Post on 01-Apr-2015
Assessment-based Intervention
Lyn-Su Otto, M.Ed.Assistant Professor and Primary InterventionistCertifications: Elementary Gr.1-6; Reading consultant K-Adult
The Henry Barnard Laboratory School of Rhode Island College
Marybeth Cannon, M.A., Ed. M., M.Ed.Assistant Professor and Intermediate InterventionistCertifications: Elementary Gr.1-6; Reading Consultant K-Adult; Special Educator-Mild and Moderate
What Are Some of the Purposes of Assessment? for Prospective and Current Students
Identifying a student’s strengths
Identifying a student’s needs
Ensure availability of appropriate educational services
Research
Design appropriate and responsive curriculum
When and WhereDoes Assessment Take Place?
• In each environment students use• Throughout the entire day, every day
throughout the academic year
Who Assesses Students ?• Professionals at RIC/HBS working with students
What Types of Assessments Are Used?
Informal AssessmentGathering Multiple Data Points
Anecdotal Records, Tally Sheets, Rubrics, Student Work, Video Recordings, Audio Recordings
Reviewing performances in whole classReviewing performances in small groupReviewing performances in individual settings
Observing students playing at recess
Observing students walking down a corridor
Listening to articulation, speech patterns and vocabulary
Noting how students interact with peers
Determining how a student responds to simple and multi-step directions
Noting how a student holds a pencil , legibility of work, and use of materials
Assessing facility with which students make transitions
Assessing how students perform in Specialist classrooms
Listening to parental concerns, student concerns, and concerns of classroom and specialist teachers
Evaluating learning strategies and modalities
Formal Assessments Gathering Multiple Data
Points
Academic Record
Test of Early Reading Ability (TERA)
• Assesses:▫ Early Reading in
Children Ages 3-6 through 6-8
• Characteristics:▫ Norm Referenced
• Purpose:1) Identify strengths and
weaknesses2) Identify children significantly
below their peers in reading development who may be candidates for early intervention
3) Document progress as a consequence of early reading intervention programs
4) Serve as a measure in research studying reading development in young children
5) To accompany other assessment techniques
Wide Range Achievement Test (WRAT)
• Assesses:▫ Word Reading▫ Reading▫ Sentence Comprehension▫ Spelling▫ Math Computation
• Characteristics:▫ Norm Referenced
Purpose:The Wide Range Achievement Test (WRAT4) is a quick, simple, and psychometrically sound measure of fundamental academic skills.
Reading andWriting Assessments
Group Reading Assessment and Diagnostic Evaluation (GRADE)
• Characteristics:▫ Group Administration▫ Diagnostic▫ Norm Referenced
• Assesses: Pre-reading▫ Reading readiness▫ Vocabulary▫ Comprehension▫ Oral language ▫ Listening Skill
Purpose:Assess students mastery
of skills Gr. 1- 5Determine what reading
skills need to be taughtMonitor progress
/growthAdministered Fall and
Spring
Fountas and PinellBenchmark Assessment System
•Monitor reading level three times each year. •Yields level for reading accuracy, fluency, and
detailed information and scores on comprehension.
•Optional assessments to monitor progress in phonemic awareness, phonics, letter learning, and high frequency word knowledge.
System 2 /30 Grades 3-8, Levels L-Z
System 1 /28 Gr. K-2 Levels A-N
Gray Oral Reading Test (GORT)
• Assesses:▫ Reading Rate▫ Accuracy▫ Fluency▫ Comprehension
• Characteristics:▫ Norm Referenced
• Purpose:1) Aid in determining the particular kinds
of reading strengths and weaknesses that individual students possess
2) Identify those students who are significantly below their peers in oral reading proficiency /who may profit from supplemental help
3) Document students’ progress in reading as a consequence of special intervention programs
4) Research -measurement - studying the reading abilities of school-aged students
Gray Silent Reading Test (GSRT)
• Assesses:▫ Silent Reading
Comprehension• Characteristics:
▫ Norm Referenced
• Purpose:1) Determine areas of relative strength
and weakness across reading comprehension abilities
2) Identify individuals whose independent silent reading scores are significantly below their peers / who need additional assessment and intervention designed to improve reading comprehension
3) Document overall progress in reading development as a consequence of intervention programs
4) To serve as a measure for research efforts designed to investigate reading comprehension
Gray Diagnostic Reading Tests (GDRT)
• Assesses:▫ Reading Ability
• Characteristics▫ Norm
Referenced
• Purpose:1)To determine strengths and
weaknesses in reading skills2)To document progress in
reading programs3)To diagnose specific reading
problems – monitor impact of intervention(s)
4)Research tool for use in continuing the examination of reading
Wilson Assessment of Decoding and Encoding - W.A.D.E.
• Assesses knowledge of phonics (sounds), spelling, and sentence spelling.
• Assists in identifying students /groups who will benefit from the Wilson Reading System®.
• Provides low- and high- level vocabulary options, as well as both mastery and achievement scoring.
• DESCRIPTION: • Criterion-referenced • Individually administered
The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Kindergarten
• Assesses: ▫Phonological Awareness▫Alphabetic Principle▫Fluency with Connected
Text▫Vocabulary ▫Comprehension
• Characteristics:▫ Individual Administration▫ Fall, Mid-Year, Spring
• Purpose:▫ Short (one minute)
fluency measures ▫ Used to regularly
monitor the development of early literacy and early reading skills.
EasyCBM (Curriculum Based Monitoring) Monthly
Word Reading Fluency
EasyCBM (Curriculum Based Monitoring) Monthly
Passage Reading Fluency
EasyCBM (Curriculum Based Monitoring) Monthly
Reading Comprehension
EasyCBM (Curriculum Based Monitoring) Monthly
Mathematics
KeyMath • Assesses: 1) Basic Concepts:
NumerationRational Numbers
Geometry
2) Operations: AdditionSubtractionMultiplicationDivisionMental Computation
3)Applications: MeasurementTime and MoneyEstimationInterpreting DataProblem Solving
• Purpose:1)Identify instructional level
student is operating at
2)Guide remedial/enrichment instruction
3) Evaluate educational growth
4) Assess the scope, currency, an efficacy of a mathematics curriculum
Test of Written Language (TOWL)
• Assesses:Written Language:
VocabularySpellingPunctuation Logical SentencesSentence Combining, Contextual
Conventions Story Composition
• Characteristics:▫ Grades 3 and above▫ Norm Referenced
• Purpose:1) Determine students’ strengths
and weaknesses /writing abilities
2) Identify needs for differentiation of writing curriculum
3) Document students’ progress in writing
4) Serve as measurement tool in writing research
Wide Range Assessment of Visual Motor Abilities (WRAVMA)
• Purpose:▫ Assess integrated
visual-motor ability▫ visual-spatial ability ▫ fine motor ability
• Characteristics:▫ Norm Referenced
See It Right!
• Assesses:▫ Scotopic Sensitivity
Syndrome (visual-perception problem due to light sensitivity)
• Characteristics:▫ Research Based▫ Child Self-Reporting
Scoring
• Purpose:▫ To identify and remediate
visual perceptual problems caused by a sensitivity to light
Woodcock Johnson Achievement Test
• Assesses:▫ Oral Expression▫ Listening
Comprehension▫ Written Expression▫ Basic Reading Skills▫ Reading Comprehension▫ Reading Fluency▫ Math Calculation Skills▫ Math Reasoning
• Characteristics:▫ Norm Referenced
• Purpose:▫ To diagnose learning disabilities▫ To assesses growth▫ To provide guidance in
educational and clinical settings▫ To aid in planning individual
education programs▫ To aid in the performance of
psychological research
Response To Intervention
Tier 3 – Special Education
Tier 2 – Intervention
Tier 1 – ClassroomUniversal ScreeningAccommodation/Modification
ADVOCATES forCHILDRENTEAM
Team Members:Guidance Counselor – Julie RichardsonPrimary Interventionist – Lyn-Su OttoIntermediate Interventionist – Marybeth CannonTeacher Representative – Meg SloyerPrincipal &/or Vice Principal – Dr. Lou/Mr. Starr
Dr. Kara McDermott-Fasy – Special EducationDr. Shannon Dowd-Eagle – School PsychologyHenry Barnard School Nurse - Health
Responsibilities:
1) To gather data on student performance
2) To determine course of action to ensure that each student receives appropriate services
3) To monitor Tier 1, 2, and 3 services and make recommendationsProcess:
• Referral• Review Meeting• Determination • Notification • Implementation• Monitoring• Review
Thank you for inviting us to talk with you about some of the Assessments that are available here at The Henry Barnard Laboratory School.
If you would like more information about Assessment or Educational Resources VISIT:
CANNON’S CORNER
THERE ARE TWO WAYS TO REACH CANNON’S CORNER 1) Access through HBS Website: Faculty: Cannon CLICK ON 172 to go directly to page OR2) Enter “Teacher Web” in search engineClick on: Find Your TeacherPull down menu: Rhode Island Pull down menu: Henry Barnard SchoolPull down menu: Cannon