Multi-Tier System of Support (MTSS): Assessment North Carolina
Multi-Tier System of Support (MTSS): Assessment North Carolina Department of Public Instruction 2012 Caldwell County Schools July 15 17, 2015 Objectives Begin to develop systems to ensure assessments are valid and reliable to identify types of assessments necessary for
a comprehensive assessment system to ensure that your school has a comprehensive, balanced assessment system and the capacity to use the data effectively Assessment Measurement of student growth; assessment tool choice is dependent on the purpose and use of measurement results- RtI Action Network Assessment
Prior achievement is a predictor of outcomes effect size 0.67 our job as teachers is to mess this up, by planning ways in which to accelerate the growth of those that start behind.so before the lesson is planned, the teacher must know what students already know and can do Hattie (2012). Visible Learning for Teachers Comprehensive Assessment System
How are all students performing? Why are there deficits/strengths? Are students growing? AssessmentsWhat do you do now? 6 Comprehensive Assessment System Comprehensive Assessment
System Formative Assessments Summative Assessments Formative Assessment Assessment FOR learning Classroom/curriculum measures of student
progress; monitors progress made toward achieving learning outcomes; informs instructional decision making. -RtI Action Network Can be formal or informal Summative Assessment Assessment OF learning Comprehensive in nature, provides accountability, and is used to check the level of learning at the end of a unit of study- RtI Action Network EOG/EOC is one data point to use when triangulating data.
Comprehensive Assessment System Formative Summative Universal Screening ProgressMonitoring
Summative Assessment: Outcomes Assessment Ou Ass tcom ess es me nt Example: EOG, EOC
Assessments that measure level of achievement of content area curriculum, standards, and instruction Used to determine student achievement and instructional effectiveness Kellough and Kellough (1999); McMillan (2000) Summative Assessment: Outcomes Assessment Ou
Ass tcom ess es me nt Used to triangulate data within a multi-tiered system of supports Used as one piece of evidence for effectiveness of Foundational Core for all student groups Two Minute Talk
How do you currently use your summative assessment data? Do you use it to evaluate Foundational Core? Do you use it to evaluate Supplemental/Intensive supports? Do you use it for vertical alignment conversations? Formative Assessment Formativ e Universal
Screening ProgressMonitoring Diagnostic First Alert Dip Stick In-depth View What to Use?
Valid Reliable Standardized administration Norms/criteria available Generalizable Predictive Alternate (equivalent) forms Sensitive to improvement over time http://www.rti4success.org/screeningTools Formative Assessment:
Universal Screening Univ Scre ersal enin g A quick check of all students current levels of performance in a content or skill area. This is administered at least three times per year. Purpose(s):
Assess the effectiveness of instruction Determine need for intervention/enrichment Used as a Temperature check Formative Assessment: Universal Screening Univ Scre ersal enin g
Conducted at least three times a year: fall, winter, spring Critical for Foundational Core problem-solving Allows problem-solving of whole school/sub-group/ grade level skill gaps Allows schoolwide norms Why? Univ
Scre ersal enin g Determine how well your Foundational Core instructional programs are working for all students-- proficiency and growth Identify specific skill deficits/strengths of all students Add to outcome assessments Used as a part of an early warning system
Math Facts Math Concepts/Problem Solving Courses Failed Grades Curriculum-Based Measures Curriculum-Based MeasuresSUniversa cree l ning
(CBM) Assessment approach emphasizing repeated direct measurement of student performance High levels of validity and reliability Multiple forms at the same grade level allow for comparison across time Over 30 years of educational research indicating it promotes positive student outcomes Univ Scre ersal
enin g Curriculum-Based Measures Tools for measuring student competency and progress in the basic skill areas (RtI Action Network) Characterized by brevity, accuracy, generalizability, validity, treatment sensitivity, and alternate equivalent forms
(RtI Action Network) Method of monitoring student educational progress through direct assessment of academic skills Curriculum-Based Measures provide both accuracy and fluency data, both of which are predictive of later academic success Fuchs and Fuchs (2005) Curriculum-Based Measures
Characteristics: Simple Reliable and Valid Accurate Predictive Efficient
Sensitive Generalizable Flexible CBM as a General Outcome Measure (GOM) This is a general thermometer of academic health
Examples of GOM measures outside of education Height It is complementary to any curriculum- not curriculum-specific Weight
Blood pressure Stock Market McDonalds measuring number of hamburgers sold Curriculum-Based Measures Early Literacy Early Numeracy
Oral Reading Fluency Math Computation ComprehensionMAZE Math Applications Written Expression
Oral Reading Fluency Analyzes accuracy and speed Measures words read correctly per minute Highly correlated with overall reading achievement .91 weight and blood pressure - 0.40
glucose level and weight- 0.46 SAT and college grades - 0.50 (Fuchs, Fuchs, and Hosp, 2001) Oral Reading Fluency Students read aloud for one minute Words read correctly per minute are computed Standardized directions- follow directions of
assessment measure being utilized Oral Reading Fluency Read connected text accurately and fluently Passages available from first to eighth grade levels Fluency Rubrics
Smoothness Pacing Confidence Accuracy Expression Gives more robust assessment of fluency http://www.nwaea.k12.ia.us/documents/resources/rubricfluencyTimothy_Ra sinski_A02D8D54358FF.pdf Early Literacy Phoneme Segmentation
Decoding Letter Sounds Reading Comprehension: MAZE/DAZE Student reads passage silently for 3 minutes The first sentence is left intact Every 7th word is replaced with three choices Student circles correct choice
Group administered Language Arts Student given probe. 1 to 5 minutes depending on task. Student circles or writes correct choice Group administered Can address grammar, sentence structure,
capitalization and punctuation, and vocabulary development. Early Numeracy Oral Counting Number Identification Quantity Discrimination Missing Number Math Computation Administered for two
to ten minutes Single skill or multi skill Group administered 7 Math Applications Concepts and problemsolving Measures the application of math concepts
Administration times vary- typically 8-10 minutes Group administered 43 Other areas to Universally Screen All Grades
Attendance Tardies/early dismissals Office discipline referrals Date of birth Retentions Team Time Plan of Action: Universal Screening Are you currently conducting universal screening?
What areas are you universally screening? Do you have gaps? Does it meet the discussed criteria? Can you think of any barriers to implementation? What are your next steps for universal screening? Universal Screening Planning 8 Formative Assessment
Formativ e Universal Screening ProgressMonitoring Diagnostic First Alert Dip Stick
In-depth View Progress Monitoring Pro g Mon ress itori ng Purpose: helping teachers to know whether
students have learned the concepts and skills taught Instruction may be adjusted to re-teach concepts or to provide additional practice on skills not yet mastered How do we know our students are responding? Types of Assessments for Progress-Monitoring Pro
g Mon ress itori ng Common Formative Assessments Informal Formative Assessments Benchmark Assessments Curriculum-Based Measures Benchmark Assessments
Benchmark assessments: assessments used to set benchmarks (e.g., according to local norms) and/or to determine whether students are achieving grade level standard (RtI Action Network) Benchmark Assessments Benchmark Assessments Typically used to gauge students progress toward meeting standards
May be longer than universal screening May change throughout the school year based on objectives taught Also called interim assessments Benchmark Assessments Curriculum-Based Measures (CBM) Uses: Monitor Foundational Core changes
Misconception Checks Informal Formative Assessments Common Formative Assessments A common assessment is any assessment given by two or more (more is entire team) instructors to collaboratively examine the results for: Shared learning Instructional planning for individual students
Curriculum, instruction, and/or assessment modifications(Erkens, 2007) May be same as benchmark or universal Common Formative Assessments Common Formative Assessments Used to inform your Professional Learning Community (PLC) - next steps Used for honest dialogue about your
Foundational Core instruction Common Formative Assessments Formative Assessment Formativ e Universal Screening ProgressMonitoring Diagnostic
First Alert Dip Stick In-depth View Formative Assessments: Diagnostic Diag
nos tic Assessments that provide detailed information useful in planning instruction (McKenna and Stahl, 2008) Diagnostic Assessments Diag
nos tic Universal screening Benchmark assessment Common formative assessments Informal formative assessment Anecdotal data Answers the
question why? Team time Currently, how do you collect diagnostic data to answer the question why? How do your teachers use their data? How can you support teachers in using their data more effectively? Valid and Reliable Assessments
Valid and Reliable Assessments Validity : An indication that an assessment instrument consistently measures what it is designed to measure, excluding extraneous features from such measurement (RtI Action Network) Valid and Reliable Assessments Reliability: refers to the consistency of a measure; its degree of stability, consistency and repeatability. Sattler (1996)
Valid and Reliable Assessments Reliability = precision Validity = accuracy Must be both Valid and Reliable Assessments Why does it matter? New York
Hong Kong Both are reliable- but both are not valid if you are not in that location Reliability and Validity
What do you want the assessment to answer? Reliability and Validity Both reliable and valid for measuring concentration- not for measuring literacy Team Time Discuss the screening tools used in your school and
assess the reliability/validity of each tool. 8 Reliability and Validity Issues Administering Scoring Fidelity checks Team Time Do you have a plan for training on new
assessments? Have you trained on all assessments you currently administer? Do you have a plan to ensure accuracy in administration and scoring? 9 Utopia Schools Wonderland Elementary
x K-3 ELA Aug. 15, XXXX Reading 3-D July 1, XXXX NA
All K-3 teachers Instructional Coaches RtI Coaches Psychologists Curriculum director District created checklists Utopia Schools NA NA
Aug 15, XXXX Problem-Solve Instructional Coaches Psychologists Training will occur Aug 15, XXXX ICs and psychologists will check for fidelity in administration and scoring
Training/coaching by ICs on interpretation will occur in grade level meetings 9 Problem-Solve 9 Other Assessment
Considerations Norms A standard, model or pattern regarded as typical Statistics that describe the test performance of a well-defined population (Ericae.net) Allows comparison of your student, class, grade, school to a larger sample Breaks your sample into percentile ranks to determine Below Average, Average and Above Average performance 25th 75th percentile is the average range
Other Assessment Considerations Criterion Measures what a student can accomplish in relation to specific performance objectives Used to identify a students specific strengths and weaknesses in relation to skills defined as the goals of the instruction Does not compare students to other students Most human data does not look this way
Normative Sample Activity Stand up with your table mates Arrange yourselves (by table group) in order from tallest to shortest Identify the 50th percentile (median) for your table group From there identify the 25th and 75th percentiles Compare your norms with the other tables norms So now we have all of
this data, what do we do with it? Adequate Capacity for Assessment System District level data School data Grade level/department level data Classroom data Student data
Objectives Begin to develop systems to ensure assessments are valid and reliable to identify types of assessments necessary for a comprehensive assessment system to ensure that your school has a comprehensive, balanced assessment system and the capacity to use the data effectively
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