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Using a Comprehensive Assessment Plan to Meet All Students’ Instructional Needs
Leadership Conference 2005Orlando, Florida
Pat Howard and Randee WinterbottomFlorida Center for Reading Research
Marilyn Jackson-Rahming, PrincipalPineview Elementary School, Tallahassee
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
Background Information
• Brief overview of basic components of an effective reading program: K – 3– Phonemic Awareness– Phonics– Fluency– Vocabulary– Comprehension Strategies
The Dynamic Relationship Between Assessment and Instruction
Step 1
Review
Step 2Design Plan
Step 3Implement Plan
Step 4Monitor
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)?
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-RahmingPrincipal, Pineview El.
Beginning Middle 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?
The Dynamic Relationship Between Assessment and Instruction
Step 1
Review
Step 2Design plan
Step 3Implement Plan
Step 4Monitor
Step 2: Designing the Comprehensive Assessment Plan
There are four elements to include in a comprehensive reading assessment plan:
1. Screening – First Alert2. Progress Monitoring – Growth Rates3. Diagnostics – In-depth Study4. End-of-year Outcome Measures –
Meeting our Goals
Mark BrunnerCitrus County
Reading Assessment Summary Form
Grade 2
ElementName of Measure
Assessment Window
Who will Administer
Who receives data and how will it be used?
Screening
Progress Monitoring
Diagnostics
Outcome
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
0
10
20
30
40
50
60
70
80
90
Kg 1st 2nd 3rd
Initial/CoreModerateIntensive
Instructional Levels: 2004-2005 Screening Data
Per
cen
tag
e
Grade
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
?
1st 2nd 3rd 4th
2nd Grade Students in Each Instructional Support Category
44%
27%29%
33%
43%25% 32%
40%
28%
Assessment Interval
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
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
Teacher A
Teacher B
Teacher C
Teacher D
Teacher E
Grade Summary
Oral Voc. Comprehen. Reading Voc. Comprehen.
Reading Assessment Summary Form
Grade 1
ElementName of Measure
Assessment Window
Who will Administer
Who receives data and how will it be used?
Screening
Progress Monitoring
Diagnostics
Outcome
Reading Assessment Summary Form
Grade 1
ElementName 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
Reading Assessment Summary Form
Grade 1
ElementName of Measure
Assessment Window
Who will Administer
Who receives data and how will it be used?
Screening DIBELS 20- 30 days
Progress Monitoring
DIBELS Fall, Winter, Spring
Diagnostics FIB As needed
Outcome SAT-10 FCAT week
Reading Assessment Summary Form
Grade 1
ElementName of Measure
Assessment Window
Who will Administer
Who receives data and how will it be used?
Screening DIBELS 20- 30 days
Teacher
Progress Monitoring
DIBELS Fall, Winter, Spring
Teacher
Diagnostics FIB As needed
Parapro. Teacher
Outcome SAT-10 FCAT week
Teacher
Reading Assessment Summary Form
Grade 1
ElementName of Measure
Assessment Window
Who will Administer
Who receives data and how will it be used?
Screening DIBELS 20- 30 days
Teacher Teacher - grouping
Coach – selecting interventions
Principal – resource allocation
Progress Monitoring
DIBELS Fall, Winter, Spring
Teacher Teacher – regroup students
Principal – professional development
Coach – strategy training for teachers
Diagnostics FIB As needed
Parapro. Teacher
Coach – iii development with teachers
Teacher – coordination with after 90-min block instructor
Outcome SAT-10 FCAT week
Teacher Principal – Review for AYP decisions
Teachers – Celebrate successes
Reading Assessment Summary Form
Grade 1
ElementName of Measure
Assessment Window
Who will Administer
Who receives data and how will it be used?
Screening DIBELS 20- 30 days
Class Aides
Teacher
Coach
Principal
Progress Monitoring
DIBELS Quarterly
The Dynamic Relationship Between Assessment and Instruction
Step 1
Review
Step 2Design plan
Step 3Implement Plan
Step 4Monitor
Step 3: Implementing the Plan1. Assign staff to assessment
activities2. Train staff in administration and
interpretation3. Schedule assessment timelines
and locations4. Set up procedures for teachers to
request diagnostics 5. Incorporate data reviews into
weekly and monthly activities6. Report results to all or selected
staff at established intervals – indicators of effectiveness
Step 3: Implementing the Plan
1. Assign staff to assessment activities2. Train staff in administration and interpretation3. Schedule assessment timelines and locations4. Set up procedures for teachers to request
diagnostics 5. Incorporate data reviews into weekly and
monthly activities6. Report results to all or selected staff at
established intervals – indicators of effectiveness
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
The Dynamic Relationship Between Assessment and Instruction
Step 1
Review
Step 2Design plan
Step 3Implement Plan
Step 4Monitor
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?
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/
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
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
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
Teacher D
Teacher C
Teacher E
Teacher B
Teacher A
How to Use Recommended Levelof Instruction Report
• Identify instructional support needs of students by grade and teacher• Determine additional resources needed for grade levels or teachers• Prioritize coaching services
Student AStudent BStudent CStudent DStudent EStudent FStudent GStudent HStudent IStudent JStudent KStudent LStudent MStudent NStudent OStudent PStudent QStudent RStudent SStudent TStudent UStudent VStudent WStudent X
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
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
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
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
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
Goals for the Year
1. Reading goals for our school
2. Grade specific goalsa. Kindergarten
b. First grade
c. Second grade
d. Third grade
3. What do the data tell us?
Grade 6
Grade 7
Grade 8
Screen capture the School Status Report from the PMRN1. Once report is displayed, press Control and Print
Screen keys together.2. Copy the captured screen by pressing Shift key and
Insert key3. The screen capture should now be on this slide.
Screen capture the School Progress Report from the PMRN1. Once report is displayed, press Control and Print Screen
keys together.2. Copy the captured screen by pressing Shift key and
Insert key3. The screen capture should now be on this slide
School Historical Report
Change in Student Performance From Year 1 to Present by Grade Level for
Each DIBELS Measure
Screen capture the School Progress Report from the PMRN1. Once report is displayed, press Control and Print
Screen keys together.2. Copy the captured screen by pressing Shift key and
Insert key3. The screen capture should now be on this slide
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?
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