1. Early Literacy Assessments and Data
Align
Assess
Achieve
Early Literacy Assessments and Data
Nikki R. Porter
Assessment Program Specialist
Reading Rainbow Music
PLACE
YOUR NOTES HERE !

2. Warm Up and Stretch
TodaysMeet.com/2017Retreat

3. Goals
Identify specific practices that will be implemented in Kindergarten through Grade 5
Analyze literacy data
Review early literacy assessments and their purposes
Strategically plan for implementation of a sustainable and effective literacy program .

4. TKES
Professional Knowledge: The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences.
5. Assessment Strategies: The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.
6. Assessment Uses: The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents. .

5. Assessment Purpose
To identify strengths and weaknesses in instructional practice(s) and help establish priorities in planning educational programs.
Formative: takes place during instruction to provide feedback to teaching and learning; used by both students and teachers.
Interim: takes place after a sequence of instruction to evaluate students’ knowledge and skills relative to a specific set of academic goals, typically within a limited timeframe.
Summative: takes place at the end of instruction to certify mastery or assign grades; typically used for accountability.
Align
Assess
Achieve

6. Balanced Literacy Framework
Modeled: Minilesson led by teacher using above grade-level text (complex text)
Shared: Minilesson led by teacher with collaboration of students using on grade-level text
Guided: Teacher-supported reading (through specific feedback for next steps) using text on students’ instructional level
Independent: Student application of learning

7. Components of Balanced Literacy
Read Aloud/Modeled Reading: Teacher reads to the whole class, building on students' existing skills while introducing different types of literature and new concepts. Read-aloud models fluent and expressive reading, develops comprehension and critical thinking strategies and builds listening skills.
Shared Reading: Teacher leads the class in reading or chanting a text that is often enlarged for the whole class to see. Shared reading allows students to observe the reading process and to practice reading strategies or concepts in the safety of a group. The same enlarged text is read and reread several times over a few days. Initially the teacher takes the lead, and then gradually pulls back as students progressively master the text.
Guided Reading: Teacher guides small groups of students in reading short, carefully chosen texts in order to build independence, fluency, comprehension skills, and problem-solving strategies. The teacher often begins by introducing the text and modeling a particular strategy. Then students read to themselves in quiet voices as the teacher listens in, noting strategies and obstacles, and cuing individual students as needed. S L C A Z
Independent Reading: Students read books on their own, exploring different kinds of texts and applying new learning. Teachers confer individually with students during independent reading or model their own silent reading.

8. .
READ .

9. Balanced Literacy Block

11. Activity Key

12. Elementary Literacy Assessments
Required for Grades
Purpose
Measures
Primary Use
BAS/DRA
K–5; 6–8
Determine instructional reading level
Accuracy; fluency; comprehension
Place students into guided reading groups; identify instructional level text to be used in GR
BAS Sight
Word
K–2
Assess sight word recognition
Sight words
Determine sight word instructional order; identify sight word instruction for individual
students
Running Records
K–8
Formative assessment of instructional reading
level
Determine if students have made progress on instructional reading level between benchmarks
Write Score
4, 7, 9
Writing assessment aligned to Georgia
Milestones assessment
Informational reading standards; opinion/argument writing
standards
Assess and prepare students for extended response writing
Phonics Inventory
K–5
Identify student weaknesses in phonics
skills
Phonics
Diagnostic: determine deficit areas/skills in phonics AZ
SLC

13. Purpose Measures Primary Use
Assessment
Required
Grade
Purpose
Measures
Primary Use
Georgia
Milestones
State
3rd–12th
Mastery of on-grade-level standards
All ELA standards
Summative assessment
GKIDS K
Determine if students have mastered grade-level ELA
standards
State benchmark assessment of on-grade-level standards
Iowa
District
3, 5, 8
Nationally normed standardized test that
measures reading and language achievement
Total reading: vocabulary and comprehension Total language: spelling, capitalization, punctuation, usage
and expression
Provide a national comparison
STAR Early Literacy
*District
RTI Universal Screener
Phonological awareness, print concepts, phonics, sight words
Screener: determine if students are below, on, or above grade
level
STAR
Reading
1st–12th
Foundational skills; comprehension; informational/literary reading
DIBELS
SRCL
K–3
RTI Universal Screener for SRCL Schools
Phonemic awareness; phonics; fluency RI
Reading comprehension
Informal
Decoding
Inventory
K-2
Identify student weaknesses in phonics skills
Phonics
Diagnostic: determine deficit areas/skills in phonics

14. Literacy Assessments: End of Year Goals
Grade Level
IDI Part I or II
Subsets Mastered K I
short vowels & consonant blends and digraphs 1
r-controlled vowels, vowel-consonant-e, and vowel teams 2
I and II
all of Part I
Part II: compound words & open and closed syllables 3 II
multisyllabic words: vowel-consonant-e, r-controlled, vowel team, & consonant -le 4
all of Part II 5 .

15. Literacy Assessments: End of Year Goals.

16. Turn & Talk
What changes are needed for more effective implementation of your school’s current Literacy Block? Elementary Literacy Framework

17. Guiding Questions . Design -What is it? Who will be involved?
Implementation
What is the look for?
What will I hear?
Monitoring
What artifacts are being reviewed?
What is the system for monitoring? .

18. Analyzing Data Looking at the sample data, let’s identify:
How many students are below grade level, on grade level, and above grade level?
Which targeted phonics groups should the students be placed into?
Which students should receive intensive phonics instruction? Which students should receive phonics instruction embedded into Guided Reading?
Which students do we need additional data for?
Data Analysis Handout
Analyzing Data
Use the handout to answer the questions.
Class Data 1 is a 2nd grade class
Class Data 2 is a 3rd grade class
Given in October so 1st grade students should have passed Short Vowels and Blends and Digraphs
2nd grade students should have mastered all subsets.

19. Data Driven Dialogue
Identify the grade levels below, at, and above grade level Lexile benchmarks
What trends do you notice?
Are there any surprises?
What are appropriate solutions/responses that address the needs implied in the data?
3rd Grade
= or > 650 on GMAS
5th Grade
= or > 850 on GMAS
Data Analysis
& Progress Monitoring

20. It’s About More Than Lexiles
True or False: Focusing solely on lexiles is more than enough to prepare students for the next generation of Georgia assessments.

21. How is Georgia using Lexiles?
Students receive a Lexile measure along with their regular scale score for Georgia Milestone’s EOG and EOC.
A student’s Lexile measure is a tool for teachers to use in targeting reading material for students.
A student’s Lexile measure is a tool for parents to use in selecting reading material for their children.
CCRPI
Teachers in such areas as social studies and science must also help students develop literacy.

22. Guiding Questions . Design -What is it? Who will be involved?
Implementation
What is the look for?
What will I hear?
Monitoring
What artifacts are being reviewed?
What is the system for monitoring? .

23. Professional Learning Plan
Link to PD Plan
Design-What is it?---Who will be involved?
Implementation--What is the look for?--What will I hear?
Monitoring--What artifacts are being reviewed?-What is the system for monitoring?

24. Today we reflected on ….

25. Reflections and Next Steps
I am excited about…
I am still wondering… .
My team needs …

26. Additional Support Assessment Program Specialist Twitter: NPorter17
tinyurl.com/fcsreading
Nikki R. Porter
Assessment Program Specialist
Twitter: NPorter17

27. Thank you

31. Reflection
Do less of…

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35. Book Standout (Static)
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36. Useful Objects

37. Useful Objects

38. Title These Books DRA/BAS Science Your Title Sight Words GMAS Science
Replace the text on any of these books by clicking on the text and inserting your own.
DRA/BAS
Your Title
GMAS
IDI
Sight Words
Science
Science
History