New to Creating Support Plans

1. New to Creating Support Plans

2. Overview of this session • Background information • Interpreting the new reports • Looking at your class/school • How to develop plans to support learners? • What supports are available for teachers in this process?

3. Purpose • The purpose of the Elementary Literacy Assessment was to provide information about individual students who require specific support in areas of reading and/or writing.

4. This assessment focussed on ‘basic literacy’ That is the main purpose of ELA

5. Background • Development and changes • What happens after students write the assessment in October? • Writing marking sessions • Reading cut scores • Preliminary results • Parent Reports • Expectations for Grade 6 Teachers

6. Always • View these results in conjunction with data from classroom-based assessments as well as school and home observations of student strengths and needs. • This is only one piece of the puzzle that represents a limited number of outcomes from the curriculum.

7. Explain these percentile scores

8. Teachers, parents and the public alike think they know and understand simple scores like total scores, percent correct and percentile ranks. Teachers, parents and the public need to know and understand how to interpret scaled scores. Twing, J. (2002). Vice President, Psychometric Services, NCS Pearson Iowa City.

9. Scale Scoring A Revised Format for Provincial Assessment Reports

10. Beginning with this school year (2007-2008), provincial assessments will be reported on a common scale.

11. Provincial Assessments/Exams • ELLA- Early Literacy Assessment • EEMLA- Early Elementary Mathematical Literacy Assessment • ELA- Elementary Literacy Assessment • JHLA- Junior High Literacy Assessment • NSE- Nova Scotia Exams

12. Scaled scores allow more accurate interpretations of assessment results. • comparisons between categories within the assessment • comparisons of results from year to year • comparisons of results from one grade level assessment to another • comparisons between subject areas

13. Scaling provides consistency in reporting any assessments results, while allowing for the assessments to vary in format, grade level, and year of administration. Most large-scaled assessment systems use scaled scores.

14. What is a Scale? • A mathematical conversion of raw scores to a common scale. • Different scales may be used to measure the same thing, but they are calibrated differently. (e.g. yard stick vs. metre stick, temperature- Celsius & Fahrenheit)

15. Cut Score • Defines the point at which a certain required level of performance has been demonstrated on the assessment • NOT a mean; the cut score can be above or below the mean

16. Cut Score • Cut scores are set to identify students whose performance does: - not yet meet expectations - meets expectations

17. Properties of Provincial Scale • The scale ranges from 200 to 800 • Higher scores mean stronger performance

18. 200-800 scale will avoid confusion with comparison to percentages (1-100) • Aligns with national and international assessment scoring (PCAP, PISA, PIRLS)

19. Properties Distribution of Scores: Provincial mean is set to 500

20. On most provincial assessments, student performance will reflect- • Approx. 15% between 200-400 • About 65% between 400 and 600 • Generally 13-14% between 600-700 • And approx. 1-2% above 700

21. Copy of JHLA report sample

22. Overall Performance in Reading • Student overall score for reading is a reflection of all questions related to reading • They are scaled – considers difficulty level of the whole assessment. And should only be compared to the cut score.

23. Elementary Literacy Assessment (gr. 6) Junior High Literacy Assessment (gr. 9) Difference in Tables of Specifications in Reading

24. ELA student Writing • Two different writing tasks • Persuasive letter (transactional) • Story (narrative)

25. Creating Support Plans • Support plan reference website and important links • Creating your plan on line

26. Met Expectations in Reading Short story- 520 Info Text- 510 Visual Media- 440 Poetry- 620 Comp. ?’s- 590 Analysis ?’s- 460 Outcome #1- 430 Outcome #2- 630 Outcome #3- 610 Outcome #4- 390 Outcome #5- 510 Did not Meet Expectations in Writing -organization- did not meet in either letter or short story -met in other areas Jonny Bayview

27. Creating supports for Jonny • What is the current evidence you have collected in writing? • Writing exemplars • Portfolio evidence • Report cards (summative) • Writing in content areas

28. How does the classroom evidence match with the ELA assessment results?

29. Creating the plan • Page 53- key overview (this page number will likely change in update of document for this year) • Resources and links provided through AYR & WIA • Other resources to support you in this process

30. Creating your plan • Online site for creation of plans

31. Creating a class profile

32. Getting Support • School literacy/technology mentor • Other experienced grade 6 teachers* • Board Literacy/Technology Mentor- Stephen Jamieson (sjamieson@ssrsb.ca) • E-mail Sue (staylorf@ssrsb.ca) • Your School Administrator • Support Plan site