1. An Introduction to Instructional Assessment HCPSS Instructional Intervention Teams February 11, 2013

2. Participants will leave today’s training knowing: What Instructional Assessment (IA) is and is not. How IA is used to strengthen Problem ID in actual cases. Participants will also be introduced to the steps for completing an IA.

3. ACTIVATING PRIOR KNOWLEDGE

4. Problem Identification – Paired Sharing What is “Problem Identification?” What is the purpose of this stage? What is the intended outcome for this stage?

5. Problem Identification 2 nd Stage Shared understanding Observable, measurable statement of concern Goals Set

6. How have you identified a reading problem in PID? 1 minute Write down as many things you have done or that you can think of

7. Reading Dimensions Gravois, T.A., Gickling, E.E., & Rosenfield, S. (2007). Training in Instructional Consultation, Assessment and Teaming Book 1: Introductory Session, p. 57. Catonsville, MD: ICAT Publishing

8. Instructional Triangle Student Instruction Task Match=Success

9. Underlying Principles for Instructional Match Gravois & Gickling (2005) Comprehension 93%-97% Knowns Drill & Practice 70% to 85% Knowns Working Memory AgeCapacity 30 500 7000 90000 1100000 13000000 150000000 IQ 120= 25XIQ 100= 35XIQ 80= 55X Repetition

10. “The Problem is the Mismatch” Rather than viewing the problem as a student deficiency, or worst still, as a defect in a student’s ability to learn, it is preferred that the problem be viewed as an inadequate match between the student and the setting. - Rosenfield and Gravois, 1996

11. Instructional Assessment Provides opportunity to explore the match/mismatch Helps determine what the student can do Focuses our attention on what is needed in order to help the student meet expectations

12. Instructional Assessment Is… An opportunity to engage with the student(s) about specific instructional material A one on one or small group interaction A chance to see what the student can do with grade level/peer expected text A chance for the teacher to observe

13. Key Questions “What does the student know?” “What can the student do?” “How does the student think?” “What does the student do when unsure?” “Now, what can the teacher do?”

14. Steps of an IA Snapshot Build rapport Get student acclimated to the text Read to the student Assess understanding Conduct word search Decide to stop or proceed Monitor fluency as student reads Assess understanding Review and identify patterns, additional questions, next steps

16. What did you see? Case Manager’s actions Student’s actions Teacher’s actions What did you find out about what the student can do?

17. Logistics for Conducting an IA When? How many times? Who does what? What materials are needed?

18. Case Documentation

19. Group Case Considerations Teacher identifies need from the start or once the consultation process has started IA with more than one student Problem ID Intervention Design Documentation

20. Preparing for an IA What text? What passage will be read to the student? Comprehension questions Word search What passage will the student read? Comprehension questions Considerations

21. Practice Preparing for an IA Work in pairs or triads Designate roles: teacher, case manager, co-case manager Select text then select passages for case manager and student Prepare for case manager’s passage Prepare for student’s passage

22. Wrap Up Questions or Comments? How will today’s training help you as a case manager? What will you bring back to your team?