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Striving Readers Comprehensive Literacy Grantee Meeting March 6—8, 2012 Chicago, Illinois

Striving Readers Comprehensive Literacy Grantee Meeting March 6—8, 2012 Chicago, Illinois.

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Striving Readers Comprehensive Literacy Grantee Meeting March 6—8, 2012 Chicago, Illinois

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  1. Striving Readers Comprehensive Literacy Grantee Meeting • March 6—8, 2012 Chicago, Illinois

  2. This information is being provided for the purpose of the fiscal year (FY) 2012 Striving Readers Comprehensive Literacy grantees meeting. Assessment tools, curriculum, and other information and materials mentioned or shown at this meeting by presenters or grantees are provided as resources and examples for the viewer’s convenience. Their inclusion is not intended as an endorsement by the U.S. Department of Education. In addition, the instructional practices and assessments discussed or shown in these presentations are not intended to mandate, direct, or control a State's, local educational agency's, or school's specific instructional content, academic achievement system and assessments, curriculum, or program of instruction. States and local programs are free to use any instructional content, achievement system and assessments, curriculum, or program instruction that they wish, so long as the instructional materials and literacy activities meet the Striving Readers Comprehensive Literacy program requirements and are part of their approved grant application.

  3. Closing the Achievement Gap: Using Formative Assessments to Inform Instruction Breakout Session DMarch 7, 2012Susan J. Kimmel, Ph.D.Jennifer E. Quillian, M.Ed.

  4. Objectives • Discuss how formative assessment tools can be used in classrooms to effectively inform instruction. • Identify elements of an effective formative instruction to ensure meaningful learning occurs.

  5. A Quick Look School readiness Closing achievementgaps Early childhood and Elementary settings (B-Grade 5)

  6. State Literacy Plans State ↓ District ↓ School ↓ Classroom ↓ Children

  7. Supporting Research • Environment and curriculum are not sufficient for closing achievement gaps. (Preschool Curriculum Evaluation Research Consortium, 2008). • Staff development literature indicates teachers need support for implementation of new learning through ongoing professional development that includes opportunities for reflection, discussion, and observation of others. (e.g., Guskey, 1995; Joyce & Showers, 2002; Raikes et al, 2006). • There is a need to tailor instruction to the children’s individual needs using a process of screening, diagnosis, progress monitoring and outcome evaluation. (Kame’enui, et al).

  8. Formative Assessment “Formative assessment gathers and uses information about students’ knowledge and performance to close the gap between students’ current learning state and the desired state by pedagogical actions” (Shavelson2006)

  9. Formative Assessment ASSESS • Comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In assessment one is supposed to sit with the learner. This implies it is something we do with and for students and not to students (Green, 1998).

  10. Formative Assessment • Helps teachers identify and respond to the needs of children and students • Planned, ongoing process to: • Gather evidence about student learning • Provide feedback to students and parents about learning • Focus on process

  11. Formative Assessment • Use data to inform and differentiate instruction in real time • Close the gap between the learner’s current state and desired goals

  12. Formative Assessment • Quick • Teacher-friendly • Useful and relevant data to inform instruction • Ability to use RTI interventions

  13. Formative Assessment • Provide professional development • Measure progress frequently • Use data from more than one source

  14. Formative Assessment • Enhances learning when feedback is provided about • specific qualities of their work • how to improve

  15. Starting Right Comparison Print Concepts Upper Case Alphabet (Maximum Score 24) (Maximum 26) 10 25 9.1 9 20.1 8 20 7 6.1 13.7 6 15 5 3.9 10 4 8.3 3.2 6.7 3 5 2 1 0 Pre Test Post Test Post Test Pre Test Rhyming (Maximum Score 20) 14 12.11 12 10 8.9 8 7.2 8 6 4 2 0 Pre Test Post Test

  16. Closing the Achievement Gap GROWTH ACCELERATED GROWTH Post-test (Red-Starting Right) • Pre-Test (Red-Starting Right) Age-Appropriate Development At-Risk

  17. Child Progress Teacher Efficacy

  18. State Literacy Plans What are some ways that your State Literacy Plan addresses closing achievement gaps, formative assessment, and coaching?

  19. Thank you! • For technical assistance, contact: Susan J. Kimmel Angie DurandOffice: 405-799-6383 Office: 832-842-7034Cell: 405-410-7277 Cell: 713-320-2579skimmel@ou.eduangelia.durand@times.uh.edu • Jennifer Quillian, M.Ed. • jennquillian!@ou.edu • (405)799-6383

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