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Module 3: Assessment:

Module 3: Assessment:. What help does each student need?. Three Tiered Model. Moving from Global to Specific. Assess to find out specifically where a child is having problems.

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Module 3: Assessment:

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  1. Module 3: Assessment: What help does each student need?

  2. Three Tiered Model

  3. Moving from Global to Specific Assess to find out specifically where a child is having problems

  4. 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

  5. Example of Assessments

  6. Types of Assessment • Universal Screening • Diagnostic testing • Progress monitoring • Outcomes

  7. Universal screening • At least 3 times a year • Across multiple grades • Established cut scores • Scores determine which child needs assistance • Fluidity based on screening

  8. Activity 1 What is your universal screening?

  9. 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 • Valid • Reliable • High level of fidelity

  10. This will have a chart that shelly is making

  11. What is the problem? Why is it happening? Did it work? What should be done about it? Problem-Solving Method/Drill down

  12. Activity 2 What types of diagnostic assessments do you use?

  13. Progress monitoring • More frequent • Keep it simple • Do it with fidelity • Chart the progress

  14. 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

  15. 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.

  16. 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

  17. Activity 3 What do you use for progress monitoring?

  18. Outcomes • Most common measure is state assessments • AYP

  19. Activity 4 Reflection

  20. 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 needed • Follow-up/Accountability • Options

  21. This Presentation was Created byHigh Plains Educational Cooperative For more information on MTSS, contact HPEC 620-356-5577 For additional information on MTSS visit http://www.kansasMTSS.org

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