Junior High Literacy Assessment May 26-28, 2008. .

Junior High Literacy Assessment

May 26-28, 2008

http://jhla.ednet.ns.ca

Agenda

9:00- 10:00 Junior High Literacy Assessment Overview

10:00-10:15 Carousel Activity

10:15-10:30 Break

10:30-11:15 Carousel Discussion

11:15 -11:45 Intro to Scaled Scores

11:45-1:00 Lunch

1:00-2:00 Logistics

Department of Education Literacy Assessment

Monitor Student Progress

Identify

Support

Functional Literacy

For the purpose of the Junior High Literacy Assessment, ‘literacy’ is defined as the ability to understand, use, reflect on and create a variety of written texts and other forms of text, in order to function and make one’s way independently in the world; to effectively interpret and engage in the world; and to develop one’s knowledge and potential.

Department of Education, 2007

Reading

0

5

10

15

20

25

30

35

40

Short Story Information Text Visual Media Poetry / song

Teach to the Outcomes Reading and Viewing

By the end of grade 9 the student will be expected to….

• Demonstrate an understanding that information texts are constructed for particular purposes.

• Use cueing systems and a variety of strategies to construct meaning in reading and viewing increasingly complex print and media texts.

• Demonstrate that print and media texts are constructed for particular purposes and audiences (describe how specific text and genre characteristics contribute to meaning and effect).

Note: These outcomes are a sampling of some of the curriculum outcomes prescribed in the English Language ArtsCurriculum Guide. Teachers should not limit instruction to this narrow band of outcomes.

Writing

Ideas

Organization

Word Choice

Matters of Correctness

Teach to the OutcomesWriting and Other Ways of Representing

By the end of grade 9 the student will be expected to…

• Expected to use a range of strategies in writing and other ways of representing.

• Make informed choices of language to create a range of interesting effects in imaginative writing and other ways of representing.

• Demonstrate an awareness of the effect of context on writing … make appropriate choices of forms, style, and content for specific audiences and purposes.

• Consistently use the conventions of written language in final products.

Note: These outcomes are a sampling of some of the curriculum outcomes prescribed in the English Language Arts

Curriculum Guide. Teachers should not limit instruction to this narrow band of outcomes.

Assessment Administration•All Grade 9 students in public schools in Nova Scotia will participate in the assessment, with the exception of students with a documented Individual Program Plan (IPP) in English Language Arts.

•Teachers who administer the assessment must

be aware of the protocols and parameters of the

assessment.

•Teachers who administer the assessment

need to be aware of documented Program Adaptations

for the students.

•Students will write in a classroom setting.

Assessment Administration con’t• Teachers cannot read specific instructions or paraphrase instructions for

students in the reading portion of the assessment.

• Teachers may read instructions to students in the writing portion of the assessment if they have documented adaptations. This does not include paraphrasing or restating the instructions.

• Have resources available in the classroom (dictionary, thesaurus, pencils, etc).

• Complete one section per day. Students may not look ahead or revisit sections completed on a previous day.

• Assessments are returned to the School Assessment Coordinator at the end of each day are must be kept in a locked, secure location.

NOTE: No Portion of the Junior High Literacy Assessment should be copied at any time .

Adaptations

Adaptations made available to the student on the JHLA must be formalized as documented Program Adaptations prior to May 25, 2008. A copy is to be placed in the cum file and attached to the JHLA.

Read Aloud Assistive Technology: The use of assistive technology software to read scanned or typed text to a student is increasing. While such programs are perceived as helpful, their use is often compensatory in nature and offers little towards supporting a student’s reading development. The ELA curriculum outcomes require students to be developing their reading strategies and skills using text at the appropriate instructional level, for guided reading and independent reading experiences. Read aloud programs compromise these curriculum outcomes and are not considered an acceptable adaptation for ELA outcomes relating to reading development, and therefore, would not serve well as a strategy for students requiring a LSP.

~Department of Education 2007~

Please refer to the Department of Education’s web portal for further information on Read Aloud Assistive Technology.

Acceptable Adaptations

Writing Portion:Documented Program Adaptation that allows the instructions, prompts

and checklists in the writing portions of the assessment to be read to the student.

Text is read verbatim and is not interpreted, summarized, or paraphrased.

Poor or Illegible HandwritingThe student is expected to complete the writing portions of the

assessment without a scribe. The classroom teacher may provide, in addition to the students handwritten work, a literal transcript.

The teacher must transcribe exactly what the student has written.

Additional Time:Above the additional 15 minutes per day that is granted to an entire class. The amount of additional time needed for tasks must be specified in the students documented Program Adaptations.

Alternate SettingA documented Program Adaptation that allows the student to complete

any part of the assessment in a setting different from the other students in the class.

The assessment must be proctored by an informed administer who is aware of assessment protocols and the integrity of the assessment must be maintained.

Alternate FormatA documented Program Adaptation that allows for large –print, black

and white versions, and braille.

Additional Adaptations

English-Foreign Language DictionaryA documented Program Adaptation that allows a student to use a

foreign language dictionary (e.g. English-Italian Dictionary).

Assistive TechnologyA documented Program Adaptation for a student with visual or physical

impairment, injury or learning disability to use during the writing portion of the assessment.

The assistive technology must not compromise or alter the validity of the assessment.

The following features cannot be used:-cueing systems (grammar / spell check)-word prediction

ExemptionsRequires a school based decision involving the

student, parent/guardian, teacher, and administrator. This decision must be documented in writing and attached to the JHLA.

• Long term illness

• Bereavement

• Other (specify)

• 2008: student who previously participated in the Junior High Literacy Assessment.

Preparation for the JHLA

Encourage students to do their best.

Throughout the year build independence in reading and following directions independently, time management, organizing their work independently, rereading their work before they are finished (for content and accuracy).

Trends from last year’s assessment:

Areas to improve:

Outcome 7.2 Recognize that print and media texts are constructed for particular readers and purposes, begin to identify the textual elements used by authors.

Analysis level questions (non – literal)

What to do when they are asked to read a familiar text (short stories)

Organization of essay /story (details and depth)

Taking the assessment seriously

Introduction to Scaled Scores

500 600300200 700400 800

This PowerPoint can be used within the Halifax Regional School Board for site-based presentation purposes.

It may be accessed on the LSP website:

www.hrsbstaff.ednet.ns.ca/lsp

The information in this PowerPoint is preliminary information for Halifax Regional School Board schools.

Be certain to check the web-based portal regularly at the Department of Education for current and up-to-date information on the Junior High Literacy Assessment.