Presenter: Robyn McAuly with the Deptmartment of Education
Topic:
Reading Assessment using the Fountas & Pineli Reading Assessment Kits
Using CAMET Standards to Direct our Teaching in the area of Reading.
ERES staff met to discuss the survey results completed by both students and teachers in late November. Survey was completed using the Tell Them From Me.
Staff also looked at results from Assessments carried out during Sept.-Oct. 2010 in the areas of Writing, Reading and Math.
Afternoon was spent in collaborative teams for planning and discussion about info present in a.m. session.
Staff has been busy this year working on our school development plan.
In September Staff looked over the past year and set goals that we would like to focus on for 2010-11 school year.
During this year we plan to continue our focus on Writing, Discipline and have added Reading Comprehension as a third goal.
Staff have established collaborative teams within the school that will focus on one or more of these goals throughout the school year.
Staff attended a workshop put on by Wayne Hulley – PLC Teams. See link below for more info.
https://www.solution-tree.com/Public/ProfDev.aspx?node=&parent=&ShowPresenter=true&ProductID=SHF132
Initiatives taken on by staff are as follows:
Student Support Rooms at all grade levels for Behavior and Academics.
Number of behaviors are down between Sept. and Oct. 2010, over same time in 2009.
Activity Day for all grade levels once per cycle.
Lobby Screen to promote our school to the ERES School Community.
Reading Comprehension Assessments of all students.
Grade 6 have students broken into Learning Pods.
Next PD day is on November 26, 2010.
The Following is an overview of our School Development Plan beginning from 2007 to 2010.
Complete Presentation in pdf Format:
Learning Models
Presented by Rosalyn Adamowycz of the Eastern School District.
May 25, 2010
THE IDEAL LEARNING MODEL INVOLVES:
- A systematic school-wide plan
- Timely response to students’ needs
- Directs rather than invites students to help
- Holds learning rather than time constant – Support by design not chance/luck
- Group students by cause of difficulty not common symptom of having difficulty
PROBLEM SOLVING
What is the problem?
Why does it exist?
What should be done?
Did it work?
We must ensure we are doing the right work at the right time.
We must intervene when assessments indicate a student is not being successful.
ACTIVITY – Existing Models
In groups, identify the interventions that you use in your school and what “problem or need” you use the intervention for
Share and list as a large group
Personal Story:
Keeping learning constant
Personal Story:
Identify Students
Accurately and frequently identify students
Determine why a student is struggling
Provide appropriate intervention
Usual difference between tier 2 and 3 is duration and frequency of interventions.
Academic Period
- Half hour each day for each grade
- For example: 12-12.30 all grade 4s – grouped intervention as determined via assessment & planning; 12.30-1.00 all grade 5s, grouped intervention, etc.
- No new learning occured during this ½ hour
- Focus on essential outcomes
- Grade level teachers had planning period 1x/cycle
- Everyone maintained usual prep periods
- All available hands on deck… E.A.s, Specialty Teachers, CR Teachers, Tutors, Volunteer, Resource Teacher, Administrators, Guidance Counsellor…
- Fluid, Focused, Evaluative, Reaches all learners
- Intensive planning, needs commitment
Assessment: A Guide for Instruction by Robyn McAulay
Staff PD Day:
Staff from St. Jean School were in attendance, too: Rita Hennessey, Debbie Murphy and Anne Ives.
Robyn McAulay is the Elementary Language Arts Specialist with the Department of Education.
Presented on Reading Practices.
Assessment and Evaluation
* Helps to inform teaching.
* Must be ongoing.
* Consistent with curriculum
* Involve multiple forms of information.
* Recognize learners as active partners in their own learning.
3 WAYS for learning (decides on focus), of learning( checks learning), as learning (involves student self assessment)
Assessment: Gather Data Evaluation is process of Analyzing, Reporting involves communicating the interpretation of info to various audiences.
3 Basic Understandings: What reading is? What readers do as readers? Understand assessment and evaluation and texts that are being read by student.
Table Talk: What does it mean to be a reader? 1st activity.
We want students to get something from their reading that helps with writing, too.
Understanding Reading: Systems of Strategic Actions
Within Text: Solving words, monitoring and correcting, making connections, searching for and using info, summarizing, maintaining fluency, adjusting
Beyond Text: predicting, making connections, inferring, synthesizing.
Table Talk: 2nd Activity – Jigsaw - Looking at Strategic Actions for thinking within, beyond and about text.
Group Discussion.
Table Talk: 3rd Activity CAMET Standards: How it can help you? Correlation between CAMET and Strategic Actions.
Table Talk: 4th Activity: How do we assess our readers?
Assessment of Reading Developement:
* Observation – Anecdotal Records, Checklist, Rubrics
* Conferences/Conversation Kinds of Text, Personal Responses, Strategies used, Future Book Choices, Questions that Emerge, Connections, Inferences
* Work Samples – Reading Logs, Response to text, Graphic Organizers, Portfolios, ACRAR.
* Self Assessment/Peer Assessment - Students take Responsibility, Interest Inventories and Goal setting.
* Reading/Running Records – Observe Oral Read, Assess Fluency, Demonstrates Degree/Comprehension ” beyond and about the text”.
Understanding Text:
Literature within class, Information Texts,
Genres; Traditional literature, Fantasy, Realistic Fiction, Mystery, Informational, Biography, Autobiography
Text Structure: Setting, plot, character, Compare & Contrast, Sequence, Cause & Affect, Question/Answer|
Text Features: Print features Italics,Visuals, Organization, Vocabulary
Table Talk: 5th Activity View text and decide what students need to be aware of when reading.
Planning for Instruction:
* Skills and strategies students need
* Kinds of experience required.
* How and for whom instruction will occur.
Reading Workshop:
* Read Aloud, Shared Reading, Guided Reading, Independent Reading Literature Discussions, Mini Lessons.
Focus:
* Prepare oneself to bring info to students based on observations and assessments.
Reporting:
* Assessment Data, Frequent Evaluation, Clear Descriptors of students’ progress and learning needs.
* Relaying info to parents and how?
* Goal setting for student.
ERES Staff appreciate Robyn’s contribution to our School Development Plan.
Dear Parents,
Our current goals focus around Writing and Discipline.
In an effort to keep you informed of our School Development Plan we have created a new Blog to spread the news.
We will be updating you from 2007- 2010 on what we have accomplished, what challenges we face and where we plan to go for 2010-2011.
We hope this site will better inform you the parents about what we hope to accomplish within our ERES School Community.
We will update your throughout the 2010-2011 school year on our “Journey” in the areas of Writing and Discipline.
