What is a Criterion Referenced Test (CRT)?
Our CRTs measure a student’s performance against a predetermined criteria informally, and are not used as a formal assessment to identify a student for special education services.
This format is an excellent way for SLPs to collect baseline data and then retest the student’s performance using the same criteria each grading period to monitor progress. The consistency of using the same CRT to retest improves the accuracy of the data.
Do I need to get parental consent to use progress CRTs?
Although our CRTs are a type of informal assessment that is not to be used for placement purposes, we recommend SLPs connect with their local administrator and state association for further guidance based on their state’s laws.
When would you use a CRT instead of therapy data or a rubric?
CRTs work well for speech and language areas that have concrete scoring (correct/incorrect) and where the score itself provides sufficient information for progress. Rubrics are better for areas that are more dynamic in nature (e.g. social language) and when more details are needed to truly show progress.
How often do you use CRTs and rubrics to measure progress?
The progress monitoring tools in SLP Toolkit should be used as frequently as stated in a student’s IEP goal – every grading period.
What are the different levels?
The levels are as follows:
Level 0 – preschool
Level 1 – kindergarten
Level 2 – grades 1 and 2
Level 3 – grades 3 through 5
Level 4 – grades 6 through 8
Level 5 – grades 9 through 12
Why are some tests not leveled?
Certain skills, like grammar, are not leveled as there is not a progression of difficulty based on age for these skills.
How were stimulus items chosen for each of the different levels?
Items were selected considering a combination of research, academic standards, grade band Tier 2 vocabulary, and developmental milestones. No one curriculum was used as that varies from school district to school district. CRTs were vetted with typical students who fell within those grade bands. Use your clinical judgement to determine which level works best with each individual student.
Do I teach students the items on the CRTs for them to show progress?
No – just as you don’t teach items from a standardized test, you do not teach items on a CRT. Students work on development of skills and strategies in therapy. Development of these skills are then reflected when applying toward items on CRTs.
What do I do if students see me marking the flag and thumbs up on the screen?
Just as in paper and pencil scoring, some students are more sensitive to this than others. A good strategy is to acknowledge and deflect the comment saying something such as, “I’m just taking notes for later.” Then move on.
Are your tools aligned to academic standards?
We have a chart aligning common IEP goals to academic standards that is currently located here (Common Core and TEKS). It is important to note that speech-language goals should NOT be taken directly from academic standards, especially those specified for the student’s current grade level. Academic standards are general educational standards for the grade level; therefore, their use by SLPs implies that students do not require special education. IEP goals should be written to accomplish the tasks that underlie achievement of academic standards, not the standards themselves.
Can I create my own CRTs?
Yes! Click here for more information on creating your own custom CRTs and rubrics.
Can I suggest areas for you to develop more CRTs?
Yes! We are continuously working on expanding the resources within the toolkit. If there is something you need developed to measure a skill that is not currently in the app, share your feedback with us.
Can I print the CRTs?
All data is housed in app. However, should a student move to another school, you can print the current CRT with stored data to send with the student’s file if you have a paid subscription. In addition, if you are using a rubric, you are required to attach this document to the student’s IEP to stay in compliance.