what help does each student need?. assess to find out specifically where a child is having problems
TRANSCRIPT
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MODULE 3: ASSESSMENT:
What help does each student need?
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THREE TIERED MODEL
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MOVING FROM GLOBAL TO
SPECIFICAssess to find out specifically
where a child is having problems
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The difference between a formative and a summative assessment has also been described
as the difference between a physical and an autopsy. Professional learning communities
Prefer physicals to autopsies.
Dufour, et al, 2004
Reason for Assessing Type of Assessment
Who needs additional assistance? How many?
Universal Screening
What specific skills need targeting?
Diagnostic Testing
Should we keep or change our intervention?
Progress Monitoring
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EXAMPLE OF ASSESSMENTS
Tier Scope Assessment
Admin by Frequency
Tier 1Universal
All students
DibelsMAPS AimswebSTEEPCBM
Classroom Teachers
Fall, Winter Spring
Tier 2Progress Monitoring
Some students
DibelsAimswebSTEEPCBM
Classroom Teacher
Every other week
Tier 3Intensive Progress Monitoring
Few students
DibelsAimswebSTEEPCBM
Classroom Teacher
Weekly
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TYPES OF ASSESSMENT Universal Screening Diagnostic testing Progress monitoring Outcomes
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UNIVERSAL SCREENING At least 3 times a year Across multiple grades Established cut scores Scores determine which child needs
assistance Fluidity based on screening
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WHAT IS YOUR UNIVERSAL
SCREENING?
Activity 1
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DIAGNOSTIC ASSESSMENTS Assist with drill down Determines what assistance each child
needs. May be class wide or individual Many different types Looks for assessments that are
ValidReliableHigh level of fidelity
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THIS WILL HAVE A CHART THAT SHELLY IS MAKING
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PROBLEM-SOLVING METHOD/DRILL DOWN
What is the problem?
Why is ithappening?
What should be done about it?
Did it work?
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WHAT TYPES OF DIAGNOSTIC ASSESSMENTS
DO YOU USE?
Activity 2
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PROGRESS MONITORING More frequent Keep it simple Do it with fidelity Chart the progress
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SMART GOALS S—specific, clearly stated, simple M—measurable based on quantifiable
data A—Attainable and realistic R—Related to student performance and
achievement T—Timebound
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DATA??? Baseline: Data before interventions are put
in place
Aimline or goal: How much you want to achieve
Graph the data to determine whether or not progress is being made.
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PROGRESS MONITORING Key features of effective formative
evaluation systems Student performance is measured frequently (e.g.,
once/week) and results in quantitative data Progress is monitored toward an observable,
measurable, and ambitious goal Progress is graphed and viewed regularly Data decision rules are used to evaluate the
effectiveness of interventions and determine when modifications to interventions are needed
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WHAT DO YOU USE FOR PROGRESS
MONITORING?
Activity 3
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OUTCOMES Most common measure is state
assessments AYP
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REFLECTION
Activity 4
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PROFESSIONAL DEVELOPMENT Needs
What type of professional development do we need?
Who is going to do it?When are we going to do it?Length of time neededFollow-up/Accountability
Options
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THIS PRESENTATION WAS CREATED BYHIGH PLAINS EDUCATIONAL
COOPERATIVE
For more information on MTSS, contact HPEC 620-356-5577
For additional information on MTSS visithttp://www.kansasMTSS.org