Assessment: Purpose, Process, and Use OCR Kindergarten

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 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 Data Before - During - After

24 Discussion

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

26 Teacher and Student Materials

27 Assessment Materials 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 Guide Subtests C and D

32 Mid-Program Student Record Sheet #2

33 Teacher’s Administration Guide Subtests E and F Resource Booklet: pp.11-13

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 Independent Work Time

47 Identifying Students for Intervention

48 Analyzing Assessments – Horizontally

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

50 Next Steps Formulate a plan to address instructional challenges to improve student achievement. Tackle one skill area or concept at a time. Should help from a coach, mentor teacher, or grade-level team member be solicited? Would it be helpful to have the coach or principal provide an inservice or lead a lesson study?

51 Five Step Process 1. Teachers administer the assessments and collect, record, and chart the vertical and horizontal data. 2. The school meets as a whole faculty to establish the process of using data to improve instruction. 3. Team meetings are held to examine data and to agree on instructional improvements. 4. The whole school meets to share action plans across grade levels and to develop a site-based staff development plan. 5. The school continues to conduct ongoing team meetings/lesson studies to support improved instruction based on a written action plan.

52 End-of-Year Assessment

53 End-of-Year Materials List Resource Booklet: p. 17

54 Kindergarten Standards Assessed at the End of the Year

55 Teacher and Student Materials

56 Skills Assessments

57 The Last Skills Assessment The last Unit Skills Assessment completed for Grade 1 is also considered appropriate for measuring some key content standards.

58 Overview of Skills Assessments

59 Answer Key and Directions

60 Content and Rationale Spelling

61 Learning from Errors

62 Answers Units 1 & 2 Spelling Assessing short o, a, and i short u and o, vowels in words short a and i, vowels in words short o and u, vowels in words

63 Answers Units 1 & 2 Spelling Assessing short i and o, vowels in words short o and u, consonants n and g short a, i, o phonemic confusions for consonant blend tr, short vowel ck, vowels in words short i and o, vowels in words

64 Units 7 & 8 Spelling

65 Answers Units 7 & 8 Spelling Assessing a_e, ce all oo aw, str ow

66 Answers Units 7 & 8 Spelling Assessing ph, o_e ow, kn, homophone i_e, wr_ gi_, short a sight word

67 Content and Rationale Word Reading, Comprehension

68 Content and Rationale Writing

69 Classroom Writing Assessment Report

70 Content and Rationale Fluency

71 Marking Fluency Passages

72 Units 7 & 8 Fluency Passages

73 The Key to Reading Success Automaticity of Sounds to Letters Automaticity of High Frequency Words Automaticity in Decoding/Blending The first grade program supports fluency in second grade by ensuring students have:

74 Oral Reading Fluency Norms

75 How Many Minutes? How many minutes does each student read aloud every day in your classroom? It is recommended that every child read aloud in class minutes every day.

76 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.

77 Looking at the Data

78 Look at Vertical Data

79 Look at Horizontal Data

80 Analyzing Assessment Data

81 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.

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

83 Look at the Horizontal Data Student Groups Preteaching Support Intervention Accelerated/challenge

84 Independent Work Time

85 Identifying Students for Intervention

86 Analyzing Assessments – Horizontally

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

88 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?

89 End-of-Year Assessment

90 Teacher and Student Materials

91 Overview of Skills Assessments

92 Answer Key and Directions

93 Content and Rationale Comprehension

94 Content and Rationale Checking Skills

95 Content and Rationale Spelling

96 Learning from Errors

97 Answers Unit 1 Spelling Assessing 1.k, __ck 2. _y, igh, i_e 3. e_e, ie, _y 4. short e (ea) 5. plural endings, changing y to i

98 Answers Unit 1 Spelling Assessing 6.long o spelled oa and ow 7. c, k 8. long a spelled a and ai 9. doubling final consonant after short vowel when adding inflectional ending 10. _dge, j

99 Content and Rationale Vocabulary

100 Content and Rationale Fluency

101 General Directions

102 Marking Fluency Passages

103 The Key to Reading Success The third grade program supports fluency in fourth grade by ensuring students have automaticity with multisyllabic words.

104 Fluency Norms

105 How Many Minutes? How many minutes does each student read aloud every day in your classroom? It is recommended that every child read aloud in class minutes every day.

106 Content and Rationale Writing

107 General Directions for Writing

108 Narrative Writing Prompt: Student Page

109 Writing Prompt

110 Four-Point Rubric conventions genre writing traits

111 Classroom Writing Assessment Report

112 Classroom Assessment Report

113 Looking at the Data

114 Look at Vertical Data

115 Look at Horizontal Data

116 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?

117 Next Steps Formulate a plan to address instructional challenges to improve student achievement Tackle one skill area or concept at a time Should help from a coach, mentor teacher, or grade-level team member be solicited? Would it be helpful to have the coach or principal provide an inservice or lead a lesson study?

118 Five-Step Process 1. Teachers administer the assessments and collect, record, and chart the vertical and horizontal data 2. School meets as a whole faculty to establish the process of using data to improve instruction 3. Team meetings are held to examine data and to agree on instructional improvements 4. Whole school meets to share action plans across grade levels and to develop a site-based staff development plan 5. The school continues to conduct ongoing team meetings/ lesson studies to support improved instruction based on a written action plan

119 End-of-Year Assessments