1. Assessment Targeted Instruction Educational Gain

2. Score of 7 Recommend an E Score of 10 Recommend a D

3.  Reminders:  NO Level A test given at levels under NRS 5  NO Level E (max 6.9 GE) in NRS 4 (6 – 8.9) or above  NO Level M (max 9.9) in NRS 5 (9 – 10.9) or above  NO Level L after NRS Level 2  Levels A and L are optional in New York State

4. Reading Math Or hand score and complete the diagnostic tool on the score sheet Design lessons around the student’s needs

5. Count the number of incorrect answers, subtract from the total number of questions = NC (number correct) Will translate to: Scale Score Grade Equivalent NRS Level

7. National Reporting System (NRS) Levels Grade Level Equivalents 1 Beginning ABE Literacy 0 – 1.9 2 Beginning Basic Education 2 – 3.9 3 Low Intermediate Basic Education 4 – 5.9 4 High Intermediate Basic Education 6 – 8.9 5 Low Adult Secondary Education 9 – 10.9 6 High Adult Secondary Education 11 – 12.9

8.  TABE Form 9, Level M Reading  NC = 37  Scale Score = 511  Grade Equivalent = 5.7  NRS Level = 3  What does this student already know?  What does this student need to learn?

9.  Serves as the teacher’s diagnostic tool  Hand scored  Scantron  Regardless, deficient skill sets are revealed

10. For each incorrect answer, circle/slash the corresponding number at the bottom of the page

11.  Identifies the areas in which the student needs skill development  Will serve as a road map to the teacher’s Educational Plan for each student

12.  Score the practice sheet  Check the Form…9 or 10 first  Circle/Slash each incorrect answer at the bottom of the score sheet  Develop a Learning Plan for this student  Choose APPROPRIATE materials for this student

13.  What areas did your student show proficiency?  What areas are deficient?  Prioritize this student’s learning plan:  Lower in math or reading?  Skills needing instruction/practice  Materials appropriate to this student’s needs

15.  Reminders:  Analyze ASISTS report: Students Not Moving to Higher Level  Indicates not only those with no post test but also those with no gain

16.  Has the teacher:  Assessed the students needs (diagnostic tool)  Selected appropriate learning materials  Taught new skills (underdeveloped skills)  Provided guided practice  Review material learned  THEN Post Test

18.  Investigate root cause  Reason why student has not learned?  Let’s suggest:  1. Undiagnosed learning disability  2. Sporadic attendance  3. Inappropriate materials  4. Needs more practice

20. Locator Full Battery Scoring Placement in Instructional Program

21.  Compare to the Educational Functioning Level descriptors  What should your student be able to do in the next EFL?  Seek materials relative to those skills  Teach those skills first  Provide targeted practice  Post Test!

22.  Use NRS Table 4 Data Check Report to target students with heavy hours and no gain  Dig deep to hunt out students that are at the cusp of showing gain  At high end of Educational Functioning Level  This applies to both ESL and ABE students  Use the Turnaround Documents to hunt out the students with most probable gain

23. NRS Strategy is CRITICAL! Teachers and test assessors should make certain they look at each student’s scores to see where on the progress chart the student enters and how far they need to move to achieve the next NRS Level Student #1 Student #2

24. NRS Strategy is CRITICAL! Teachers and test assessors should make certain they look at each student’s scores to see where on the progress chart the student enters and how far they need to move to achieve the next NRS Level Student #1 Student #2

25. BEST Plus Scoring Placement in Instructional Program

26.  Compare to the Educational Functioning Level descriptors  What should your student be able to do in the next EFL?  Practice those skills first  Provide targeted practice  Post Test!