New to Creating Support PlansNew to Creating Support Plans

Overview of this sessionOverview of this session

• Background information• Interpreting the new reports• Looking at your class/school• How to develop plans to support learners?• What supports are available for teachers in

this process?

Purpose Purpose

• The purpose of the Elementary Literacy Assessment was to provide information about individual students who require specific support in areas of reading and/or writing.

This assessment focussed on This assessment focussed on ‘basic literacy’‘basic literacy’

That is the main purpose of ELA

BackgroundBackground

• Development and changes• What happens after students write the

assessment in October?• Writing marking sessions• Reading cut scores• Preliminary results• Parent Reports

• Expectations for Grade 6 Teachers

Always Always

• View these results in conjunction with data from classroom-based assessments as well as school and home observations of student strengths and needs.

• This is only one piece of the puzzle that represents a limited number of outcomes from the curriculum.

Explain these percentile scoresExplain these percentile scores

74

76

78

80

82

84

86

88

Poetry

Info text

Teachers, parents and the public alike think they know and understand simple scores like total scores, percent correct and percentile ranks.

Teachers, parents and the public need to know and understand how to interpret scaled scores.

Twing, J. (2002). Vice President, Psychometric Services, NCS Pearson Iowa City.

Scale ScoringScale Scoring

A Revised Format for Provincial Assessment Reports

Beginning with this school year

(2007-2008), provincial

assessments will be reported

on a common scale.

Provincial Assessments/ExamsProvincial Assessments/Exams

• ELLA- Early Literacy Assessment• EEMLA- Early Elementary Mathematical

Literacy Assessment• ELA- Elementary Literacy Assessment• JHLA- Junior High Literacy Assessment• NSE- Nova Scotia Exams

Scaled scores allow more Scaled scores allow more accurate interpretations of accurate interpretations of

assessment results.assessment results. comparisons between categories

within the assessment comparisons of results from year

to year comparisons of results from one

grade level assessment to another

comparisons between subject areas

Scaling provides consistency in reporting

any assessments results, while allowing for

the assessments to vary in format, grade

level, and year of administration.

Most large-scaled assessment systems

use scaled scores.

What is a Scale?What is a Scale?

• A mathematical conversion of raw scores to a common scale.

• Different scales may be used to measure the same thing, but they are calibrated differently. (e.g. yard stick vs. metre stick, temperature- Celsius & Fahrenheit)

Cut ScoreCut Score

• Defines the point at which a certain required level of performance has been demonstrated on the assessment

• NOT a mean; the cut score can be above or below the mean

Cut ScoreCut Score

• Cut scores are set to identify students whose performance does:

- not yet meet expectations - meets expectations

Properties of Provincial Properties of Provincial ScaleScale

• The scale ranges from 200 to 800

• Higher scores mean stronger performance

• 200-800 scale will avoid confusion with comparison to percentages (1-100)

• Aligns with national and international assessment scoring (PCAP, PISA, PIRLS)

PropertiesProperties

Distribution of Scores:

Provincial mean is set to 500

On most provincial On most provincial assessments, student assessments, student

performance will reflect-performance will reflect-

- Approx. 15% between 200-400- About 65% between 400 and

600- Generally 13-14% between

600-700- And approx. 1-2% above 700

Copy of JHLA report sampleCopy of JHLA report sample

Overall Performance in ReadingOverall Performance in Reading

• Student overall score for reading is a reflection of all questions related to reading

• They are scaled – considers difficulty level of the whole assessment. And should only be compared to the cut score.

Difference in Tables of Difference in Tables of Specifications in ReadingSpecifications in Reading

• Elementary Literacy Assessment (gr. 6)

• Junior High Literacy Assessment (gr. 9)

Information Text

35%

Literary Prose 20%

Poetry Song 15%

Visual Media Text

30%

Information Text

50%

Literary Prose 20%

Poetry 15%

Visual Media Text

15%

ELA student WritingELA student Writing

• Two different writing tasks

• Persuasive letter (transactional)

• Story (narrative)

Creating Support PlansCreating Support Plans

• Support plan reference website and important links

• Creating your plan on line

Jonny Bayview Jonny Bayview

• Met Expectations in Reading • Short story- 520• Info Text- 510• Visual Media- 440• Poetry- 620• Comp. ?’s- 590• Analysis ?’s- 460• Outcome #1- 430• Outcome #2- 630• Outcome #3- 610• Outcome #4- 390• Outcome #5- 510

• Did not Meet Expectations in Writing

-organization- did not meet in either letter or short story

-met in other areas

Creating supports for JonnyCreating supports for Jonny

• What is the current evidence you have collected in writing? • Writing exemplars• Portfolio evidence• Report cards (summative)• Writing in content areas

How does the classroom evidence How does the classroom evidence match with the ELA assessment match with the ELA assessment

results?results?

Creating the planCreating the plan

• Page 53- key overview (this page number will likely change in update of document for this year)• Resources and links provided through AYR &

WIA

• Other resources to support you in this process

Creating your planCreating your plan

• Online site for creation of plans

Creating a class profileCreating a class profile

Getting SupportGetting Support

• School literacy/technology mentor• Other experienced grade 6 teachers*• Board Literacy/Technology Mentor-

Stephen Jamieson (sjamieson@ssrsb.ca)• E-mail Sue (staylorf@ssrsb.ca)• Your School Administrator• Support Plan site