Survey Level Assessment

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Survey Level Assessment
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Survey Level Assessment

• Assessing students in successive levels of the
  general education curricula for the purpose of
  making several decisions eligibility,
  determining instructional placement, set goals,
  identify strengths and needs, progress toward
  goal.

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Three Features of SLA

• Tests for success in the curriculum
• Data can be used to determine performance
  discrepancy difference between the students
  expected level of performance in the curriculum
  and the level in which the student is successful
• Success is defined when the students performance
  matches the performance of other typical students
  in grade level

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Three Features cont.

• 2. Efficient
• Get a broad sample of behavior in a short time
• Data can be used to develop hypotheses about a
  students strengths and weaknesses

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Three Features cont.

• 3. Technically Adequate
• Numerous research studies have demonstrated the
  reliability and validity of CBM when conducting
  SLA
• CBM is a reliable valid method of obtaining
  information related to a students performance in
  his her curriculum

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Survey Level Assessment

• The two uses of SLA we will cover today
• Using SLA for out of grade level goal setting and
  progress monitoring with DIBELS data
• Using SLA for finding Instructional Level in a
  given set of materials

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Survey Level Assessment

• Procedures for Survey Level Assessment Using
  DIBELS Data for Out of Grade Goals and Progress
  Monitoring

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SLA Procedures Using DIBELS ORF Goal Setting and
Progress Monitoring for Students Requiring
Intensive Support

• Out of grade goals and progress monitoring are
  often needed for students requiring intensive
  level of support.
• To find the appropriate goal and progress
  monitoring level, begin with the level of the
  curriculum in which the students grade level
  peers are instructed. Administer a minimum of 3
  probes in the students grade level material.
  Calculate and graph the median score for that
  time of year (fall, winter, or spring).
• If the student scores at or above benchmark, stop
  testing. If not, drop down one level and give 3
  probes. Calculate and graph the median.

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SLA Procedures Using DIBELS ORF Goal Setting and
Progress Monitoring for Students Requiring
Intensive Support

• If the student has not met benchmark, repeat the
  procedure, dropping down level by level until the
  students median score falls at or above the
  benchmark. We test downward to ensure that we
  have the highest level at which the student meets
  benchmark.
• Set the students goal for the end of the year,
  one year above the level at which the student met
  benchmark. Both the goal and progress monitoring
  will be at this level.

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The boxes represent minimal CWPM scores needed to
meet 1st thru 6th grade fall, winter, and spring
ORF benchmarks.
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Choices for Out of Grade Monitoring
Black Above Grade Level Red Below Grade Level
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Choose out of grade monitoring on the progress
monitoring menu
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Choose the level you want to progress monitor
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DIBELS Out of Grade Level Progress Monitoring
Data Entry Page
Student Name
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DIBELS Out of Grade Level Graph
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SLA - DIBELS Example

• Beth is a 5th grade student functioning in the
  intensive range on benchmark DIBELS assessment.
• Survey level assessment data
• 5th - 23 cwpm
• 4th - 37 cwpm
• 3rd - 42 cwpm
• 2nd - 48 cwpm

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Beth
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SLA - DIBELS Example Cont.

• Beth did not meet benchmark in 5th, 4th, or 3rd
  grade level materials. She did meet benchmark
  for fall of 2nd grade. NWF and PSF benchmarks
  have been met.
• A goal will be set for the end of 3rd grade grade
  (110 correct words per minute) and Beth will be
  progress monitored in 3rd grade level materials.

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Breakout Activity 1

• Work in groups of 2 or 3 to find the out of grade
  level appropriate for goal setting and progress
  monitoring for these students
• Sam earned these cwpm scores in winter of 4th
  grade. PSF and NWF benchmarks have been met.
• 4th - 17, 3rd - 22, 2nd - 23, 1st - 42
• Dave earned these cwpm scores in fall of 5th
  grade. PSF and NWF benchmarks have been met.
• 5th - 23, 4th - 26, 3rd - 21, 2nd - 45

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Breakout Activity 2

• When encountering challenging decisions,
• Roland Good uses the phrase, Some Thinking Is
  Required
• Not all situations are as clean and neat as our
  previous examples
• In your groups find the out of grade level
  appropriate for goal setting and progress
  monitoring for these students
• Andrea earned these scores in the fall of 3rd
• 3rd - 10, 2nd - 15, 1st - 14, kdg PSF - 30, NWF -
  20
• Max moved in in the winter of 4th grade and
  earned these scores
• 4th - 27 with 12 errors, 3rd - 48 with 14 errors,
  2nd - 53 with 11 errors

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These are recommendations! Not every student
will fit the model. If youre finding some
students that dont fit well, talk with your
coach. Thinking will be required!RG
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Using Survey Level Assessment to Determine
Instructional Level
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Finding Instructional Placement Levels

• The instructional placement level refers to the
  highest level of the curriculum in which the
  student could be placed and expected to profit
  from teacher-led instruction in reading. Based
  on empirical evidence, students in 1st and 2nd
  grade reading material would be expected to read
  a minimum of 40-60 words correctly per minute
  with 4 or fewer errors. Students in 3rd through
  6th grades would be expected to read minimum of
  70-100 words correctly per minute with 6 or fewer
  errors.
• Record the students scores and medians in a
  table. SLA data also can be displayed visually
  by plotting median scores on a local normative
  level graph or an instructional placement level
  graph.

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Using Survey Level Assessment to Determine
Instructional Level

• Begin with the level of the curriculum in which
  typical grade level students are instructed. We
  always want to know how student compares to grade
  level peers
• Administer a minimum of 3 probes in the students
  grade level material and calculate median for
  correct words per minute and for errors
  separately.

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Using Survey Level Assessment to Determine
Instructional Level cont.

• If cwpm and errors are within instructional range
  of 40-60 cwpm with 4 or fewer errors for 1st and
  2nd grade level materials or 70 to 100 with 6 or
  fewer errors, stop testing.
• If median score is below the recommended
  instructional range, administer three more probes
  in next lowest level.
• Repeat until both the students scores and errors
  fall within the instructional range.
• An Alternative Method
• Begin with easier materials and move to more
  difficult materials until you find the
  frustration level but test to grade level.

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Instructional Placement
Correct Words Per Minute
CWPM
Errors
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EXAMPLE

• Use the instructional level graph and plot the
  data to determine Jacks instructional level.
• Jack is in Grade 4
• 4th grade median data 43 WRC with 6 errors
• 3-2 grade median data 57 WRC with 4 errors
• 3-1 grade median data 59 WRC with 3 errors
• 2-2 grade median data 61 WRC with 3 errors

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Instructional Placement
Jacks
Correct Words Per Minute
CWPM
Errors
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Break out exercise

• Calculate medians, calculate SLA table, and graph
  this data for Pat

• What is her instructional level?

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Pats Instructional Placement
Correct Words Per Minute
CWPM
Errors