Presentation on theme: "Reading Maze General Outcome Measurement TES Data Meeting April, 2011 3 rd and 4 th Grades Cynthia Martin, ARI Reading Coach."— Presentation transcript:
Reading Maze General Outcome Measurement TES Data Meeting April, 2011 3 rd and 4 th Grades Cynthia Martin, ARI Reading Coach
Agenda Introductions Data- Driven Instruction Big Ideas about Reading Maze The Reading Maze Things to Remember about Reading Maze Test Administration and Scoring How to use Data for Instruction
Data-Driven Instruction Data Can be a POWERFUL Tool for Teachers Narrow the gaps Improve teacher quality Find the root causes of problems Share best practices Motivate students and increase parental involvement.
Big Ideas about READING MAZE Use standard, valid assessments Measure something important Tasks related to curriculum Over time
Things to Remember about Reading Maze Serve as “signs” of general achievement don’t measure everything. But important things. Are standardized- intended to be administered, scored, and interpreted in a standard way Are research with respect to validity and reliability. Are sensitive to improvement in short periods of time. Are designed to be as short as possible to not conflict with teaching and ensure do-ability. Are linked to decision making for all students- at risk, Title I and special education
The Maze and ORF DIBELS ORF/Treasures ORF- help identify risk students and monitor progress for most students- general outcome indicator Reading MAZE-help identify students with comprehension problems. Complete picture of Reading Skills.-use as a supplemental measure to provide a complete picture
Test Administration and Scoring of Reading Maze Review Sheets( handouts) Example of Cover Page Scoring examples Q & A
How To Use Data for Instruction Weekly Tests- designed to assess mastery of skills taught throughout the week.- Use as a formative assessment tool to help monitor student progress and results can be use to diagnose specific skills for remediation Progress Monitoring- ORF passages- passages help to assess accuracy and important aspects of oral reading fluency. The student should read 97% or more of words correctly. If a students words correct per minute score falls more than ten points below the benchmark for the grade level- the student need practice reading aloud and modeling of how a fluent reader reads. Unit Assessment- used for grading purposes, the tests can be considered outcome or summative.( summative assessments summarize what students know and are used for accountability.) Reteach skills not mastered. Group students for skills teaching. Reading Maze Assessments- used to analyze student comprehension skills. Provide students with more stories that connect text to life.( Because of Winn Dixie, Ruby Bridges, baseball stories for and how the reading story of the week connects. Etc. Benchmark Assessment- Form A and B- can be used to measure student progress- If you compare results, scores should show increase for each students.- Benchmark assessment gives you advance warning- it usually indicate which areas might benefit from further work before actual standardized tests are given in the spring.