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

1. 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

2. Objectives 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

3. Background Information • Brief overview of basic components of an effective reading program: K – 3 • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension Strategies

4. The Dynamic Relationship Between Assessment and Instruction Step 1 Review Step 4 Monitor Step 2 Design Plan Step 3 Implement Plan

5. Step 1: Reviewing Current Reading Assessment Plan • 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)?

6. Examples of Questions Needing Answers • 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.

7. Are We Meeting Our Reading Goals to… • 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

8. Mark Brunner Coordinator of Area Schools and Elementary Education Citrus County, Florida

9. The Dynamic Relationship Between Assessment and Instruction Step 1 Review Step 4 Monitor Step 2 Design plan Step 3 Implement Plan

10. Step 2: Designing the Comprehensive Assessment Plan 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

11. Reading Assessment Summary Form Grade 2

13. Step 2: Designing the Assessment Plan 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

14. Instructional Levels: 2004-2005 Screening Data Percentage Grade

15. Step 2: Designing the Assessment Plan (cont.) 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

17. Reading Coach Principal

18. 2nd Grade Students in Each Instructional Support Category ? 25% 29% 27% 32% 43% 40% 44% 33% 28% 4th 1st 2nd 3rd Assessment Interval

19. Step 2: Designing the Assessment Plan (cont.) 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

20. www.fcrr.org/assessment

21. Step 2: Designing the Assessment Plan (cont.) 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

22. Oral Voc. Comprehen. Reading Voc. Comprehen. Grade Summary Teacher A Teacher B Teacher C Teacher D Teacher E

24. Reading Assessment Summary Form Grade 1

25. Reading Assessment Summary Form Grade 1

26. Reading Assessment Summary Form Grade 1

27. Reading Assessment Summary Form Grade 1

28. Reading Assessment Summary Form Grade 1

29. Reading Assessment Summary Form Grade 1

30. The Dynamic Relationship Between Assessment and Instruction Step 1 Review Step 4 Monitor Step 2 Design plan Step 3 Implement Plan

31. Step 3: Implementing the Plan • 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

32. Assessment Schedule

33. Step 3: Implementing the Plan • 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

34. Step 3: Implementing the Plan • 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

36. The Dynamic Relationship Between Assessment and Instruction Step 1 Review Step 4 Monitor Step 2 Design plan Step 3 Implement Plan

37. Step 4: Monitor Data and Revise Plan as Needed • 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?

38. How to Use Data to Its Best Advantage • District level data reports • Test level grade reports • School-created Excel Files • Progress Monitoring and Reporting Network (PMRN) https://pmrn.fcrr.org/

39. PMRN Examples • 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

40. How to Use the Calendar • Avoid overlap of activities • during testing windows • Plan for any training • associated with assessment • Make sure all test materials • are ordered

41. How to Use School Instructional Level Demographics Report • 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

42. Teacher A • 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

43. Student A 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

44. How to Use the School Status Report • 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

45. Student 1 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

46. How to Use School Progress Report • 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

47. How to Use School Historical Report • Determine progress of students • across years by each measure • Compare cohort groups by looking • at prior year’s data • Identify challenges; celebrate • successes

48. Summary • 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

49. Questions

50. Sample Faculty Report (Name of School)Performance on DIBELS and Identifying School Strengths and Needs August, 2005