Using Assessment to Drive Instruction

1. Using Assessment to Drive Instruction

2. Leading the Changes Louisiana’s Comprehensive Literacy Plan represents a plan of action for a concrete and comprehensive approach to ensure Louisiana’s students meet the literacy expectations set forth in the Common Core State Standards that will prepare them to enter college and the workforce ready to succeed.

3. Louisiana’s Comprehensive Literacy Plan (LaCLIP) Three levels: • Emergent (Birth-PreK) • Elementary (K-Grade 3) • Adolescent (Grades 4-12)

4. Louisiana’s Comprehensive Literacy Plan Components Leadership and Sustainability Standards-Based Curriculum Assessment System Instruction and Intervention (RTI) Professional Learning and Resources

5. Kindergarten Readiness State Goal #1 – All children will enter Kindergarten Ready to Learn • Kindergarten Readiness Definition • 3 new documents to help move toward definition

6. Kindergarten Readiness • Definition of Kindergarten Readiness was • approved by BESE on 1/11/2011 • Includes cognitive, social emotional, • physical development • Brochure

7. Critical Goal: Current Measure: %age of Kindergartners meeting Benchmark on DIBELS screening Beginning Status (Fall 2008): 39 Percent of Kindergarteners were on Benchmark statewide Immediate Goal: 50% of Kindergartners (statewide) on Benchmark by 2012 Ultimate Goal: 75% of Kindergartners on Benchmark

8. Measure of Kindergarten Readiness Fall DIBELS 2011-12 Developing Skills Checklist (DSC) Fall 2012 will be a baseline year to collect data to use the following year for Kindergarten Readiness.

9. Kindergarten Readiness 3 new documents to help move toward definition: 1. LA Comprehensive Literacy Plan (LaCLIP-Emergent Level) 2. Technical Assistance/Literacy Observation Checklist 3. Student Performance Checklist

10. Technical Assistance Observation Checklist • Documents: • Full TA Checklist • Literacy Checklist • Guidance

11. Technical Assistance All classroom visits, regardless of type, will be unannounced this year whether from a state contractor, the Department of Education staff, and/or a regional staff person.

12. Technical Assistance 4 areas of focus: • Adult/Child Interactions • Use of Curriculum Across All Domains • Portfolios and Assessments • Enhancing Language and Literacy ECERS-R concerns will be documented on the back of the form

13. Technical Assistance There are 35 indicators Teachers are expected to have 28 of the 35 indicators “evident” in their classroom

14. Literacy Checklist The “Enhancing Language and Literacy” section can be administered alone. Teachers should have 12 out of the 15 indicators evident.

15. Activity • Review adult/child interactions • Which indicators are directly aligned with ECERS practices? • How can an observer see this in your classroom? • Is there any terminology you may need to look up in the Guidance document?

16. Adult/Child Interactions • Higher level thinking and problem solving are encouraged • Staff scaffolds learning with individual and small groups • Management systems include positive guidance • Expectations of behavior are appropriate

17. Use of Curriculum Across All Domains • Content is appropriate and integrated throughout the day with evidence of differentiated instruction • Provides explicit instruction • Integrates social/emotional development into curriculum areas

18. Activity • Review Enhancing Language & Literacy • Which indicators do you presently use in your classroom? • What practices would you need to add? • What strategies do you need to put in place?

19. Enhancing Language and Literacy • Relevant books can be found throughout most centers • Children are exposed to environmental print • Writing materials can be found throughout most centers • Writing is modeled and encouraged

20. Enhancing Language and Literacy • Staff uses open-ended discussions and questions to encourage children to think, reason and to develop concepts • Staff expands on children’s use of language • Staff introduces vocabulary words and supports the use of these words in expressive language

21. Enhancing Language and Literacy • Evidence of teaching phonological awareness • Evidence of teaching letter knowledge • Evidence of teaching print and book awareness/concepts • Evidence the staff supports comprehension

22. Portfolios and Assessments • Assessment occurs in all domains throughout the day and is represented in the portfolio • Assessment is ongoing and is represented by up-to-date portfolio artifacts and/or observations • Assessment is used to differentiate and drive instruction for all learning activities • A variety of data sources is used to gather information

24. Classroom Assessment Scoring System CLASS

25. What does the CLASS tool measure?

26. Domains and Dimensions • Positive Climate • Negative Climate • Teacher Sensitivity • Regard for Student Perspective Concept Development Quality of Feedback Language Modeling Literacy Focus Behavior Management Productivity Instructional Learning Formats

27. Positive Climate Indicators Respect Relationships Positive Affect Positive Communication • Physical Proximity • Shared Activities • Peer Assistance • Matched Affect • Social • Conversations • Smiling • Laughter • Enthusiasm • Verbal Affection • Physical Affection • Positive • Expectations • Eye Contact • Warm, Calm Voice • Respectful • Language • Cooperation and • /or Sharing

28. Negative Climate Indicators Severe Negativity Negative Punitive Affect Control Sarcasm/ Disrespect • Victimization • Bullying • Physical • Punishment • Irritability • Anger • Harsh Voice • Peer Aggression • Disconnected or • Escalating • Negativity • Sarcastic Voice/ • Statement • Teasing • Humiliation • Yelling • Threats • Physical Control • Harsh Punishment

29. How do we know that the CLASS tool measures effective teaching? Results of research in thousands of EC classrooms shows: Children in classrooms that score higher in the CLASS tool make greater gains in language, math and early literacy development and show more positive social development over the course of the year than their peers in lower-scoring classrooms.

30. Student Performance Checklist • The 12 Math and ELA standards that were selected for this checklist are in direct alignment with our kindergarten readiness definition. • Three reporting periods: Fall, Winter, Spring • All schools in the 7 focus districts will enter scores online this year.

31. Prekindergarten Student Performance Checklist Review

33. Saving Checklist Data

34. Summary Reports

35. Sample Detail Report

36. Sample School Summary Report

37. Reporting Dates • Fall – October • Winter – January • Spring – April

38. Intentional Teachers: • Planful • Thoughtful • Purposeful

39. Intentional Teachers • What am I going to do? • How am I going to do it? • What is the rationale behind what is being done?

40. Using Portfolio Assessment to Plan Instruction

41. Cycle for Data Use

42. New Standards • 1. Purpose: Setting goals based on Curriculum/Standards • ELA • Math • Social Studies

44. Math

45. Cycle for Data Use

46. Collecting Facts Portfolios • Formal Assessments/Screeners • Observations/Anecdotal Notes • Checklists • Work Samples • Photographs • 2. Preparation: Collecting Facts

47. Collecting Facts Observations/Anecdotal Notes • To learn about children • To evaluate your program • To measure children’s progress • Identify special needs • 2. Preparation: Collecting Facts

48. Only the Facts! video link

49. Collecting Facts Observations/Anecdotal Notes: • Focused • Incidental • 2. Preparation: Collecting Facts

50. Collecting Facts 2. Preparation: Collecting Facts