Q. Does this project involve the same test as used by the state?

A. Yes and no. The state of Wisconsin uses the TerraNova multiple assessments battery that covers reading, language arts, mathematics, social studies, and science. We use research versions of the TerraNova Math and Reading tests for our project. However, the items on these tests ARE NOT the same but very similar to items from the state tests. Furthermore, the testing and results of our project ARE NOT part of the state testing program. This is an entirely separate process that has no direct ties to the state testing program. Our project is a federally funded research project examining the effects and consequences of testing accommodations for students with and without disabilities. In other words, we are doing research on a specific aspect of the testing process to learn more about it. --- [top]

Q. What are the potential benefits for students, teachers, parents, and school district?

A. We anticipate that a number of benefits could result from our project:

Students: Students in your school will have an opportunity to practice taking a standardized test similar to the state test and to receive feedback on their strengths and weaknesses, both with general test-taking and in specific content areas. Finally, students will spend time positively interacting with graduate students in school psychology.

Teachers: Teachers in your school will have an opportunity to examine appropriate testing accommodations and their effects on test performance of their students, feedback about students' strengths and weaknesses (if the parents consent to the sharing of this information), and potential training on accountability, large-scale assessment, and the inclusion of students with disabilities in state testing. Finally, teachers will receive an honorarium of $100 for their participation in this study.

Parents: The parents of all students with disabilities will receive useful feedback in the form of a 3 page report documenting their child's overall test performance with and without accommodations recommended by an IEP team member. This information could be very useful in understanding the likely effects of testing accommodations, and may lead to improved accommodation plans. Parents of students without disabilities may request feedback as well.

District: In addition to the training listed under teacher benefits, the district can learn more about the successful inclusion of all students in state testing. Also, by participating in our study, you will be communicating the important role that testing plays in education today - that parents and teachers want to know how well they are learning. --- [top]

Q. How much time will it take for the actual testing?

A. Testing time varies for each student, but typically takes 3 to 4 hours. This time is often spread over several testing sessions (on several separate days). We work closely with teachers to determine times when project staff can come and pull small groups of students (2 to 6) to do the testing. However, we try to accommodate the schedule of each school. As such, we are also available to do testing in a 1-day session. --- [top]

Q. Is the 2-3 hours of teacher time during the assessment or outside of the school day?

A. The 2-3 hours of teacher time is devoted to a) recruiting students, b) determining accommodations for students with disabilities, c) coordinating with project staff to determine times/rooms to do testing, and d) completing a brief questionnaire regarding views on testing and accommodations. To answer your question: Both. Teacher time is during and after the school day. Most of teacher time occurs at the beginning of the project and is devoted to recruiting students and determining accommodations for students with disabilities (based on IEP/recommendations), which would likely include some time during and some time after the school day.

Once we recruit students, set accommodations, and determine scheduling, project staff does all the testing. Teacher responsibility, at this point, is to help project staff find times to test students. --- [top]

Q. What subject areas are being assessed?

A. We have two research forms of TerraNova in Reading and Math. Students receive Form A in reading and math with accommodations and Form B in reading and math without accommodations. An exception may be allowed for completing only the Math tests IF AND ONLY IF scheduling conflicts arise, and there are no other options. --- [top]

Q. Who will be conducting the interviews with the students and parents i.e., your staff or our staff?

A. The "Interviews" are brief questionnaires asking students, parents, and teachers about testing and testing accommodations. We are responsible for the questionnaires. However, we ask teachers to send home the parent questionnaires with students (parents mail the questionnaires directly to us). --- [top]

Q. During WSAS assessments, if a student requires accommodations - depending on what they are - that student may go to a special education classroom to have the test proctored by a special education staff member. Is that okay for your study?

A. Project staff administers the tests to small groups of students (with and without disabilities) outside of students' classrooms. This procedure is built into the design of the study. --- [top]

Q. When will the testing take place?

A. Our testing generally takes place from October-May. The only exceptions to this are your school's holiday break (i.e., "Christmas Break") and the state testing window in February. Although we can test during February, most schools opt not to participate in our study during February. --- [top]

Q. How many students with and without disabilities should we recruit?

A. Our goal is for each teacher to recruit 6 students. The design of our study calls for pairing students with and without disabilities so that they take the tests at the same time and offer each student the same accommodations. Thus, the number of students with disabilities we test limits the number of students without disabilities we can test (and we recruit accordingly). We may be able to test 2 students without disabilities for every one student with a disability, if you have a large number of students without disabilities who would like to participate in our study, but this is not the primary option and can only be done schedule permitting. --- [top]

Q. What types of students with and without disabilities should we recruit?

A. In general, we will take any students with and without disabilities. However, here are a few guiding principles to consider when recruiting students:

Students with Disabilities: The main factor to consider when recruiting students with disabilities is whether or not they are eligible to take the state test. If they take the state test, they can participate in our study. Students that receive a wide range of services (e.g., LD, ADHD, Title 1, OHI) can all participate in our study. Finally, there is no quota for disability status among our participants. That is, we will take any number of students with disabilities, regardless of the number of each type of disability.

Students without Disabilities: The main factor to consider when recruiting students without disabilities is that we need to have an equal number of students with and without disabilities. Since there will be fewer students with disabilities in the classroom, the goal should be to match the number of students without disabilities to the number of students with disabilities. In general, recruiting a random selection of students without disabilities is desirable (e.g., achievement levels, gender, ethnicity). Students receiving Gifted and Talented and ESL/LEP services are eligible for this study under this category. --- [top]

Q. How are students recruited?

A. In general, teachers choose to send the consent forms home with their students to be signed by the parents and returned to the teacher. Some teachers choose to hand them out at parent-teacher conferences or mail them home, depending on the time of year. Some schools also choose to attach an additional cover letter endorsing the project and describing what the project entails. --- [top]

Q. What types of rooms are needed in the school for testing?

A. Since we test in pairs, and each pair of student may be receiving a different set of accommodations, we generally need a distraction-free space for each pair of students. This often includes empty offices and/or conference rooms. However, we can test a larger number of students in a classroom or cafeteria setting if necessary. --- [top]

Q. Testing may take up too much of the school day for our students. Can you test after school?

A. Although we are available for testing after school hours, we have not found this to be a reliable option for completing testing with students. Transportation, use of school facilities after hours, and dinner are a few of the obstacles we have encountered in trying to schedule after-school testing. As such, it is generally not advisable to schedule testing after school hours.--- [top]

Q. Do students with disabilities and students without disabilities have to be tested at the same time?

A. Yes. Since we test students in pairs, they must be tested at the same time. Students are tested in pairs so we can examine their performance with and without an identical package of testing accommodations. Testing a pair of students separately may lead to testing and accommodations being implemented differently for each student, making the results not directly comparable.--- [top]

Q. What factors contribute to scheduling for testing?

A. The following set of factors all contribute to scheduling for testing. Please note that the answers will vary based on both the schedule of the school and the schedules of the project assistants administering the tests:

- Number of school visits
-Days per week
-Length of time per day
-Classes pulled from each day
-Recess/specials --- [top]