cooperate

DC-CAS: The Final Checklist

April 8, 2010

  1. Review small group testing schedule with special ed and general ed teachers to ensure all students with disabilities are included and students are grouped appropriately (think about how students interact with each other and also with the teachers). 
  2. Review testing schedule with students so they are clear on the structure and routine.  Also review their accommodations one last time.  Be careful not to overwhelm them (this does not need to be a long conversation unless they have questions).
  3. Verify that all small group testing sites in the building have been confirmed with administration, teachers and proctors. Given the unpredictability of life, you should also think through at least one back-up site (be creative, there is always another spot) and verify it’s availability for testing. Also think about where students with extended test time will be once the testing period is over.
  4. Check with school testing administrator to clarify your responsibilities on testing day. Especially talk through testing supplies (pencils, rulers, calculators, etc.) and be completely clear on who is responsible for providing them.
  5. Meet with test proctors to review procedures and student accommodations.  Again, recognize that life is unpredictable so have at least one back-up proctor or a plan to provide coverage in case someone is out.
    If the school is providing breakfast or snacks for students, meet with your team to decide how to handle this for your students.  For some students it might generate greater anxiety to be in a large group, while others might want to spend time with friends to defuse pre-test jitters. If the school is not providing food, you might, as a team, want to have snacks at least.
  6. Take a deep breath and recognize that one test is not, and should not be, a measure of how well you are serving your students.  Good luck!

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