Work Sample Seminar1 Work Sample Seminar Screening Assessments, File Review, & Context Part 1 Portland State University

2 Overview n File Reviews –IEP at a Glance n Work Sample Context –Part 1 n Screening Assessment n Begin to think about the focus of your Unit Plan

Review File Review and Screening Assignment n Read the assignment description (see File Review and Screening Assignment) n Identify & share with a partner –3 things that are critical for you to remember –Any questions you have about the assignments Work Sample Seminar3

File Reviews  Talk with your Cooperating Teacher about how they get to know the educational needs of their students  Gain appropriate permission to access files  Use the IEP at a Glance forms to conduct file reviews

File Review Review the IEP’s of every student in your WS group –Complete an IEP at a Glance for each student –Note individual reading & writing goals –Check the present levels for data & priorities Review Eligibility information / data –Note reading assessment data (strengths, needs, and levels) Meet w/ your cooperating teacher and discuss: current curriculum, student file review results, and/or need for a screening assessment such as the IRI to update reading levels

Work Sample CONTEXT (See Context Assignment) n Set up your work sample binder & begin gathering information for the context essay n Write your CONTEXT Essay (Part 1) n Review the assignment information n Use the information from the following sources to write your CONTEXT Essay: n The“Getting to Know Your Field Experience Site,” interview with your cooperating teacher n Screening assessments & file review Academic Practicum Seminar6

Why Conduct a Screening Assessment? n To determine appropriate instructional goals for students n To determine appropriate reading level for instruction –So your instruction is at the instructional rather than frustration or independent level Work Sample Seminar7

Options for screening assessments n For phonemic awareness skills –CORE Assessing Reading Multiple Measures phonemic awareness assessments n For phonics skills: –CORE Assessing Reading Multiple Measures phonics screener –Teaching Struggling and At-Risk Readers Beginning or Primary Phonics Test –REWARDS Pre-test Work Sample Seminar8

Options for screening assessments n For Fluency (may need to do both) –DIBELS/AIMSweb, Easy CBM –Survey Level Assessment –San Diego Quick n For Vocabulary –If teaching in text, use a Survey Level Assessment or Phonics Screener to check if they can read the words before teaching word meanings –CORE Assessing Reading Multiple Measures Vocabulary Screener Work Sample Seminar9

Options for screening assessments n For Reading Comperehension –DIBELS/AIMSweb, Easy CBM –Survey Level Assessment –CORE Assessing Reading Multiple Measures MAZE n Purpose: –To determine if students can read text before teaching them comprehension strategies in the text –Need to have rate and accuracy data to demonstrate they can read the text you plan to use to teach, or you need to accommodate for their lower reading level. Work Sample Seminar10

Literacy Work Sample Seminar11 Diagnostic Plan for Primary Grade Students (Grades 2-3) AssessmentInstructional Recommendations Reading Maze comprehension assessment If at Grade Level No further assessment indicated Work on grade-level curriculum ORFIf at Grade Level Work on vocabulary and comprehension strategies High frequency word assessment Vocabulary screening If at Grade Level Work on spelling, fluency, vocabulary, and comprehension strategies Phonics assessmentIf at Grade Level Work on spelling, sight word recognition, fluency, vocabulary, and comprehension strategies Phoneme deletion Phoneme segmentation test If at Grade Level Work on phonics, spelling, sight word recognition, fluency, vocabulary, and comprehension strategies Consider referral for specialized assessment Work on phonemic awareness, phonics, spelling, sight word recognition, fluency, vocabulary, and comprehension strategies

Literacy Work Sample Seminar12 Diagnostic Plan for Upper Grade Students (Grades 4-12) AssessmentInstructional Recommendations Standardized Comprehension Test If at Grade Level No further assessment indicated Work on grade-level curriculum Intervention program placement test ORF Vocabulary screening If at Grade Level Work on comprehension strategies Phonics assessmentIf at Grade Level Work on spelling, fluency, vocabulary, and comprehension strategies Phoneme segmentation assessment If at Grade Level Work on phonics, spelling, sight word recognition, fluency, vocabulary, and comprehension strategies Consider referral for specialized assessment If at Grade Level Work on phonemic awareness, phonics, spelling, sight word recognition, fluency, vocabulary, and comprehension strategies

Begin to brainstorm & write drafts (see Unit Plan document) n Focus of your work sample –Using your student’s IEP, identify: What skills and strategies do you hope to address? What is your rationale for working on this focus? n Rationale should include: –Direct link to IEP goal / objective –Direct link to Oregon ELA Standard or Common Core State Standards –Direct link to Assessment Data

Drafting a Unit Focus Begin drafting a WS Unit Focus (Goal) based upon data about the needs of your group: –IEP Goals & priorities Eligibility Assessment data File review data Screening Assessment data Conference w/ your cooperating teacher

Rubric: Goals & Objectives n To meet criteria, the unit objective(s) must: n ❑ be related to district or state literacy n standards, n ❑ stated as learning outcomes (not activities), and contain: n ❑ conditions related to important instructional n factors, n ❑ an observable, verifiable behavior, and n ❑ a measurable criterion. n The rationale must: n ❑ make a clear link between the unit objective(s) and students’ IEP goals and objectives and/or recent assessment data.