introduction to the assessment clinic...• write any access needs you may have. • (e.g., i need...
TRANSCRIPT
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Bell Ringer-
On an index card please:
• Write your name.
• Write your pronouns.
• Write any access needs you may have. • (e.g., I need to stretch during lectures, I need enlarged print, etc)
• Write any concerns you have or want to let us k
now about so
that we can support you best this semester.
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Introduction to the
Assessment Clinic
Class 1UIC Sped 576
Internship in
Assessment
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Tonight’s Agenda
• Introductions--10 minutes
• Syllabus Review- 45 minutes
• Assessment Overview- 45 minutes
• Collaboration Contract-20-30 minutes
• Tech Updates- Ongoing
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About Kary…• Working with individuals with
disabilities for a long time.
• Bachelor’s in Nursing from Carroll
College, Waukesha, Wi.
• Master’s in Sped from UIC
• In the PhD Program here
• I taught for 7.5 years in CPS and
was a paraprofessional and ABA
therapist before that.
• I love to travel and I have a dog,
Frida, and cat, Six.
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About Jahmila
•Bachelor’s in Elementary Ed
from DePaul with endorsements
in math and Spanish
•Master’s in SPED from UIC
• 6th year teaching in CPS-4
years gen ed, 1 year inclusion,
this year resource!
• Started education with a
passion for middle school math
(???) which has transitioned
into the world of special
education
•2010 Golden Apple Scholar
Wannabe Foodie
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About you
• Name
• Year in the program
• What you love
outside of school or
your current favorite
streaming show.
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Norms
• Please do what you
need to do to access
what you need to
access.
• Take breaks as you
need them
• Wellness, first.
• Respond with kindness,
please.
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SYLLABUS
• LOOK AT IT WEEKLY. DAILY IS BETTER.
• Professionalism
• Read through the first page. Notice what’s underlined
and bolded.
• What’s a flipped model?
• Keys to success.
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75 hours of field work• Live Testing Days: (2 days x 3 hours) – 6 hours
• Intern Testing Days (4 days x 4 hrs)- 16 hours
• Weekly classwork in addition to class time
• Test Prep- (3 hrs x 6 weeks) 18 hours
• Group work/writing (AVERAGE: 2.5 hrs x 14
weeks) 35 hours.
• TOTAL: 75 Hours
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More on the Syllabus• Policies and Procedures
• EdTPA
• Calendar, due dates, readings, and materials
required.
• Grades and Course Rubric
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Syllabus Continued...• Course Phases--
Phase 1: Plan to
Collect Data
Phase 2: Collect &
Describe the Data
Phase 3: Interpret
the Data &
Respond
• Clinic Testing Days
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Confidentiality
• Your team will receive a white bin with folder
of protocols with Names.
• All information and materials are
CONFIDENTIAL
• Organized, secure, safe location = system of
organization will be checked at next class.
• What happens in 1419 stays in 1419
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Unanswered Questions
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Technology in the clinic• Course website: www.assessmentclinicuic.wordpress.com
• File Sharing: www.box.com
• https://app.box.com/services/browse/popular
• USE BOX SYNC- “word online” can be finicky
• Youtube: Woodcock Johnson Test of Achievement
***Anytime you come across a password, try: clinic ***
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What is Assessment?
Love it or Hate it?
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PreTestJog that memory!
Can be found under in-class
materials.
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Types of Assessment
Cole, Formative vs. Summative Assessments
evaluative
descriptive
•Criterion referenced
•Norm referenced
•Curriculum Based
Measures
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Developing an Understanding of
Student LearningLopez-Reyna & Bay (1998)
3 step Child-Centered Assessment Process
1. Determine the purpose of your assessment
Approach to learning, application of knowledge, attainment of learning outcomes, typical errors
2. Know the child who is being assessed
Acculturation, school experiences, sociolinguistic differences, cognitive functioning
3. Select the appropriate assessment & collect and interpret the data
Criterion-referenced tests, interview, error analysis, observation, portfolio, formative assessment, dynamic assessment
Is data sufficient, across sources, enough to show patterns & clarifies inconsistencies? RELIABILITY & VALIDITY
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Applying the Assessment Process in
the Clinic
1. Determine the purpose of your assessment
A. Who has referred these students and why?
2. Know the child who is being assessed
B. Through interviews: parent, teacher, & student.
C. Through observation: in school and in the clinic.
3. Select the appropriate assessment & collect and interpret the data
D. Norm-referenced assessments
E. Criterion-referenced assessments
F. Dynamic Assessment
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Effective Assessment focuses on
the WHOLE person:
Collado, 2014
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Assessment Considerations
Reliability
• “How sure am I?”
• Consistency… methods, situations, teachers
Validity• “How well does the assessment measure what I’m trying to measure?”
• Accuracy of inferences based on match of concepts & items with curriculum
& other measures
Cultural/Linguistic Considerations• Enculturation/acculturation
• Schooling experiences
• Sociolinguistic development
• Cognitive functioning
Collado, 2014
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PreTestJog that memory!
On blackboard under in-class materi
als
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Kary’s
Case Study Teams (7:45-11)
Team 1:
Team 2:
Team 3:
Team 4:
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Jahmila’s
Case Study Teams (10-1:15)
Team 1:
Team 2:
Team 3:
Team 4:
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Your content area/practice groupEach team needs to have coverage in each area
Reading & Writing:
Math, Language & Processing:
Look in livebinder for the intern assigned tests. Testing Plan Diad, under tab 5a
OR blackboard:____________
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Part II:
Collaboration/Teaming
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Break!Be back at:
This is a good time to
make sure you can get
into box.
When you come back
please sit next to
your team member
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Collaborating with Families
What do we need to consider
when working with
our case families?
What are some “hang-ups” families
may have?
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Collaboration/Teaming
with Peers
• What makes a great
team?
• Have you ever been on
or witnessed a strong
team in action?
• Let’s be real—what are
your team pet peeves?
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Interactive Collaboration/Teaming
• Involves both consultation and
collaboration
• Sharing information and expertise
• Mutual or reciprocal effort to provide
the best possible services
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Collaboration
• Team focus
• Role
• Responsibilities
• Accountability
• Sharing
• Team processing
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The Process of Teaming
• Forming
• Storming
• Norming
• Performing
• Adjourning and
reforming
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Forming
• Individuals become oriented to the team
• Communication networks are started
• Purpose/mission is discussed
• Discuss roles and what each person
brings to the team (e.g., professionally
and personally).
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Storming
• Continue brainstorming
• Anticipate conflict
• Members may question roles and
procedures
• Polarization may occur
• Leadership tested (e.g. moving to a more consultation role)
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Norming
• Role relationships are redefined
• Team goals are established
• Leadership is defined and accepted
• Trust is built.
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Performing
Members work to accomplish the tasks
of the team.
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Adjourning and Reforming
• Members deal with changes in
• Relationships
• Feelings about self-esteem
• Goals
• Process – were tasks (e.g. testing & report writing)
completed satisfactorily?
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Remember…
• Teams move in and out of stages (some can be in two stages at once).
• Teams are influenced by their members, the collaborative culture, demands, etc.
• Members have to be attune to both the content and process aspects of the team.
• How are we communicating?
• What is being on the team like?
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Team Activity # 1
Conflict Resolution
In teams…
• Read your scenario (in powerpoint)
• Discuss possible solutions
• Get ready to take the stage
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Scenario 1
Your first team meeting was a breeze. Everyone was great. You
drew up a collaboration contract. All team members were on board,
committed and excited. The entire team thought this semester would
be a complete success.
Now, we’re three weeks into the semester and there are some
concerns. It seems that the member/intern who agreed to lead the
team knows all of the information but isn’t sharing it. This intern is not
doing what they agreed to do to keep the team organized and on
track. They have had numerous side conversations with the
instructors, graduate assistant and family. They are well-informed but
they are not sharing or leading. The instructors are unaware of this.
What will your team do?
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Scenario 2
On the first night of class, your team created a collaboration contract. The team
filled in what was necessary. It was a small team and everyone seemed to get
along fine. So you did your best to finish quickly (hoping to get out of class sooner
than later) because really who wants to sit through a full class on the first night.
It’s now week 5. Aaahhhhh! The workload is now very REAL. To top it all off, one
member/intern has definitely taken on a leader “boss” role. This intern is
constantly looking to lead the team even though you agreed to share leadership.
Not only are they bossy but they are giving incorrect information. Their partner(s)
are trying to make the best of it by letting this person have the leader role.
Unfortunately, they are unaware that this person is also providing them incorrect
information (wrong dates and timelines). There are definitely personality conflicts
and miscommunication taking place.
What can be done?
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Scenario 3
The collaboration exercises on the first night of class were GREAT! Your team
had productive conversation. You talked through several ideas. You came up
with a wonderful collaboration document. The semester has progressed
smoothly and has been more manageable than expected. Not to mention, your
instructors have been receptive and all-around WONDERFUL.
Now we’re more than half way through the semester. All of sudden, you realize
that someone is not doing their share of the work. They are on board and on
target during all of your classes but they have not been carrying their individual
load well. The rest of the team has been so concentrated on their
responsibilities that they have failed to see this. This person is just not doing
their share.
What would you do (said in my best John Quinones impersonation)?
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When Teams Are Working Well…
• Potential for improved outcomes
• Services for students/families
• Class experience
• Report/Grade
• Growth in professional knowledge &
skills
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Collaboration Agreement
• First Team Work Assignment- In your
box folder, so you can figure out how
BOX works.
• Fill in the Collaboration Contract and
have honest discussions about conflict.
• 15 minutes
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For Next Class…
Be ready to interview your families—
• If you did not read the background section, please do.
• Look at the interview questions and structure who will ask questions.
• Make sure all your technology is working. BOX SYNC.