No-Cost State-Provided Resources 2007-2008—Deanna Hendricks Wagoner

1. No-Cost State-Provided Resources 2007-2008—Deanna Hendricks Wagoner

2. Administration & Scoring No-Cost State-Provided Resources 2006-2007—Deanna Hendricks Wagoner

3. Agenda • Reading Assessment Overview • Tools to Shape Instruction • Interview & Class Tips BREAK

4. Agenda • Sample Scoring Practice • Reports Briefing • Research/Future

5. Why the Center for Innovation in Assessment (CIA)? • Indiana University • Roger Farr, founder • Funded to create/develop/maintain: • CORE 40 tests • Standards • Indiana Reading Assessments/ROAR • Curriculum Frameworks • Classroom Assessments • ITRI

6. History • Developed under Governor O’Bannon • Grade 1 developed first – sixth full year • Grade 2 – fourth full year • Kindergarten – third full year • Revised Grade 1 – second full year

7. The main objective of the Indiana Reading Assessments is to be… …tools for primary teachers to gain information about the developing reading skills of each of their students Diagnostic

8. Goals To assist teachers in identifying every student needing assistance in his/her efforts to learn how to read To help teachers optimize instruction and prevent problems To provide teachers with immediate feedback on students’ strengths and weaknesses

9. Features Provides specific information about strengths and weaknesses FREE Provides information that is easily shared with parents and administrators Closely aligned to Indiana’s Academic Standards Can be used as a progress monitoring tool

10. Components Kindergarten The first administration consists of an Initial Screening tool that can be used to set a baseline for incoming kindergarten students. The Initial Screening tool can also be used to measure the progress of kindergarten reading skills throughout the school year. August

11. ComponentsWhat’s Inside the Booklets? Beginning Reading Booklets • Phonemic Awareness (optional at Grade 2) • Phonics • Vocabulary • Comprehension • Listening (K) • Listening & Reading (1) • Reading (2)

12. ComponentsWhat’s Inside the Booklets? Beginning Reading Booklets • Most sections are • administered in a • group setting • Most items are • multiple-choice items Easy to Administer Easy to Score

13. Components Kindergarten January & April The second & third administrations consist of a Beginning Reading Skills booklet covering a number of early reading skills for kindergartners... …as well as a story comprehension assessment that allows students to follow an actual story and respond to an open-ended question by writing and/or drawing.

14. Components Grade 1 October, January, & April …as well as a story comprehension assessment that allows students to follow an actual story and respond to an open-ended question by writing and/or drawing. All administrations consist of a Beginning Reading Skills booklet covering a number of early reading skills for first graders...

15. Components Grade 2 October, January, & April All three administrations consist of a single booklet assessing a variety of beginning reading skills and comprehension skills at the grade two level.

16. The Indiana Reading Assessments are also skills-based Reports are based on skills identified by the National Reading Panel as key skills…that consistently relate to reading success”

17. The Indiana Reading AssessmentsResource/Intervention Guide • Additional assessments for Standard Indicators not covered on Assessments • Classroom Activities for instructional purposes • Correlation to Indiana Academic Standards

18. Resource Guide Activities

19. Resource Guide Assessments • Checklists • Can be used for retesting • Fluency tests • Correlates to state Standards

20. Questions?

21. IRDA-Online reports provide a variety of student & class reports based on: • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension

22. Shaping instruction by looking at basic skills… Individual student skill information can be found on the back of the booklets

23. Shaping instruction by looking at basic skills… Class & student information can be gathered from the Score Recording Forms.

24. Shaping instruction by looking at Standards… 1.1.1 1.1.2

25. Shaping instruction by looking at Standards… Finding Resources by looking at the Standards Coverage Chart

26. Find Standards-based Resources to Meet the Needs of Your Class… Resource Guide Curriculum Frameworks And other Standards-based resources

27. Questions?

28. Tips from someone who’s been there … done that.

29. General Tips • Tell students the plan • Spend time on the sample • It’s not a writing assessment • Alternate activities • Remember the purpose: diagnosis

30. About cheating The Rules • Answers are “secrets” • Don’t look in someone’s office • We’ll share some answers • The more space, the better

31. Interview Tips • Not necessary for grade two • Screening, Phonemic Awareness, and Story Comprehension open-ended • If they don’t have the skill, you’ll know • Interviews should be BRIEF!!!

32. Kindergarten Tips • How to move in the booklet • Write names on booklets (labels) • Small groups (4-5) • Enlist help (aides or parents)

33. Grade 1 Tips • How to move in the booklet • Whole group is fine • Listeners vs. Readers • If no aides, give Story Comprehension to readers FIRST

34. Grade 2 Tips Struggling Readers • Optional phonemic awareness • Checklists (fluency, beginning reading) • Enlist help (aides or parents) • Accommodations or below level assessments

35. The Indiana Reading AssessmentsKindergarten/Grade 1 • Student Interview • (no scoring at time of interview) • Student has written and can read exactly • what is written • Student has written and has NOT read • exactly what is written • Student has written and cannot read • what is written • Student has not written

36. The Indiana Reading AssessmentsKindergarten/Grade 1 • Student Interview • (no scoring at time of interview) • Write what the student “reads” in the Student Explanation portion. • If the “reading” does not show complete understanding, you may probe further, referring to picture if helpful. Also write response to probing in the Student Explanation portion.

37. Interview Practice Teacher: What does this say?  Student: I don’t know. I can’t read it.

38.  Interview Practice Teacher: What did you want it to say? Why does the boy in the story like his puppy? Student: Because they do fun things together. Because they do fun things together

39. Interview Practice Teacher: So tell me about your picture. Why does the boy in the story like his puppy.  Student: He likes to walk and run with him. He likes to walk and run with him.

40. Interview Practice Teacher: What does this say? OR What did you write?  Student: A rabbit.

41.  Interview Practice Teacher: So, what does the girl like to do with her pal Al? Student: She likes to play with him. She likes to play with him.

42. Interview Practice Teacher: What does this say?  Al sings to him. Student: Al sings to him.

43.  Al sings to him. Interview Practice Teacher: So, then what does the girl like to do with her pal Al? Student: She likes to sing to him. She likes to sing to him.

44. Break Time

45. Applied Phonics: Sentence Dictation Teacher says: “Fish can’t ride roller coasters.”

46. Applied Phonics: Sentence Dictation

47. Writing: Writing Prompt Sample Writing Responses with Scores Available

48. Writing: Writing Prompt Includes scoring rubric scores and explanation

49. The Indiana Reading AssessmentsKindergarten/Grade 1 Tips Sample Scoring for the open-ended tasks

50. The Indiana Reading AssessmentsKindergarten/Grade 1 Comprehension