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Work Sample Seminar 1
Work Sample Seminar Screening Assessments, File
Review, & Context Part 1
Portland State University
2
Overview
File Reviews– IEP at a Glance
Work Sample Context – Part 1
Screening Assessment Begin to think about the focus of your Unit
Plan
Review File Review and Screening Assignment Read the assignment description (see File
Review and Screening Assignment) Identify & share with a partner
– 3 things that are critical for you to remember– Any questions you have about the assignments
Work Sample Seminar 3
File Reviews
Talk with your Cooperating Teacher about how they get to know the educational needs of their students
Gain appropriate permission to access files
Use the IEP at a Glance forms to conduct file reviews
File Review• Review the IEP’s of every student in your WS group
– Complete an IEP at a Glance for each student– Note individual reading & writing goals– Check the present levels for data & priorities
• Review Eligibility information / data– Note reading assessment data (strengths, needs, and levels)
• Meet w/ your cooperating teacher and discuss: current curriculum, student file review results, and/or need for a screening assessment such as the IRI to update reading levels
Work Sample CONTEXT (See Context Assignment)
Set up your work sample binder & begin gathering information for the context essay
Write your CONTEXT Essay (Part 1) Review the assignment information Use the information from the following sources to
write your CONTEXT Essay: The“Getting to Know Your Field Experience Site,”
interview with your cooperating teacher Screening assessments & file review
Academic Practicum Seminar 6
Why Conduct a Screening Assessment? To determine appropriate instructional
goals for students
To determine appropriate reading level for instruction–So your instruction is at the instructional rather than frustration or independent level
Work Sample Seminar 7
Options for screening assessments
For phonemic awareness skills– CORE Assessing Reading Multiple Measures
phonemic awareness assessments For phonics skills:
– CORE Assessing Reading Multiple Measures phonics screener
– Teaching Struggling and At-Risk Readers Beginning or Primary Phonics Test
– REWARDS Pre-test
Work Sample Seminar 8
Options for screening assessments For Fluency (may need to do both)
– DIBELS/AIMSweb, Easy CBM– Survey Level Assessment– San Diego Quick
For Vocabulary– If teaching in text, use a Survey Level Assessment or
Phonics Screener to check if they can read the words before teaching word meanings
– CORE Assessing Reading Multiple Measures Vocabulary Screener
Work Sample Seminar 9
Options for screening assessments For Reading Comperehension
– DIBELS/AIMSweb, Easy CBM– Survey Level Assessment– CORE Assessing Reading Multiple Measures MAZE
Purpose:– To determine if students can read text before teaching them
comprehension strategies in the text– Need to have rate and accuracy data to demonstrate they can
read the text you plan to use to teach, or you need to accommodate for their lower reading level.
Work Sample Seminar 10
Literacy Work Sample Seminar 11
Diagnostic Plan for Primary Grade Students (Grades 2-3)
Assessment Instructional Recommendations
Reading Maze comprehension assessment
If at Grade Level
No further assessment indicatedWork on grade-level curriculum
ORF If at Grade Level
Work on vocabulary and comprehension strategies
High frequency word assessmentVocabulary screening
If at Grade Level
Work on spelling, fluency, vocabulary, and comprehension strategies
Phonics assessment If at Grade Level
Work on spelling, sight word recognition, fluency, vocabulary, and comprehension strategies
Phoneme deletionPhoneme segmentation test
If at Grade Level
Work on phonics, spelling, sight word recognition, fluency, vocabulary, and comprehension strategies
Consider referral for specialized assessment
Work on phonemic awareness, phonics, spelling, sight word recognition, fluency, vocabulary, and comprehension strategies
Literacy Work Sample Seminar 12
Diagnostic Plan for Upper Grade Students (Grades 4-12)
Assessment Instructional Recommendations
Standardized Comprehension Test
If at Grade Level
No further assessment indicatedWork on grade-level curriculum
Intervention program placement testORFVocabulary screening
If at Grade Level
Work on comprehension strategies
Phonics assessment If at Grade Level
Work on spelling, fluency, vocabulary, and comprehension strategies
Phoneme segmentation assessment
If at Grade Level
Work on phonics, spelling, sight word recognition, fluency, vocabulary, and comprehension strategies
Consider referral for specialized assessment
If at Grade Level
Work on phonemic awareness, phonics, spelling, sight word recognition, fluency, vocabulary, and comprehension strategies
Begin to brainstorm & write drafts (see Unit Plan document)Focus of your work sample
– Using your student’s IEP, identify:• What skills and strategies do you hope to address?• What is your rationale for working on this focus?
Rationale should include:– Direct link to IEP goal / objective– Direct link to Oregon ELA Standard or Common Core
State Standards– Direct link to Assessment Data
Drafting a Unit Focus
• Begin drafting a WS Unit Focus (Goal) based upon data about the needs of your group: – IEP Goals & priorities
• Eligibility Assessment data
• File review data
• Screening Assessment data
• Conference w/ your cooperating teacher
Rubric: Goals & Objectives To meet criteria, the unit objective(s) must: ❑ be related to district or state literacy standards, ❑ stated as learning outcomes (not activities), and contain: ❑ conditions related to important instructional factors, ❑ an observable, verifiable behavior, and ❑ a measurable criterion. The rationale must: ❑ make a clear link between the unit objective(s) and students’
IEP goals and objectives and/or recent assessment data.
