Get it Got it Go Get it Got it Go is administered in the Fall and Spring for every pre-school student. How do I determine what level should be administered? The test includes three subtests that are not leveled: picture naming, rhyme identification, and alliteration. Every student is given each of these subtests. Each subtest has a written protocol that the teacher is to follow. The protocol includes the language a teacher needs to use while administering the test, as well as what criteria is used to continue testing. Each student is given a set of trial pictures to identify. If the student answers the required amount of sample questions they continue the testing; if they do not the testing ends. The results of the rhyming and alliteration subtests are used to guide instruction for individuals. Each teacher is responsible for compiling the results of the assessment for each child on a electronics class grid that is turned into the curriculum office and EMIS coordinator.
High Frequency Words Students are assessed each quarter in grades one through five until they have mastered all 500 words. Once a child masters all 500 words the assessment no longer needs to be administered. Example: If a child masters all 500 words in first grade, he does not need to be given the assessment again in second grade. How do I determine what level should be administered? In first grade, teachers will begin the assessment with the first 100 words. Consecutive grades will continue to assess based off the previous year s results. If a student moves into the district in grades 2-5 the assessment should begin with the first 100 words. Gather the two copies of the appropriate hundred word list. The student will use one copy to read all hundred words and the teacher will use the other copy to record responses. Have the child orally read each word. Word recognition must be automatic. Check ( ) accurate response and note substitutions. A child must accurately read each of the hundred words to move to the next set of hundred. Evaluate substitutions the child makes to determine features to which he/she is attending. Use the information from the assessment to build upon student s existing word knowledge and plan instruction to enhance sight word vocabulary. Document the number of words the student mastered on the district reading assessment tracking sheet. Keep the most current list of high frequency words in child s literacy folder.
Spelling Inventory The assessment is given twice a year (September and May) in grades two through five. It is given three times a (September, January and May) in grade one. The assessment can be given whole class or in small groups. How do I determine what level should be administered? Grades One and Two: Primary Spelling Inventory Grades Three and Four: Elementary Spelling Inventory-1 Grades Five: Intermediate Spelling Inventory Each student will need a piece of paper and a writing utensil. The teacher needs a copy of the Elementary Spelling Inventory-1. The teacher says each word aloud and then uses the word in a sentence. The teacher repeats the word. Students write the word on their paper. The teacher may stop the assessment when a child misses three of the five words in a set. How do I complete the feature guide? For each word check the features spelled correctly that are noted at the top of the columns. Add an additional point in the correct column if the word was spelled correctly. Total the number of points under each feature and across each word. A child s developmental level is where he or she received points for some of the features, but not consistently. For example: a child receives points for 3 out of 7 possible short vowels. After completing the feature guide for each child, the teacher can begin to plan instruction around the data. Using the classroom composite form will help group students based on instructional skill level. The data can be used to plan for guided reading groups, word work, phonics lessons, etc. Document both the word spelled correctly and the student s spelling stage on the district reading assessment tracking sheet. Keep the most current feature guide and student work in the literacy folder.
Independent Writing Samples The assessment is given quarterly in grades one through five. It is given twice a year (at the beginning and the end) in kindergarten. Teacher will assign students an independent writing prompt of the teacher s choosing. Students will respond to the prompt. Collect and score student writing using the grade level writing rubric. The grade level rubric should be used to analyze student writing. The grade level writing rubric assesses both content (organization of text and aspects of writer s craft) and conventions (spelling, capitalization, punctuation, etc). Plan instruction based upon student need. Place the writing sample and completed rubric in the literacy folder to show growth throughout the academic year. The last writing sample of each school year should be kept in the literacy folder permanently.
Reading Intervention Test (RIT) The assessment is given three times a year in grades three through five. It is given twice a year in grades one and two. The assessment should be given whole class, except where noted in first grade. Students read and respond to test questions. Teachers collect and grade assessments. Teachers input student data into the RIT spreadsheet. The assessment data should guide your intervention. The data will allow you to group students and plan for instruction based upon student need. Complete the RIT spreadsheet and send the electronic data to your principal and elementary curriculum coordinator. Record the student score on the district reading assessment tracking sheet. Keep RITS in the literacy folder for the academic year. At the end of the academic year, keep the most current assessment.
KRA-L This assessment should be administered at the beginning of each school year to all kindergarten students. It needs to be completed within the first two weeks of the school year. If a student moves into the district after the initial assessment has taken place and has not previously been given the KRA-L, it must be given. This is an individual assessment. Teachers should read and follow the Ohio Department of Education Administration Manual prior to beginning this assessment. LEP students, students on 504 plans and students with IEPs should be provided the testing accommodations specified in the student s plan. This assessment should be a driving force and should be used to help plan instruction based on student need. Complete the KRA-L spreadsheet and submit it electronically to your building principal and elementary curriculum coordinator. Document the student s score on the district reading assessment tracking sheet.
KPAT This assessment should be administered to all kindergarten students twice a year (midyear and end of year). This assessment is to be administered individually to each student. This assessment should be a driving force and should be used to help plan instruction based on student need. Document the student s score on the district reading assessment tracking sheet. This assessment should be placed in the lavender reading folder. At the end of the academic year, teachers should keep the most current assessment in the lavender folder.
Writing Screener The Ohio Writing Screener Assessment is administered to students in grades one through three. It can be administered at the teacher s choosing as long as it is completed by January 31 st of each school year. Teachers should follow the procedures outlined in the Screener Administration Manual. The data of the screener is very valuable. It serves as a checking point midway through the school year to analyze your students writing behaviors. The results of the screener should allow you to plan meaningful writing instruction. A scoring rubric needs to be completed for each student. The child s writing as well as the scoring rubric need to be placed in the student s testing folder.
Anecdotal Notes The assessment should be administered to students in grades kindergarten through five. The teacher should try to take an anecdotal record once a week for each student in reading or writing. An anecdotal note is the reporting of observed behavioral incidents about what students are doing in reading and writing. The Academic Content Standards serve as the guide to the behaviors you expect to observe and record. Anecdotal notes must be observed student behaviors not implied interpretations or conjectures. Observations should focus on areas of greatest need for growth. Teachers may gather observations during student conferences, guided reading, partner reading, small group work, etc. Over time anecdotal notes help identify patterns and themes in learning behavior. Reflective, tentative interpretations of these behaviors give insights into a child s interests, attitudes, knowledge, learning preferences, and social relationships. Teachers may choose a system of record keeping that works best for his/her style.
Fountas and Pinnell Benchmark Assessment Kindergarten Based on individual student May First August/Sept. November January May Second August/Sept. November January May Third August/Sept November* January May Fourth August/Sept January* May Fifth August/Sept. January* May * Only students below grade level need assessed at this time How do I determine what level should be administered? A good starting place is to look at records from the previous school year. The goal is to find the student s instructional level. Below is a list of minimum grade level performance. Grade Level September November January May Kindergarten N/A Level A Level B Level C 1 st Grade Level C Level E Level G Level I 2 nd Grade Level J Level K Level L Level M 3 rd Grade Level M-N Level N-O Level N-O Level O-P 4 th Grade Level P/Q Level Q/R Level Q/R Level R/S 5 th Grade Level S/T Level T/U Level T/U Level U/V 6 th Grade Level V/W Level W/X Level W/X Level X/Y Record student information on the recording form Read the book title and introduction to the child Start the timer on the calculator Have the student start reading orally Code the reading on the recording form Stop the time and record the time on the recording form Enter the number of running words, errors and self corrections on the calculator. Make notes and circle a fluency reading Have a conversation with the student about the text. Score each area of comprehension Press buttons WPM, Accur. %, SC to obtain and record scores
Fountas and Pinnell Benchmark Assessment (continued) How do I determine if a student has passed? A goal of this assessment is to find the student s instructional level. This is the level at which guided instruction should take place. When determining this level the following should be examined: accuracy, comprehension and words per minute (wpm) Levels A-K: 90-94% accuracy with excellent/satisfactory comprehension and appropriate wpm or 95-100% accuracy with limited comprehension and appropriate wpm Levels L-Z: 95-97% accuracy with excellent/satisfactory comprehension and appropriate wpm or 98-100% accuracy with limited comprehension and appropriate wpm This assessment provides valuable information regarding each student s reading. The instructional level of the child should be used to guide small group instruction. Miscues should be analyzed to gain a better understanding of features the child has internalized as well as features that need further development. Comprehension scores give insight to the level of understanding a child takes away from the text. Document the student s score (accuracy rate, fluency score, wpm, comprehension score) on the district reading assessment tracking sheet. This assessment should be placed in the lavender reading folder. At the end of the academic year, teachers should keep the most current assessment in the lavender folder.