EIP SUBGROUP — ASSESSMENT Tony D’Angelo Ruth Kirsch Regina Oliver

Assessment “Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision- making role is the reason that assessment touches so many people’s lives.” Salivia & Ysseldyke (2001)

Assessment within Problem Solving — EIP Question Driven Functional Curriculum Based

Are we Linking Assessment and Instruction? Assessment Instruction Assessment Instruction Or

Are we Considering Academic and Behavior? Academic Behavior Academic Behavior Or

7 Characteristics of Functional Assessment Relevant Assessment Direct Assessment Multidimensional Assessment Formative Assessment Frequent, Repeated Assessment Individually Focused Assessment Technically Adequate Assessment Heartland AEA 11

What is Functional Assessment? Relevant to the identified problem—not a global screening or a comprehensive battery. Addresses only the specific, applicable area of concern. Is direct—does not call for assessment where an individual would have to imply or assume a relationship between the assessment and identified area of concern.

Functional Assessment Cont. Multidimensional—multiple sources, multiple settings, multiple methods. Helps formulate high probability intervention activities. Repeatable measures to allow for frequent progress monitoring. Individually focused—no standard batteries.

Functional Assessment Cont. Drawn from actual curriculum and directly related to an identified problem. Within context of behavior it is also to determine function of behavior (I.e. to escape/avoid, gain attention from adult or peer, gain access to something tangible/access to a preferred activity or self stimulatory).

Purposes of Assessment Screening Problem Validation Problem Definition/Identification/Analysis Instructional Decision-Making/Planning Monitoring Progress and Plan Effectiveness

When you Think Assessment What is the question that needs to be answered? What information do you intend to obtain from your assessment? What will you do to get the information? How will you use the information you got?

Assessment Techniques (least intrusive to most intrusive) Review Records Interview Observe Test RIOT

Domains of Influence within Problem Solving What is being taught How we teach what is being taught Context where learning is to occur Characteristics intrinsic to the individual in relation to the concern SETTINGSETTING DEMANDSDEMANDS I nstruction C urriculum E nvironment L earner

Assessment Matrix DOMAINSR(Review)I(Interview)O(Observe)T(Test) I Instruction Permanent products e.g., written pieces, tests, worksheets, projects Teachers (about their use of effective teaching practices, e.g. checklists) Effective teaching practices Teacher expectations Antecedents, conditions, consequences C Curriculum Permanent products e.g. books, worksheets, materials, curriculum guides, scope & sequences District Standards Teachers Relevant LEA personnel (regarding philosophy, district implementation & expectations Readability of texts E Environment School Rules Relevant LEA personnel Parents Beh. Mgt. Plans Interaction patterns Environmental analysis L Learner District, cum., health records Error analysis of perm. Products Relevant LEA personnel Parents Students Target behaviors Dimensions and nature of the problem Student performance The discrepancy btw setting demands and student performance Adapted from Heartland AEA 11

Converging Data Decision Test Diagnostic tests Classroom Tests Norms Review Student records School Handbook Work samples Observation Setting analysis Anecdotal Systematic Interview Student Parent Teacher

Next Steps Continue to develop bibliography Further define differences between CBA, CBE and CBM Define various assessments within CBA Recommend separate subgroup on ESL issues within assessment