Adverse Effect Measures and Suggested Criterion for Comparison

 

MEASURE

EXAMPLE(S)

CRITERION FOR COMPARISON

·      Individually-administered

     nationally-normed achievement test

 

 

 

 

 

 

 

 

·         Woodcock-Johnson Psycho-Educational Tests of Achievement (Cluster Scores)

·         Wechsler Individual Achievement Test Skill Areas

·         Test of Word Reading Efficiency

·         Test of Reading Comprehension

·         GRADE Reading Fluency Indicator

·         Test of Mathematical Abilities

Scores at or below the 15th percentile or 1 standard deviation below the mean (typically a standard score of 85 or below)

·         Grade norms

·         Scores reflect performance over time

 

·      Nationally normed group administered achievement test

 

·         Stanford Achievement Test

·         Metropolitan Achievement Test

·         Terra Novas

·         Comprehensive Test of Basic Skills

Scores at or below the 15th percentile or 1 standard deviation below the mean (typically a standard score of  85 or below)

·      Grade norms

·      Scores reflect performance over time

 
  • Grades

·         Standards-based Report Cards

·         Teacher-determined grading systems

·         IEP-based individualized grading systems

Generally, in comparison to the Vermont Framework of Standards and Learning Opportunities

·         In heterogeneous classrooms, the student’s grade is among the lowest 15% of grade level classmates

·         Otherwise, the student’s grades represent the lowest 15% in comparison to the expected level of performance for average grade level peers.

 

·      Curriculum-based measures;

     Teacher made tests

 

 

 

Curriculum-based measures continued

·         Teacher made tests

·          Charts, graphs, checklists indicating student performance over time

·         Standardized benchmark assessment (AIMSWEB, DIBELS),

·         Continuous progress monitoring

·          Running records/fluency measures

·          Math mad minutes

 

Comparison to performance of average grade level peers on same measure

·         Performance indicates that the student is among the lowest 15%

 

 

 

·      Individually-administered

     Criterion-Referenced Tests

 

 

 

  • Group-administered Criterion-Referenced Tests

 

 

·         Qualitative Reading Inventory-4 (QRI-4)

·          Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

·          Brigance Inventories

 

 

·         Primary Observation Assessment (POA)

·          Developmental Reading Assessment (DRA)

·          Writing on demand prompt

·         VT Writing/Math portfolio

·          NECAP

 

Test results indicate that the student lacks skills or knowledge typical of an average student at the student’s grade level

 

 

 

Comparison to performance of average grade level peers on same measure in relation to VT Framework and Standards of Learning Opportunities

·            Performance indicates that the student is among the lowest 15%

 

·      Other Individualized measures of

adverse effect

·            Student Work

·            Language Samples

·         Classroom Portfolios

Comparison to performance of average grade level peers on same measure

Performance indicates that the student is among the lowest 15%

 

 

 

                                                                                                            Vermont Department of Education Student Support Team revised 10/06