Assessment Drives

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• Assessment Drives
• Reading Instruction
• An Overview

Literacy Consultants
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• I am comfortable collecting data for monitoring
  progress toward IEP goals.

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• I am familiar with progress monitoring.

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• I use a monitoring system that guides decisions
  for SDI within the students IEPs.

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• The assigned members of the ARC analyze the
  progress data frequently to evaluate the
  effectiveness of the IEP.

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• I regularly use informal assessments to determine
  student needs and modify my instruction.

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• I am comfortable selecting a method to monitor
  progress.

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Assessment Objectives

• At the end of the workshop, participants will
• Understand the importance of formal and informal
  reading assessments to make instructional
  decisions
• Understand the relationship between reading
  assessment and individualizing instruction
• Understand how to use the PERKS document to
  evaluate and modify current reading assessment
  practices

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Assessments

• Standardized
• Norm-Referenced
• Criterion-Referenced
• Diagnostic Tests
• Curriculum-Based
• Informal

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Assessment Charting Activity

• Make a list of assessments currently in place in
  your school
• Record each assessment on a post-it note
• Place post-it on the appropriate chart

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Research on Assessment

• It simply makes sense that when teachers teach
  what is to be assessed, the students will perform
  at a higher level. However, the research has
  also shown that such an expectation is contrary
  to the professional culture of many schools and
  classrooms.
• --Washington School Research Center (WSRC),
  Jeffrey Fouts, April 2003
• A Decade of Reform A Summary of Research
  Findings on Classroom, School, and District
  Effectiveness in Washington State

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Why do we test students ?
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Purpose of Assessment

• Assessment guides decisions to be made about

• students
• classrooms
• schools
• districts

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Who is at risk?
Who needs close monitoring?
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First Alert

• Screening Assessments
• Identify students who are at risk for reading
  failure.
• A first alert for students who will need extra
  help making adequate progress in reading
  throughout the school year.
• All students are screened at the beginning of the
  school year or upon entry.

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• Who needs extra support?

• Which skills need to be emphasized?

How should groups be formed?
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Growth Chart

• Progress Monitoring
• Systematically monitor progress at least three
  times a year for all students K-12.
• Determine if students are on target for reaching
  benchmarks.
• Use weekly or biweekly for students receiving
  reading intervention.

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• What are a students strengths? weaknesses?

• Are other students exhibiting similar profiles?

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In-Depth View

• Diagnostic Assessment
• Used to identify a variety of reading, language,
  or cognitive skills.
• Designed to give more specific information so
  that intervention can be applied strategically.

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• Have we accomplished our goals for a student? a
  class? a school? a district?

• What aspects of the literacy program need
  revision?

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Reaching Goals

• Outcome
• Evaluate the effectiveness of reading
  instruction for each student, class, school and
  district.

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Assessment Answers Questions
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Assessment Answers Questions
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National Reading Panel 2000

• 5 Essential Components
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

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Phonemic Awareness

• Phonemic Awareness is the ability to hear,
  identify, and manipulate individual sounds
  (phonemes) in spoken words.
• It is important because it improves childrens
  word reading, reading comprehension, and helps
  children learn to spell.

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Phonics

• Phonics is the relationship
• between the letters, (graphemes) of written
  language and the individual sounds (phonemes) of
  spoken language.
• It is important because it leads to an
  understanding of the alphabetic principle--the
  systematic and predictable relationship between
  written letters and spoken sounds.

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Fluency

• Fluency is the ability to read a text accurately
  and quickly.
• It is important because it frees students to
  understand what they read.

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Vocabulary

• Vocabulary refers to the words we
• must know to communicate effectively.
• It is important because beginning readers use
  their oral vocabulary to make sense of the words
  they see in print.
• It is important because readers must know what
  most of the words mean before they can understand
  what they are reading.

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Comprehension

• Comprehension is the active process of
  constructing meaning from text.
• It is important because it is the reason for
  reading.

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Assessments

• Phonemic Awareness
• Phonics
• Vocabulary
• Fluency
• Comprehension

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Highlight the assessments that address

• Phonemic Awareness
• Phonics
• Fluency

• Vocabulary
• Comprehension

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Recommended Uses of Student Data By Teachers

• To identify students in need of more assistance
• To determine if students are improving with extra
  assistance
• To set up reading groups and make changes if
  needed
• To provide data for parent conferences
• To write and monitor intervention plans
• To plan classroom instruction
• To complete on-going progress checks on IEP

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Recommended Uses of Student Data By Principals

• To identify where resources,
• professional development and support are
  needed in specific classrooms and grade levels
• To evaluate the effectiveness of reading program,
  specialized programs, and instructional
  strategies
• To evaluate the effectiveness of building-level
  literacy initiatives.

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Where do we begin?

• PROGRAM EFFECTIVENESS REVIEW FOR KENTUCKY SCHOOLS
• (PERKS)

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Literacy PERKS

• Nine Elements of Comprehensive
• School-Wide Literacy Programs

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PERKS Essential Elements

• Academic Performance
• Aligned Curriculum
• Multiple Assessments
• Instruction and Targeted Intervention
• Learning Environment
• Literate Environment
• School/Family/Community Partnerships
• Professional Development
• Efficiency
• Literacy Team
• Valuable Resources
• Literacy Plan

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Standard II Classroom Evaluation/Assessment

• Standard and Indicator for School Improvement
• The school utilizes multiple evaluation and
  assessment strategies to continuously monitor and
  modify instruction to meet student needs and
  support proficient student work.
• PERKS
• Conditions for Reading Success
• Early diagnosis and evaluation with appropriate
  individual intervention for students who struggle
  with reading at all levels.

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Staff Interviews IEPsLiteracy
Plan CATSStudent Work
Portfolio AnalysisLesson Plans
Program/Textbook GuidesObservations
Curriculum Documents Gap information
Assessment Plan/Scheduleplus any other formal
or informal assessment data available
Data Sources
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Question Summary
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2.1 allow for continuous progress for all
students and meet students individual needs
through a differentiated curriculum (e.g.,
learning styles, developmental variations,
culturally responsive curriculum).
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2.2 allow students to demonstrate learning
through varied and differentiated assessments

• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension plus writing
• IEP specific accommodations

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2.3 assessment process includes self-reflection
by students as well as informal and formal
assessments of their strengths and weaknesses as
readers and writers.
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2.4 assessments are designed in a collaborative
process (horizontally and vertically) and
embedded within instruction.
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2.4 assessments are designed in a collaborative
process (horizontally and vertically) and
embedded within instruction.
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2.5 assessments are designed to measure effective
instructional practices.
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2.6 assessments directly relate to the Program of
Studies, Core Content for Assessment, and
Performance Level Descriptors and to the goals of
the Literacy Plan.
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2.7 CATS scores indicate that the number of
novice readers and writers is declining, showing
improvement over time.
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2.8 Literacy Team members ensure the school has a
systematicschedule ofassessment.
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2.9 Literacy Team members collect evidence that
demonstrates students are effectively learning
the strategies they have been taught.
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2.10 quantitative (e.g., test scores) and
qualitative (e.g., student work) data is
collected and analyzed for screening and
diagnosis of student achievement in relation to
literacy goals.
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2.11 results of assessment are made available to
parents/guardians in a timely fashion.
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2.12 results of multiple assessments, both
formal and informal, guide instructional
decisions and selection of appropriate strategies.
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2.13 students have multiple opportunities in
different modalities (e.g. oral, written,
performance, visual) to demonstrate their
abilities before any reading difficulty is
diagnosed or intervention is determined.
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IDEA 04

• Special Rule for Eligibility Determination In
  making a determination of eligibilitya child
  shall not be determined to be a child with a
  disability if the determinant factor for such
  determination is (A) lack of appropriate
  instruction in reading, including the essential
  components of reading instruction (as defined in
  section 1208 (B) of the Elementary and Secondary
  Education Act of 1965) (B) lack of instruction
  in math or (C ) limited English proficiency.

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Assessment Plan

• Based on the assessment component of the PERKS
  review

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Data Analysis

• Set up a system that
• Selects students based on outcome and screening
  data
• Sets goals
• Profiles students on phonemic awareness, word
  recognition efficiency, verbal reasoning,
  fluency, vocabulary and comprehension skills

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Data Analysis

• Set up a system that
• Permits deep analysis of data
• Provides immediate feedback for classroom
  teachers
• Includes a plan for students non-responsive to
  intervention
• Indicates where and what interventions were
  implemented and the results of those interventions

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Next Steps

• 1. Literacy Assessment Program Review

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Next Steps

• 2. Set up a Plan of Assessment that
• Identifies school-wide assessments to be given
• Determines an assessment schedule
• Includes assessment professional development
• Targets students based on outcome and screening
  data
• Permits deep analysis of data (aggregating and
  disaggregating)
• Profiles students on phonemic awareness, word
  recognition efficiency, fluency, vocabulary,
  comprehension skills, and writing
• Provides immediate feedback for classroom teachers

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Next Steps

• 3. Set district, school, class and student level
  goals (short and long term).

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Next Steps

• 4. Develop improvement plans (districts, schools,
  teachers and individual students).

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Next Steps

• 5. Include a plan for students non-responsive to
  intervention and indicate where and what
  interventions were implemented and the results of
  those interventions.

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Remember

• The best teachers recognize the importance of
  ongoing assessments as the means to achieve
  maximum performance.
• 
  
• Jay McTighe and Ken OConnor