Assessment: Purpose, Process, and Use

1. Assessment:Purpose, Process, and Use HMR Kindergarten, Grade 1, and Grade3

2. Introduction to the Assessment Training

3. “Without data, all anyone has is an opinion.” W. Edwards Deming

4. “Ideally, assessment and instruction are linked inextricably within any curriculum. The key to using assessment effectively and efficiently in a program of instruction is to recognize above all that different types of assessment tools must be used for different purposes.” From Reading/Language Arts Framework for California Public Schools

5. Six Key Elements

6. Six Key Elements All classrooms deliver a coherent academic program. This includes specific content and an instructional system that is well supported with high quality materials and training. 1.

7. Six Key Elements Everyone at the school uses a frequent assessment system directly connected to the content of the academic program. This system is designed to be used to improve instruction. 2.

8. Six Key Elements All persons work in collegial, collaborative school and grade level teams that focus on developing successful, program-specific strategies to improve achievement for all students. 3.

9. Six Key Elements The school engages in content-specific, site-based professional development with coaching and technical support. Activities are developed using the data generated by the ongoing, program-specific assessment system and are focused on improving instruction for all students. 4.

10. Six Key Elements The school’s active and knowledgeable leadership takes actions focused on developing and strengthening the academic performance of ALL students in the agreed academic area. 5.

11. Six Key Elements The district provides coherent, coordinated support and leadership that technically assists the school to focus work and sustain specific improvements in achievement over time. 6.

12. Three Types of Assessments • Screening/Entry Level • Monitoring • Outcome/Summative

13. The Assessment Program

14. Using the Kindergarten Monitoring Logs Resource Booklet: Kindergarten Monitoring Log

15. Gathering Data • Heart Data • Spot Check Data • Focused Observation

16. Heart Data • Subjective • Based on assumptions

17. Spot Check Data • One day in time • Skill focused • Unplanned; random students

18. Focused Observation Data • Targeted skill • Identified students (2-3 per day) • Ongoing and objective • Unobtrusive – Part of daily instruction; does not require 1-on-1 time

19. Focused Observation • Interactive • Multiple opportunities • Data recorded to help monitor progress

20. Characteristic Features

21. Organization of Monitoring Logs • By book, lesson name, or skill, page and lesson numbers • Lessons presented sequentially • Standards listed for each skill • Standards referenced at the front of the teacher booklet • Key for teacher notations (for documenting progress) is at the bottom of each page Resource Booklet: Completed Kindergarten Monitoring Log

22. Monitoring Log Notations (+) automaticity; consistently responding with no hesitation (3) accuracy; correct but slow (–) needs practice; some errors (o) needs additional instruction; consistently hesitates or responds after others; reteach the lesson Resource Booklet: Completed Kindergarten Monitoring Log

23. Steps for Gathering DataBefore - During - After

24. Discussion

25. Kindergarten Skills Assessments Resource Booklet: Mid-Program Record Sheet #3

26. Teacher and Student Materials

27. AssessmentMaterials List

28. Naming Upper/Lower Case Resource Booklet: Teachers Administration Guide and Mid-Program Student Record Sheet #1

29. Kindergarten is the Key to Reading Success • Phonological Awareness • Automaticity of Letter Recognition • Automaticity of Sounds to Letters • Automaticity of High Frequency Words The kindergarten program supports the development of fluency in first grade by ensuring students have:

30. Oral Fluency Reading Norms

31. Teacher’s Administration GuideSubtests C, D, and E

32. Mid-Program Student Record Sheet #2

33. Teacher’s Administration GuideSubtests F, G and H Resource Booklet: pp.12-14

34. Mid-Program Student Record Sheet #3 Resource Booklet: p. 11

35. Kindergarten Classroom Summary Resource Booklet: Kindergarten Classroom Summary

36. Kindergarten School Summary Resource Booklet: Kindergarten School Summary

37. “Instruction in phonological awareness during kindergarten can have a positive effect on reading growth in first grade. Thus, it will be useful to identify high-risk children at some time during the kindergarten year so that preventive work may begin as early as possible.” Torgersen (1998) Catch Them Before They Fall

38. Curriculum-Embedded Assessment A curriculum-embedded assessment system is essential to determining effectiveness of instruction and student progress. To impact student achievement, data analysis must be examined both vertically and horizontally.

39. Vertical Analysis

40. Horizontal Analysis

41. Look at the Vertical Data • Look vertically at the class scores for that monitored skill. • Note percentage of students scoring at or above benchmark in that column. • Reflect on ways to improve instruction if more than 10% of students score below benchmark.

42. Next Steps • Formulate a plan • Tackle one skill at a time • Determine if more support is needed

43. Analyzing Assessment Data

44. Reflecting on Instruction • Has Direct Instruction been used? • Has the lesson been properly scaffolded? • Has the material been judiciously reviewed? • Has student engagement been monitored?

45. Look at the Horizontal Data • Student Groups • Preteaching • Support • Intervention • Accelerated/challenge

46. Universal Access

47. Identifying Students for Intervention

48. Analyzing Assessments – Horizontally

49. It’s All About the Teaching “We must provide high-quality teaching with fidelity to the core to ensure student success in every classroom.”

50. End-of-Year Assessment