An Introduction to Instructional Assessment HCPSS Instructional Intervention Teams February 11,...
Transcript of An Introduction to Instructional Assessment HCPSS Instructional Intervention Teams February 11,...
Participants will leave today’s training knowing:
• What Instructional Assessment (IA) is and is not.
• How IA is used to strengthen Problem ID in actual cases.
Participants will also be introduced to the steps for completing an IA.
Problem Identification – Paired Sharing
• What is “Problem Identification?”
• What is the purpose of this stage?
• What is the intended outcome for this stage?
Problem Identification• 2nd Stage
• Shared understanding
• Observable, measurable statement of concern
• Goals Set
How have you identified a reading problem in PID?
1 minute Write down as many things you have done or that you
can think of
Reading Dimensions
Gravois, T.A., Gickling, E.E., & Rosenfield, S. (2007). Training in Instructional Consultation, Assessment and Teaming Book 1: Introductory Session, p. 57. Catonsville, MD: ICAT Publishing
Underlying Principles for Instructional Match
Gravois & Gickling (2005)
Comprehension93%-97% Knowns
Drill & Practice70% to 85% Knowns
Working MemoryAge Capacity3 05 007 0009 000011 0000013 00000015 0000000
IQ 120= 25X IQ 100= 35X IQ 80= 55X
Repetition
“The Problem is the Mismatch”
Rather than viewing the problem as a student deficiency, or worst still, as a defect in a student’s ability to learn, it is preferred that the problem be
viewed as an inadequate match between the student and the setting.
- Rosenfield and Gravois, 1996
Instructional Assessment• Provides opportunity to explore
the match/mismatch
• Helps determine what the student can do
• Focuses our attention on what is needed in order to help the student meet expectations
Instructional Assessment Is…• An opportunity to engage with the
student(s) about specific instructional material
• A one on one or small group interaction
• A chance to see what the student can do with grade level/peer expected text
• A chance for the teacher to observe
Key Questions
• “What does the student know?”
• “What can the student do?”
• “How does the student think?”
• “What does the student do when unsure?”
• “Now, what can the teacher do?”
Steps of an IA Snapshot
• Build rapport
• Get student acclimated to the text
• Read to the student
• Assess understanding
• Conduct word search
• Decide to stop or proceed
• Monitor fluency as student reads
• Assess understanding
• Review and identify patterns, additional questions, next steps
What did you see?
• Case Manager’s actions
• Student’s actions
• Teacher’s actions
• What did you find out about what the student can do?
Logistics for Conducting an IA• When?
• How many times?
• Who does what?
• What materials are needed?
Group Case Considerations
• Teacher identifies need from the start or once the consultation process has started
• IA with more than one student
• Problem ID
• Intervention Design
• Documentation
Preparing for an IA• What text?
• What passage will be read to the student?
• Comprehension questions
• Word search
• What passage will the student read?
• Comprehension questions
• Considerations
Practice Preparing for an IA• Work in pairs or triads
• Designate roles: teacher, case manager, co-case manager
• Select text then select passages for case manager and student
• Prepare for case manager’s passage
• Prepare for student’s passage