State of Early Literacy Assessment

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1 ESGI (K only)* DIBELS* Only Malaga Elementary Running Records (K) Fluency reads (1st/2nd) Only Marshall Elementary A Z *Categorized as Foundational Skills s as well as s EGSI Sample ESGI EGSI Begin with the end in mind: Know the performance you are looking for before you assign the task and decide on the number of scaffolds District Literacy Goals Phase I Uniform Curriculum Tools, Programs, and Timeline Foundational Skills/ELA Standards Research current programs in place Leveled Guided training materials (Good 1 st Teacher ELA) Need training and materials Research what we currently have in place. TCOE versus Scholastic need to decide on rubric need to create an assessment schedule for all text types

2 TK K Get Ready to Read District Benchmarks DIBELS DRA ELS Grade District Benchmarks DIBELS DRA 1 & Performance Tasks DRA Word Analysis Grade 2 District Benchmarks DIBELS DRA

3

4 Benchmark System (BAS) we use the core assessment to get Guided levels and each grade level also assesses areas they feel are most important to them from BAS (optional assessments) they feel will move kids see below for example None districtwide some in District Benchmarks, but not formal None at this time pursuing a balanced approach DIBELS fluency and used more for RtI movement AR STAR site based for comprehension, mainly for setting goals with kids We have a rubric for reclassification and also for report cards, but not exclusively used for instructional purpose Other than our District Benchmarks, we don t have a districtwide approach

5 Multiple Measures (K and 1 st grade only) this test is based on elements of the Observation Summary by Marie Clay Word Students decode words in a pre set list Hearing and Recording Sounds in Words Students write a dictated sentence using the sounds that they hear Vocabulary Test Students write down all the words they know in a pre set amount of time Rigby Test (grades K 5) running records and comprehension questions on leveled readers Amplify Formative and Summative s (grades 2 8) selected & constructed response questions from the CCSS Literature, Information & Standards Multiple Measures Amplify For the Foundational Skills and Standards, which are our areas of focus, the ideal assessment would: Measure specific reading skills (phonemic awareness, phonics and high frequency words), fluency and comprehension Reflect the increased text complexity that is called for in CCSS. Be sensitive to the needs of English Learners. Reflect true student learning and eliminate the guesswork factor Teachers want to know: The degree of mastery of discrete skills in isolation and in context How students apply their knowledge and what strategies they use to solve words Where their reading ability stands in relation to grade level How students are progressing in fluency and in comprehension, especially in terms of higher level comprehension questions Teachers want to share what students have mastered as well as next steps. Students want to know what their goals are and the progress that they are making toward them. They also want to know why these goals are important. Parents want to know what the students goals are in clear terms, why these goals are important, what progress the students are making and what they can do to support them.

6 Principles of in and should support children s development and literacy learning. should take many different forms. must avoid cultural bias. should encourage children to observe and reflect on their own learning progress. should shed light on what children are able to do as well as the areas where they need further work. Procedures, Anecdotal notes, Narratives, story retelling, folders, Instructional conversations, Emergent storybook readings, Informal reading inventories, Running records (Source: Susan B. Neuman, Carol Copple, and Susan Bredekamp, Learning to Read and Write: Developmentally Appropriate Practices for Young Children, Washington, DC: National Association for the Education of Young Children, 2000.)

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