Connecticut Literacy Leadership Training Series

Connecticut Literacy Leadership Training Series

Participant Handouts Page 1 www.HILLforLiteracy.org


HILL for Literacy, Inc. http://www.HILLforLiteracy.org

November 2014

http://www.hillforliteracy.org/



Agenda 9:00 – 9:15 Welcome, Introductions and Expected Outcomes 9:15 – 10:00 School Literacy Plan and Activity Timeline 10:00 – 10:30 Team Work 10:30-10:45 Break 10:45 – 12:00 Linking Assessments to Reading Development 12:00 – 12:30 Lunch 12:30 – 1:15 Building an Assessment Framework 1:15-1:45 Team Work 1:45-2:00 Wrap-Up



Expected Outcomes: Participants will:

1. Develop or Confirm Literacy Plan 2. Create a timeline of activities 3. Link Reading Development to Assessments 4. Build an Assessment Framework 5. Create a Decision Tree

Materials Packet: Participants should have:

• Participant Binder –November Tab • Leading Literacy Change Book • Flash Drive



Participant Activity Reflection

“No institution can survive if it needs geniuses or supermen to manage it. It must be organized to get along under a leadership of average human beings.” - (Peter Drucker)

Directions:

1. Discuss with your partner or tablemates what this quote means to you. 2. Think about how the message conveyed by this quote relates to you and the work you do on a daily

basis.

3. Be prepared to share with the entire group.



Putting It All Together Literacy Plan

Purpose:

• To provide a vehicle to develop action plans from the report recommendations. • Record of the plan with roles, activities and timelines. • Keep all team members focused on the goals.

Guidelines: • Used after the recommendation review and brainstorm. • Bring blank action plan to strategic planning meeting and develop together using the

recommendations template. • Brainstorm and problem-solve the steps needed as well as provide clarity for responsible

persons with timelines. • Use this document as a review when conducting status updates and when planning

strategically. • Ensure that all literacy leaders have updated copies of the action plans. • Disseminate to school/district staff as a status review. • Priority goals and activities are then transferred to the SLP so Facilitator can log work

being done. • Literacy teams should analyze through comparisons of the action plan and work being

documented on the SLP to ensure consistency and focus. • Choose strategic times to celebrate the work accomplished on the action plans and SLPs. It

is vital to remind all stakeholders of the work they have accomplished since the beginning of the initiative and to celebrate.



School Literacy Plan

District/School Name: Grades: K-3

Date Developed: SY: Dates Reviewed:

PRIORITY GOAL 1: Establish a team of literacy leaders with a cohesive knowledge base on the leadership routines necessary to institute evidence-based literacy practices with in a tiered instructional model and that will provide on-site facilitation and establish sustainability for the initiative

ACTION RESPONSIBLE PERSON(S)

START DATE

COMPLETION DATE

RESOURCES NEEDED

APPRAISAL/OUTCOME

1.1 Establish a leadership team that includes of the principal, literacy coach, classroom teachers, parent representative, and specialists (e.g., reading teachers, SPED, SLP, ELL teachers, etc.)to provide oversight of the K-3 expansion project.

1.2 Oversee the development and implementation of a school-wide reading improvement plan

1.3 Attend monthly 90 – 120 minute meetings

1.4 Attend 2 statewide or regional literacy leadership retreats.



PRIORITY GOAL 2: Implement a comprehensive literacy assessment system that includes a utilizing a universal screener to plan for instruction.


START DATE

COMPLETION DATE

RESOURCES APPRAISAL/OUTCOME

2.1 Implement tools for screening, progress-monitoring, and measuring academic outcomes for K-3 students across all areas of reading.

2.2 Utilize a web-based data system for entering and storing assessment data, generating reports, providing instructional recommendations, and enabling comprehensive data analyses.

2.3 Plan to assess all students 3 times per year to identify (a) students who require supplemental intervention and (b) common areas of difficulty across all students to inform Tier 1 classroom instructional priorities.

2.4 Establish school-wide assessment procedures scheduled & organized at school level to increase efficiency and reduce the loss of instructional time.

2.5 Schedule protected time for universal screening data team meetings (3-5x per year for grade level teams)



PRIORITY GOAL 2: Implement a comprehensive literacy assessment system that includes a utilizing a universal screener to plan for instruction.


START DATE

COMPLETION DATE

RESOURCES APPRAISAL/OUTCOME

2.6 Plan to (a) monitor continuously (e.g., monthly, weekly) the progress of students not reading proficiently and (b) identify students who are responding/not responding to intervention and make instructional decisions regarding focus and intensity of intervention.*



PRIORITY GOAL 3: Develop and refine a plan for providing comprehensive core classroom literacy instruction utilizing scientifically-based instruction.


START DATE

COMPLETION DATE

RESOURCES APPRAISAL/ OUTCOME

3.1 Implement instruction focused on phonemic awareness, phonics, fluency, vocabulary, and text comprehension.

3.2 Ensure that instruction is aligned with the Common Core State Standards.

3.3 Utilize a grade level scope and sequence and pacing guides to ensure consistent progression through curriculum over the year.

3.4 Utilize implementation guides to ensure quality implementation of key daily instructional activities and critical components of activities

3.5 Implement materials and procedures for providing differentiated small group instruction.

3.6 Develop schedules/dosage guidelines to ensure adequate time (i.e., at least 90 minutes) dedicated to core classroom reading instruction.



PRIORITY GOAL 4: Develop and refine a plan for implementing small group interventions that supplement core instruction for students experiencing reading difficulties. ACTION RESPONSIBLE

PERSON(S) START DATE

COMPLETION DATE


4.1 Implement instruction anchored to evidence-based intervention programs selected to best meet the common reading needs of the greatest number of students

4.2 Establish an intervention schedule that will ensure that all students receiving intervention participate in core classroom instruction and allow for flexible cross-class/cross-grade groupings.

4.3 Utilize implementation guides to ensure quality implementation of key instructional activities and critical components of activities.

4.5 Establish grade level scheduling/dosage guidelines to ensure adequate time dedicated to supplemental reading intervention.



PRIORITY GOAL 5: Protect and prioritize K-3 reading professional development activities, including providing adequate release time throughout the year for principal, K-3 teachers, specialists, and other staff to attend embedded professional development sessions (5-8 per year).


START DATE

COMPLETION DATE


5.1

5.2

5.3

PRIORITY GOAL 6: Develop and refine a plan to implement a parent engagement program for actively involving families as partners in reading success.


START DATE

COMPLETION DATE


6.1

6.2

6.3



CK3LI SLP SY14-15

Priority Goal 1: Implement leadership routines and systems necessary to institute evidence-based literacy practices within a tiered instructional model and build capacity to ensure sustainability of the school-wide literacy model.

1.1 Facilitate district leadership meetings 4-5x per year to review school level data, share activities implemented within the initiative and to link those activities to district literacy efforts.

1.2 Implement walkthroughs and encourage participation of district level leaders in PD sessions, grade level data meetings and school literacy leadership team meetings.

1.3 Facilitate monthly school leadership team meetings utilizing agendas and tools shared at CK3LI Coaches meetings.

1.4 Implement intervention team meetings 1x per month to focus on instruction, reviewing of student data to confirm effectiveness of current intervention programs and to determine decision rules to move students in and out of tiers of instruction.

1.5 Institute Coach-Principal meetings 2x per month to focus on implementing walkthrough tools to provide support and feedback on instruction.

1.6 Facilitate grade level team meetings 1x per month focused on the delivery of instruction in whole group and small group instructional blocks

1.7 Institute a coaching model that supports the release of responsibility from the external coach to the internal coach:

• Internal coaches attend CK3LI Coaches meetings 1x per month • Internal and external coaches facilitate all PD sessions, all meetings together (grade

(data & implementation, leadership) • Internal and external coaches provide in classroom support to teachers • Institute peer coaching (fish bowls or teachers observing teachers)

1.8 Develop and Implement observation/walkthrough tools to collect implementation data on whole, small group and intervention instruction.

Priority Goal 2: Collaborate with the school to implement research-based programs within a multi-tiered system of support framework.

2.1 Improve the delivery of whole group instruction by utilizing pacing guides and student engagement practices.

2.2 Incorporate the Enhancing Core Reading Instruction templates in teaching the foundational skills in tier 1.

2.3 Implement the components of writing instruction during the reading and writing blocks.



2.4 Implement the Enhancing Core Reading Instruction small group lessons during the small group block.

2.5 Refine the core program content and delivery of instruction in small groups including student engagement.

2.6 Determine appropriate independent practice activities linked to instruction including technology-based programs and increasing opportunities for student to read independently or with a partner.

2.7 Refine the delivery of current interventions for intensive students delivered during the intervention block (i.e., Sidewalks K, EIR, ECRI, RAVE-O) including student engagement.

2.8 Explore school-based interventions and additional interventions as alternative instruction for students not making adequate progress.

Priority Goal 3: Create a consistent knowledgebase and common language among teachers that is based on the overview of reading, current reading research and evidence-based practices in reading and writing instruction.

3.1 Conduct trainings for teachers and staff on the reading process, research-based practices in writing and the components of explicit teaching routines.

3.2 Conduct workshops and implementation meetings focused on instructional practices that support instruction and enhance learning opportunities for English-language learners.

3.3 Conduct train the trainer workshops for internal and one lead teacher on the CK3LI-Literacy How Modules to be delivered in each school building on workshops delivered in SY13-14.

3.4 Provide in-class coaching and support to link information from the workshops to classroom practice.

Priority Goal 4: Collaborate with the school leaders to establish a framework and process for using scientifically-based dynamic assessments to make instructional decisions at the district, school, grade, classroom and individual student levels.

4.1 Engage all teachers and staff in administering DIBELS Benchmark and Progress Monitoring Testing

4.2 Train all teachers and staff to utilize the DIBELS Data System including data entry and generating reports for data meeting.

4.3 Incorporate Lexia data or data from a phonics screener into assessment framework and data grouping workbook to determine instructional focus and grouping for mid-year 1st graders-3rd grade.

4.4 Determine and incorporate comprehension/vocabulary-district measures into data grouping workbooks.

4.5 Refine Data Grouping Workbook Process a. Instructional Program Lists b. Identifying Instructional Focus c. Linking Instructional Focus to Programs

4.6 Implement a gradual release of responsibility from external coach to internal Coach and 1 other leader for facilitating the pre and grade level data meetings 5x per year.



4.7 Review school level data at least 3 x per year during the school literacy leadership team meetings and district leadership meetings.

Priority Goal 5: Develop and implement a school-home/family model for student support

5.1 Collaborate with the Commission on Children to implement family literacy nights 3x per year utilizing the COC literacy content and linking to school-based literacy practices.

5.2 Establish protocols for communication with home/family regarding student progress. 5.3 Design practice literacy activities to be completed at home to support classroom practices. 5.4 Collaborate with technology trainers to deliver information/training sessions for parents to

access literacy activities and instruction via web-based programs at home.



School Name School Literacy Plan SY14-15

Priority Goal 1: Activities 1.1

1.2

1.3 Priority Goal 2: Activities 2.1 . 2.2 2.3 2.4 2.5 Priority Goal 3: Activities 3.1 3.2 3.3 3.4



Directions for Building and Managing an Activity Timeline

1. Build time line based on activities outlined in SLP. You should be able to assign a priority goal number to each activity in the final column. Example:

Priority Goal 3: Collaborate with the district and schools to establish a framework and process for using scientifically-based dynamic assessments to make instructional decisions at the district, school, grade, classroom and individual student levels.

Date Time Activity Materials Facilitator Attendees Priority

9/17-9/28

Fall DIBELS Testing

Schedule

Testing Materials

Testing Memo

All Teachers All students 3

2. Activities to be scheduled during spring planning meetings:

• Assessment o Purchasing/preparing testing materials o Reliability Checks/Refreshers/Training new staff o Testing Windows (BOY, MOY, EOY) o Migrating students in data system o Data Entry of all assessments due o Data Meetings (prep, pre-meetings, grade level and district/school level)

• School and District Leadership Team Meeting • PD Days (i.e., August, Columbus Day, Voting day, January/vacation) • Implementation meetings (Grade Level, PLC, etc.) • District wide PD with other vendors-Teacher Evaluation • Preparation for following school year-March meeting-develop the SLP for SY14-15

3. Review and edit Activity Timeline at monthly leadership team meetings.



Norris-CK3LI Activity Timeline 2014-2015

Date Time/

Hours Activity/Topic Materials Needed Facilitator Attendees Goal

8/11-8/12 Summer Planning Reading Street Cathie Katie

K-3 Teachers

2, 4

8/11 9-3 ECRI Training ECRI lesson plans and templates

Carol Dissen Trish Travers

K and grade 1 teachers

2

8/12 9-3 ECRI Training ECRI lesson plans and templates

Carol Dissen Trish Travers

2nd and 3rd grade teachers

2

8/13 9-3 Leadership Team Retreat

3

8/26 ½ day Reading Street Planning

Reading Street Ellen Katie

K-3 Teachers

2, 4

9/2 3:20-4:50 Literacy Leadership

Team Meeting Activity Timeline CK3LI SLP

Coaches Team 1

9/9 8:30-3:30 Reading Street Training

New RS teacher and student materials

Pearson CT 4-5 Tutors Interns Paras

2

9/9 K: 12:45-1:30 1: 1:35-2:20 2: 2:25-3:10 3: 11:20-12:05

Grade Level Implementation Meetings

Touch base DIBELS fall universal window/teacher participation

Ellen Katie

Grade Level Teams

2

9/9 Fall Testing Memo: STAR & DIBELS

Protocols communicated

Ellen Katie

Sent to K-5 4

9/15-9/19/14

STAR Window Teachers 4

9/22-9/24 DIBELS Next Testing (Grades 1-3)

Testing Materials Data Entry Forms Stopwatches

Interventionists

4

Reading Street Baseline test (grades 2-5)

Testing Materials Teachers 4

9/25 1:30-3:30 Early Release Day DIBELS

ECRI Refresher (K-3) DIBELS Training (4-5)

CK3LI Coaches

CT K-5 Interns Tutors Paras

4

District Meeting CK3LI SLP Activity Timeline

Darci & Mike District Leaders

1



Date Time/ Hours

Activity/Topic Materials Needed Facilitator Attendees Goal

Week of 9/30

Data meeting Prep Data Meeting Docs LCD/Screen Data Reports Workbook

Ellen/Katie School-based data leaders

2,4

10/1 1:00-3:00 Pre Data Meeting 1-3

Completed Data Workbooks DDS Reports

Ellen/Katie Interventionists

4

10/2 9:00-3:00 in grade level clusters K/1, 2/3, 4/5

David Cormier PD David Cormier PD David Cormier

Coaches K-5 Teachers

3

10/4 Data Entry Due Date

Data System Coaches 4

10/7 3: 9:45-11:15 2: 12:45-2:10 1: 2:15-3:30

Grade Level Data Meetings 1-3

Data Meeting Docs LCD/Screen Data Reports Sub Coverage/schedule

Ellen/Katie Grade Level Teams SPED RS Principal

2,4

10/14 K: 12:45-1:30 1: 1:35-2:20 2: 2:25-3:10 3: 11:20-12:05


Implementation Meeting Log

Ellen/Katie K-3 Teachers

3

10/14 3:30-4:50 Pre Data Meeting K, 4,5

Completed Data Workbooks DDS Reports

Ellen/Katie Interventionists

4

10/15 4: 9:00-10:30 5: 10:40-12:10 K: 1:30-3:00

Grade Level Data Meetings K, 4, 5


Ellen/Katie K, 4, 5 Teachers

2,4

10/16 7:30-8:30 Literacy Leadership Team Meeting

Data Meeting Docs LCD/Screen Data Reports

Ellen/Katie Team 1

10/23 1:30-3:30 Early Release Day PD time available

3

10/28 7:30-8:30 District PD Literacy Leadership Team Meeting

SLP Activity Timeline

Coaches Team 1

10/28 K: 12:45-1:30 1: 1:35-2:20 2: 2:25-3:10 3: 11:20-12:05

Grade Level Implementation Meeting

PM booklets PM data entry sheet

Coaches K-5 Teachers

2,4

11/18 K: 12:45-1:30 Grade Level Implementation Katie K-5 3



Date Time/ Hours


1: 1:35-2:20 2: 2:25-3:10 3: 11:20-12:05

Implementation Meetings

Meeting Log Calendar

Teachers

11/19-11/21/15

9-3 (in class observations)

David Cormier Coaching Observations and Feedback

David Cormier

Coaches K-5 teachers

1,2,3

12/1-12/23

STAR Window Testing

Testing Materials K-5 students 4

12/4 1:00-3:30 PM data meeting Data Meeting Docs Workbook PM data reports

Ellen Katie

School-based data leaders

4

12/9 8:30-3:00 Grade Level Data Meetings K-5


Ellen/Katie Grade Level Teams SPED RS Principal

2,4


TBD Coaches Team 1

12/16 K: 12:45-1:30 1: 1:35-2:20 2: 2:25-3:10 3: 11:20-12:05


Implementation Meeting Log December Calendar

Katie K-3 Teachers

3

Week of 1/5

Disseminate Winter Testing Memo

Testing Memo Coaches Teachers 4

1/8 K: 12:45-1:30 1: 1:35-2:20 2: 2:25-3:10 3: 11:20-12:05


Implementation Meeting Log December Calendar

Katie K-3 Teachers

3

1/12 5-7 Family Literacy Night

5


TBD Coaches Team 1

1/12-1/23 9:00-3:00 Winter DIBELS Next Testing

Testing Materials Stopwatch Data Entry Forms

Students 4


3

1/31 Data Entry Due Date

Completed data entry forms

Katie 2

2/5 1:00-3:00 Intervention Team: Pre-data Meeting

Data workbook Smartboard LCD projector DDS PM Reports

Coaches Interventionists, SPED, ELL

4



Date Time/ Hours


2/10 8:30-2:00 Winter Grade Level Data Meetings

Sub coverage/schedule Data Meeting docs Data Reports LCD/Screen

Coaches Grade Level Teams SPED RS Principal

4

2/3 3:20-4:50 Literacy Leadership Meeting

DDS Reports LCD/screen Media center

Katie Team 1, 2


3


2/24 K: 12:45-1:30 1: 1:35-2:20 2: 2:25-3:10 3: 11:20-12:05


Implementation Meeting Log

Katie K-3 Teachers

3

3/5/15 9-3- in grade level clusters of K/1, 2/3, 4/5

David Cormier Professional Development

David Cormier


3


3

3/17 K: 12:45-1:30 1: 1:35-2:20 2: 2:25-3:10 3: 11:20-12:05


PM booklets Whole group_small groups templates Alternate small group lessons

Coaches Grade Level Teachers

3


5


Need to reschedule Coaches Team 1

3/ 1:00-3:00 District Data Meeting

District Leaders

4

4/2/15 9-3 (in class observations)


David Cormier


1,2,3

4/9 Pre-PM data meeting

Coaches K-5 Teacges 2

4/14 8:30-3:00 PM Data Meetings

PM data reports LCD/Screen

Coaches 4

4/13-5/7 STAR Testing Window

2

4/21 K: 12:45-1:30 Grade Level Coaches Grade Level 3



Date Time/ Hours


1: 1:35-2:20 2: 2:25-3:10 3: 11:20-12:05

Implementation Meeting

Teachers



David Cormier


1,2,3


Coaches Team 1



David Cormier


1,2,3

5/4 Disseminate Spring Testing Memo

Spring Testing Memo

Coaches Teachers 4


LCD Projector Activity Timeline SY 14-15 Master Schedule

Coaches Team 1

5/12 K: 12:45-1:30 1: 1:35-2:20 2: 2:25-3:10 3: 11:20-12:05


Coaches Grade Level Teachers

3

5/11-5/22 DIBELS Window 4 5/14 1:30-3:30 Early Release Day

PD time available 3

5/14/15 9-3- in grade level clusters of K/1, 2/3, 4/5

David Cormier Professional Development

David Cormier


3

5/22 Data entry Due Completed data entry forms

4

5/21 1:30-3:30 Spring pre-data meeting

Spring data meeting worksheet and docs

Coaches School-based data leaders Interventionists/ SPED/ELL

4

5/26 8:30-2:00 Spring Grade Level Data Mtgs.

Spring data meeting docs Data Reports Sub coverage/schedule LCD/screen

Grade Level Teams SPED RS Principal

4



Date Time/ Hours


6/ 1:00-3:00 District Data Meeting

1,4


TBD Coaches Team 1

Literacy Leadership Team Meetings 3:20-4:50 Sept. 2 Oct. 16 – 7:30-8:30 a.m. Oct. 28 Dec. 9 Jan. 13 Feb. 3 Mar. 3 Apr. 14 May 5 June 2

Early Release PD Sept. 25 Oct. 23 Jan. 29 Feb. 12 Mar. 12 May 14

Data Meetings (pre & Grade) Oct. 1 (pre-data 1, 2, 3) Oct. 7: 1, 2, 3 (grade level) Oct. 14 (pre-data K, 4, 5) Oct 15: K, 4, 5 (grade level) Dec. 4 (pre-data) Dec. 9 (grade level) Feb. 5 (pre-data) Feb. 10 (grade level) Apr. 9 (pre-data) Apr. 14 (grade level) May 21 (pre-data) May 26 (grade level)

Summary SY14-15 Activity Total #

Hours Road Blocks SY14-15 Improvement Goal SY15-16

Leadership (District & School)

Professional Development-Teacher Knowledge (How and Why)

Professional Development-Program/Material Implementation (what)

Assessment: • Data Meetings

(school and Grade Level)

• Training



School District/HILL Initiative Activity Timeline

2014-2015

Date Time/ Hours


Week of 9/2

Disseminate Testing memo Testing Memo Team Teachers RS, SPED

9/15-9/26

DIBELS Next Testing Testing Materials Data Entry Forms Stopwatches

Teachers

9/22-9/26

XXXXX Testing Testing Materials Teachers

9/20? Testing Prep Meeting Data entry, reports, data meeting prep

Training Materials Data Meeting memo Data meeting process worksheet

HILL School based data leaders

9/? School Leadership Team Meeting

9/? Professional Development 9/? Implementation Meeting 10/3 Data Entry Due Date Data System Teachers/T

eam

Week of 10/6

Data meeting Prep Data Meeting Docs LCD/Screen Data Reports Workbook

HILL School-based data leaders

Before 10/13

Pre Data Meeting Completed Data Workbooks DDS Reports

HILL Interventionists

10/13-10/24

Fall Data Meetings in schools


HILL and Team



10/? Professional Development 11/? School Leadership Team

Meeting

11/? Professional Development 11/? Implementation Meeting



Date Time/ Hours


Week of 12/8

PM data meeting prep Data Meeting Docs Workbook PM data reports


Week of 12/15

PM Data Meetings Data Meeting Docs Workbook PM data reports

HILL Grade Level Teams and SPED, RS, Principal


12/? Professional Development 1/6 Disseminate Winter Testing

Memo Testing Memo Team Teachers

1/12-1/23

Winter DIBELS Next Testing

Testing Materials Stopwatch Data Entry Forms

Teachers Students

1/30 Data Entry Due Date Completed data entry forms

Teachers/Team


1/? Professional Development 1/? Implementation Meeting Week of 2/2

Winter Data Meeting prep Data meeting process worksheet Completed Workbook


Before 2/9

Pre Data Meeting Completed workbook Data Reports

HILL Interventionists

Week of 2/9

Winter Data Meetings in schools

Sub coverage/schedule Data Meeting docs Data Reports LCD/Screen

HILL & Team



2/? Professional Development 3/? School Leadership Team

Meeting


PM data meetings in Schools

PM data reports Sub coverage/schedule

HILL & Team

Grade Level Teams SPED



Date Time/ Hours


LCD/Screen RS Principal


4/? Professional Development 5/4 Disseminate Spring Testing

Memo Spring Testing Memo

Team Teachers

5/18-5/29

Spring DIBELS Next testing and GRADE

Testing Materials Data entry forms

Teachers

5/? School Leadership Team

Meeting


Spring data meeting prep Spring data meeting worksheet and docs


6/5 Data entry Due Completed data entry forms

Teachers/Team

6/8-6/12

Spring Data Meetings Spring data meeting docs Data Reports Sub coverage/schedule LCD/screen

Team/HILL





Linking Assessments to Reading Development





pitch





Four Part Processor Activity

Adapted from LETRS (Language Essentials of Teachers of Reading and Spelling) Module 1:

The Challenge of Learning to Read by Louisa C. Moats

The children planned to pitch the tent before starting the campfire.

1. Hearing the sentence read aloud and knowing that “children and

starting” are two syllable words in this sentences.

OP, PP, MP, CP

2. Counting the tall letters in this sentence and coming up with eighteen.

OP, PP, MP, CP

3. Counting the sounds in pitch /p/-/i/-/ch/.

OP, PP, MP, CP

4. Repeating the entire sentence after hearing it read aloud several times.

OP, PP, MP, CP

5. Noticing that the letter n in “planned” is doubled in order to keep the vowel sound short.

OP, PP, MP, CP

6. Recognizing that the /ch/ sound in “children” and “pitch” pronounced the same but spelled different.

OP, PP, MP, CP

7. Reading “tent” and knowing that it is a temporary shelter that is made of cloth and typically used for recreational camping.

OP, PP, MP, CP

8. Reading this sentence and retelling it as, “The kids will put up their tent and then make a fire.”

OP, PP, MP, CP

9. Hearing the word “fire” and knowing that it can also mean to terminate someone’s job.

OP, PP, MP, CP

10. Pronouncing the word “fire” is “fir” and self-correcting after the sentence is read.

OP, PP, MP, CP

11. Knowing that campfire is a compound word.

OP, PP, MP, CP

12. Writing this sentence after hearing it repeated several times.

OP, PP, MP, CP







Types of Assessment Activity Sheet

Question Summative (Outcomes)

Screening Diagnostic Progress Monitoring (Formative)

Purpose? Tells us what students learned over a period of time (in the past). It may tell us what to teach but not how to teach.

Tells us which students are at greatest risk for not achieving subsequent important academic goals. May Provide clues about what to teach.

Measures a student’s very specific current knowledge and skills for the purpose of identifying instructional needs & a suitable program of learning

Tells us how well students are responding to instruction

General Characteristics

• Typically high stakes tests • Constructed following

extensive research • Generally has strong reliability

and validity • Almost always developed by

publishers • Typically comprehensive

capturing all or most of an educational domain

• Constructed following extensive research

• Designed to show all students that could end up at risk

• Often focus on few areas but those most predictive of future academic difficulties

• Typically developed by publishers

• Typically are less formal indicators.

• May have information about the tests reliability and validity

• The scope of the test tends to be far more extensive getting at all sub-skills that may impact student learning in a domain

• When formal tools are available, there are typically multiple forms

• Constructed so they are sensitive to growth over time

• May mirror exactly what was taught

• May capture growth in a way that shows how what was taught generalizes to a critical literacy outcome (e.g. fluency)

Administered? After Instruction Before Instruction Before Instruction During instruction

Typically administered to?

All students - evaluate program, curriculum, and school efficacy.

All students - during benchmarking/universal screening

Some students –students identified at-risk

Some students – students identified at-risk

Educational decisions?

• Accountability for meeting standards or desired outcomes

• Future allocation of resources based on outcomes (reactive)

• Identification of students who are at-risk for not meeting standards

• Curriculum and instructional decisions

• Program evaluation • Resource allocation/alignment

to meet student needs (proactive)

• What to teach Intervention selection • Skill mastery by students

• Identification of students who are nonresponsive to instruction or interventions

• Curriculum and instructional decisions

• Comparison of instruction and intervention efficacy



Question Summative (Outcomes)

Screening Diagnostic Progress Monitoring (Formative)

Examples from my district:

Adapted from the National Center on Response to Intervention



Assessment Survey SCHOOL NAME:__________________________________________ CURRENT GRADE LEVEL(S) TAUGHT:__________________________

DATE: _________________________ CONTENT AREA: ClassroomSPED Reading/Title 1 ELL Intervention Other:__________

Full Name of Assessment Areas Evaluated Administered at

These Grade Levels Who

Administers How Often & When

Administered OL PA P SP F V RC W P

K K 1 2 3 4 5

Key to Area: OL = Oral Language PA = Phonemic Awareness P = Phonics SP = Spelling F = Fluency V = Vocabulary RC = Reading Comprehension W = Writing



EXAMPLE: Kindergarten Assessment Framework

Components

Fall Winter Spring As Needed Screening/ Benchmark/

Diagnostic Benchmark Outcomes / Benchmark Diagnostic/PM

Group Individual Group Individual Group Individual Individual Test time Test time Test time Test time Test time Test time

Note: time is estimated and appears in minutes

Oral Language

Phonemic Awareness

Unit Assessment

45 + score 5 (95)

DIBELS -FSF PAST

2 12

Unit Assessment

45 + score 5 (95)

DIBELS FSF DIBELS PSF PAST

2 2 12

Unit Assessment

45 + score 5 (95)

DIBELS PSF PAST

2 12

DIBELS PM FSF DIBELS PM PSF

Readiness

Unit Assessment

- TRC- Print Concepts & Reading Behaviors Kinder-garten Survey

6 5

Unit Assessment

- TRC- Print Concepts and Reading Behaviors

6 Unit Assessment

- TRC- Print Concepts and Reading Behaviors

6 TRC

Phonics/ Word Study

Unit Assessment DSI – Elementary

- 15 5 score (95)

DIBELS LNF CORE Phonics Survey A-D

2 12

Unit Assessment DSI – Elementary (Begin when RPL is mastered)

_ 15 5 score each (95)

DIBELS LNF DIBELS NWF CORE Phonics Survey A-D

2 2 12

Unit Assessment DSI Elementary (Begin when RPL is mastered)

_ 15 5 score each (95)

DIBELS LNF DIBELS NWF CORE Phonics Survey A-D

2 2 12

DIBELS PM in NWF Representing Phonemes with Letters (RPL) Small Group Administration (3 students) – Monthly until at benchmark



Representing Phonemes with Letters (RPL) Small Group Administration (3 students)

=95

TCRWP Sight Word Assess-ment TRC Word Reading

12 3

TCRWP Sight Word Assess-ment TRC Word Reading

12 3

Fluency Unit Assessment

- DIBELS LNF

- Unit Assessment

- DIBELS LNF

- Unit Assessment

- DIBELS LNF

-

Vocabulary Unit Assessment

-

Unit Assessment

- Unit Assessment

- -

Compre-hension

Unit Assessment

- TRC – Reading Record, Oral Comprehension, & Written Comprehension (E and above)

3 Unit Assessment

TRC – Reading Record, Oral Comprehension, & Written Comprehension (E and above)

3 Unit Assessment

TRC – Reading Record, Oral Comprehension, & Written Comprehension (E and above)

3

Writing

Unit Assessment Writing Prompt

- 15 + score 2 ea (38)

-


15 + score 2 ea (38)


15 + score 2 ea (38)

Time 170

Score 228

42 Ea x19 798

75 Score 228

56 ea x 19 1,064

75 Score 228

54 ea x 19 1,026



Testing Time estimates for Benchmark Periods DO NOT include the other 3 unit assessments (45 min group admin + 5 minutes scoring) nor do they include estimates for progress monitoring FOCUS QUESTIONS: What are your thoughts about the amount of time required for these literacy tests? What do you notice about the tests administered in kindergarten? Any redundancies/gaps?

FALL Administration Time = 968 minutes or about 16 hours Scoring Time = 228 minutes or 3.8 hours TOTAL administration and scoring time =19.9 hours

WINTER Administration Time = 1,139 minutes or about 19 hours Scoring Time = 228 minutes or 3.8 hours TOTAL administration and scoring time =22.8 hours

SPRING Administration Time = 1,026 minutes or about 17 hours Scoring Time = 228 minutes or 3.8 hours TOTAL administration and scoring time =20.9 hours

Year Summary: Benchmark ONLY Administration Time = 3,133 minutes or approximately 52.2 hours Scoring Time = 684 minutes or 11.4 hours



Grade ______ Assessment Framework

Components

Fall Winter Spring In-depth

Diagnostic/ PM Screening/ Benchmark/ Diagnostic

Benchmark Outcomes / Benchmark

Group Individual Group Individual Group Individual Individual

Oral Language

Phonemic Awareness

Phonics/Word Study

Fluency

Vocabulary

Comprehension

Writing



NOTE: Please refer to “District Literacy Data Use Rubric” on Pages 19-20 of October Handouts

SAMPLE: Kindergarten Literacy Assessment Flow Chart Fall

Documents

Connecticut Literacy Leadership Training Series