Title: Special Education Credential of Competency Standard
1Special Education Credential of Competency
Standard 8Assessment
- PA Department of Education, Bureau of Special
Education - Pennsylvania Training and Technical Assistance
Network (PaTTAN) - February 11, 2009
2Pennsylvanias 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.
3District, IU, Preschool Agency Policy
Your local districts policies regarding
paraeducator job descriptions, duties, and
responsibilities provide the final word!
4Standard 8 Assessment
- K1 Rationale for Assessment
- K2 Assessments in reading
- K3 Assessments in mathematics
- S1 Demonstrate basic collection techniques as
directed - S2 Make and document objective collection
techniques as directed
5Agenda
- 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
6Learner 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
7What 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).
8What Assessment is Now
- Process of gathering information (data) about
what students know and are able to do in order to
make instructional decisions
8
9What is Assessment/Progress Monitoring?
- An information-gathering process that is guided
by questions and that culminates in decisions
that have an effect on an individuals life
(Birsh, 2006). - Process of gathering information that will enable
instructors to make informed decisions about
students and their performance (Meese, 2001). - Educational assessment helps drive informed and
effective instructional practices (Meese, 2001).
10Assessment 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
11The 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
12Intended Purpose of Assessment/Progress Monitoring
- General Education Teachers-What do they already
know? How are they progressing as I teach? How
much have they learned after instruction? - Special Education Teachers-What specific
instructional strategies will benefit this
student? - Principals-How are students in my school doing?
- Parents-How is my student doing in school?
13Definition Evaluation
- Process of interpreting and making judgments
about assessment information to apply to
instruction
13
14Definition 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
14
15- The measurement of a students skills is just as
important as the teaching of those skills.
16Uses 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 and
to determine if our instruction is making a
difference
17Assessment How do you gather information about
student learning?
- Handout 1
- Brainstorm List the assessments that you use in
your school. Share with your neighbor.
18Types of Assessment
- Formative
- Summative
- Diagnostic
19Formative Assessments-to inform student
learning
- Ongoing measure of the impact of instruction on
learning given on a more frequent basis and
during instruction - Spontaneous questioning/feedback
- Observation, participation, group work
- Projects, homework
- Quizzes
20Spontaneous 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?
21Feedback 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.
22Providing 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)
23Handout 1Formative 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
24Summative Assessment-To 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
25Summative 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
26Helping 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
27DIBELS 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
28DIBELS
- Assesses
- Naming Alphabet Letters
- Initial Sound Fluency (Phonemic Awareness)
- Phonemic Segmentation (Phonemic Awareness)
- Reading Nonsense Words (Phonics)
- Oral Reading Fluency (Fluency)
29Letter Naming Fluency
- Sample
- W x t V l m n
- S b q R e F a
30Oral Reading Fluency
This student read 97 WRC/3 Errors
31Data 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
32Data 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.
33What did you find out?
344Sight
- 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
35Tips on Administering Assessments
- Make sure students are in a quiet location
- Make sure students have pencils
availabletypically no erasing on timed 1 min
tests (cross through). - Dont provide assistance on assessments unless
directions allow for it. - Most assessments are administered cold no
memorization or practice effect.
36Handout 1Summative 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
37Diagnostic 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)
38Handout 1Diagnostic Assessments
- In your list of assessments you listed as used in
your school, which ones would fall under the
diagnostic heading? - What are your responsibilities as they apply to
these assessments? - Turn to your neighbor and compare
39Reading Assessment Summary
- Assessment is the process of gathering data about
students and our instruction - Assessment must be objective-just the facts
- Three types of assessment-formative, summative,
and diagnostic assist us in learning the facts - Paraeducators play an important role in gathering
information and supporting through instructional
activities
40MathAssessment
41Math AssessmentTwo Approaches
General Outcomes
Specific Skills
42General Outcomes - Examples
Specific Skills Measures - Examples
- The medical profession measures height, weight,
temperature, and/or blood pressure. - McDonalds measures how many hamburgers they
sell. - General Outcomes approach for reading measures
Oral Reading Fluency.
- Bone density to measure prediction of growth
patterns. - Cost of oranges, apples, and bananas during the
first week of September - at Giant.
- Specific Skills approach for reading measures
segmenting and blending sounds.
43Math Assessment Two Approaches
General Outcomes
Specific Skills
- 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.
- Appropriate for all students with IEPs,
particularly those with significant disabilities.
- Skills that are being worked on in IEP goals are
periodically tested.
44How Do We Assess Basic Math?
- General Outcomes- Scoring Digits Correct
- Specific Skills-Periodic Tests of Individual
Skills From IEP Goals
45What is the Specific Skills Approach?
46Specific Skill Example
- Complete the graph for Jeff. Use this data
- 9/4 55 9/21 63
- 9/7 57 9/25 61
- 9/11 58 9/28 59
- 9/14 60 10/1 62
- 9/18 62 10/5 63
47Graph for Specific Skills
48What is the General Outcomes Scoring Digits
Correct Approach?
49Why Do We Use the Scoring Digits Correct
Approach?
50Digits Correct Scoring
- 4 x 4 16 2 digits correct-1 and 6
- 33 22 55 2 digits correct-5 and 5
- 3x917 1 digit correct-7
- 505
- 458
- 953 2 digits correct-9 and 3
51Lets Look At How We Administer the General
Outcomes Scoring Digits Correct Test or Probe.
52Materials Needed
- Student Test or Probe
- Answer Key (Digits Correct Scoring Guide)
- Stopwatch
- Pencil
53Math Probe Directions
- 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.
Thats 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.
54Math 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 youve written your name and your
date on the test, turn your paper over and put
your pencil down so Ill know you are
ready. Modify the directions- I 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.
55Math Probe Directions (continued)
- Say Begin and start your stopwatch when the
student starts the first problem. - 4. Time Limit Grade 1 2 minutes Grade 2 2
minutes Grade 3 3 minutes Grade 4 3
minutes Grade 5 5 minutes Grade 6 6 minutes - 5. After the designated time is completed, say
Stop and place a bracket ( ) after the last
problem solved.
56Scoring
- Circle the digits that are not correct
- Count the number of digits correct
- Figure out the number of digits correct per
minute
57Scoring Digits Correct
EXAMPLES
12 1454 672 16 (2 digits
correct) 817 (3 digits correct)
54 2675-27 -1089 27 (2 digits
correct) 1586 (4 digits correct)
11 digits total in 2 min.
5811 digits in 2 minutes 11 divided by 25.5
digits per minute
59Eddies 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
60Eddies Progress
61What Do We Count ?
- Fractionsall the digits in both the numerator
and the denominator - ½ 2 digits
- 3/32 3 digits
- 56/1035 digits
- Remainders-Count the digits unless the remainder
is 0 - 34 r. 0 2 digits
- 546 r. 32 5 digits
- Do not count erased answers
- Do not count illegible answers
62Math Probe PracticeScoring Digits Correct
63Answer Key
Handout 4 (cont.)
- A---35
- B---3472
- C---713
- D---6
- E---5
- F---104480
- G---27
- H---18
- I---402
- J---7/11
64Handout 4 (cont.)
Digits correct per minute
5
8
Digits correct per minute
65Answer Key
Handout 5 (cont.)
- A---106,190
- B---14,945
- C---3
- D---170 R 1
- E---9 15/11 10 4/11
- F---3
- G---1/9
66Handout 5 (cont.)
Digits correct per minute
10 4/11
11
67Learner 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
68Work 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.
69Upcoming Events- Afterschool Videoconferences
415-615 pm
- March 10, 2009-Standard 9 Professional and
Ethical Practice - April 28, 2009-Standard 10 Collaboration
70Upcoming Events- Afterschool Videoconferences
415-615 pm
- Registration is available on the PaTTAN website
- www.pattan.net
- Click on the online registration button.
71Bureau of Special Education Pennsylvania Training
and Technical Assistance Network
Edward G. Rendell
Gerald L. Zahorchak, D.Ed.
Governor
Secretary Diane Castelbuono, Deputy
Secretary Office of Elementary and Secondary
Education John J. Tommasini, Director Bureau of
Special Education
Contact Information Name of Consultant, Email
address www.pattan.net