1 SOSOSY Mini Lesson Assessments

Thank You The Assessment Work Group of the Technical Support Team Erin Shea (VT) Christine Deines (CO) Taylor Dearman (MS) Frank Crossman (KY) Jennifer Almeda (SC)

Thank You The Curriculum Work Group of the Technical Support Team Bob Lynch (NY) Stephanie Clark (PA) Brenda Pessin (IL) Patrice Boone (MS) Dee Condon (NE) Peggy Haveard (AL) Kiowa Rogers (NE)

Consortium States Alabama Colorado Florida Idaho Illinois Kansas Kentucky Massachusetts Minnesota Mississippi Nebraska New Hampshire New Jersey New York North Carolina Pennsylvania South Carolina Tennessee Vermont Wisconsin

SOSOSY Partners Partner States Alaska Arkansas Georgia Maryland Missouri Montana Washington Partner Organizations National PASS Center National HEP/CAMP Association National Center for Farmworker Health Adult Learning Resource Center

SOSOSY Objectives Increase capacity to deliver SOSOSY services Deliver more services to OSY enrolled in programs leading to graduation and GED and/or services to meet identified education or career goals Demonstrate a 20% gain between pre/post on content-based assessments

Objective 3 25% more OSY that participate in SOSOSY instructional services will demonstrate a 20% gain between pre/post on content-based assessments

Issues around Assessment of OSY OSY are seldom represented in States’ formal assessment programs Due to the OSY lifestyle (i.e., work schedules and frequent moves), time for assessment often takes a back seat to maximize services Current high stakes accountability places OSY most at risk of educational failure 8

Issues around Assessment of OSY As older, mobile migrant youth who may not have been in school in the U.S. (or successful in U.S. schools), available achievement and outcome assessments are not able to capture the knowledge and skills of OSY due to content and English language proficiency expectations 9

Standards for OSY Assessments *Assessments for OSY are: Strategic, practical, and brief Useful for monitoring OSY progress and determining outcomes Used to determine a specific plan for education and/or support services 10

Types of assessments for OSY  Needs assessment (e.g., to assess skills, abilities, interests, experiences, preferences, or levels of achievement prior to receiving a service)  Oral Language Proficiency assessment  Curriculum-based assessment (e.g., pre/post, criterion-based, progress monitoring)  Achievement assessment (e.g., pre/post, State assessment point-in-time, ESL/GED testing) 11

Mini-Lesson Assessments Lesson Topics For Your Health/Para/Tu Salud Legal Rights/Derechos Legales Parenting/Ser Padres A Healthy House/Un Hogar Sano Finanza Vermont Lessons Math for Living

Mini-Lesson Assessments Lesson Components Low Stake Testing Pre/Post Assessment for Each Lesson Easy Scoring Five Questions Same Questions on Pre/Post Assessments

Mini-Lesson Assessments Lesson Components (continued) English/Spanish Post assessment includes an open-ended question to assess writing (not scored) Administer Written or Orally

Mini-Lesson Assessments Limited to Four Question Types True/False Yes/No Multiple Choice (all above correct) One Correct Answer Choice

Mini-Lesson Assessments True/False Question Example A birth plan helps you talk with your doctor about your wishes for labor and delivery. True False

Mini-Lesson Assessments Yes/No Question Example Can insects and rodents make you sick? Yes No

Mini-Lesson Assessments Multiple Choice (all above correct) Example A healthy mouth is more than having good teeth. It also includes which of the following: a) good gums b) healthy lips c) healthy cheeks d) all of the above

Mini-Lesson Assessments One Correct Answer Choice Question Example Which of the following is a deduction taken from your paycheck? state tax spending money

The Student Assessment Score Sheet (SASS)

VIDEO

SC OSY Student Profile Data for 60% of SC OSY population

Modification of instruction based on pre assessment data: Notes from the field: The case of the piloted mini lesson and assessment by SC state level recruiter Dulce : o working with pre-literate OSY o using for your health mini-lessons o adjustment of pre-test o given orally, with recruiter writing responses o instruction modified

Intentions of SC MEP to use SOSOSY SASS data: Student level:  to assess individualized student levels  to hone lessons  to assist recruiters/instructors to plan effective delivery of the lessons State level:  to provide concrete evidence about the skill levels of our demographic  as data for assessing the fulfillment of our MPOs for our SDP  to provide information for optimal service delivery within our capabilities

VIDEO

Questions