Transcript Taking Advantage of Information Communication Tools (ICT

Diverse Learners CoP
Curriculum Based Measurements and its
Applications to Second Language (Hebrew)
Literacy
March 17, 2008
Facilitator: Donna Lupatkin
Guest: Scott Goldberg, Ph.D.
Yeshiva University
Azrieli Graduate School of Jewish Education and Administration
Goals of the Call
Participants will be able to
• Differentiate between summative and
formative assessment practices, as well as
between mastery assessment and
curriculum-based measurement practices
• Identify obstacles to the implementation of
curriculum-based measurement in Jewish
schools
Agenda
• Welcome and Introductions
• Setting the Context
• Assessment
– Introduction
– Mastery
– CBM
– Summary
• Next Steps
Meet Scott Goldberg
• Director of the Institute for Educational Partnership and Applied
Research and Director of the Fanya Gottesfeld Heller Division of
Doctoral Studies
• Ph.D. in Applied Psychology from New York University; M.S.Ed. in
Special Education from Bank Street College of Education in New
York; B.A. in Jewish Studies from the University of Chicago
• Research interests:
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Differentiated Instruction
Multilingual literacy development and assessment
The connection between learning disabilities and behavior problems
Religious development
The effects of media on learning and behavior
Bilingual education
Special education
Setting the Context
Defining Assessment
and Evaluation
• Assessment – Gathering information
• Evaluation – Using assessment information to make a
decision
Discuss: What decisions do we want/need to make?
– We need to know what the strengths and weaknesses are in
each student and in each area.
- Should a child be passing or failing?
- Do they need enrichment? Need to adjust based on the
child’s needs.
- Instructional decisions. A decision made outside of the
classroom.
What decisions do we want/need to make?
Additional notes:
• Put the teacher in the assessment and
decision making.
– Measurement with person in direct contact.
– The teacher will be the one to implement the
changes. What can they accommodate in the
classroom?
Questions to Ask
• How do we currently assess?
– What methods do we use?
• When do we currently assess?
– At what times of the year? What intervals?
• Ongoing informal assessment within the
classroom
• Based on conferences and/or progress reports
• End of unit, or beginning of a new unit
• Why do we currently assess?
– For what purpose do we assess?
• Who do we currently assess?
– Which students need to be assessed?
Summative vs. Formative
• What is the overall model of assessment?
– Is this mostly a summative or formative model
of assessment?
• Which model will support diverse learners
best?
– Literature suggests formative
Mastery Measurement
• Definition
– Mastery of a series of short-term instructional objectives
– Most forms of classroom assessment are Mastery
Measurement
• To implement, teachers
– determine a sensible instructional sequence for the school
year
– design criterion-referenced testing procedures to match each
step in that instructional sequence
Mastery Measurement:
Problems
• Hierarchy of skills is logical, not empirical.
• Assessment does not reflect maintenance or
generalization.
• Measurement framework is highly associated
with a set of instructional methods.
Curriculum-Based
Measurement (CBM)
• Addresses problems arising with Mastery
Measurement.
• Makes no assumptions about instructional
hierarchy for determining measurement (i.e.,
CBM fits with any instructional approach).
• Incorporates automatic tests of retention and
generalization.
More about CBM
• “…a set of standard simple, short-duration
fluency measures of reading, spelling, written
expression…”
• “…general outcome indicators…measuring
‘vital signs’ of student achievement in important
areas of basic skills…”
• “‘academic thermometers’ to monitor students’
growth in important skills domains relevant to
school outcomes.”
Research Findings
• CBM produces accurate, meaningful
information about students’ academic
levels and growth;
• CBM is sensitive to student
improvement;
• When teachers use CBM to inform
their instructional decisions, students
achieve better.
Three Purposes of CBM
• Screening
• Progress Monitoring
• Instructional Diagnosis
CBM: Screening
• All students are tested early in the
year.
• Students who score below a criterion
are candidates for more intensive
service or for additional testing.
Discussion Points
• What are some of the obstacles to schoolwide screening?100% of student body is
being screened
– Do not know how to digest all of the
information
• How can the obstacles be overcome?
– Digest on a class by class basis
Designing School-Wide Systems for
Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
CBM: Progress Monitoring
• Teachers assess students’ academic performance on a
regular basis
• To identify students whose progress is less than adequate
• To use information to enhance instruction for all students
• To determine whether children are profiting appropriately
from the typical instructional program
• To build more effective programs for children who do not
benefit appropriately from typical instruction
Discussion Points
• What are some of the obstacles to schoolwide progress monitoring?
– Someone above the classroom teacher to
collect info and monitor
– Teacher “buy-in”
• Uncomfortable incorporating techniques
• It could (would) show holes in teaching
• Resources needed to intervene to illustrate to the
teacher
• Teacher will feel judged
How can the obstacles be
overcome?
• Preventing the obstacles from happening
to begin with.
– Have a cooperative system within the school
– Easy to find testing for General Studies, but
not for Hebrew Studies
Resource:
Pre-Made General Studies CBM
Intervention Central: CBM Warehouse
http://www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.php
Implementing CBM
• Identify the skills in the year-long curriculum
• Determine the weight of skills in the curriculum
• Create 30 alternate test forms
– each test samples the entire year’s curriculum
– each test contains the same types of questions
• Give tests quarterly (or 3x/year) for all and weekly (or
bi-weekly) for struggling students
• Graph and analyze data
• Modify instruction as appropriate
CBM: Instructional
Diagnostics
Using key literacy skills as a case in point:
• Phonological Awareness
• Alphabetic Principle
• Fluency
• Vocabulary
• Comprehension
Letter Naming Fluency (LNF)
Measures RISK FOR BASIC SKILL ACQUISITION
LNF Probe 1
‫ו‬
‫ח‬
‫ד‬
‫ף‬
‫ׁש‬
‫ט‬
‫כ‬
‫ט‬
‫ׂש‬
‫ת‬
‫נ‬
‫ּכ‬
‫ל‬
‫ך‬
‫ּפ‬
‫ע‬
‫ּב‬
‫צ‬
‫פ‬
‫ע‬
‫ה‬
‫ז‬
‫ּת‬
‫ׁש‬
‫ה‬
‫ס‬
‫ׂש‬
‫נ‬
‫א‬
‫ל‬
‫ע‬
‫ר‬
‫פ‬
‫א‬
‫ן‬
‫מ‬
‫ק‬
‫י‬
‫ז‬
‫ּת‬
‫ּכ‬
‫ר‬
‫ך‬
‫ת‬
‫ג‬
‫ח‬
‫ּכ‬
‫כ‬
‫ץ‬
‫ו‬
‫ב‬
‫ׂש‬
‫י‬
‫ט‬
‫ׁש‬
‫ב‬
‫א‬
‫ב‬
‫ט‬
‫ך‬
‫ד‬
‫ם‬
‫מ‬
‫ג‬
‫ּת‬
‫ם‬
‫ן‬
‫ן‬
‫ד‬
‫ה‬
‫ר‬
‫ס‬
‫ח‬
‫ו‬
‫ץ‬
‫ל‬
‫ּב‬
‫ג‬
‫ז‬
‫ּף‬
‫ּכ‬
‫נ‬
‫ּפ‬
‫ג‬
‫ק‬
‫ע‬
‫ן‬
‫מ‬
‫ּפ‬
‫ק‬
‫ר‬
‫ר‬
‫י‬
‫צ‬
‫ּף‬
‫ּת‬
‫ס‬
‫ׂש‬
‫ג‬
_____/110
‫כ‬
‫ּב‬
‫צ‬
‫פ‬
‫ט‬
‫ן‬
‫י‬
‫ם‬
‫ּב‬
‫ר‬
‫ץ‬
When I say 'start' begin
here (point to first letter
in upper right hand
corner), go across the
page (point), and tell me
as many letters as you
can. Try to name each
letter. If you come to a
letter you don't know I'll
tell it to you. Put your
finger on the first letter.
Ready, begin.
CV Reading Fluency (CVRF)
Measures BASIC FLUENCY
CVRF Probe 1
‫ש‬
ָ ׂ
‫ּפּו‬
‫ַט‬
‫ָּב‬
‫ָו‬
‫תּו‬
‫זָ נֵי‬
‫ָה‬
‫ֻּּת‬
‫ָפ ׂשֹו‬
‫ָב‬
ֶ‫ג‬
‫ָע‬
‫טֹו‬
‫ָצ‬
‫ּכֵי‬
‫ָפ‬
‫ּבּו‬
‫ַח כּו‬
‫ַקי‬
‫ׂשֹו‬
‫ֵס‬
‫ַק‬
‫ֶב‬
‫ַו‬
‫ֵּת‬
‫נּו‬
‫ִא‬
‫ש‬
ַ ׂ
ֶ‫ג‬
‫צֵי‬
‫ֶה‬
‫ַר‬
‫ּפו‬
‫ַצ‬
‫אּו‬
ַ‫ד‬
ִ‫ז‬
ָ‫ת‬
‫ֵמ‬
ָ‫י‬
‫ָו‬
ֵ‫נ‬
ָ‫ת‬
‫ָע‬
‫ָס‬
‫ָּכ‬
‫בּו‬
‫ֵר‬
‫ּב‬
‫ָל‬
‫ֵע‬
‫ַּת‬
‫ַא‬
‫טִי‬
‫זֹו‬
‫ִאי‬
ֶ‫נ‬
‫ָק‬
ַ‫ג‬
ָ‫י‬
‫ֶה‬
ַ‫ד‬
‫חּו‬
‫ָק‬
‫ֻּּפ‬
‫ש‬
ֵ ׂ
‫ָמ‬
‫ש‬
ַ ׂ
‫ַּפ‬
‫ׂש‬
ָ
‫סֹו‬
‫פֹו‬
‫לֵי‬
‫ֵס‬
‫ׂשי‬
‫ַה‬
‫ַּב‬
‫ִר‬
‫מֹו‬
‫כֹו‬
‫ִו‬
‫ַצ‬
‫ֵט‬
‫ָּכ‬
‫ַר‬
‫מֹו‬
‫ּתֹו‬
‫ָפ‬
ַ‫י‬
‫ָח‬
‫ֵּב‬
ָ‫ז‬
‫ָא‬
‫ַּת‬
‫טּו‬
_____/110
‫ָכ‬
ִ‫ג‬
ֻּ ‫י‬
‫ֻּר‬
‫ּכֹו‬
ַ‫ד‬
‫ָל‬
‫חֵי‬
‫ִע‬
ֻּ‫ג‬
‫ׂש‬
ִ
When I say 'start' begin
here (point to first letter
in upper right hand
corner), go across the
page (point), and read
as many letters and
vowels together as you
can. Try to read them
together. If you come to
one you don't know I'll
tell it to you. Put your
finger on the first letter.
Ready, begin.
Oral Reading Fluency
Measures FLUENCY and COMPREHENSION
• Student reads aloud from grade-appropriate reader for
1 minute.
• The number of words read correctly constitutes the
basic decision-making metric.
• Student is asked to retell what s/he read for 1 minute.
• The number of words said in the retell is counted
and constitutes the basic decision-making metric.
Other Fluency Measures
Spelling
• Students write words that are dictated at specified intervals
(either 5, 7, or 10 seconds) for 2 minutes. Five seconds is
appropriate for high school students.
• The number of correct CV units and/or words spelled correctly
constitutes the basic decision-making metric.
Shorashim
• Student is given page filled with shorashim and is asked to
point to each and say its basic meaning. Student translates
shorashim for 1 minute.
• The number of shorashim translated correctly constitutes the basic
decision-making metric.
In Summary
CMB is used. . .
• to identify at-risk students who may need additional services
• to help general education teachers plan more effective
instruction within their classrooms
• to help special education teachers design more effective
instructional programs for students who do not respond to the
general education program
• to document student progress for accountability purposes
• to communicate with parents or other professionals about
students’ progress
Contact Information
[email protected]