Assessment: Purpose, Process, and Use HMR Kindergarten

Assessment:Assessment:Purpose, Process, and Purpose, Process, and

UseUseHMR Kindergarten

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Introduction to Introduction to the Assessment the Assessment

TrainingTraining

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“Without data, all anyone has is an opinion.”

W. Edwards Deming

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“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 Six Key ElementsElements

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Six Key ElementsSix Key Elements

All classrooms deliver a

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

1.

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Six Key ElementsSix Key Elements

Everyone at the school

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

2.

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Six Key ElementsSix Key Elements

All persons work in

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

3.

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Six Key ElementsSix Key Elements

The school engages in content-

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.

4.

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Six Key ElementsSix Key Elements

The school’s active and

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

5.

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Six Key ElementsSix Key Elements

The district provides

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

6.

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Three Types of Three Types of AssessmentsAssessments

• Screening/Entry Level

• Monitoring

• Outcome/Summative

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The Assessment The Assessment ProgramProgram

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Using the Using the Kindergarten Kindergarten

Monitoring LogsMonitoring Logs

Resource Booklet: Kindergarten Monitoring Log

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Gathering DataGathering Data

• Heart Data

• Spot Check Data

• Focused Observation

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Heart DataHeart Data

• Subjective• Based on assumptions

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Spot Check DataSpot Check Data

• One day in time

• Skill focused

• Unplanned; random students

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Focused Observation Focused Observation DataData

• 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 ObservationFocused Observation

• Interactive

• Multiple opportunities

• Data recorded to help monitor progress

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CharacteristiCharacteristic Features c Features

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Organization of Organization of Monitoring LogsMonitoring 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

Resource Booklet: Completed Kindergarten Monitoring Log

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Monitoring Log Monitoring Log NotationsNotations

(+) automaticity; consistently responding with no hesitation

() accuracy; correct but slow

(–) needs practice; some errors

(o) needs additional instruction; consistently hesitates or responds after others; reteach the lesson

Resource Booklet: Completed Kindergarten Monitoring Log

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Steps for Steps for Gathering Gathering

DataData

Before - During - Before - During -

AfterAfter

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DiscussionDiscussion

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Kindergarten Kindergarten Skills Skills

AssessmentsAssessments

Resource Booklet: Mid-Program Record Sheet #3

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Teacher and Student Teacher and Student MaterialsMaterials

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AssessmentAssessmentMaterials ListMaterials List

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Naming Naming Upper/Lower CaseUpper/Lower Case

Resource Booklet: Teachers Administration Guide and Mid-Program Student Record Sheet #1

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Kindergarten is the Kindergarten is the

Key to Reading Key to Reading SuccessSuccess

• Phonological Awareness

• Automaticity of Letter Recognition

• Automaticity of Sounds to Letters

• Automaticity of High Frequency Words

The kindergarten program supports the development of fluency in first grade by ensuring students have:

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Oral Fluency Oral Fluency Reading NormsReading Norms

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Teacher’s Teacher’s Administration Administration

GuideGuide

Subtests C, D, Subtests C, D,

and Eand E

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Mid-Program Mid-Program Student Student

Record Sheet #2Record Sheet #2

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Teacher’s Teacher’s Administration Administration

GuideGuideSubtests F, G and HSubtests F, G and H

Resource Booklet: pp.12-14

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Mid-Program Mid-Program Student Student

Record Sheet #3Record Sheet #3

Resource Booklet: p. 11

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Kindergarten Kindergarten Classroom Classroom Summary Summary

Resource Booklet: Kindergarten Classroom Summary

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Kindergarten Kindergarten School School Summary Summary

Resource Booklet: Kindergarten School Summary

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“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)

Catch Them Before They Fall

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Curriculum-Embedded Curriculum-Embedded AssessmentAssessment

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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VerticaVertical l

AnalysiAnalysiss

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HorizonHorizontal tal

AnalysiAnalysiss

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Look at the Look at the Vertical DataVertical 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 StepsNext Steps

• Formulate a plan

• Tackle one skill at a time

• Determine if more support

is needed

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Analyzing Analyzing Assessment DataAssessment Data

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Reflecting on Reflecting on InstructionInstruction

• 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 Look at the Horizontal DataHorizontal Data

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

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Universal AccessUniversal Access

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Identifying Identifying Students for Students for InterventionIntervention

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Analyzing Analyzing Assessments – Assessments – HorizontallyHorizontally

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“We must provide high-quality teaching with fidelity to the core to ensure student success

in every classroom.”

It’s All About the TeachingIt’s All About the Teaching

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End-of-Year End-of-Year AssessmentAssessment

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End-of-YearEnd-of-YearMaterials ListMaterials List

Resource Booklet: p. 17

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Kindergarten Kindergarten StandardsStandards

Assessed at the Assessed at the End of the YearEnd of the Year