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Assessment at Carroll. Glens Colman Director of Curriculum Carroll Lower School May 2013. May, 2013. Carroll School Belief Statement. Smart children with language learning disabilities become successful students given proper instruction within a positive environment. Agenda. - PowerPoint PPT Presentation
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May, 2013
Glens ColmanDirector of Curriculum
Carroll Lower SchoolMay 2013
Carroll School Belief Statement
Smart children with language learning disabilities become successful students given
proper instruction within a positive environment.
Agenda
1. What is assessment?2. Why do we assess?3. How does Carroll assess its students?4. How is assessment information used at
Carroll?
What is Assessment?
Assessment is the process of collecting data for the purpose of:
(1) Specifying and verifying problems(2) Making decisions about students
Testing ≠ AssessmentSchool personnel sometimes equate testing and
assessment. Testing consists of administering a particular set of questions to an individual or group of individuals to obtain a score. That score is the end product of testing. A test is only one of several assessment techniques or procedures for gathering information. During the process of assessment, data from observations, recollections, tests, and professional judgments all come into play.
Assessment in Special and Inclusive Education, 11th Edition, p. 13
To Consider: The Whole ChildCognitionLanguageAttentionExecutive FunctioningMemoryVisual-SpatialVisual-MotorLogicSpeechContent-Area AchievementBackground Experience/Educational OpportunityMotivation/Interests/Social/Emotional
Characteristics of AssessmentsStandardized:
A test in which the administration, scoring, and interpretation procedures are standard or set; usually norm-referenced meaning that norms have been established so scores can be interpreted in terms of validated referent.
Criterion Referenced:A test linked to predefined content and designed to measure student
achievement of that content.Measures that are used to determine if a student can demonstrate their
knowledge by reaching a specified performance level (i.e criteria) on a task.
Give a picture of whether a student does or doesn’t have a particular skill
Adapted from Pamela E. Hook, Ph.D.
Types of Assessments
ScreeningDiagnosticProgress MonitoringOutcomes
Adapted from Pamela E. Hook, Ph.D.
SCREENING
Purpose: To identify children in need of extra instructional supports
Often given to a large number of individuals-needs to be efficient
Examples: Pre-Literacy Skills Screening
Adapted from Pamela E. Hook, Ph.D.
DIAGNOSTIC ASSESSMENT
Purpose: To determine student’s specific instructional needs
Often involves in-depth individual assessment
Examples: CELF-4, CTOPP
Adapted from Pamela E. Hook, Ph.D.
PROGRESS MONITORINGPurpose: Ensure that adequate progress is achieved
throughout the year - also called Formative or Dynamic Assessment
Involves repeated assessment
Examples: Fry Words, DIBELS, Benchmarker, MAP
Adapted from Pamela E. Hook, Ph.D.
OUTCOMES ASSESSMENT
Purpose: To evaluate overall outcomes - also called Summative Assessment
Examples: MCAS, GRADE, SAT
Adapted from Pamela E. Hook, Ph.D.
Assessment at Carroll
Review of Scoring: DefinitionsRaw Score:
The number of correct responses or any original data obtained by a student on a test.
Standard Scores (SS)A score derived from comparing a raw score to scores of
children of the same age (based on the normal curve – often has a mean of 100 and a standard deviation of 15)
Scaled ScoresA derived score similar to a standard score (often has a
mean of 10 and a standard deviation of 3)
Adapted from Pamela E. Hook, Ph.D. and http://www.wrightslaw.com/links/glossary.assessment.htm
Percentile Ranks (PR)How the student scored when compared to other children who
are the same age or grade. Percentage of scores that fall below a point on a score distribution; for example, a score at the 75th percentile indicates that 75% of students obtained that score or lower
StaninesA standard score between 1 and 9, with a mean of 5 and a
standard deviation of 2. The first stanine is the lowest scoring group and the 9th stanine is the highest scoring group.
Age and Grade Equivalents*The age or grade for which a raw score is the average score
Composite Scores* Total score made up of sum of scores on two or more subtests
*Interpret with cautionAdapted from Pamela E. Hook, Ph.D.
Testing Terms
Adapted from GRADE Test by Isabel B. Phillips, Ed.D.
Level 1Diagnostic Testing
In order to admit a student to the Carroll School, our Admissions Department must
receive important diagnostic information about that student. That information may include
(but is not limited to);Cognitive Testing (WISC-4)Academic Testing (ex. WIAT-III or Woodcock-Johnson)Memory Testing(WRAML2, Rey-Osterrieth)Speech and Language Testing: (PPVT-4, CELF-4)Motor Testing: (VMI)Executive Functioning (BRIEF, NEPSY-II, Delis-Kaplan)
- Social-Emotional: (BASC-2, CBCL)
Level 2:Carroll Annual Assessments
Purposes: To assess outcomes in achievement relative to the baseline
performance in the instructionally relevant dimensions of phonological skills, decoding accuracy and speed.
To monitor progress and inform instructional group/planning from year-to year.
To understand how well a child is applying newly learned skills. To analyze errors and determine appropriate intervention
strategies. To understand how an individual performs relative to same-age
peers across the nation (percentile rank). To evaluate our curriculum and make sure we are effectively
teaching students what they need to know to be effective learners.
Facts: Carroll Annual Assessment
The CAA is a battery of standardized assessments that, in combination, take a close look at the skills required to be an effective learner.
The battery has been developed in response to findings from the National Reading Panel
The battery represents a combination of individual and group administered assessments.
The battery is administered during the spring to all students at Carroll * * Subtests administered may vary by the age and testing history of a
student
National Reading Panel Findings
Components of Reading
Carroll Annual Assessments
Comprehensive Test of Phonological Processing (CTOPP)
Assesses phonological awareness (the awareness and access to the phonological structure of oral language) and phonological
memory (the ability to code information phonologically for temporary storage in working or short-term memory).
Elison: measures the ability to delete individual phonemes from words presented orally and to reintegrate the remaining sounds into a new word. Highly correlated to early reading and spelling skill acquisition. Say /clump/. Now say /clump/ without the /k/
Segmenting Words: measures the ability to isolate and separate all of the phonemes in a spoken word by pronouncing the isolated phonemes in sequence after hearing and pronouncing the whole word. This skill highly correlates with word analysis skills or “sounding-out.”
Rapid Automatic Naming/Rapid Alternating Stimulus (RAN/RAS) Measures how quickly and efficiently a student is able to
retrieve phonological information from long-term or permanent memory. Rapid naming is highly correlated with
acquisition of reading fluency and comprehension skills.
Colors Numbers, Objects, Letters, 2-Set (letters and numbers)
Woodcock Reading Mastery Test- Revised (WRMT)
An untimed test that assesses the student’s accuracy and range of sophistication in pronouncing complex real words
and nonsense words.
The Word Identification (WI) tests requires a natural sounding reading of a list of progressively difficult real words. This untimed task measures the accuracy of a student’s recognition of both decodable words and sight words.
The Word Attack (WA) test requires the student to produce a natural sounding reading of a list of progressively pseudo words that follow predictable English spelling patterns. This untimed task measures how well a student had learned and can apply phonetic and structural analysis strategies to unknown words.
Test of Word Reading Efficiency (TOWRE)
This timed test is an efficient way of monitoring the two kinds of word reading skills that are critical in overall reading
ability: the ability to accurately recognize familiar words in whole units (sight words) quickly, and the ability to “sound
out” words quickly.
The Sight Word Sight Word Efficiency (SWE) subtest, taps not only the accuracy, but also automaticity of real word recognition and speed of retrieval.
The Phonemic Decoding Efficiency (PDE) subtest, taps not only the accuracy, but also the automaticity in applying phonetic and structural analysis strategies to unknown words.
Parent Report (Word Reading)
Group Reading Assessment and Diagnostic Evaluation (GRADE)
Group administered reading assessment Vocabulary & Word Meaning, Sentence Comprehension,
Passage Comprehension, Listening Comprehension
Parent Report(GRADE)
Carroll Math AssessmentsGroup Mathematical Assessment and Diagnostic
Evaluation (GMADE) Group administered math assessment Concepts & Communication, Operations & Computation,
Process &Applications
Symphony Benchmarker/Track My Progress The Symphony Math Benchmarker is an untimed, computer adaptive
assessment which provides a benchmark measure of overall mathematics learning against the Common Core State Standards. CCSS fluency standards.
Parent Report- GMADE
Symphony Benchmarker/Track My Progress
2012-2013 Standard Score
Percentile
Fall Winter Spring 2012-2013 Fall Winter Spring
Level 3Curriculum-Based Assessments
Measure how a student is responding to the curriculum. Aligned with curriculum in that students are being tested specifically on what and how they are being taught.
Help to provide diagnostic data, monitor progress and make educational decisions
Is usually criterion-referencedHelp teachers to understand trends in a
student’s learning.
Language CBA Form
Sept‘12 Dec. ‘12 March ‘13 June ‘13
Phonemic Awarenes
s/35: (%) /35: (%) /35: (%) /35: (%)
Rhyme Words
/10: (%) /10: (%) /10: (%) /10: (%)
Psuedo-Word
Decoding
L1: /20 (%)L2: /20 (%)L3: /20 (%)
L1: /20 (%)L2: /20 (%)L3: /20 (%)
L1: /20 (%)L2: /20 (%)L3: /20 (%)
L1: /20 (%)L2: /20 (%)L3: /20 (%)
Sight Words(Fry)
(report in bundles of
50)
(report in bundles of 50)
(report in bundles of 50)
(report in bundles of
50)
Morphologic
Awareness
L1 = /15 L2 = /15L3 = /15L4 = /15
L1 = /15 L2 = /15L3 = /15L4 = /15
L1 = /15 L2 = /15L3 = /15L4 = /15
L1 = /15 L2 = /15L3 = /15L4 = /15
Fluency:Read Naturally
Read Naturally
Gr. Benchmark:
wcpm
Read Naturally
Gr. Benchmark:
wcpm
Read Naturally
Gr. Benchmark:
wcpm
Read Naturally
Gr. Benchmark:
wcpm
SpellingL1: /20 (%)L2: /20 (%)L3: /20 (%)
L1: /20 (%)L2: /20 (%)L3: /20 (%)
L1: /20 (%)L2: /20 (%)L3: /20 (%)
L1: /20 (%)L2: /20 (%)L3: /20 (%)
Language CBA Descriptions Phonemic Awareness and Rhyme: Measures the ability to identify
and manipulate sound. Skills include; syllable blending, initial sound, phoneme blending, phoneme segmentation, rhyme
Decoding/Encoding: Measures the ability for students to use patterns and rules to identify words in reading and create words through spelling. Carroll School OG levels include: L1: Base + AS prefixes or inflected suffix (runner) L2: Base + AS, most common Latin prefix and suffix (precooked) L3: assimilated prefixes and up to 2 suffixes, some incongruent
syllable boundaries (artistic) L4: Base + stress shifts ( vowel change), “unfair Latinate
endings” (magician)
Language CBA Descriptions (Cont.) Fry words: measures the ability to quickly identify “sight” or
known words that occur frequently in reading. Words are bundled in group s of 50 by level of frequency used in English. Student must make less than 5 errors to master a bundle.
Morphological Awareness: measures the ability to break down words by their parts (i.e suffixes, roots and prefixes). 4 bundles of 15 each with increasing difficulty
Fluency: Measures the ability to read quickly and accurately. Read Naturally benchmarks used to calibrate oral reading progress against a grade level standard.
Writing: Assessments that use rubrics to score
Progress Monitoring 2013-2014Progress monitoring tools will continue to include both standardized and criterion-references forms.Pilot NWEA MAP testing which is a computerized set of assessments, similar to the Symphony Benchmarker, that measure individual progress in the areas of reading, language and math.
Improve efficiency of assessment Provide mechanism for assessment to inspire instruction Move away from paper/pencil/bubble sheets Preserve teaching time Improve communication with parents Report with greater detail.
Team CollaborationThe Carroll School has many mechanisms for
gathering and sharing information about students.
Robust Student Information SystemTeam-to-Team TransfersTeacher-Tutor MeetingsWeekly Team MeetingsRegular Coaching MeetingsChild Study
Case Study
JOHNNY
AdmissionsWhen Johnny first enters Carroll, our
Admissions Department does a thorough review of a Johnny’s “file” which includes….
Parent QuestionnairePrevious School ReportsDiagnostic Testing *Admissions Testing *
Diagnostic TestingInformation gathered from diagnostic
evaluations may include (but is not limited to…)
background information reviewcognitive profileacademic skillsmemory skillsspeech and language skillsmotor skillsexecutive functioning skillssocial-emotional skills
Johnny’s File Read- Cognitive Testing
COGNITIVE WISC IV SS=118
PR=73%ileVerbal Comprehension
SS=108PR=70%ile
Similarities 11@63%ileVocabulary 12@75%ileInformation 12@75%ilePerceptual Reasoning
SS=121PR=91%ile
Block Design 14@91%ilePicture Concepts 15 @ 95%ileMatrix Reasoning 11@63%ile Working Memory SS=94
PR= 34%ileDigit Span 8@25%ileLetter-# seq. 10@50%ileProcessing 100 @ 50%ileCoding 10 @ 50%ileSymbol Search 10@50%ile
ACHIEVEMENT WIAT Basic Reading Composite
SS=88PR=21%ile
Early reading 98@45%ileWord Reading 83@13%ilePseudo- Word 94@34%ileAlphabet Writing Fluency
90@25%ile
Johnny’s File Read-Memory TestingMEMORY
WRAML-II Sentence Memory
Story memory- recall
12@75%ile
Story Memory-Delayed Recall
Story Memory- Recognition
11@63%ile
Verbal Learning- Immediate Recall
11@63%ile
Verbal Learning- Delayed Recall
Verbal Learning- Recognition
5@5%ile
Picture Memory 10@50%ileRCFT (Rey) Immediate Recall 38%ileDelayed Recall 42%ileIdentify component pieces of test
7%ile (not crossing midline and using a fragmented approach when required to demonstrate an intersecting diagonal.
Johnny’s File Read- Achievement Testing
ACHIEVEMENT
WIAT Basic Reading Composite
SS=88PR=21%ile
Early reading 98@45%ile
Word Reading 83@13%ile
Pseudo- Word 94@34%ile
Alphabet Writing Fluency 90@25%ile
WIAT- Written Expression Composite
SS=94PR=14% ile
Spelling 84@14%ile
WIAT Math Composite SS=9PR= 47%ile
Numerical Operations 99@ 47%ile
Math Reasoning96 @ 39ile
Math Problem Solving 96 @39%ile
GORT Discontinued
Rate
Accuracy
Fluency
Comprehension
CTOPP
Phonological Awareness Composite
SS=130 PR=98%ile
Phonological Memory Composite
SS=10PR= 50%ile
Rapid Naming Composite SS=88 PR= 21%ile
Alternate Phonological Awareness
124 @ 95%ile
Alternate Rapid Naming 82 @ 12%ile
Elison 15@95%ile
Blending 15@95%ile
Memory for Digits 9@37%ile
Rapid Digit Naming 9@25%ile
Nonword Repetition 11@63%ile
Rapid Letter Naming 8@25%ile
Rapid Color Naming 5@5%ile
Phoneme Reversal 9
Rapid Object Naming 9
Blending Nonwords 15
Segmenting Words 9
Segmenting Nonwords 13
Johnny’s File Read-Phonological Testing
CTOPP Phonological Awareness Composite
SS=130 PR=98%ile
Phonological Memory Composite
SS=100PR=50%ile
Rapid Naming Composite
SS=88 PR=21%ile
Alternate Phonological Awareness
124 @ 95%ile
Alternate Rapid Naming
82 @ 12%ile
Elison 15@95%ileBlending 15@95%ileMemory for Digits
9@37%ile
Rapid Digit Naming
9@25%ile
Nonword Repetition
11@63%ile
Rapid Letter Naming
8@25%ile
Rapid Color Naming
5@5%ile
Phoneme Reversal
9
Rapid Object Naming
9
Blending Nonwords
15
Segmenting Words
9
Segmenting Nonwords
13
NEPSY II Comprehension of Instructions
8 @ 25%ile
Johnny’s File Read-Speech and Language Testing
SPEECH AND LANGUAGE
CELF-4 (Receptive)
SS= 12PR= 75%ile
Understanding Spoken Paragraphs
12 @75%ile
EOWPVT-IV (expressive)
94@34%ile
Johnny’s File Read-Motor Testing
MOTOR
VMI 93@32%ile
Johnny’s File Read- Executive Functioning Testing
EXECUTIVE FUNCTIONING
BRIEF Shifting Behavior 98%ilePlanning and organizing
98%ile
Inhibiting behavior
93%ile
Emotional Control
83%ile
Working Memory 96%ile
Johnny’s File Read-Social-Emotional Testing
SOCIAL-EMOTIONAL
BASC Hyperactivity 84%ile
Anxiety 91%ileDepression 76%ileSomatization 82%ile
Johnny’s Admissions Testing
What do we know about Johnny?• Show intellectual strengths in in visual processing, visuospatial
reasoning and construction, and vocabulary knowledge.
• Shows solidly average verbal and visual memory skills; however, his failure to recognize words that he had just recalled verbally may suggest that he did not fully attend to this task.
• Relative weaknesses with working memory and processing speed
• Has knowledge of phonological decoding rules and letter-sound correspondence, but has difficulty applying his knowledge to the task of reading. Lack of automaticity is present.
• Spelling is a noted weakness and the presence of many letter reversals in words (not in single letters) may be a result of attention. Not automatic with high frequency words.
Johnny• Math skills are in the average range but still slightly below where
we would expect him to perform given his intellectual capabilities. Has a good understanding of number sense but needs additional support with place value and regrouping..
• Speech and language skills are average with relative weakness in following complex directions.
• Fine motor skills are intact
• Testing performance also indicates difficulty in ability to maintain attention to task. Impulsive approach to testing.
• Johnny has significant issues with executive functioning planning/organizing, shifting and inhibition.
• Johnny’s learning issues have had an impact on his confidence and self-concept.
Grouping Once Johnny is accepted, a team of faculty
members, including the division head, the educational director, department heads, counselors and teachers meet to review student information and make appropriate classroom groups.Cognitive profileReading levelsMath levelsExecutive FunctioningSocial Skills
Recommendations for Johnny’s Program
Focus on building and applying decoding/encoding skillsContinued work with fluency.Focused work on place value and operations.Targeted intervention with working memory and
processing.Considerations for challenges with attention(sensory
breaks, information in smaller chunks, active work) and executive functioning weaknesses (pre-teaching, re-teaching, templates)
Integrate strategies for building self-esteem.
Progress MonitoringA student’s progress is monitored continuously by teachers, department heads and other administrators.
Daily/Weekly- OG lessons, teacher observations, classroom assignments and work samples
Quarterly: All the above and CBA’sYearly: All of the above and annual assessment
resultsEvery Three Years: All of the above and updated
diagnostic testing.
Longitudinal Annual Assessment
Longitudinal GRADE Assessment
Longitudinal GMADE Assessment
THANK YOU!!!!