Align
Assess
Achieve
Nikki R. Porter
Assessment Program Specialist
http://tinyurl.com/y766s754
Warm Up and Stretch
TodaysMeet.com/2017Retreat
Goals
.• Identify specific practices that will be
implemented in Kindergarten through Grade
5
• Analyze 2016-2017 literacy data
• Review early literacy assessments and their
purposes
• Strategically plan for implementation of a
sustainable and effective literacy program
http://tinyurl.com/y9a5ekod
TKES
1.. Professional Knowledge: The teacher demonstrates an
understanding of the curriculum, subject content,
pedagogical knowledge, and the needs of students by
providing relevant learning experiences.
5. Assessment Strategies: The teacher systematically
chooses a variety of diagnostic, formative, and summative
assessment strategies and instruments that are valid and
appropriate for the content and student population.
6. Assessment Uses: The teacher systematically gathers,
analyzes, and uses relevant data to measure student
progress, to inform instructional content and delivery
methods, and to provide timely and constructive feedback
to both students and parents.
Assessment Purpose
To identify strengths and weaknesses in instructional practice(s) and help
establish priorities in planning educational programs.
Formative: takes place during instruction to provide feedback to teaching and
learning; used by both students and teachers.
Interim: takes place after a sequence of instruction to evaluate students’
knowledge and skills relative to a specific set of academic goals, typically
within a limited timeframe.
Summative: takes place at the end of instruction to certify mastery or assign
grades; typically used for accountability.
Align
Assess
Achieve
Balanced Literacy Framework
Components of Balanced Literacy
Read Aloud/Modeled Reading: Teacher reads to the whole class, building on students'
existing skills while introducing different types of literature and new concepts. Read-aloud
models fluent and expressive reading, develops comprehension and critical thinking strategies
and builds listening skills.
Shared Reading: Teacher leads the class in reading or chanting a text that is often enlarged
for the whole class to see. Shared reading allows students to observe the reading process and
to practice reading strategies or concepts in the safety of a group. The same enlarged text is
read and reread several times over a few days. Initially the teacher takes the lead, and then
gradually pulls back as students progressively master the text.
Guided Reading: Teacher guides small groups of students in reading
short, carefully chosen texts in order to build independence, fluency,
comprehension skills, and problem-solving strategies. The teacher
often begins by introducing the text and modeling a particular
strategy. Then students read to themselves in quiet voices as the
teacher listens in, noting strategies and obstacles, and cuing individual
students as needed.
Independent Reading: Students read books on their own,
exploring different kinds of texts and applying new learning.
Teachers confer individually with students during independent
reading or model their own silent reading.
A
Z
S
L
C
.
.
R
E
A
D
Balanced Literacy Block
Activity
Key
Elementary Literacy Assessments
Assessment
Required
for
Grades
Primary Use
Purpose
Measures
BAS/DRA
K–5; 6–8
Determine instructional
reading level
Accuracy; fluency;
comprehension
Place students into guided reading groups; identify
instructional level text to be used in GR
BAS Sight
Word
Assessment
K–2
Assess sight word
recognition
Sight words
Determine sight word instructional order; identify sight
word instruction for individual
students
Running Records
K–8
Formative assessment of
instructional reading
level
Accuracy; fluency;
comprehension
Determine if students have made progress on instructional
reading level between benchmarks
4, 7, 9
Writing assessment aligned
to Georgia
Milestones assessment
Informational reading standards;
opinion/argument writing
standards
Assess and prepare students for extended response writing
K–5
Identify student weaknesses
in phonics
skills
Phonics
Diagnostic: determine deficit areas/skills in phonics
Write Score
Phonics
Inventory
AZ
SLC
Assessment
Required
Grade
Purpose
Measures
Primary Use
Georgia
Milestones
State
3rd–12th
Mastery of on-grade-level
standards
All ELA standards
Summative assessment
GKIDS
State
K
Determine if students have
mastered grade-level ELA
standards
All ELA standards
State benchmark assessment of ongrade-level standards
Iowa
District
3, 5, 8
Nationally normed standardized
test that
measures reading and language
achievement
Total reading: vocabulary and
comprehension Total language:
spelling, capitalization,
punctuation, usage
and expression
Provide a national comparison
STAR Early
Literacy
*District
K
RTI Universal Screener
Phonological awareness, print concepts,
phonics, sight words
Screener: determine if students are
below, on, or above grade
level
STAR
Reading
*District
1st–12th
RTI Universal Screener
Foundational skills; comprehension;
informational/literary reading
standards
Screener: determine if students are
below, on, or above grade
level
DIBELS
SRCL
K–3
RTI Universal Screener for
SRCL Schools
Phonemic awareness; phonics; fluency
Screener: determine if students are
below, on, or above grade
level
RI
SRCL
3rd–12th
RTI Universal Screener for
SRCL Schools
Reading comprehension
Screener: determine if students are
below, on, or above grade
level
Informal
Decoding
Inventory
SRCL
K-2
Identify student weaknesses in
phonics skills
Phonics
Diagnostic: determine deficit
areas/skills in phonics
Literacy Assessments: End of Year Goals
Grade
Level
IDI Part
I or II
K
1
I
I
2
I and II
3
II
multisyllabic words: vowel-consonant-e, rcontrolled, vowel team, & consonant -le
4
5
II
II
all of Part II
.
Subsets Mastered
short vowels & consonant blends and digraphs
r-controlled vowels, vowel-consonant-e, and vowel
teams
all of Part I
Part II: compound words & open and closed
syllables
all of Part II
Literacy Assessments: End of Year Goals
.
Turn & Talk
Guiding Questions
.
Design
-What is it?
Who will be
involved?
Implementation
What is the look for?
What will I hear?
Monitoring
What artifacts are
being reviewed?
What is the system
for monitoring?
Analyzing
Data
Data Driven Dialogue
•
Identify the grade levels
below, at, and above
grade level Lexile
benchmarks
3rd Grade
= or > 650
on GMAS
5th Grade
= or > 850
on GMAS
• What trends do you
notice?
• Are there any surprises?
• What are appropriate
solutions/responses
that address the needs
implied in the data?
It’s About More Than Lexiles
True or False: Focusing solely on lexiles is more than enough
to prepare students for the next generation of Georgia
assessments.
https://todaysmeet.com/2017Retreat
How is Georgia using Lexiles?
Students receive a Lexile measure along
with their regular scale score for Georgia
Milestone’s EOG and EOC.
A student’s Lexile measure is a tool for
teachers to use in targeting reading material
for students.
A student’s Lexile measure is a tool for
parents to use in selecting reading
material for their children.
Teachers in such areas as social studies and
science must also help students develop
literacy.
Guiding Questions
.
Design
Implementation
-What is it?
What is the look
for?
Who will be
involved?
What will I hear?
Monitoring
What artifacts are
being reviewed?
What is the
system for
monitoring?
Professional Learning Plan
Reflections and Next Steps
My team needs …
Additional Support
Thank you
Reflection
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