TIPS FOR USING THIS PRESENTATION

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1 TIPS FOR USING THIS PRESENTATION Using Normal on the View menu: The slides that follow can be copied to computer or transparencies and viewed on a screen or transmitted over a local network on individual computer screens. Using Notes Page on the View menu: The same slides are shown in miniature accompanied by interpretive commentary from Dr. Mary Barr and Dr. Sally Thomas of the Center for Language in Learning. This Power Point presentation is being sent to the site administrator and the Learning Record coach.

2 Elementary School Development of Literacy and Use of the Learning Record K-5, 2-2 Prepared by the Center for Language in Learning

3 Major Findings 1. Data for reporting Learning Record mean scores in K-5 reading and writing school wide show gains at every grade level Data for reporting the percentages of students attaining grade level proficiency in reading and writing indicate that student work at the beginning of the primary grade scales is strong but declines in quality as students move to rd. The drop on the writing scale is precipitous. Reading drops slightly from th to 5th but increases significantly in writing.. Boys achievement continued to lag behind girls, especially in writing.. Teachers report the LR had an especially positive impact on professional growth and parental involvement. Strategies that put students in charge of their own learning, however, show a decline. 5. Teachers report they use a wide variety of strategies linked to literacy theory and best practice Teachers at scored records consistently, although there has been a decline from the 22- school year (r =.7 in both reading and writing).

4 Reading Score: Grade Level Averages, Grades K Learning Record Levels Kindergarten 1st Grade 2nd Grade rd Grade

5 Reading Score: Grade Level Averages, Grades -5 5 Learning Record Levels th Grade 5th Grade

6 Writing Score: Grade Level Averages, Grades K- 5 Learning Record Levels Kindergarten 1st Grade 2nd Grade rd Grade

7 Writing Score: Grade Level Averages, Grades -5 5 Learning Record Levels th Grade 5th Grade

8 Overall Percent of Students Meeting/Exceeding Proficiency Levels Learning Record Grade Level Expectations Scale 1 (Kinder: Level 1 1st: Level 2 2nd: Level rd: Level reading;5 writing) Scale 2 (th: Level 2 5th: Level ) Percent at Grade Level Reading 22 Reading 2 Reading 2 Writing 22 2 Writing 2 1 Writing 2 K- -5

9 Percent of Students Meeting/Exceeding Proficiency by Grade Scale 1 Percent at Grade Level Kindergarten 1st Grade 2nd Grade rd Grade LR Reading LR Writing

10 Percent of Students Meeting/Exceeding Proficiency by Grade Scale Percent at Grade Level th Grade 5th Grade 2 1 LR Reading LR Writing

11 Comparison of Learning Record and State Reading and Writing Results Percent Meeting Grade Level Standards, by Grade (State result is shown as percent at or above on state test.) Percent at Grade Level rd Grade th Grade 5th Grade 2 1 LR Reading State Reading LR Writing State Lang. 12

12 Learning Record Average Scores by Gender 5 Learning Record Levels Male n=8 Female n=87 Reading Writing

13 Learning Record Factors That Support Teachers Teacher Responses 1 to 5: Not Supportive to Very Helpful Scale descriptors LR coach or LR liaison LR inservices, presentations LR Handbook, readings Colleague sharing 2.5 Site administration 2 Regional administration Calibration discussions Exemplars 1 2 (n = 22)

14 The Learning Record Has a Positive Impact on... Teacher Responses 1 to 5: Not Supportive to Very Positive 5 Professional growth Parental input, involvement Student reflection Professional self concept Oral discussion opportunities Shared authority w/ students 2 Inclusion of non-mainstream texts Time management (n = 22)

15 The Learning Record Was Used For... Teacher Responses 1 to 5: Not Often to Definitely 5 Communicating with parents Increasing academic growth Communicating with other teachers Supporting reform efforts 2 Public accountability Identify students for special programs (n = 22)

16 How Teachers Feel/Felt about Implementing the LR Teacher Responses 1 to 5: Apprehensive to Positive 5 First 6 months, 1st year..5 Spring of first year This year 2 Next year 1 2 (n = 22)

17 Literacy Instruction/Assessment Activities The Most Indicated in Learning Records Rated 1 to 5: Rarely to Very Frequently L ite ra l c om p reh e n si on.8.2 Ob s e rv at ion s of or al d isc u ssi on s.8.2 O ra l re a d ing a n a lysis : pub lis h e d pa ss a g e s.5.7 R ead in g log/ lis t Š s amp le p age s, e tc.5. L ite ratu re re sp on s e/ ref le c tion s amp le s. -- On -go ing d ata c o ll e c tio n fr o m fa ll a n d wi nter..7 W riting s amp le s..8 Us e of w o rd a na lysis, g rapho p hon ic c ue s..2 Pl ea s ur e and in tere s t in re a d ing an d w riting..2 Si le nt r e ad ing co mpr e hen si on --.2 C ont ex t c ue s --.2 Aw aren ess of p ri nt c on ce pt s --.5 S ound -sy mb o l a w are n e ss /patt e rn s /rh y m ing (n = 22)

18 Literacy Instruction/Assessment Activities The Least Indicated in Learning Records 2 2 Conclusions/opinions backed by evidence In-depth, nuanced self-reflections Student-led conferences/discussions Cloze procedures Integrated or cross-curriculum thematic units Uses input from others to improve Reader/Writer workshop letters/self reflections Vocabulary Š logs, dictionaries, webs Appropriate/rigorous student-developed literacy goals 2.. Semantic mapping or storyboarding 2.. Parent response to writing/portfolios 2..1 (n = 22) Analysis--author prejudice, ambiguity, irony, etc --.1 Critical analysis, synthesis shown --.2 Nuanced responses, conclusions, inferences..2

19 Consistency in Scoring Records Agreement Between Teacher Scores and Moderation Scores Percent Validated by Moderation Readers 5 25 Reading Writing 2 n=2 2 2