1. How do Assessments help us get the "Inside Scoop"? How Do We Use This Information to Inform Instruction? modifications interventions enrichment Data-Driven Instruction; Child-Study; Remediation The ABCs of Assessment

5. The Act of Assessment… The Types of Assessment… The Tools of Assessment… Assessment is a system. The system has 3 important components The ABCs of Assessment

6. “ Assess : Etymology: Middle English, probably from Medieval Latin assessus, past participle of assidEre, from Latin, to sit beside, assist in the office of a judge” (From MerriamWebster.com) The Act of Assessment… In Everyday Life , assessments are judgments we make about people or things based on data we gather through our experiences and senses , and compare to our personal standards and criteria of what is correct, or successful. The ABCs of Assessment

7. In Education , assessments are judgments we make about students and their performance based on data we gather through instruments and/or observation , and compare against given standards, such as the Sunshine State Standards, according to given criteria , and definitions of correctness and success. The Act of Assessment… The ABCs of Assessment

12. The goal of criterion-referenced assessments is to provide information about a learner’s level of mastery of objectives and standards in a given subject area. Criterion-Referenced assessments are assessments that are given to determine a student’s success based on his/her knowledge and mastery of standards and objectives. Criterion-Referenced

13. The goal of norm-referenced assessments is to… Compare a student’s level of success against that of other students in his/her age/grade level, or “norm” group. Norm-Referenced assessments are assessments that are given to determine a student’s level of mastery with objectives and standards as compared to others in his/her norm group.. Norm-Referenced

19. Categorizing Assessments How do the Types and Tools of Assessment Fit Together? Your Mission: Work as a team to decide which type of assessment each tool fits under! P.S. BE prepared to explain your choices when we’re done! Caution: SOME may fit into more than one category. Write the names of the assessments on sticky notes and place under the assessment type signs on the table. READY…SET…GO…

20. Digging Deeper… How do Assessments help us get the “Inside Scoop”? AND THE VERDICT IS…. Data is only as useful as the questions it makes us ask, and the answers it inspires us to seek!

21. Stanford, DIBELS, Baseline Florida Writes Teacher Observation Literacy Assessments Math Pretests FCAT Tests Let’s Put the Pieces Together….. What? General Info Why? Specific Teacher Observation, DRA, Individual Conferences, Literacy Assessments, Florida Writes, Diagnostic Spelling Inventory, Stanford Math Diagnostic What will we do about it? How will we know if it worked? Specifics DIBELS, Florida Writes Teacher Observation Literacy Assessments Math Posttests DRA, Running Records Action Plans; Documentation

22. Digging Deeper… How do Assessments help us get the “Inside Scoop”? What are some questions data from daily observation of a struggling student might lead you to ask yourself? What are some questions data from a screening like DIBELS or the Baseline Florida Writes Test might lead you, as a classroom teacher, to ask yourself? Brainstorm!

23. Digging Deeper… How do Assessments help us get the “Inside Scoop”? Create a Student Profile 2. What further questions does the data and my knowledge lead me to ask? Using “struggling student” data your team has brought we will create a student profile together. Things to think about….. 1. What does my knowledge about the learning process tell me about how this student is performing developmentally? 3. If I don’t know how to find the answers, Who do I ask?

24. How Do We Use This Information to Inform Instruction? (Putting the Puzzle Together!) How do we use data from assessments to inform our instruction? What is responsive teaching? Before we use the data in our student profile to talk about remediation, let’s talk about how we use data to inform instruction daily in our classrooms…. Team-Talk

25. How Do We Use This Information to Inform Instruction? (Putting the Puzzle Together!) Now that we have a student profile, let’s look at “Thinking Maps” and Documentation Tools we use that require us to use screenings, diagnostics, and progress monitoring assessments to ask ourselves questions,and discuss an action plan to meet the need of our student who is struggling. AIP Differentiated Instruction: Remediation An Academic Improvement Plan is an action plan to meet the needs of a struggling student. On it, we can also document the outcomes of our plan.

26. ELIGIBILITY CRITERIA REASON: DIAGNOSTIC RESULTS: Intervention Strategies Progress Updates Let’s Put the Pieces Together….. THE AIP and the Assessment Process

27. How Do We Use This Information to Inform Instruction? (Putting the Puzzle Together!) When as classroom teachers, we see a mismatch between performance and ability, or ability and process, or a direct correlation between behavior and poor performance, it’s time to go further. This is when we decide to bring a student to child study to get an even more thorough, and formal diagnosis of the problem. When the “Usual Things” AREN’T Working… Let’s look at how the child study packet fits into our assessment system…..

28. Pre-Intervention Data Specific Observation Documentation What will we do to help the student improve? (Intervention Plan)-Minimum of two interventions which are related to the problem Assessment tool used to measure progress? Parent Conferences: Pre/Post Why is the Problem Occurring? (Hypothesis) Let’s Put the Pieces Together…How Does the Child Study Packet Fit? Observation Form and Problem-Solving Worksheet Parent Conferences