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Fantastic job! Thanks

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Data:  Systems-Level Approach to Problem Solving

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https://us06web.zoom.us/rec/share/5Zqy6dbetcPQht6SW4eOlsHzFpGUiExcFBYviSx815qQUasLiMkICY9iTcYYGsYr.2YLG7wP1nSuuIZ0c
This was not recorded to the cloud - Sorry - but this is the auditory recording- see Ch 5-7 posted

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Data-Analysis Team Recording (DATR) Form 

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Data-Analysis Team Recording (DATR) Form 

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Sept. 29, 2022 Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Passcode: V+346EK#

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Uncategorized

Have you ever heard someone say they hate standardized tests? Or that schools are doing too much standardized testing?

The term "standardized test" is used to lump together all types of group-administered achievement measures given in schools.

Often, the term "standardized test" is confused with the term "norm-referenced" test, although these are two different aspects of assessment.

Standardized Tests

Standardized tests are given and scored according to standard procedures, typically outlined in an assessment manual. Standardized procedures allow each student to be compared to every other student who was tested under the same conditions. Training is typically needed to learn to give and score the test according to the standard conditions.

Norm-Referenced Tests

The term "norm-referenced" has nothing to do with the way a test is given and scored, but instead refers to the way test scores are interpreted.

In norm-referenced testing, student scores are interpreted relative to other students who took the test. Individuals are compared to the other students, in their local district or nationally, who also took the same test. Norm-referenced scores are typically reported as percentiles or percentile ranks.

Norm-referenced tests answer the question: How did this student score compared to others around the country who took the same test?
Criterion-Referenced Tests
A different frame of reference for interpreting test scores is called "criterion-referenced" interpretation. Criterion-referenced tests compare student performance to an absolute standard that predicts reaching a future goal. The standard doesn't change based on the characteristics of the norming sample. This is particularly useful for universal screening.

Criterion-referenced tests answer the question: Did the student score enough to be on track for future reading outcomes?
Individually-Referenced Tests
Individually-referenced interpretation is particularly useful when it comes to implementing RtI or MTSS models in which decisions are based on student growth. Individually-referenced tests examine individual student performance over time. In other words, students are compared to their own past performance.

Individually-referenced tests answer the question: How is the student doing now compared to how they were doing previously?
An Example
Acadience Reading K-6 is a standardized test that can be interpreted from a norm-referenced, criterion-referenced, or individually referenced perspective. The Acadience Reading benchmark goals are a set of research-based, criterion-referenced target scores that define the minimum expectation or cut point. The benchmark goal defines the minimum score, above which students are predicted to meet future reading expectations, and below which students are unlikely to reach future reading expectations without instructional support. The benchmark goals provide a criterion-referenced interpretation of student performance.

However, scores on Acadience Reading also can be interpreted in a norm-referenced way, showing student performance relative to district and/or national norms. When Acadience Reading is used for ongoing progress monitoring, the scores are interpreted in an individually-referenced way.

Summary

"Standardized" refers to the way a test is given and scored.

"Norm-referenced" refers to how a score is interpreted.

Norm-referenced tests should be standardized.

But standardized tests can be interpreted in a norm-referenced, criterion-referenced, or individually-referenced way.

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Uncategorized Have you ever heard someone say they hate standardized tests? Or that schools are doing too much standardized testing? The term "standardized test" is used to lump together all types of group-administered achievement measures given in schools. Often, the term "standardized test" is confused with the term "norm-referenced" test, although these are two different aspects of assessment.

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Ch. 3 Types of Assessments: This chart provides a guide for distinguishing different kinds of student assessments

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Ch. 3 Types of Assessments: This chart provides a guide for distinguishing different kinds of student assessments

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Types of Assessments: A Head-to-Head Comparison

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This chart provides a guide for distinguishing different kinds of student assessments.

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Thanks Janelle! Recording Link: https://us06web.zoom.us/rec/share/9xsEiOs9Naaa7RR8cWQgv9PpyI6_xQ_eWPsPeb_8a_e51KqhokA8Q3eTMl1lsRuT.GyiI8o2XZckZKVMP    PASSCODE  ^qBuS2n9

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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With the emphasis on nationwide accountability and outcome data, schools have gradually become more scientific. Practitioners need of methods for selecting evidence-based educational interventions to solve common academic and social behavior problems.

The Evidence Based Intervention Network was developed to provide guidance in the selection and implementation of evidence based interventions (EBI) in the classroom setting, and to support the use of EBI in schools. Our extensive resource base includes evidence based intervention briefs, video modeling of EBIs, and information on selecting and using EBI. Each of these resources has been developed in collaboration with faculty and students from a variety of universities.
There are three general categories of resources on the EBI Network:
Interventions and assessments are sorted based on the situations they have been developed for, with categories for reading, math and behavior interventions as well as assessments for screening, diagnostic, and progress monitoring. The RTI section houses assorted resources to assist teachers, school based problem solving teams, and schools as they develop their RTI school wide programs.

This website is a sampling of evidence-based interventions and associated resources that can be used in the classroom. Visitors should seek additional information on websites such as Intervention Central or with books such as Effective School Interventions. For questions or comments please contact Dr. Chris Riley-Tillman at rileytillmant@missouri.edu.

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With the emphasis on nationwide accountability and outcome data, schools have gradually become more scientific. Practitioners need of methods for selecting evidence-based educational interventions to solve common academic and social behavior problems. The Evidence Based Intervention Network was developed to provide guidance in the selection and implementation of evidence based interventions (EBI) in the classroom setting, and to support the use of EBI in schools.

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National Center on Intensive Intervention at American Institutes for Research 

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National Center on Intensive Intervention at American Institutes for Research 

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Explore all

Educators

Find tools and resources to support general and special education teachers, interventionists, school psychologists, school counselors, and other school-based personnel working with students with intensive academic and behavioral needs.

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Explore all Find tools and resources to support general and special education teachers, interventionists, school psychologists, school counselors, and other school-based personnel working with students with intensive academic and behavioral needs.

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The evaluation of Response to Intervention (RTI) implementation is based on the activities and timelines of the original plan.

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Updated 2017 study on oral reading fluency (ORF) by Jan Hasbrouck and Gerald Tindal

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Updated 2017 study on oral reading fluency (ORF) by Jan Hasbrouck and Gerald Tindal

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View the results of the updated 2017 study on oral reading fluency (ORF) by Jan Hasbrouck and Gerald Tindal, with compiled ORF norms for grades 1-6. You'll also find an analysis of how the 2017 norms differ from the 2006 norms.

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Chapter 4 Resource : Progress Monitoring 

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Chapter 4 Resource : Progress Monitoring 

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Progress monitoring is an essential part of a multi-tiered system of supports (MTSS) and, specifically, the data-based individualization (DBI) process. It allows educators and administrators to understand whether students are responding to intervention and if adaptations are needed. In addition, these data are often used to set high-quality academic and behavioral goals within the individualized education program (IEP) for students with disabilities. With the closure of schools due to the COVID-19 pandemic, educators and administrators need to rethink how they collect and analyze progress monitoring data in a virtual setting. This collection of frequently asked questions is intended to provide a starting place for consideration. If you have additional questions, contact us at ToolsChartHelp@air.org.

Frequently Asked Questions on Collecting Progress Monitoring Data Virtually

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Collecting Progress Monitoring Data Virtually

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Progress monitoring is an essential part of a multi-tiered system of supports (MTSS) and, specifically, the data-based individualization (DBI) process. It allows educators and administrators to understand whether students are responding to intervention and if adaptations are needed. In addition, these data are often used to set high-quality academic and behavioral goals within the individualized education program (IEP) for students with disabilities.

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.