LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM

Transcription

1 TITLE: Progress Monitoring Guidelines for Tier 2 and Tier 3 Literacy Intervention Programs in Grades 6/7-10 NUMBER: ISSUER: DATE: PURPOSE: MAJOR CHANGES: MEM-5289 Judy Elliott, Chief Academic Officer Office of Curriculum, Instruction, and School Support October 15, 2010 The purpose of this Memorandum is to provide guidance to schools regarding instruction and assessment for Tier 2 and Tier 3 intervention classes in grades 6/7-10. This is a new memorandum. ROUTING Local District Superintendents Local District Administrators Instructional Services LD Directors LD Literacy Support Staff LD RtI Coordinators LD RtI Experts PreK-12 Counseling Coordinators School Site Administrators Bridge Coordinators Data Coordinators Intervention Coordinators Intervention Teachers Principals UTLA Chapter Chairs INFORMATION: I. BACKGROUND Within the multi-tiered framework for instruction that the LAUSD has adopted, data-based decision making and progress monitoring are key components in evaluating students response to instruction and intervention. According to the Reading/Language Arts Framework for California Public Schools, instruction and assessment are inextricably linked within any curriculum. Because they inform instruction, the following assessments are crucial to achieving the English- Language Arts Content Standards: baseline and benchmark assessments, progressmonitoring assessments, and end-of-year assessments. In a RtI 2 Response to Instruction and Intervention (RtI 2 ) framework, Tier 2 and Tier 3 interventions increase time and intensity of instruction with more frequent progress monitoring. Close monitoring, data collection, and analysis allow for the timely adjustment of curriculum, instruction, and intervention, and ensure the integrity of implementation. II. DATA-BASED DECISION MAKING: ASSESSMENT ADMINISTRATION Within the LAUSD s multi-tiered framework for instruction, progress monitoring is an integral tool for informing instruction and data-based decision making. During the course of the school year, students will fluidly move between tiers as data indicates a need for more or less intensive intervention. MEM of 16 October 15, 2010

2 III. ASSESSMENT TYPES AND PURPOSES 1. Benchmark Assessments: Benchmark Assessments are administered three to four times a year, at the beginning, middle and end of the year or once per quarter. Benchmark assessments are determined by the particular course. In some cases (e.g., READ 180, LANGUAGE!) Benchmark Assessments are embedded in the curriculum. In other cases, Benchmark Assessments may be designed using the tools on the CoreK12 webpage. In Tier 2 classes, Benchmark Assessments include the Secondary Periodic Assessments in addition to assessments associated with the intervention curriculum. 2. Progress-Monitoring Assessments: Progress-Monitoring Assessments serve many purposes. They measure student progress toward focused, predetermined benchmarks and provide visual representation, in graphic form, of student progress towards those benchmarks. They also provide teachers with a comprehensive picture of each student s learning, which ensures a timely response to instruction and intervention when students understanding begins to break down. Teachers can take immediate and effective action to address each student s specific needs. Another important use for Progress-Monitoring Assessments is as a tool for reflection upon practice, upon the impact of instruction on student learning, and upon the effectiveness of instructional methods and materials in meeting student needs. Progress-Monitoring Assessments include multiple measures and focused assessments that measure student progress in a variety of ways (e.g., on select standards, through multiple modes, etc.). Teachers should administer these assessments at weekly or bi-weekly intervals to keep abreast of student needs. 3. Diagnostic Assessments: Diagnostic Assessments are used when a student s understanding begins to break down. These assessments are used as needed and do not follow a set pattern of administration. When progress-monitoring and classroom performance indicate that a student has begun struggling, teachers need to be able to diagnose the area and cause of his or her struggle. Rather than simply measuring a student s levels of success with given elements of content, Diagnostic Assessments are designed to target specific skills or concepts that students may lack. To access Tier 2 Benchmark, Progress-Monitoring and Diagnostic Assessments, log in to the LAUSD/CoreK12 website at: IV. Intervention Options Schools have multiple options when deciding how best to address Tier 2 and Tier 3 Intervention. Two options supported by the LAUSD are shown in Attachment A1. Whatever method a school chooses to use to provide intervention must include these three types of assessment, and all assessment data must be used to inform instruction. MEM of 16 October 15, 2010

3 Students in Tier 2 intervention must be programmed into a Core Language Arts class as well as an intervention elective. In addition to any assessments given as a part of intervention (e.g., MAZE Measures), these students are also instructed and assessed using the grade level Instructional Guides and the Secondary Periodic Assessments and Core K-12 Progress-Monitoring Assessments. Teachers should supplement these assessments with quizzes or assignments designed to assess students mastery of content at various points in the year. Structured intervention programs have their own program-specific assessments embedded in the curriculum. Both the Period Assessments and the MAZE Measures may be found on the LAUSD/CoreK12 website. For a description of the LAUSD Tier 2 and Tier 3 interventions, see the Intervention Course Overviews (Attachments A1). For guidance with assessments and assessment windows for particular intervention programs, see Attachments B1-D10 RELATED RESOURCES: ASSISTANCE: REF-5092 Placement Guidelines for Tier 2 and Tier 3 Interventions Programs in Grades 6-10, dated May 11, 2010 REF Implementing a Multi-Tiered Framework for Instruction, Intervention, and Support, dated March 25, 2010 BUL Multi-Tiered Framework for Instruction, Intervention, and Support, dated September 2, 2009 For further information, please contact Literacy/Language Arts Specialists: Catrisa Booker, Debra Conejo, Jaimi Krielaart, and Alison Pickering at ( MEM of 16 October 15, 2010

4 Tier 2 and Tier 3 Literacy Intervention Courses Overview - Secondary ATTACHMENT A1 Tier 2 Tier 3 Course Title Academic Literacy (Attachment B1) Basic Reading (Attachment C1) Developing Reading Skills Across the Curriculum (Attachment C1) Literacy for Success (Attachment D1- D10) Strategic Literacy (Attachment C1) Purpose Provides strategic instruction and intervention aligned to the grade level core English Language Arts (ELA) class; advances proficiency in reading, writing, listening, speaking and thinking as measured by the ELA California Standards Test and periodic assessments. Course is offered in grades Provides structured reading intervention for students who need vocabulary development, fluency, and comprehension skills. Curriculum used is often READ 180 in a single period configuration. Course is offered in grades Provides instruction in content access strategies and targeted intervention. Generally, this elective course is taught in the Learning Center. Curriculum used is often READ 180. Course is offered in grades Addresses the needs of students in grades 6-8 who have demonstrated delayed reading in the following areas: decoding, encoding, fluency and comprehension. Curriculum used is often LANGUAGE! within a 2-hour block. Addresses the needs of students in grades 9-10 who have delayed reading in the following areas: decoding, encoding fluency and comprehension. Curriculum used is often READ 180 within a 2- hour block. MEM of 16 October 15, 2010

5 ATTACHMENT B1 Assessment Guidelines: Academic Literacy (Grades 6-10) Curriculum Assessments Frequency Supports Core Instructional Guides Teacher Data Entry MAZE Measures Bi-weekly None Secondary Periodic Assessments (in core English classes) Assessment windows None Core K-12 Progress Monitoring Testing windows None MAZE Assessment Windows Assessment Window #1 Window #2 Window #3 Window #4 MAZE Measures 2 Times A Month (Bi-weekly) 2 Times A Month (Bi-weekly) 2 Times A Month (Bi-weekly) 2 Times A Month (Bi-weekly) MEM of 16 October 15, 2010

6 ATTACHMENT C1 Assessment Guidelines: Basic Reading (Grades 6-10) Assessment Guidelines: Developing Reading Skills Across the Curriculum (Grades 6-10) Assessment Guidelines: Strategic Literacy (Grades 9-10) Curriculum Assessments Frequency READ 180 Scholastic Reading Inventory (SRI) rskills Progress Monitoring Tests rskills Summative Tests Scholastic Reading Counts Quizzes Mini computer-based assessments in the Success Zone on: vocabulary, grammar, reading comprehension 4 times a year After every 2 rbook Workshops Administer mid-year and end-of-year Administer after a student finishes their independent reading book Weekly/Bi-weekly Teacher Data Entry uploaded into the Scholastic Achievement Manager (SAM) uploaded into SAM uploaded into SAM uploaded into SAM uploaded into SAM READ 180 Assessment Windows Assessment Window #1 Window #2 Window #3 Window #4 Scholastic Within the next 40 Within the next 40 Reading Within the first 5 Last 20 days of to 60 days of to 60 days of Inventory days of instruction second semester instruction instruction (SRI) MEM of 16 October 15, 2010

7 ATTACHMENT D1 Assessment Guidelines: Literacy for Success (Grades 6-8) Curriculum Assessments Frequency READ 180 Scholastic Reading Inventory (SRI) rskills Progress Monitoring Tests rskills Summative Tests Scholastic Reading Counts Quizzes Mini computer-based assessments in the Success Zone on: vocabulary, grammar, reading comprehension 4 times a year After every 2 rbook Workshops Administer mid-year and end-of-year Administer after a student finishes their independent reading book Weekly/Bi-weekly Teacher Data Entry uploaded into the Scholastic Achievement Manager (SAM) uploaded into SAM uploaded into SAM uploaded into SAM uploaded into SAM READ 180 Assessment Windows Assessment Window #1 Window #2 Window #3 Window #4 Scholastic Within the next 40 Within the next 40 Reading Within the first 5 Last 20 days of to 60 days of to 60 days of Inventory days of instruction second semester instruction instruction (SRI) MEM of 16 October 15, 2010

8 Assessment Guidelines: Literacy for Success (Grades 6-8) (cont d) ATTACHMENT D2 Curriculum Assessments Frequency LANGUAGE! 3 rd Edition LANGUAGE! 4 th Edition Degrees of Reading Power (DRP) Test of Silent Word Reading Fluency (TOSWRF) Spelling Inventory (SI) Tests Summative Assessment LANGUAGE! Reading Scale (LRS) Test of Silent Contextual Reading Fluency (TOSCRF) Test of Written Spelling (TWS) Tests End of Year Tests 3 times a year 3 times a year 3 times a year Weekly/Bi-weekly 2 times a year after the completion of a book 3 times a year 3 times a year 3 times a year Weekly/Bi-weekly 2 times a year after the completion of a book Teacher Data Entry MEM of 16 October 15, 2010

9 ATTACHMENT D3 LANGUAGE! 3 rd Edition Instruction and Assessment Windows Book A: LITERACY FOR SUCCESS 1A Instruction Timeline Assessments Scores Due Administer the placement assessments within the first Placement Assessments 5 days of instruction Placement Assessments Unit 1 Book A Unit 2 Book A Unit 3 Book A Unit 4 Book A Unit 5 Book A Unit 6 Book A Progress Indicators During Unit 6 Instruction Administer in Lessons 5 and 10 (days 5 and 10) Administer Book A Summative Test and Composition Sample Administer Progress Indicators no tests * - No later test *Summative Test No test *Progress Indicators No later than 4 days after tests MEM of 16 October 15, 2010

10 ATTACHMENT D4 LANGUAGE! 3 rd Edition Instruction and Assessment Windows Book B: LITERACY FOR SUCCESS 1B Instruction Timeline Assessments Scores Due Administer the placement assessments within the first Placement Assessments 5 days of instruction Placement Assessments Unit 7 Book B Unit 8 Book B Unit 9 Book B Unit 10 Book B Unit 11 Book B Unit 12 Book B Progress Indicators During Unit 12 Instruction Administer in Lessons 5 and 10 (days 5 and 10) Administer Book B Summative Test and Composition Sample Administer Progress Indicators no tests * - No later test *Summative Test No test Progress Indicators No later than 4 days after tests MEM of 16 October 15, 2010

11 ATTACHMENT D5 LANGUAGE! 3 rd Edition Instruction and Assessment Windows Book C: LITERACY FOR SUCCESS 2A Instruction Timeline Assessments Scores Due Administer the placement assessments within the first Placement Assessments 5 days of instruction Placement Assessments Unit 13 Book C Unit 14 Book C Unit 15 Book C Unit 16 Book C Unit 17 Book C Unit 18 Book C Progress Indicators Complete lessons 1-10 in Assess weekly/biweekly Complete lessons 1-10 in Assess weekly/biweekly Complete lessons 1-10 in Assess weekly/biweekly Complete lessons 1-10 in Assess weekly/biweekly Complete lessons 1-10 in Assess weekly/biweekly Complete lessons 1-10 in Assess weekly/biweekly During Unit 18 Instruction Administer in Lessons 5 and 10 (days 5 and 10) Administer Book C Summative Test and Composition Sample Administer Progress Indicators no tests * - No later test *Summative Test No test Progress Indicators No later than 4 days after tests MEM of 16 October 15, 2010

12 ATTACHMENT D6 LANGUAGE! 3 rd Edition Instruction and Assessment Windows Book D: LITERACY FOR SUCCESS 2B Instruction Timeline Assessments Scores Due Administer the placement assessments within the first Placement Assessments 5 days of instruction Placement Assessments Unit 19 Book D Unit 20 Book D Unit 21 Book D Unit 22 Book D Unit 23 Book D Unit 24 Book D Progress Indicators During Unit 24 Instruction Administer in Lessons 5 and 10 (days 5 and 10) Administer Book D Summative Test and Composition Sample Administer Progress Indicators no tests * - No later test *Summative Test No test Progress Indicators No later than 4 days after tests MEM of 16 October 15, 2010

13 ATTACHMENT D7 LANGUAGE! 4 th Edition Instruction and Assessment Windows Book A: LITERACY FOR SUCCESS 1A Instruction Timeline Assessments Scores Due Placement Administer the placement Assessments assessments within the first Placement Assessments than 4 days after (TOSCRF, LRS, (TOSCRF, LRS, TWS, Writing) 5 days of instruction tests TWS, Writing) Unit 1 Book A than 2 days after Unit 2 Book A Mastery in Lessons 5, 8, and 10 (days 8, 11, Administer Benchmark Paper than 3 days after administering all of the assessments (Content Mastery and Benchmark Paper) Unit 3 Book A Unit 4 Book A Unit 5 Book A Unit 6 Book A Progress Indicators (TOSCRF, LRS, TWS, Writing) During Unit 6 Instruction Mastery in Lessons 5, 8, and 10 (days 8, 11, Administer Benchmark Paper Mastery in Lessons 5 and 10 (days 8 and Administer End of Book (Book A) Administer Progress Indicators (TOSCRF, LRS, TWS, Writing) than 2 days after than 3 days after administering all of the assessments (Content Mastery and Benchmark Paper) than 2 days after * - No later administering test *End of Book No test Progress Indicators No tests MEM of 16 October 15, 2010

14 ATTACHMENT D8 LANGUAGE! 4 th Edition Instruction and Assessment Windows Book B: LITERACY FOR SUCCESS 1B Instruction Timeline Assessments Scores Due Placement Assessments (TOSCRF, LRS, TWS, Writing) Unit 7 Book B Unit 8 Book B Unit 9 Book B Unit 10 Book B Unit 11 Book B Unit 12 Book B Progress Indicators (TOSCRF, LRS, TWS, Writing) Administer the placement assessments within the first 5 days of instruction During Unit 12 Instruction Placement Assessments (TOSCRF, LRS, TWS, Writing) Administer in Lessons 5, 8, and 10 (days 8, 11, Administer Benchmark Paper Administer in Lessons 5 and 10 (days 8 and Administer End of Book (Book B) Administer Progress Indicators (TOSCRF, LRS, TWS, Writing) than 4 days after tests Content Mastery Content Mastery Content Mastery than 3 days after administering all of the assessments (Content Mastery and Benchmark Paper) Content Mastery * - No later administering test *End of Book Content Mastery No later than 4 days after administering the test Progress Indicators No tests MEM of 16 October 15, 2010

15 ATTACHMENT D9 LANGUAGE! 4 th Edition Instruction and Assessment Windows Book C: LITERACY FOR SUCCESS 2A Instruction Timeline Assessments Scores Due Placement Assessments (TOSCRF, LRS, TWS, Writing) Unit 13 Book C Unit 14 Book C Unit 15 Book C Unit 16 Book C Unit 17 Book C Unit 18 Book C Progress Indicators (TOSCRF, LRS, TWS, Writing) Administer the placement assessments within the first 5 days of instruction During Unit 18 Instruction Placement Assessments (TOSCRF, LRS, TWS, Writing) Mastery in Lessons 5, 8, and 10 (days 8, 11, Administer Benchmark Paper Mastery in Lessons 5, 8, and 10 (days 8, 11, Administer Benchmark Paper Mastery in Lessons 5 and 10 (days 8 and Administer End of Book (Book C) Administer Progress Indicators (TOSCRF, LRS, TWS, Writing) than 4 days after tests than 2 days after than 3 days after administering all of the assessments (Content Mastery and Benchmark Paper) than 2 days after than 3 days after administering all of the assessments (Content Mastery and Benchmark Paper) than 2 days after * - No later than 2 days after test *End of Book No test Progress Indicators No later than 4 days after tests MEM of 16 October 15, 2010

16 ATTACHMENT D10 LANGUAGE! 4 th Edition Instruction and Assessment Windows Book D: LITERACY FOR SUCCESS 2B Instruction Timeline Assessments Scores Due Placement Assessments (TOSCRF, LRS, TWS, Writing) Unit 19 Book D Unit 20 Book D Unit 21 Book D Unit 22 Book D Unit 23 Book D Unit 24 Book D Progress Indicators (TOSCRF, LRS, TWS, Writing) Administer the placement assessments within the first 5 days of instruction During Unit 24 Instruction Placement Assessments (TOSCRF, LRS, TWS, Writing) Administer in Lessons 5, 8, and 10 (days 8, 11 Mastery in Lessons 5, 8, and 10 (days 8, 11, Administer Benchmark Paper Administer in Lessons 5, 8, and 10 (days 8, 11 Mastery in Lessons 5, 8, and 10 (days 8, 11, Administer Benchmark Paper Administer in Lessons 5, 8, and 10 (days 8, 11 Mastery in Lessons 5 and 10 (days 8 and Administer End of Book (Book D) Administer Progress Indicators (TOSCRF, LRS, TWS, Writing) than 4 days after tests than 2 days after than 3 days after administering all of the assessments (Content Mastery and Benchmark Paper) than 2 days after than 3 days after administering all of the assessments (Content Mastery and Benchmark Paper) than 2 days after * - No later administering the test *End of Book No test Progress Indicators No tests MEM of 16 October 15, 2010