assessment driven instruction

AKRC

FIRST NATION STUDENT SUCCESS PROGRAM

Assessment Driven Instruction for K to Grade 3

Objectives:

4. Who does the assessments?

5. Types of Assessments: screening, progress monitoring, diagnostics, outcome

6. What do we do with all that data?

1. What is Assessment Driven Instruction?2. What types of assessments does a quality reading

program require?3. What is the Lead Literacy Teacher’s role in

assessment?

What is assessment-driven instruction?

Assessment-driven instruction in reading is based on data from reliable and valid assessments that measure student’s progress in six essential reading components.

6 Components: Phonemic

awareness Phonics Fluency Vocabulary Comprehension Sight Words

Teachers view assessments as an important step in the instructional cycle

(Reading) Assessment is not grading—although assessment can help you determine and support the grades you give. Assessment is collecting and analyzing data to make a decision about how children are performing and growing.

Patricia Cunningham & Richard Allington (2007)

What types of Assessment does a quality reading program require?

Target Areas

Assessment for Kindergarten

Essential Reading Components

Concepts and skills to monitor as indicators of student progress toward outcomes

•Phonemic awareness•Vocabulary/oral language development during instruction•Sight Words (2nd semester of instruction

Targeted student outcomes for end of the year

•Letter naming•Letter-sound correspondence•Word reading•Sight Words

Assessments in quality program.... Cont’d...

Target Areas

Assessment- Grade 1 Essential Reading Components


•Phonemic awareness (during 1st semester of instruction)•Fluency (during 2nd semester of instruction•Vocabulary during Instruction•Comprehension (during second semester of instruction)•Sight Words

Targeted student outcomes for end of year

•Word reading•Fluency•Vocabulary•Comprehension•Sight Words




•Fluency•Comprehension (during instruction)•Vocabulary (during instruction)•Sight Words

Targeted students outcomes for end of year

•Fluency•Comprehension•Vocabulary

Target Areas




•Fluency•Vocabulary•Comprehension (during instruction)•Sight Words

Targeted student outcomes for end of year

•Fluency•Comprehension•Vocabulary•Sight words

Target Areas

What is the Teacher’s role in assessment?

Information from assessments can help teachers:

Identify students who are on grade-level or at benchmark

Assist students who have difficulty with some reading concepts or skills

Intensify interventions for students who have extreme reading activities

Group students for effective instruction Target specific reading concepts and skills that

students have not mastered Determine instructional intensity Monitor student’s progress; and Determine areas where teachers need extra support,

professional development and supplemental materials.

Activity 1

Get within groups Discuss within your group how the LLT

can schedule for assessments (3 times/year) and implement intervention time with students at-risk.

List ideas/suggestions and present to whole group.

ACTIVITY- 15 min.

Coffee Break

Who administers the assessments?

Lead Literacy Teacher

Classroom TeacherGRADUAL RELEASE

Are different assessments given for different reasons?

Screening Assessments: Brigance

Kindergarten to Grade 1

Kindergarten Readiness Test

Standardized Assessments

What do teachers get from the screening process?

Learn that children’s letter knowledge and phonological awareness are good predictors of future reading progress...

Scarborough, 1998

For students who are beyond the initial stages of reading instruction, brief assessments of oral reading fluency are effective tools for screening for reading difficulties. Fluency is based on efficient word recognition and the processing of unknown words and is strongly related to reading comprehension.

Fuchs, Fuchs, Hosp & Jenkins, 2001

Screening outcomes...

If a child’s screening scores indicate a possible problem in reading performance, interventions should be implemented along with more frequent monitoring of the child’s academic progress...

Progress Monitoring Assessments

1. Classroom Assessments

2. Standardized Process

Advance Benchmark Strategic Intensive

What kind of Standardized assessments?

DRA, PM Benchmarks, Casi, Dibels, Informal Literacy Assessments

What does “academic grouping” look like?

Classrooms with: Advance Level Benchmark Level Strategic Level Intensive Level

Planning on-site Professional Development...

Assessment data, can provide meaningful guidance in the process of continuous improvement.

What are Diagnostic Assessments?

DAR – Diagnostic Assessment of Reading

GRADE – Group Reading Assessments and Diagnostic Evaluation

Peabody Picture Vocabulary Test – III

SRI – Scholastic Reading Inventory

Woodcock Diagnostic Reading Battery

Texas Primary Reading Inventory

Fox in a Box Early Reading

Diagnostic Assessment

Comprehensive Test of Phonological Processing

Outcome Assessments....

What do we do with all that data?

Assessment Analysis helps teachers pinpoint what is and what is not working so they can adjust instruction quickly and effectively.

How does Assessment facilitate student grouping?

1.Within-class regrouping;2.Same-grade regrouping;

and 3.Across grade regrouping

Differentiated instruction involves flexible group that involves a variety of grouping formats that change to reflect students’ knowledge, interests, and progress...

Flexible grouping allows students to be members of more then one group.

Some last things....

Parking Lot Questions Workshop Evaluations

Meegwetch!

Resources:

Promoting Assessment-Driven Reading Instruction Module, University of Virginia

http://www.google.ca/search?q=assessment+driven+instruction&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a

assessment driven instruction

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