Effective Use of the Vermont Item Bank in the Grade Two Classroom “The UnHappy Giant”

1. Effective Use of the Vermont Item Bank in the Grade Two Classroom“The UnHappy Giant” ACSU Literacy Training PowerPoint with embedded Video Featuring Sue Sears and her second grade students, Cornwall Elementary School, Cornwall, VT Written and Filmed by Laura King 11/30/2010 Getting Started with the Vermont Item Bank & Observing its use in a Guided Reading Lesson

2. Hello Colleagues! I want to welcome you here today. While I am unable to be with you due to a personal conflict, I am definitely here in spirit. Thank you to Sue Sears and Donna for facilitating today’s meeting, as well as other ACSU Literacy team members. When you first learn of something new you have to do, it can feel as if an overbearing, unhappy giant has entered your life. That may be what the Item Bank feels like right now. Today’s goal is to contextualize it: What is it? How does it fit into instruction and match your students’ learning needs-both short and long term? What are the expectations of the state and ACSU? You will also hear from Sue and Donna, second grade teachers who have had some initial experiences with the resource. Like the unhappy giant character yearning to be small in Sue’s videotaped guided reading text, let’s see how the item bank can fit in and actually support its instructional surroundings. Have a Good Afternoon! And, please, contact me if you have further questions or want on-site support. Laura King

3. Today’s Learning intentions • What is the Vermont Item Bank? Overview, Structure, Rationale, Expectations of Use, Accommodations • How do I use it? Now: With instructional scaffolds By end-year: Independent • Hands-on Exploration Activities with colleagues • First Steps-Things to Do • Accountability (Observation Checklist; Actual Scoring will be discussed in April) • Outcomes for both you and your students Remember…WE HAVE A HALF-DAY RELEASE in April to review first year and discuss end-year implementation/scoring! (approx.) 12-1pm Background 1-2pm (with break) How to Use, See in action… 2-3pm Explore Stations Closure

4. First…What is The Vermont Item Bank? The resources in the Vermont Item Bank were designed to provide diagnostic information that enable educators to monitor student progress on Vermont Grade Expectations. They can be used instructionally or as assessment tools, as determined by the local SU curricular planning teams. They were created in response to teachers’ requests for additional resources. There are both Reading and Math Items for grades 2-10. Our focus will be on the Reading Item Bank. http://acsulit.wordpress.com/portal/item-bank-portal/

5. Tell Me A Little More… Each item bank assessment includes a short passage--followed by constructed response items, short answer, and multiple choice questions. There are 8 literary text assessments and 8 informational text assessments in the item bank designed for each grade level reading GEs. These individual text resources are ideal for embedding in instruction and can be differentiated by level.

6. And, A Wee Bit More. In addition, Progress Assessments partner two Item Bank Assessments (one literary text and one informational text) to create one larger assessment that can be used to show student progress with a wider range of reading GEs. These are ideal for local evidence of reading growth. In grades 3-8, in collaboration with special educators, out-of-level assessments may be used for students working well below level.

7. Okay…How Does it Relate to NECAP? NECAP has been done every fall in grades 3-8 since 2005. Though release tasks have been used for test prep, before the item bank there were no resources available to check students’ readiness and progress on the actual state GEs between the annual test windows. Historically, second grade teachers used the VT-DRA to demonstrate student proficiency with reading; while this did provide a text level*, this data was not a good predictor of students’ fall 3rd grade NECAP performance (which aligned with end-year 2nd grade reading skills), and the resource is no longer supported by the state. *using a benchmarked text leveling tool is still strongly encouraged.

8. IS ITS USE MANDATED BY THE STATE? Resulting data is NOT collected by the state. However, supervisory unions and schools are mandated to have a local evidence plan that aligns with GEs. Also, there must be standardized data to report end-yeargrade two reading proficiency that addresses both accuracy and comprehension. For Grade Two, the ACSU Literacy Team has earmarked Progress Assessments #1, 4, and 8 as Fall/Winter/Spring* common scaffolded reading tasks, with #8 being completed by students independently.Other Item Bank resources can be used at the discretion of the individual schools/teacher. *2010/11: January/March/May (evidence for progress report)

9. Triangulated Assessment That informs instruction By looking at student work and resulting Data from these Progress Assessments--in concert with AIMS scores, student text levels, common writing prompts, classroom tasks, and teacher observation—teaching professionals in ACSU will have multiple lenses available to analyze student progress in literacy and determine instructional needs throughout the year, K-6. The effectiveness of instruction and success of student learning should be looked at on the continuum and not reduced to one annual test.

10. BuT, HonestlY,Can’t it wait until third grade? I worry about … Frustration Negativity Anxiety Motivation And what about my struggling readers? And didn’t I hear that NECAP was ending in four or five years…something about Common Core? Isn’t this all just . . .

12. YES…and NO! While the item bank may owe its creation to the alphabet soup of NCLB and NECAP, assessment to inform and support effective instruction is a laudable goal. This goes well beyond isolated, ineffective and stress-filled days of test prep! Helping your students increase their stamina and become aware of formal, complex reading tasks will endure well beyond third grade NECAPS. http://www.stenhouse.com/assets/podcasts/greenemelton.mp3 Let’s Listen to Amy Greene and Glennon Doyle Melton, authors of Test Talk: Integrating Test Preparation into Reading Workshop. They tell the story of how they helped turn around test preparation and test scores at their school. In this recent conversation, they discuss the background of Test Talk, the limitations of conventional test preparation, and the sense of agency adequate preparation creates in kids. 

13. Soon You Will SEE IT IN ACTION! Coming up…Sue Sears and three of her second graders in a guided reading lesson using a text from the Item Bank—A Folktale called The Unhappy Giant (#7/Literary). This is Sue’s first use of the item bank. Donna MacKenzie will also share her experiences using item bank tasks with her students.

14. Here are the links to the Item Bank Resource used for this lesson (#7, Literary Text). Before planning the lesson, Sue first considered the task… (text/tasks) http://acsulit.files.wordpress.com/2010/07/literary-textthe-unhappy-giant.pdf (answer key) http://acsulit.files.wordpress.com/2010/07/literary-textthe-unhappy-giant-answer-key.pdf These are in your packet.

15. But first…TAKE TEN! Examine your packet… (find Literary Text #7) Converse with your tablemates… Revive with food, drink, and/or body break!

16. Before Reading… The Unhappy Giant by Kate Williams Teacher plans scaffolds that will best match the learners, text, and tasks. Introduce text Note Text Features (directions) Activate Prior Knowledge Discuss Vocabulary Suggest a Reading Strategy Pose a Focus Question

17. During Reading… Planned stops for discussion that support comprehension Build Reading Stamina Teach Active Reading Strategies!

18. Finishing/After Reading… Teacher scaffolds tasks with a goal toward gradually building independence. Testing formats are explicitly taught and practiced. Students respond to text to show understanding. Teacher reviews student work and plans next instructional opportunities.

19. Effective Instruction with Gradual Release of Responsibility To the Student This approach empowers your students so they are more aware of what it takes to approach more formal, academic structures.

20. Turn and Talk… How does this structure compare to a guided reading lesson in your classroom? What best practice instruction is evident when using item bank resources? What questions bubble up for you?

21. are there suggested protocols For Assessments #1 and 4? Yes… ACSU Item Bank Progress Assessment Task #1 (Baseline experience; scaffolded) Gather information through a baseline experience of text with appropriate scaffolds for your learners.  Text could be presented in shared/guided reading sessions; teachers or students can read aloud/along/alone; instruction can occur over multiple days and does not have to be done whole class.  Questions can be answered through discussion format/shared writing/using the overhead, charts, etc. Teacher completes student observation checklist that can inform January progress report. ACSU Item Bank Progress Assessment Task #4 (Check progress;scaffolded) Scaffolds should decrease to match students’ abilities and needs Text could be presented in a guided reading experience over multiple days, with students fully responsible for some tasks; students that can read the passage and questions independently should be encouraged to do so (2-3 days) in a supportive, non-threatening environment. (“This will show me how much you have learned, and also how I can help you become an even better reader. Do your best and enjoy the stories, and show what good readers do.”  Teacher completes student observation checklist that can inform March progress report. Create a non-threatening environment for these students:    In some cases, both scoring and observation checklists would be used in order to best communicate students’ strengths/needs. ACSU Item Bank Progress Assessment Task #8 (Spring-end year ; INDEPENDENT; score part of AYP) (May):  This is an end-year assessment; scores will be reported for AYP.  By this time, students would have familiarity with the format and are expected to complete this independently.  As before, this does not have to be done whole class and should be done over two days. “You’ve learned so much this year.  This is your chance to show how much you’ve grown as a reader.”  Score student work in a collaborative setting. ACCOMMODATIONS: Accommodations for a second grade student should match stated accommodations in his/her Individualized Education Plan or 504 Plan (scribe, individual administration, more time, etc.).  As this will be reported AYP data and is a predictor of students’ success with NECAP in third grade,, very few students will be exempt from taking the Spring assessment.  Since scaffolded instruction will lead up to the Spring progress assessment, teachers should have a good understanding of their students’ needs overall and are responsible for seeking advice/support from resource room or literacy specialist if concerned about individual students.

22. And What about #8? ACSU Item Bank Progress Assessment Task #8 (Spring-end year ; INDEPENDENT; score part of AYP):  This is an end-year assessment; scores on this 25-item assessment will be part of ACSU evidence of second grade reading proficiency.* By this time, students should have familiarity with the format and are expected to complete independently.  As before, while this could be done whole class, it doesn’t have to be; and, it should be done over two days. “You’ve learned so much this year.  This is your chance to show how much you’ve grown as a reader.”  Ideally, score student work in a collaborative setting. (* 0-69% 1, does not meet; 70-80% 2, approaching; 81-87% 3, meeting; 88-100% 4, exceeding) WE HAVE A HALF-DAY RELEASE in April to review first year and discuss end-year implementation/scoring! ACCOMMODATIONS: Accommodations for a second grade student should match stated accommodations in his/her Individualized Education Plan or 504 Plan (scribe, individual administration, read directions, more time, etc.).  As this will be reported data and is a predictor of students’ success with NECAP in third grade,, very few students should be excluded from taking the Spring assessment.  Since scaffolded instruction will lead up to the Spring progress assessment, teachers should have a good understanding of their students’ needs overall and are responsible for seeking advice/support from resource room or literacy specialist if concerned about individual students.

23. What about Students who Struggle? ITEM #8 in May? Independent? Accommodations for a second grade student should be documented and match stated accommodations in student’s IEP or 504 Plan; or, if there is no written plan but supports have been in place as a result of EST recommendations, these may be followed (scribe, individual administration, read directions, more time, reduced amount, etc.)  As this will be reported data and is a predictor of students’ success with NECAP in third grade, very few students should be excluded from some format of the Spring assessment. Since scaffolded instruction will lead up to the Spring progress assessment, teachers should have a good understanding of their students’ needs overall and are responsible for seeking advice/support from resource room or literacy specialist if concerned about individual students. A list of second grade students who required accommodations should be given to the 3rd grade teacher(s) and special educator in the school to help plan for 3rd grade NECAP experience.

24. What to DO… January - April 1. Incorporate Progress Assessment #1 (Jan) and #4 (March) into your literacy plan. Identify best scaffolds for your learners. Teach, then fill out student observation sheet each time (in packet). 2. Familiarize yourself with the other OPEN USE items. Determine which ones best match your students’ learning needs. 3. Try lessons included in your resource binder-or, design other lessons that teach skills your students need (Does not have to be isolated to item bank texts!) 4. Use more academic language in your literacy instruction (See the academic language and power verbs hand-outs in your binder.)

25. YOU NOW HAVE FOUR STATIONS TO VISIT… CHECK YOUR PACKET FOR STATION DESCRIPTIONS. The next four slides also describe these stations.

26. Review ItemS #1, 4 (8) 1 Consider… • What type of text is this? What are its demands? What are the response tasks like? (preview item) • What reading skills/strategies would my students need to be successful with texts/tasks? (e.g., understanding text features, main idea, structure; questioning, visualizing, rereading, inferring, finding details, etc.) • How will I scaffold reading strategies/text structures, aiming toward independence? (e.g., formatting text; read segments at a time; portion as interactive read aloud; design a writing frame, create charts, highlight) • What vocabulary and academic language are critical for understanding? (select words to teach/review)

27. Review Open Use 2 Select ones that you think would fit your learners… • What type of text is this? What are its demands? What are the response tasks like? (preview item) • What reading skills/strategies do my students need to be successful with texts/tasks? (e.g., understanding text features, main idea, structure; questioning, visualizing, rereading, inferring, etc.) • What vocabulary and academic language are critical for understanding? (select words to teach/review) • How would I embed this in my instruction?

28. Review MODEL LESSONS 3 • What reading skills/strategies are being taught? (e.g., understanding text features, main idea, structure; questioning, visualizing, rereading, inferring, etc.) • Using this model lesson as a springboard, think of other ways you could scaffold item bank resources…

29. ACADEMIC VOCABULARY 4 • Review the academic language list. These are words from item bank tasks, grades 2-6 that students may not readily understand due to their formality/usage. Students need many experiences with these words. • Highlight three or more words from this list that you can start using regularly in your instruction. • CHALLENGE: There are 12 “power verbs” that show up frequently on high stakes tests. They show up in directions and essay questions. Research shows that repeated experience with these words over time positively impact student achievement. One is describe. Can you think of 11 more? (note—these are not necessarily all on the academic language list; answers will be given at the end of the session.)

30. NEXT STEPS… Keep track of your questions as you begin working with the item bank resources. E-mail your questions to Laura or bring them to your literacy representative. Plan when/how to use #1 and #4 item bank tasks. Complete items #1 and #4 with your students per your plan. Keep student work as evidence and complete observation form. Try other open use item bank tasks.

31. The Twelve Power Verbs ANSWER KEY! • Trace--Outline; List in steps • Support--Give the facts; Back up with details • Analyze--Break apart; Study the pieces • Explain--Tell how; Put in your own words • Infer--A good guess; Read between the lines • Summarize--Sum it up; Give me the short form • Evaluate--Judge; In your own words • Compare--Alike; All the ways they are alike • Formulate--Put together; Create • Contrast--Different; multiple ways • Describe--Tell all about • Predict--Make a guess; What will happen next

32. IT’s A Piece O’cake…?! Well, maybe not…but at least take a chocolate for the road! Have a Great December!