1. Overview of Elementary Reading Assessments 2009 – 2010 School Year

2. FLKRS Florida Kindergarten Readiness Screener Consists of: ECHOS (Early Childhood Observation Survey) FAIR (Florida Assessments for Instruction in Reading)

3. FLKRS only administered once to all first- year K students 30-day window for administration no PMRN reporting for non-Correct II schools students results sent to district’s Department of Assessment student name labels will be sent to schools (per Department of Assessment)

4. FLKRS Coaches should: remind teachers to maintain the validity of FAIR (follow the script and decision rules for administration) remind teachers to take time to observe all ECHOS domains (especially the domains of Writing, Algebraic Thinking, Data Analysis, Scientific Inquiry, Production, Distribution and Consumption, and Visual Arts)

5. FLKRS Link for ordering additional materials: http://www.palmbeach.k12.fl.us/ DREA/documents/order_forms/ flkrs_fy10.htmlhttp://www.palmbeach.k12.fl.us/ DREA/documents/order_forms/ flkrs_fy10.html

6. FLKRS Contacts: Materials Distribution and Collection Email Cherie Boone or Tom Cornman Assessment Administration Email Olive Horne or Brenda Rhymes

7. K-4 Literacy Assessment System Consists of: Oral Language Assessment (OLA) Phonics and Word Analysis Assessments Running Reading Records with Comprehension Conversation and Writing About Reading

8. K-4 Literacy Assessment System required for all students in grades K-4 optional for grade 5 students redistribute grade 3 kits to grade 4 reading teachers as needed administered by the reading teacher during the 90-minute reading block

9. K-4 Literacy Assessment System required data entry into EDW (must be updated at the end of each trimester) for grades K-4 optional data entry into EDW for grade 5 when teachers decide to use the assessment students’ instructional reading levels recorded in EDW

10. K-4 Literacy Assessment System teachers must find students’ instructional and independent reading levels instructional levels are used for guided reading independent reading levels are used to identify students with reading deficiencies and to make end-of-year promotion/retention decisions

11. K-4 Literacy Assessment System ongoing, formative assessment to drive student instruction, especially differentiated small group instruction data can be reviewed at Learning Team meetings and teachers can discuss instructional strategies they can use to support students

12. K-4 Literacy Assessment System ongoing, formative assessment to drive student instruction, especially differentiated small group instruction data should be reviewed occasionally at Learning Team meetings

13. K-4 Literacy Assessment System coaches should not be administering the assessment to students coaches should help teachers to become comfortable with using the assessment, which may include modeling the assessment with a few students

14. K-4 Literacy Assessment System coaches should help teachers analyze data, group students for instruction, and plan instruction district-required and optional components from the Fountas and Pinnell Benchmark Assessment System can be used for iii and RtI/I diagnosis and progress monitoring

15. K-4 Literacy Assessment System coaches should help teachers use the Continuum of Literacy Learning book to plan for small group instruction based on students’ instructional guided reading levels – it is more important to go deeper than wider when assessing and instructing students in reading

16. K-4 Literacy Assessment System Contacts: Materials Ordering (Textbook Inventory) Email Vicki Cornman EDW Issues Email Dr. Sandra Raymond-Roberts Assessment Administration Email Dr. Dianne Memmer-Novak or Kim Stansell

17. Embedded Assessments (EA) Consist of: Grades K-1 continued administration of K-4 Literacy Assessment System Grade 2 continued administration of K-4 Literacy Assessment System (EA#1) other benchmark specific assessments based on benchmarks taught in the past eleven days (focus on those that parallel FCAT-tested benchmarks from grade 3 (future EAs)

18. Embedded Assessments (EA) Consist of: Grades 3-5 passages and multiple choice questions from the district’s Core K-12 Item Bank (formerly The Princeton Review)

19. Embedded Assessments (EA) Grades 3-5  aligned to the tested benchmarks listed in the scope and taught in the lessons in the Elementary Reading Curriculum Framework  primary purpose is to serve as a formative assessment and a guide for future instruction (reteach, review, enrich)

20. Embedded Assessments (EA) Grades 3-5  may be used as one indicator of student progress – this should be a school-based decision  three days are set aside for administration, but it is recommended that schools try to administer on day one – the following days may be used for reteaching, reviewing, and enriching, as needed

21. Embedded Assessments (EA) Grades 3-5 data can be reviewed at Learning Team meetings and teachers can discuss instructional strategies they can use to support students data can be used by grade level groups to identify secondary benchmarks for focused instruction lessons a minimum of one day a week for 10-15 minutes during the whole group period of the reading block

22. Elementary Reading Embedded Assessments Contacts: Core K-12 and Technical Issues Email Dr. Carla Kendall Assessment Content Email Maureen Grosvenor or Kim Stansell

23. Other Assessments Scholastic Reading Inventory (SRI) grades 2-5 in Non-Correct II schools District Diagnostic Assessments grades 3-5 fall and winter FAIR Only as part of FLKRS for Kindergarten and in Correct II schools FCAT

24. Other Assessments School and Classroom-Based Assessments coaches should work with administration and LTFs to monitor the quality and use of these assessments, paying close attention to the alignment of the assessment to the benchmarks/content being tested

25. Final Thoughts on Assessments What information are you getting from it? How will you use the information? Are you getting the same information from another assessment? Assessments don’t always have to be paper and pencil versions.

26. Final Thoughts on Assessments Paper and pencil assessments are NOT the only way to measure student progress. graphic organizers checklists/observations products/rubrics oral discussion anecdotal observations reading notebooks student portfolio that includes a variety of all the above items

27. QUESTIONS?