Transcript TABE Train the Trainer 2013 power point II
Assessment Targeted Instruction Educational Gain
LET’S WORK SMARTER NOT HARDER!
TABE LOCATOR:
• • Score of 7 • Recommend an E Score of 10 • Recommend a D
TABE LEVEL RESTRICTIONS
Reminders:
NO
Level A test given at levels under NRS 5
NO
Level E (max 6.9 GE) in NRS 4 (6 – 8.9) or above
NO
Level M (max 9.9) in NRS 5 (9 – 10.9) or above
NO
Level L after NRS Level 2 Levels A and L are
optional
in New York State
TABE DIAGNOSTIC PROCESS
Design lessons around the student’s needs Reading Math Or hand score and complete the diagnostic tool on the score sheet
DIAGNOSTIC TOOL: Count the number of incorrect answers, subtract from the total number of questions = NC (number correct) • • • Will translate to: Scale Score Grade Equivalent NRS Level
SCORING TABLES (norms book)
1 2 3 4 5 6 NRS Level National Reporting System (NRS) Levels Beginning ABE Literacy Beginning Basic Education Low Intermediate Basic Education High Intermediate Basic Education Low Adult Secondary Education High Adult Secondary Education Grade Level Equivalents 0 – 1.9
2 – 3.9
4 – 5.9
6 – 8.9
9 – 10.9
11 – 12.9
SCORING EXAMPLE
TABE Form 9, Level M Reading
NC = 37
Scale Score = 511
Grade Equivalent = 5.7
NRS Level = 3
What does this student already know?
What does this student need to learn?
TABE SCORE SHEET Serves as the teacher’s diagnostic tool Hand scored Scantron Regardless, deficient skill sets are revealed
DIAGNOSTIC TOOL For each incorrect answer, circle/slash the corresponding number at the bottom of the page
ROAD MAP TO INSTRUCTION Identifies the areas in which the student needs skill development Will serve as a road map to the teacher’s Educational Plan for each student
SCORING ACTIVITY Score the practice sheet Check the Form…9 or 10 first Circle/Slash each incorrect answer at the bottom of the score sheet Develop a Learning Plan for this student Choose
APPROPRIATE
materials for this student
CUSTOMIZED LEARNING PLAN What areas did your student show proficiency?
What areas are deficient?
Prioritize this student’s learning plan: Lower in math or reading?
Skills needing instruction/practice Materials appropriate to this student’s needs
STRATEGIC POST TESTING
TABE TRAINING
Reminders: Analyze ASISTS report: Students Not Moving to Higher Level Indicates not only those with no post test but also those with no gain
BEFORE POST TESTING Has the teacher: Assessed the students needs (diagnostic tool) Selected appropriate learning materials Taught new skills (underdeveloped skills) Provided guided practice Review material learned
THEN Post Test
STUDENTS NOT MOVING TO A HIGHER LEVEL
EXCESS HOURS AND NO GAIN Investigate root cause Reason why student has not learned?
Let’s suggest: 1. Undiagnosed learning disability 2. Sporadic attendance 3. Inappropriate materials 4. Needs more practice
NEEDS FURTHER INVESTIGATION
DIAGNOSTIC PROCESS: HOW TO BEGIN Locator Full Battery Scoring Placement in Instructional Program
CUSTOMIZED EDUCATIONAL PLAN: Compare to the Educational Functioning Level descriptors What should your student be able to do in the next EFL?
Seek materials relative to those skills Teach those skills first Provide targeted practice Post Test!
STRATEGICALLY POST TESTING Use NRS Table 4 Data Check Report to target students with heavy hours and no gain Dig deep to hunt out students that are at the cusp of showing gain At high end of Educational Functioning Level This applies to both ESL and ABE students Use the Turnaround Documents to hunt out the students with most probable gain
NRS Strategy is CRITICAL!
Teachers and test assessors should make certain they look at each student’s scores to see where on the progress chart the student enters and how far they need to move to achieve the next NRS Level Student #1 Student #2
NRS Strategy is CRITICAL!
Teachers and test assessors should make certain they look at each student’s scores to see where on the progress chart the student enters and how far they need to move to achieve the next NRS Level Student #1 Student #2
DIAGNOSTIC PROCESS: ESL BEST Plus Scoring Placement in Instructional Program
CUSTOMIZED EDUCATIONAL PLAN: Compare to the Educational Functioning Level descriptors What should your student be able to do in the next EFL?
Practice those skills first Provide targeted practice Post Test!