code Labels

Pla

ce B

ar-C

od

e L

abel

Her

e

Leave Blank

LeaveBlank

LeaveBlank

Leave Blank

Leave Blank

LeaveBlank

Leave Blank Leave Blank

Optional


Students Without Bar-Code Labels

LeaveBlank


All Students

n

n


Grade/Class Identification Sheet

LeaveBlank

LeaveBlank


STUDENT ROSTERITBS - FALL 2010

School: __________________________________ Teacher: _________________________________ Grade: 5

Student Name

Student’s Sign In/Out Teacher’s Verification

ITBS Day 1

ITBS Day 2

ITBS Day 3

ITBS Day 4

ITBS Day 5

Answer Doc.Returned

CodingVerified