1. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway ANALYZING ASSESSMENT RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

2. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Session Goals RTI Groundwork Examining Assessment Systems Data Analysis and Instructional Design Advancing your RTI Model  Analyze our current assessment battery to determine:  What assessment types are in use  Alignment between type and function

3. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Today’s Process Step 1 Understand Assessment Types Step 2 Categorize the Assessments within a School’s Battery Step 3 Determine if the Assessment Type Matches the Function RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

4. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Today’s Guiding Principles: 1. There are no “good” or “bad” assessments There are, however, good and bad ways of interpreting and using assessments 2. Assessments should fit into an RTI system that: Promotes student reading development Supports instructional decision making Minimizes time spent on testing  “Assessment per se guarantees nothing by way of improvement, no more than a thermometer cures a fever.” -T. J. Marchese RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

5. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway What are your goals for your students as readers? To use print as a tool in a lifelong journey of learning To use new words to convey ideas precisely To use language to explore new ideas  Our assessment battery should support these goals RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

6. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway UNDERSTANDING ASSESSMENT TYPES RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

7. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Today’s Process Step 1 Understand assessment types Step 2 Categorize the assessments within a school’s battery Step 3 Determine if the assessment type matches the function RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

8. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Tier 1 Assessment System Tier 1 Universal / school wide system to inform instructional planning and support all students’ learning Tier 2 Targeted for a smaller subset of students to inform intervention and monitor progress Tier 3 Individualized to better understand persistent difficulties and adjust intervention RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

9. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Review: 4 Assessment Types for Tier 1 RTI Formative Tied to the curriculum and daily instruction. Largely driven by teacher observation, although they can be formal as well as informal Examples: DRA, F&P Benchmark (formal); quizzes, check-ins (informal) Screening Quick assessments that provide a reference point for student performance outside of the curriculum in specific, separable skills Examples: DIBELS, STAR, Gates Outcome Normative assessments given once or twice a year. Examples: New York State ELA Assessment, NYSESLAT Test Prep Mimics state Assessment to provide a sense of how students will perform at the end of the year Examples: Acuity InFormation Alignment with Day-to-Day Instruction Not part of an RTI model

10. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Supporting the Analysis: Step 1 Distribute handout and allow participants time to read Allow some time for questions and/or discussion (5 minutes) Direct them to use the handout as a resource as they move forward in their next step RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway For You to Know

11. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway The Goal: Alignment of Assessment Type with its Function in an RTI System Type of Assessment Function RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

12. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway CATEGORIZING ASSESSMENT TYPES

13. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Today’s Process Step 1 Understand Assessment Types Step 2 Categorize the Assessments within a School’s Battery Step 3 Determine if the Assessment Type Matches the Function RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

14. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Identify the assessment types in your current battery  Write out a list of each assessment used at your school  Using the “Assessment Types” handout as a guide, decide which of the measures are formative, progress monitoring, outcome, or test prep These 2 columns can wait for today

15. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway MATCHING ASSESSMENT TYPE TO FUNCTION RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

16. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Today’s Process Step 1 Understand Assessment Types Step 2 Categorize the Assessments within a School’s Battery Step 3 Determine if the Assessment Type Matches the Function RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

17. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway The Goal: Alignment of Test Type with its Function in the RTI Model Type of Assessment Function RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

18. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Using Formative Data Appropriately Teacher To check for understanding as part of day-to-day planning To form (and rearrange) instructional groups To drive lesson planning Instructional Leader To enrich discussions of pedagogy  Formative Data should NOT be used to screen for difficulties relative to state or national standards. Results are central to the work of teachers and should not be collected or aggregated as a school. RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

19. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Hallmarks of Good Implementation: Formative Assessments In the School Teachers administer on their own time-table—as needed to inform instruction Scores stay at the individual level; they are not aggregated across classrooms or a school In the Classroom Data is used to better understand students’ needs in the context of instruction RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

20. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Appropriate Use of Screeners Teacher To understand student performance relative to state or national standards To identify patterns of instructional needs in a classroom To identify priority areas for Tier 1 (core) instruction To create profiles of student risk Instructional Leader To identify patterns of student performance To identify priority areas for professional development To ensure a timely and appropriate model of service delivery To evaluate curriculums and programs  Screeners identify potential problems—they do not tell us the best course of treatment. RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

21. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Hallmarks of Good Implementation: Screeners In the School School-wide schedule and timeline for administration and scoring Alignment of test type across grades In the Classroom Used as a quick “green light, yellow light red light” to identify needs for more intensive instruction (NOT how to design instruction) Patterns in the data across students drive instructional priorities RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

22. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Appropriate Use of Outcome Assessments Teacher Identify how her students are doing compared to the “outside world” Instructional Leader Identify broad areas of strength and weakness Gauge how well school is serving student groups  Outcome measures should not be used to drive instruction. Teaching test items does not build up the underlying skills. RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

23. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Hallmarks of Good Implementation: Outcome Assessments In the School Used as a broad indicator of how groups are performing against expectations for the school-age population In the Classroom Results inspire inquiry into potential student needs RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

24. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Appropriate Use of Test Prep Measures Teacher Provide test preparation and practice Instructional Leader Provide an option for test prep for students and teachers  Test Prep is not part of an RTI assessment model RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

25. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Hallmarks of Good Implementation: Test Prep Measures In the School or Classroom Used sparingly to provide familiarity with the process of taking a standardized test RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

26. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Timing Dictated by Teacher Timing Dictated by School Timing Dictated by State Recipe for A Strong Assessment System: Universal Measures Formative Measures Screening Measures Outcome Assessment Code Based Meaning Based Ongoing as needed to calibrate instruction Periodic check-in on student mastery against external benchmarks Annual, summative assessment of student achievement in broad content areas

27. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Identify the assessment types in your current battery  Check off the way each assessment is being used  Feel free to take any notes on alignment between type and function RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

28. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway For Discussion: How can we better match the type to function in how we administer and use assessments? What information are we missing on our students? RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

29. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway CLOSING AND REFLECTION RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

30. Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Summary and Take-Aways Scores on literacy assessments tell us about students’ instructional needs In order to fully understand students’ needs, we must use screening as well as formative assessments To have an efficient assessment battery that prioritizes instructional time, we need to carefully match each assessment type to its function RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway