Comprehensive Assessment System

1. Comprehensive Assessment System

2. Assessment System Measure against standards. Is the student learning the taught curriculum/ state standards? All Students Core/Tier I Examines who is at risk, compared to peers of same age. Identified Students Tier II/Tier III Intervention Answers “why is this student struggling?” Is this intervention working? Is the student showing growth?

3. Alaska Literacy Blueprint

4. Alaska Universal Screening K-3

5. www.rti4success.org

10. Elbow Partner Discussion

11. Quadrant Analysis

12. Four Groups Based on ORF Accuracy Accuracy 97% or higher Green = Benchmark Accuracy Below 97% Yellow = Strategic Strong Rate & High Accuracy Red = Intensive 3 1 WCPM above Benchmark Strong Rate & Low Accuracy WCPM Below Benchmark 2 Low Rate & High Accuracy Low Rate & Low Accuracy 4

13. Small Group Instruction Green = Benchmark Yellow = Strategic Red = Intensive

14. Diagnosing Formal or Informal Diagnosis

17. Fluency Flexibility Facility One pager

18. Sample One Pager One pager

19. The Future of Assessment

20. Structure for SBAC ELA Assessment • Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Reading, literary and informational text. • Claim 2: Students can produce effective and well grounded writing for a range of purpose and audiences. • Claim 3: Students can employ effective speaking and listening skills for a range of purposes and audiences. • Claim 4: Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

21. Assessment Targets- Literary Text • Key Details - DOK 1,2 • Central Ideas – DOK 2 • Word Meaning – DOK 1,2 • Reasoning and Evaluation – DOK 3,4 • Analysis within or across texts – DOK 3,4 • Text stimulus and features – DOK 3,4 • Language Use – DOK 2,3

22. Assessment Targets- Informational Text • Key details – DOK 1,2 • Central Ideas – DOK 2 • Word Meaning – DOK 1,2 • Reasoning and Evaluation – DOK 3,4 • Analysis within or across texts – DOK 2.3 Elem; 3,4 MS and HS • Text Structures and Features – DOK 2 Elem, 3,4 MS and HS • Language Use – DOK 2,3 Elem; 3 MS and HS

23. Cognitive Rigor and Depth of Knowledge • The level of complexity of the cognitive demand. • Level 1: Recall and Reproduction • Requires eliciting information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula. • Level 2: Basic Skills and Concepts • Requires the engagement of some mental processing beyond a recall of information. • Level 3: Strategic Thinking and Reasoning • Requires reasoning, planning, using evidence, and explanations of thinking. • Level 4: Extended Thinking • Requires complex reasoning, planning, developing, and thinking most likely over an extended period of time.

25. TEXT TEXT TEXT EXT TXT

26. Sample SR Items 3rd Grade Prompt: Which sentence from the story tells Fox that Lion wants to hurt him? 5th Grade Prompt: Which statement adds appropriate supporting detail to the information in the first paragraph? 8th Grade Prompt: Given the purpose of Karen’s essay, what is the best way to revise the highlighted sentence? 11th Grade Prompt: What does the word “mitigation” mean as it is used in this paragraph?

27. Sample CR Items 3rd Grade Prompt: The author shows that Bessie is a caring person. Write a paragraph telling how Bessie is caring. Use specific details from the story to support your answer. 5th Grade Prompt: The central theme of the poem is that manners are important. Write a paragraph explaining the key points that support this theme. Use details from the poem to support your response. 8th Grade Prompt: The author uses the phrase “polished in later time” to describe the Latin language. Use information from the text to explain what this phrase reveals about the history of Italy presented in the text. 11th Grade Prompt: Explain what effect the repetition of the phrases “something there is that doesn’t love a wall” and “good fences make good neighbours” has on the meaning of the poem. Support your answer using details from the poem.

28. Performance Tasks • Extended projects demonstrate real-world writing and analytical skills • May include online research, group projects, presentations • Require 1-2 class periods to complete • Included in both interim and summative assessments • Applicable in all grades being assessed • Evaluated by teachers using consistent scoring rubrics

29. Should incorporate real-world, college- and career-related skills that require students to accomplish complex goals during multiple testing sessions. Involve a significant interaction of students with stimulus materials leading to an exhibition of the students’ application of knowledge and skills, often in writing or spoken language. Should be multi-stepped and allow for reflection and revision. Are used because the ability to integrate knowledge and skills across multiple content standards is a critical skill that cannot be assessed with selected response or constructed response items. Performance Tasks Summary

30. ELA Performance Task Sample • Robot Pets – 8th Grade • Session 1 (60 minutes) • Read 1 article and watch 2 brief videos on robots as pets, taking notes • Respond to 3 constructed-response questions: 1 addressing reading comprehension, 2 addressing research skills • Session 2 (45 minutes) • Read 1 article and watch 1 short video, taking notes • Small discussion group work • Session 3 (90 minutes) • Compose full-length argumentative essay on robots as pets • May use notes and refer back to articles • Pre-writing, drafting, and revising will be involved

31. Discussion • Where do you stand with having a complete comprehensive assessment system? • How versed is your staff with the assessment system? • How do you leverage the data within your system to make decisions and support students? • What steps might you take to strengthen your work with the assessment system in light of new standards and more rigorous demands in assessment?