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Stanford 10 test prep

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by Tracy Moore on 20 April 2013

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Transcript of Stanford 10 test prep

PRE-TRAINING ~ review the initial accountability measures for testing. Inventory (test manuals/booklets) should match or exceed the actual number of students being tested (reconcile class list). Determination of group size is based on number of certified teachers (examiner) vs. number of students to be tested. Each group will be assigned an assistant (proctor). PRE-TRAINING ~ review the initial accountability measures for testing. Inventory (test manuals/booklets) should match or exceed the actual number of students being tested (reconcile class list). Determination of group size is based on number of certified teachers (examiner) vs. number of students to be tested. Each group will be assigned an assistant (proctor).
(Analyze lists, determine grouping and assign staff) 60 students 10 students SEGMENTATION 2 ~<TRAINING> Teachers will be notified of the # of students they are testing and their testing location. As they receive their testing manuals, specific testing protocol will be taught in addition to accommodations. The testing environment includes the following key factors such as room set up, appropriate spacing of students and best practices for diverse learners.
Testing environment <room set up, appropriate spacing of students, best practice>
The classroom pictured here is ideal for general education students. Special education students should have empty desk between them to allow for accommodations without distractions to the other students. Best practice the verbatim reader should be positioned facing the student but in a mouth to ear position. Which word below describes what the story is mainly about?
Birds
Kites
Bikes High-flying Kites
Andrew is writing a story for class. He is writing about kites. Andrew wanted to learn more about kites. He got a book about kites from the library.
Tone is very important with verbatim reading. The reader should read at a steady, audible pace . Answer choices should all be read with the same tone ~ so there are no indication to the correct response due to pitch alterations. MULTIMEDIA ~ practice exercise will entail the teachers organizing their rooms for testing, based on criteria.
Criteria for activity: Teacher will set up the room based on being Teacher B (slide 2) has 6 diverse learners. Two require verbatim reading of the entire test. Maneuver the boxes to appropriately set up the testing environment base on the criteria set in slide 3. examiner student v.r student v.r verbatim rdr verbatim rdr examiner MULTIMEDIA ~ Feedback would be presented based on the learners responses. If all sped students were placed in a continuous row and the verbatim readers are on each end, explanatory feedback would include the following information. Best practice does not support the students being in a row and the verbatim reader . The proximity is not conducive for the learner to get the maximum potential from their accommodations.
The testing environment presented is one example of a room set up for our learners. There are many variations possible. SEGMENTATION 2 ~<TRAINING> Teachers will be notified of the # of students they are testing and their testing location. As they receive their testing manuals, specific testing protocol will be taught in addition to accommodations. The testing environment includes the following key factors such as room set up, appropriate spacing of students and best practices for diverse learners. Stanford 10 ? inventory books PRE-TRAINING ~ review the initial accountability measures for testing. Inventory (test manuals/booklets) should match or exceed the actual number of students being tested (reconcile class list). Determination of group size is based on number of certified teachers (examiner) vs. number of students to be tested. Each group will be assigned an assistant (proctor).
Stanford 10 testing is administered to Grades 1 & 2 to measure Reading and Math.

Key Terms:
Testing manuals
Testing booklets
Examiner
Proctor

Specialized vocab.
Accommodations
Verbatim readers reconcile tests determine groups SEGMENTATION1~ <grouping> Determining groups begins with analyzing the class lists. Using a highlighter, highlight all students with an IEP or 504 plan. These students will be placed in a group based on their testing accommodations. There are varying degrees of accommodations, please note specifics ie: verbatim reading of entire test, verbatim reading of selected sections (if it is the entire test one verbatim reader may read to more than one student...if all other accommodations are the same.) WORKED EXAMPLE: Verbatim readers of entire test will read the passages exactly as they are written above. COLLABORATION: Work with a partner to practice your speaking voices for verbatim reading. Allow your partner to experience an inappropriate voice tone to check their understanding of "acceptable tones". How can you help them to improve their weakness in this area? SEGMENTATION 2 ~ <TRAINING> Teachers will be notified of the # of students they are testing and their testing location. As they receive testing manuals, specific testing protocol will be taught in addition to accommodations. The testing environment includes the following key factors such as room set up, appropriate spacing of students and best practices for diverse learners. examiner verbatim rdr verbatim rdr student v.r. student v.r.
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