Appendix I: Literacy Data Collection Tools

Sample Tools for Assessing and Monitoring Additional Literacy Instructional Practices and Systems

Systems Teacher Practices Effective School-Wide Literacy Programs

(ESLP) or ESLP self-review* RTI Plan:o Core reading/literacy programo AIS and Tier 2 & 3 interventionso Screening & progress monitoring systemso Data/Problem-solving team structures

Modified Adolescent literacy walk-thru* JustRead Florida Elementary walk-through*OR Savannah-Chatham Team Customized walk-

through*

* Asterisked items are included in this appendix on pages 66 to 72:

o Effective School-Wide Literacy Programs self-review, pages 66-67o This tool was adapted from the Planning and Evaluation Tool for Effective

Schoolwide Reading Programs by Kame’enui & Simmons, 2000, a collation of research-based systemic literacy practices

o Examples of walk-throughs focused on the elements of elementary and secondary literacy that are aligned with the QI Guides for Literacy, page 68-71

o These tools were selected by the RSE-TASC Literacy Work Group as being aligned with the research-based practices identified in the Literacy QI Guides

o Savannah-Chatham template for creating a customized walk-through, page 72o This tool was selected to allow SESIS to create a targeted walk through tool

using the Literacy QI Guides

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Use this self-assessment tool to determine if the critical systemic elements are in place for the school literacy program.

Feature Components In place In Process

No

I. Measurable Goals,

Objectives & Priorities Defined

1. Measurable goals for reading achievement are clearly defined at each grade.2. Goals show a progression of skills within and between grades.

3. All teachers can state what the school goals are in literacy and how their current unit aligns with those goals.

II. Assessment System in

Place

1. Administrator and teachers can name a system for managing and analyzing data from reading assessments.2. Tools have been identified for purposes of:1) screening, 2) progress monitoring, 3) diagnostic evaluation and 4) program evaluation.3. Assessments used are technically adequate, i.e., have high reliability and validity.4. Benchmarks for expected performance are established for each grade for at least 3 points during the year.5. Assessment data are used for making decisions in designing and implementing reading interventions for students.6. All teachers have been trained in the administration, scoring and use of relevant assessment tools.

III. Core, Supplemental

& Intervention Instructional Programs and

Materials Identified

1. A comprehensive or core reading program based on scientific evidence is adopted for use school-wide.2. Core instruction addresses the 5 research-based components of reading; i.e., phonemic awareness, phonics, fluency, vocabulary & comprehension; through core curriculum and supplemental materials.3. Scientifically-based intensive interventions are in place for students who fall below benchmarks (Tier 2).4. Teachers have been trained in the core curriculum and in the intensive interventions.5. There is a system in place for ensuring programs and materials are implemented with a high level of fidelity.

IV. Instructional

Time Allocated

1. Sufficient time is allocated for literacy instruction; e.g., 90 minute reading blocks.2. Reading time is prioritized and protected.

3. Additional time is clearly allocated for small group instruction for students not making benchmarks that does not supplant time for the core curriculum.

V. Differentiated

Instruction with

Adequate Grouping & Scheduling

Implemented

1. Data are used to match each student to the appropriate instructional level.2. Progress is monitored to determine when to move students between tiers and groups based on instructional needs.3. 1:1 or small group instruction is scheduled for students at greatest risk.4. Flexible grouping is used when appropriate to maximize learning opportunities.

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Self-Assessment Tool for Effective School-Wide Literacy Programs using the RTI Framework(Adapted from the Planning and Evaluation Tool for Effective Schoolwide Reading Programs, Kame’enui &

Simmons, 2000 by Kusum Sinha, Patti Slobogin & Tina Trainor)

Feature Components In place In Process

No

VI. Administrative Structure in

Place

1. There is a school-wide team to plan and develop the literacy program and the administrator is an active member.2. The team reports progress to the staff at least 3 times a year.

3. There is a structure in place for teachers and support staff to share information about individual students on an on-going basis.4. AIS and Special Education services are coordinated and integrated with general education reading instruction.5. Special Education referrals include data from progress monitoring assessments and on student response to core and intensive interventions.

VII. Professional Development

Provided

1. Professional development is provided to staff in the selected curricula.2. Professional development is provided to staff in assessment tools and data-driven decision-making.3. On-going professional development efforts are explicitly linked to practices and programs that have been shown to be effective through documented research.

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Elementary Literacy Walk-through based on JustRead Florida Reading Walk Through referenced in Literacy QIs: available at http://www.justreadflorida.com/docs/RWT_FirstGrade_final.pdf

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Literacy Walk-Through Grades 4 to 12Adapted from: Rissman, L. M., Miller, D. H., & Torgesen, J. K. (2009). Adolescent literacy walk-

through for principals: A guide for instructional leaders. Portsmouth, NH: RMC Research Corporation, Center on Instruction

School/District: ______________________________________ SESIS: _____________________

Initial classrooms: ____________________________________ Date:_______________________

Visit 2 classrooms: ___________________________________ Date: _____________________

Visit 3 classrooms: ___________________________________ Date: _____________________

Visit 4 classrooms: ____________________________________ Date: _____________________

Visit 5 classrooms: ____________________________________ Date: _____________________

Visit 6 classrooms: ____________________________________ Date: _____________________

Visit 7 classrooms: _____________________________________Date: _____________________

Visit 8 classrooms: _____________________________________Date: _____________________

Visit9 classrooms: _____________________________________ Date: _____________________

Visit 10 classrooms: ____________________________________Date: _____________________Visits Look For Notes

1 2 3 4 5 6 7 8 9 10

Vocabulary & Content Knowledge InstructionTeaches domain-specific vocabularyTeachers all-purpose academic wordsTeaches multisyllabic word reading strategiesTeaches content conceptsTeaches content factsComprehension Strategy InstructionTeaches comprehension monitoring strategiesExplicitly teaches or models the use of:

Graphic organizers Semantic organizers Summarization/paraphrasing Question asking/generating Text structure Text features Making inferences

Provides texts at multiple reading levels

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Word Study InstructionBased on individual student assessment data, provides instruction in work reading skills:

Consonant and sound spellings Vowel sound spellings Segmenting words into syllables Identifying syllable types Creating words using syllables Learning base/root words recognizing inflections recognizing affixes

(prefixes/suffixes)Fluency InstructionProvides opportunities for reading fluency practice such as:

repeated timed readings partner reading student-adult reading choral or unison reading tape-assisted reading teacher read aloud readers theatre reading connected text with

corrective feedbackDiscussion of Reading ContentProvides opportunities for discussion-oriented instruction of text subject matterincluding assisting and encouraging students in:

taking a position using others’ questions and

comments to build discussion expressing opinions making connections across time

and subjects questioning the author

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Savannah Chatham Make Your Own Targeted Walk-ThruClassroom Walkthrough Form

Teacher: Grade/Subject:

School: Date:

Instructional Expectation/Focus of the Walkthrough: (To be completed prior to Walkthrough)

Question:

Description:

Artifacts: Tangible objects/documents in the classroom that are central to learning and help to substantiate the expectation – Student work products; teacher produced materials. (Before assuming the artifact is not present, ask questions.)Check if observed (To be completed prior to walkthrough)

Evidence: Observed behaviors of teachers/students that support the expectation.(To be completed prior to walkthrough)

Evidence: Questions to students and/or teachers which show understanding of the expectation.(To be completed prior to the walkthrough) (To be completed by Observer) 1.

2.

3.Originally developed by Savannah-Chatham County Public Schools

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This form is used during the Walkthrough to record artifacts and evidence that support the identified focus. Classroom Walkthroughs are only effective when they are directly related to the expectations and practices of a specific school. Walkthrough focus areas should be developed by the school leadership team.