Assessment at Carroll

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


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


DIAGNOSTIC ASSESSMENT

Purpose: To determine student’s specific instructional needs

Often involves in-depth individual assessment

Examples: CELF-4, CTOPP


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


OUTCOMES ASSESSMENT

Purpose: To evaluate overall outcomes - also called Summative Assessment

Examples: MCAS, GRADE, SAT


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!!!!

Documents

Assessment at Carroll