1. Using a Comprehensive Assessment Plan to Meet All Students’ Instructional Needs Leadership Conference 2005 Orlando, Florida Pat Howard and Randee Winterbottom Florida Center for Reading Research Marilyn Jackson-Rahming, Principal Pineview Elementary School, Tallahassee

2. Objectives develop an effective and efficient reading assessment plan guide and support teachers in determining instructional needs of students monitor the effectiveness of the assessment plan and the strategies implemented to improve student reading performance To assist principals to

3. Background Information Brief overview of basic components of an effective reading program: K – 3 –Phonemic Awareness –Phonics –Fluency –Vocabulary –Comprehension Strategies

4. The Dynamic Relationship Between Assessment and Instruction Step 1 Review Step 2 Design Plan Step 3 Implement Plan Step 4 Monitor

5. Step 1: Reviewing Current Reading Assessment Plan Identify all data currently available on all and selected students –SRUSS –FCAT –Reading First requirements –District required assessment Do data provide the answers to critical questions you have about the school’s reading program(s)?

6. Examples of Questions Needing Answers Are we meeting our Standards and Benchmarks for all students? Are we able to identify students at risk of reading failure Do we have a method for determining the effectiveness of our reading programs? Dr. Marilyn Jackson-Rahming Principal, Pineview El.

7. BeginningMiddle End The Results of Effective Core, Supplemental, and Intensive Instruction Are We Meeting Our Reading Goals to… 1.Maintain students on grade level through effective core program, and 2.Decrease students in need of additional support through strong and effective supplemental strategies and intensive interventions?

8. Mark Brunner Coordinator of Area Schools and Elementary Education Citrus County, Florida

9. The Dynamic Relationship Between Assessment and Instruction Step 1 Review Step 2 Design plan Step 3 Implement Plan Step 4 Monitor

10. Step 2: Designing the Comprehensive Assessment Plan There are four elements to include in a comprehensive reading assessment plan: 1. Screening – First Alert 2. Progress Monitoring – Growth Rates 3. Diagnostics – In-depth Study 4. End-of-year Outcome Measures – Meeting our Goals Mark Brunner Citrus County

11. Reading Assessment Summary Form Grade 2 Element Name of Measure Assessment Window Who will Administer Who receives data and how will it be used? Screening Progress Monitoring Diagnostics Outcome

13. Step 2: Designing the Assessment Plan Element 1: Screening –Purpose: First Alert –Time to administer Different options for conducting screening –How to summarize data by classroom/grade level –How to use data for Determining role of reading coach/curriculum specialist Supporting teachers Determining professional development needs of staff Identifying effective instructional practices Determining support needed by school from district office, Just Read Florida office, FCRR

14. Instructional Levels: 2004-2005 Screening Data Percentage Grade

15. Step 2: Designing the Assessment Plan (cont.) Element 2: Progress Monitoring –Purpose: Growth rates –Time to Administer Different ideas for conducting progress monitoring –How to summarize data by classroom/grade level –How to use data for Looking at patterns of growth – classroom and grade level Indications of effectiveness of core program Identifying effective instructional practices where growth is “beating the odds” Supporting teachers where growth is limited Determining professional development needs

17. Reading Coach Principal

18. ? 1st2nd3rd 4th 2 nd Grade Students in Each Instructional Support Category 44% 27%29% 33% 43% 25% 32% 40% 28% Assessment Interval

19. Step 2: Designing the Assessment Plan (cont.) Element 3: Diagnostics –Purpose – Profile student strengths/weaknesses? –Time to administer Deciding when a diagnostic is needed Different ideas for conducting diagnostics – by teacher, by diagnostician –How to use data for Determining student strengths and weaknesses Determining plan for implementing iii Determining those portions of the core program that should be included in student’s overall reading instruction Determining professional development needs

20. www.fcrr.org/assessment

21. Step 2: Designing the Assessment Plan (cont.) Element 4: Outcome Measures –Purpose: “Did we meet our Goals?” –Implementation Group or Individual Administration Different ideas for conducting outcome measures –How to summarize data by classroom/grade level/school –How to use data for Reporting successes and challenges to faculty and community – indicators of effectiveness for year Revising assessment plan Reevaluating iii implementation Determining support needed by district office for following year

22. Teacher A Teacher B Teacher C Teacher D Teacher E Grade Summary Oral Voc. Comprehen. Reading Voc. Comprehen.

24. Reading Assessment Summary Form Grade 1 Element Name of Measure Assessment Window Who will Administer Who receives data and how will it be used? Screening Progress Monitoring Diagnostics Outcome

25. Reading Assessment Summary Form Grade 1 Element Name of Measure Assessment Window Who will Administer Who receives data and how will it be used? Screening DIBELS Progress Monitoring DIBELS Diagnostics FIB Outcome SAT-10

26. Reading Assessment Summary Form Grade 1 Element Name of Measure Assessment Window Who will Administer Who receives data and how will it be used? Screening DIBELS20- 30 days Progress Monitoring DIBELSFall, Winter, Spring Diagnostics FIBAs needed Outcome SAT-10FCAT week

27. Reading Assessment Summary Form Grade 1 Element Name of Measure Assessment Window Who will Administer Who receives data and how will it be used? Screening DIBELS20- 30 days Teacher Progress Monitoring DIBELSFall, Winter, Spring Teacher Diagnostics FIBAs needed Parapro. Teacher Outcome SAT-10FCAT week Teacher

28. Reading Assessment Summary Form Grade 1 Element Name of Measure Assessment Window Who will Administer Who receives data and how will it be used? Screening DIBELS20- 30 days Teacher Teacher - grouping Coach – selecting interventions Principal – resource allocation Progress Monitoring DIBELSFall, Winter, Spring Teacher Teacher – regroup students Principal – professional development Coach – strategy training for teachers Diagnostics FIBAs needed Parapro. Teacher Coach – iii development with teachers Teacher – coordination with after 90-min block instructor Outcome SAT-10FCAT week Teacher Principal – Review for AYP decisions Teachers – Celebrate successes

29. Reading Assessment Summary Form Grade 1 Element Name of Measure Assessment Window Who will Administer Who receives data and how will it be used? Screening DIBELS20- 30 days Class Aides Teacher Coach Principal Progress Monitoring DIBELSQuarterly

30. The Dynamic Relationship Between Assessment and Instruction Step 1 Review Step 2 Design plan Step 3 Implement Plan Step 4 Monitor

31. Step 3: Implementing the Plan 1.Assign staff to assessment activities 2.Train staff in administration and interpretation 3.Schedule assessment timelines and locations 4.Set up procedures for teachers to request diagnostics 5.Incorporate data reviews into weekly and monthly activities 6.Report results to all or selected staff at established intervals – indicators of effectiveness

32. Assessment Schedule

33. Step 3: Implementing the Plan 1.Assign staff to assessment activities 2.Train staff in administration and interpretation 3.Schedule assessment timelines and locations 4.Set up procedures for teachers to request diagnostics 5.Incorporate data reviews into weekly and monthly activities 6.Report results to all or selected staff at established intervals – indicators of effectiveness

34. Step 3: Implementing the Plan Implement Reading Interventions –Determine school level needs and implement appropriate interventions Staff development Resource allocation Budgeting for additional resources Scheduling for iii –Determine grade level needs and implement appropriate intervention Coaching assignments Content of grade level team meetings Principal-walkthroughs –Support school staff in the change process and use data for purposes intended

36. The Dynamic Relationship Between Assessment and Instruction Step 1 Review Step 2 Design plan Step 3 Implement Plan Step 4 Monitor

37. Step 4: Monitor Data and Revise Plan as Needed –Revisit current plan and identify areas of weakness, duplication, strength –Revise assessment and interventions to meet goals –Continue to support school staff in the change process –Highlight successes with teachers, parents and students – Determine plan to evaluate the effectiveness of the interventions and core reading program – what data will you use?

38. How to Use Data to Its Best Advantage District level data reports Test level grade reports School-created Excel Files Progress Monitoring and Reporting Network (PMRN) https://pmrn.fcrr.org/

39. PMRN Examples Reports Targeted to Principals –School Reports Assessment Calendar School Demographics Report Recommended Level of Instruction School Status Report Student Instructional Level Report School Progress Report School Historical Report

40. How to Use the Calendar Avoid overlap of activities during testing windows Plan for any training associated with assessment Make sure all test materials are ordered

41. How to Use School Instructional Level Demographics Report Determine the status of selected groups of students (ESE, LEP, FRL) Use data to identify strategies that will be most effective given characteristics of students During faculty meetings to help staff understand where challenges lie in meeting NCLB goals

42. Teacher F Teacher D Teacher C Teacher E Teacher B Teacher A How to Use Recommended Level of Instruction Report Identify instructional support needs of students by grade and teacher Determine additional resources needed for grade levels or teachers Prioritize coaching services

43. Student A Student B Student C Student D Student E Student F Student G Student H Student I Student J Student K Student L Student M Student N Student O Student P Student Q Student R Student S Student T Student U Student V Student W Student X

44. How to Use the School Status Report Determine, by grade level, by measure, student instructional needs Make decisions about areas on which to focus professional development Determine probability of FCAT performance by third graders

45. Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 26 Student 27 Student 28 Student 29 Student 30 Student 31 Student 32 Student 33 Student 34 Student 35 Student 36 How to Use Student Instructional Level Report Parent phone calls and concerns Classroom assignments for next year

46. How to Use School Progress Report Identify progress toward reading goals by grade, by measure Determine trajectory for meeting the next benchmark and where acceleration strategies are needed Judge the effectiveness of the core reading program and instructional strategies

47. How to Use School Historical Report Determine progress of students across years by each measure Compare cohort groups by looking at prior year’s data Identify challenges; celebrate successes

48. Summary Identify current and future school reading assessment plan Establish or implement a system to facilitate the effective use of reading data How to look at data and determine how the data can assist in making important school and grade level decisions

50. (Name of School) Performance on DIBELS and Identifying School Strengths and Needs August, 2005

51. Goals for the Year 1.Reading goals for our school 2.Grade specific goals a.Kindergarten b.First grade c.Second grade d.Third grade 3.What do the data tell us?

52. School Status Report Instructional Needs of Students at the End of This School Year

54. Grade 6 Grade 7 Grade 8 Screen capture the School Status Report from the PMRN 1.Once report is displayed, press Control and Print Screen keys together. 2.Copy the captured screen by pressing Shift key and Insert key 3.The screen capture should now be on this slide.

55. School Progress Report Growth in Skills by Grade Level for Each DIBELS Measure

57. Screen capture the School Progress Report from the PMRN 1.Once report is displayed, press Control and Print Screen keys together. 2.Copy the captured screen by pressing Shift key and Insert key 3.The screen capture should now be on this slide

58. School Historical Report Change in Student Performance From Year 1 to Present by Grade Level for Each DIBELS Measure

60. Screen capture the School Progress Report from the PMRN 1.Once report is displayed, press Control and Print Screen keys together. 2.Copy the captured screen by pressing Shift key and Insert key 3.The screen capture should now be on this slide

61. Next Steps What do we need in the area of professional development in reading? What skills at each grade level are strong? weak? What programs or practices have contributed to our successes? What additional resources (programs, personnel, district support) will we need to meet our goals for this year? Other ideas?