8/6/2019 Image by Puranjit Gangopadhyay Image by Nathalie Lees - PDF document

8/6/2019 Image by Puranjit Gangopadhyay Image by Nathalie Lees Today’s webinar Screening a student’s XX A brief introduction to Stewart potential vs their XX Bridging the gap using RTI current academic achievement. XX What’s in a User Level? Webinar 1 of 5: I know they could do better!!! XX Screening potential and cognitive ability Stewart D’Silva XX Measuring current academic achievement Consultant Psychologist XX I attended Pearson’s professional development and all I got was this useful accreditation 07 August, 2019 1 Screening potential vs academic achievement 2 A brief introduction to Stewart Did you know that up to 30 percent of students are struggling with their school work?* (Skues & Cunningham, 2011) Image by Davide Bonnazi So how do we bridge the The 3 Tiers of RTI gap? There’s a simple approach that we are going to use to frame all the coming information: Tier 1 – 80% of students Tier 2 – 15% of students Tier 3 – 5% of students Response To Intervention (RTI) Kids in this Tier: Kids in this Tier: Kids in this Tier: • Respond to classroom support • Small group intervention is recommended • No major progress through Tier 1 and 2 It works how?? (i.e. literacy or social skills group) support • May need minor adjustments (i.e. extra 3 Tier System time or help with their pen grip) • 2-3 times a week • Need referral to allied health professional to understand cause of difficulty Screening potential vs academic achievement 5 Screening potential vs academic achievement 6 1

8/6/2019 Image by Davide Bonnazi The 3 Tiers of User Levels at Pearson RTI… the recap • Is a set of processes to ensure high quality service delivery within schools Pearson need to ensure the responsible and ethical use of assessments and resources. • Is a framework that supports learning, behavioural, social and emotional needs Tier 1 – User Level… Tier 2 – User Level… Tier 3 – User Level… • Guides the process of screening and User Levels in this Tier: User Levels in this Tier: User Levels in this Tier: assessment + what and when intervention should be provided • T – Teachers • B – Special Education Teachers (with • M – Paediatricians additional study in psychometrics, • A – Anyone (parents, family, tutors) statistics and research methods) • S – Speech Therapists • Guides a the next step and referring-on process • Also allied health professionals – • C - Psychologists occupational and speech therapists, Prevents small problems from becoming big psychologists • problems If you are not currently registered with Pearson Clinical – please visit our Pearson Clinical Registration page • A lot of schools are skipping over Tier 2 Screening potential vs academic achievement 7 Presentation Title Arial Bold 7 pt 8 Stewart’s webinar calendar 2019 17 Sep 9 Oct 6 Nov 5 Dec Special Topic – Assessing Social Emotional Learning - Don’t tip-toe around the emotions, relationships and Learning more about The other side of problem socialisation learning skills achievement An introduction to screening Learn more about using Discussing the screening, The importance of social Screening and measuring for and tackling reading PEERS - the exciting new assessment, intervention and emotional learning for every difficulties across the home social cognition tool monitoring of learning skills child in the classroom and school environments developed by Murdoch such as attention, working cognitive ability Children’s Research Institute. memory and executive functioning Pearson Clinical Webinar Calendar Screening potential vs academic achievement 9 Why use a standardised What is cognitive ability / assessment? potential? Cognitive ability is defined as a general mental capability involving: Why not the 10 question math test I just came up with? • Reasoning, Standardised assessments compare a score to: • Problem solving, • The performance of a statistically selected group of test • Planning, takers, • Abstract thinking, • Typically same age or grade, • Complex idea comprehension, and • Learning from experience (Gottfredson, 1997). • Who have already taken the test Standardised assessments can be used: Heard of the Wechsler Intelligence Scale for Children (WISC-V) • To determine school readiness assessment? • To measure academic progress and achievement A WISC-V is Tier 3 assessment used only by registered and trained • To identify learning disabilities psychologists ( User Level C ) to assess a child’s intelligence. • To make eligibility decisions 11 Presentation Title Arial Bold 7 pt 12 2

8/6/2019 Why measure an individual’s Measures of cognitive ability cognitive ability / potential? At Tier 1 of support, the teacher ( User Level T ) can use: CELF-5 A&NZ Screening Test – if language is of concern . • • Screening to identify high-risk children who might require subsequent in-depth evaluation At Tier 2 of support, the special educator ( User Level B) can • Brief measure of cognitive ability for selection into use: gifted/talented programs • PPVT-5 (and EVT-3) – evaluation of receptive and • Training and job placement decisions: Vocational or expressive language rehabilitation assessments • Cognitive screening as part of a more thorough psychiatric Ravens 2 – estimate of nonverbal cognitive ability • evaluation • Research • KBIT-2 – estimate of verbal and nonverbal cognitive ability An important note… 13 Presentation Title Arial Bold 7 pt 14 CELF-5 Screener PPVT-5 Clinical Evaluation of Language Fundamentals - Australian and New Zealand Fifth Edition Screening Test (CELF-5 A&NZ Screening Test) (2017) Peabody Picture Vocabulary Test, 5th Edition (PPVT-5) (2018) • Tier 1 screening tool - Quickly and accurately screen children • Tier 2 language evaluation tool - A norm-referenced and who may be experiencing language difficulties individually administered measure of receptive (recognition) vocabulary based on words. • User Level T – Designed for teachers to use • User Level B – Designed for special educators to use • Ages 5:0 to 21:11 • Ages 2:6 to 90:0 • 15 minutes to administer • 10-15 minutes to administer each Works well with the Expressive Vocabulary Test, 3 rd Edition (EVT- • 3) Presentation Title Arial Bold 7 pt 15 Presentation Title Arial Bold 7 pt 16 Ravens 2 KBIT-2 The Raven’s 2 (2018) provides a way to assess observational skills, Kaufman Brief Intelligence Test, Second Edition (KBIT-2) (2004) is a intellectual capacity and thinking ability in a variety of settings. brief measure of both verbal and nonverbal cognitive ability This nonverbal assessment is suitable for a wide range of • Tier 2 verbal and nonverbal assessment of cognitive ability individuals including non-verbal adults, identifying the gifted and talented, and assessing children as young as four. • User Level B – Designed for special educators to use • Tier 2 nonverbal assessment of cognitive ability – problem • Ages 4:0 to 90:0 solving and identifying and solving patterns • Up to 20 minutes to administer • User Level B – Designed for special educators to use • Ages 4:0 to 90:0 • Up to 45 minutes to administer Presentation Title Arial Bold 7 pt 17 Presentation Title Arial Bold 7 pt 18 3