2. Assessment: Purpose, Process, and Use OCR Kindergarten

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 and D

33. 32 Mid-Program Student Record Sheet #2

34. 33 Teacher’s Administration Guide Subtests E and F Resource Booklet: pp.11-13

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 Independent Work Time

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 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?

52. 51 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.

53. 52 End-of-Year Assessment

54. 53 End-of-Year Materials List Resource Booklet: p. 17

55. 54 Kindergarten Standards Assessed at the End of the Year

56. 55 Teacher and Student Materials

57. 56 Skills Assessments

58. 57 The Last Skills Assessment The last Unit Skills Assessment completed for Grade 1 is also considered appropriate for measuring some key content standards.

59. 58 Overview of Skills Assessments

60. 59 Answer Key and Directions

61. 60 Content and Rationale Spelling

62. 61 Learning from Errors

63. 62 Answers Units 1 & 2 Spelling Assessing short o, a, and i short u and o, vowels in words short a and i, vowels in words short o and u, vowels in words

64. 63 Answers Units 1 & 2 Spelling Assessing short i and o, vowels in words short o and u, consonants n and g short a, i, o phonemic confusions for consonant blend tr, short vowel ck, vowels in words short i and o, vowels in words

65. 64 Units 7 & 8 Spelling

66. 65 Answers Units 7 & 8 Spelling Assessing a_e, ce all oo aw, str ow

67. 66 Answers Units 7 & 8 Spelling Assessing ph, o_e ow, kn, homophone i_e, wr_ gi_, short a sight word

68. 67 Content and Rationale Word Reading, Comprehension

69. 68 Content and Rationale Writing

70. 69 Classroom Writing Assessment Report

71. 70 Content and Rationale Fluency

72. 71 Marking Fluency Passages

73. 72 Units 7 & 8 Fluency Passages

74. 73 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:

75. 74 Oral Reading Fluency Norms

76. 75 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.

77. 76 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.

78. 77 Looking at the Data

79. 78 Look at Vertical Data

80. 79 Look at Horizontal Data

81. 80 Analyzing Assessment Data

82. 81 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.

83. 82 Next Steps Formulate a plan Tackle one skill at a time Determine if more support is needed

84. 83 Look at the Horizontal Data Student Groups Preteaching Support Intervention Accelerated/challenge

85. 84 Independent Work Time

86. 85 Identifying Students for Intervention

87. 86 Analyzing Assessments – Horizontally

88. 87 “We must provide high-quality teaching with fidelity to the core to ensure student success in every classroom.” It’s All About the Teaching

89. 88 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?

90. 89 End-of-Year Assessment

91. 90 Teacher and Student Materials

92. 91 Overview of Skills Assessments

93. 92 Answer Key and Directions

94. 93 Content and Rationale Comprehension

95. 94 Content and Rationale Checking Skills

96. 95 Content and Rationale Spelling

97. 96 Learning from Errors

98. 97 Answers Unit 1 Spelling Assessing 1.k, __ck 2. _y, igh, i_e 3. e_e, ie, _y 4. short e (ea) 5. plural endings, changing y to i

99. 98 Answers Unit 1 Spelling Assessing 6.long o spelled oa and ow 7. c, k 8. long a spelled a and ai 9. doubling final consonant after short vowel when adding inflectional ending 10. _dge, j

100. 99 Content and Rationale Vocabulary

101. 100 Content and Rationale Fluency

102. 101 General Directions

103. 102 Marking Fluency Passages

104. 103 The Key to Reading Success The third grade program supports fluency in fourth grade by ensuring students have automaticity with multisyllabic words.

105. 104 Fluency Norms

106. 105 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.

107. 106 Content and Rationale Writing

108. 107 General Directions for Writing

109. 108 Narrative Writing Prompt: Student Page

110. 109 Writing Prompt

111. 110 Four-Point Rubric conventions genre writing traits

112. 111 Classroom Writing Assessment Report

113. 112 Classroom Assessment Report

114. 113 Looking at the Data

115. 114 Look at Vertical Data

116. 115 Look at Horizontal Data

117. 116 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?

118. 117 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?

119. 118 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

120. 119 End-of-Year Assessments