Special Education for Beginners | Managing Paraprofessionals, Special Education Strategies, First Year Sped Teachers, Special Ed Overwhelm, Paperwork for Special Education Teachers

Administer Achievement Tests with Success: Part 1-Preparation

• Episode 188

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In this episode, we kick off a 3-part series on how to administer, report on and present achievement tests professionally.

Today, we focus on setting up for test administration. I’ll walk you through the specific steps to create a structured, distraction-free environment that allows students to focus and perform at their best.

I’ll also share practical advice on monitoring student behavior during the test—like fatigue or distraction—that can impact results and provide valuable context when interpreting data.

Even if you aren’t the one administering tests, understanding these steps strengthens your role as an advocate and collaborator. Knowing the testing process can help you support both students and team members, allowing you to contribute valuable insights at IEP meetings and more effectively interpret test results.

Today's  quick action steps:

  1. Familiarize yourself with the procedures of the test
  2. Choose an appropriate testing window and don’t pull students at inopportune times
  3. Ensure you have a quiet, distraction-free environment by putting a “Testing in Progress” sign on the door 
  4. Gathering all necessary materials, like timers, audio equipment, and fresh pencils.
  5. Double-check the student’s identity 
  6. Monitor the student and take note of things that could impact interpretation of results
  7. Administer the test with validity and reliability
  8. End the session on a positive note

To make this process as easy as possible, I’ve created a free Testing Checklist available at www.spedprepacademy.com/checklist. This checklist includes two “quiet” posters to place on the door and a comprehensive list of everything you need before the test, so you can feel prepared, professional, and organized every step of the way.

Resources Mentioned:


Hey special educator…Do you feel like you're just barely keeping your head above water? Like you're stuck in the same old routines, wondering how to make a bigger impact in your classroom? Well, I’ve got something special just for you. I’m excited to offer a unique opportunity to take your teaching to the next level.  I’m ready to step outside my district to offer individualized coaching calls designed to offer person

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Speaker 1:

Well, hi there, welcome back to Special Education for Beginners. For the next three weeks, I want to talk to you about the ins and outs of administering achievement tests professionally as a special educator. Whether you administer the Woodcock-Johnson, the Young Children's Achievement Test, the Bracken, the WISC or another standardized assessment, understanding how to conduct, interpret and present these tests is a skill set that can make a real difference, not just in you doing your job correctly, but in building trust and credibility with families, colleagues and your school team. Even if you are not the one administering the test, knowing these steps is incredibly valuable. Understanding the testing process allows you to be better prepared to write the IEP using this information and to understand the results when they are presented in an IEP meeting, giving you insight into the students' strengths, needs and the accommodations that will help them succeed. This knowledge strengthens your ability to advocate effectively for the student and collaborate confidently with your team. This topic is so important that I've decided to break it into three different parts so that we can dig a little deeper on each one. Each week, we will focus on one essential aspect of the process, with actionable tips and insights that you can apply right away. So here's what we're going to cover Week one.

Speaker 1:

Today. We're going to discuss the basics of professional test administration, from setting up the testing environment to ensuring that you're following every step with consistency and integrity. We will talk about how small details, like choosing the right time of day for testing and avoiding distractions, can support more accurate results. In week two, we will cover scoring and report writing. I'll share tips on how to interpret and summarize results clearly and concisely so that parents and team members can easily understand the information. We will also talk about how to add context to the scores, giving parents a clear picture of their child's strengths and areas of need. And then, finally, in week three, we will focus on presenting test results confidently in IEP meetings. I know this part can be nerve-wracking, but with the right preparation you can handle it like a pro. We will go over ways to communicate results that reassure families and provide a meaningful foundation for the team to make informed decisions. Each piece builds on the other and by the end of this series you'll have a complete framework for handling achievement testing with confidence and professionalism. So let's get started today with part one setting up and administering achievement tests professionally.

Speaker 1:

Hey, special educator, are you overwhelmed by the absurd amount of paperwork on your to-do list. Do you wish you had the skills to build a rock-solid team with your staff? Do you find yourself scouring the internet for how to meet the needs of each student on your caseload? Well, hey there. I'm Jennifer Hopperberg, an award-winning veteran special education teacher and current instructional coach, who has walked in your shoes through each of these challenges and, yes, I have the metaphorical blisters to prove it. I have cried your tears and felt your pain, and now I'm here to support you in the way I wish someone would have been there to support me. Listen in each week as my guests and I dish out practical wisdom to help you handle all the classroom curveballs that are thrown at you and learn how to laugh in spite of the chaos, to celebrate those small yet significant victories that only a special educator can understand. So are you ready? Wipe your tears and put on your superhero cape, because together we are going to learn how to survive and thrive in the ever crazy, completely overwhelming laugh. So you don't cry. Profession of being a special education teacher. So, like I said, each of these pieces builds on the other.

Speaker 1:

So let's start at the beginning, when a child is set to be evaluated, whether for an initial evaluation or a re-evaluation. You will receive a request for testing. In my district it's called a case assignment and in my district the only staff members who give achievement tests are the certified special education case managers. To that child it might be different where you are. They could be given by a school psychologist or a district psychometrist or another specialist on the team. You might have a district person whose sole job it is is to administer achievement tests. But regardless of who does the testing, it's important to approach it with a sense of professionalism. If you are that case manager and you are the one who will be testing, it's important that you have a solid grasp of the testing procedures as well as the principles of validity and reliability that guide those assessments. I remember in college when they said those two words, I really had no idea exactly what they're talking about, but now I get it.

Speaker 1:

We want our test results to be valid and reliable, so first familiarize yourself with the specific requirements of the test itself. Every achievement test is different, but every achievement test like whether it's the Woodcock Johnson, the YCAT or the Bracken they each come with a structured set of directions that need to be followed closely to maintain the standardization of the assessment. This standardization is what allows us to confidently interpret the scores. If we deviate or move away from those procedures, we risk compromising the validity of the results. And beyond just knowing the steps, make sure that you are clear on why each step matters. For example, ensuring a quiet, comfortable environment free of distractions is crucial to help the student stay focused, which in turn supports accurate results. To help the students stay focused, which in turn supports accurate results. Similarly, following exact time limits for specific subtests is a way of upholding fairness and consistency. Another important piece is understanding validity, which refers to whether the test truly measures what it's intended to measure.

Speaker 1:

Make sure you are not changing the way that that test is intended to be given, and I know that's really hard. As teachers, we want our students to be successful and we might even think. I know he knows this and therefore feel the urge to prompt him just a little bit more so you can get that correct answer. While it's natural to want to cheer them on, you have to avoid giving any cues, whether that's verbal or nonverbal, that might sway their answers in any way. When you do things like that, you are invalidating the test results and what the test is supposed to be measuring. Okay, so we've prepared ourselves mentally and professionally for administering the test.

Speaker 1:

Now let's talk about setting up the environment and gathering all the tools that you'll need to ensure that the session goes smoothly. First, start by putting up a testing and progress sign on the door to prevent interruptions. This helps create a quiet, focused atmosphere and it signals to others that this time and space are dedicated to testing. A calm, distraction-free environment is one of the most important factors in allowing the student to focus and do their best. Next, check your equipment and materials.

Speaker 1:

If the test involves audio instructions, like parts of the Woodcock Johnson do and the WISC the WISC has a lot of them make sure that you have any required audio equipment ready to go, with the volume set to an appropriate level. Test the equipment in advance to avoid any technical problems. You should also have a timer on hand. Most achievement tests include sections with specific time limits, so having an accurate timer is essential for staying on track and maintaining the test's integrity. And then gather some pencils and erasers and make sure you have the correct protocols that you need and follow any directions on those protocols where scratch paper might need to be provided or where you're going to record your answers.

Speaker 1:

If you're not using a scoring sheet, whatever it is, just make sure that you have all of the materials that you need ready to go before you get the student and then, when the student shows up, it might seem obvious, but just take a moment to confirm that you have the right student, especially if there are multiple students with a similar name in that school. Ask the student their name, their birthday or even a detail like a parent's name, to be absolutely sure you are starting with the correct individual. I know that might sound silly, but I learned firsthand when I was giving the wrong student with the same name the test. I caught it in time, thank goodness, but now I always make a point to double check and then, once the test has started, monitoring the student's behavior and engagement is just as important as the setup.

Speaker 1:

Testing can feel intense for some students, so keeping an eye on their body language and focus level can help you gauge how well they're managing the session. If a student seems particularly nervous or starts getting restless or fidgety, it could affect their ability to focus and respond accurately. Some students might tap their fingers, shift around in their seat, lose eye contact with you. All of these are signs that they may be feeling overwhelmed. If you notice these behaviors, it's okay to consider breaking the test into two different sessions. Pausing and rescheduling part of the test for another day allows the student to come back refreshed and ready, often resulting in more accurate data. Most achievement tests are designed to accommodate this approach, and it's more effective than just pushing through when a student is visibly struggling.

Speaker 1:

You should also take note of any observations that could influence the interpretation of the results. These observations don't necessarily change the scores, but they add critical context for interpreting them. For example, if the student appeared unusually tired or if they were easily distracted, or if they frequently needed reminders to stay on task that's information that is worth noting in your report. Minders to stay on task that's information that is worth noting in your report. Observing details like whether the student stayed engaged throughout or seemed to zone out at certain points can help inform potential recommendations, such as testing accommodations or specific instruction that they need, and then always choose a good testing window.

Speaker 1:

I would avoid testing a student during a time of day when the student might be missing something that they really care about, like recess or PE or art. And then don't test a student on an early release day or a party day. You might not get a true picture of what they can do because they are highly distracted. And then, once the test session is over, I always like to give the students I test a small piece of candy, just as a little token of appreciation for their effort. It may seem like a simple gesture, but this small reward can go a long way in helping students feel positive about the experience, even if the test was challenging for them. It acknowledges that testing requires focus and energy and it lets them know that their hard work is valued focus and energy, and it lets them know that their hard work is valued.

Speaker 1:

Okay, so let's recap today's tips with some quick action steps to help you feel prepared and professional the next time you are administering an achievement test. One familiarize yourself with the procedures of the test. Two, choose an appropriate testing window and don't pull students during inopportune times. Three, ensure you have a quiet, distraction-free environment by putting up a testing and progress sign on the door. Four, gather all necessary materials like timers, audio equipment and new pencils. Five double-check the student's identity. Six monitor the student and take note of things that can impact interpretation of results. Seven administer the test with validity and reliability. And eight end the session on a positive note.

Speaker 1:

To make this process even smoother, I have created a helpful checklist that includes two different quiet posters to use on your door and a complete checklist of everything that you'll need to gather before the test. You can download it at wwwspedprepacademycom slash checklist to ensure you are fully prepared for every testing session. It's a resource designed to take the guesswork out of testing prep and help you feel confident and organized every step of the way. Again, that's wwwspedprepacademycom slash checklist and I will leave that link in the show notes if you just want to click there and go straight to the link. Thank you for tuning in today. Next week we will dive into scoring and report writing, so be sure to join us for more actionable tips on presenting achievement test data professionally. See you next week.