wring - caed partners

Reading Educa'onal So,ware for Guiding

Instruc'on (K only)* -‐CELDT (for Els)

Kindergarten Student Entrance Profile (KSEP) *in illuminate* -‐Running Records (K)

Fluency reads (1st/2nd) SCOE Reading 1st Reading A-‐Z (Fluency Reads – 1st and 2nd)

DRA Fountas and Pinnell

DIBELS STAR Reading (2-‐6) District Benchmarks Waterford (k-‐2)

Accelerated Reading Quizzes (2-‐6) AR STAR

Rigby Reading Test Mul'ple Measures

Amplify Forma've and Summa've Assessments

Unit Assessments (100% of K-‐2) District Benchmarks (100% of K-‐2)

Basic Phonics Skill Test (BPST) (100% of 1st)

WriIng CELDT (for Els) Wri'ng Sample

ESGI District Wri'ng (k-‐6)

District Benchmarks (K-‐1, 2-‐6) None districtwide – some in District Benchmarks, but not

formal (Grades 2-‐12) K-‐1 is systema'c with the 3 wri'ng genres assessed over

the year District Wri'ng(100% of K-‐2)

Listening/Speaking CELDT (for Els) ESGI (K only)

ELD Assessment (K-‐1) SOLOM (20% of K-‐2) ELLA (56% of K-‐2) District Benchmark

(100% of K-‐2) KSEP (100% of K)

Language CELDT (for Els)

ESGI ELD Assessment (K-‐1)

Other than our District Benchmarks, we don’t have a

districtwide approach (100% K-12) ELD Benchmark for Intermediate

and Below ELs (50% of ELs) We have a rubric for

reclassification and also for report cards, but not exclusively used for

instructional purpose (K-12) ELLA

Mul'ple Measures SOLOM

Feb 2015 State of Early Literacy Assessment

ELA Assessments by grade level/domain Reading

-‐ Educa<onal So=ware for Guiding

Instruc<on (K only)*

-‐ DIBELS*

-‐ CELDT (for Els)

Kindergarten Student Entrance Profile (KSEP)

*in illuminate*

Only Malaga Elementary

-‐ Running Records (K)

-‐ Fluency reads (1st/2nd) SCOE Reading 1st

Only Marshall Elementary

-‐ Reading A-‐Z (Fluency Reads – 1st and 2nd) *Categorized as Founda<onal Skills Assessments as well as Reading Assessments

Wri7ng

-‐ CELDT

(for Els)

-‐ Wri<ng

Sample

-‐ ESGI

Listening/Speaking

-‐ CELDT (for Els)

-‐ ESGI (K only)

Language

-‐ CELDT

(for Els)

-‐ ESGI

Current Assessment Design Principles “Begin with the end in mind: Know the performance you are looking for before you assign the task and decide on the number of scaffolds”

District Literacy ELA Assessment Goals Phase I -‐ Uniform Curriculum, Assessment Tools, Programs, Assessment Timeline, and PD • CCSS Founda<onal Skills/ELA Standards

– Research current programs in place – PD Timeline

• Leveled Guided Reading training materials (Good 1st Teacher ELA)

– Need training and materials – Research what we currently have in place -‐

TCOE versus Scholas<c • Wri<ng

– need to decide on rubric – need to create an assessment schedule for all

text types

Fowler Unified School District

February 2015 State of Early Literacy Assessment

ELA Assessments by grade level/domain 100% of All Students

Current Assessment Design Principles TK – K

Get Ready to Read (Pre-‐K)

District Benchmarks (TK & K)

DIBELS Next

DRA (all K)

ELS (Emerging Literacy Survey. All TK)

Grade

1

District Benchmarks &

Performance Tasks

DIBELS

Next

DRA

(Developmental

Reading

Assessment)

DRA Word Analysis

Grade 2

District Benchmarks

DIBELS Next

DRA

Kingsburg Elementary School District Design Principles – Revised

TK-‐K Grade 1 Grade 2 1. Phonological Awareness

• Letter-‐sound correspondence LSRW • Phonemic segmentation LSRW

(These are all assessed in DIBELS)

• Long/short vowels LSR • Blending phonemes, including consonant LSR

blends • Isolate & pronounce initial, medial vowels LSR

& final sounds in spoken single syllable words

(These are all assessed in DIBELS, DRA-‐Word Analysis.)

2.Concepts of Print • Identify parts of a book LSR • Directionality RW • Print provides information L • Distinguish between letters, LSRW

words, sentences

(These are all assessed in Get Ready to Read)

• Understand basic features of print LSR • Distinguish features in a sentence LSR

(These are all assessed in DIBELS & DRA – Word Analysis.)

3.Phonics • Encoding LSR • Decoding LSR • Substitution LSR • Syllabication LSR • High frequency words LSRW • Long/short sounds with

LSRW Common spellings for the 5 major vowels

(These are all assessed in benchmark tests.)

• Spelling-‐sound correspondence LSRW • Decode 1 syllable words LSRW • Know final “e” & common vowel team LSRW

conventions for representing long vowels • Knowledge that every syllable has a vowel LSRW

Sound to determine the number of syllables In a printed word

• Decode 2 syllable words LSRW • Inflectional endings LSRW • Recognize & read irregularly spelled words LSR

(These are all assessed in benchmarks & DRA – Word Analysis.)

• Long/short vowels SRW DIBELS

• Spelling sound SRW correspondence for Extra common vowel Teams DIBELS

• Decode reg. spelled SRW 2-‐syllable words w/long Vowels DIBELS

• Decode words w/ SRW common prefixes and suffixes Benchmarks

• Identify words SRW w/inconsistent, but common spelling sound correspondences DIBELS

• Recognize & read irregularly spelled words DIBELS

L=Language R=Reading S=Listening/Speaking W=Writing


4. Fluency/Oral Reading

• Comprehension LSRW • Retell LSRW • Fluency-‐Emergent read with LSRW

text, purpose and understanding

(These are all assessed in DRA)

• Read with sufficient accuracy & fluency to LSRW Support comprehension

o Read on level text with purpose & Understanding

o Read on level text orally with accuracy, appropriate rate & expression

o Use context to confirm or self-‐correct word expression, recognition and understanding – reread

(These are all assessed in DIBELS, DRA & benchmark tests.)

• Read on-‐level text with SR Purpose & understanding Benchmark & DIBELS

• Read orally w/accuracy, SR appropriate rate, & expression DIBELS

• Use context to confirm or SR Self-‐correct Benchmark & DIBELS

5. Vocabulary Acquisition

• Identify new meanings or familiar LSR Words and apply them accurately

• Use the most frequently occurring LR Inflections & affixes


• Identify frequently occurring root words LSW and their inflectional forms (looks, looked, looking) Benchmarks

• Look & use context clues RW For comprehension Benchmarks, DIBELS, DRA

• Use prefixes & root words RW to determine the meaning of a new word Benchmarks & DIBELS

• Use knowledge of RW meaning of individual words to predict meaning of compound words Benchmarks & DIBELS

• Use glossaries to RW determine the meaning of words Benchmarks

• Distinguish shades of RW meaning in verbs and adjectives Benchmarks


6. Reading Literature & Information Text

• Retell w/key details LSRW Benchmarks & DRA

• Describe character, setting, LSRW and major events Benchmarks

• Retell with key details LSRW • Describe characters, setting & major events LSW

(Both are assessed in the benchmark test and DRA.)

• Ask and answer (All LSRW) 5 W & H Questions Benchmark & DRA

• Determine central message in a story –fables Benchmark & DRA

• Describe how characters in a story respond to major events and challenges Benchmark & DIBELS

• Describe beginning, middle, and end of a story Benchmark, DIBELS & DRA

• Compare/contrast 2 or more versions of a story Benchmark

• Read & comprehend literature in grade level text Benchmark & DIBELS

• Ask and answer 5 W & H questions Benchmark

• Identify the main topic of a text and paragraph Benchmark & DIBELS

• Describe the connection between a series of historical events, scientific ideas, or steps in a procedure Benchmark

• Determine the meaning of words and phrases in a grade level text Benchmark

• Know and use text features Benchmark

• Identify main purpose of a text Benchmark

• Compare/contrast common points presented in two texts Benchmark


• Read and comprehend literature in grade level informational text Benchmark

7. Language Standard

• Print U/L LW Get Ready to Read, ELS

• Form, regular plural noun – orally LS Benchmark

• Produce & expand complete sentences W Benchmark

• Capitalization first word of sentences W and I Benchmark

• Spell simple words phonetically W Benchmark

• Recognize & use correct punct. LSRW Benchmark

• Compound of grammar conventions of Standard

o Print u/l LSW o Produce & expand complete simple LSW

different types of sentences in response to a prompt

o Using common & proper LSRW Possessive nouns

o Use single/plural nouns w/matching LSRW Verbs

o Use all pronouns LSW o Use verbs to convey tense LSW o Use of adjectives, conjunctions, LSW

Determiners, prepositions o Has command of conventions of LSW

English in writing: cap, punctuation, spelling

(These are all assessed in the benchmark tests & performance tasks.)

• Collective nouns (All LRW) • Use irregular plural nouns • Use reflexive pronouns • Past tense of regular verbs • Use adjectives and adverbs • Produce simple/compound

sentences • Capitalization proper nouns • Use of comma in letters,

greetings, etc. • Apostrophes in contradictions

and possessives (These are all assessed in benchmark tests.)

8. Writing

• Compose opinion piece LSW Benchmark

• Compose an information/ Explanatory piece LSRW Benchmark

• Write narrative w/loosely connected events LSRW Benchmark

• Opinion LSRW • Informative LSRW • Narrative LSRW

(These are all assessed through Performance Tasks.)

• Opinion-‐state, supply (All LW) reasons, using linking words, concluding statement, inf/ex text-‐topic, develop points, concluding statement

• Narratives – recount events, details/actions/thoughts/feeling, use temporal words, provide a sense of closure


Many of the teams shared that they would like to continue to examine and streamline your assessment practices. In order to do so, and work toward identifying shared assessment data, please complete the attached exercise. This was adapted from the assessment guidelines discussed in the ELA/ELD Framework.

Adapted from the ELA/ELD Framework: Purpose of Assessment -‐ Chapter 8, bottom of p.4 -‐ top of p.8

*Feel free to add rows, or complete more than 1 sheet if it is useful for your team

Questions/Reflections from the above results:

Assessment Assessment Cycle Type Purpose Coherence

Write the name of the Literacy Assessments given in grades K-‐2 below. Check off any boxes that describe the current use of this assessment. (Do not include assessments only given to ELs at this time)

Daily

Weekly

Unit

Grading Period (3-‐4tim

es)

Annually

Prepares Students for Grade 3 SBAC

Measures Progress on

CCSS Standards

Diagnostic

Formative

Interim

Summative

TEACHER: Assist

immediate learning

(in the mom

ent)

SCHOOL: M

easure student progress (m

ay also inform future

teaching and learning)

DISTRICT/STATE: Evaluate educational program

s &

measure yearly progress

Given across all of K

Given across all of 1

st


nd

Informs G

rade 3

DIBELS NEXT X X X X X X X X

DRA2 X X X X X X X X

ELA Benchmark X X X X X X X X

ELLA X X X X X X EL X

EL X

EL X

ELX

CELDT X X X X EL x

EL X

ELX

ELX

PreK Assessment X X X X

Kingsburg Charter District

February 2015 State of Early Literacy Assessment

ELA Assessments by grade level/domain Reading Fountas & Pinnel (K-‐6) DIBELS (K-‐6) STAR Reading (2-‐6) District Benchmarks Waterford (k-‐2) Accelerated Reading Quizzes (2-‐6)

Wri7ng

District Wri7ng (k-‐6)

District Benchmarks

(K-‐1, 2-‐6)

Listening/Speaking

CELDT (all ELs)

ELD Assessment (K-‐1)

Language

CELDT (all ELs)

ELD Assessment (K-‐1)

Current Assessment Design Principles

All K-‐6: Fountas and Pinnel, DIBELS -‐ Universal Screeners

-‐ RTI placement -‐ Progress Monitoring

Benchmark – quarterly -‐ ELA and Math

Mendota Unified School District


ELA Assessments by grade level/domain Reading Benchmark Assessment System (BAS) – we use the “core” assessment to get Guided Reading levels and each grade level also assesses areas they feel are most important to them from BAS (optional additional) assessments) they feel will move kids – see below for example (TK-3)

DIBELS – fluency and used more for RtI movement (TK-6)

AR STAR – site based for comprehension, mainly for setting goals with kids (K-8)

Writing None districtwide – some in District Benchmarks, but not formal (Grades 2-12)

- K-1 is systematic with the 3 writing genres assessed over the year

Listening/Speaking We have a rubric for reclassification and also for report cards, but not exclusively used for instructional purpose (K-12)

CELDT ELLA

Language Other than our District Benchmarks, we don’t have a districtwide approach (100% K-12)

ELD Benchmark for Intermediate and Below ELs (50% of ELs)

Current Assessment Design Principles None at this <me – pursuing a balanced approach







Daily

Weekly

Unit


es)

Annually



CCSS Standards

Diagnostic

Formative

Interim

Summative

TEACHER: Assist

immediate learning

(in the mom

ent)

SCHOOL: M





s &




st


nd

Informs G

rade 3

Benchmark Assessment System (BAS) X X X X X X X X X X

BAS Additional Assessments X X X X X X X X X X X X X

DIBELS Next (Tier I) X X X X X X X X X X X

AR STAR X X X X X X X X X X X X

DIA X X X X X X X X X X X X

Running Record During Guided Reading X X X X X X X X X

Sanger Unified School District


ELA Assessments by grade level/domain Reading Mul7ple Measures (K and 1st grade only)

—this test is based on elements of the Observa<on Summary by Marie Clay

• Word Reading—Students decode words in a pre-‐set list

• Hearing and Recording Sounds in Words—Students write a dictated sentence using the sounds that they hear

• Wri<ng Vocabulary Test—Students write down all the words they know in a pre-‐set amount of <me

Rigby Reading Test (grades K-‐5) —running records and comprehension ques<ons on leveled readers

Amplify Forma7ve and Summa7ve Assessments (grades 2-‐8)

—selected & constructed response ques<ons from the CCSS Literature, Informa<on & Language Standards

Wri7ng

Listening/Speaking Language Mul<ple Measures

Amplify

Current Assessment Design Principles For the Founda7onal Skills and Reading Standards, which are our areas of focus, the ideal assessment would: • Measure specific reading skills (phonemic awareness,

phonics and high frequency words), fluency and comprehension

• Reflect the increased text complexity that is called for in CCSS.

• Be sensi<ve to the needs of English Learners. • Reflect true student learning and eliminate the

“guesswork” factor Teachers want to know: • The degree of mastery of discrete skills in isola<on and

in context • How students apply their knowledge and what

strategies they use to solve words • Where their reading ability stands in rela<on to grade

level • How students are progressing in fluency and in

comprehension, especially in terms of higher-‐level comprehension ques<ons

Teachers want to share what students have mastered as well as next steps. Students want to know what their goals are and the progress that they are making toward them. They also want to know why these goals are important. Parents want to know what the students’ goals are in clear terms, why these goals are important, what progress the students are making and what they can do to support them.





We have interim assessments in place but since we use outside testers, our teachers do not really understand or use the DIBELS results. They use Rigby but the way it is used is more summative in nature. Multiple Measures has one component—the dictation sentence—that teachers actually use. K and 1st have formative assessments but they do not have them for all of the elements of early literacy. We need to do 2 things immediately—1) Familiarize our teachers with



Daily

Weekly

Unit


es)

Annually



CCSS Standards

Diagnostic

Formative

Interim

Summative

TEACHER: Assist

immediate learning

(in the mom

ent)

SCHOOL: M





s &




st


nd

Informs G

rade 3

DIBELS X X X X X X

Rigby X X X X X X X

Multiple Measures X X X X X X

Formative assessment (Amplify)

X X X X X X X

Formative assessment (teacher-‐made)

X X X X X

Earlimart School District



DIBELS and 2) Help our teachers to develop true formative assessments that they can use to inform instruction for all elements of early literacy. We need more short-‐term assessments to support student learning.

Earlimart School District


ELA Assessments by grade level/domain Current Assessment Design Principles •  Principles of Assessment in Reading and Wri<ng Assessment should support children’s development and literacy learning.

•  Assessment should take many different forms. Assessment must avoid cultural bias.

•  Assessment should encourage children to observe and reflect on their own learning progress.

•  Assessment should shed light on what children are able to do as well as the areas where they need further work.

•  Assessment Procedures, Anecdotal notes, Narra<ves, story retelling, Wri<ng folders, Instruc<onal conversa<ons, Emergent storybook readings, Informal reading inventories, Running records

(Source: Susan B. Neuman, Carol Copple, and Susan Bredekamp, Learning to Read and Write: Developmentally Appropriate PracJces for Young Children, Washington, DC: NaJonal AssociaJon for the EducaJon of Young Children, 2000.)

Reading DIBELS (100% of K-‐2) Unit Assessments (100% of K-‐2) District Benchmarks (100% of K-‐2) Basic Phonics Skill Test (BPST) (100% of 1st) KSEP (100% of K)

Wri7ng

District Wri7ng(100% of

K-‐2)

Listening/Speaking

SOLOM (20% of K-‐2)

CELDT (56% of K-‐2)

ELLA (56% of K-‐2)

District Benchmark

(100% of K-‐2)

KSEP (100% of K)

Language

SOLOM (20% of K-‐2)

CELDT (56% of K-‐2)

ELLA (56% of K-‐2)

Progress + _ _ (e.g. buierfly video)

_ _

Assessment NameDaily Weekly Unit Grading

PeriodAnnually Prepares

Studentsfor SBAC

Measuresprogress onStandards

Diagnostic Formative Interim Summative

Teacher School District Across K Across1st

Across2nd

InformsGrade 3

Math District Benchmark 3x x x x x x x x x x

ELA District Benchmark 3x x x x x x x x x x

Direct Write 3x x x x x x x x x x

DIBELS 6th 3x x x x

Accelerated Reader (AR) x x x x x x x x x x

CELDT

ELLA

Timed Math Facts x

Math CFA-Go Math every 3 x

ELA CFA-Open Court

Sight Word Reading

Sight Word Spelling

Basic Phonics Skills Test x

Blending/Segmenting

Weekly Spelling

SBAC Interim x

Assessment Cycle Type Purpose Coherence

ScaleUp Assessment IdentifyerFirebaugh-Las Deltas Unified

wring - caed partners

Documents