New to Creating Support PlansNew to Creating Support Plans
Overview of this sessionOverview 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?
Purpose 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.
This assessment focussed on This assessment focussed on ‘basic literacy’‘basic literacy’
That is the main purpose of ELA
BackgroundBackground
• 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
Always 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.
Explain these percentile scoresExplain these percentile scores
74
76
78
80
82
84
86
88
Poetry
Info text
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.
Scale ScoringScale Scoring
A Revised Format for Provincial Assessment Reports
Beginning with this school year
(2007-2008), provincial
assessments will be reported
on a common scale.
Provincial Assessments/ExamsProvincial 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
Scaled scores allow more Scaled scores allow more accurate interpretations of accurate interpretations of
assessment results.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
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.
What is a Scale?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)
Cut ScoreCut 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
Cut ScoreCut Score
• Cut scores are set to identify students whose performance does:
- not yet meet expectations - meets expectations
Properties of Provincial Properties of Provincial ScaleScale
• The scale ranges from 200 to 800
• Higher scores mean stronger performance
• 200-800 scale will avoid confusion with comparison to percentages (1-100)
• Aligns with national and international assessment scoring (PCAP, PISA, PIRLS)
PropertiesProperties
Distribution of Scores:
Provincial mean is set to 500
On most provincial On most provincial assessments, student assessments, student
performance will reflect-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
Copy of JHLA report sampleCopy of JHLA report sample
Overall Performance in ReadingOverall 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.
Difference in Tables of Difference in Tables of Specifications in ReadingSpecifications in Reading
• Elementary Literacy Assessment (gr. 6)
• Junior High Literacy Assessment (gr. 9)
Information Text
35%
Literary Prose 20%
Poetry Song 15%
Visual Media Text
30%
Information Text
50%
Literary Prose 20%
Poetry 15%
Visual Media Text
15%
ELA student WritingELA student Writing
• Two different writing tasks
• Persuasive letter (transactional)
• Story (narrative)
Creating Support PlansCreating Support Plans
• Support plan reference website and important links
• Creating your plan on line
Jonny Bayview Jonny Bayview
• 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
Creating supports for JonnyCreating supports for Jonny
• What is the current evidence you have collected in writing? • Writing exemplars• Portfolio evidence• Report cards (summative)• Writing in content areas
How does the classroom evidence How does the classroom evidence match with the ELA assessment match with the ELA assessment
results?results?
Creating the planCreating 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
Creating your planCreating your plan
• Online site for creation of plans
Creating a class profileCreating a class profile
Getting SupportGetting Support
• School literacy/technology mentor• Other experienced grade 6 teachers*• Board Literacy/Technology Mentor-
Stephen Jamieson ([email protected])• E-mail Sue ([email protected])• Your School Administrator• Support Plan site
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