Green Mountain SD Assessments

1. Reading Language Arts Math Green Mountain SDAssessments

2. What Do We Know ? Assessments are only a facet in which we can gain a momentary glimpse into what our students have learned, retained, and mastered. As educators, we use assessments for understanding the strengths and weaknesses within our student’s “learning foundation.”

3. Investigating the data……. How does the student consistently perform? What are the gaps in their learning? In what area of learning is the student successful? When does the student need re-teaching vs. supplemental interventions?

4. Reading Assessments SDQ San Diego Quick Inventory Designed to provide a national “quick” probe into a student’s reading readiness. Textbook publishers were asked to provide grade level word lists. Educators chose the common words per grade level that each student would need to recognize while reading. Classroom teachers use the data as a starting point for a student’s individual reading inventory. Each grade level uses a word recognition scoring as follows: 0-1 errors = an independent reading level perfect for silent reading and/or beginning AR level 2-3 errors = aninstructionalreading level = used to begin Individual Reading Inventory and text book leveling 4 or more errors = frustration level of reading, the text should be set aside

5. What Does the SDQ tell us? • Site words vs. decoding of unknown words • Accurate self-corrections • Manipulation of sounds • Directionality of letters • Insertions/Omissions • Silent-E confusion • Guessing based on first/last letters • Reversals • Dyslexia indicators From the assessment into the classroom…… What does it look like?

6. Reading Assessment Continued…… Rewards Multisyllabication Diagnostic Tool Distinguishing word parts (prefixes, suffixes, root words) by breaking multisyllablewords from whole to parts • 3-8th Grade screening: • 20 words (word count for accuracy in word pronunciation) • 78 word parts (for accuracy in phonemic awareness) • 3rd Grade = 80 % accuracy with word parts and an 80 % accuracy with the whole word pronunciation • 4th Grade = 85% accuracy with word parts and a 90% accuracy with the whole word pronunciation • 5th-8th Grade = 90% accuracy with word parts and a 95% accuracy with the whole word pronunciation

7. What Does Rewards tell us……. • Fuzzy phonemes = trouble distinguishing sounds • Insertions/Omissions • Sliding letters between word parts • Guessing based on first/last letters • Skip the words they do not know • Speech difficulties • Dyslexia indicators From the assessment into the classroom…… What does it look like?

8. Reading Assessment Continued…. Read Well Assessment • Decoding (alphabet names/sounds) • Reading basic sight words per individual reading levels • Distinguishing book parts • Tracking patterns KD-1st Grade screening • 26 letters per test = 78pts (capitals, lower case, sounds) • 20 beginning reader sight words • 20 first grade leveled sight words • Kindergarten (KD)= 85 % accuracy with alphabet letters and sounds and an 80% accuracy with the beginning reader sight words • 1st Grade = 95 % accuracy with alphabet letters and sounds and a 90% accuracy with the beginning reader sight words and an 75 % accuracy with the first grade leveled sight words

9. What does read well tell us? • Accurate decoding and/or self-corrections • Fuzzy phonemes = trouble distinguishing sounds • Directionality of letters • Insertions/Omissions • Silent-E confusion • Letter reversals • Letter confusion • Guessing based on first/last letters • Omitting word endings • Skip the words they do not know • Dyslexia indicators From the assessment into the classroom…… What does it look like?

10. Reading Assessment Continued…. IRI Individualized Reading Inventory • Analysis of reading fluency, word recognition, and comprehension. • Scott-Forseman Reading Series: • Pre & Post year analysis using the districts adopted basal. • DIBELS(Dynamic Indicators of Basic Early Literary Skills): Mid-year analysis using grade level reading inventory. Used for Title 1 program and Dyslexia screening. • Passages have varying word counts which increases according to grade level • Word recognition increases in difficulty according to grade level expectations • Comprehension includes sequence of events, main idea, character, plot, literary genre, and connections beyond the text

11. IRI Continued…. • Kindergarten = 75 % word recognition with an 80% comprehension of primer level passage • 1st Grade = 80 % word recognition with a 90% comprehension of a grade level passage • 2nd Grade = 85% word recognition with a 95 % comprehension of a grade level passage • 3-4th Grade = 90% word recognition with a 95% comprehension of a grade level passage • 5th-8th Grade = 90% word recognition with a 95% comprehension of a grade level passage • Random word recognition • Unknown words are skipped or misread • Odd pauses/fluency while reading (reads over punctuation and/or chooses own pausing points) • Random punctuation awareness • Prepositions are switched around or completely omitted • Relianceon picture clues vs. textual clues • Fluency is weak due to word-word decoding • Lack of cadence or inflection • Comprehension is halteddue to lack of word recognition • Comprehension is limiteddue to fluency, story details are omitted • Inserted story details are evident due to word insertions or omissions • Inferences are weak/brief/omitted • Labor intensive reading (observed behavior indicators)

12. What does an iri tell us? • Grade level word recognition in a contextual format • Oral reading fluency • Accurate decoding and/or self-corrections • Ability to misread a word without changing the meaning of the text • Suggested Accelerated Reading level • Reading focus and purpose • Recall of textual elements • Connections beyond the text and/or with author intent/purpose • Predicts reading challenges across the curriculum and content areas • Provides screening for supplemental instruction • Indicator of a speech or vision impairment • Indicates classroom accommodations for reading and comprehensive success • Beginning/End of year gains in reading mastery and comprehension • Readiness for their next grade level reading goals; expectations; and requirements From the assessment into the classroom…… What does it look like?

13. Written Assessment Written Sequence Screening: • Dyslexia andDysgraphia indicators Writing sample: • Name • Birthday (mm/dd/year) • Phone # (360-xxx-xxxx) • Address • 0-9 • ABC • Days of the week • Months of the year K-3 specific targets with increasing percentiles according to grade level. • Incorrect spelling and letter formation • Inconsistent spacing/directionality • Inconsistent capital letters • Letter/sound confusion • Incorrect sequencing/ordering • Inclusions/Omissions • Reversals: b-d-p-q-3-6-9 confusion/flipping/frustration

14. What does the written assessment tell us? • Clarifies reading gaps • Demonstrates the fine motor skill in connection with recall of known information • Predicts math challenges (ordering, sequencing, directionality, algebraic sentencing, recognizing patterns, and estimation). From the assessment into the classroom…… What does it look like?

15. Suggested Changes: New IRI passages (K-12) directly linked to our adopted Language Arts text books. Text passages are leveled, each passage has a scoring box for main idea and supporting details. Wider range of passages per grade level. Additional assessments for K-8: 1 minute timing for nonsense fluency. Providing information about the student’s ability to decode with accurate letter-sound mastery. Additional silent reading IRI for 3-8: Timing per word count of text with a comprehension check for main idea, supporting details, and sequence of events. Providing information about the student’s independent reading level vs. oral reading level. Updated classroom spreadsheets with notes from this slide show added to the bottom for quicker reference to findings. Continued dialogue as a staff about “what these changes looks like within our classsrooms.” Reading Assessment 2011-2012

16. Investigating the data……. How does the student consistently perform? What are the gaps in their learning? In what area of learning is the student successful? When does the student need re-teaching vs. supplemental interventions?

17. What does the data say? Student success with certain math principles, procedures, functions, and pillars. Student gaps which will need further “probing” in order to “bridge” the gap in their ability to recognize, retrieve, process, produce, and check for accuracy as needed for a variety of operations. Which gap needs additional practice, re-teaching, supplemental instruction at a prior grade level, or deeper leveled learning instruction? Which gap means what form of intervention? adaptation-accommodation-smallgroup-individual-pull out Math Assessments

18. What does the Mmh tell us? MMH MacMillan McGraw Hill Pre-Post Assessment Grade level assessment tool from the district’s math pilot. • Number Reasoning (QR): • Indicators for basic math facts, functions, place value, and steps in the process • Patterns & Algebraic Sentencing (AT): • Indicators for sequencing, order of operations, ratios, fractions, and percentages. • Geometric & Spatial Reasoning (SR): • Indicators for geometric functions, formulas, shapes, number lines, graphs, and charts. • Measurement Functions (M): • Indicators for patterns, comparisons, time, and measurement. • Probability & Statistics (P&S): Indicators for problem solving, predictions, generalizations, and estimations.

19. MMH continued……. Grade level specific. Total of 30 problems. Each category receives an individual score dependent upon the number wrong. The number wrong will indicate the student’s level of mastery/preparedness.  • Number Reasoning (QR) =9 • Patterns & Algebraic Sentencing (AT) =7 • Geometric & Spatial Reasoning (SR) =5 • Measurement Functions (M) =5 • Probability & Statistics (P&S) = 4 • Basic facts mastery level • Numeric reversals • Sequencing • Time tables • Telling time • Confusion with mathematical signs • Transposing numbers • Estimation • Order of operations • Reverse computations • Algebraic reasoning • Steps in the process • Problem solving/predictions • Dyscalculia predictor (Math Dyslexia)

20. What does the mmh tell us? • An indicator as to what level of understanding a student will demonstrate the steps and/or functions required. • Areas that might need supplemental instruction prior to presenting the next enVision lesson. • A grouping of students that would benefit from a slower presentation of the next enVision lesson. • Which gaps are connected to reading indicators? • A consistent correlation to what a student will score on the end of year state assessment. From the assessment into the classroom…… What does it look like?

21. Suggested Changes: Updated spreadsheets, including notes from this presentation No IMI (Individual Math Inventory) enVision post assessments: Beginning of the year will be the prior grade level assessment within the first week of school. The end of the yearwill be the grade level assessment prior to the last week of school. The scores will provide a better probe into what the students retained over the summer, which gaps require attention, and if the student made successful gains within the grade level curriculum. Additional math probes for grades KD-2: Three 1 minute timings for readiness levels (oral counting, number recognition, numerical sequencing). Additional math probe for grades 3-8: A 1 minute timing for number sense (</>/=). Math assessment 2011-2012