No one likes end-of-year testing. But if you teach students with significant challenges, you probably dread it more than most. Testing our students is not only stressful for all involved, but it can sometimes lead to negative feelings of inadequacy. Even though we KNOW our students struggle to demonstrate what they truly know, especially on standardized tests, we somehow take it personally when they don’t do as well as expected.
I am not saying these tips will solve all your problems. I am not naive enough to think a simple list will make your students pass a sometimes unpassable test. But at least it will help you feel like you are as prepared as you can be. Your students will feel confident and supported regardless of the final score.
Of course, I will have some free downloads throughout, so grab them to help your end-of-year testing journey go a little more smoothly.
1. Background
So, tip #1 is to gather as much background information as possible. I am including a checklist you can download by clicking the button below that I used and tweaked over the years. I love checklists, and hope this one will help you out too!
What do I mean by background? Learn as much as you can about:
- The test
- How the student has done in the past
- Where, who, and what will be involved
I can remember sitting through so many teacher test-prep sessions. Someone would get up and drone on and on about the mechanics of the tests, how to read the directions, how to provide assistance, and when and if you could take breaks. I am not saying that it was not helpful or important; it was. But I wanted to talk to other teachers who had given the test last year, preferably teachers who had taught my students in past years.
Given that there are limitations to what we are ethically allowed to discuss, I developed this checklist that I would start carrying around in March. I would take it to trainings, school visits, and anywhere else I thought I might run into a teacher who had administered the test last year. I kept bugging people until I could get as much checked off as possible.
You can download that checklist HERE.
I also hunted for any sample tests made available beyond what was given during the training. The more samples I could attain, the better I could prepare my students and the better my practice problems. From the samples, I could create my own problems that looked like those the students would likely see.
Getting myself as prepared as possible was the first step.
2. IEPs
Tip #2 is getting to know those IEPs. From the beginning of the year, I would ensure I was aware of any testing accommodations or modifications on each student’s IEP. I knew that my students would need to practice testing with these accommodations as much as possible. This often included using adaptive aids, communication devices, scribes, or translators. By the time end-of-year testing came around, these accommodations were just a normal part of the process.
Sometimes, I get new students who have no or very few accommodations. This is another good reason to review the IEPs for testing support right at the beginning of the year. Take some time to get to know the students, but don’t let too much time go by before you have a meeting to add some appropriate accommodations to the IEP.
I know, UGH! Not another IEP?!!? But it will be so worth it come end-of-year testing time. DO NOT wait for the annual review to add these in. Students deserve the support they need to perform their best on EVERY test. So, add these in as soon as possible if they are missing or inadequate.
3. GENERALIZE
Again, if you teach in special education, you KNOW how important and challenging generalization of a skill can be. Tip #3 is all about generalizing those testing skills. Once you have a good feel for the format and approximate content of the end-of-year test, set a plan to start generalizing.
I have a sample plan you can download HERE.
You will likely need to test in a separate, monitored space like a conference room. I think EVERY year I tested (except one), my students and I had to venture to the far end of the building, which we rarely frequented, to take the test. One year, we had to use the principal’s private conference room. Luckily, my students had no negative past experiences “going to the principal’s office.” Still, surely you can imagine typical students having a panic attack just having to walk through that door. Forget that they have to actually “perform” on an exam that could determine whether they are promoted to the next grade.
So, what are some things to think about when focusing on generalization? Here are a few:
- Location: classroom (familiar or new), conference room (windows, paintings on the walls, plants or other high-interest items), familiar location that is used for another purpose (like the library, which can be confusing if they now have to sit and take a test and not listen to story time)
- Seating: desk (familiar or new), table, type of chair (stationary or rolling, padded or hard), height of chair (can their feet touch the floor? This was a HUGE issue for me one year when a student had a meltdown simply because their feet were dangling above the floor. The whole test was delayed by a day until we could locate an appropriate chair.)
- Lighting: Oh yes, our kids are so sensitive to different types of lighting. Also, check out where the sun is during that time of day, and whether it will be a distraction if it cannot be blocked with blinds?
- Sound level
- Traffic outside the door
- Smells
So, those are some things to consider about the environment. But there is a lot more to generalization. Think about who else might be in the room. Will there be a monitor? Will you be administering the test? Luckily, since our students can be so complex, I was always the one testing my students. But I know if you have students with less significant needs, they may be tested by another special ed teacher or even an unknown proctor.
Finally, practice many problems using different layouts, manipulatives, and wording. By the time the test comes, you will likely feel like you could write these questions for a testing company because you will have created many sample problems of your own.
So there you have it, my 3 BIG ways to prep for end-of-year testing:
- BACKGROUND
- IEP
- GENERALIZATION
One last word: Be gracious and forgiving to yourself. Try not to internalize and blame yourself if your students still struggle.
I have a few resources you may find helpful in preparing for this time:
- Blog post: Assessment in special education. This will give you some great tips on how to set up your assessments and allow your students to demonstrate growth.
- Social story and activities: Taking a Test
- Social story and activities: Perseverance
