Transcript Interpretation

Assessment Instruction Cycle
Initial Evaluation
• Archival Assessment
• Diagnostic Assessments
• Formal Standardized Measures
Assessment
Instructional Design
• Determine starting point
• Analyze Errors
• Monitor Progress
• Modify Instruction
• Determine Content
• Select Language of Instruction
• Select examples
• Schedule scope and sequence
• Provide for cumulative review
Instructional Delivery
• Secure student attention
• Pace instruction appropriately
• Monitor student performance
• Provide feedback
Madigan, Hall, & Glang(1997)
Graph and Analyze Data
• Compare trend of student progress to goal
line (goal line connects beginning
performance with year-end target)
– If student progress is less steep than goal line,
modify instruction
– If student progress is steeper than goal line,
set higher target
Words Read Correctly Per min.
Interpreting Graphed Data - Aimlines
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25
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10
5
0
Intervention
Baseline
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60
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50
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Session Number
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15 16
17 18 19
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Interpreting Graphed CBM Data:
Trend
• A way to look at overall direction of the
observed behavior as demonstrated
through a trend.
Trend
•
•
•
increasing rate or degree
zero trend (flat line)
decreasing
Interpreting Graphed CBM Data:
3 Data Point Rules
If 3 consecutive data points are:
• below the aimline, make an
instructional change
• above the aimline, the student is
making adequate progress. Consider
setting a new instructional goal.
• are not above or below the aimline for
3 consecutive data points, make no
changes
Establishing Aimlines
Dynamic Aim
– Best guess about the criterion for
success
Instructional Placement Standards
– Criterion for success in based on
instructional placement standards
Prescriptive Standards
– Expected growth rates
Graphic Display
• Tells us When to make a change
•What skills need to be taught?
Error Analysis
Error Analysis
Error analysis
 Involves reviewing the student’s scored
CBM reading probes to identify specific
error types and patterns
 Helps to set priorities for teaching
Error patterns
 Indicate areas in need of further instruction
 Constitute a database for determining what
content and strategies to teach
Error Analysis Process
1. Identify errors on student’s ORF probes
2. Categorize errors by type (for example)
 Letter/sound correspondence
 letters, sounds, sound combinations
 Word-type errors
 Rule based (VCe pattern), word beginnings and endings,
compound words
 Irregular error
 (e.g., said, was, beautiful)
 Random guessing error
3. Look for error patterns within each error type
Error Analysis
Sounds
Reg.
Words
Irreg.
Words
Multi-Syllable ContractWords
ions
Error Analysis
Example 2 (cont.)
money
"Willy... the money in your savings account is for your college
k-now
can not gIve
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20
education. You know I can't give it to you."
"You have to."
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"I do?"
25
it is
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"It's my money!"
pie-e-ses
Little Willy left the bank with a stack of ten-dollar gold pieces five] of them, to be exact.
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45
Error Analysis
Example 2
Freckles looked at his house.
do not w-ant
say-id
“I don’t want this house,” he said.
one
sig
“I will put this one up for sale.” Freckles put up a sign.
want-ing
Dogs came to look at the house. But no one wanted it.
5
12
25
37
one
“It needs paint,” one dog said.
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I will
“Then I’ll paint my house,” said ] Freckles.
50
“I’ll paint it red. Then someone will want it.” Freckles went to the 62
store to get paint. Then he went home. Soon the house was
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painted red.
78
Error Analysis
Sounds
Reg.
Words
Irreg.
Words
Multi-syllabic ContractWords
ions
know (r)
money 2
pieces
can’t
have (r)
give
college
it’s
**************************************************************************************************
want
said
one
sign
wanted
don’t
I’ll
Error Analysis
Example 2 (cont.)
Error Patterns
Irregular words:
 Words with silent letters and
irregular vowel sounds
Word Types:
 Contractions
Multisyllabic Words
Sound Combination
Implications for Instruction
• Use of effective teaching strategies
– Pinpoint error types and efficiently teach
or reteach the skill
• Determine instructional strategy to
teach the skill.
• Be sure necessary preskills for
strategies are present.
•Do students know letters used in words?
•Do students know facts in a computation problem?
•Do students know basic mechanics rules for written expression?
Sequencing Guidelines
(Carnine, Silbert & Kameenui, 1997)
1. Preskills of a strategy are taught before
the strategy itself is presented.
2. Instances that are consistent with a strategy
are introduced before exceptions.
3. High utility skills are introduced before less
useful ones.
4. Easy skills are taught before more difficult.
5. Strategies and information that are likely to
be confused are not introduced at the same
time.(Separate skills that are easily confused.)
Instructional Design Structure
Selection of Examples:
Sequence of Examples:
Guided Practice Examples:
Independent Practice Examples: