Purpose of Assessment

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Purpose of Assessment How Understanding Leads
to Change
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Who are the students in the Reading First
Initiative in Lubbock? We serve over 4000
learners.
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Our campuses experience a 34 mobility rate.
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Approximately 90 of our Reading First Students
qualify for free or reduced lunch.
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60 of all LISD African- American K-5 students
attend an RF campus.
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67 of all LISD Hispanic K-5 students attend an
RF campus.
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What is Assessment?
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Assessment is to take stock To determine the
value, significance, or extent of -
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The act of assessment alone is not enough. An
understanding of the purpose of assessment is
absolutely necessary.
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Assessment Purposes Screening Diagnostic Progres
s Monitoring Outcomes
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Assessment Purposes Screening Quick to
administer, provide gross indicator of risk
status and must have good predictive utility for
identifying need for interventions.
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Assessment Purposes Screening Which of my
students are going to need intervention? Which of
my students will need enrichment?
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Assessment Purposes Diagnostic Must measure a
variety of component skills or abilities, and be
directly useful in planning subsequent
instruction.
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Assessment Purposes Diagnostic What
instructional gaps are present in my students
learning? How can I tailor my daily instruction
to meet their needs?
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Assessment Purposes Progress Monitoring Must
have multiple forms, be quick and efficient to
administer and be sensitive to growth over short
instructional intervals. Identify need for
further diagnostic assessment.
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Assessment Purposes Progress Monitoring Are my
students making progress with the instruction I
am giving them? Which skill gaps are being
filled? Is further diagnostic testing a need?
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Assessment Purposes Outcomes Provide methods to
document significant growth, as well as methods
to document grade-level performance. Must be
highly reliable because the results may form the
basis for high stakes decisions about children,
classrooms and schools.
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Assessment Purposes Outcomes Did all of my
students and I reach our goals? How much growth
was achieved? Are my students performing at grade
level?
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What assessment information drives our daily
decision making? DATA!
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Data is a four letter word But it shouldnt
be. We use data everyday to make life decisions.
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What life data do you use everyday? What life
data would be difficult to do without?
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How should educational leaders use assessment
data? NOT like this!
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If data is used as a threat, a club, a
gotcha, Instructional improvement will not take
place.
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Assessment and Data should not be something we do
to teachers and students. Teachers can collect
data for their own instructional improvement.
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Data is no longer just about outcomes. We should
know the reading health of each student long
before the outcome assessment is given. Data
should be transparent and accurate. The goal is
to develop consumers of data.
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Lubbock ISD Collaborative Approach to Assessment
and Data
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Over the last three years our approach to data
has evolved. Before RF, we turned TPRI results
into C.O., checked TPRI off our to do list and
never looked at the data again. Special education
and bilingual students were set apart for
assessment. We have come from considering one
rating given to our campuses according to TAAS
or TAKS to using individual student data to
tailor instruction for all students. This change
began through making the data important.
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First, fidelity to our scientifically based
reading core reading program was presented as a
non-negotiable. Fidelity to the core program
included using screening, progress monitoring,
diagnostic and outcomes assessments. Individual
student achievement was emphasized as the
beginning of every goal. Data was made
immediately available to stakeholders. Open
communication and teamwork were the basis for our
change.
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Data is not an end, rather the beginning of
instructional improvement
We want the culture of our campuses to support
that data is not an end. The quality use of
data is the beginning of instructional
improvement.
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Data is not an end, rather the beginning of
instructional improvement

• Understanding Accurate Data can
• Help Teachers, Students and Parents focus on
  achievement.
• Focus Staff Instructional Time.
• Identify Students in Need of Assistance.
• Inform Classroom Teaching Decisions.
• Create Additional Assessment Items.
• Encourage On the Spot Intervention.

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Formal Assessments Given Texas Primary Reading
Inventory or Tejas Lee Dynamic Indicators of
Basic Early Literacy Skills Vital Indicators of
Progress Assessment Checkpoints Curriculum
Specific Iowa Test of Basic Early Literacy Skills
or Logoramos Texas Assessment of Knowledge and
Skills
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Other Data Collection Teacher Observation Teacher
Focus Groups Coaching Observation Reading Coach
Interviews Reading Coach Focus Groups Principal
Interviews Specific Mobility Data Special
Education Referrals Professional Development
Evaluations
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• Teachers, Reading Coaches, Principals, Reading
  Technical Assistance Providers and the Reading
  First Program Manager meet together to look at
  benchmark data immediately after each benchmark
  period.
• Data is disaggregated
• Comparatively to school and district averages
• To evaluate progress toward year end goals
• By individual student growth
• By Sub Groups
• For flexible grouping for TIER II and III
  intervention
• For planning professional development
• For resource allocation

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Tools for use in Data Disaggregation Online Data
Banks Wireless Generation Voyager Expanded
Learning TRIAND Riverside Interactive Results
Manager
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Tools for use in Data Disaggregation Comparative
Tables Integrated Data Sheets Student Information
Sheets
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Data Driven Evaluation The Logic
Model Strategies Inputs Outputs Outcomes
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Real Results!
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Lubbock ISD has decreased our number of
Reading First struggling readers by 74 over the
last three years.
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Appropriate use of data has supported an
increased the percentage of our benchmark or
on-trackreaders by 65.
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Progress in Fluency Skills
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Texas Primary Reading InventoryStudents
Developed in All Areas
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Students Developed on Tejas Lee
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TAKS Results Reading First Third Grade
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• Spanish TAKS

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• In 2003 10 of Reading First third grade students
  achieved commended performance on reading TAKS.
• In 2006 26 of our third graders were commended.

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• Third Grade TAKS Exemptions

From 17 to 6 in THREE Years!
Now thats REAL data!
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• ANDOur K-3 Special Education Referral rate has
  decreased by FIFTY percent since 2003

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The plan for sustainability
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Celebrate success with students, parents, other
campus personnel all stakeholders! Create an
empowered culture. Share the good news with
School Board and local community members.
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Willingness to reallocate resources Title
I Special Ed Bilingual ARI PTA Community Partners
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Our district leadership has built capacity for
ALL campuses to implement the Three TIER model of
Reading. SBRR training is now being implemented
for all teachers. 90 minutes of uninterrupted
reading instruction is the goal for ALL
classrooms K-5. SBRR intervention is in place for
all struggling Readers K-6.
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Benchmarking and Progress Monitoring are quickly
becoming a part of the culture on our non-reading
first Campuses. Reading First Coaches will train
all teachers on using data through TPRI grouping
mats this fall.
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Our Special Education leaders are working hand in
hand with Reading First. Special Education
students are included in all data collection and
instructional improvements.
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LISD Student Support Team documentation is being
revised to include the requirement of Response to
Intervention data for mathematics as well as
reading.
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Our Superintendents have embraced this change.
They walk the walk with us. Reading First is
Not what we are trying now.
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Putting reading first is what we do to achieve
reading success for all of our students. SBRR
works. We have the data to prove it!