3.4 (3.5) Understand the meaning of Using assessment data from multiple students, Read Session One: test reliability, validity, and Defining reliability and validity; characteristics of; characteristics provide written responses to questions standard error of measurement of norm-referenced and criterion-referenced and scores. pertaining to those results. and describe major types of derived scores from standardized Activities: tests. Access and read external articles Engage in interactive modules Engage in interactive formative assessment Read formative assessment feedback 3.5 (3.6) Demonstrate knowledge of Read Session Three: Using standardized assessment data from the characteristics, administration, Types of assessment: examples of; determining multiple students, determine those in need of and interpretation of both appropriateness of use of each; uses for older students further assessment and describe a plan for quantitative and qualitative assessing them. instructional assessments (to Activities: include each of the following: Access and read external articles Engage in interactive formative assessment screening, progress monitoring, Read formative assessment feedback diagnosis and outcome measures). Engage in interactive modules 3.6 (3.7) Analyze data to identify Read Session Five: Using the data from a student’s response to trends that indicate adequate Response to Intervention (RtI); progress monitoring; curriculum- intervention, summarize the results and provide progress in student reading based measurements; graphing progress; determining poor, suggestions for further instruction. development. adequate, and good response to intervention Activities: Access and read external articles Engage in interactive module 3.7 (3.8, 3.9) Understand how to use Given multiple scenarios, provide written Read Session Six: data within a systematic problem Problem solving process using RtI (4 steps); ways to intensify responses to questions regarding the problem solving process to differentiate instruction (7); how to differentiate instruction to meet student solving process. instruction, intensify intervention need; systematic and explicit instruction; grouping using multiple and meet the needs of all data sources; choosing appropriate intervention materials for students. (e.g., grouping practices, struggling readers appropriate curriculum materials). Activities: Access and read external articles Engage in interactive module Engage in interactive formative assessment Read formative assessment feedback
3.4 (3.5) Understand the meaning of test reliability, validity, and standard error of measurement and describe major types of derived scores from standardized tests. Read Session One: Defining reliability and validity; characteristics of; characteristics of norm-referenced and criterion-referenced and scores. Activities: Access and read external articles Engage in interactive modules Engage in interactive formative assessment Read formative assessment feedback Using assessment data from multiple students, provide written responses to questions pertaining to those results. 3.5 (3.6) Demonstrate knowledge of the characteristics, administration, and interpretation of both quantitative and qualitative instructional assessments (to include each of the following: screening, progress monitoring, diagnosis and outcome measures). Read Session Three: Types of assessment: examples of; determining appropriateness of use of each; uses for older students Activities: Access and read external articles Engage in interactive formative assessment Read formative assessment feedback Engage in interactive modules Using standardized assessment data from multiple students, determine those in need of further assessment and describe a plan for assessing them. 3.6 (3.7) Analyze data to identify trends that indicate adequate progress in student reading development. Read Session Five: Response to Intervention (RtI); progress monitoring; curriculum- based measurements; graphing progress; determining poor, adequate, and good response to intervention Activities: Access and read external articles Engage in interactive module Using the data from a student’s response to intervention, summarize the results and provide suggestions for further instruction. 3.7 (3.8, 3.9) Understand how to use data within a systematic problem solving process to differentiate instruction, intensify intervention and meet the needs of all students. (e.g., grouping practices, appropriate curriculum materials). Read Session Six: Problem solving process using RtI (4 steps); ways to intensify instruction (7); how to differentiate instruction to meet student need; systematic and explicit instruction; grouping using multiple data sources; choosing appropriate intervention materials for struggling readers Activities: Access and read external articles Engage in interactive module Engage in interactive formative assessment Read formative assessment feedback Given multiple scenarios, provide written responses to questions regarding the problem solving process.
BeaconReadingMatrix2012.docx