2012-2013 Brigance Screening and K-2 Reading Diagnostic Assessment Plan

Revised 8-16-12

Objective: To move students to proficiency in reading using balanced assessment, re-teaching, review, and intervention

Tools Location Purpose/Use Layout Suggested Window Scoring

Kindergarten Brigance

Early Childhood Screen II (State Pilot & District)

Materials sent to schools, each teacher receives: screening manual, a technical report, data sheets

Assesses key entry level developmental and early academic skills

Teachers use the data formatively to: • identify each student’s potential areas of

strength and need • help determine the most appropriate

instruction for each child

• Teacher assesses students individually and records responses on a data sheet

• Assessed skill areas include: gross and fine motor, self help, social emotional, language, quantitative concepts, pre-reading

K 8/6 – 10/2 (required)

• Raw scores entered into the BRIGANCE Online Management System

• Summary report for each child • State-designated readiness levels

are: Ready with Supports, Ready, Ready with Enrichments

K–2 Reading Diagnostic

(RDA)

CASCADE • Log in with

username and password

• Under Elementary Diagnostics select appropriate assessments and tools

K: Letter ID Diagnose which letters (54), lower & upper case, the student knows

K: Hearing and Recording Sounds in Words (HRSIW) Diagnose student’s ability to hear sounds in words in sequence & write letters to represent those sounds

K–2: Running Record (RR) Diagnose text reading skills

K: Letter ID Teacher assesses students individually, student identifies letters from a master list; teacher records responses on a score sheet.

K: (HRSIW) Teacher dictates a sentence. Students write response on an observation sheet. K–2: Teacher records student’s responses on a Running Record Sheet as the student reads aloud.

K 1/7 – 1/25 (state required) 4/22 – 5/10 (optional)

Letter ID and HRSIW are administered in the winter to meet the SB1 requirement. HRSIW and RR are administered in the spring.

1/2 8/22 – 9/12 (optional) 1/7 – 1/25 (state required) 4/22 - 5/10 (optional)

K • Use CASCADE to enter winter and

spring Test Scores (from score sheet) and select Strengths & Needs

1/2 • Use CASCADE to enter the

Independent Text Level (using DRA Level determined by the Running Record) and select Strengths & Needs

• Accommodations outlined in any individual education plans should be honored for Reading Diagnostic and Proficiency Assessments for grades 3–5 only. This does not apply to K–2. 8-16-12

JCPS Elementary English Language Arts January 2013/Winter & Spring Assessments

JCPS Reading Diagnostic Assessment (K-2)

2012-2013 Reading Assessment Schedule

Grade Level Fall Winter Spring

K

(Brigance Screening)

*Letter Identification, *Hearing & Recording

Sounds in Words (state required)

*Stanines adjusted for winter as indicated on the next page.

Letter Identification, Hearing & Recording

Sounds in Words, Running Record

1 Running Record Running Record (state required) Running Record

2 Running Record Running Record (state required) Running Record

Letter Identification, Hearing and Recording Sounds in Words and Running Records, from An Observation Survey of Early Literacy Achievement (2nd Edition) by Marie Clay.

Letter Identification is designed to determine which letters the student knows and how the student identifies them (by letter name, sound, or initial letter of a word). This assessment should take 5 – 10 minutes to administer and approximately 5 minutes to score and analyze. The teacher administers and analyzes this assessment. The assessment is discontinued once the student identifies all 54 letters on one of the Diagnostic Assessments.

Hearing and Recording Sounds in Words determines the child’s control of sound-to-letter links by capturing how the child represents sounds in graphic form. This assessment should take 5 –10 minutes to administer and approximately 10-15 minutes to score and analyze. The teacher administers and analyzes this assessment.

Running Records provide an assessment to determine a student’s instructional and independent reading levels using an unseen text. This assessment should take 5-15 minutes to administer and approximately 10-20 minutes to score and analyze. The teacher administers and analyzes this assessment. Do not use a Record of Oral Reading from the DRA, use a Running Record for this assessment.

Letter Identification and Hearing and Recording Sounds in Words may be administered to first and second grade students who are nonreaders; however their scores would not be entered in CASCADE. The teacher would only mark the student as a nonreader. The results of the assessments should be used to inform instruction and to communicate with parents.

Contact Information: Laura Pinkerton, English Language Arts Specialist, 502-485-6463, laura.pinkerton@jefferson.kyschools.us

JCPS Elementary English Language Arts January 2013/Winter & Spring Assessments

2012 – 2013 Assessment Window Fall

8/22 – 9/12 (1st & 2nd) Winter

1/7-1/25 Spring

4/22-5/10 Letter Identification Stanines for Kindergarten Students

Letter Identification: 5.00 – 5.50 years (Winter Assessment)

(N = 223; Score Range: 0-54; Mean = 39.0; SE = 1.05; SD = 15.7)

Test Score 0-3 4-12 13-27 28-42 43-49 50-52 53 — 54 — Stanine Grp 1 2 3 4 5 6 7 8 9

Letter Identification: 5.51 – 6.00 years (Spring Assessment)

(N = 170; Score Range: 0-54; Mean = 46.6; SE = 0.93; SD = 12.1)

Test Score 0-10 11-35 36-46 47-51 52 53 — 54 — Stanine Grp 1 2 3 4 5 6 7 8 9

Hearing and Recording Sounds in Words Stanines Kindergarten Students

Hearing and Recording Sounds in Words: 5.00 – 5.50 years (Winter Assessment)

(N = 223; Score Range: 0-37; Mean = 15.6; SE = 0.77; SD = 11.6)

Test Score 0 1 2-4 5-11 12-18 19-26 27-33 34-36 37 Stanine Grp 1 2 3 4 5 6 7 8 9

Hearing and Recording Sounds in Words: 5.51 – 6.00 years (Spring Assessment) (N = 170; Score Range: 0-37; Mean = 23.6; SE = 0.81; SD = 10.5)

Test Score 0-1 2-7 8-15 16-22 23-29 30-33 34-36 — 37 — Stanine Grp 1 2 3 4 5 6 7 8 9

• Only a certified teacher should administer these assessments. • For standardization, administer Form A sentence for winter (I have a big dog at home. Today I am going to

take him to school.), and Form E sentence for spring (The boy is riding his bike. He can go very fast on it.). See HRSIW page included in the K-2 Assessment Document or page 115 in the An Observation Survey.

• The Test Score will be entered in CASCADE, which will translate the score into a stanine and identify the student as Below Level, On Level, or Above Level for that particular skill.

• Below Level = Stanine 1, 2, 3,4 • On Level = Stanine 5, 6, 7 • Above Level = Stanine 8, 9

JCPS Elementary English Language Arts January 2013/Winter & Spring Assessments

Running Record Benchmarks for Kindergarten, First, & Second Grades using DRA Text Levels

Fall 8/22/12-9/12/12

Winter 1/7/13-1/25/13

Spring 4/22/13-5/10/13

K Text Level 4 1 Text Level 4 10 16 2 Text Level 16 20 28

• A certified teacher MUST administer these assessments. • Running Record is administered during the fall, winter, and spring assessment window for first and second grade

students, and in the spring for Kindergarten. • Administer the Running Record (not the DRA 2) to identify both the Independent Level (95-100% accuracy) and the

Instructional Text Level (90-94% accuracy). Use DRA text levels from the “Text Level Correlation and Benchmarking” document to enter the Independent reading level on CASCADE. This will identify the student’s independent reading level as Below Level, On Level, or Above Level. The teacher will also identify the student’s “Strength/s” and “Areas of Growth”. See the “RDA K-2 Determination of Strengths and Weaknesses” document.

For K students the choices for teachers are: Letter ID: Strength and Areas of Growth (check all that apply) - Identifies most letters by name, confuses

letters that look alike (e.g., b & d, m & w, p & q) Hearing and Recording Sounds in Words: Strength and Areas of Growth (check all that apply) -

directionality, matches a letter to a sound, hears individual words in a sentence, says the words slowly and writes the letter for each sound

For Grades 1 & 2 Students the choices for teachers are: Running Record - Oral Reading Fluency: Strength and Areas of Growth (check all that apply) -

directionality, one-to-one matching, use of expression & phrasing, monitoring/self-corrections, problem-solving unknown words, use of visual cues, cross checking of visual (what looks like), meaning (what makes sense) and structure (what sounds right) cues

Running Record - Comprehension: Strength and Areas of Growth (check all that apply) use of meaning (what makes sense), use of structure (what sounds right), rereads to self-correct, use of expression & phrasing

• Use unseen leveled texts to administer the Running Record and determine the independent reading level. Do not

use a Record of Oral Reading from the DRA. The DRA is not the assessment, the Running Record is the assessment used. The DRA text level is found on the “Text Level Correlation and Benchmarking” document.

• Teachers should maintain a student assessment folder that contains the paper copies of the assessments administered for fall, winter and spring.

• For the spring assessment, the teacher of record should not administer the assessment. The teacher who is to receive the student, or another teacher on the grade level team, should administer the assessment. This helps minimize subjectivity that can occur during test administration and supports the student being able to use skills and strategies without his/her teacher.

• Once all the scores are entered in CASCADE, reports can be generated. A report will be sent home for students who were assessed with Letter Identification and Hearing and Recording Sounds in Words that will include the test score, stanine, grade level designation (Below, On or Above) and the student’s identified strengths and areas for growth. For students being assessed with the Running Record, the report will include the independent text reading level, expected text reading level designation (Below, On or Above) and the student’s identified strengths and areas for growth. Information about what the parent/guardian can do to support the student at home will be included for all assessments.

RDA K-2

Determination of Strengths and Weaknesses

A strength is something a student can do. It implies (to educators and parents) the student is on-level or above-level with this specific skill. It informs the teacher of what can be used to build on to further improve reading skills.

A weakness is something a student cannot do consistently. It implies (to educators and parents) the student is below-level with this specific skill. It informs the teacher of a need for this student to improve reading skills.

Consider the individual student when identifying each and every skill as a strength, weakness, or left blank. Every skill should be considered and determined separately for each student. Every skill will not necessarily be marked either a strength or a weakness for every student, nor will every student be determined to only have one strength and one weakness.

Note: Some skills on the RDA will only be determined to be a strength (but never a weakness) and some a weakness (but never a strength).

For example:

1) “Identifies most letters by name,” can only be determined to be a strength for a student. It should never be determined to be a weakness. If it is not a strength, it should not be marked;

2) “Confuses letters that look alike,” can only be determined to be a weakness for a student. It should never be determined to be a strength. If it is not a weakness, it should not be marked.

8-16-12

Adapted from Assessing Early Literacy with Richard Gentry, 2007

Assessing Early Literacy with

Richard Gentry

The Developmental Timeline

Phase 0 – Scribbling, writing that appears as squiggly marks, scribbles, wavy lines, or letter approximations but has no recognizable letter. It is likely that children in this phase cannot write their names. Children who enter Kindergarten should be able to write their name and show some evidence of letter knowledge. Signpost: Intervene by the beginning of kindergarten and teach the child to write his or her name. Phase 1 – Non-alphabetic Writing (Random Letters), writing that appears as letters but the letters don’t correspond to the word’s sounds. By mid-kindergarten, it is expected that children will write with random letters. Signpost: Intervene if not observed by mid-kindergarten. Phase 2 – Partial Alphabetic Writing (MTR BT for motor boat), at least one sound in the word is represented with a letter but not all sounds are represented. Children will often represent beginning and ending sounds. Sometimes the abbreviated spellings have extra random letters. By the end of Kindergarten, children are expected to write with partial letter-sound representations and abbreviated spellings. Signpost: Intervene if not observed by end of kindergarten. Phase 3 – Full Alphabetic Writing (MOTR BOT for motor boat), a letter is present for each sound in the word. By the middle of first grade it is normal for children to write with full letter-sound representations by choosing a single letter to match each sound in a word. Signpost: Intervene if not observed by middle of first grade. Phase 4 – Writing in Chunks of Spelling Patterns (MOTUR BOTE for motor boat), spelling each syllable as a chunk representing a phonetic pattern. Vowels are present in each syllable. At least one syllable is spelled unconventionally, though others may be spelled correctly. Syllable chunks may contain known spellings in unconventional contexts, such as UNIGHTED for united. Occasionally the letters are correct but in the wrong order. By the end of first grade, children are expected to write in phonetic chunks. Signpost: Intervene if not observed by the end of first grade. “Children who are advantaged, or in some cases, children in the classrooms of extraordinarily talented beginning writing and reading teachers, may far exceed the minimal expectations outlined above. But the signposts for expected development will show you the minimal level every child should have attained if literacy is progressing as expected. This powerful guide helps you determine the time and circumstance for early intervention, which may be the key to overcoming reading disability and fostering academic success.” Gentry, pages 13-14

Text Level Correlation and Benchmarking Correlation Chart

Rigby Level DRA 2 Level Exit Level 1 A 2 1 3 2 4 4 K 5 4 6 6 7 8 8 10 9 12

10 14 11 16 1 12 18 13 20

14-15 24 16-17 28 2

18 30 19 34 20 38 3

40 4 50 5

End of Grading Period DRA2 Text Levels 1 2 3 4 5 6

K A 2 2 3 4 1 6 8 10 12 14 16 2 18 18 20 24 28 28 3 30 30 34 34 38 38 4 40 40 40 40 40 40 5 50 50 50 50 50 50

• From results of the Running Record, use a DRA text level (see the correlation chart) to enter the INDEPENDENT reading level on CASCADE.

JCPS Reading Diagnostic Assessment Schedule and the On Level Benchmark for Running Record (using DRA Text Level)

Fall 8/22/12-9/12/12

Winter 1/7/13-1/25/13

Spring 4/22/12-5/10/13

K 4 1 4 10 16 2 16 20 28

8/16/12

Parent Support Suggestions

Kindergarten Reading Diagnostic Assessment How to help support your child with learning the letters of the alphabet:

• Read a variety of alphabet books

• Learn the letters in child’s name

• Find, sort, and name letters

How to help support your child with hearing and recording sounds in words:

• Read an alphabet chart - say letter name and picture Ex. A a apple

• Make connections between the child’s name and other words

*More suggestions can be found on the JCPS Website under the Parent tab.

First and Second Grades Reading Diagnostic Assessment How to help support your child with reading:

• Read to and with your child

• Say “What do you know that can help you read that word?”

• Say “Go back and read that again. Think of what would make sense (or sound right).”

*More suggestions can be found on the JCPS Website under the Parent tab.

JCPS Reading Diagnostic Assessment Schedule and

the On Level Benchmark for Running Record (using DRA Text Level) Fall

8/22/12-9/12/12 Winter

1/7/13-1/25/13 Spring

4/22/13-5/10/13 K 4 1 4 10 16 2 16 20 28

8-16-12

Letter Identification

Learning to see how the symbols of any alphabet are different is a huge learning task. Learning to recognize the identity of a symbol's shape is different from two other kinds of learning­ learning to write that symbol or learning to link it to a sound or phoneme.

Make this a standard task by using the large print alphabet on pg. 85 of An Observation Survey by Marie Clay. When this became part of the Kindergarten assessment several years ago, each school received one of these books. Assess all letters, lower case and upper case. If you choose, the alphabet can be copied on white tag board and laminated for durability. Ensure that the child reads across the lines so that letters are treated in random order (and not in alphabetical order). This task should take from 5 ­10 minutes.

Use o n l y t h e questions on page 84 of An Observation Survey(2nd Edition 2002) to get the student to respond to the letters. This task is designed to find out which alphabetic symbols the student is noticing.

When scoring on the Letter Identification Score Sheet (on pg. 86 of An Observation Survey), mark the “ A” column for an alphabetic response, the “S” column for a sound response, or the “ Word” column for a word beginning with that letter. Record what the child says when the response is incorrect in I.R. column.

Score as correct:

either an alphabet name or a sound that is acceptable for that letter or a response which says '...it begins like...' giving a word for which that

letter is the initial letter or sound

Find the subtotals for each kind of response­ alphabetical, sound and word beginning. Total the student's score by adding all three types of responses together.

The information from Letter Identification can be used to guide instruction. It shows:

the student's preferred mode of identifying letters the letters the student confuses the unknown letters the comments about the student's responses

8­16­12

Teacher: ___________________

Letter Identification-Uppercase Letters Winter 2013

Student Name A F K P W Z B H O J U C Y L Q M D N S X I E G R V T

Teacher:____________________

Letter Identification-Lowercase LettersWinter 2013

Student Name a f k p w z b h o j u a c y l q m d n s x i e g r v t g

Teacher: ___________________

Letter Identification-Uppercase Letters SPRING 2013

Student Name A F K P W Z B H O J U C Y L Q M D N S X I E G R V T

Teacher:____________________

Letter Identification-Lowercase LettersSPRING 2013

Student Name a f k p w z b h o j u a c y l q m d n s x i e g r v t g

8-16-12

Hearing and Recording Sounds in Words During this task the teacher asks the student to write a dictated sentence. This is useful for capturing the student's control of sound-to-Ietter links. For standardization, administer the Form A sentence during the winter assessment, and the Form E sentence during the spring assessment. These sentences are located on pg. 115 of An Observation Survey (2002 2nd Edition) by Maria Clay. It is important to use the same sentence with every student. A different sentence should be used for winter and spring assessments. The student's product is scored by counting the student's representation of the sounds (phonemes) by letters (graphemes). Being able to hear the sounds in words you want to write is an authentic task. It asks the student to listen to the sounds in words in sequence and to find letters to represent those sounds. The teacher tells the student a sentence to be written. The student is encouraged to write what he can hear in the words dictated. Scores show how successful the student was at hearing the sounds in the words and finding a possible way of writing those sounds in English spelling. The student is given credit for every phoneme (sound) that is written correctly, even though the whole word may not be spelled correctly. The score gives some indication of the student's ability to analyze the word he hears or says and to find a way of recording in letters the sounds that he can hear. Please note: Originally, schools were provided a DVD that demonstrated administration and analysis of Hearing and Recording Sounds in Words. Please review the DVD and refer to An Observation Survey (Second Edition 2002) by Marie Clay for more detailed information. Additional Support Materials 1. COPYMASTERS for the OBSERVATION SURVEY, second edition

Marie Clay, Heinemann, ISBN# 0-325-00534-6 2. RUNNING RECORDS for Classroom Teachers

Marie Clay, Heinemann, ISBN# 0-325-00299-1 3. DVD/CD Series @ readingrecovery.org: Sensitive Observation of Reading Behavior: Running Record Professional Learning Package Part One and Part 2

Information from An Observation Survey by Marie Clay (2002 2nd Edition)

Hearing and Recording Sounds in WordsClass List by Phase

Teacher:______________ 2013 Winter Administration

Student Name Phase 0Phase 1Phase 2 Phase 3 Phase 4

Hearing and Recording Sounds in WordsClass List by Phase

Teacher:______________ 2013 Spring Administration

Student Name Phase 0Phase 1Phase 2 Phase 3 Phase 4