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?