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Report findings on the use of American Reading Company's Level Reading System. Presentation if for Graduate School purposes.
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"To succinctly understand the development, alignment and delivery of curriculum it is important to first have a deeper perception of how we learn, especially when we are articulating high stakes standards and formulating future assessment strategies."1
KochandcoIIMK
The document proposes developing a tool called "My Shiksha" to assess learning outcomes of students in primary schools in India. It would involve:
1) Using tablets to administer standardized tests measuring students' mathematics, writing, reading and speaking skills. Tests would be age-appropriate and in local languages.
2) Scores would be stored centrally to monitor individual and school performance over time, and identify gaps in curriculum, teaching or other systemic issues.
3) An initial pilot would be conducted in 50 primary schools across 5 zones in Madhya Pradesh to test the tool before broader rollout.
Using Common Assessment Data to Predict High Stakes Performance- An Efficien...
This document describes a study that used student performance on common district assessments to predict scores on high-stakes state tests. The study found moderate to strong correlations between common assessment scores and later state test scores. It then used a six-step process to generate algorithm-based predictions of state test scores from common assessment data, which were reviewed and refined by teachers. Teacher-refined predictions had stronger correlations to actual state scores than algorithm-based predictions alone. The study aims to help teachers and schools proactively address learning needs before state tests.
Grade 7_8 standardized test brochure
The document provides information about the New York State standardized English Language Arts tests administered to 7th and 8th grade students. It details that the three-day test is aligned to the Common Core State Standards and consists of reading passages followed by multiple choice, short answer, and extended response questions. The results are used to identify student strengths and weaknesses, determine promotion to the next grade, and place students in appropriate level classes. Exceptions to taking the exam include English Language Learners and students with disabilities.
KochandcoIIMK
The document proposes a solution called "My Shiksha" to measure learning outcomes in primary education in India, which would use tablets to administer standardized tests measuring mathematics, language, writing and speaking skills to students annually and provide individualized student and teacher performance assessments to improve curriculum, training, and education quality. A pilot of the program is planned for 50 schools across 5 zones in Madhya Pradesh from April to November 2015 to test the tool before broader implementation.
Response to Intervention (RtI): Port Washington-Saukville, Wis.
The Port Washington-Saukville school district has implemented a collaborative approach to Response to Intervention (RTI) using data to improve student outcomes in reading. They began with the Early Ongoing Collaboration and Assistance Initiative to collect baseline data in reading fluency and provide targeted interventions. Over time, the district expanded data collection to include kindergarten literacy assessments, DIBELS screening, and additional grade-level assessments. Staff analyze assessment data collectively to inform instruction and interventions. The district also utilizes assessment walls, solution team meetings, and a future computerized system to effectively monitor student progress within a multi-tiered system of support.
Wikipresentation
The document summarizes key aspects of assessing reading programs and their effectiveness in closing achievement gaps for students with disabilities. It discusses two types of reading program assessments - short-term/periodic assessments and long-term/ongoing assessments. Short-term assessments provide a snapshot of student reading levels but do not allow for ongoing instruction, while long-term assessments allow teachers to instruct the whole student and monitor progress over time. The document also analyzes data from a school that implemented both types of assessments in its reading programs and found that the ongoing assessment program was more effective at increasing the number of students performing at higher reading levels.
De Assessment Brochure
This document summarizes Discovery Education Assessment, a formative assessment solution that predicts student test scores. It uses benchmark tests that mirror state standards and high-stakes exams to identify weaknesses and focus instruction. Reports provide easy-to-interpret data on student proficiency, mastery, and AYP predictions to help improve performance. The program is proven accurate and aims to support individualized learning and increased student achievement.
Improving Critical Thinking Performance Using VOICE_Atis,HoneyBeth for Journa...
This study explored using a Virtual Oral Instruction with Capsulized Etivity (VOICE) strategy to improve students' critical thinking skills compared to using a modular approach. 26 senior high school students participated in the study. Pre-tests and post-tests were used to measure students' critical thinking performance after using VOICE and the modular approach. Results showed that students had greater gains in critical thinking after using VOICE, with a 22% increase, compared to a 5% increase using the modular approach. Statistical analysis also revealed a significant difference in performance between the two approaches. Therefore, the study concluded that VOICE is an effective strategy for improving students' critical thinking skills.
An Outperforming School - What is Working?
North Godwin Elementary has found success through strategic hiring practices that bring in teachers with a "no one gives up" mindset, strong collaboration among teachers through a PLC model, and layered academic supports. The school provides targeted reading and math intervention daily for students and collaborates closely as a staff. North Godwin also builds relationships with students and emphasizes quality core instruction, with over 80% of students needing to master a skill before receiving intervention. These practices have contributed to higher test scores at the school over time.
NAPLAN Parent Information 2019
Every year, students at GWSPS from years 3 & 5 participate in the nationwide NAPLAN tests. We encourage parents to take time to learn about the purpose for these tests, as well as ways you can help your child prepare.
This is a NAPLAN Information Powerpoint prepared by our Literacy Leader, Sue White.
OCTEO
This document discusses Project PASS, a literacy tutoring program between Youngstown State University and Youngstown City Schools. It provides information on:
- The leadership team overseeing Project PASS from YSU and YCS.
- The goals and requirements of Project PASS, which pairs YSU students with YCS 2nd graders for literacy tutoring to benefit both students.
- Details on implementation such as tutoring schedules, locations, and growth of the program.
- Data showing positive impact of Project PASS on participating YCS students' literacy.
The document outlines the collaboration between YSU and YCS through Project PASS and its success in providing literacy support to YCS students.
Program Evaluation (2)
The Read Naturally program is a computerized reading fluency intervention used at Douglas Intermediate School for struggling readers in grades 3-5. Teachers refer students to the program and parents must consent to participation. Students attend daily sessions and are monitored weekly using the DIBBELS assessment. The program aims to improve reading performance and prevent future needs for intervention. The evaluation will analyze DIBBELS scores, attendance, grades, and surveys of students, teachers, and parents to determine the program's effectiveness.
What Does All This Testing Mean
The document discusses several standardized tests administered to students: the CogAT, Iowa Test, and CRCT. The CogAT and Iowa are norm-referenced tests that measure cognitive abilities and academic achievement compared to national samples. The CRCT is Georgia's criterion-referenced test that measures mastery of state standards. Test scores are used to guide instruction, identify gifted students, determine student needs, monitor growth, and evaluate programs. The document provides information on scoring and how results from these assessments inform teaching and learning.
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Hazley Project1
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