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Assessment:Assessment:Purpose, Process, and Purpose, Process, and
UseUseHMR Kindergarten, Grade
1, and Grade3
2
Introduction to Introduction to the Assessment the Assessment
TrainingTraining
3
“Without data, all anyone has is an opinion.”
W. Edwards Deming
4
“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
5
Six Key Six Key ElementsElements
6
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.
7
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.
8
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.
9
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.
10
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.
11
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.
12
Three Types of Three Types of AssessmentsAssessments
• Screening/Entry Level
• Monitoring
• Outcome/Summative
13
The Assessment The Assessment ProgramProgram
14
Using the Using the Kindergarten Kindergarten
Monitoring LogsMonitoring Logs
Resource Booklet: Kindergarten Monitoring Log
15
Gathering DataGathering Data
• Heart Data
• Spot Check Data
• Focused Observation
16
Heart DataHeart Data
• Subjective• Based on assumptions
17
Spot Check DataSpot Check Data
• One day in time
• Skill focused
• Unplanned; random students
18
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
19
Focused ObservationFocused Observation
• Interactive
• Multiple opportunities
• Data recorded to help monitor progress
20
CharacteristiCharacteristic Features c Features
21
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
22
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
23
Steps for Steps for Gathering Gathering
DataData
Before - During - Before - During -
AfterAfter
24
DiscussionDiscussion
25
Kindergarten Kindergarten Skills Skills
AssessmentsAssessments
Resource Booklet: Mid-Program Record Sheet #3
26
Teacher and Student Teacher and Student MaterialsMaterials
27
AssessmentAssessmentMaterials ListMaterials List
28
Naming Naming Upper/Lower CaseUpper/Lower Case
Resource Booklet: Teachers Administration Guide and Mid-Program Student Record Sheet #1
29
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:
30
Oral Fluency Oral Fluency Reading NormsReading Norms
31
Teacher’s Teacher’s Administration Administration
GuideGuide
Subtests C, D, Subtests C, D,
and Eand E
32
Mid-Program Mid-Program Student Student
Record Sheet #2Record Sheet #2
33
Teacher’s Teacher’s Administration Administration
GuideGuideSubtests F, G and HSubtests F, G and H
Resource Booklet: pp.12-14
34
Mid-Program Mid-Program Student Student
Record Sheet #3Record Sheet #3
Resource Booklet: p. 11
35
Kindergarten Kindergarten Classroom Classroom Summary Summary
Resource Booklet: Kindergarten Classroom Summary
36
Kindergarten Kindergarten School School Summary Summary
Resource Booklet: Kindergarten School Summary
37
“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
38
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.
39
VerticaVertical l
AnalysiAnalysiss
40
HorizonHorizontal tal
AnalysiAnalysiss
41
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.
42
Next StepsNext Steps
• Formulate a plan
• Tackle one skill at a time
• Determine if more support
is needed
43
Analyzing Analyzing Assessment DataAssessment Data
44
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?
45
Look at the Look at the Horizontal DataHorizontal Data
• Student Groups• Preteaching• Support• Intervention• Accelerated/challenge
46
Universal AccessUniversal Access
47
Identifying Identifying Students for Students for InterventionIntervention
48
Analyzing Analyzing Assessments – Assessments – HorizontallyHorizontally
49
“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
50
End-of-Year End-of-Year AssessmentAssessment
51
End-of-YearEnd-of-YearMaterials ListMaterials List
Resource Booklet: p. 17
52
Kindergarten Kindergarten StandardsStandards
Assessed at the Assessed at the End of the YearEnd of the Year
53
Teacher and Student Teacher and Student MaterialsMaterials
54
The Assessment The Assessment ProgramProgram
55
Skills Skills AssessmentsAssessments
56
The LastThe LastSkills Skills
AssessmentAssessmentThe last Theme Skills Assessment completed for Grade 1 is also considered appropriate for measuring some key content standards.
57
Overview ofOverview ofSkills Skills
AssessmentsAssessments
58
Answer KeyAnswer Keyand Directionsand Directions
59
Content and Content and RationaleRationale
SpellingSpelling
60
Learning from Learning from ErrorsErrors
61
AnswersAnswersThemes 1 & 2 SpellingThemes 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
62
AnswersAnswersThemes 1 & 2 SpellingThemes 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/
63
Themes 7 & 8 Themes 7 & 8 SpellingSpelling
64
AnswersAnswersThemes 7 & 8 SpellingThemes 7 & 8 Spelling
Assessing
long o spelled oa, ow (spelling word p. T26)
hard and soft c, u_e
oo
ow
igh
65
AnswersAnswersThemes 7 & 8 SpellingThemes 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
66
Content and Content and RationaleRationale
Word Reading, Word Reading, ComprehensionComprehension
67
Content and Content and RationaleRationale
WritingWriting
68
Classroom Classroom Writing Writing
Assessment Assessment ReportReport
69
Content and Content and RationaleRationale
FluencyFluency
70
Marking Fluency Marking Fluency PassagesPassages
71
Themes 7 & 8Themes 7 & 8Fluency PassagesFluency Passages
72
The Key to The Key to Reading SuccessReading Success
• Automaticity of Sounds to Letters• Automaticity of High Frequency Words• Automaticity in Decoding/Blending
The first grade program supports fluency in second grade by ensuring students have:
73
Oral Reading Oral Reading Fluency NormsFluency Norms
74
How Many How Many Minutes?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.
75
Looking at the Looking at the DataData
76
Look at Look at VerticaVertical Datal Data
77
Look at Look at HorizonHorizontal tal DataData
78
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?
79
Teacher and Student Teacher and Student MaterialsMaterials
80
Overview ofOverview ofSkills Skills
AssessmentsAssessments
81
Answer KeyAnswer Keyand Directionsand Directions
82
Content and Content and RationaleRationale
ComprehensionComprehension
83
Content and Content and RationaleRationale
Checking SkillsChecking Skills
84
Content and Content and RationaleRationale
SpellingSpelling
85
Learning from Learning from ErrorsErrors
86
AnswersAnswersTheme 1 SpellingTheme 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
87
AnswersAnswersTheme 1 SpellingTheme 1 Spelling
Assessing
6. __le
7. inflectional CVCe endings
8. o__e, oa, homophones
9. frequently misspelled words
10. short e
88
Content and Content and RationaleRationale
VocabularyVocabulary
89
Content and Content and RationaleRationale
FluencyFluency
90
General General DirectionsDirections
91
Marking Fluency Marking Fluency PassagesPassages
92
Theme 1 Theme 1 Fluency PassagesFluency Passages
93
The Key to The Key to Reading SuccessReading Success
The third grade program supports fluency in fourth grade by ensuring students have automaticity with multisyllabic words.
94
Fluency NormsFluency Norms
95
Content and Content and RationaleRationale
WritingWriting
96
General General Directions for Directions for
WritingWriting
97
Narrative Narrative Writing Prompt: Writing Prompt: Student PageStudent Page
98
Writing PromptWriting Prompt
99
Four-Point RubricFour-Point Rubric
• conventions• genre• writing traits
100
Classroom Classroom Writing Writing
Assessment Assessment ReportReport
101
Classroom Classroom Assessment Assessment ReportReport
102
Looking at the Looking at the DataData
103
Look at Look at VerticaVertical Datal Data
104
Look at Look at HorizonHorizontal tal DataData
105
Reading First Reading First ProgramProgram
106
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?
107
Next StepsNext 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?
108
Five-Step ProcessFive-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