Transcript Diabilities - Allegheny Intermediate Unit

Special Education
Credential of
Competency
Standard #8:
Assessment
PA Department of Education, Bureau of Special Education
Pennsylvania Training and Technical Assistance Network (PaTTAN)
February 11, 2009
Pennsylvania’s Commitment to
Least Restrictive Environment (LRE)
Recognizing that the placement
decision is an Individualized
Education Program (IEP) team
decision, our goal for each child is
to ensure IEP teams begin with the
general education setting with the
use of Supplementary Aids and
Services before considering a more
restrictive environment.
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District, IU, Preschool Agency Policy
Your local district’s policies
regarding paraeducator job
descriptions, duties, and
responsibilities provide the
final word!
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Standard #8: Assessment
K1:
K2:
K3:
S1:
S2:
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Rationale for Assessment
Assessments in reading
Assessments in mathematics
Demonstrate basic collection techniques
as directed
Make and document objective collection
techniques as directed
Agenda
• Foundations of assessment/progress
monitoring
• What makes an assessment
“objective?”
• Reading assessments/progress
monitoring and data collection practice
• Mathematics assessments/progress
monitoring and data collection practice
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Learner Objectives
As a result of your engagement in this training,
you will be able to:
1. Describe the rationale for assessing
student progress in learning reading and
mathematics
2. Demonstrate knowledge of appropriate
reading and mathematics assessments.
3. Describe what makes an assessment
objective
4. Demonstrate basic assessment/progress
monitoring data collection techniques
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What Assessment Used to Be
Testing after instruction to
determine grades, and using
standardized test scores to see
how students compared with
others nationwide (McMillan, 2008).
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What Assessment is Now
A process of gathering information
(data) about what students know
and are able to do in order to
make instructional decisions
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Assessment is Objective
Objective
means gathering data and recording
it…
• Without being affected by personal bias
or prejudice
• Without guessing about reasons behind
the data
• Without judging if it is good or bad
Only recording data that are measurable
and observable
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The PA Academic Standards/Assessment
Connection
• Define the essential knowledge,
understandings, and skills for all
students
• School districts are held accountable
for demonstrating that their students
are making adequate yearly progress
(AYP) toward these standards so
students have the best chance at
success as adults
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Definition: Evaluation
Process of interpreting and making
judgments about assessment
information to apply to instruction
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Definition: Progress Monitoring
Ongoing process which involves:
• Collecting and analyzing
data to determine student
progress
• Making instructional decisions based on
the review and analysis of student data
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The measurement of a
student’s skills is just as
important as the teaching of
those skills.
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Uses for Assessment
• Determine eligibility for special
education services
• Determine current skill levels in order
to set IEP goals and progress toward
these goals
• Select appropriate instruction and
strategies
• Determine if our instruction is making
a difference
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Assessment: How do you gather
information about student learning?
Handout 1
Brainstorm: List the assessments
that you use in your school. Share
with your neighbor.
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Types of Assessment
• Formative
• Summative
• Diagnostic
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Formative Assessmentsto “inform” student learning
Ongoing measure of the impact of
instruction on learning; given on a
more frequent basis and during
instruction
•
•
•
•
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Spontaneous questioning/feedback
Observation, participation, group work
Projects, homework
Quizzes
Spontaneous Questioning
• Predict: “Tell me what you think will happen in
this story?” “What do you think will happen
next?”
• Apply Background Knowledge: “Tell me what
you know about…(a topic that will be discussed in
the reading selection).” “Has this ever happened
to you?”
• Retell: “Tell me all about what we just read.”
“Tell me two things that you learned from
reading this?”
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Feedback Example
• Point out one thing that was done correctly
“Yes, that last sound in the word ‘mat’ is /t/.”
• Demonstrate the correct way. “Watch while I
say all of little sounds in the word. /m/ /a/ /t/”
• Point out the place where a correction was
made. “There are two different sounds here, /m/
and /a/, not one.”
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Providing Feedback
• “Feedback that is specific, targeted, and
immediate provides the information students
need to improve.
• It is how students know if their work matches
up with the standard and what else is needed
to meet the standard.
• It helps students understand the nature of
the target or standard as well as the criteria
that are used for evaluation” (McMillan, 2008,
p. 146)
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Handout #1—Formative Assessments
• In your list of assessments you listed
as used in your school, which ones
would fall under the “formative”
heading?
• What are your responsibilities as they
apply to these assessments?
• Turn to your neighbor and compare
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Summative AssessmentTo “document” student learning
• Before-after/pre-post
• Serve as a screening tool
• Inform us on whether we meet
our objective with regard to
student progress-exit criteria
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Summative Assessment- Examples
• End of lesson; end of unit; end of chapter
tests
• DIBELS
• Math Scoring Digits Correct
• 4Sight Benchmark (pre/post)
• PSSA/PASA
• GRADE (Group Reading Assessment)
• Gates-McGinitie Reading Tests
• Woodcock Johnson Reading Mastery
• Report cards
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Helping Students Study for
the Test
• Read over notes taken in class within 24
hours of taking them
• Break tasks into small increments
• Make a plan for studying a little at a time
rather than cramming the night before
• Review vocabulary words and what they
mean in context to the topic being studied
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DIBELS: Dynamic Indicators of Basic
Early Literacy Skills
• Measurement used to
determine if a student in the
early grades is on benchmark
in reading skills.
dibels.uoregon.edu
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DIBELS
Assesses:
• Naming Alphabet Letters
• Initial Sound Fluency (Phonemic
Awareness)
• Phonemic Segmentation
(Phonemic Awareness)
• Reading Nonsense Words
(Phonics)
• Oral Reading Fluency (Fluency)
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Letter Naming Fluency
Sample:
W
x
t
V
l
m
n
S
b
q
R
e
F
a
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Oral Reading Fluency
This student read 97 WRC/3 Errors
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Data Collection
• “When you are working with students on
activities, pay close attention to your
students’ responses. When errors are made,
note what kinds of errors they are making”
(Glaser, 2006)
• Learn how to record student performance
• Anecdotal notes-tell about your
learning session with the student
• Checklist-use an observation skill list
• Specific feedback-supervisor may
request specific feedback
• Correct and error counts-record correct
and error responses
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Data Collection: Phonics Case Scenario:
Josh
• Oral Reading Fluency
• Students does well…
• Student errors…
As per the ORF assessment being read to you, make a
note of what the student is doing well, what errors
are being made and if there are any other issues
you think are important to share with the teacher.
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What did you find out?
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4Sight
• Aligned with PA standards and assessment anchors
• Reading and math with baseline and quarterly
assessments
• Group administered (60 min.)
• Online assessment/database
• Determines “reading level”
• Aligns with PSSA and performance level score
ranges: advanced, proficient, basic, below basic
www.successforall.net
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Tips on Administering Assessments
• Make sure students are in a quiet location
• Make sure students have pencils available—
typically no erasing on timed 1 min tests
(cross through).
• Don’t provide assistance on assessments
unless directions allow for it.
• Most assessments are administered “cold” –
no memorization or practice effect.
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Handout #1—Summative Assessments
• In your list of assessments you listed
as used in your school, which ones
would fall under the “summative”
heading?
• What are your responsibilities as they
apply to these assessments?
• Turn to your neighbor and compare
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Diagnostic Assessment
• Pinpoints where instruction needs to begin
(include basic measures of reading and math
skills)
• Core Phonics Survey
• GRADE (Grades 9-12) Group Reading
Assessment Diagnostic Evaluation); GMRT
(Gates-McGinitie Reading Tests)
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Math
Assessment
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Math Assessment:
Two Approaches
General
Outcomes
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Specific Skills
General Outcomes Examples
Specific Skills Examples
• The medical profession
• Bone density to measure
measures height, weight,
prediction of growth
temperature, and/or
patterns.
blood pressure.
• McDonald’s measures
how many hamburgers
they sell.
• Cost of oranges, apples,
and bananas during the
first week of September
at Giant.
• General Outcomes
approach for reading
measures Oral Reading
Fluency.
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• Specific Skills approach
for reading measures
segmenting and blending
sounds.
Math Assessment: Two Approaches
General Outcomes
• Appropriate for all
students, including
learning support and
at-risk students,
working in the
general education
curriculum (reading
and math).
• General computation
skills are tested
periodically.
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Specific Skills
• Appropriate for all
students with IEPs,
particularly those
with significant
disabilities.
• Skills that are being
worked on in IEP
goals are
periodically tested.
How Do We Assess Basic Math?
• General Outcomes- Scoring Digits
Correct
• Specific Skills-Periodic Tests of
Individual Skills From IEP Goals
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What is the Specific Skills
Approach?
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Specific Skill Example
Complete the graph for Jeff. Use this data:
9/4
9/7
9/11
9/14
9/18
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55
57
58
60
62
%
%
%
%
%
9/21
9/25
9/28
10/1
10/5
63
61
59
62
63
%
%
%
%
%
Progress Monitoring: Reading Chart
First Marking Period
Graph for Specific Skills
Name of Student: Jeff
Annual Goal: Given a 2nd grade reading passage, Jeff w ill increase his reading fluency to 110
w cpm on 3 consecutive one-minute probes administered tw o times per w eek.
73
71
%
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WCPM
69
65
63
61
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Days
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11/2
10/28
10/25
10/22
10/19
10/15
10/12
10/8
10/5
10/1
9/28
9/25
9/21
9/18
9/14
9/11
9/7
9/4
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What is the General Outcomes
“Scoring Digits Correct” Approach?
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Why Do We Use the “Scoring Digits
Correct” Approach?
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Digits Correct Scoring
• 4 x 4 = 16
2 digits correct-1 and 6
• 33 + 22= 55
2 digits correct-5 and 5
• 3x9=17
1 digit correct-7
• 505
+ 458
953
2 digits correct-9 and 3
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Let’s Look At How We Administer the
General Outcomes Scoring Digits
Correct Test or Probe.
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Materials Needed
Student Test or Probe
Answer Key (Digits Correct Scoring
Guide)
Stopwatch
Pencil
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Math Probe Directions
1. Place the math probe in front of the student.
2a. Say these specific directions to the student for
the first probe:
Today we are going to learn about a math test that you
will take every week. This test has all kinds of math
problems you are learning to do this year. This is what the
test looks like. (Hold up a test).
This test has 25 problems. You may not know how to do
some of the problems. That’s OK. . .Just start with
problems that you know and do them first. Then work on
the more difficult problems. Try to do your best work.
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Math Probe Directions (continued)
2b. Say these specific directions to the student for
the remaining probes:
It is time to take your weekly math test. As soon as I give
your test, write your first name, your last name, and the
date. After you’ve written your name and the date on the
test, turn your paper over and put your pencil down so I’ll
know you are ready.
Modify the directionsI want you to do as many problems as you can.
Remember, start with problems that are easier for you.
Then do the more difficult ones. Try to do your best work.
Ready. . .Turn your papers over and begin [start timer].
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Math Probe Directions (continued)
3. Say “Begin” and start your stopwatch when the student
starts the first problem.
4. Time Limit:
Grade 1:
Grade 2:
Grade 3:
Grade 4:
Grade 5:
Grade 6:
2
2
3
3
5
6
minutes
minutes
minutes
minutes
minutes
minutes
5. After the designated time is completed, say “Stop” and
place a bracket ( ] ) after the last problem solved.
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Scoring
• Circle the digits that are not
correct
•Count the number of digits
correct
• Figure out the number of digits
correct per minute
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Scoring Digits Correct
EXAMPLES:
12
+4
145
+672
16 (2 digits correct)
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-27
2675
-1089
27 (2 digits correct)
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817 (3 digits correct)
1586 (4 digits correct)
11 digits total in 2 min.
11 digits in 2 minutes =
11 divided by 2=
5.5 digits per minute
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Eddie’s Progress
Digits correct per minute:
11/14 – 14 (baseline)
11/20 – 12
11/28 – 16
12/4 – 14
12/11 – 12
12/19 – 18
1/16 - 20
1/22 - 18
1/28 – 20
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ov
.1
4
N
ov
.
N 20
ov
.2
D 8
ec
D .4
ec
.
D 11
ec
.1
Ja 9
n.
Ja 6
n.
Ja 13
n.
20
N
Number
Eddie’s Progress
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20
18
16
14
12
10
8
6
4
2
0
Number correct
Math Probe Practice:
Scoring Digits Correct
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Learner Objectives
As a result of your engagement in this training,
you will be able to:
1. Describe the rationale for assessing
student
progress in learning reading
and mathematics
2. Demonstrate knowledge of appropriate
reading and mathematics assessments.
3. Describe what makes an assessment
“objective”
4. Demonstrate basic assessment/progress
monitoring data collection techniques
60
Work Cited
• Birsh, J. (2005). Multisensory teaching of basic
language skills (2nd ed.). Baltimore: Paul H. Brookes
Publishing Co.
• Glaser, D. (2006). Parareading: A training guide for
tutors. Longmont, CO: Sopris West
• McMillan, J. (2008). Assessment essentials for
standards-based education (2nd ed.). Thousand Oaks,
CA: Corwin Press.
• Meese, R. L. (2001). Teaching studies with mild
disabilities: Integrating research and practice (2nd
ed.). Belmont, CA: Wadsworth/Thomson Learning.
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Upcoming Events- Afterschool
Videoconferences
4:15-6:15 pm
• March 10, 2009-Standard #9:
Professional and Ethical
Practice
• April 28, 2009-Standard #10:
Collaboration
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Upcoming Events- Afterschool
Videoconferences
4:15-6:15 pm
• Registration is available on the PaTTAN
website:
• www.pattan.net
• Click on the “online registration”
button.
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Bureau of Special Education
Pennsylvania Training and Technical Assistance Network
Edward G. Rendell
Governor
Gerald L. Zahorchak, D.Ed.
Secretary
Diane Castelbuono, Deputy Secretary
Office of Elementary and Secondary Education
John J. Tommasini, Director
Bureau of Special Education
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