Overview of Elementary Reading Assessments 2009 – 2010 School Year.
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Transcript of Overview of Elementary Reading Assessments 2009 – 2010 School Year.
Overview of Overview of Elementary Reading Elementary Reading
AssessmentsAssessments
Overview of Overview of Elementary Reading Elementary Reading
AssessmentsAssessments2009 – 2010 2009 – 2010 School YearSchool Year
FLKRSFlorida Kindergarten Readiness Screener
Consists of:• ECHOS (Early Childhood
Observation Survey)• FAIR (Florida Assessments for
Instruction in Reading)
FLKRS• only administered once to all first-
year K students• 30-day window for administration• no PMRN reporting for non-Correct
II schools• students results sent to district’s
Department of Assessment• student name labels will be sent to
schools (per Department of • Assessment)
FLKRSCoaches should:• remind teachers to maintain the
validity of FAIR (follow the script and decision rules for administration)
• remind teachers to take time to observe all ECHOS domains (especially the domains of Writing, Algebraic Thinking, Data Analysis, Scientific Inquiry, Production, Distribution and
• Consumption, and Visual Arts)
FLKRS
Link for ordering additional materials:http://www.palmbeach.k12.fl.us/DREA/documents/order_forms/flkrs_fy10.html
FLKRSContacts:Materials Distribution and Collection•Email Cherie Boone or Tom Cornman Assessment Administration•Email Olive Horne or Brenda Rhymes
K-4 Literacy Assessment System
Consists of:• Oral Language Assessment (OLA)• Phonics and Word Analysis
Assessments• Running Reading Records with
Comprehension Conversation and Writing About Reading
K-4 Literacy Assessment System
• required for all students in grades K-4• optional for grade 5 students• redistribute grade 3 kits to grade 4
reading teachers as needed• administered by the reading
teacher during the 90-minute reading block
K-4 Literacy Assessment System• required data entry into EDW
(must be updated at the end of each trimester) for grades K-4
• optional data entry into EDW for grade 5 when teachers decide to use the assessment
• students’ instructional reading levels recorded in EDW
K-4 Literacy Assessment System• teachers must find students’
instructional and independent reading levels
• instructional levels are used for guided reading
• independent reading levels are used to identify students with reading deficiencies and to make end-of-year promotion/retention decisions
K-4 Literacy Assessment System• ongoing, formative assessment
to drive student instruction, especially differentiated small group instruction
• data can be reviewed at Learning Team meetings and teachers can discuss instructional strategies they can use to support students
K-4 Literacy Assessment System• ongoing, formative
assessment to drive student instruction, especially differentiated small group instruction
• data should be reviewed occasionally at Learning Team meetings
K-4 Literacy Assessment System• coaches should not be
administering the assessment to students
• coaches should help teachers to become comfortable with using the assessment, which may include modeling the assessment with a few students
K-4 Literacy Assessment System• coaches should help teachers
analyze data, group students for instruction, and plan instruction
• district-required and optional components from the Fountas and Pinnell Benchmark Assessment System can be used for iii and RtI/I diagnosis and progress monitoring
K-4 Literacy Assessment System
• coaches should help teachers use the Continuum of Literacy Learning book to plan for small group instruction based on students’ instructional guided reading levels – it is more important to go deeper than wider when assessing and instructing students in reading
K-4 Literacy Assessment System
Contacts:Materials Ordering (Textbook Inventory)•Email Vicki Cornman EDW Issues•Email Dr. Sandra Raymond-Roberts Assessment Administration•Email Dr. Dianne Memmer-Novak or Kim Stansell
Embedded Assessments (EA)
Consist of:Grades K-1• continued administration of K-4 Literacy
Assessment SystemGrade 2• continued administration of K-4 Literacy
Assessment System (EA#1)• other benchmark specific assessments based
on benchmarks taught in the past eleven days (focus on those that parallel FCAT-tested benchmarks from grade 3 (future EAs)
Embedded Assessments (EA)
Consist of:Grades 3-5• passages and multiple choice
questions from the district’s Core K-12 Item Bank (formerly
The Princeton Review)
Embedded Assessments (EA)
Grades 3-5 aligned to the tested benchmarks
listed in the scope and taught in the lessons in the Elementary Reading Curriculum Framework
primary purpose is to serve as a formative assessment and a guide for future instruction (reteach, review, enrich)
Embedded Assessments (EA)
Grades 3-5 may be used as one indicator of
student progress – this should be a school-based decision
three days are set aside for administration, but it is recommended that schools try to administer on day one – the following days may be used for reteaching, reviewing, and enriching, as needed
Embedded Assessments (EA)
Grades 3-5• data can be reviewed at Learning
Team meetings and teachers can discuss instructional strategies they can use to support students
• data can be used by grade level groups to identify secondary benchmarks for focused instruction lessons a minimum of one day a week for 10-15 minutes during the whole group period of the
• reading block
Elementary ReadingEmbedded
Assessments
Contacts:Core K-12 and Technical Issues•Email Dr. Carla Kendall Assessment Content •Email Maureen Grosvenor or Kim Stansell
Other AssessmentsScholastic Reading Inventory (SRI)• grades 2-5 in Non-Correct II schoolsDistrict Diagnostic Assessments• grades 3-5• fall and winterFAIR• Only as part of FLKRS for Kindergarten
and in Correct II schoolsFCAT
Other AssessmentsSchool and Classroom-Based Assessments•coaches should work with administration and LTFs to monitor the quality and use of these assessments, paying close attention to the alignment of the assessment to the benchmarks/content being tested
Final Thoughts on Assessments
•What information are you getting from it?
•How will you use the information? •Are you getting the same information from another assessment?
•Assessments don’t always have to be paper and pencil versions.
Final Thoughts on Assessments
Paper and pencil assessments are NOT the only way to measure student progress.•graphic organizers•checklists/observations•products/rubrics•oral discussion•anecdotal observations•reading notebooks•student portfolio that includes a variety of all the above items
QUESTIONS?