2. Assessment: Purpose, Process, and Use HMR Kindergarten

3. 2 Introduction to the Assessment Training

4. 3 “Without data, all anyone has is an opinion.” W. Edwards Deming

5. 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

6. 5 Six Key Elements

7. 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.

8. 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.

9. 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.

10. 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.

11. 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.

12. 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.

13. 12 Three Types of Assessments Screening/Entry Level Monitoring Outcome/Summative

14. 13 The Assessment Program

15. 14 Using the Kindergarten Monitoring Logs Resource Booklet: Kindergarten Monitoring Log

16. 15 Gathering Data Heart Data Spot Check Data Focused Observation

17. 16 Heart Data Subjective Based on assumptions

18. 17 Spot Check Data One day in time Skill focused Unplanned; random students

19. 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

20. 19 Focused Observation Interactive Multiple opportunities Data recorded to help monitor progress

21. 20 Characteristic Features

22. 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

23. 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

24. 23 Steps for Gathering Data Before - During - After

25. 24 Discussion

26. 25 Kindergarten Skills Assessments Resource Booklet: Mid-Program Record Sheet #3

27. 26 Teacher and Student Materials

28. 27 Assessment Materials List

29. 28 Naming Upper/Lower Case Resource Booklet: Teachers Administration Guide and Mid-Program Student Record Sheet #1

30. 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:

31. 30 Oral Fluency Reading Norms

32. 31 Teacher’s Administration Guide Subtests C, D, and E

33. 32 Mid-Program Student Record Sheet #2

34. 33 Teacher’s Administration Guide Subtests F, G and H Resource Booklet: pp.12-14

35. 34 Mid-Program Student Record Sheet #3 Resource Booklet: p. 11

36. 35 Kindergarten Classroom Summary Resource Booklet: Kindergarten Classroom Summary

37. 36 Kindergarten School Summary Resource Booklet: Kindergarten School Summary

38. 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

39. 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.

40. 39 Vertical Analysis

41. 40 Horizontal Analysis

42. 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.

43. 42 Next Steps Formulate a plan Tackle one skill at a time Determine if more support is needed

44. 43 Analyzing Assessment Data

45. 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?

46. 45 Look at the Horizontal Data Student Groups Preteaching Support Intervention Accelerated/challenge

47. 46 Universal Access

48. 47 Identifying Students for Intervention

49. 48 Analyzing Assessments – Horizontally

50. 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

51. 50 End-of-Year Assessment

52. 51 End-of-Year Materials List Resource Booklet: p. 17

53. 52 Kindergarten Standards Assessed at the End of the Year