1. One page rule: In previous years when a student went past the end of a section and started a new section before the rest of the class that student could continue with that section at the proper time provided they did not complete more than one page. However, if the student turned one page they were not allowed to return to that section, but still received an overall score and could complete any remaining sections for that subject. In 2008 if a student continues into the next session it is a "misadministration" regardless of how far that student has gone in the next session. That means that any student working ahead will receive a "No Score" for the entire subject.
There is now a "STOP" page and directions in the manual directing students to stop at this page. Checkout the stop page example below.
See page 46 of the procedures manual for more details.
2. Expanded Directions for transcribing: On page 48 of the procedures manual there are additional directions on transcribing CSAP books. The act of transcribing is the same as in the past. This is NOT a documented accommodation and takes place AFTER a student has finished testing. A book might be transcribed because it is damaged, written in another language (where appropriate), or in a different format (e.g. alphasmart). This should take place in a secure location and be checked for accuracy by one person in addition to the transcriber. Below is a picture of what a transcribed book should look like.
3. Students who become ill during testing: If a student becomes ill during testing they may now come back and complete the testing they started. Please be aware it is always better to not have a student start a test if they are feeling ill. If a student does become ill have an adult escort them to the nurses office. Make note of how many minutes they have remaining to test, then restart the test with the remaining time during a makeup period.
4. Accommodations for ELL students: Schools are expected to follow the flowchart on page 43 of the administration manual in determining the options for ELL students on CSAP. Here is the flowchart (also on page 43 of the Procedures Manual):
5. New Documented Accommodation: There are some new documented accommodations include "Word to Word Dictionaries". This was not formerly a documented accommodation, but now this MUST be documented in a student's ILP, IEP, ELL Plan, or some other location that is a formal learning plan for the student. Other information about accommodations can be found here.
5 comments:
ELL plans for students...this is an interesting concept - something we don't currently have. Should we have the ELA coaches document who will be using a word to word dictionary and put it with the rest of the accommodations? Thanks for the blog and ideas.
It is a good idea to have your coaches document who will be using the dictionaries. At the secondary this may also include classroom teachers documenting the accommodation.
Great job on the blog! I like the links directly to the manual on CDE website-makes it easy to find answers to additional questions. The pictures are great too-they always help to clarify. Thanks!
At Hanson, we have listed the studetns who will use a word to word dictionary on the CSAP accommodations checklist. Those lists were all turned in to Judy with the other accommodations. On the checklist, teachers wrote that the use of dictionaries would be noted in their grade books. Is this not enough? Do teachers need to go back and add this to ILP's? What if the student doesn't have an ILP, IEP, or 504 Plan?
Using the accommodations sheets, as described by Kristen, is appropriate. As you are reviewing student ILPs, IEPs, 504s or other plans you may want to add this accommodation. The plans likely travel with the students while the other documentation (gradebooks, etc) do not.
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