language! placement assessment -...

LANGUAGE! Placement Assessment

15 Minute Mini-Course on Assessing Miami-Dade Students in Grades 5-7 for Fall 2008 6-8 Reading Placement

Content

1.What are we doing?2.Why are we doing it?3.How will we do it?4.Directions for Administering the

assessments.5.Assessment Logistics.

What are we doing?

Providing the district with pre-placement guidance for Grade 5.

Providing the district with placement assessment guidance and scoring assessments: – Grades 6 & 7

Why are we doing this?Objectives:

Ensure the proper placement in either Intensive Reading or Intensive Reading+ of all appropriate Miami-Dade 6th – 8th

graders for the school year beginning Fall, 2008 Employ enhanced assessment precision in the placement

process Capture additional data about each student that can be provided

to Miami-Dade teachers and administrators to assist in providing the best and earliest intervention treatment possible

How are we doing it? Current Grade 5:

– Sopris will provide pre placement guidance by establishing cut scores using national norms.

– LANGUAGE! Assessments will be delivered by the receiving Middle Schools in the Fall, 2008-9 School Year.

Current Grades 6-7 : – Using Spring High Risk data from the PMRN, placement assessments will be

delivered to the current Middle Schools by Friday, May 16, 2008. – Materials will include:

Teacher placement guides, one per 50 students. Student Assessments Booklets A scan-able version of the DRP preformatted with student data.

– Assessments should be delivered between May 20-22– Schools should return using the pre addressed labels on May 23.– Sopris will score the assessments and return placement data to the district.

Projections for Ordering Materials

Winter Placement Cut Scores for Materials Purchases

Current Grade Level 2008-09 School Year

Winter High Risk Cut Score as identified by FCRR

Book A placement cut-off

Book C placement cut-off

Based on National Norms, Book A placement Percentile Rank

Cut Score Based on National Norms and Associated Percentile Ranks that are associated with Book C placement nationally. Note: These are higher than state cut offs.

Grade 5 93 87 93 17th Percentile 112 36th Percentile

Grade 6 102 82 102 10th Percentile 122 33rd Percentile


Pre placement for Grade 5, Assessment for Grades 6 and 7

Spring placement cut scores to determine assessment delivery in current grades 6-8. To be used for pre placement of current 5th graders until placement assessments are delivered to these students in the fall of 2008-09 School Year. High Risk cut scores as identified by the FCRR are to be used to identify student

for assessment.

Current Grade Level 2008-09 School Year

Spring High Risk Cut Score as identified by FCRR

Book A placement cut-off

Book C placement cut-off

Based on National Norms, Book A placement Percentile Rank

Cut Score Based on National Norms and Associated Percentile Ranks that are associated with Book C placement nationally. Note: These are higher than state cut offs.


Grade 6 113 93 113 10th Percentile 132 33rd Percentile


Administering the Assessments

A. TOSWRF OverviewB. Administering the TOSWRFC. DRP OverviewD. Administering the DRP

General Administration Guidelines – TOSWRF & DRP

Review the specific directions for administration provided in this mini course.

Deliver the instructions to students for each test verbatim.

Students should not practice the tests or study the words or passages in the tests either before or after the tests are administered.

Keep the assessments in a secure place. Distribute the booklets immediately before testing, and collect them as soon as a testing session is done.

The assessments should not be used for teaching purposes; do not correct students’ errors.

Encourage students to do their best!

TOSWRF overview Placement: TE, page 12

We will administer two forms of the TOSWRF Form A & Form B

Each form takes three minutes

TOSWRF example

Students are presented with 32 rows of words in each form A & B

Lines of words are ordered in increasing level of reading difficulty

TOSWRF example

Students are given 3 minutes per form to draw lines between the boundaries of as many words as possible

Correctly Identified – lines placed cleanly in the spaces between the letters/words

TOSWRF: Line Placement

© 2005 by Jane Fell Greene, Ed.D. All rights reserved. Published by Sopris West Educational Services.

Misplaced lines – lines run into or are placed over the letters/words

First Time Administering TOSWRF?

Study the content in this section carefully

Practice administering the test at least once (or – take it yourself or with a colleague, timed for 3 minutes, to get a feel for what students will encounter and be expected to do)

Questions? Ask a colleague or supervisor about any information you do not understand.

Administering the TOSWRF: What You Will Need

A stopwatch or a watch or clock with s second hand. Remember, each Form of the TOSWRF – Form A and Form B is a timed test – exactly 3

minutes each

• The two forms of the test – Form A and Form B. You should have and administer both forms to each student.

• A room with a chalkboard, a dry-erase whiteboard, or some method for projecting to a whole group an example to all students such as an overhead projector, or other projection device.

Administering the TOSWRF: Instructions

Step 1: Before administering the test, print the three example rows of words on a chalkboard, dry-erase board, or overhead projector so that the letters are clearly visible to the students being tested (an overhead transparency is included in each box of test forms that were shipped into Miami-Dade)

Step 2: Have students turn to page 3 of the student test booklet. Confirm that students are on the correct page.

Step 3: Say: Do not turn the page until I tell you to. Once students have opened to the correct page, say: Look at the first row of words on the bottom of the page. Hold up a student’s booklet for the class to see and point to the first row of words labeled “Example 1.” Then refer to the example rows printed on the chalkboard and say: See how the word “in” stops here just before the word “yes” begins? Draw a line right between “in” and “yes”. Demonstrate this on the board by drawing a line between “in” and “yes” on the board.


Step 3 (Con’t.): Say: Now draw a line right between “yes” and “go”. Pause. Next, draw a line between “go” and “me” and between “me” and “see”. Finish the first example row on the board to demonstrate where the lines should go.


Step 3 (Con’t.): Say: Remember, the line goes exactly where one word ends and the next starts. There are no extra letters between words. If you make a mistake, don’t try to erase it. Just make a cross through the top of the wrong line and put a new line where you think it should go.Demonstrate this on the chalkboard by placing a mark in the middle of the word yes and then correcting it.


Step 3 (Con’t.): Say: Now look at the next two rows of words on your form. These words are run together. Just like before, you should draw a line each time a word ends and a new word begins. Draw your lines clearly between the words and try not to touch any letters. If you make a mistake, be sure to make a cross through the top of the wrong line and draw another line where you think it should go. Now, do these two lines.

Check the work of each student being tested. If someone does not understand the task, instruct the student until he or she completely understands the task.


Step 4: Once the students have successfully completed the practice items, say:Now I want you to do some more like the ones you just did. Remember, if you draw the line in the right place, a real word will be on each side of the line with no extra letters between them. The line will be between two words. None of the words will be names of people. This time you will have three minutes to find as many words as you can. (Turn the next page in a student booklet and show the second page of the Student Record Form.)


Step 4 (Con’t.): When I say “begin” you will start here, (point to upper left corner) and keep going to the end of the row. When you complete a row, go to the next one.

Don’t skip any rows, and don’t draw a line at the beginning or end of the rows. If you don’t see a word you know, keep going until you do see a word you know. Remember to work as fast as you can without making mistakes.

If you do draw a line in the wrong place, don’t try to erase it. Just put a cross through the top of the wrong line (point to the previous example on the board) and draw a new line where you think it should go.


Step 4 (Con’t.): Say: Now, turn the page. Pause. Begin. Begin timing. After exactly three minutes, say: Stop.

Check the work of each student being tested. If someone did not understand the task, instruct the student until she or he completely understands the task. Then, administer Form B.

Say: Now I want you to do what you just did again. (Turn the next page in a student booklet and show the next Student Record Form.) When I say “begin” you will start here (point to the upper left corner). You will have three minutes to find as many words as you can.

Say: Now, turn the page. Pause. Begin. Begin timing. After exactly three minutes, say: Stop.

What is DRP? Placement: TE, pp. 20-21

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