Local Need for Support
-
Upload
yardley-hanson -
Category
Documents
-
view
14 -
download
0
description
Transcript of Local Need for Support
Pat HombergExecutive Director
Office of Special Programs
OSPOSPDataData
OSP OSP Targeted Targeted ProgramsPrograms
OSPOSPMonitoringMonitoring
OSPOSPFiscalFiscal
OSPOSPCommuni-Communi-
cationscations
OSPOSPProfessional Professional DevelopmentDevelopment
OSPOSPProgram Program
ImprovementImprovement
OSPOSPAccountabilityAccountability
Allen SextonCoordinatorOffice of Special Programs
Nathaniel HixsonAssistant DirectorOffice of Research
Ellen OdermanCoordinatorOffice of Special Programs
Monitoring Professional Development
GSEG Professional Development
Instructional Technology
Professional Development
What’s Available and What it Means
WESTEST 2 APTA
Each has two high level outputs
Scale ScoresProficiency Levels
Weighted scores assigned for each content area
Derived by CTB/McGraw Hill, Require complex population based
statistics to calculate.Cannot Compare One Test to Another2004 2005 2006 2007 2008 2009 2010
WESTEST WESTEST 2
5th
6th
430
830
477
840
The Individual Right Response Report (IRRR) provides information about which items a student answered correctly and incorrectly on WESTEST 2. It also provides information about how those items map back to the CSOs and also contains each student’s writing scores for WESTEST 2 Online Writing.
APTA has an IRRR as well.Teacher must request IRRR form and
student answer sheet.Teacher completes the IRRR form.Training is available on this process.
TestMate Clarity has many very useful reports for you to use in analyzing student data. One is the Student Item Report, which is essentially the same information from the IRRR. Another is the Group Item Report which gives snapshots of schools, classrooms, etc.
Technical information about WESTEST 2 and/or APTA
Juan D’Brot, Executive Director: [email protected]
TestMate Clarity Jason Perdue, Online Assessment Coordinator:
IRRR for APTA Students Melissa Gholson, APTA Coordinator:
This Presentation Nate Hixson, Assistant Director:
SS-ubstantiate
OO-rganize
AA-nalyze
RR-ecord
RR-espond
The most recent IEP should serve as the primary resource
Previous Annual Review IEP lists support for Reading in English, Science, Social Studies and Math
Direct Services provided: 1800 mpm RLA / comprehension support
2009 Assessments
IRRR - Novice performance in RLA and Math
Acuity – Benchmarks 1 &2 - Low RLA and Math
LANGUAGE! – 421 Lexile (4th GE)
West Virginia Writes – Readability 3.5 GE
Before drafting the Present Level statement;
Consider the commonalities across the areas of need
Arrange the narrative content to complement the data
Prioritize the areas of need that can have the most significant impact.
Identify grade level expectations
Determine what concepts or CSOs were most commonly incorrect among “this” students peers
Highlight areas of discrepancy
Compare the discrepancies against “this” students previous educational goals
Consider new areas of need
Present Levels of Academic and Functional Performance should incorporate;
Substantiated,
Organized and
Analyzed data in order to provide a solid basis for annual goals.
The IEP team should;
Determine if the previous annual goals remain appropriate given the data
Consider each area discussed in the present level
Develop new or revised annual goals that reflect the present level language
HAVE NOT
HAVE DIRECT
BELIEF
1. Student friendly targets from the beginning
2. Models of strong and weak work3. Continuous descriptive feedback4. Teach self-assessment and goal setting5. Teach one facet at a time6. Teach focused revision7. Teach self-reflection to track growth
- Rick Stiggins
TEACHING LEARNING
…part of the learning process, not just a means of documenting or judging the
learning.
“The concept of Assessment AS Learning allows teachers to use their judgment about children’s understanding to inform the teaching process and to determine what to do for individual children.”
- Lorna Earl in a book endorsed by Thomas Guskey and Robert Marzano
I know learning is happening when…
http://www.amblesideprimary.com/ambleweb/mentalmaths/protractor.html
Westest gains noted in all subjects between 2007 and 2008 Gains noted in Lexiles level during 2010 Gains noted in Acuity Reading Assessment from January
2010 to April 2010 Grades higher in Reading (80) than in SS (60) and Science
(60) 2010 - Stanford-Binet Intelligence showed nonverbal IQ @
103 and verbal IQ @ 90 2009 – Woodcock Johnson III Achievement Test • Basic Reading = 88• Reading Comprehension = 79• Oral Expression = 94
Stronger performance when materials are read aloud Recall of details stronger than performance making
complex or abstract predictions
One-on-one
Small group
Kathy Hudnall Office of Special Programs
Professional Development
Complaints
Presentation will be available during the conference
GOGO
Suzanne Viski Taylor County, Director
Special Education
Compliance
Special Education Programs
RESA 1
RESA 3
RESA 6 RESA 8RESA 7
RESA 4 RESA 5
RESA 2