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

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8/6/2019 1

Screening a student’s potential vs their current academic achievement.

Webinar 1 of 5: I know they could do better!!! Stewart D’Silva Consultant Psychologist 07 August, 2019

1 Image by Puranjit Gangopadhyay

Today’s webinar

XX A brief introduction to Stewart XX Bridging the gap using RTI XX What’s in a User Level? XX Screening potential and cognitive ability XX Measuring current academic achievement XX I attended Pearson’s professional development and all I got was this useful accreditation

2 Screening potential vs academic achievement Image by Nathalie Lees

A brief introduction to Stewart Did you know that up to 30 percent of students are struggling with their school work?*

(Skues & Cunningham, 2011)

So how do we bridge the gap?

There’s a simple approach that we are going to use to frame all the coming information: Response To Intervention (RTI) It works how?? 3 Tier System

5 Screening potential vs academic achievement Image by Davide Bonnazi

The 3 Tiers of RTI

Tier 1 – 80% of students

Kids in this Tier:

• Respond to classroom support
• May need minor adjustments (i.e. extra

time or help with their pen grip)

Tier 2 – 15% of students

Kids in this Tier:

• Small group intervention is recommended

(i.e. literacy or social skills group)

• 2-3 times a week

Tier 3 – 5% of students

Kids in this Tier:

• No major progress through Tier 1 and 2

support

• Need referral to allied health professional

to understand cause of difficulty

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The 3 Tiers of User Levels at Pearson

Tier 1 – User Level…

User Levels in this Tier:

• T – Teachers
• A – Anyone (parents, family, tutors)

Tier 2 – User Level…

User Levels in this Tier:

• B – Special Education Teachers (with

additional study in psychometrics, statistics and research methods)

• Also allied health professionals –
• ccupational and speech therapists,

psychologists

Tier 3 – User Level…

User Levels in this Tier:

• M – Paediatricians
• S – Speech Therapists
• C - Psychologists

Pearson need to ensure the responsible and ethical use of assessments and resources.

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If you are not currently registered with Pearson Clinical – please visit our Pearson Clinical Registration page

RTI… the recap

• Is a set of processes to ensure high quality

service delivery within schools

• Is a framework that supports learning,

behavioural, social and emotional needs

• Guides the process of screening and

assessment + what and when intervention should be provided

• Guides a the next step and referring-on

process

• Prevents small problems from becoming big

problems

• A lot of schools are skipping over Tier 2

8 Presentation Title Arial Bold 7 pt Image by Davide Bonnazi

Stewart’s webinar calendar 2019

9 Screening potential vs academic achievement

Don’t tip-toe around the problem

An introduction to screening for and tackling reading difficulties across the home and school environments

Special Topic – Assessing emotions, relationships and socialisation Learning more about learning skills Social Emotional Learning - The other side of achievement

17 Sep 9 Oct 6 Nov 5 Dec

Learn more about using PEERS - the exciting new social cognition tool developed by Murdoch Children’s Research Institute. Discussing the screening, assessment, intervention and monitoring of learning skills such as attention, working memory and executive functioning The importance

• f

social emotional learning for every child in the classroom

Pearson Clinical Webinar Calendar

Screening and measuring cognitive ability Why use a standardised assessment?

Why not the 10 question math test I just came up with? Standardised assessments compare a score to:

• The performance of a statistically selected group of test

takers,

• Typically same age or grade,
• Who have already taken the test

Standardised assessments can be used:

• To determine school readiness
• To measure academic progress and achievement
• To identify learning disabilities
• To make eligibility decisions

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Cognitive ability is defined as a general mental capability involving:

• Reasoning,
• Problem solving,
• Planning,
• Abstract thinking,
• Complex idea comprehension, and
• Learning from experience (Gottfredson, 1997).

Heard of the Wechsler Intelligence Scale for Children (WISC-V) assessment? A WISC-V is Tier 3 assessment used only by registered and trained psychologists (User Level C) to assess a child’s intelligence.

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What is cognitive ability / potential?

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Why measure an individual’s cognitive ability / potential?

• Screening to identify high-risk children who might require

subsequent in-depth evaluation

• Brief measure of cognitive ability for selection into

gifted/talented programs

• Training and job placement decisions: Vocational or

rehabilitation assessments

• Cognitive screening as part of a more thorough psychiatric

evaluation

• Research

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Measures of cognitive ability

At Tier 1 of support, the teacher (User Level T) can use:

• CELF-5 A&NZ Screening Test – if language is of concern.

At Tier 2 of support, the special educator (User Level B) can use:

• PPVT-5 (and EVT-3) – evaluation of receptive and

expressive language

• Ravens 2 – estimate of nonverbal cognitive ability
• KBIT-2 – estimate of verbal and nonverbal cognitive ability

An important note…

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CELF-5 Screener

Clinical Evaluation of Language Fundamentals - Australian and New Zealand Fifth Edition Screening Test (CELF-5 A&NZ Screening Test) (2017)

• Tier 1 screening tool - Quickly and accurately screen children

who may be experiencing language difficulties

• User Level T – Designed for teachers to use
• Ages 5:0 to 21:11
• 15 minutes to administer

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PPVT-5

Peabody Picture Vocabulary Test, 5th Edition (PPVT-5) (2018)

• Tier 2 language evaluation tool - A norm-referenced and

individually administered measure of receptive (recognition) vocabulary based on words.

• User Level B – Designed for special educators to use
• Ages 2:6 to 90:0
• 10-15 minutes to administer each
• Works well with the Expressive Vocabulary Test, 3rd Edition (EVT-

3)

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Ravens 2

The Raven’s 2 (2018) provides a way to assess observational skills, intellectual capacity and thinking ability in a variety of settings. This nonverbal assessment is suitable for a wide range of individuals including non-verbal adults, identifying the gifted and talented, and assessing children as young as four.

• Tier 2 nonverbal assessment of cognitive ability – problem

solving and identifying and solving patterns

• User Level B – Designed for special educators to use
• Ages 4:0 to 90:0
• Up to 45 minutes to administer

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KBIT-2

Kaufman Brief Intelligence Test, Second Edition (KBIT-2) (2004) is a brief measure of both verbal and nonverbal cognitive ability

• Tier 2 verbal and nonverbal assessment of cognitive ability
• User Level B – Designed for special educators to use
• Ages 4:0 to 90:0
• Up to 20 minutes to administer

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Limitations of assessment

• Should not be used alone to make diagnoses or

educational placement decisions

• Not meant to replace comprehensive measures of cognitive

ability such as WISC-V or WAIS-IV

• Does not provide comprehensive picture of strengths and

weaknesses across cognitive abilities

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The case of JJ – 3 Tiers

• JJ - age 5 years 1 month
• is in Ms. T’s Grade 1 class
• Ms. T has a teaching degree and is a User Level T registered

with Pearson Clinical

• She is Tier 1 support for her students
• JJ finds all the work easy and often complains that he’s bored. He can

do Grade 4 math and is reading at Grade 5

• He could be gifted! What should Ms. T do?
• Refer to Tier 2? Yes! JJ is referred to learning diversity leader Ms. B.
• Ms. B has completed the 2-day Pearson professional development

earlier in 2019 after meeting with Stewart and understanding that Tier 2 support simply did not exist at her school.

• She is now trained and experienced in using User Level B
• assessments. She is Tier 2 support.

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The case of JJ – 3 Tiers

• JJ - age 5 years 1 month was referred to Ms.

B for evaluation of intellectual giftedness.

• But what assessment/s should Ms. B choose

at Tier 2 / User Level B

• He was administered the Ravens 2

paper/pencil form in a group of five students and completed all the queries he could in 30 minutes.

• Ms. B collected extremely useful information

from JJ’s Ravens 2 scores.

21 Screening potential vs academic achievement Image by Alexis Anderson

The case of JJ – 3 Tiers

• He received an ability score of 472 points.
• His age-based standard score is 130 with a

95% confidence interval of 119–141.

• He performed at or better than 98% of his

same-age peers.

• His general cognitive ability falls into the

Extremely High range.

• As a result JJ has been referred to the school

psychologist for testing for intellectual giftedness.

• His age equivalent is 10 years 10 months.

22 Screening potential vs academic achievement Image by Alexis Anderson

Screening and measuring academic achievement

The extent to which a person has accomplished specific goals that were the focus of activities in their instructional environments (i.e. school) (Steinmayr et al., 2014) School systems frequently define academic achievement as:

• Meeting cognitive goals that apply across multiple subject areas (i.e.

critical thinking)

• Acquisition of knowledge and understanding in intellectual domains (i.e.

literacy) Criteria that indicate academic achievement:

• Knowledge acquired in educational system
• Grades/performance based on educational achievement tests
• Cumulative indicators of achievement like degrees and certificates.

All criteria represent intellectual endeavours and more or less mirror the intellectual capacity of a person.

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What is academic achievement?

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The 3 Tiers of Assessments of Academic Achievement

Tier 1 – User Level T or A

Assessments in this Tier are for:

• screening for identifying children at risk

for reading and/or writing and other academic problems and for designing early intervention

Tier 2 – User Level B

Assessments in this Tier are for:

• assessment for problem-solving

consultation and progress monitoring

• for designing pre-referral interventions for

modifying the regular curriculum

Tier 3 – User Level M, S or C

Assessments in this Tier are used by allied health professionals along with other comprehensive assessment for:

• diagnosing research-supported oral

and/or written language disabilities

• designing research-supported

treatments for these specific learning disabilities

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Measures of academic achievement

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At Tier 1 of assessment, if basic reading and phonics are of concern, the teacher (User Level T) can use:

• Preschool and Primary Inventory of Phonological

Awareness (PIPA) (2000)

• Age 3:0 - 6:11, 30 minutes to administer
• Dyslexia Screening Test (DST Junior or Secondary) (2004)
• Junior – Age 6:6 to 11:5, 30 minutes
• Secondary – Age 11:6 to 16:5, 30 minutes
• Shaywitz Dyslexia Screen (2016)
• Grade: Foundation- Grade 3, 5 minutes

Measures of academic achievement

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At Tier 2, to assess for reading, the special educator (User Level B) can use:

• Process Assessment of the Learner (PAL-II) (2007) – Grade:

Foundation - 6, 30 minutes

• Woodcock Reading Mastery Test, 3rd edition (WRMT-III) (2011)

– Age 4:6 – 79:11, 15-45 minutes

• Test of Word Reading Efficiency 2nd Edition (TOWRE 2) (2012)

– Age 6:0 – 24:11, 10 minutes

• Comprehensive Test of Phonological Processing – 2nd Edition

(CTOPP-2) (2013) – Age 4:0 – 24:11, 40 minutes

Measures of academic achievement

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At Tier 2, to assess written expression, the special educator (User Level B) can use:

• Process Assessment of the Learner (PAL-II) (2007)

‒

Grade: Foundation - 6, 30 minutes

• Test of Written Language 4th Edition (TOWL-4) (2009)

‒

Age 9:0 – 17:11, 60 minutes

• Detailed Assessment of Speed of Handwriting

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DASH (2007) – Age 9:0 - 16:11, 30 minutes

‒

DASH 17 (2010) – Age 17:0 - 25:0, 30 minutes

Measures of academic achievement

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At Tier 2, to assess for mathematics, the special educator (User Level B) can use:

• Process Assessment of the Learner (PAL-II): Diagnostics for

Maths (2007)

‒

Grade: Foundation - 6, 30 minutes

• KeyMaths-3 Diagnostic Assessment Australian and New

Zealand Language Adapted Edition (KeyMaths-3) (2010)

‒

Age 4:6 – 21:0, 30 to 90 minutes (adjustable)

Measures of academic achievement

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At Tier 2, to assess for general academic achievement, the special educator (User Level B) can use: Brief assessments

‒

KTEA-3 Brief (2015) – Ages 4:0 - 25:11, 20 minutes

‒

Wide Range Achievement Test, 5th Edition (WRAT5) – Ages 5:0 – 85:0, 25-45 minutes Comprehensive

‒

Kaufman Test of Educational Achievement, 3rd Edition (KTEA-3) (2014) – Ages 4:0 - 25:11, 15-80 minutes

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Wechsler Individual Achievement Test – Australian/New Zealand, 3rd Edition (WIAT-III A&NZ) (2016) – Ages 4:0 - 50:11, 30-90 minutes

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WRAT5

• Tier 2 brief academic assessment – Accurate way to

assess and monitor the reading, spelling, and maths skills and helps identify possible learning disabilities

• User Level B – Designed for special educators and

allied health practitioners to use

• Ages 5:0 to 85:0
• Administration time: 15-25 minutes for ages 5–7 and

35–45 minutes for ages 8 and up

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WIAT-III

• Tier 2 comprehensive assessment of achievement

skills suited to clinical, private practice and school settings

• User Level B – Designed for special educators and

allied health practitioners to use

• Ages 4:0 to 50:11
• Administration time: Varies by school year level and

number of subtests administered

• Normed for Aus/NZ student populations

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The case of Lily – 3 Tiers

• Lily - age 7 years 10 months
• is also in Ms. T’s Grade 2 class
• We know Ms T! Ms. T has a teaching

degree and is a User Level T registered with Pearson Clinical

• She is Tier 1 support for her students
• Lily has been struggling with reading content in

class as well as homework completion. She struggles to read at a Grade 1 level based on in- class-testing.

• Ms. T = concerned about her early reading and

phonics development. What should she do to follow the RTI assessment process?

• BUT the PIPA or DST-J (both Tier 1 tools) takes

approximately 30 minutes. Asking Lily to complete 30 minutes more of reading tasks…

• But the Shaywitz Screener takes 5 minutes of

teacher rating time

33 Screening potential vs academic achievement Image by Castaneda Cano

The case of Lily – 3 Tiers

Lily - age 7 years 10 months

• Ms. T completes the Shaywitz Dyslexia

Screen at Tier 1

• Lily rated as High Risk for Dyslexia
• Ms. T (Tier 1) refers Lily to Ms. B (Tier 2) for in-depth

evaluation of risk for dyslexia

• Ms. B administers the WIAT-III Dyslexia Index

subtests (Oral Reading Fluency, Pseudoword Decoding and Spelling). She also administers the Oral Expression subtests of the WIAT-III – but why? Next, she takes it one step further and also administers the Ravens 2 to estimate Lily’s cognitive ability – but why?

34 Screening potential vs academic achievement Image by Castaneda Cano

The case of Lily – 3 Tiers

Lily - age 7 years 10 months referred for reading challenges + high risk of Dyslexia at Tier 1

• Ms. B and Lily complete Tier 2 measures:
• WIAT-III reading measures (Dyslexia Index

subtests)

• WIAT-III oral language tasks (Listening

Comprehension and Oral Expression subtests)

• Ravens 2 cognitive ability screener
• Ms. B also collects valuable observation information

about Lily’s behavior, attention, auditory/visual/motor issues, motivation, language. Remember: a lot can affect child performance in the testing environment! Observe student motivation, anxiety, attention, impulsivity, frustration, changes in mood and changes in energy level

35 Screening potential vs academic achievement Image by Castaneda Cano

The case of Lily – 3 Tiers

Lily - age 7 years 10 months referred for reading challenges + high risk of Dyslexia at Tier 1

• Ms. B and Lily completed Tier 2 measures and other

valuable observational information

• Lily’s scores?
• Academic achievement assessment
• Cognitive assessment
• The next steps?
• Now we’ll implement… for x weeks/months
• After x weeks/months have passed…

36 Screening potential vs academic achievement Image by Castaneda Cano

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Limitations of assessment

• Should not be used alone to make diagnoses or

educational placement decisions

• Not meant to replace comprehensive measures of cognitive

ability such as WISC-V or WAIS-IV

• Does not provide comprehensive picture of strengths and

weaknesses across cognitive abilities

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This is an intervention The 3 Tiers of Interventions for Academic Progress

Tier 1 – User Level T or A

Interventions in this Tier are for:

• Supporting students that are screened

as at-risk or need evidence-based classroom support

Tier 2 – User Level B

Interventions in this Tier are for:

• Supporting students who have shown

difficulties with academic, social, behavioural or emotional domains after assessment at Tier 2.

• Must be evidence-based, must include

pre- and post-measures to indicate any progress.

Tier 3 – User Level M, S or C

Interventions in this Tier are:

• Aimed at supporting students with

diagnosed or confirmed cognitive, learning, social, behavioural or emotional challenges.

• These can include therapy or

individual curriculum variation, in- class tutor support

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Interventions at Tier 1

Yes Tier 1 – User Level A (Anyone) and T (Teacher) Toe By Toe (User Level A): Structured multi-sensory reading manual for teachers and parents Process Assessment of the Learner (PAL) (User Level T): Research-based reading and writing lessons (2003) KeyMaths-3 Essential Resources (User Level T): Australian and New Zealand Language Adapted Edition (2010)

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Key Resources for Intervention at Tier 2 and 3

Learning Disabilities Australia - Position Statement on Approaches to Reading Instruction AUSPELD - Understanding Learning Disabilities (Evidence-based Phonics Programs in Appendices) SPELD NSW - Reading Comprehension Strategies Hanover Research - Best Practices in Math Intervention

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What next?

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Professional Development

Using the CELF-5 A&NZ Screener - practical classroom strategies for screening, intervention and support. Consultant Speech Therapist Angela Kinsella-Ritter will train educators to:

• Administer and use the CELF-5A&NZ Screening Test to screen

students’ oral and social language skills, and

• Identify children who require further assessment and/or be

referred to a clinician.

• Thursday September 19th 2019 – Auckland
• Friday October 25th 2019 – Sydney
• Contact info@pearsonacademy.com.au for more details, to

register or suggest another date/location.

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Professional Development

Fountas & Pinnell Benchmark Assessment System: Professional Development Workshop - learn how to accurately benchmark students and design effective literacy instruction that meets the needs of all students

• August 12th and November 11th 2019 – Brisbane
• August 20th and November 12th 2019 – Melbourne
• September 9th 2019 – Sydney

Fountas & Pinnell Leveled Literacy Intervention Professional Development Workshop supports students who are reading and writing below year-level expectations from Foundation to Year 12

• August 13th and November 12th 2019 – Brisbane
• August 21th and November 13th 2019 – Melbourne
• September 10th 2019 – Sydney
• Contact info@pearsonacademy.com.au for more details, to

register or suggest another date/location.

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Professional Development

User Level Training is our two day intensive workshop that takes you from User Level T (Tier 1 support) to User Level B (Tier 2 support). Day 1 – Prof. John Munro - Melbourne Uni Day 2 – Stewart D’Silva – Pearson Clinical Consultant Psychologist

• 2019 Public workshop dates in Melbourne, Darwin, Sydney and

Tasmania.

• Private workshops available.
• Contact info@pearsonacademy.com.au or myself for more

details, to register or suggest another date/location.

Stewart’s webinar calendar 2019

46 Screening potential vs academic achievement

Don’t tip-toe around the problem

An introduction to screening for and tackling reading difficulties across the home and school environments

Special Topic – Assessing emotions, relationships and socialisation Learning more about learning skills Social Emotional Learning - The other side of achievement

17 Sep 9 Oct 6 Nov 5 Dec

Learn more about using PEERS - the exciting new social cognition tool developed by Murdoch Children’s Research Institute. Discussing the screening, assessment, intervention and monitoring of learning skills such as attention, working memory and executive functioning The importance

• f

social emotional learning for every child in the classroom

Pearson Clinical Webinar Calendar

Don’t hesitate to get in touch

Stewart D'Silva Consultant Psychologist, SEL and Special Education Mobile: +61 478 307 132 Email: stewart.dsilva@pearson.com

47 Screening potential vs academic achievement Image by Lauren Rolwing

Thank you for being the Tier 1 and 2 support that so many of our students need. Thanks for coming to the webinar! Questions?

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