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

Assessment:Assessment:Purpose, Process, and Purpose, Process, and

UseUseHMR Kindergarten, Grade

1, and Grade3

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Introduction to Introduction to the Assessment the Assessment

TrainingTraining

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“Without data, all anyone has is an opinion.”

W. Edwards Deming

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“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

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Six Key Six Key ElementsElements

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Six Key ElementsSix Key Elements

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.

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Six Key ElementsSix 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.

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Six Key ElementsSix 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.

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Six Key ElementsSix 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.

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Six Key ElementsSix 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.

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Six Key ElementsSix 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.

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Three Types of Three Types of AssessmentsAssessments

• Screening/Entry Level

• Monitoring

• Outcome/Summative

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The Assessment The Assessment ProgramProgram

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Using the Using the Kindergarten Kindergarten

Monitoring LogsMonitoring Logs

Resource Booklet: Kindergarten Monitoring Log

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Gathering DataGathering Data

• Heart Data

• Spot Check Data

• Focused Observation

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Heart DataHeart Data

• Subjective• Based on assumptions

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Spot Check DataSpot Check Data

• One day in time

• Skill focused

• Unplanned; random students

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Focused Observation Focused Observation DataData

• Targeted skill

• Identified students (2-3 per day)

• Ongoing and objective

• Unobtrusive – Part of daily instruction; does not require 1-on-1 time

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Focused ObservationFocused Observation

• Interactive

• Multiple opportunities

• Data recorded to help monitor progress

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CharacteristiCharacteristic Features c Features

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Organization of Organization of Monitoring LogsMonitoring 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

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Monitoring Log Monitoring Log NotationsNotations

(+) automaticity; consistently responding with no hesitation

() 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

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Steps for Steps for Gathering Gathering

DataData

Before - During - Before - During -

AfterAfter

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DiscussionDiscussion

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Kindergarten Kindergarten Skills Skills

AssessmentsAssessments

Resource Booklet: Mid-Program Record Sheet #3

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Teacher and Student Teacher and Student MaterialsMaterials

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AssessmentAssessmentMaterials ListMaterials List

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Naming Naming Upper/Lower CaseUpper/Lower Case

Resource Booklet: Teachers Administration Guide and Mid-Program Student Record Sheet #1

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Kindergarten is the Kindergarten is the

Key to Reading Key to Reading SuccessSuccess

• 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:

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Oral Fluency Oral Fluency Reading NormsReading Norms

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Teacher’s Teacher’s Administration Administration

GuideGuide

Subtests C, D, Subtests C, D,

and Eand E

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Mid-Program Mid-Program Student Student

Record Sheet #2Record Sheet #2

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Teacher’s Teacher’s Administration Administration

GuideGuideSubtests F, G and HSubtests F, G and H

Resource Booklet: pp.12-14

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Mid-Program Mid-Program Student Student

Record Sheet #3Record Sheet #3

Resource Booklet: p. 11

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Kindergarten Kindergarten Classroom Classroom Summary Summary

Resource Booklet: Kindergarten Classroom Summary

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Kindergarten Kindergarten School School Summary Summary

Resource Booklet: Kindergarten School Summary

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“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

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Curriculum-Embedded Curriculum-Embedded AssessmentAssessment

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.

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VerticaVertical l

AnalysiAnalysiss

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HorizonHorizontal tal

AnalysiAnalysiss

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Look at the Look at the Vertical DataVertical 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.

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Next StepsNext Steps

• Formulate a plan

• Tackle one skill at a time

• Determine if more support

is needed

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Analyzing Analyzing Assessment DataAssessment Data

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Reflecting on Reflecting on InstructionInstruction

• Has Direct Instruction been used?

• Has the lesson been properly scaffolded?

• Has the material been judiciously reviewed?

• Has student engagement been monitored?

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Look at the Look at the Horizontal DataHorizontal Data

• Student Groups• Preteaching• Support• Intervention• Accelerated/challenge

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Universal AccessUniversal Access

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Identifying Identifying Students for Students for InterventionIntervention

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Analyzing Analyzing Assessments – Assessments – HorizontallyHorizontally

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“We must provide high-quality teaching with fidelity to the core to ensure student success

in every classroom.”

It’s All About the TeachingIt’s All About the Teaching

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End-of-Year End-of-Year AssessmentAssessment

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End-of-YearEnd-of-YearMaterials ListMaterials List

Resource Booklet: p. 17

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Kindergarten Kindergarten StandardsStandards

Assessed at the Assessed at the End of the YearEnd of the Year

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Teacher and Student Teacher and Student MaterialsMaterials

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The Assessment The Assessment ProgramProgram

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Skills Skills AssessmentsAssessments

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The LastThe LastSkills Skills

AssessmentAssessmentThe last Theme Skills Assessment completed for Grade 1 is also considered appropriate for measuring some key content standards.

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Overview ofOverview ofSkills Skills

AssessmentsAssessments

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Answer KeyAnswer Keyand Directionsand Directions

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Content and Content and RationaleRationale

SpellingSpelling

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Learning from Learning from ErrorsErrors

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AnswersAnswersThemes 1 & 2 SpellingThemes 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

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AnswersAnswersThemes 1 & 2 SpellingThemes 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/

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Themes 7 & 8 Themes 7 & 8 SpellingSpelling

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AnswersAnswersThemes 7 & 8 SpellingThemes 7 & 8 Spelling

Assessing

long o spelled oa, ow (spelling word p. T26)

hard and soft c, u_e

oo

ow

igh

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AnswersAnswersThemes 7 & 8 SpellingThemes 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

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Content and Content and RationaleRationale

Word Reading, Word Reading, ComprehensionComprehension

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Content and Content and RationaleRationale

WritingWriting

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Classroom Classroom Writing Writing

Assessment Assessment ReportReport

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Content and Content and RationaleRationale

FluencyFluency

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Marking Fluency Marking Fluency PassagesPassages

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Themes 7 & 8Themes 7 & 8Fluency PassagesFluency Passages

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The Key to The Key to Reading SuccessReading 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:

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Oral Reading Oral Reading Fluency NormsFluency Norms

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How Many How Many Minutes?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.

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Looking at the Looking at the DataData

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Look at Look at VerticaVertical Datal Data

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Look at Look at HorizonHorizontal tal DataData

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Reflecting on Reflecting on InstructionInstruction

• Has Direct Instruction been used?

• Has the lesson been properly scaffolded?

• Has the material been judiciously reviewed?

• Has student engagement been monitored?

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Teacher and Student Teacher and Student MaterialsMaterials

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Overview ofOverview ofSkills Skills

AssessmentsAssessments

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Answer KeyAnswer Keyand Directionsand Directions

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Content and Content and RationaleRationale

ComprehensionComprehension

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Content and Content and RationaleRationale

Checking SkillsChecking Skills

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Content and Content and RationaleRationale

SpellingSpelling

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Learning from Learning from ErrorsErrors

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AnswersAnswersTheme 1 SpellingTheme 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

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AnswersAnswersTheme 1 SpellingTheme 1 Spelling

Assessing

6. __le

7. inflectional CVCe endings

8. o__e, oa, homophones

9. frequently misspelled words

10. short e

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Content and Content and RationaleRationale

VocabularyVocabulary

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Content and Content and RationaleRationale

FluencyFluency

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General General DirectionsDirections

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Marking Fluency Marking Fluency PassagesPassages

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Theme 1 Theme 1 Fluency PassagesFluency Passages

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The Key to The Key to Reading SuccessReading Success

The third grade program supports fluency in fourth grade by ensuring students have automaticity with multisyllabic words.

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Fluency NormsFluency Norms

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Content and Content and RationaleRationale

WritingWriting

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General General Directions for Directions for

WritingWriting

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Narrative Narrative Writing Prompt: Writing Prompt: Student PageStudent Page

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Writing PromptWriting Prompt

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Four-Point RubricFour-Point Rubric

• conventions• genre• writing traits

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Classroom Classroom Writing Writing

Assessment Assessment ReportReport

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Classroom Classroom Assessment Assessment ReportReport

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Looking at the Looking at the DataData

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Look at Look at VerticaVertical Datal Data

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Look at Look at HorizonHorizontal tal DataData

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Reading First Reading First ProgramProgram

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Reflecting on Reflecting on InstructionInstruction

• Has Direct Instruction been used?

• Has the lesson been properly scaffolded?

• Has the material been judiciously reviewed?

• Has student engagement been monitored?

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Next StepsNext 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?

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Five-Step ProcessFive-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