1. Assessment Parents Due Process Title 6 and ELL Using Assessment to Identify Evaluating Formally –Diagnostic –Progress monitoring –Screening Evaluating Informally –Error patterns

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3. Parental Rights IEP member (with rights to educational records) Due Process –A set of legal procedures to ensure the fairness of education al decisions and the accountability of both professionals and parents in making those decisions. – The parent can call a hearing when they do not agree with the school’s plan for their child; outside and independent evaluation at public expense –State mediator allowed to work with both parties –Attorney fees are reimbursed if parent prevails

4. Assessment Issues Culture-bound –Intelligence tests make assumptions about past experience. (I.e.. A 9-10 year old has seen the words letter, diamond, and iron.) –Believed to underestimate IQ Accommodations Native Language Teacher influence The norm group does not always match the group being assessed.

5. Title 6 and Issues LEP students shall have equal access to appropriate English language instruction, as well as instruction in basic subject areas, which is understandable to the students given their level of English proficiency, and equal and comparable in amount, scope, sequence and quality to that provided to English proficient (or non-LEP) students LEP students are entitled to equal access to all programs appropriate to their academic needs Limited English proficient students with special needs (such as for compensatory, remedial, or exceptional education) and who are at greater risk for under-achievement and/or dropping out, and in need of additional services, shall be provided equal and comparable services to those provided to English proficient students. Communication with parents who are not proficient in the English language shall be in the language or other mode of communication commonly used by the parent unless such communication is clearly not feasible. LEP case study in groups

6. IDEA reauthorization What is the current significant discrepancy model? What is the response to intervention (RTI) model? What are the pros and cons of each model? Schools 1.are not required to use the discrepancy model 2.may consider using scientific interventions to determine eligibilty 3.will have access to personnel prep grants for teachers and administration The hope –We will reach students in need sooner –Effective instruction will run our classes

7. Any concerns with the changes? Low achievement and ability will be easily identified but higher ability students will not –Why is this a concern? Teacher judgment may be biased for or against certain populations Definitions of research-based instruction –What is research-based reading instruction? –What are research-based writing interventions –Math interventions? –How can we make instruction reliable and interventions effective? After all, teachers are the telling variable in student achievement?

8. Diagnostic Assessment KeyMath sample http://www.pearsonassessments.com/hai/images/p a/products/keymath3_da/keymath3assistreport.pdf http://www.pearsonassessments.com/hai/images/p a/products/keymath3_da/keymath3assistreport.pdf Standard Scores Some teachers find difficult to tie to instruction More teachers prefer informal assessment because it relates directly to their lessons

9. Significant Growth towards Algebra Alg Prep Data/ProbEquatDecimExponFractCompGraphInteg 6 th no minimal (ns) nominimal (ns) no 7 th Significant Growth no minimal (ns) minimal (ns) no © Witzel, 20109 Examined 6 th and 7 th grade preparedness towards Algebra according the Algebra Readiness Test Study is limited (38 students with learning disabilities in mathematics; 2 schools in SC)

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11. Progress Monitoring Direct and repeated measurement tied to end of year assessment and standards Multiple probes in person or via computer Aimsweb sample http://www.aimsweb.com/measures-2/mathematics-cbm/ OtterCreekInstitute sample http://www.oci-sems.com/ContentHTML/pdfs/MMFSupport.pdf

12. Progress Monitoring Curriculum Based Measurement (CBM) 1.5 hour webinar on progress monitoring in math by Pam Stecker http://www.studentprogress.org/library/Webin ars/recordings/progress_monitoring_mathe matics.wmv

13. Screening Must be done at least twice during the year, but per quarter is better STAR-sample (p.55) http://www.loudoncounty.org/modules/grou ps/homepagefiles/cms/1022069/File/Renais sance%20Info/Understanding%20Star%20 Assessments.pdf?sessionid=6d1d17529556 877d04adf65d6e5e1537http://www.loudoncounty.org/modules/grou ps/homepagefiles/cms/1022069/File/Renais sance%20Info/Understanding%20Star%20 Assessments.pdf?sessionid=6d1d17529556 877d04adf65d6e5e1537

14. Including students with LD in assessments for school accountability NCLB – scores are for school accountability and not individual accountability (Warlick, Quenemoen, & Signey, 2004) Alternate assessments for those with alternate achievement standards Accommodations are used more frequently than ever (50% of SLD receive accommodations during testing) Generally, accommodations improve performance Later in this course, we will show when an accommodation is appropriate and when it is a modification (changes the construct of the question) Standard testing has moved from norm-referenced to criterion- referenced

15. Informal Assessment - reading Fluency –Rates: ( 3 rd : 100-140 wpm) –CBM progress can be graphed (see handout/overhead) Comprehension –Inferential v. direct Oral Reading Errors DIBELs http://dibels.uoregon.edu/ http://dibels.uoregon.edu/ Types of artifacts –How do you show the reading level of a student?

16. Informal Assessment - mathematics Fluency rates –Oral (age 7: 20 problems/min; age 8: 25 probs/min; age9+: 35 probs/min) –Written (age 7: 25 digits/min; age 8: 30 digits/min; age9+: 40 digits/min) CBM –Graphing progress through fluency or percentage What are some types of artifacts that show prowess? –Addition with 0-9 addends? –Multiplication with answers 0-81?

17. © Witzel, 201017 Grade Based on Your Algorithm

18. Multiplication Problem procedures 1. Multiplication Facts: Are the one-digit multiplication processes completed accurately? 2.Multiplying All Combinations: Are all different kinds of multiplication attempted? 3. Carry (Inside): Are carries assigned to the proper column? 4. Carry (Outside): Is the last carry part of the product? 5. Adding the Carry: Are carried numbers combined with the proper column? 6. Lining up Addition: Are the intermediate products lined up correctly? 7. Addition: Is the final addition process carried out properly. © Witzel, 201018 7 Separate Steps:

19. Grading procedures Multi fact comboCarry in Carry out Add carry Line up add Add facts Answer Mike√√√√√√√√ Tarek√X√√√√√X Miguel√√√√√√√√ Manuel√√XX√√√X Jose√√√√√√√√ Pam√√√√√X√X Michele√√√√√√√√ Brandon √√√√√√√√ Stan√√√√√X√X © Witzel, 201019

20. Analyzing error patterns within instruction –Have students show all work –Determine what steps are successful (these are correct) –Determine what steps lead to incorrect answer (these are incorrect) –Determine if incorrect steps are followed by correct procedures (these are correct) –Final grade per answer is according to percent correct © Witzel, 201020

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22. Help! Part1 Solve these Errors Student A: 1 / 2 x 3 / 4 = 6 / 4 = 3 / 2 2 / 6 x 1 / 3 = 4 / 6 = 2 / 3 2 / 3 x 4 / 5 = 120 / 15 = 8 / 1 __________________________________________________________ Student B: 11 5432 x4 x6x5 44 424 200 __________________________________________________________ Student C: X + 4 = 12, X = 8; 2X + 3 = 2, X = -1;3Y – 4 = 7, Y = 11 __________________________________________________________ Activity : Create step by step procedures on how to reteach Student B. Eight steps may not be necessary. © Witzel, 201022

23. Help! Part 2 Reteach accordingly Activity: Create step by step procedures on how to reteach Student B. Eight steps may not be necessary. 1. 2. 3. 4. 5. 6. 7. 8. © Witzel, 201023

24. Summary How and where can you apply informal assessment to special education? What are two concerns with current assessment and identification practices? Explain assessment concerns and needs for ELL populations Describe the significant discrepancy assessment procedure versus RtI