California Reading First ARCHIVE

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California Reading First ARCHIVE Powered By Docstoc
					      Assessment:
Purpose, Process, and Use
  HMR Kindergarten, Grade 1,
         and Grade3
     Introduction to the
    Assessment Training

2
    “Without data,
     all anyone has
     is an opinion.”
                       W. Edwards Deming




3
    “Ideally, assessment and instruction are
            linked inextricably within any
            curriculum. The key to using
       assessment effectively and efficiently
          in a program of instruction is to
         recognize above all that different
        types of assessment tools must be
            used for different purposes.”
                      From Reading/Language Arts Framework for California Public Schools
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    Six Key Elements

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         Six Key Elements

         All classrooms deliver a

    1.   coherent academic program.
         This includes specific content
         and an instructional system that
         is well supported with high
         quality materials and training.


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         Six Key Elements

         Everyone at the school uses a

    2.   frequent assessment system
         directly connected to the
         content of the academic
         program. This system is
         designed to be used to improve
         instruction.

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         Six Key Elements

         All persons work in collegial,

    3.   collaborative school and grade
         level teams that focus on
         developing successful,
         program-specific strategies to
         improve achievement for all
         students.

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         Six Key Elements

         The school engages in content-

    4.   specific, site-based professional
         development with coaching and
         technical support. Activities are
         developed using the data generated
         by the ongoing, program-specific
         assessment system and are focused
         on improving instruction for all
         students.
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          Six Key Elements

          The school’s active and

     5.   knowledgeable leadership
          takes actions focused on
          developing and strengthening
          the academic performance of
          ALL students in the agreed
          academic area.

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          Six Key Elements

          The district provides coherent,

     6.   coordinated support and
          leadership that technically
          assists the school to focus work
          and sustain specific
          improvements in achievement
          over time.

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            Three Types of
             Assessments

     •   Screening/Entry Level
     •   Monitoring
     •   Outcome/Summative


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     The Assessment
        Program

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              Using the Kindergarten
                 Monitoring Logs

14   Resource Booklet: Kindergarten Monitoring Log
           Gathering Data


     •   Heart Data
     •   Spot Check Data
     •   Focused Observation


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                Heart Data


     •   Subjective
     •   Based on
         assumptions


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              Spot Check Data


     •   One day in time
     •   Skill focused
     •   Unplanned; random
         students


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              Focused Observation
                     Data
     •   Targeted skill
     •   Identified students (2-3 per day)
     •   Ongoing and objective
     •   Unobtrusive – Part of daily
         instruction; does not require 1-on-1
         time

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           Focused Observation

     •   Interactive
     •   Multiple opportunities
     •   Data recorded to help
         monitor progress


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     Characteristic
       Features

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                               Organization of
                               Monitoring Logs
       •   By book, lesson name, or skill, page
           and lesson numbers
       •   Lessons presented sequentially
       •   Standards listed for each skill
       •   Standards referenced at the front of
           the teacher booklet
       •   Key for teacher notations (for
           documenting progress) is at the bottom of
           each page
21   Resource Booklet: Completed Kindergarten Monitoring Log
                   Monitoring Log Notations

        (+)       automaticity; consistently responding
                  with no hesitation
        (3)       accuracy; correct but slow
        (–)       needs practice; some errors
        (o)     needs additional instruction; consistently
                hesitates or responds after others;
            reteach the lesson

22   Resource Booklet: Completed Kindergarten Monitoring Log
        Steps for
      Gathering Data

     Before - During - After
23
     Discussion


24
                      Kindergarten Skills
                        Assessments

25   Resource Booklet: Mid-Program Record Sheet #3
     Teacher and Student
          Materials




26
     Assessment
     Materials List

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                           Naming
                       Upper/Lower Case

28   Resource Booklet: Teachers Administration Guide and
     Mid-Program Student Record Sheet #1
               Kindergarten is the
             Key to Reading Success
         The kindergarten program supports the
         development of fluency in first grade by
         ensuring students have:
     •    Phonological Awareness
     •    Automaticity of Letter Recognition
     •    Automaticity of Sounds to Letters
     •    Automaticity of High Frequency Words
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      Oral Fluency
     Reading Norms

30
         Teacher’s
     Administration Guide

      Subtests C, D, and E
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      Mid-Program
        Student
     Record Sheet #2

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                         Teacher’s
                     Administration Guide
                         Subtests F, G and H

33   Resource Booklet: pp.12-14
                  Mid-Program
                    Student
                 Record Sheet #3


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     Resource Booklet: p. 11
                   Kindergarten
                    Classroom
                    Summary
35   Resource Booklet: Kindergarten Classroom Summary
               Kindergarten
             School Summary

36   Resource Booklet: Kindergarten School Summary
     “Instruction in phonological awareness
           during kindergarten can have a
        positive effect on reading growth in
        first grade. Thus, it will be useful to
      identify high-risk children at some time
        during the kindergarten year so that
      preventive work may begin as early as
                      possible.”
                                                Torgersen (1998)
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                                     Catch Them Before They Fall
             Curriculum-Embedded
                  Assessment

     A curriculum-embedded assessment system is
     essential to determining effectiveness of
     instruction and student progress. To impact
     student achievement, data analysis must be
     examined both vertically and horizontally.




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     Vertical
     Analysis



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     Horizontal
      Analysis



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            Look at the Vertical Data

 •   Look vertically at the class scores for that
     monitored skill.
 •   Note percentage of students scoring at or
     above benchmark in that column.
 •   Reflect on ways to improve instruction if
     more than 10% of students score below
     benchmark.
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                       Next Steps


     •   Formulate a plan
     •   Tackle one skill at a time
     •   Determine if more support is needed



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     Analyzing Assessment
             Data

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                Reflecting on Instruction

     •   Has Direct Instruction been
         used?
     •   Has the lesson been properly
         scaffolded?
     •   Has the material been
         judiciously reviewed?
     •   Has student engagement
         been monitored?
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            Look at the
           Horizontal Data

     •   Student Groups
     •   Preteaching
     •   Support
     •   Intervention
     •   Accelerated/challenge

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     Universal Access




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     Identifying Students
       for Intervention

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       Analyzing
     Assessments –
      Horizontally

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       It’s All About the Teaching


     “We must provide high-quality
       teaching with fidelity to the
         core to ensure student
               success in
           every classroom.”


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     End-of-Year Assessment




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                   End-of-Year
                   Materials List


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     Resource Booklet: p. 17
      Kindergarten
       Standards
     Assessed at the
     End of the Year
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     Teacher and Student
          Materials




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     The Assessment
        Program

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     Skills Assessments


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               The Last
          Skills Assessment
     The last Theme Skills Assessment
     completed for Grade 1 is also considered
     appropriate for measuring some key
     content standards.

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         Overview of
     Skills Assessments

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      Answer Key
     and Directions

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     Content and
      Rationale

       Spelling
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     Learning from Errors


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          Answers
     Themes 1 & 2 Spelling
                   Assessing

              short o and a, and /d/ and /t/


              short o and u, vowels in words


              short e and i, vowels in words


              short e and u, vowels in words


              short o and u, vowels in words

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          Answers
     Themes 1 & 2 Spelling
                   Assessing

              short i and o, vowels in words


              short a and i, and /n/ and /m/


              short a and i, vowels in words


              short o and e, vowels in words


              short u and e, and /m/

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     Themes 7 & 8 Spelling


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          Answers
     Themes 7 & 8 Spelling
                    Assessing
              long o spelled oa, ow (spelling word p. T26)


              hard and soft c, u_e


              oo


              ow


              igh


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          Answers
     Themes 7 & 8 Spelling
                    Assessing

              doubling consonant when adding
              inflectional ending to short vowel word

              homophones


              oo



              adding inflectional endings to long vowel
              word and ee


              ou

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     Content and
      Rationale

     Word Reading,
     Comprehension
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     Content and
      Rationale

       Writing
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     Classroom Writing
     Assessment Report

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     Content and
      Rationale

       Fluency
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     Marking Fluency
       Passages




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       Themes 7 & 8
     Fluency Passages

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                     The Key to
                   Reading Success

     The first grade program supports fluency
     in second grade by ensuring students
     have:
     •   Automaticity of Sounds to Letters
     •   Automaticity of High Frequency Words
     •   Automaticity in Decoding/Blending

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      Oral Reading
     Fluency Norms

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          How Many Minutes?
     How many minutes does each
     student read aloud every day in
     your classroom?

      It is recommended that every
      child read aloud in class 20-30
      minutes every day.
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     Looking at the Data


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     Look at
     Vertical
      Data


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      Look at
     Horizontal
       Data


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                 Reflecting on Instruction

     •   Has Direct Instruction been used?
     •   Has the lesson been properly
         scaffolded?
     •   Has the material been
         judiciously reviewed?
     •   Has student engagement
         been monitored?




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     Teacher and Student
          Materials




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         Overview of
     Skills Assessments

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      Answer Key
     and Directions

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     Content and
      Rationale

     Comprehension
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     Content and
      Rationale

     Checking Skills
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     Content and
      Rationale

       Spelling
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     Learning from Errors


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            Answers
         Theme 1 Spelling


        Assessing
     1. short a, ai, __ay

     2. -er ending, frequently misspelled words

     3. short i, i__e

     4. long o (ow), o__e

     5. short u, u__e



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            Answers
         Theme 1 Spelling


       Assessing
     6. __le

     7. inflectional CVCe endings

     8. o__e, oa, homophones

     9. frequently misspelled words

     10. short e



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     Content and
      Rationale

      Vocabulary
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     Content and
      Rationale

       Fluency
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     General Directions


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     Marking Fluency
       Passages




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         Theme 1
     Fluency Passages

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                The Key to
              Reading Success

     The third grade program
     supports fluency in fourth grade
     by ensuring students have
     automaticity with multisyllabic
     words.
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     Fluency Norms


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     Content and
      Rationale

       Writing
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     General Directions
        for Writing

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     Narrative Writing
     Prompt: Student
          Page

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     Writing Prompt

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     Four-Point Rubric


     •   conventions
     •   genre
     •   writing traits



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      Classroom Writing
      Assessment Report

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          Classroom
      Assessment Report

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      Looking at the Data


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      Look at
      Vertical
       Data


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   Look at
  Horizontal
    Data


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      Reading First
        Program


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                  Reflecting on Instruction

      •   Has Direct Instruction been used?
      •   Has the lesson been properly
          scaffolded?
      •   Has the material been
          judiciously reviewed?
      •   Has student engagement
          been monitored?




106
                                  Next Steps

      •   Formulate a plan to address instructional challenges to
          improve student achievement

      •   Tackle one skill area or concept at a time

      •   Should help from a coach, mentor teacher, or grade-level
          team member be solicited?

      •   Would it be helpful to have the coach or principal provide an
          inservice or lead a lesson study?




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                         Five-Step Process

      1.   Teachers administer the assessments and collect, record, and chart
           the vertical and horizontal data

      2.   School meets as a whole faculty to establish the process of using
           data to improve instruction

      3.   Team meetings are held to examine data and to agree on
           instructional improvements

      4.   Whole school meets to share action plans across grade levels and
           to develop a site-based staff development plan

      5.   The school continues to conduct ongoing team meetings/ lesson
           studies to support improved instruction based on a written action
           plan



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