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.

Introduction to the

Assessment Clinic

Class 1UIC Sped 576

Internship in

Assessment

Tonight’s Agenda

• Introductions--10 minutes

• Syllabus Review- 45 minutes

• Assessment Overview- 45 minutes

• Collaboration Contract-20-30 minutes

• Tech Updates- Ongoing

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.

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

About you

• Name

• Year in the program

• What you love

outside of school or

your current favorite

streaming show.

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.

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.

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

More on the Syllabus• Policies and Procedures

• EdTPA

• Calendar, due dates, readings, and materials

required.

• Grades and Course Rubric

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

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

Unanswered Questions

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 ***

What is Assessment?

Love it or Hate it?

PreTestJog that memory!

Can be found under in-class

materials.

Types of Assessment

Cole, Formative vs. Summative Assessments

evaluative

descriptive

•Criterion referenced

•Norm referenced

•Curriculum Based

Measures

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

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

Effective Assessment focuses on

the WHOLE person:

Collado, 2014

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

PreTestJog that memory!

On blackboard under in-class materi

als

Kary’s

Case Study Teams (7:45-11)

Team 1:

Team 2:

Team 3:

Team 4:

Jahmila’s

Case Study Teams (10-1:15)

Team 1:

Team 2:

Team 3:

Team 4:

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:____________

Part II:

Collaboration/Teaming

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

Collaborating with Families

What do we need to consider

when working with

our case families?

What are some “hang-ups” families

may have?

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?

Interactive Collaboration/Teaming

• Involves both consultation and

collaboration

• Sharing information and expertise

• Mutual or reciprocal effort to provide

the best possible services

Collaboration

• Team focus

• Role

• Responsibilities

• Accountability

• Sharing

• Team processing

The Process of Teaming

• Forming

• Storming

• Norming

• Performing

• Adjourning and

reforming

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).

Storming

• Continue brainstorming

• Anticipate conflict

• Members may question roles and

procedures

• Polarization may occur

• Leadership tested (e.g. moving to a more consultation role)

Norming

• Role relationships are redefined

• Team goals are established

• Leadership is defined and accepted

• Trust is built.

Performing

Members work to accomplish the tasks

of the team.

Adjourning and Reforming

• Members deal with changes in

• Relationships

• Feelings about self-esteem

• Goals

• Process – were tasks (e.g. testing & report writing)

completed satisfactorily?

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?

Team Activity # 1

Conflict Resolution

In teams…

• Read your scenario (in powerpoint)

• Discuss possible solutions

• Get ready to take the stage

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?

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?

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)?

When Teams Are Working Well…

• Potential for improved outcomes

• Services for students/families

• Class experience

• Report/Grade

• Growth in professional knowledge &

skills

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

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.