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Using a Comprehensive Assessment Plan to Meet All Students’ Instructional Needs. Leadership Conference 2005 Orlando, Florida Pat Howard and Randee Winterbottom Florida Center for Reading Research Marilyn Jackson-Rahming, Principal Pineview Elementary School, Tallahassee. Objectives.

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Using a comprehensive assessment plan to meet all students instructional needs l.jpg

Using a Comprehensive Assessment Plan to Meet All Students’ Instructional Needs

Leadership Conference 2005

Orlando, Florida

Pat Howard and Randee Winterbottom

Florida Center for Reading Research

Marilyn Jackson-Rahming, Principal

Pineview Elementary School, Tallahassee


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Objectives Students’ Instructional Needs

To assist principals to

  • develop an effective and efficient reading assessment plan

  • guide and support teachers in determining instructional needs of students

  • monitor the effectiveness of the assessment plan and the strategies implemented to improve student reading performance


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Background Information Students’ Instructional Needs

  • Brief overview of basic components of an effective reading program: K – 3

    • Phonemic Awareness

    • Phonics

    • Fluency

    • Vocabulary

    • Comprehension Strategies


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The Dynamic Relationship Between Assessment and Instruction Students’ Instructional Needs

Step 1

Review

Step 4

Monitor

Step 2

Design Plan

Step 3

Implement Plan


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Step 1: Reviewing Current Reading Assessment Plan Students’ Instructional Needs

  • Identify all data currently available on all and selected students

    • SRUSS

    • FCAT

    • Reading First requirements

    • District required assessment

  • Do data provide the answers to critical questions you have about the school’s reading program(s)?


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Examples of Questions Needing Answers Students’ Instructional Needs

  • Are we meeting our Standards and Benchmarks for all students?

  • Are we able to identify students at risk of reading failure

  • Do we have a method for determining the effectiveness of our reading programs?

Dr. Marilyn Jackson-Rahming

Principal, Pineview El.


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  • Are We Meeting Our Reading Goals to… Students’ Instructional Needs

  • Maintain students on grade level through effective core program, and

  • Decrease students in need of additional support through strong and effective supplemental strategies and intensive interventions?

Beginning

Middle

End

The Results of Effective Core, Supplemental, and Intensive Instruction


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Mark Brunner Students’ Instructional Needs

Coordinator of Area Schools and Elementary Education

Citrus County, Florida


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The Dynamic Relationship Between Assessment and Instruction Students’ Instructional Needs

Step 1

Review

Step 4

Monitor

Step 2

Design plan

Step 3

Implement Plan


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Step 2: Designing the Comprehensive Assessment Plan Students’ Instructional Needs

There are four elements to include in a comprehensive reading assessment plan:

  • Screening – First Alert

  • Progress Monitoring – Growth

  • Rates

  • 3. Diagnostics – In-depth Study

  • 4. End-of-year Outcome Measures –

  • Meeting our Goals

Mark Brunner

Citrus County


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Reading Assessment Students’ Instructional Needs

Summary Form

Grade 2


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Step 2: Designing the Assessment Plan Students’ Instructional Needs

Element 1: Screening

  • Purpose: First Alert

  • Time to administer

    • Different options for conducting screening

  • How to summarize data by classroom/grade level

  • How to use data for

    • Determining role of reading coach/curriculum specialist

    • Supporting teachers

    • Determining professional development needs of staff

    • Identifying effective instructional practices

    • Determining support needed by school from district office, Just Read Florida office, FCRR


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Instructional Levels: 2004-2005 Screening Data Students’ Instructional Needs

Percentage

Grade


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Step 2: Designing the Assessment Plan (cont.) Students’ Instructional Needs

Element 2: Progress Monitoring

  • Purpose: Growth rates

  • Time to Administer

    • Different ideas for conducting progress monitoring

  • How to summarize data by classroom/grade level

  • How to use data for

    • Looking at patterns of growth – classroom and grade level

    • Indications of effectiveness of core program

    • Identifying effective instructional practices where growth is “beating the odds”

    • Supporting teachers where growth is limited

    • Determining professional development needs


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Reading Coach Students’ Instructional Needs

Principal


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2 Students’ Instructional Needsnd Grade Students in Each Instructional Support Category

?

25%

29%

27%

32%

43%

40%

44%

33%

28%

4th

1st

2nd

3rd

Assessment Interval


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Step 2: Designing the Assessment Plan (cont.) Students’ Instructional Needs

Element 3: Diagnostics

  • Purpose – Profile student strengths/weaknesses?

  • Time to administer

    • Deciding when a diagnostic is needed

    • Different ideas for conducting diagnostics – by teacher, by diagnostician

  • How to use data for

    • Determining student strengths and weaknesses

    • Determining plan for implementing iii

    • Determining those portions of the core program that should be included in student’s overall reading instruction

    • Determining professional development needs


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www.fcrr.org/assessment Students’ Instructional Needs


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Step 2: Designing the Assessment Plan (cont.) Students’ Instructional Needs

Element 4: Outcome Measures

  • Purpose: “Did we meet our Goals?”

  • Implementation

    • Group or Individual Administration

    • Different ideas for conducting outcome measures

  • How to summarize data by classroom/grade level/school

  • How to use data for

    • Reporting successes and challenges to faculty and community – indicators of effectiveness for year

    • Revising assessment plan

    • Reevaluating iii implementation

    • Determining support needed by district office for following year


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Oral Voc. Comprehen. Reading Voc. Comprehen. Students’ Instructional Needs

Grade Summary

Teacher A

Teacher B

Teacher C

Teacher D

Teacher E


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Reading Assessment Students’ Instructional Needs

Summary Form

Grade 1


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Reading Assessment Students’ Instructional Needs

Summary Form

Grade 1


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Reading Assessment Students’ Instructional Needs

Summary Form

Grade 1


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Reading Assessment Students’ Instructional Needs

Summary Form

Grade 1


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Reading Assessment Students’ Instructional Needs

Summary Form

Grade 1


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Reading Assessment Students’ Instructional Needs

Summary Form

Grade 1


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The Dynamic Relationship Between Assessment and Instruction Students’ Instructional Needs

Step 1

Review

Step 4

Monitor

Step 2

Design plan

Step 3

Implement Plan


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Step 3: Implementing the Plan Students’ Instructional Needs

  • Assign staff to assessment activities

  • Train staff in administration and interpretation

  • Schedule assessment timelines and locations

  • Set up procedures for teachers to request diagnostics

  • Incorporate data reviews into weekly and monthly activities

  • Report results to all or selected staff at established intervals – indicators of effectiveness


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Assessment Students’ Instructional Needs

Schedule


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Step 3: Implementing the Plan Students’ Instructional Needs

  • Assign staff to assessment activities

  • Train staff in administration and interpretation

  • Schedule assessment timelines and locations

  • Set up procedures for teachers to request diagnostics

  • Incorporate data reviews into weekly and monthly activities

  • Report results to all or selected staff at established intervals – indicators of effectiveness


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Step 3: Implementing the Plan Students’ Instructional Needs

  • Implement Reading Interventions

    • Determine school level needs and implement appropriate interventions

      • Staff development

      • Resource allocation

      • Budgeting for additional resources

      • Scheduling for iii

    • Determine grade level needs and implement appropriate intervention

      • Coaching assignments

      • Content of grade level team meetings

      • Principal-walkthroughs

    • Support school staff in the change process and use data for purposes intended


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The Dynamic Relationship Between Assessment and Instruction Students’ Instructional Needs

Step 1

Review

Step 4

Monitor

Step 2

Design plan

Step 3

Implement Plan


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Step 4: Monitor Data and Revise Plan as Needed Students’ Instructional Needs

  • Revisit current plan and identify areas of weakness, duplication, strength

  • Revise assessment and interventions to meet goals

  • Continue to support school staff in the change process

  • Highlight successes with teachers, parents and students

  • Determine plan to evaluate the effectiveness of the

  • interventions and core reading program – what data will

  • you use?


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How to Use Data to Its Best Advantage Students’ Instructional Needs

  • District level data reports

  • Test level grade reports

  • School-created Excel Files

  • Progress Monitoring and Reporting Network (PMRN)

    https://pmrn.fcrr.org/


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PMRN Examples Students’ Instructional Needs

  • Reports Targeted to Principals

    • School Reports

      • Assessment Calendar

      • School Demographics Report

      • Recommended Level of Instruction

      • School Status Report

      • Student Instructional Level Report

      • School Progress Report

      • School Historical Report


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  • How to Use the Calendar Students’ Instructional Needs

  • Avoid overlap of activities

  • during testing windows

  • Plan for any training

  • associated with assessment

  • Make sure all test materials

  • are ordered


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  • How to Use School Instructional Level Demographics Report Students’ Instructional Needs

  • Determine the status of selected

  • groups of students (ESE, LEP, FRL)

  • Use data to identify strategies that will

  • be most effective given characteristics

  • of students

  • During faculty meetings to help staff

  • understand where challenges lie in

  • meeting NCLB goals


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Teacher A Students’ Instructional Needs

  • How to Use Recommended Level

  • of Instruction Report

  • Identify instructional support needs of

  • students by grade and teacher

  • Determine additional resources needed

  • for grade levels or teachers

  • Prioritize coaching services

Teacher B

Teacher C

Teacher D

Teacher E

Teacher F


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Student A Students’ Instructional Needs

Student B

Student C

Student D

Student E

Student F

Student G

Student H

Student I

Student J

Student K

Student L

Student M

Student N

Student O

Student P

Student Q

Student R

Student S

Student T

Student U

Student V

Student W

Student X


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  • How to Use the School Status Report Students’ Instructional Needs

  • Determine, by grade level, by measure,

  • student instructional needs

  • Make decisions about areas on which

  • to focus professional development

  • Determine probability of FCAT

  • performance by third graders


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Student 1 Students’ Instructional Needs

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Student 17

Student 18

Student 19

Student 20

Student 21

Student 22

Student 23

Student 24

Student 26

Student 27

Student 28

Student 29

Student 30

Student 31

Student 32

Student 33

Student 34

Student 35

Student 36

  • How to Use Student Instructional Level Report

  • Parent phone calls and concerns

  • Classroom assignments for next year


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  • How to Use School Progress Report Students’ Instructional Needs

  • Identifyprogress toward reading

  • goals by grade, by measure

  • Determine trajectory for meeting

  • the next benchmark and where

  • acceleration strategies are needed

  • Judge the effectiveness of the core

  • reading program and instructional

  • strategies


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  • How to Use School Historical Report Students’ Instructional Needs

  • Determine progress of students

  • across years by each measure

  • Compare cohort groups by looking

  • at prior year’s data

  • Identify challenges; celebrate

  • successes


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Summary Students’ Instructional Needs

  • Identify current and future school reading assessment plan

  • Establish or implement a system to facilitate the effective use of reading data

  • How to look at data and determine how the data can assist in making important school and grade level decisions


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Questions Students’ Instructional Needs


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Sample Faculty Report Students’ Instructional Needs

(Name of School)Performance on DIBELS and Identifying School Strengths and Needs

August, 2005


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Goals for the Year Students’ Instructional Needs

  • Reading goals for our school

  • Grade specific goals

    • Kindergarten

    • First grade

    • Second grade

    • Third grade

  • What do the data tell us?


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Sample Faculty Report Students’ Instructional Needs

School Status Report

Instructional Needs of Students at the End of This School Year


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Sample Students’ Instructional Needs


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  • Screen capture the School Status Report from the PMRN Students’ Instructional Needs

  • Once report is displayed, press Control and Print Screen keys together.

  • Copy the captured screen by pressing Shift key and Insert key

  • The screen capture should now be on this slide.

Grade 6

Sample Faculty Report

Grade 7

Grade 8


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Sample Faculty Report Students’ Instructional Needs

School Progress Report

Growth in Skills by Grade Level for Each DIBELS Measure


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Sample Students’ Instructional Needs


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Sample Faculty Report


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Sample Faculty Report Students’ Instructional Needs

School Historical Report

Change in Student Performance From Year 1 to Present by Grade Level for Each DIBELS Measure


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Sample Students’ Instructional Needs


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Sample Faculty Report


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Next Steps Students’ Instructional Needs

  • What do we need in the area of professional development in reading?

  • What skills at each grade level are strong? weak?

  • What programs or practices have contributed to our successes?

  • What additional resources (programs, personnel, district support) will we need to meet our goals for this year?

  • Other ideas?

Sample Faculty Report


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