TABE Train the Trainer 2013 power point II

Report
Assessment
Targeted
Instruction
Educational
Gain
LET’S WORK SMARTER
NOT HARDER!
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
Reading
Math
Design lessons
around the
student’s needs
Or hand score and
complete the
diagnostic tool on the
score sheet
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 ABE
Literacy
0 – 1.9
2
Beginning Basic
Education
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
DIAGNOSTIC TOOL
For each incorrect
answer, circle/slash
the corresponding
number at the bottom
of the page
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
CUSTOMIZED EDUCATIONAL PLAN:
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!

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
Student
#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
Student
#2
DIAGNOSTIC PROCESS:
BEST Plus
Scoring
ESL
Placement in
Instructional
Program
CUSTOMIZED EDUCATIONAL PLAN:
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!

ESL EDUCATIONAL
FUNCTIONING LEVELS

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