2. Assessment: Purpose, Process, and Use HMR Kindergarten, Grade 1, and Grade3

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

54. 53 Teacher and Student Materials

55. 54 The Assessment Program

56. 55 Skills Assessments

57. 56 The Last Skills Assessment The last Theme Skills Assessment completed for Grade 1 is also considered appropriate for measuring some key content standards.

58. 57 Overview of Skills Assessments

59. 58 Answer Key and Directions

60. 59 Content and Rationale Spelling

61. 60 Learning from Errors

62. 61 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

63. 62 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/

64. 63 Themes 7 & 8 Spelling

65. 64 Answers Themes 7 & 8 Spelling Assessing long o spelled oa, ow (spelling word p. T26) hard and soft c, u_e oo ow igh

66. 65 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

67. 66 Content and Rationale Word Reading, Comprehension

68. 67 Content and Rationale Writing

69. 68 Classroom Writing Assessment Report

70. 69 Content and Rationale Fluency

71. 70 Marking Fluency Passages

72. 71 Themes 7 & 8 Fluency Passages

73. 72 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:

74. 73 Oral Reading Fluency Norms

75. 74 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.

76. 75 Looking at the Data

77. 76 Look at Vertical Data

78. 77 Look at Horizontal Data

79. 78 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?

80. 79 Teacher and Student Materials

81. 80 Overview of Skills Assessments

82. 81 Answer Key and Directions

83. 82 Content and Rationale Comprehension

84. 83 Content and Rationale Checking Skills

85. 84 Content and Rationale Spelling

86. 85 Learning from Errors

87. 86 Answers Theme 1 Spelling Assessing 1.short a, ai, __ay 2. -er ending, frequently misspelled words 3. short i, i__e 4. long o (ow), o__e 5. short u, u__e

88. 87 Answers Theme 1 Spelling Assessing 6. __le 7. inflectional CVCe endings 8. o__e, oa, homophones 9. frequently misspelled words 10. short e

89. 88 Content and Rationale Vocabulary

90. 89 Content and Rationale Fluency

91. 90 General Directions

92. 91 Marking Fluency Passages

93. 92 Theme 1 Fluency Passages

94. 93 The Key to Reading Success The third grade program supports fluency in fourth grade by ensuring students have automaticity with multisyllabic words.

95. 94 Fluency Norms

96. 95 Content and Rationale Writing

97. 96 General Directions for Writing

98. 97 Narrative Writing Prompt: Student Page

99. 98 Writing Prompt

100. 99 Four-Point Rubric conventions genre writing traits

101. 100 Classroom Writing Assessment Report

102. 101 Classroom Assessment Report

103. 102 Looking at the Data

104. 103 Look at Vertical Data

105. 104 Look at Horizontal Data

106. 105 Reading First Program

107. 106 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?

108. 107 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?

109. 108 Five-Step Process 1. Teachers administer the assessments and collect, record, and chart the vertical and horizontal data 2. 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. 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