PAES-Scan® Scoring System
Scan Data Entry TRAINING
Quick Reference Guide Judith D. Swisher, PhD www.paesauthor.com
Author: The PAES® – Practical Assessment Exploration System The PAES-Scan® Scoring System
© Life Productions 2009 [email protected]
PAES-Scan – Quick Reference Guide SCAN Data-Entry
Outline
PART 1 – PAES Overview A. PAES Terms and Definitions ................................................................................. 1 B. PAES Components / Units / Jobs ......................................................................... 2
PART 2 – PAES Lab Management
C. Work Procedure – Chart ..................................................................................... 3 D. Work Procedure – Checklist for Evaluators ......................................................... 4 E. Cumulative Record ............................................................................................... 5 F. Weekly Planning................................................................................................... 6 G. Student Orientation ............................................................................................. 7
PART 3 – The Enhanced PAES Summary of Performance Report
H. PAES-Scan Scoring System Overview .................................................................. 8 I. PAES Summary of Performance – Enhanced Report Features ........................... 9 J. PAES Summary of Performance – Report PAGE 1 ............................................ 10
PART 4 –Assigning PAES Assessment Scores – What to Record
K. Workplace Skills Inventory – Checklist .............................................................. 11 L. PAES Assessment Terms and Definitions .......................................................... 12
M. PAES Scores ........................................................................................................ 13 N. Graduated Levels of Assistance ........................................................................ 14
PART 5 – Recording PAES Scores – Where to Record
O. Data Collection Forms and Cards – Intro to B Forms and D Cards .................... 15 P. D Card ................................................................................................................. 16 Q. B Form ................................................................................................................ 17 R. Accommodations ............................................................................................... 18 S. Anecdotal Form for PAES Jobs ........................................................................... 19
PART 6 – Recording PAES Scores – When and Where to Record
T. Scoring Guide ..................................................................................................... 20 U. Subtask Form ..................................................................................................... 21 V. S Card ................................................................................................................. 22
PART 7 – Achieving Valid Assessment Results – Interpreting PAES Reports .......................... 23
1 PAES-Scan Terms
Components: 5 PAES Components
• Business / Marketing • Computer /Technology • Construction /Industrial • Processing / Production • Consumer / Service
Units: Each PAES component has either 8 or 10 units
Jobs: Each unit has 6 jobs – Levels 1 through Level 6 – PAES has 264 Jobs Job Codes: Each Job has a unique alpha-numeric code. For example, AB1 – DE1 – SM1 – BA1 – FM1
Component Charts: Students use the Component Charts to identify which Component contains their assigned Job.
Job Card Boxes: There are 5 Job Card boxes – one for each of the 5 PAES Components.
Job Card: Each of the 264 PAES Jobs has a Job Card that includes a list of needed Equipment, Materials and Procedures the student will follow to perform the Job.
Job Boxes: Materials / equipment for a majority of Jobs are contained in individual boxes. Large equipment / materials are located in the designated Component area.
Component Manuals: Supervisors use the 5 Component Manuals for Set-Up, Scoring, and Disassembly instructions.
Equipment Manuals: Equipment manuals include photos of all Equipment used in Jobs for Business – Construction – and Consumer Components. Students use these manuals for Tool and Equipment Identification.
Work Procedure Chart:
The PAES Work Procedure is a series of steps students follow each day to perform Jobs. Work Folder: Each student has a Work Folder with forms that document which Jobs have been attempted. The Work Folder usually contains the following forms:
Work Record – A chronological record of job attempts Cumulative Record – A one-page record of all attempted and correctly performed Jobs Daily Points Record – A one-page review of Workplace Skills performance for the week Component Job Lists – A one-page list of Job descriptions for each of the 5 Components
Student Assessment Folder: – Contains all of the forms needed to record assessment data Workplace Skills Inventory: – A checklist with 30 skills employers consider as needed for success Weekly Planning Form: – A form used to assign Jobs to each student for five consecutive days
PAES – Components / Units / Jobs
BUSINESS / MARKETING
AB1 IF1 NS1 CO1 MC1 TK1 CR1 TP1 AB2 IF2 NS2 CO2 MC2 TK2 CR2 TP2 AB3 IF3 NS3 CO3 MC3 TK3 CR3 TP3 AB4 IF4 NS4 CO4 MC4 TK4 CR4 TP4 AB5 IF5 NS5 CO5 MC5 TK5 CR5 TP5 AB6 IF6 NS6 CO6 MC6 TK6 CR6 TP6
AB – Alphabetizing NS – Number Sorting MC – Making Change CR – Cash Register IF – Identification/Filing CO – Collating TK – Ten Key Calculator TP - Typing
COMPUTER TECHNOLOGY
DE1 WD1 MT1 EM1 IT1 IM1 PP1 DP1 DE2 WD2 MT2 EM2 IT2 IM2 PP2 DP2 DE3 WD3 MT3 EM3 IT3 IM3 PP3 DP3 DE4 WD4 MT4 EM4 IT4 IM4 PP4 DP4 DE5 WD5 MT5 EM5 IT5 IM5 PP5 DP5 DE6 WD6 MT6 EM6 IT6 IM6 PP6 DP6
DE – Data Entry MT – Mailing Technology IT – Information Technology PP – Power Point WD – Word Processing EM – E- Mail IM – Information Management DP – Digital Photos
CONSTRUCTION / INDUSTRIAL
SM1 WB1 SN1 SS1 WP1 MP1 EP1 PI1 SM2 WB2 SN2 SS2 WP2 MP2 EP2 PI2 SM3 WB3 SN3 SS3 WP3 MP3 EP3 PI3 SM4 WB4 SN4 SS4 WP4 MP4 EP4 PI4 SM5 WB5 SN5 SS5 WP5 MP5 EP5 PI5 SM6 WB6 SN6 SS6 WP6 MP6 EP6 PI6
SM – Shop Measurement SN – Screws and Nails WP – Wood Project EP – Electrical Project WB – Wrenches and Bolts SS – Shop Saws MP – Metal Project PI – Parts Identification
PROCESSING / PRODUCTION
BA1 PA1 CA1 FD1 PD1 VP1 TD1 PC1 AT1 DT1 BA2 PA2 CA2 FD2 PD2 VP2 TD2 PC2 AT2 DT2 BA3 PA3 CA3 FD3 PD3 VP3 TD3 PC3 AT3 DT3 BA4 PA4 CA4 FD4 PD4 VP4 TD4 PC4 AT4 DT4 BA5 PA5 CA5 FD5 PD5 VP5 TD5 PC5 AT5 DT5 BA6 PA6 CA6 FD6 PD6 VP6 TD6 PC6 AT6 DT6
BA – Bolt Assembly CA – Color Assembly PD – Peg Design TD – Thread Design AT – Analogue Time PA – Pipe Assembly FD – Form Design VP – Visual Perception PC – Paper Cutting DT – Digital Time
CONSUMER / SERVICE
FM1 FP1 KA1 FS1 FW1 CM1 HS1 MS1 CC1 HC1 FM2 FP2 KA2 FS2 FW2 CM2 HS2 MS2 CC2 HC2 FM3 FP3 KA3 FS3 FW3 CM3 HS3 MS3 CC3 HC3 FM4 FP4 KA4 FS4 FW4 CM4 HS4 MS4 CC4 HC4 FM5 FP5 KA5 FS5 FW5 CM5 HS5 MS5 CC5 HC5 FM6 FP6 KA6 FS6 FW6 CM6 HS6 MS6 CC6 HC6
FM – Food Measurement KA – Kitchen Appliances FW – Food Weights HS – Hand Sewing CC – Cloth Construction FP – Food Preparation FS – Food Service CM – Cloth Measurement MS – Machine Sewing HC – Housekeeping Custodial
3 PAES® Work Procedure
Students follow a typical work routine each day to perform Jobs. PAES Staff members record assessment data at Step 5 and Step 10.
PAES WORK PROCEDURE Time In Get Work Folder Get Stopwatch Get Job Assignment from Work Record Use PAES Charts to locate Job Assignment
1. Get Job Card 2. Get Job Materials 3. Fill Out Work Record:
(Date, Job, Start Time) 4. Look over Job Card
5. Call a Supervisor to Begin the Job
6. Start Stopwatch 7. Do the Job 8. Stop Stopwatch 9. Write Stop Time and Check Interest
10. Call a Supervisor to Check Your Work
Repeat Job if performed incorrectly. Follow Steps 3 – 10. If the Job is performed correctly, put away materials. Get next Job assignment and follow Steps 1 – 10.
CHECK OUT
Mark a “+” for unmarked skills on Daily Points Record Time Out Check Out – Take Time Card and Work Folder to Supervisor
PAES Work Procedure 4 Checklist for Supervisors
� Before students arrive, write first Job Code Assignment on each student’s Work Record. � As students Check-In, take Assessment Folders and clipboards to students’ work areas. � Place the appropriate B Form and D Card on the clipboard.
Step 5 on PAES Work Procedure Chart – When the student calls to begin a job
Check to be sure your student has the following: � Work Folder � Stopwatch � Job Card – The correct Job Card for the assigned job � Materials and Equipment – All materials – equipment – supplies listed on the Job Card � Date and Start Time from the PAES Lab clock written on the Work Record
� Check to be sure the Job was properly disassembled by the previous student � Ask the student: “Do you know how to do this job?” � Provide amount of assistance needed to begin the Job � Tell the student to start the stopwatch and begin
FOLLOW the PAES Scoring Guide instructions for Step 5 � Walk away and give the student a chance to perform the entire Job
Step 10 on PAES Work Procedure Chart – When the student calls to check their work
Check to be sure the student has done the following: � Stop Time from the PAES Lab clock is written on the Work Record � Interest is marked on the Work Record � Check Stopwatch to see if the time has stopped and if the amount of time appears to be an
accurate indication of the amount of time it took to perform the job
� Review Scoring Criteria in the Component Manual � Check the student’s work
FOLLOW the PAES Scoring Guide instructions for Step 10 � Reset the Stopwatch to “0” � Review the Disassembly instructions for that Job and assist or tell the student to disassemble
the job so it will be ready for the next student. � Choose the student’s next job assignment and write it on the Work Record.
Check Out � Go to each student individually. “It is time to disassemble your Job and put it away.” � Write the total number of points earned that day in the margin of the Work Record. � When a student brings Time Card, Work Folder and Points Record for check-out,
Check Time Card entry and write Total Points earned for the day on Points Record. � Tell the student to put away their Time Card and Work Folder.
5 PAES Cumulative Record
An at-a-glance planning tool for assigning PAES jobs
BASELINE Assessment - Students attempt Level One PAES Jobs to identify areas of strength and potential. Once they have attempted as many Level 1 Jobs as possible, they attempt Levels 2 through 6 in Units of identified strength and potential.
The Cumulative Record documents which PAES jobs have been Attempted and which Jobs have been Performed Correctly.
Attempted Jobs are those with marked tallies. Jobs Performed Correctly have a circle drawn around the tallies.
PAES Weekly Planning Form 6 Students work in a different PAES Component each day.
The Weekly Planning Form is used alongside the PAES Cumulative Record to assign the first Job of the day. Students attempt as many BASELINE Level One Jobs as possible each day to identify Units of strength and potential. Once all BASELINE Level One Jobs have been attempted, students continue to work in a different Component each day on Units of identified Strength and Potential.
7 PAES Lab Student Orientation
Orientation Activities include the following topics: A. Explain how the PAES Lab is set up to be as much like a real job as possible:
1. Employees use a Time Clock to check in and check out 2. Entry-level employees typically stand while working –Counter height tables recommended 3. Employees do what supervisors ask them to do 4. Employees use their time wisely and keep busy working 5. Employees are respectful and considerate of co-workers 6. Employees are compensated for their work:
(20 points once the Job is performed correctly – 5 points each time the Job is attempted) (Each PAES Lab sets up a compensation strategy that works for their students)
B. Group Practice Activities to Introduce the PAES Work Procedure: Part One – Practice Getting Started 1. Timing In using the PAES Time Clock and Time Cards practice 2. Locating Work Folder and Stopwatch 3. Starting and Stopping the Stopwatch
(Students start and stop their watches. Supervisors always reset the watches.) 4. Locating Job Assignments on Work Record 5. Locating Job Assignments on Component Charts 6. Locating Job Cards
Part Two – Practice Job Setup 1. Using Materials list on a Job Card to Locate Job Materials 2. Using PAES Equipment manuals for Business – Construction – Consumer
Components to locate and identify Equipment and Materials
Part Three – Practice Doing Parts of Level One Jobs – No Assessment Data is Recorded
1. Writing Date, Job, and Start Time (from PAES Lab clock) on Work Record 2. Doing what they can to figure out how to do a Job 3. Calling a Supervisor 4. Performing parts of Level One Jobs 5. Writing Stop Time (from PAES Lab clock) and Interest on Work Record 6. Calling a Supervisor 7. Disassembling and putting the Job away Part Four – Practice Student CHECK OUT Tasks 1. Disassembling and putting Jobs away – (Supervisors go to each student at the end of the lab
period and say: “It’s time to disassemble and put your Job away.”) 2. Putting “+” in each box of the Daily Points Record that has not been marked by the Supervisor 3. Timing Out and taking the following items to a Supervisor for Check Out:
Time Card – Work Folder – Daily Points Record 4. Putting away Time Card, Work Folder and Daily Points Record
PAES-Scan Scoring System 8
The result The PAES Summary of Performance Report
Data-driven – Research-based – Age-appropriate Transition Assessment Easy to interpret and explain Capitalizing on previous PAES software versions, which offer good summary reports, the PAES-Scan Summary of Performance Report is more comprehensive and easier for teachers to interpret and explain to parents, other teachers, work experience staff, and job placement agencies. Presented in simple graphs and tables Previous reports were composed primarily of % scores with a brief description of student performance on individual PAES jobs. The enhanced PAES Summary of Performance Report includes graphs, tables, and other features that make assessment results easier to understand.
9 PAES-Scan® – Enhanced Report Options
Page 1 Potential for Paid and Unpaid Employment:
Quantity of Work Aptitude and Interests
Page 2 Aptitude Factors: Composite Scores - NEW
Amount of Assistance Needed to Perform Quality of Work Work Rate Number of Trials (Attempts) Needed to Perform Job Correctly
Page 3 PAES Jobs – Strengths and Progress Report: NEW
Jobs Performed Correctly Progress and Overall Performance on each PAES Unit
Page 4 Workplace Skills – Strengths and Needs: NEW
Pre-Employment Skills – Performance & Productivity Work Habits and Attitudes – Learning & Transfer of Skills Interaction with Supervisors and Co-Workers
Page 5 Accommodations: NEW
Reasonable Accommodations – Provided and Useful Needed Modifications
Pgs 6–10 Performance on Individual PAES Jobs:
Assistance and Trials Needed to Perform Job Correctly Interest in Performing Each Job Accommodations Provided for Each Job NEW Instructional Recommendations NEW
Pgs 11 + Subtask Assessment & Anecdotal Comments
Subtasks Performed Independently NEW Anecdotal Comments specific to Job Performance / Needs
PAES Transition Summary NEW
Post-Secondary Transition Goals Considerations Preparation Considerations for Post-Secondary Goals PAES Summary of Performance pages 1 – 3 – 4 Spanish Option – PAES Transition Summary NEW
PAES Basic Report Pages 1 – 5 PAES Jobs Report Pages 6 – 10 PAES Subtask Report Pages 11+ PAES Progress Report Page 3 PAES Transition Summary Pages 1, 3 and 4
Transition Summary has English and Spanish options
11 PAES Workplace Skills Inventory Students are rated at the beginning and end of their PAES Lab experience. The Workplace Skills Inventory is based on skills employers consider as needed for success in community-based employment. Ratings are based on how the student performs in comparison to average entry-level employees that PAES supervisors encounter in the community, e.g. grocery sackers, fast food workers, etc.
PAES-Scan – Assessment Terms and Definitions 12 Assessment Data collected on PAES Jobs: Quality Describes how well the student performed the job on the First Attempt Work Rate Amount of time the student spent performing the job on the First Attempt Interest Amount of interest expressed or indicated by the student on the First Attempt Assistance Maximum amount of assistance needed to perform the job.
Provide students the amount of assistance they need to learn how to do the job. Most students are capable of doing more of their own work and more of their own thinking. The goal is to help students find out what they can do on their own with as little help as possible. Try asking the “W” Questions! “What do you think? etc.
Trials One Trial is marked each time the Evaluator walks away and lets the student
attempt to perform the job on their own.
If the Evaluator intervenes and assists while the student is performing a job, the intervention is counted as a Trial. Be sure to document the extra trial.
Accommodations
Accommodations are supports that make it possible for the student to perform Jobs that otherwise they would not be able to do. Accommodations DO NOT CHANGE expected Job outcomes. Examples below would be considered as reasonable accommodations at community job sites:
Examples: Job Sample Assistive Devices / Jigs Entire Job Model Assistive Technology Visual Guides Behavior Supports Large Print Extra Time Interpreter Color Coding
Modifications CHANGE expected job outcomes.
Examples: Does not perform all steps (Subtasks) listed on the Job Card Correctly performs all Subtasks but produces fewer items Produces expected job outcomes with extra supplies removed
Recommendations for Follow-up Instruction:
When appropriate, whole Jobs or Job Subtasks are marked for follow-up instruction.
Baseline Assessment: Baseline Assessment documents student performance on Level 1 Jobs in all PAES Components
e.g., (AB1, IF1, NS1, CO1). The purpose is to identify areas of strength and potential strength for further exploration in Level 2 through 6 Jobs, e.g., (AB2, 3, 4, 5, 6).
Subtask Assessment: Subtask Assessment documents which part(s) of a job the student can perform when unable to perform the entire job.
Workplace Skills Assessment: Documents student performance on skills employers consider as needed on a job
13 PAES-Scan Scores Q = Quality of Performance – First Trial (Attempt) Only
1 = Totally Correct – No errors and DID NOT HAVE Guided Practice before First Trial 2 = Few Errors – Few errors – 1 or 2 errors 3 = Many Errors – Many errors – 3 or more errors
R = Work Rate – First Trial (Attempt) Only 1 = Competitive – Less than smallest amount of time posted on Job Card 2 = Semi-Competitive – Between two amounts of time posted on Job Card 3 = Non-Competitive – More than largest amount of time posted on Job Card
I = Interest – First Trial (Attempt) Only 1 = High 2 = Moderate 3 = Low
A = Assistance Scores – Maximum Amount of Assistance needed to perform the job Score can Increase. Do Not REDUCE this score.
1 = Independent – NO assistance needed to perform entire job 2 = Verbal Assistance – Evaluator TELLS the student how to do the job
3 = Demonstration – Evaluator SHOWS the student how to do part or all of the job 4 = Guided Practice – Evaluator CORRECTS / ASSISTS while the Student PRACTICES
(Guided Practice assistance requires that Q is > 1 and T is > 1) Evaluator WALKS AWAY and gives the student a chance to attempt the entire job.
T = Trials Scores – # of Trials (Attempts) needed to perform Entire Job Correctly Number of Trials Can INCREASE. Do Not REDUCE the number of Trials. Each attempt of the entire job is counted as a Trial. If the Evaluator intervenes to assist/correct, the intervention is counted as a Trial. Partially completed jobs at the end of a lab period do not count as a Trial.
Subtask Assessment for Scan Data Entry:
Consider Subtask Assessment when: Student CANNOT perform the Whole Job but is likely able to perform Specific Subtask(s)
Before going to Subtask Assessment:
On B Form: Mark A = 4 T > 1 Circle the S On D Card: Mark Q > 1 R = 3 I = Student’s Int
On the Subtask Form and “S” Card mark the following: Mark V = When the student is able to perform a subtask independently with a Verbal prompt Mark R = When it is appropriate to Recommend Follow-Up Instruction for Specific Subtask(s) Circle Subtask Letter (A – H) when Subtask has been attempted but not performed correctly
If all Subtasks can be performed with a verbal prompt, student should attempt the entire job.
Gra
duat
ed L
evel
s of
Ass
ista
nce –
Scan
Dat
a En
try
Eval
uato
r St
uden
t Ev
alua
tor
Stud
ent
Eval
uato
r As
sist
ance
“D
o yo
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now
h
ow to
do
this job?
”
“Yes
” or “No”
It’s op
tiona
l to
say:
“S
how m
e wha
t you
th
ink
you
will
do.”
“W
hat w
ill y
ou d
o ne
xt?”…
etc.,
until
you
th
ink
the
stud
ent k
now
s ho
w to
do
the
job.
Stu
dent
cor
rect
ly d
escr
ibes
or
dem
onst
rate
s th
e jo
b
►
If St
uden
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s no
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crib
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dem
onst
rate
cor
rect
ly
►
TELL
the
stud
ent h
ow to
do
th
e jo
b
►
A =
1
A =
2
Af
ter V
erba
l Ass
t: It’s op
tiona
l to sa
y:
“N
ow s
how
me
wha
t yo
u th
ink
you
will
do.”
“W
hat w
ill y
ou d
o ne
xt?”…
etc.,
until
you
th
ink
the
stud
ent k
now
s ho
w to
do
the
job.
Stu
dent
cor
rect
ly d
escr
ibes
or
dem
onst
rate
s th
e jo
b
►
If St
uden
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dem
onst
rate
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rect
ly
►
SHO
W th
e st
uden
t how
to d
o
the
job
►
A =
2
A =
3
Afte
r Dem
onst
ratio
n:
It’s op
tiona
l to sa
y:
“N
ow s
how
me
wha
t yo
u th
ink
you
will
do.”
“W
hat w
ill y
ou d
o ne
xt?”…
etc.,
until
you
th
ink
the
stud
ent k
now
s ho
w to
do
the
job.
Stu
dent
cor
rect
ly d
escr
ibes
or
dem
onst
rate
s th
e jo
b
►
If St
uden
t doe
s no
t des
crib
e or
dem
onst
rate
cor
rect
ly
►
Giv
e G
UIDE
D PR
ACTI
CE ►
Circ
le “T”
on
the
B Fo
rm
Mark “Q
” as
> 1
on
D Ca
rd
A =
3 A
= 4
Circ
le “T”
Q >
1
S
ubta
sk A
sses
smen
t If
the
stud
ent c
onsi
sten
tly
does
not
cor
rect
ly
dem
onst
rate
spe
cific
su
btas
k(s)
of t
he jo
b, g
o to
Sub
task
Ass
essm
ent.
Id
entif
y su
btas
ks th
e st
uden
t can
per
form
in
depe
nden
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hen
give
n a
verb
al p
rom
pt.
Be
fore
goi
ng
to S
ubta
sk A
sses
smen
t: B
Form
:
Mar
k A
and
T sc
ores
►
Circ
le th
e “S
”
D Ca
rd:
Mar
k Q–R
–I
►
A =
4 T
> 1
Q >
1
R =
3 I
= St
uden
t
In
tere
st
15 PAES-Scan – Scan Data Entry
Data Collection Cards and Forms
D Cards Data Collection Cards are scanned. They contain scores: Quality – Work Rate – Interest – Assistance – Trials
B Forms Background Forms are not scanned. They contain
progressive amounts of needed Assistance and Trials.
PAES-Scan D Cards 16
D – Card Data cards are scanned through the OMR scanner to produce the PAES Summary of Performance Report
Q = Quality scores R = Work Rate scores I = Interest scores A = Assistance scores T = Trials scores
Blue Business Marketing (front) Computer Technology (back) Red Construction Industrial (front) Processing Production (back) Green Consumer Service (front) Workplace Skills (back)
◄ Job number
◄ A = Accommodation was Provided
17 PAES-Scan B Forms
B – Form Forms for “Background” Data
Blue Business Marketing (front) Computer Technology (back) Red Construction Industrial (front) Processing Production (back) Green Consumer Service (front)
B Form Cell
A 2 3 4
Assistance Scores
T 2 3 4 Trials Scores ACC = Accommodations
Spaces for up to 3 Accommodation Codes:
ACC R S
___ ___ ___ R = Recommended for Follow-Up Instruction
Jobs in Units of Strength
S = Subtask Assessment
Documents which part(s) of a job the student can perform when unable to perform the entire job
Accommodations – Scan Data Entry 18
PAES Accommodations are supports that enable students to perform Jobs that otherwise they would not be able to do. Accommodations (A – K) listed below are considered as reasonable accommodations that could be provided to students who have paid employment in the community.
Accommodations: (A – K) Do Not Change the Expected Job Outcomes.
Modifications: (M – Modified Job) indicates a Change in Job Outcomes.
Modified Jobs can be considered as performed correctly under 6 conditions:
1. An attempt has been made to perform entire Job without any Modification and appropriate First Trial scores for Q, R, and I are marked on the D Card:
Q = Quality R = Rate I = Interest 2. Assistance Score = 4 and Trials Score = 3 or 4 3. “M” is marked on the “Acc” space on the B form. 4. Modification of the Job is described on the Anecdotal Form for PAES Jobs 5. Subtask Form and the S Card are marked to show which Subtasks can be
performed Independently with a Verbal Prompt 6. Student can perform the designated Modified Job without errors When a Modified Job has been performed correctly, circle the “Trial” tallies on
the Cumulative Record and transfer A and T scores from the B Form to the D Card.
PAES Accommodations: A. Job Sample – Model of Part of the Job B. Entire Job Model C. Visual Guides – Charts / Diagrams / Templates D. Enlarged Print / Illustrations E. Taped Audio Prompts F. Color Coding G. Interpreter – Hearing loss / English learners H. Assistive Device – Jig / Tool / Tape / Velcro I. Assistive Technology J. Extra Time = More than double the largest time on Job Card K. Behavior Supports
PAES Modified Jobs: M. Modified Job – Examples: On-going Prompts / Intervention
Reduced Work Load Does not perform all Subtasks Extra Materials Removed Performs all Subtasks w/ Prompts
19 Anecdotal Form for PAES Jobs
Used to describe Accommodations and Modifications that were provided and to make brief comments about unique needs and characteristics of the student as they perform PAES Jobs.
21 Subtask Forms
Each Component has a set of Subtask Forms with written descriptions of all Jobs and all Job Subtasks. Subtasks are scored as follows:
V = Subtask can be Performed Independently with a Verbal Prompt R = Subtasks is Recommended for Follow-Up Instruction
Circled Subtask Letter = Subtask was Attempted but not yet Performed Correctly
Subtask Assessment
Purpose:
To document Parts of a Job the student can perform if he/she is not able to perform the entire Job To identify Accommodations that enable the student to perform the Job without supervisor intervention To recommend Follow-up instruction that will potentially build on identified strengths To produce The PAES Summary of Performance Report that more accurately describes student strengths and potential for jobs requiring similar types of skills in both supported and non-competitive employment settings
PAES-Scan S Cards 22
S – Card Data cards are scanned through the OMR scanner to produce the PAES Summary of Performance Report
V = Performed Correctly with Verbal Prompt R = Recommended for Follow-Up Instruction
Blue Blue Business Marketing (front) Computer Technology (back) Red Construction Industrial (front) Processing Production (back) Green
Consumer Service (front) Workplace Skills (back)
Numbers 1 through 6 refer to the 6 Jobs
Letters A through H
refer to specific Subtasks
listed on the Subtask Form
23 Achieving Valid PAES Summary of Performance Reports
Reports are valid representations of student potential when assessment data is: 1) Assigned properly according to PAES-Scores and the PAES-Scan Scoring Guide 2) Recorded properly on PAES-Scan cards and forms 3) Entered properly in the PAES-Scan Scoring Software 4) Interpreted properly
Entering Assessment Data in the PAES-Scan Software: 1) When learning to use the PAES-Scan Software, it is a good idea to scan the cards at least
once a week to identify and correct common scoring errors. 2) Most scoring errors are detected by the software and are listed on the software screen
when data is manually entered or when cards are scanned through the scanner. 3) Common Errors include:
If Q > 1, then T Must be > 1 If T > 1, then Q Must be > 1 If A = 4, then Q and T Must be > 1 Missing Marks – mark is either missing or not dark enough Double Marks – two marks are being read by the scanner – need to erase one mark
4) When errors are detected on a D Card, the error must be corrected on the card and the card must be re-scanned.
5) When errors are not corrected on the D card, none of the data on the card is included in the student’s report.
Types of Errors the PAES-Scan software cannot detect:
1) Assistance provided but not recorded 2) Quality scores on the First Trial that do not accurately reflect the number of errors 3) Number of Trials scores that do not accurately reflect the number of attempts the student
has made to perform the job 4) Assistance & Trials scores transferred from the B Form to the D Card when the entire job
has not yet been completed correctly without supervisor intervention 5) Modified Jobs (M) not reported and described on the Anecdotal Form for PAES Jobs 6) Scores recorded in the wrong cell (AB4 instead of AB1) 7) Assigning the same PAES ID number to two different students 8) Scores recorded later in the day
Interpreting Assessment Results - Issues that Effect Assessment Validity 1) As much as possible, consider the assessment results in context of the entire assessment process,
rather than interpreting individual scores in isolation from other important data. 2) When interpreting assessment data on the PAES Performance Summary, keep in mind what you
have learned and observed about the student throughout the assessment process. 3) Did the student have the opportunity to attempt and explore each Level One Baseline Job? 4) Did the student have the opportunity to attempt higher Levels of Jobs in PAES Units where
potential was demonstrated on Level One Baseline Jobs? 5) Did the student work as much as possible in a different PAES Component each day? 6) Which Accommodations made it possible for the student to perform Jobs that otherwise they
would not have been able to do? 7) How often did the student perform Jobs correctly with Job Modifications?
