An Introduction to Instructional AssessmentHCPSS Instructional Intervention TeamsFebruary 11, 2013

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.

ACTIVATING PRIOR KNOWLEDGE

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

 

Instructional TriangleStudent

Instruction Task

Match=Success

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?

Case Documentation

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

Wrap Up

• Questions or Comments?

• How will today’s training help you as a case manager?

• What will you bring back to your team?