Let’s work smarter not harder!

LET’S WORK SMARTER NOT HARDER!

Assessment

Targeted

Instruction

Educational Gain

TABE LOCATOR:

• Score of 7 • Recommend an E

• Score of 10• Recommend a D

TABE LEVEL RESTRICTIONS Reminders:

NO Level A test given at levels under NRS 5

NO Level E (max 6.9 GE) in NRS 4 (6 – 8.9) or above

NO Level M (max 9.9) in NRS 5 (9 – 10.9) or above

NO Level L after NRS Level 2 Levels A and L are optional in New York State

TABE DIAGNOSTIC PROCESS

ReadingMath

Or hand score and complete the diagnostic

tool on the score sheet

Design lessons

around the student’s

needs

DIAGNOSTIC TOOL:

Count the number of incorrect answers, subtract from the total number of questions = NC (number correct)

Will translate to:• Scale Score• Grade Equivalent• NRS Level

SCORING TABLES (norms book)

NRS Level

National Reporting System (NRS)Levels

Grade Level Equivalents

1 Beginning ABELiteracy 0 – 1.9

2 Beginning BasicEducation 2 – 3.9

3 Low Intermediate Basic Education 4 – 5.9

4 High Intermediate Basic Education 6 – 8.9

5 Low Adult Secondary Education 9 – 10.9

6 High Adult Secondary Education 11 – 12.9

SCORING EXAMPLE TABE Form 9, Level M Reading NC = 37 Scale Score = 511 Grade Equivalent = 5.7 NRS Level = 3 What does this student already know? What does this student need to learn?

TABE SCORE SHEET

Serves as the teacher’s diagnostic tool Hand scored Scantron

Regardless, deficient skill sets are revealed

For each incorrect answer, circle/slash the corresponding number at the bottom of the page

DIAGNOSTIC TOOL

ROAD MAP TO INSTRUCTION Identifies the areas in which the student

needs skill development

Will serve as a road map to the teacher’s Educational Plan for each student

SCORING ACTIVITY Score the practice sheet

Check the Form…9 or 10 first

Circle/Slash each incorrect answer at the bottom of the score sheet

Develop a Learning Plan for this student

Choose APPROPRIATE materials for this student

CUSTOMIZED LEARNING PLAN What areas did your student show

proficiency? What areas are deficient? Prioritize this student’s learning

plan: Lower in math or reading? Skills needing instruction/practice Materials appropriate to this

student’s needs

STRATEGIC POST TESTING

TABE TRAINING

Reminders: Analyze ASISTS report:Students Not Moving to Higher

Level Indicates not only those with no post test

but also those with no gain

BEFORE POST TESTING Has the teacher: Assessed the students needs

(diagnostic tool) Selected appropriate learning

materials Taught new skills (underdeveloped

skills) Provided guided practice Review material learned THEN Post Test

STUDENTS NOT MOVING TO A HIGHER LEVEL

EXCESS HOURS AND NO GAIN Investigate root cause Reason why student has not

learned? Let’s suggest:

1. Undiagnosed learning disability 2. Sporadic attendance 3. Inappropriate materials 4. Needs more practice

NEEDS FURTHER INVESTIGATION

DIAGNOSTIC PROCESS: HOW TO BEGIN

Locator

Full Battery

Scoring

Placement in

Instructional Program

Compare to the Educational Functioning Level descriptors

What should your student be able to do in the next EFL?

Seek materials relative to those skills Teach those skills first Provide targeted practice Post Test!

CUSTOMIZED EDUCATIONAL PLAN:

STRATEGICALLY POST TESTING Use NRS Table 4 Data Check Report

to target students with heavy hours and no gain

Dig deep to hunt out students that are at the cusp of showing gain At high end of Educational Functioning

Level This applies to both ESL and ABE students Use the Turnaround Documents to hunt out

the students with most probable gain

NRS Strategy is CRITICAL!Teachers and test assessors should make certain

they look at each student’s scores to see where on the

progress chart the student enters and how far they need to move to achieve the next NRS Level

Student #1 Studen

t #2

NRS Strategy is CRITICAL!Teachers and test assessors should make certain

they look at each student’s scores to see where on the

progress chart the student enters and how far they need to move to achieve the next NRS Level

Student #1 Studen

t #2

DIAGNOSTIC PROCESS: ESL

BEST Plus ScoringPlacement in Instructional

Program

Compare to the Educational Functioning Level descriptors

What should your student be able to do in the next EFL?

Practice those skills first Provide targeted practice Post Test!

CUSTOMIZED EDUCATIONAL PLAN:

ESL EDUCATIONAL FUNCTIONING LEVELS