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Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child.

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Presentation on theme: "Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child."— Presentation transcript:

1 Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child in every district receives the instruction that they need and deserve…every day. Purposes of Assessment: Building Your Assessment Plan Spring Conference 2014

2 Oregon Response to Intervention www.oregonrti.org Targets 1.Participants will develop their conceptual understanding of the four purposes of assessment 1. Screening (formative) 2. Progress Monitoring (formative) 3. Diagnostic (formative) 4. Outcome (summative) 2.Begin work on an Assessment Plan

3 Oregon Response to Intervention www.oregonrti.org Develop an Assessment Plan PurposeAssessmentBig Idea(s) Tested Who is Tested FrequencyWho Administers /Types of Reporting Screening Progress Monitoring Diagnostic Outcome

4 Trusting the Data

5 Oregon Response to Intervention www.oregonrti.org Trusting the Data

6 Oregon Response to Intervention www.oregonrti.org 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 Oregon Response to Intervention www.oregonrti.org Assessment Plan PurposeAssessmentBig Idea(s) Tested Who is Tested FrequencyWho Administer s/Types of Reporting Screening Progress Monitoring Diagnostic Outcome

8 Oregon Response to Intervention www.oregonrti.org Universal Screening: CBM “The Bang for the Buck”

9 Oregon Response to Intervention www.oregonrti.org 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. What is a CBM?

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

11 Oregon Response to Intervention www.oregonrti.org Indicator of Overall Health: (GOMs)

12 Oregon Response to Intervention www.oregonrti.org 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 Oregon Response to Intervention www.oregonrti.org What are “better” skills to screen? –Finite Phonemic awareness Decoding/phonics Fluency Basic/Foundational Skills Comprehensive Skills –Not finite Vocabulary Comprehension

14 Oregon Response to Intervention www.oregonrti.org What are some commonly used screening tools? Reading AIMSWEBReading CBM, Maze DIBELS NEXTFSF, PSF, NWF, ORF, Daze easyCBMPSF, LSF, WRF, PRF, MC Reading Comp, Vocab Math AIMSWEBM – Computation, M – Concepts & Applications, CBM – Early Numeracy easyCBMNumbers & Operations, Measurement, Geometry, Algebra Written Language Writing – CBM (Total Words Written, Correct Writing Sequences, Words Spelled Correctly)

15 Oregon Response to Intervention www.oregonrti.org What are NOT good screening tools? Reading Quick Phonics Assessment Report Cards OAKS DRA Running Records QRI Fountas & Pinnell Reading curriculum weekly or monthly tests or fluency passages Math Curriculum weekly tests Teacher created math probes* OAKS Written Language Writing rubrics*OAKS * when not administered and scored in a standardized and reliable way, or checked for consistency of multiple probes

16 Oregon Response to Intervention www.oregonrti.org 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 Oregon Response to Intervention www.oregonrti.org 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 Oregon Response to Intervention www.oregonrti.org Strong core instruction

19 Oregon Response to Intervention www.oregonrti.org 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 Oregon Response to Intervention www.oregonrti.org 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 Oregon Response to Intervention www.oregonrti.org 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 Oregon Response to Intervention www.oregonrti.org Using screening data to identify students for interventions Core Program Assessment OAKS CBM Screening Assessment

23 Oregon Response to Intervention www.oregonrti.org 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 Oregon Response to Intervention www.oregonrti.org 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?communicate How will you monitor the decisions you have made?

25 Oregon Response to Intervention www.oregonrti.org Screening PurposeAssessmentBig Idea(s) Tested Who is Tested FrequencyWho Administer s/Types of Reporting Screening Progress Monitoring Diagnostic Outcome

26 Oregon Response to Intervention www.oregonrti.org Assessment Plan PurposeAssessmentBig Idea(s) Tested Who is Tested FrequencyWho Administers /Types of Reporting Screening Progress Monitoring Diagnostic Outcome

27 Oregon Response to Intervention www.oregonrti.org Progress Monitoring Tools Brief & Easy Sensitive to growth Frequent Equivalent forms!!! “Indicator”

28 Oregon Response to Intervention www.oregonrti.org What are some commonly used progress monitoring tools? Reading AIMSWEBReading CBM, Maze DIBELS NEXTFSF, PSF, NWF, ORF, Daze easyCBMPSF, LSF, WRF, PRF, MC Reading Comp, Vocab Math AIMSWEBM – Computation, M – Concepts & Applications, CBM – Early Numeracy easyCBMNumbers & Operations, Measurement, Geometry, Algebra Written Language Writing – CBM (Total Words Written, Correct Writing Sequences, Words Spelled Correctly)

29 Oregon Response to Intervention www.oregonrti.org What are NOT good progress monitoring tools? Reading Phonic Screeners Report Cards OAKS DRA Running Records Reading curriculum weekly or monthly tests or fluency passages Math Curriculum weekly tests Teacher created math probes* OAKS Written Language Writing rubrics*OAKS * when not administered and scored in a standardized and reliable way, or checked for consistency of multiple probes

30 Oregon Response to Intervention www.oregonrti.org Big Ideas Phonemic Awareness Phonics Fluency Vocabulary Comprehension

31 Oregon Response to Intervention www.oregonrti.org Using the Right Tool The progress monitoring tool should match the skills being taught.

32 Oregon Response to Intervention www.oregonrti.org Reading Curriculum Fluency Passages/Weekly Tests Progress Monitoring Tools (CBM) What information does it give you? VS.

33 Oregon Response to Intervention www.oregonrti.org Reading Curriculum Fluency Passages/Weekly Tests Progress Monitoring Tools (CBM) What information does it give you? VS.

34 Oregon Response to Intervention www.oregonrti.org Reading Curriculum Fluency Passages/Weekly Tests Progress Monitoring Tools (CBM) What information does it give you? VS.

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

36 Oregon Response to Intervention www.oregonrti.org Assessment Plan PurposeAssessmentBig Idea(s) Tested Who is Tested FrequencyWho Administers /Types of Reporting Screening Progress Monitoring Diagnostic Outcome

37 Oregon Response to Intervention www.oregonrti.org Assessment Plan PurposeAssessmentBig Idea(s) Tested Who is Tested FrequencyWho Administers /Types of Reporting Screening Progress Monitoring Diagnostic Outcome

38 Oregon Response to Intervention www.oregonrti.org Diagnostic Any formal or informal assessment that answers the question: Why is the student having a problem?

39 Oregon Response to Intervention www.oregonrti.org Diagnostic assessments may include: Quick Phonics Screener Survey Level Assessments Error Analysis or Running Records Core Multiple Measures

40 Oregon Response to Intervention www.oregonrti.org Phonics Screener

41 Oregon Response to Intervention www.oregonrti.org Diagnostic Assessment Questions “Why is the student not performing at the expected level?” “What is the student’s instructional need?”

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

43 Oregon Response to Intervention www.oregonrti.org Assessment Plan PurposeAssessmentBig Idea(s) Tested Who is Tested FrequencyWho Administers /Types of Reporting Screening Progress Monitoring Diagnostic Outcome

44 Oregon Response to Intervention www.oregonrti.org Assessment Plan PurposeAssessmentBig Idea(s) Tested Who is Tested FrequencyWho Administers /Types of Reporting Screening Progress Monitoring Diagnostic Outcome

45 Oregon Response to Intervention www.oregonrti.org Why use outcome measures? To determine how well students are doing at the end of an instructional time period (lesson, unit, year)

46 Oregon Response to Intervention www.oregonrti.org Why use outcome measures? To determine if a goal was met

47 Oregon Response to Intervention www.oregonrti.org Examples of Outcome Measures OAKS End of Unit/Program Assessments Stanford Achievement Test DIBELS EasyCBM AIMSweb

48 Oregon Response to Intervention www.oregonrti.org Assessment Plan PurposeAssessmentBig Idea(s) Tested Who is Tested FrequencyWho Administers /Types of Reporting Screening Progress Monitoring Diagnostic Outcome

49 Oregon Response to Intervention www.oregonrti.org Final Questions/Comments

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