1. Strengthening the Instructional Program Utilizing TABE ~~~ What to do with the Results and Why Julie Anne Kornahrens, Director Dorchester County Adult Education 1325 – A Boone Hill Rd. Summerville, SC 29483 (843) 873 – 7372 jkornahrens@dorchester2.k12.sc.us

2. Assessment Results Important Points to Remember –We don’t assess just to assess or to satisfy the requirements of the State Assessment Policy We assess for appropriate program placement We assess to be able to truly individualize instruction based on strengths / weaknesses –Results & student subtest report should be shared with the teachers and used to guide instruction and curriculum development –Score (subtest) reports & prescriptive reports should be used to guide appropriate placement in materials and instruction. –Results tie directly to LACES & EFL gain Meeting or exceeding program performance standards –Teacher training on how to interpret & use the results is CRITICAL Let them know what reports they should get Train them on the terminology Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011

3. Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 The Basics

4. TABE Tests of Basic Skills in: Reading Mathematics Language Assesses skills in contexts relevant to adults: work, life skills & education. Provides norm-referenced & competency- based information. Provides information useful in evaluating abilities and developing an individual study plan. Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011

5. Five Graduated Levels Level L (Literacy) Content Grade Level Range0-1.9 Level E (Easy) Content Grade Level Range2.0-3.9 Level M (Medium) Content Grade Level Range4.0-5.9 Level D (Difficult) Content Grade Level Range6.0-8.9 Level A (Advance) Content Grade Level Range9.0-12.9 Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011

6. Grade Equivalent Vs. Grade Content LevelGrade ContentGE Range L0-1.90-4.9 E2.0-3.90-6.9 M4.0-5.90-9.9 D6.0-8.90.7-12.9 A9.0-12.91.1-12.9 Grade Content vs. Grade Equivalent: Level M may yield a GE of 9.9- Indicates how a student at Grade 9.9 is performing on a test meant for 4 th & 5 th grade students. Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 Skills reflect what a student in that grade should know

7. Grade Equivalent Vs. Grade Content – An Example Student takes Level M and scores an GE of 7.3 --- what does that mean? Is the student actually functioning at an 8.0 level? Level M is written with a Grade Content for 4.0-5.9 Scoring a GE of 8.0 indicates how the student performed on a test with content/skills meant for 4 th & 5 th grade students. In this case, the GE 8.0 shows that the student surpassed the grade content/skill level of the 4 th /5 th grade students. It doesn’t necessarily mean that he/she is capable of performing this well on a test meant for 7 th grade students (Level D). Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011

8. Level L (Literacy) Different from the other four levels. Has four subset categories Pre-reading skills Reading Skills Math Part 1 Math Part 2 Used to screen learners entering a literacy program. Prior to administering, student should read the TABE word list to informally determine the reading ability of the examinee. Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011

9. Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 How Do They Fit Together?

10. TABELACES Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 TABE / LACES Relationship

11. Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 How Does Assessment Tie Into LACES? What Does It Look Like? Student entersPre-Test with TABE Scores/Reports to Teacher Assess Domain is Reflected in LACES. Teacher should be aware of the Assess Domain Appropriate Score Information given to LACES staff for data entry Conference with student. Primary Area of Instruction is Determined Instruction occurs in Assess Domain Post-Testing in Assess Domain occurs after required minimum number of instructional hours Level Completion or Gain!!!

12. Entering scores into LACES –Focus on scale scores –Directors & Teachers should make the decision of which scores should be entered in LACES All programs should have a clear process –Should be the lowest score unless student will be focusing on the other subject Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 How Does Assessment Tie Into LACES?

13. Results are the backbone of performance Results are entered and tracked in LACES –Entry Level The NRS level at which the student entered the program based on the area assessed during pretesting (AssessDomain) and chosen for instruction –AssessDomain Indicated the area of pretest and posttest to determine gain. Therefore, for assessment purposes, this should be the primary area in which instruction will take place How Does Assessment Tie Into LACES? Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011

14. How Does Assessment Tie Into LACES? Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 Educational Level: the student’s CURRENT level – based on posttest data (remember: posttesting for NRS gain should occur in the same AssessDomain as used for pretesting!!! Possible Scenarios: 1. Doesn’t get posttested: level stays same as entry level 2. Posttests & Doesn’t Make Gain: level stays same as entry level (no level change) 3. Posttests & Score is Lower than Pretest: level stays same as entry level (no level change) 4. Posttests & Makes Gain: level changes (is different) from that of entry level Entry Level: The NRS level at which the student entered the program based on the area assessed during pretesting (AssessDomain) and chosen for instruction AssessDomain: indicates the area of pretest and posttest to determine gain; therefore, should be a primary area in which instruction should take place ATTENTION! VIP column!!! This tells teacher what subject area is being tracked for pre- test / posttest gain!!!

15. Julie Anne Kornahrens, Director, Dorchester County Adult Education September 12, 2008 LACES Student Information Screen Entry Level: The NRS level at which the student entered the program based on the area assessed during pretesting (AssessDomain) and chosen for instruction AssessDomain: indicates the area of pretest and posttest to determine gain; therefore, should be a primary area in which instruction should take place How many times the student has been assessed this FISCAL year (July 1, 20xx – June 30, 20xx) AssessDomain: indicates the area of pretest and posttest to determine gain; therefore, should be a primary area in which instruction should take place Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011

16. Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 Tells You How Many FUNDABLE Students You Have & Their Progress How many of the 256 students have completed their entry level? How many of the 37 (column D) students moved into the next level? Percentages of the 256 (column B) students who completed their entry level

17. Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 Tells You How Many Students Have Been Post-tested & Their Progress 56 out of 256 (from T4) have been post-tested 14% post-tested 64% of those post-tested have completed their entry level

18. Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 What Reports Do We Get? What Do They Tell Us?

19. From the Student Drop-Down Tab From the Group Drop-Down Tab Reports Generated from TestMate TABE Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011

20. Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 Subtest Report Accessed in Group Reports Menu and Student Command Menu Performance grouped by objective and item by item Percentage by each objective to show degree of mastery + = MasteredP = Partially Mastered - = Not Mastered

21. Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 Subtest Report --- What Does It Tell You? Terminology Performance & Mastery Performance grouped by objective and item by item Percentage by each objective to show degree of mastery (MST) + = MasteredP = Partially Mastered - = Not Mastered

22. Reporting Terminology NC- Number CorrectNC NA- Number AttemptedNA SS- Scale Score Ranges from 0-999 Applied across all levels of TABE 9 & 10 for comparison. Added, subtracted, and averaged across test levels. Separate Scale Scores were developed for each content area so cannot compare between content areas. Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011

23. Reporting Terminology GE – Grade Equivalent –Ranges from 0-12.9 –Can be used for comparison within a subtest, but not across subtests. –Level M may yield a GE of 9.9- Indicates how a student at Grade 9.9 is performing on a test meant for 4 th & 5 th grade students. –If discussed with students (local program decision), the AE Talking Points/Guidelines should be adhered to so that this is done in a confidential, knowledgeable, accurate way –Test score information, including scale score & grade equivalent score, should only be recorded in the teacher folder and permanent record, NOT in the student work folder Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011

24. List Report Accessed in Group Reports Menu Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 Similar to a Teacher’s Grade Book

25. Pre-Post Test Report Accessed in Student Command Menu Compares a student’s pre and post test results on one report ID Number must match exactly in order to get pre- post test results Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011

26. Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 Item Analysis Report Accessed in Group Reports Menu and Student Command Menu

27. Turning the Focus to Instruction Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 Incorporate “TABE SKILL-TARGETED” Instruction in EVERY LESSON Plan instructional time that is DEVOTED to TABE skills, either whole group, small group, or individually Create & Use a TABE Study Guide Gives an immediate assignment based on needed TABE Skills Create an Item Analysis Chart for Planning Instruction Shows “at a glance” the individual areas in which a student needs to focus

28. Turning the Focus to Instruction Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 WHY Create Them? –Gives an instant view of TABE skills on which to focus prior to post-testing –Gives teachers the opportunity to look at their entire class or select individuals performance on TABE Pre-test –Helps teachers plan instruction –Small group and/or entire class activities based on common skill weaknesses –Target specific weak skills utilizing the Study Guides / Pre-GED or GED books and –Form daily lesson plans –Provides a reference for pulling extra materials for supplemental practice –Shapes daily, direct instruction between teacher and student Turning the Focus to Instruction: Creating an Item Analysis Chart for Planning Instruction

29. WHERE to find them? In the front of some of the Instructional materials Links each question to targeted skill lessons in that publisher’s materials Used for an Individual Student Julie Anne Kornahrens, Director, Dorchester County Adult Education ApriAugust 21, 2011 Turning the Focus to Instruction: Creating an Item Analysis Chart for Planning Instruction Level D

30. Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 Turning the Focus to Instruction: Creating an Item Analysis Chart for Planning Instruction WHERE to find them? From the sample provided by Greenwood Adult Education This allows you to see skills for an entire class or group of students & plan instruction accordingly (whole group, small group, individual)

31. Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 Turning the Focus to Instruction: Creating an Item Analysis Chart for Planning Instruction TABE 9 & 10 Item Analysis Tools Individual Item Analysis for Reading, Math Comp, and Applied Math Subtests of both TABE 9 & 10 All four (4) forms – E, M, D, & A – are included This TABE Item Analysis Tool, along with the Item Analysis Report generated from the TestMate software, can be used to gain more specific information about the individual student’s instructional needs. WHERE to find them? On the SCRAETAC website www.scraetac.org

32. Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 HOW to Create Them? 1.From TestMate for TABE software, generate an Item Analysis Report for an individual student. This report will show which questions were answered incorrectly on the TABE assessment. 2.Using either the publisher-printed, Greenwood Sample, or the correct TABE Item Analysis Tool from www.scraetac.org, highlight or “x” the items that were answered incorrectly.www.scraetac.org 3.Your completed Item Analysis Chart now has more specific information about your individual student needs (i.e. a student may have mastery of adding/subtracting integers but not multiplying/subtracting integers) and will be able to provide more targeted instruction. Turning the Focus to Instruction: Creating an Item Analysis Chart for Planning Instruction

33. Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 WHY Create Them? –Provides relevant information to the student about areas of skill strength & weakness –Ties relevance to TABE skills & skills needed for other academic areas (e.g., HSAP, GED, WorkKeys, etc.) –Gives an immediate assignment –Focuses on appropriate TABE – Skill practice along with the use of pre-GED or GED materials –Gives instant success –Promotes student confidence Turning the Focus to Instruction: Creating & Using a TABE Study Guide

34. Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 Turning the Focus to Instruction: Creating & Using a TABE Study Guide TABE 9 & 10 Study Guides Individual Study Guides / Study Plans for o All four (4) forms – E, M, D, & A o Both levels – 9 & 10 o Contemporary / McGraw-Hill Materials o Steck-Vaughn Materials Facilitates “TABE SKILL-TARGETED” Instruction Gives instructors a ready-made resource to assist in individualizing instruction based on skills not mastered on TABE Pretest Should be incorporated into every classroom instructional plan, regardless of the final academic goal being achieved WHERE to find them? SCRAETAC.org Study guides are available under “Instructional Resources” and then “TABE”

35. Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 Turning the Focus to Instruction: Creating & Using a TABE Study Guide WHERE to find them? ITTS SkillsTutor Based on TABE Scores, Create customized student prescriptions Create instructional lessons Study plans Web-based, Instructional programs purchased at the state level for local program use

36. Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 Item Analysis for Planning Instruction TABE Skill- Targeted Instruction in EVERY Lesson Student Study Guide to Lead Instruction TABE Results turn into Item Analysis turns into Student Study Guide turns into

37. Assessment Results Results of both pre- and post-tests are important to the: –Learner: They should know the reason they are placed at a certain level, in certain materials, etc. They can also see how much progress they make. –Teacher: Results should be used to guide instruction and curriculum development. –Program: Critical for program improvement and accountability for achieving targeted outcomes. Results should DRIVE the Instructional Program & TRANSLATE into POSITIVE Program Performance Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011

38. Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 TABE ~~~ What to do with the Results and Why