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Purposes of Assessment: Building Your Assessment Plan

Purposes of Assessment: Building Your Assessment Plan. Spring Conference 2014. Targets. Participants will develop their conceptual understanding of the four purposes of assessment Screening (formative) Progress Monitoring (formative) Diagnostic (formative) Outcome (summative)

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Purposes of Assessment: Building Your Assessment Plan

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  1. Purposes of Assessment: Building Your Assessment Plan Spring Conference 2014

  2. Targets • Participants will develop their conceptual understanding of the four purposes of assessment • Screening (formative) • Progress Monitoring (formative) • Diagnostic (formative) • Outcome (summative) • Begin work on an Assessment Plan

  3. Develop an Assessment Plan

  4. Trusting the Data

  5. Trusting the Data

  6. What assessments are you currently using in your district? • Take 5 minutes and brainstorm a list of all the different assessments your district is currently using • Save the list-we will be revisiting it periodically throughout the presentation

  7. Assessment Plan

  8. Universal Screening: CBM “The Bang for the Buck”

  9. What is a CBM? Curriculum Based Measures are usually composed of a set of standard directions, a timing device, set of materials, scoring rules, standards for judging performance, and record form or charts. These are also called General Outcome Measures (GOM) The concept of CBM’s began at the University of Minnesota’s Institute for Research on Learning Disabilities by Stanley Deno and Phyllis Mirkin in the late 70’s early 80’s.

  10. Universal Screening Tools (CBMs) Equivalent forms!!! Brief & Easy Indicator of overall health Frequent Sensitive to growth A universal screener should over-identify students who might need something more!

  11. Indicator of Overall Health: (GOMs)

  12. More than 200 studies • Provide evidence of CBM’s reliability and validity for assessing the development of competence in reading, writing, spelling, and math. • Document CBM’s capacity to help teacher improve student outcomes. • Support CBM’s use with all children to determine whether they are profiting from typical instruction • Support CBM’s use with failing or “at risk” children to enhance instructional programs.

  13. Basic/Foundational Skills Comprehensive Skills What are “better” skills to screen? • Finite • Phonemic awareness • Decoding/phonics • Fluency • Not finite • Vocabulary • Comprehension

  14. What are some commonly used screening tools?

  15. What are NOT good screening tools? * when not administered and scored in a standardized and reliable way, or checked for consistency of multiple probes

  16. Why give Universal Screeners? 1. To determine the health of the core • Make instructional changes to improve core instruction 2. To identify students who need additional instructional support • Are staff using the screening data for BOTH these reasons?

  17. 1) Are staff using screening data to determine the health of the core? School-wide (100%) grade level meetings • Fall, winter, spring (following screening) Outcome: Increase overall achievement • what to teach • how to teach

  18. Strong core instruction

  19. Talk Time How do grade levels use screening data to improve instruction? Do you have criteria around what constitutes effective core instruction? Does staff trust the data?

  20. 2) Are staff using screening data to identify students who need interventions? • How are these decisions made? • Are they unbiased? Do you have criteria to determine which students need interventions?

  21. Setting Criteria: Identifying Students for Interventions What data do you use? How many students can be supported? What materials do you have? How many staff have been trained on the interventions?

  22. Using screening data to identify students for interventions CBM Screening Assessment Core Program Assessment OAKS

  23. Questions to Think About: Screeners • Who will administer the screeners? • Who will train the screeners? • Who will prepare materials? • Who will organize materials at the school? • Where will the data go? • Who will organize the data and present it to teaching teams? • How will fidelity of administration be checked?

  24. Troubleshooting: Screeners Is the system sustainable over time? • Do staff trust and use the data? • “it’s all about the numbers” • “it will be used to evaluate my instruction” • How will you communicate the decisions that you have made about Universal Screeners in your district? • How will you monitor the decisions you have made?

  25. Screening

  26. Assessment Plan

  27. Progress Monitoring Tools Sensitive to growth Brief & Easy “Indicator” Equivalent forms!!! Frequent

  28. What are some commonly used progress monitoring tools?

  29. What are NOT good progress monitoring tools? * when not administered and scored in a standardized and reliable way, or checked for consistency of multiple probes

  30. Big Ideas • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension

  31. Using the Right Tool The progress monitoring tool should match the skills being taught.

  32. What information does it give you? Reading Curriculum Fluency Passages/Weekly Tests Progress Monitoring Tools (CBM) VS.

  33. What information does it give you? Reading Curriculum Fluency Passages/Weekly Tests Progress Monitoring Tools (CBM) VS.

  34. What information does it give you? Reading Curriculum Fluency Passages/Weekly Tests Progress Monitoring Tools (CBM) VS.

  35. Additional Progress Monitoring Tools For more info and a review of available tools, visit www.rti4success.org (Progress Monitoring Tools Chart)

  36. Assessment Plan

  37. Assessment Plan

  38. Diagnostic Any formal or informal assessment that answers the question: • Why is the student having a problem?

  39. Diagnostic assessments may include: • Quick Phonics Screener • Survey Level Assessments • Error Analysis or Running Records • Core Multiple Measures

  40. Phonics Screener

  41. Diagnostic Assessment Questions “Why is the student not performing at the expected level?” “What is the student’s instructional need?”

  42. We do not use diagnostic data… …for all students …to monitor progress towards a long-term goal …to compare students to each other

  43. Assessment Plan

  44. Assessment Plan

  45. Why use outcome measures? • To determine how well students are doing at the end of an instructional time period (lesson, unit, year)

  46. Why use outcome measures? • To determine if a goal was met

  47. Examples of Outcome Measures • OAKS • End of Unit/Program Assessments • Stanford Achievement Test • DIBELS • EasyCBM • AIMSweb

  48. Assessment Plan

  49. Final Questions/Comments

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