1. Assessment: Purpose, Process, and Use HMR Grade 1

2. 2 Introduction to the Assessment Training

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

4. 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

5. 5 Six Key Elements

6. 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.

7. 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.

8. 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.

9. 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.

10. 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.

11. 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.

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

13. 13 Teacher and Student Materials

14. 14 The Assessment Program

15. 15 Skills Assessments

16. 16 The Last Skills Assessment The last Theme Skills Assessment completed for Grade 1 is also considered appropriate for measuring some key content standards.

17. 17 Overview of Skills Assessments

18. 18 Answer Key and Directions

19. 19 Content and Rationale Spelling

20. 20 Learning from Errors

21. 21 Answers Themes 1 & 2 Spelling Assessing short o and a, and /d/ and /t/ short o and u, vowels in words short e and i, vowels in words short e and u, vowels in words short o and u, vowels in words

22. 22 Answers Themes 1 & 2 Spelling Assessing short i and o, vowels in words short a and i, and /n/ and /m/ short a and i, vowels in words short o and e, vowels in words short u and e, and /m/

23. 23 Themes 7 & 8 Spelling

24. 24 Answers Themes 7 & 8 Spelling Assessing long o spelled oa, ow (spelling word p. T26) hard and soft c, u_e oo ow igh

25. 25 Answers Themes 7 & 8 Spelling Assessing doubling consonant when adding inflectional ending to short vowel word homophones oo adding inflectional endings to long vowel word and ee ou

26. 26 Content and Rationale Word Reading, Comprehension

27. 27 Content and Rationale Writing

28. 28 Classroom Writing Assessment Report

29. 29 Content and Rationale Fluency

30. 30 Marking Fluency Passages

31. 31 Themes 7 & 8 Fluency Passages

32. 32 The Key to Reading Success Automaticity of Sounds to Letters Automaticity of High Frequency Words Automaticity in Decoding/Blending The first grade program supports fluency in second grade by ensuring students have:

33. 33 Oral Reading Fluency Norms

34. 34 How Many Minutes? How many minutes does each student read aloud every day in your classroom? It is recommended that every child read aloud in class 20-30 minutes every day.

35. 35 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.

36. 36 Looking at the Data

37. 37 Look at Vertical Data

38. 38 Look at Horizontal Data

39. 39 Analyzing Assessment Data

40. 40 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.

41. 41 Next Steps Formulate a plan Tackle one skill at a time Determine if more support is needed

42. 42 Look at the Horizontal Data Student Groups Preteaching Support Intervention Accelerated/challenge

43. 43 Universal Access

44. 44 Identifying Students for Intervention

45. 45 Analyzing Assessments – Horizontally

46. 46 “We must provide high-quality teaching with fidelity to the core to ensure student success in every classroom.” It’s All About the Teaching

47. 47 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?

48. 48 End-of-Year Assessment

49. 49 Next Steps Formulate a plan to address instructional challenges to improve student achievement. Tackle one skill area or concept at a time. Should help from a coach, mentor teacher, or grade-level team member be solicited? Would it be helpful to have the coach or principal provide an inservice or lead a lesson study?

50. 50 Five Step Process 1. Teachers administer the assessments and collect, record, and chart the vertical and horizontal data. 2. The school meets as a whole faculty to establish the process of using data to improve instruction. 3. Team meetings are held to examine data and to agree on instructional improvements. 4. The whole school meets to share action plans across grade levels and to develop a site-based staff development plan. 5. The school continues to conduct ongoing team meetings/lesson studies to support improved instruction based on a written action plan.