Essential component ongoing assessment
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Essential Component: ONGOING ASSESSMENT. Tier 1 Assessment: Universal Academic Screening/Benchmarking of All Students. RTI Essential Components. Strong Leadership Ongoing Assessment Evidence-based Curriculum and Instruction Collaborative Teaming Data-based Decision Making

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Essential component ongoing assessment

Essential Component:ONGOING ASSESSMENT

Tier 1 Assessment:

Universal Academic Screening/Benchmarking

of All Students


Rti essential components

RTI Essential Components

Strong Leadership

Ongoing Assessment

Evidence-based Curriculum and Instruction

Collaborative Teaming

Data-based Decision Making

Fidelity of Implementation

Ongoing Training and Professional Development

Community and Family Involvement


Our focus ongoing assessment

Our FocusOngoing Assessment

Screening/Benchmarking:

  • What is it?

  • Why should we do it?

  • What materials/systems should we use?

  • How do we do it---the mechanics?

    Then What? Analyzing the data:

  • By school

  • By grade level

  • From Fall to Winter


Essential component ongoing assessment

Data Utilization

Linking Assessment, Instruction, and Student Goals

Assessment

Student Goals

Instruction


Assessments indicators how are we doing

Assessments Indicators: How Are We Doing?

Intensive Level –Progress Monitoring with formative assessments: DIBELS, CBM

Few

Strategic Level

Progress Monitoring with formative assessments: DIBELS, CBM

Some

All

Core Level –

School-wide Academic Screening

“Benchmark Assessment” – 3 X year

Ongoing Program Assessments


Assessment the essential pieces in rti process

Assessment: The Essential Pieces in RtIProcess

Start Here


Four types of assessment

Four Types of Assessment

  • Screening/Benchmarking-Involves all children and is usually done at set benchmark points such as the beginning, middle and end of the school year

  • Outcome-Provides a “bottom–line” evaluation of the effectiveness of the program.

  • Diagnostic- Used with some students to better determine skill needs.

  • Progress Monitoring-Quick repeated assessments to determine if an individual student is progressing


Your turn

Your Turn!

A Quick Table Talk…

  • Review the purpose of each of the four types of assessment

  • What do you already use in your program that might fit into each category?


Tier 1 academic assessment

Tier 1 – Academic Assessment

  • Assessment is the process of collecting, reviewing, and using information to make educational decisions about student learning.

  • The type of information collected is determined by the intended use of the results or type of decision that is needed.

    • RTI uses quick, yet reliable, assessment to screen all students

    • Identify students in need of additional supports or enrichment at the core level.


Tier 1 academic assessment1

Tier 1 – Academic Assessment

  • RTI Tier 1 Assessment includes:

    • Screening

    • Benchmarking

    • Along with the typical classroom and school-wide assessments used to determine student learning e.g.:

      • chapter tests

      • single skill mastery tests

      • daily timings

      • MontCAS (assesses outcomes)

      • daily check for understanding


Essential component ongoing assessment

Tier 1 – Academic Assessment

  • Screening/Benchmarking Assessments

    • Terms often used interchangeably

    • Short, quick measures of overall skill level, or

    • Critical skills that predict student performance

    • Measures of proficiency based on grade-level performance standards.

    • Given at least three times a year (fall, winter, and spring).

    • Easy to administer, score, and interpret.

    • Provide information to:

      • plan instruction

      • inform needed interventions.


Big ideas of benchmark assessment

Big Ideas of Benchmark Assessment

Benchmarking allows us to add systematic formative evaluation to current practice.

For Teachers (and Students)

Progress monitoring for all students

Instructional planning of core program (including differentiation)

Early recognition of students in need of support or enrichment

For Parents

Opportunities for communication/involvement

Accountability

For Administrators

Resource allocation/planning and support

Accountability


Advantages of benchmark assessment

Advantages of Benchmark Assessment

Direct measure of student instruction

Correlates strongly with research supported methods for assessment and intervention

Focus is on repeated measures of performance

Utilizes Curriculum-Based Measurement (CBM)

Deno, S.L. (1985). Curriculum-based measurement: the

emerging alternative. Exceptional Children. 52(3):219-32.


Curriculum based measurement cbm

Curriculum-based MeasurementCBM

  • A method of measuring student progress through direct assessment of academic skills.

  • When using CBM, the instructor gives the student brief timed samples or “probes” which are given under standardized conditions.

    • The directions are read the same way each time a probe is given

    • Performance is scored for

      • Fluency, accuracy, speed


Reading cbm example letter naming and letter sound fluency

Reading CBM Example: Letter Naming and Letter Sound Fluency

  • Administered for 1 minute

  • Score is number of correct letters or sounds

15


What screening systems

What Screening Systems?

  • Most Common:

    • DIBELS Next

    • AIMSWeb

  • Need Both:

    • Set of grade level assessments

    • Data-Management System


Essential component ongoing assessment

Resources: CBM and Data Management Systems

  • DIBELS NEXT

    -- K-6 benchmark and progress monitoring

    -- Reading measures

    -- $2.00/student/year

  • AIMSWeb

    • K-8 – benchmark and progress monitoring

    • Early Literacy AND Early Numeracy measures

    • Reading (English & Spanish), Math, Spelling, Writing

    • $ 2-3/student/year (cost increases with added areas)

  • www.EZCBM.com

  • www.studentprogress.org

  • www.edhelper.com

  • www.interventioncentral.org

  • MAP (Monitoring Academic Progress)

  • Can make own data base and reports in Microsoft Excel


1 more burning question or bright idea

1 More “Burning Question”(or “Bright Idea”)

  • Early Language Screening

    • Boehm Test of Basic Concepts

    • KLST-2 Kindergarten Language Screening Test-2

  • Early Literacy

    • TOPEL Test of Preschool Early Literacy

    • PALS Phonological Awareness Literacy Screening

    • Get it, Got it, Go DIBELS age 3-5


How to conduct universal screening benchmarking

How to Conduct Universal Screening/Benchmarking


Checking in 3 times a year

Checking In 3 Times a Year


Data collection the mechanics systematic and systematized

Data Collection: the Mechanics“Systematic and Systematized”

  • Select/Obtain

    • Tier 1 Screening Program

      • Include language screener

    • Data Management System

  • Plan

    • Schedule

    • Assign Responsibilities

    • Training

  • Materials and organization


Data collection the mechanics

Data Collection: the Mechanics

  • Administer benchmarking probes with fidelity

    • Score w/ Fidelity

    • Record Scores

    • Enter Data into Data Management System

  • Select Appropriate Reports

    • Print and distribute

  • Make Plan for Analyzing Data

    • Share with Staff


Essential component ongoing assessment

Tier 1:Benchmark Assessment of ALL Students

Source: Shinn, M.R. (2004). Using AIMSweb to Manage 3-Tier Progress Monitoring Information as a Component of Response to Intervention.


Your turn let s make a date

Your Turn!Let’s Make a DATE

  • The Benchmarking Window Dates:

    • Fall: Sept. 10-28 2012

    • Winter: Jan. 7-25, 2013

    • Spring: May 6-24, 2013

  • Choose your dates for Fall, Winter, Spring

  • Put them on your calendars now!


Evaluation process

EVALUATION PROCESS

So…is it working…

and can we prove it?

SHOW ME THE DATA !!!


Start w the big picture

START w/ the Big Picture


Where are we now

Where Are We Now?

  • Start with the big picture—Whole school performance

    • Record grade level data

      • Benchmark

      • Strategic

      • intensive

    • Evaluate school overall --- %age at each tier

    • Brainstorm areas of concern


Tier 1 problem solving in rti

Tier 1 Problem Solving in RtI

Uses Screening Data

Aggregate data by classroom, grade, school, and/or district

Evaluate difference between school goal and actual performance, e.g.,

Goal = 80 % Performance = 57% “Problem” = 23%

Determine where goals are not met

Problem solve: why, what can be done?

Verify fidelity of assessment

Verify fidelity of core curriculum and instruction implementation

Verify adequate and scheduled instructional time

Explore need for professional development

Other reasons……………….


Your turn developing data triangle

Your Turn?Developing Data Triangle

  • Use:

    • Instructional Recommendations Report Handout

    • 2nd Grade Data Triangle

  • Count:

    • Total number of students

    • Number of students scoring in each tier

  • Calculate percentages by tier

  • Complete the triangle


Reading 2 nd grade

Reading: 2nd Grade

Number

_______

_______

________

Total:_____

%

____%

____%

____%

100%


Reading 2 nd grade answers

Reading: 2nd GradeAnswers

Number

6

8

8

Total: 22

%

27.3 %

36.4 %

36.4 %

100%


Aggregate the numbers and make a picture menke grades 2 3 elementary school

Aggregate the Numbers and Make a PictureMenke Grades 2-3 Elementary School

2nd grade

Tier 3 16

Tier 2 40

Tier 1 144

Total: 200

3rd grade

15

40

168

223

All Grades

31

80

312

423


Aggregate the numbers and make a picture hyne 4 5 elementary school

Aggregate the Numbers and Make a PictureHyne 4-5 Elementary School

All Grades

61

74

328

463

4th grade

Tier 3 46

Tier 2 34

Tier 1 120

Total: 200

5th grade

15

40

208

263


Where are we now1

Where Are We Now?

  • Start with the big picture—

    Whole school performance

    • Record grade level data

      • Benchmark

      • Strategic

      • intensive

    • Evaluate school overall

    • Brainstorm areas of concern

  • Then look at each grade level

    • Make grade level “triangles”

    • Develop a “data board” for each grade

    • Make grade level plans


Fifth grade

Fifth Grade

Fall 2008

Math

Fall 2008

Reading


Essential component ongoing assessment

Each sticky note has student’s name, teacher and score

Benchmark

Strategic

Intensive


Magnet board visual display

Magnet Board Visual Display


Reflecting on grade level instruction using the problem solving process

Reflecting on Grade Level InstructionUsing the Problem-Solving Process

  • Step 1: Define & Clarify the Problem

  • Universal screening in September showed 45% of 1st grade students were making benchmark, as measured by DIBELS… which meant that 55% of 1st grade students were not on their way to mastering alphabetic principle by the end of the year.

Adapted from www.oakland.k12.mi.us


Reflecting on instruction using the problem solving process

Reflecting on InstructionUsing the Problem-Solving Process

  • Step 2: Analyze the Problem

  • Analysis: 1st grade reading instruction focused on phonemic awareness, phonics, and comprehension skills -20 min per skill per day, 5 days per week

www.oakland.k12.mi.us


Reflecting on instruction using the problem solving process1

Reflecting on InstructionUsing the Problem-Solving Process

  • Step 3a: Formulate an idea or Goal, and Devise a Plan

  • An Idea: Increasing the amount of instructional time devoted to phonics skills will improve student mastery of alphabetic principle by the end of the year

  • Plan: 1st grade reading instruction was re-allocated so that phonics skills were targeted for 30 min while phonemic awareness and comprehension skills were targeted 15 min each per day, 5 days per week

Adapted from www.oakland.k12.mi.us


Reflecting on instruction using the problem solving process2

Reflecting on InstructionUsing the Problem-Solving Process

  • Step 3b: Implement the Plan

    • 1st grade teachers modified their reading instruction plan by targeting phonics skills for 30 min per day while phonemic awareness and comprehension skills were targeted 15 min each per day, 5 days per week

www.oakland.k12.mi.us


Reflecting on instruction using the problem solving process3

Reflecting on InstructionUsing the Problem-Solving Process

  • Step 4: Evaluate

    • After the universal screening in January, teachers looked at the data and asked…

      Did increasing the intensity of core phonics instruction improve the percentage of students mastering alphabetic principle and making benchmark at the end of the year???

www.oakland.k12.mi.us


A plan without a goal is a map to nowhere

A plan without a goal is a map to nowhere!


Essential component ongoing assessment

“A goal without a plan is just a wish”


Your turn a data evaluation activity

Your Turn!A Data Evaluation Activity


Essential component ongoing assessment

  • Use the DIBELS data sheet—or your own data

  • Make a grade level data triangle showing %age of benchmark, strategic & intensive scores

  • Make a data board for the grade level

  • Discuss what grade level issues need to be addressed

  • What further info do you need?


2 nd grade a data board

2nd grade A Data Board

52 cwpm

68 cwpm


Now what

Now What?

  • In January-----do it all again

  • And in May---again

  • And next Fall and again and again and again


That which is not regularly inspected decays

“That which is not regularly inspected……decays!”


Where are we now2

Where Are We Now?

Start with the big picture—Whole school performance

Record grade level data

Benchmark

Strategic

intensive

Evaluate school overall

Brainstorm areas of concern

Then look at each grade level

Make grade level “triangles”

Develop a “data board” for each grade

Make grade level plans

Analyze the change in tiers

For school

At each grade level----


Aggregate the numbers and make a picture school wide reading

Aggregate the Numbers and Make a PictureSchool-Wide Reading

Fall 2008

Winter 2009


Fifth grade1

Fifth Grade

Winter 2009

Math

Fall 2008

Math

Fall 2008

Reading

Winter 2009

Reading


Essential component ongoing assessment

YOUR TURN!

Grade Level Plans

  • Choose a grade level triangle (or use your own data)

  • Fill in the “data triangles” for Fall & Winter

  • Analyze the change in each tier from Fall to Winter

  • Identify one issue and make a grade level plan


Keep track over time

Keep Track Over Time


Essential component ongoing assessment

School A

School-Level Progress

1%

6%

7 %

11%

93 %

10%

21%

Winter 2008

83%

68%

Fall 2007

Success attributed to: “implementing core basal and targeted interventions with fidelity

Fall 2006


1 more burning question or bright idea1

1 More “Burning Question”(or “Bright Idea”)

  • Is it a “kid problem” or a “systems problem”


Is it suzy

Is it Suzy????


Or the system

Or the System????


Change the system

Change the System….

Change the kid!!


Interpreting data to evaluate program effectiveness

Interpreting Data to Evaluate Program Effectiveness

If……..

Only a few students are not meeting performance targets

Many students are not meeting performance targets

Then…….

The program and instruction are effective. Re-teaching is necessary with only a few students

Either the program or the teaching is not effective or both. Focus on the “big picture”


Multiple measures

Multiple Measures

Using more than one score to make judgments about student progress

  • State Assessments

  • District Assessments

  • Program-Specific Tests


Multiple measures differentiation

Multiple Measures & Differentiation


Essential component ongoing assessment

School data collection system is in place

Data are summarized and reviewed frequently

Data are shared with staff on a regular basis in a useable format

Data are used for goal setting and evaluation

DataNOT: “GOOD” or “BAD”

SIMPLY INFORMATION


Assessment the essential pieces in rti process1

Assessment: The Essential Pieces in RtI Process


Where are we now3

Where Are We Now?

Start with the big picture—Whole school performance

Record grade level data

Benchmark

Strategic

intensive

Evaluate school overall

Brainstorm areas of concern

Then look at each grade level

Make grade level “triangles”

Develop a “data board” for each grade

Make grade level plans

Analyze tier effectiveness

Decide which individual students need more attention


Next steps homework

Next Steps/Homework

  • Select benchmarking system

  • Schedule 3 benchmarking windows for year

  • Complete Fall benchmarking data collection

  • Make data analysis plan

    • Collect student data

    • Develop & analyze school triangle

    • Develop & grade level triangles & data boards

    • Make grade level plans


Your turn1

Your Turn!

  • Work as a team on your next steps


Problem solving and rti

Problem Solving and RtI

  • I really just want to be able to use RtI without all of that problem-solving stuff--can I do that?


Essential component ongoing assessment

The End


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