1. St. Theresa Catholic School Parent information night

2. OVERVIEW Testing dates
Purpose, Importance, and Benefits of the CogAT –
Cognitive Abilities Test & Iowa Test of
Basic Skills (ITBS)
STAAR vs. ITBS
How is St. Theresa preparing the students?
Tips for parents
Test Results
Q & A

3. TESTING DATES CogAT – Cognitive Abilities Test
March 11th-13th
Kindergarten – 7th grade
Iowa Test of Basic Skills (ITBS)
March 16th-20th
Kindergarten – 8th grade

4. CogAT – COGNITIVE ABILITIES TEST
Tests student ability
Assesses the level of understanding, reasoning, and problem-solving skills of students in three different areas:
1. Verbal
2. Quantitative
3. Non-verbal

5. CogAT - (Cont’d)
The results of CogAT are generally used to predict the success of students in school. Reasoning abilities develop throughout a person’s lifetime and develops at different rates.
The results are also useful to help teachers understand and adapt to their student’s needs, which will help the student learn more effectively.
However, CogAT does not gauge other factors like motivation, effort and work habits that are also vital for school achievement.

6. IOWA TESTS OF BASIC SKILLS (ITBS)
Test measures basic skills
Assesses student achievement and educational development
Iowa assessments help determine how students are performing on nationwide standards
Iowa assessments help teachers identify a student’s strengths and areas that may need additional emphasis.
Iowa assessments also measure student growth and progress in the content areas assessed from year to year.
The assessments help teachers guide and evaluate instruction.

7. ITBS – Content Area
Kindergarten: Reading, Language, Vocabulary, Word Analysis, Listening, and Mathematics
Grades First-Second: Reading, Language, Vocabulary, Word Analysis, Listening, Mathematics, Computation, Social Studies, and Science
Third Grade: Reading, Written Expression, Conventions of Writing, Vocabulary, Word Analysis, Listening, Mathematics, Computation, Social Studies, and Science
Grades Fourth-Eighth: Reading, Written Expression, Conventions of Writing, Vocabulary, Mathematics, Computation, Social Studies, and Science

8. USING CogAT & ITBS TOGETHER
Comparing the CogAT and the ITBS can help identify if a student is working to ability level, identify strengthens and weaknesses, and adapting instruction.
This enables teachers to provide every opportunity for each child’s success.

9. Iowa Test of Basic Skills (ITBS) vs. STAAR
Iowa Test of Basic Skills (ITBS) is a norm-referenced test.
A norm-referenced test compares how a particular student’s performance on a skill compares with every other student of his/her age and grade in the country.
In norm-referenced tests such as the Iowa Test of Basic Skills (ITBS), the objectives on which the children are tested are aligned with the National Teachers of Mathematics (NTCM) standards, the national science standards, national reading standards, etc., that students across the country should learn.
ITBS- Norm-Referenced Tests (NRT) measure similar skills to Criterion Referenced Tests, but do so in a radically different way. Norm-Referenced Tests do not have cut scores and students do not “pass” or “fail” a Norm-Referenced Test. A NRT compares how a particular student’s performance on a skill compares with every other student of his/her age and grade in the country. For example, a particular student might be found to have skills in reading that are superior to 57% of students in the U.S. of his same age and grade. This doesn’t tell us anything about how strong the skill is or how it might match up to the expectations a state curriculum places on a student, but it does offer a comparison to similar students. The comparison groups for NRT’s are created by sampling (much the same way political polls are created by polling a representative sample of U.S. citizens), which on NRT’s are known as “norming.” Norm-Referenced tests are re-normed about every 5-10 years.

10. ITBS vs. STAAR (cont’d)
Not all standardized tests are norm-referenced tests. Public schools administer the STARR, a criterion referenced test, exam that covers the basic knowledge and skills that should be learned by students in Texas public schools; that is, the minimum standards expected of children in Texas public schools.
The STARR test scores are compared to test scores of Texas children only.
In addition, passing scores on the STARR are not comparable to a standardized test, such as the ITBS.
For example, on STAAR subtests, students in public schools are considered to have passed by answering correctly a set percent, which may not be 100% of the items.
STAAR-Criterion Referenced Tests (CRT) are the simplest to understand. On Criterion Referenced Tests a committee (usually consisting of educators, content area specialists, and state administrators) look at a battery of questions matched to the curriculum and for each question they determine if a “minimally competent” student in that subject area would get the question correct or incorrect. After all the items have been examined the committee’s recommendations are taken and used to create “cut scores.” These scores will mark the difference between a student who “Meets” standards or “Does not Meet.” As an example, a math test might have 60 questions with a cut score of 33. This would mean that a student who gets 33 out of 60 questions correct would “Meet” standards while a student who correctly answers 32 out of 60 questions would be classified as “Does Not Meet.” For Criterion Referenced Tests the State of Texas commissions committees each year to set the cut scores for each assessment. The cut score for a given test might be different depending on the subject, grade, and year.

11. Example of STAAR - Criterion Referenced Tests
STAAR - As an example, a math test might have 60 questions with a cut score of 33. This would mean that a student who gets 33 out of 60 questions correct would “Meet” standards while a student who correctly answers 32 out of 60 questions would be classified as “Does Not Meet.” For Criterion Referenced Tests the State of Texas commissions committees each year to set the cut scores for each assessment. The cut score for a given test might be different depending on the subject, grade, and year.
STAAR-Criterion Referenced Tests (CRT) are the simplest to understand. On Criterion Referenced Tests a committee (usually consisting of educators, content area specialists, and state administrators) look at a battery of questions matched to the curriculum and for each question they determine if a “minimally competent” student in that subject area would get the question correct or incorrect. After all the items have been examined the committee’s recommendations are taken and used to create “cut scores.” These scores will mark the difference between a student who “Meets” standards or “Does not Meet.” As an example, a math test might have 60 questions with a cut score of 33. This would mean that a student who gets 33 out of 60 questions correct would “Meet” standards while a student who correctly answers 32 out of 60 questions would be classified as “Does Not Meet.” For Criterion Referenced Tests the State of Texas commissions committees each year to set the cut scores for each assessment. The cut score for a given test might be different depending on the subject, grade, and year.

12. Example of ITBS Norm-Referenced Tests
ITBS- Norm-Referenced Tests do not have cut scores and students do not “pass” or “fail” a Norm-Referenced Test. A NRT compares how a particular student’s performance on a skill compares with every other student of his/her age and grade in the country. For example, a particular student might be found to have skills in reading that are superior to 57% of students in the U.S. of his same age and grade.
ITBS- Norm-Referenced Tests (NRT) measure similar skills to Criterion Referenced Tests, but do so in a radically different way. Norm-Referenced Tests do not have cut scores and students do not “pass” or “fail” a Norm-Referenced Test. A NRT compares how a particular student’s performance on a skill compares with every other student of his/her age and grade in the country. For example, a particular student might be found to have skills in reading that are superior to 57% of students in the U.S. of his same age and grade. This doesn’t tell us anything about how strong the skill is or how it might match up to the expectations a state curriculum places on a student, but it does offer a comparison to similar students. The comparison groups for NRT’s are created by sampling (much the same way political polls are created by polling a representative sample of U.S. citizens), which on NRT’s are known as “norming.” Norm-Referenced tests are re-normed about every 5-10 years.

13. ITBS STAAR Timing of Tests and Results Comparative Data
Given at the discretion of the school district with results returned within weeks. The tests can be given early enough in the school year such that students can use the results to improve their learning and teachers can use the results to improve their instruction
Given in April or May and results are returned after the students are released for the summer; in the first year, results have still not been returned nine months later
Comparative Data
Provides scores that indicate how a student performed against his/her peers in the nation
Does not provide any comparative data against peers in the state or nation
Grade-level Performance
Provides data to indicate if a student performed at/below/above his or her grade level
Does not provide any data to indicate grade-level performance
Diagnostic Information by Subject Area
Provides some diagnostic data by subject area and concept
Does not provide any diagnostic data

14. PREPARING STUDENTS
Students have been practicing test-taking strategies throughout the year as part of the educational program offered at STCS
Students take practice CogAT and ITBS tests in the classrooms
Teachers talk to their students about the upcoming tests
Teachers and students discuss coping with anxiety and tips for being good test takers
Teachers do not teach to the test. Teachers teach the cirriculum.

15. Tips for Parents
The best thing you as a parent can do to help your child do their best on standardized tests is to provide positive support by expressing confidence in your child’s ability to do their best. Let that be your expectation, as well. Children should know that test scores are important, but are not the measure of your love and acceptance of them.
Test days:
Provide a calm and stress-free environment each morning as your child gets ready for school
Get up in plenty of time to avoid morning rush and anxiety
Curtail nighttime extra-curricular activities & outings that may interfere with their regular bedtime routine

16. Encourage your child to…
Get plenty of rest each night
Eat a good breakfast
Have a positive attitude
Relax… don’t fret
Try hard… do your best
Listen carefully and follow directions
Think before you answer
Read directions and questions carefully
Don’t rush… but be aware of how much time you have
Check over your work when finished
Don’t expect to know every answer

17. TEST RESULTS
Test results will be available in April. Teachers will distribute and discuss student test results at the parent/teacher conferences.

18. Thank you for your time and continued support.
Q & A
Thank you for your time and continued support.