Effective Use of IDOE Resources

1. Effective Use of IDOE Resources No-Cost State-Provided Resources Summer 2007—Deanna Hendricks Wagoner

2. Why the Center for Innovation in Assessment (CIA)? • Indiana University (School of Ed) • Roger Farr, founder • Funded to create/develop/maintain: • CORE 40 tests • Standards • Indiana Reading Assessments/ROAR • Curriculum Frameworks • Classroom Assessments • ITRI

4. The main objective of the Indiana Reading Diagnostic Assessments is to be… …tools for primary teachers to gain information about the developing reading skills of each of their students Diagnostic

5. ComponentsAdministration 1 August October Kindergarten Grades 1 & 2

6. ComponentsWhat’s Inside the Booklets? Kindergarten— Initial Screening Tool • Letter/Sound ID • Concepts about Print • Phonemic Awareness • Environmental Print • Decoding/Sight Word • Beginning Writing Can be given two or more times throughout the year to monitor the progress of your students’ beginning reading skills.

7. ComponentsAdministrations 2 & 3 January & April Student Booklet

8. ComponentsWhat’s Inside the Booklets? Beginning Reading Booklets Adding Writing Assessment This Year • Phonemic Awareness (optional at Grade 2) • Phonics • Vocabulary • Comprehension • Listening (K) • Listening & Reading (1) • Reading (2) Adding Fluency This Year

9. ComponentsWhat’s Inside the Booklets? Beginning Reading Booklets— Kindergarten & Grade 1 • Includes Story Comprehension Assessment • Actual storybook reprinted • Includes open-ended • drawing/writing task • Comprehension score

10. ComponentsWhat’s Inside the Booklets? Beginning Reading Booklets— Grade 2 • Every story in the Comprehension Section: • Includes one short-answer task

11. ComponentsWhat’s Inside the Booklets? Beginning Reading Booklets— Grade 2 • The last story in the Comprehension Section: • Also includes an • extended-response task

12. ComponentsWhat’s Inside the Booklets? Beginning Reading Booklets • Most sections are • administered in a • group setting • Most items are • multiple-choice items Easy to Administer Easy to Score

13. The Indiana Reading Diagnostic Assessments are Standards-based Answer keys in the Teacher Manual correlate each item with the Standards Indicators assessed by that item 1.1.1 1.1.2

14. The Indiana Reading Diagnostic Assessments are Standards-based A more general Standards coverage can be found in the Standards Coverage Chart in the General Information booklets for each grade level.

15. The Indiana Reading Diagnostic Assessments are also skills-based The ROAR System is the online score entry and reports component of the Indiana Reading Assessments

16. The Indiana Reading Diagnostic Assessments are also skills-based The ROAR System provides reports based on skills identified by the National Reading Panel as key skills…that consistently relate to reading success”

17. Provides a variety of student & class reports based on: • Phonemic Awareness • Phonics • Vocabulary • Comprehension The Indiana Reading Diagnostic Assessments are also skills-based

18. The Power of ROAR : REPORTS Student Reports For printing several individual reports at one click of the mouse

19. The Power of ROAR : REPORTS Class Reports

20. The Power of ROAR : REPORTS The Class Skills Report displays the average skill levels of the class Phonics Vocabulary Comprehension Phonemic Awareness Expected Skill Level This report reveals that the class needs to work on comprehension skills

21. The Power of ROAR : 31 About 31% of the class met the expected level for comprehension.

22. The Power of ROAR Class Intervention Report This group needs to work on Vocabulary skills

23. The Power of ROAR Walt’s responses Looking closely at this group’s Vocabulary section reveals a need for instruction in Inflectional Endings Joel’s responses Tyrel’s responses

24. The Power of ROAR There is an activity in the Resource & Intervention Guide that covers Inflectional Endings

25. The Power of ROAR :Standards Mastery Report

26. The Power of ROAR Use student reports to measure the progress of individual students.

27. The Power of ROAR Use student reports to measure the progress of individual students.

28. The Power of ROAR Identify groups of students to disaggregate data. Jansen, Brian Michaels, Rachel Papavich, Ivan Reardon, Winston Terrell, Latisha Young, Donnie

29. The Power of ROAR Compare groups to assure achievement progress of all students

30. Other Reports for 2006-2007 • Parent Reports • District Level Reports • Auto-Grouping Based on Scores

31. The Indiana Reading Diagnostic AssessmentsResource & Intervention Guide • Additional assessments for Standard Indicators not covered on Assessments • Classroom Activities for instructional purposes • Correlation to Indiana Academic Standards

32. Resource & Intervention Guide Activities

33. Resource & Intervention Guide Assessments • Checklists • Can be used for retesting • Fluency tests • Correlates to state Standards

34. Diagnostic Value IRDA-Online will allow ROAR Reports by specific Standards Indicators & links to resources.

35. How do I register for the Indiana Reading Diagnostic Assessments? • Order NOW by filling out an online form on our Web site at • www.cia.indiana.edu • Order any other time by contacting the Center for Innovation in Assessment: • 800-377-1409 • indianareading@cia.indiana.edu

36. How do I gain access to the ROAR System? • Authorization through principals • Sent to schools at the beginning of each school year • Must be signed and returned by principal • Users updated each year

37. Questions?

39. Research Behind ITRI • CIA Staff Researched: • Indiana-adopted textbooks • Differences between textbooks • comparing different grade levels • Differences between Social Studies • & Science textbooks • Strategies proven to be effective • Skills important for comprehension

40. Critical Differences: Grade 3 vs. Grade 4

41. Critical Differences: • Grade 3 vs. Grade 4 Textbooks 100% Increase Social Studies Vocabulary • Includes only words identified as • vocabulary words needed for tests • 4th-graders must learn twice as • many vocabulary words per page in • Social Studies

42. Critical Differences: • Grade 3 vs. Grade 4 Textbooks 167% Increase Science Difficult Words in Context • Includes words defined or pronounced • within text but not identified as • vocabulary words • 4th-graders must grapple with • nearly three times as many difficult • words in their Science textbooks

43. Critical Differences: • Grade 3 vs. Grade 4 Textbooks 77% Increase Social Studies Number of Words Per Page • As the number of words per page • increases, the font size and spacing decreases • 4th-graders must read an additional 92 words per page in Social Studies

44. Critical Differences: Grade 3 vs. Grade 4 Textbooks 77% Increase Social Studies Difficult Syntax • Difficult Syntax defined by the number • of complex and compound sentences • Before learning the new concepts and • information in their Social Studies • textbooks, 4th-graders must • unravel a far greater number of • difficult sentences per page

45. Critical Differences: Grade 3 vs. Grade 4 Textbooks 135% Increase Social Studies Left-embedded Text • Includes sentences beginning with • subordinate clauses, etc. • 4th-graders must combat nearly 2 ½ • times as many left-embedded • sentences per page in Social Studies

46. Critical Differences: Grade 4 vs. Grade 5

47. Critical Differences: Grade 4 vs. Grade 5 Textbooks Science Textbooks Increases 45% 51% 46% 55% 18%

48. Critical Differences: Grade 4 vs. Grade 5 Textbooks Social Studies Textbooks Increases 98% 150% 129% 97% 8%

49. Critical Differences: Grade 2 vs. Grade 3

50. Critical Differences: Grade 2 vs. Grade 3 Textbooks • Differences need new categories: • Complexity of vocabulary words • Complexity of graphics • Storybook format