Vision Every child in every district receives the

Vision: Every child in every district receives the instruction that they need and deserve…every day. Purposes of Assessment Cadre 11 October 2017

Today’s information Some information will be new Some information will be review ? ? Some information may challenge what you currently know

Data is everywhere

Using “Data”

For all our assessments… What do we do with the data? How does it change the way in which we instruct our students?

Standards of Practice: Assessment

Purposes of Assessment • • Screening Progress Monitoring Diagnostic Outcome/Mastery

Universal Screening Brief Reliable, Valid Standardized Culturally Appropriate

Universal Screening: Purpose • Why: 1. To determine the health of the core (Core Review Meetings) • Make instructional changes to improve core instruction 1. To identify students who may need additional instructional support (Intervention Placement)

What our screeners tell us Lowest Scores ? ? ? On track Not on track Screeners get muddy in the middle Highest Scores

A screener cannot measure: • The future quality of your instruction • Availability of intervention supports at your school • Significant life events for a student that may impact achievement • If the student is having a good/bad day • Student interest in screener content • Distractions in the testing environment

Universal screeners focus on the basic skills that are Buteasiest thesetomeasures not predictive always provide measure andmay relatively of future full picture ofproficiency: more complex skills: Reading Comprehension Oral Reading Accuracy & Fluency Phonics (Alphabetic Principle) Phonemic Awareness Vocabulary Listening Comprehension Foundational Skills a

Basic Skills Enable Higher Skills Reading Comprehension Oral Reading Accuracy & Fluency Phonics (Alphabetic Principle) Phonemic Awareness Vocabulary Listening Comprehension Foundational Skills

Reading “Indicators” K-1 Early Literacy Phonemic Awareness Blending/Segmenting sounds in words (FSF, PS) Phonics Reading letter sounds, word lists (LS, NWF, WIF, WRF) 2 nd and Up Reading Proficiency Oral Reading Fluency Words read correctly in 1 minute (ORF, PRF, CBM-R)

What are some commonly used screening tools? Can be used for screening Curriculum-Based Measures (CBM) Computer Adaptive Tests (CAT) AIMSWEB FAST DIBELS NEXT easy. CBM FAST STAR Not appropriate to use for screening Quick Phonics Screener DRA Reading curriculum weekly/monthly tests or fluency passages Report Cards Running Records Fountas & Pinnell

Barriers/Things to Consider • Every minute or dollar spent on an assessment is a minute or dollar not spent on instruction • Does the time/money spent lead to significant increases in student outcomes? • If we are screening with multiple screeners, what benefit are we getting from that? – Is it worth the extra time/money?

Team Time • Do you have a screener? • What do you do with the data? • How does it change the way in which you instruct your students? • How can you improve your screening system?

Progress Monitoring Brief Standardized Reliable Valid Equivalent Forms Are the INTERVENTIONS working? Are they catching up to peers?

Ways to monitor progress We want to know if Is the students are intervention successful inside yourworking? classroom. Curriculum-Embedded Assessments But, more importantly, Are they making we also want to know if enough growth to they are successful outsideup your catch to peers? classroom. General Outcome Measures

Curriculum-Embedded Assessments vs. General Outcome Measures Mastery Tests • • Linked to specific • interventions Unit/Lesson • Measures taught Tests skills Checkouts • • Given daily/weekly • Exit Slips Curriculum-Embedded Assessments CBM measures • Research-based • Phoneme Progress Segmenting Monitoring • Word/Non-word Reading • Measures • Oral Reading Fluency generalization • Given weekly to monthly General Outcome Measures

Only using in-curriculum assessments to monitor student progress limits our ability to… …set meaningful long-term goals and compare to other students …use decision rules …reliably determine SLD eligibility …determine if student performance is due to test difficulty rather than student skills …know if students can generalize

Team Time • Do you have progress monitoring measures? • What do you do with the data? • How does it change the way in which you instruct your students? • How can you improve your progress monitoring system?

Diagnostic Assessments • The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction. • Diagnostic tests should only be given when there is a clear expectation that they will provide new information about a child’s difficulties learning to read that can be used to provide more focused, or more powerful instruction.

How do Diagnostic Assessments fit in? If schools are implementing screening, progress monitoring and outcome assessments in a reliable and valid way, this should substantially reduce the need for additional testing using diagnostic assessments. What more can we reliably measure to If the diagnostic assessment provides additionalguide information, will this information be instruction? useful in planning additional instruction for the students? Dr. Joseph Torgesen Florida State University and Florida Center for Reading Research

What our screeners tell us Lowest Scores ? ? ? On track Not on track Screeners get muddy in the middle Highest Scores

Characteristics of a Diagnostic: • Given to select students • Measures The Big 5 of Reading • Agreed Upon Assessment – Not a teacher made probe – inferences made from teacher created assessments cannot be referred to as valid SERC 4/9/12

Sample Concept and Skills • Phonological awareness – Phonemic awareness, Initial sound, Phonemic segmentation • Decoding – Alphabetic principle, Letter knowledge – Vowel sounds, blends, prefixes/suffixes • Fluency – Nonsense words, word use, oral reading • Vocabulary – Context clues, word parts, content area vocab SERC 4/9/12

Sample Assessments • • • Developmental Reading Assessment (DRA) Early Reading Diagnostic Assessment (ERDA) Fountas & Pinnell Gray Oral Reading Test (GORT) Iowa Test of Basic Skills Quick Reading Inventory Running Records Qualitative Reading Inventory (QRI) Quick Phonics Screener Informal Reading Inventory (IRI) SERC 4/9/12

Placement Tests

Team Time • Do you have diagnostic assessments? • What do you do with the data? • How does it change the way in which you instruct your students? • How can you improve your diagnostic assessment system?

Outcome/Mastery • Did we reach the goal? • Did we learn what we needed to? SBAC, Unit Tests, Lesson Checkouts, other assessments?

Mastery Assessment • Aligned to classroom instruction of the standards • Proficiency of the standard – Common Formative Assessments – Summative Assessments

Outcome/Mastery

Outcome/Mastery

Data Tracking Form

Team Time • Do you have outcome/mastery assessments? • What do you do with the data? • How does it change the way in which you instruct your students? • How can you improve your system of mastery/outcome assessments?

Sample Assessment Protocol

Team Time • How do I provide/access/support highquality professional learning on assessment standards of practice for my staff?

Team Time Screening Progress Monitoring Outcome/Mastery Diagnostic • What assessment do you use? • What do you do with the data? • How does it change the way in which you instruct your students?