Universal screening for algebra readiness in middle school: Why, what, and does it work?

Ketterlin-Geller, Leanne R.; Shivraj, Pooja; Basaraba, Deni; Schielack, Jane F.

doi:10.1080/19477503.2017.1401033

Cited by 5 publications

(4 citation statements)

References 10 publications

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“…As part of the systems-level MTSS framework, all students regardless of educational classification take the US-AR. The US-AR is an online multiple-choice test with 24 dichotomouslyscored items and is administered three times a year (fall, winter, and spring; see Basaraba et al, 2015;Shivraj et al, 2015a,b;Ketterlin-Geller et al, 2019; for technical documentation). As previously noted, results from the US-AR are used to (1) identify students who are on-track and those who are at-risk for not reaching the grade-specific curricular expectations in algebraic reasoning, and (2) determine the intensity of instructional support required for those who are at risk for not meeting expectations, specifically for algebraic reasoning.…”

Section: Universal Screening Within Mtssmentioning

confidence: 99%

Interpreting Reports From Universal Screeners: Roadblocks, Solutions, and Implications for Designing Score Reports

Shivraj¹,

Ketterlin-Geller

2019

Front. Educ.

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Many teachers struggle with interpreting formative assessment data. As a result, they are often unable to modify instruction that is responsive to student performance. To support valid interpretations and uses of assessments, test developers need to better understand teachers' ability to read and interpret score reports, their perception of the information that is being conveyed, and how they use the information to change instruction. The purpose of this manuscript is to report on a series of focus groups examining (a) how teachers interact with various score report features and (b) how these features support or hinder their ability to interpret and analyze formative assessment data. Results provide insights into the design of score reports that may facilitate teachers' ability to interpret and analyze data. Solutions to the roadblocks teachers encountered are proposed and generalized examples of how score reports can be designed to facilitate teachers' interpretations are provided. Findings from this study may help test developers anticipate challenges the intended audience could face when interpreting assessment results on score reports, and subsequently improve the quality of score reports to enhance teachers' interpretations and decision-making at the classroom level.

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Section: Universal Screening Within Mtssmentioning

confidence: 99%

Interpreting Reports From Universal Screeners: Roadblocks, Solutions, and Implications for Designing Score Reports

Shivraj¹,

Ketterlin-Geller

2019

Front. Educ.

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“…Relationships to State Test Scores A universal screening system focused on assessing students' algebraic reasoning (US-AR) was developed to be administered three times each year (fall, winter, spring) as part of a Response to Intervention (RtI) initiative (Ketterlin-Geller, Shivraj, Basaraba, & Schielack, 2018). The US-AR is used to help teachers identify students' risk status and determine the intensity of instructional support needed to improve students' outcomes.…”

Section: Evidence Of Validity For a Middle Grades Mathematics Univers...mentioning

confidence: 99%

Evidence of Validity for a Middle-Grades Mathematics Universal Screener Based on Relationships to State Test Scores

Adams¹

2019

Proceedings of the 2019 AERA Annual Meeting

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“…Developing algebraic reasoning is important for all students, as algebra is considered by many to be a gateway to higher-level mathematics and eventual economic success, as higher-level mathematics build upon algebra as well as algebra is used in everyday life (Watt et al, 2016). Yet, the abstract nature of algebra creates unique challenges for some students, including students with disabilities (Ketterlin-Geller et al, 2019; Star et al, 2015; Watt et al, 2016). Transitioning from concrete arithmetic (e.g., 3 cats + 7 cats = ) to the symbolic algebra (e.g., 23m+5=9) is especially difficult for students with disabilities (Star et al, 2015).…”

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confidence: 99%

Using the VA Framework to Teach Algebra to Middle School Students With High-Incidence Disabilities

Bone

Bouck

Smith

2021

J Spec Educ Technol

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Algebra is considered by many to be a gateway to higher-level mathematics and eventual economic success yet students with and without disabilities often struggle to develop algebra skills. This study builds on the limited understanding of how virtual manipulatives support students with disabilities in the area of algebra by investigating their use within the virtual-abstract (VA) framework. Using a multiple probe across behaviors, replicated across participant design, researchers found a functional relation between the VA framework and student algebraic learning. Mathematical behaviors based on grade-level curriculum included: one-step equations with positive and negative numbers, two-step equations with positive numbers, and two-step equations with positive and negative numbers. All three seventh-grade students with high-incidence disabilities improved their performance on each of the three algebra behaviors during intervention, and all participants maintained their accuracy after intervention, as compared to baseline to maintenance. Detailed results and their implications for practice are discussed further.

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Universal screening for algebra readiness in middle school: Why, what, and does it work?

Cited by 5 publications

References 10 publications

Interpreting Reports From Universal Screeners: Roadblocks, Solutions, and Implications for Designing Score Reports

Interpreting Reports From Universal Screeners: Roadblocks, Solutions, and Implications for Designing Score Reports

Evidence of Validity for a Middle-Grades Mathematics Universal Screener Based on Relationships to State Test Scores

Using the VA Framework to Teach Algebra to Middle School Students With High-Incidence Disabilities

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