Transcript Survey Level Assessment - Detroit Public Schools

Survey Level Assessment
Survey Level Assessment
• Assessing students in successive levels of
the general education curricula for the
purpose of making several decisions:
eligibility, determining instructional
placement, setting goals, identifying
strengths and needs, assessing progress
toward the goal.
Three Features of SLA
1. Tests for success in the curriculum
–
–
Data can be used to determine performance
discrepancy: difference between the student’s
expected level of performance in the
curriculum and the level in which the student
is successful
Success is defined when the student’s
performance matches the performance of
other typical students in grade level
Three Features cont.
2. Efficient
–
–
Get a broad sample of behavior in a short
time
Data can be used to develop hypotheses about
a student’s strengths and weaknesses
Three Features cont.
3. Technically Adequate
– Numerous research studies have demonstrated
the reliability and validity of CBM when
conducting SLA
– CBM is a reliable valid method of obtaining
information related to a student’s performance
in his her curriculum
Survey Level Assessment
• Two uses of SLA
– Using SLA for out of grade level goal setting
and progress monitoring with DIBELS data
– Using SLA for finding Instructional Level in a
given set of materials
Survey Level Assessment
Procedures for Survey Level Assessment
Using DIBELS Data for Out of Grade
Goals and Progress Monitoring
SLA Procedures Using DIBELS ORF
Goal Setting and Progress Monitoring for Students
Requiring Intensive Support
• Out of grade goals and progress monitoring are often
needed for students requiring intensive level of support.
• To find the appropriate goal and progress monitoring level,
begin with the level of the curriculum in which the
student’s grade level peers are instructed. Administer a
minimum of 3 probes in the student’s grade level material.
Calculate and graph the median score for that time of year
(fall, winter, or spring).
• If the student scores at or above benchmark, stop testing. If
not, drop down one level and give 3 probes. Calculate and
graph the median.
SLA Procedures Using DIBELS ORF
Goal Setting and Progress Monitoring for Students
Requiring Intensive Support
• If the student has not met benchmark, repeat the
procedure, dropping down level by level until the
student’s median score falls at or above the benchmark.
We test downward to ensure that we have the highest
level at which the student meets benchmark.
• Set the student’s goal for the end of the year, one year
above the level at which the student met benchmark. Both
the goal and progress monitoring will be at this level.
The boxes represent minimal CWPM scores needed to meet 1st thru 6th grade fall, winter, and spring ORF benchmarks.
Choices for Out of Grade Monitoring
Student’s Beginning
Grade
of Year
Middle of
Year
End of
Year
Summer
School
Kdg
ORF
ORF
ORF
ORF
1st
ISF
ORF
ISF
ORF
ISF
ORF
ISF
ORF
2nd
ORF ORF
PSF
ORF ORF
PSF
ORF ORF
PSF
ORF ORF
PSF
3rd
ORF ORF
PSF
NWF
ORF ORF
PSF
NWF
ORF ORF
PSF
NWF
ORF ORF
PSF
NWF
4th
ORF ORF
PSF
NWF
ORF ORF
PSF
NWF
ORF ORF
PSF
NWF
ORF ORF
PSF
NWF
5th
ORF ORF
PSF
NWF
ORF ORF
PSF
NWF
ORF ORF
PSF
NWF
ORF ORF
PSF
NWF
6th
ORF ORF
PSF
NWF
ORF ORF
PSF
NWF
ORF ORF
PSF
NWF
ORF ORF
PSF
NWF
Black =
Above Grade
Level
Red = Below
Grade Level
Choose out of grade monitoring
on the progress monitoring menu
Choose the Level You Want to Progress Monitor
DIBELS Out of Grade Level Progress
Monitoring Data Entry Page
Student Name
DIBELS Out of Grade Level Graph
SLA - DIBELS Example
• Beth is a 5th grade student functioning in the
intensive range on benchmark DIBELS assessment
in the fall of the year.
• Survey level assessment data
–
–
–
–
5th - 23 cwpm
4th - 37 cwpm
3rd - 42 cwpm
2nd - 48 cwpm
Beth
SLA - DIBELS Example Cont.
• Beth did not meet benchmark in 5th, 4th, or
3rd grade level materials. She did meet
benchmark for fall of 2nd grade. NWF and
PSF benchmarks have been met.
• A goal will be set for the end of 3rd grade
grade (110 correct words per minute) and
Beth will be progress monitored in 3rd
grade level materials.
Breakout Activity 1
• Work in groups of 2 or 3 to find the out of
grade level appropriate for goal setting and
progress monitoring for these students:
– Sam earned these cwpm scores in winter of 4th
grade. PSF and NWF benchmarks have been
met.
• 4th - 17, 3rd - 22, 2nd - 23, 1st - 42
– Dave earned these cwpm scores in fall of 5th
grade. PSF and NWF benchmarks have been
met.
• 5th - 23, 4th - 26, 3rd - 21, 2nd - 45
Breakout Activity 2
• When encountering challenging decisions,
Roland Good uses the phrase, Some Thinking Is Required
• Not all situations are as clean and neat as our previous
examples…
• In your groups find the out of grade level appropriate for goal
setting and progress monitoring for these students:
– Andrea earned these scores in the fall of 3rd
• 3rd - 10, 2nd - 15, 1st - 14, kdg PSF - 30, NWF - 20
– Max moved in in the winter of 4th grade and earned these
scores
• 4th - 27 cwpm with 12 errors, 3rd - 48 cwpm with 14 errors,
2nd - 53 cwpm with 11 errors
These are recommendations! Not
every student will fit the model.
If you’re finding some students
that don’t fit well, talk with your
coach.
Thinking will be required!RG