assessment: purpose, process, and use hmr grade 1

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

UseUseHMR Grade 1

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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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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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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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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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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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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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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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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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Assessing

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

hard and soft c, u_e

oo

ow

igh

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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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Word Reading, Word Reading, ComprehensionComprehension

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WritingWriting

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Classroom Classroom Writing Writing

Assessment Assessment ReportReport

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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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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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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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Analyzing Analyzing Assessment DataAssessment Data

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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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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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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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End-of-YearEnd-of-YearAssessmentAssessment

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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. The 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. The 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.

assessment: purpose, process, and use hmr grade 1

Documents

assessment program

specific content

key content standards

wordsshort o

assessment training

wordsshort u

grade program

key elementseveryone