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?

Mark BrunnerCoordinator of Area Schools and Elementary EducationCitrus County, Florida

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

Reading Coach

Principal

?

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

www.fcrr.org/assessment

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

Assessment

Schedule

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

(Name of School)Performance on DIBELS and Identifying School Strengths

and Needs

August, 2005

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?

School Status Report

Instructional Needs of Students at the End of This School Year

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.

School Progress Report

Growth in Skills 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

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?