1. Using Assessments to Monitor and Evaluate Student Progress 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 ctserc.org

2. How Will We Know the Student Met This Goal? Given a topic and a graphic organizer, Mary will develop a written paragraph that includes a topic sentence, three detail sentences and a closing sentence in 70% of all writing samples.

3. Select for Your Team A Facilitator – someone to keep group focused A Recorder – someone to document the work of the group The rest will serve as reporters

4. Outcomes Use high quality assessment procedures to monitor the student’s progress

5. Essential Questions for Learning How are monitoring and evaluating distinct? What are the essential characteristics of monitoring systems? p. 2

6. Analyzing Gap Determining Themes in Bridges & Gaps Determining Level of Support Analyzing Impact Examining Integration within Universal System Infusing IEP Goals and Objectives Writing Goals & Objectives Determining Type of Support Examining specific learning needs Sequence of Content “Unwrapping” curriculum & setting demands p. 3

7. What is the purpose of assessment?

8. The Purpose of Assessment “Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision-making role is the reason that assessment touches so many people’s lives.” Salvia & Ysseldyke (2001)

9. What Data Do We Use? Quantitative data (Numbers) –Defining the gap between expectations and current performance –Monitoring the progress and growth Qualitative data (Descriptions) –Developing a focus area or the cause of a concern –Defining the context –Examining the implications of decisions p. 4

10. Testing vs. Assessment

11. Types of Assessments Norm-referenced –Standardized or Scripted –Comparison to a representative group – Bell curve  WISC  Woodcock Johnson Pros –Determines how we compare to our peers Cons –Labels us –Does not relate to local curriculum –One shot deal p. 4

12. Types of Assessments Criterion- referenced –Based on a specific skill area –Can be scripted, but not necessarily  Brigance  CMT/CAPT  DRA Pros –Determines specific skill area strengths and weaknesses –Connects to curriculum Cons –Does not reflect daily lessons –One shot deal p. 4

13. Types of Assessments Curriculum-based assessment –Based on specific curriculum –Closely connected to instruction  Running record  Writing samples  Student products Pros –Directly connects to curriculum and daily lessons –On-going Cons –Consistency of assessment procedure p. 4

14. Types of Assessments Curriculum-based measurement –Based on local norms –Closely connected to specific interventions and accommodations  Reading Fluency (correct words per minute) Pros –Directly connects to specific interventions and accommodations –On-going –Standardized Cons –Developing local norms takes time p. 4

15. Types of Assessments Observation-based assessment –Based on observations of behavior/actions –Observable, measurable, specific  Scripting  Probing questions  Specific counting –tallying –duration Pros –Assesses actions beyond paper-pencil –Assesses context Cons –Observer bias p. 4

16. Examine Your Assessments Review your IEP for the types of assessments that are used (Pp. 4 & 5/Pp. 7) Chart the types you use Highlight those assessments that are the most useful in measuring progress in general education Check ( ) ones that are specific, measurable, observable p. 5

17. Establish Baseline Establish baseline of current level of performance –Determine a starting point before anything is implemented –Determine what the student(s) currently know(s) and is able to do p. 6

18. Baseline Data Baseline data needs to align with the focus area. –Clearly define the focus  Observable (can be seen or heard)  Measurable (can be counted)  Specific (clear terms, no room for a judgment call) It is always numbers. p. 6

19. Baseline Data A general rule of thumb is 3. Sensitive to small changes over time. p. 6

20. You Try Review the goal/objectives you wrote –What is the assessment process for collecting baseline? –If you have the baseline already, what is it? p. 7

21. Set a Target Establish the expected performance level of all students Establish the baseline for this student Connect the line from the baseline to the expected performance for all students in one year Determine the benchmark that could be achieved for this student in one year’s time p. 8

22.  Demands/ Skills Years in School  The Achievement Gaps KU-CRL Gap Baseline Expected Performance p. 8

23. Demands/ Skills Time The Goal Line Expectations for All Students  Baseline/Current Level of Performance  Goal Student’s Projected Line of Growth p. 8

24. The 80% Rule The child will cross the street with 80% accuracy The student will write a paragraph with 80% accuracy The child will state her address with 80% accuracy

25. Instructional Levels for Reading Word Identification –Independent level  98%-100% –Instructional level  93%-97% –Frustration level  92% or less Reading Comprehension –Independent level  100% –Instructional level  75%-100% –Frustration level  74% or less

26. Performance Criteria for Mastery To what degree will the concept or skill be demonstrated –Accuracy –Frequency/length of time How will we know it was performed to that degree? How does it compare to non-disabled peers? p. 9

27. Monitoring vs. Evaluating Monitoring On-going and frequent Part of the implementation process Provide information for adjustments in plan Evaluating A specific point in time A review of the implementation process Provide information for decisions on next steps p. 10

28. How Will We Monitor? Determine who will monitor the progress Determine the assessment process to use and connect it to the baseline Predetermine intervals for monitoring Determine a timeline for evaluation  Daily  Weekly p. 10

29. Monitor the Progress Monitor the level and rate of progress of student learning –Monitor on a frequent basis (daily or weekly)  Student progress  Implementation Integrity –Check for rate of progress as it relates to the target goal line p. 10

30. Monitoring Progress Can definitely measure growth –Using a 100 word passage, went from 75 CWPM to 100 CWPM Is objective –Stays in seat for 10 minutes Has documentation –graph, student products Uses a specific assessment tool –Rubric, reading probe, frequency count Can have frequent data collection –Daily, weekly, monthly

31. You Try For the goal/objectives you wrote, set targets and determine the monitoring process that will be used –The degree of “mastery” –Assessment tools –How often will be assessed p. 11

32. How do We Use the Form? Type of Assessment Tool

33. How do We Use the Form? The Way Growth Will Be Calculated

34. How do We Use the Form? The Expected Performance

35. How do We Use the Form? 1, 9 Student Work- Rubric I Other-Rubric scale 1-12 7/12

36. How do We Use the Form? 1 Reading Probe A Percent Word Recognition 95%/Gr. 4

37. Documenting Student Progress Quantitative Information –Graphing progress (e.g., attendance, homework completion, correct words per minute, etc.) –Noting scores/levels and assessments used –Stating student growth in terms of numbers Qualitative Information –Narratives written in objective, observable language –Noting the analysis of scores and the context (curriculum, instruction, and environment) p. 12

38. Demands/ Skills Time Charting Progress Expectations for All Students  Baseline/Current Level of Performance  Goal Student’s Current Progress

39. In Your Group Determine how you rate progress on the IEP form When do you give… –M = Mastered –S = Satisfactory Progress/Likely to Achieve the Goal –U = Unsatisfactory/Unlikely to Achieve the Goal –N = No Progress

40. Grading Practices How Do Grades Support or Hinder Assessment?

41. What Grade Would You Give?

42. What Grade Would You Give Now?

43. Learning vs. Grading Some teachers talk about learning, while others talk about grades… Can these two coexist? Should one receive emphasis over the other? How reliable are grades in terms of assessing student progress?