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Parkrose High School (9-12) Literacy Assessment

Parkrose High School (9-12) Literacy Assessment. Renee Randall Virginia Johnson. Overview:. Small district with over 40 languages and cultures represented. 1,000 students at PHS 60% FRL and 11.5% ELL Have never me AYP Reading Specialist hired through Fed. Grant because of low AYP. (LA lab)

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Parkrose High School (9-12) Literacy Assessment

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  1. Parkrose High School (9-12)Literacy Assessment Renee Randall Virginia Johnson

  2. Overview: • Small district with over 40 languages and cultures represented. • 1,000 students at PHS 60% FRL and 11.5% ELL • Have never me AYP • Reading Specialist hired through Fed. Grant because of low AYP. (LA lab) • This year received outstanding for significant gains……it seems to be working.

  3. Intervention • Student do not pass OAKS placed in “Language Arts Lab” 9-11 grade Less test focus, more target skills and purposeful reading Focus on GROWTH not GRADES Currently no official assessment plan for struggling readers.

  4. Assessments Used: • District wide • OAKS (St, S, state stand) • Aimsweb (F, norm-ref) • ELPA (St, S norm-ref) • LA lab specific • ORF (oral reading fluency LA lab only) (F) • Reading Performance Assessment (OAKS alt.) (S) • Maze (F) • Word Lists (F) • Verbal Language Assessment (F) • Burke Reading Interview (similar) • Accelerated Reader (S)

  5. Analysis: • Cognitive Model • OAKS only provides a number not data • Comparison LA lab philosophy to IRA/NCTE • Closely matched standards • #2 Teacher most important agent of assessment • #3 Primary purpose of assessment is to improve T &L • #4 Assessment reflects and allows for critical inquiry

  6. Student Feedback • 19 students surveyed • Do you like reading? • Were you in LA lab last year? • How concerned are you about getting a high school diploma? • Y/N: I would like to go to college. • T/F: I have always been a good reader. • Y/N: I skip difficult words when I see them and do not know them right off the bat.

  7. Teacher feedback • 6 teachers interviewed (Math, Science, English, Library, AVID) • Do you think OAKS reading scores accurately reflect students’ literacy skills? • What support is there for struggling readers in content courses? • Do you feel there are enough services for struggling readers? • Is there something you would like to see as far as literacy support/services in your class/school/district?

  8. Our Thoughts and Suggestions: • Reading Support Classes • Content area literacy support • Informal Reading Inventory • Professional Development • Authentic and Applicablematerial (Align to standard #5) • Literacy portfolio (used also for exiting? Align to standard #1) • Involvement of family and community (Align to standards #10,11) QUESTIONS: All students could benefit from LA Lab. Some students may even want to be in LA Lab to have the opportunity to read for pleasure. Why is it used as a "punishment" instead of a reward? Do you think it should be offered to all students as an elective? HS students who are not effective readers sometimes pass the OAKS reading test, but their low reading skills make it nearly impossible to pass their content classes. What supports and/or interventions should be in place at the high school level to assist these students?

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