PPS K-5 Reading Assessments

1. PPS K-5 Reading Assessments An RtI Framework to Ensure Success for ALL Students 2010-2011

2. Agenda & Goals • Principals will understand changes to District Reading Assessments K-5 and be able to explain changes to their staffs • Principals will plan for implementation of new Reading Assessments K-5

3. A Need to Update our Assessment System • Align to RtI & Oregon K-12 Literacy Framework http://www.ode.state.or.us/search/page/?id=2568 • Ensure students read grade level or above as soon as possible after entering school • Meet increased AYP Performance Targets for 2010-2011 (70% for all subgroups) • Allow for systematic and reliable identification of levels of risk for reading difficulty

4. 4-Tier Model

5. 4 Purposes of Assessment • Screening/Benchmarking: Designed as the first step in identifying children who might be at risk for academic failure and in need of further diagnosis and reading instruction • Diagnostic: Helps teachers plan for instruction by providing in depth information about students’ skills and instructional needs • Progress Monitoring: Determines through frequent measures if students are making adequate progress or need more intervention to meet grade level expectations • Summative: Provides a bottom line of effectiveness of learning as related to established grade level standards and norms

6. PPS Reading RtI Framework • Assessment Framework • Framework for Tiered Reading Instruction See Handouts

7. What is Being Changed? • Revision of Current K-2 Phonics Survey • To align with Standards and increase rigor • ELA.K.RDG.1.12 Demonstrate knowledge of letters and sounds to read one syllable decodable words. • ELA.1.RDG.1.18 Use sound-spelling correspondence knowledge to sound out unknown words. • Implementation of DIBELS K-3 & easyCBM 4-8 • Provides tools to identify students for tiered instruction

8. Plan for Implementation of Updated Assessment System See yellow PPS Required Literacy Calendar for Zone and Non-Zone Schools

9. Revised K-2 Phonics Survey 2010-2011 • Kindergarten • Letter Name and Letter Sounds are now a part of phonics survey • Spring battery includes Short Vowel CVC words (formerly part of Grade 1) • Grade K-2 • Pseudowords are included to ensure that students can apply sound spelling knowledge to unknown words

10. Phonic Survey with Pseudowords: Practice Activity gather intend bridle repair mardle vaudene chirden soival third sort fir tar herd birm sork nerk nar wurg What sound spelling/phonics knowledge do kids need to decode these words? What strategies did you use to read the unknown/pseudo words?

11. What about DRA K-5? • Reading assessment tools are needed that minimize assessment time and maximize instructional time. • DRA does not reliably identify Tier I, II and III students • DRA does not reliably predict reading success • Teachers may continue to use DRA or Scott Foresman assessments for fluency, running record, retellings and comprehension as needed for diagnostic purposes.

12. DIBELS K-3 and easyCBMs 4-8Moving toward assessments that support RtI • DIBELS and easyCBMs • Identifies students at risk for reading difficulty • Monitor student growth by sampling a year’s worth of curriculum • Are valid and reliable • Are quick and efficient to administer • Provide data to determine level of instructional support • Strong effect size (.7) on improved outcomes when using curriculum-based measurement tools

13. DIBELS Report Sample • Class List/Teacher Report, Fall Grade 1 • provides a class-level report of children’s performance on all measures administered in relation to the goals. Time to Practice Oral Reading Fluency

14. Class List/Teacher Report, Fall Grade 6 PRF = Passage Reading Fluency MCRC = Multiple Choice Reading Comprehension easyCBM Report Sample

15. DIBELS MeasuresHow long do they take? FSF = First Sound Fluency LNF = Letter Name Fluency PSF = Phoneme Segmentation Fluency NWF = Nonsense Word Fluency DORF = DIBELS Oral Reading Fluency Third

16. easyCBM Measures How long do they take? • http://pps.or.easycbm.com/ • Vocabulary and Comprehension Assessments given online • Administered whole class (around 1 hour) • Passage Reading Fluency (Oral Reading Fluency) • Administered one-on-one (2 minutes/student)

17. DIBELS/easyCBM AdministrationHow will you collect the data? • Determine Testing Approach • Within Class • Teachers and available assistants conduct assessments on students • Teachers use a portion of class time each day for 1-on-1 assessments. Assess 5 students per day for 5-6 days during independent work time • Schedule computer lab time for easyCBM online assessments • Schoolwide • A team of trained assessors assess a class at a time.

18. DIBELS/easyCBM Materials • DIBELS booklets may be ordered from textbooks@pps.k12.or.us • easyCBM Passage Reading Fluency measures available for printing http://pps.or.easycbm.com/ • Assessors will need pencil, timers and a clipboard

19. Schedule of DIBELS Trainings Calendar of DIBELS Trainings Recommended for School Teams to come together Principals attend trainings with teachers

20. easyCBM Training Schedule Calendar of easyCBM Trainings Recommended for School Teams to come together with Principal

21. DIBELS/easyCBM Data Entry • DIBELS • Teachers record scores on cover page of scoring booklet • Scores entered on http://dibels.uoregon.edu for access to reports to help inform instruction for Fall, Winter and Spring benchmarks • Refer to Quick Start Guide Benchmark Data Entry • easyCBM • Online assessment automatically scored and entered on http://pps.or.easycbm.com/ • Passage Reading scores entered manually on website