module 3: unit 3, session 1 module 3: assessment adolescent literacy – professional development...
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Module 3: Unit 3, Session 1
MODULE 3: ASSESSMENT
Adolescent Literacy – Professional DevelopmentUnit 3, Session 1
Module 3: Unit 3, Session 1
Session 1 Questions & ObjectivesSession 1 Key Questions
What is the relationship between basic, intermediate, and disciplinary literacy, and why is it important?
What role does assessment play in identifying and ensuring that struggling students and students with learning disabilities develop proficient literacy skills?
What are the roles and responsibilities for educators working toward enhancing a useful and comprehensive assessment program?
Session 1 ObjectiveParticipants will understand how a balanced and systematic
assessment system can close literacy achievement gaps.2
Module 3: Unit 3, Session 1
Activity
Discussion of the reading: “Essential Elements of Literacy for Adolescent Learners.”
Review the elements of literacy.Break into two groups to fill out the Venn
diagram on how these elements contribute to literacy.
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Module 3: Unit 3, Session 1
Struggling Learners and SLD
A struggling learner is any student who is for any reason having difficulty reaching grade-level proficiency standards. Some but not all have undiagnosed learning disabilities.
A student with a specific learning disability has a diagnosed neurobiological difference that impedes their understanding and/or use of spoken and written language.
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Module 3: Unit 3, Session 1
Literacy is MORE than Reading
Listening
Reading
Speaking
Writing
Exec
utive
Fun
ction
Executive Function
Executive Function5
Module 3: Unit 3, Session 1
Literacy Reflects Skill in All Language Areas
• Listening comprehension• Reading comprehension• Non-verbal communication
comprehension
Receptive language
skills• Speaking fluency• Reading fluency • Writing fluency• Pragmatics
Expressive language
skills6
Module 3: Unit 3, Session 1
Reading Example of Literacy Levels• Specialized reading strategies for each
discipline• Reading to learn: AdvancedDisciplinary
•Reading comprehension strategies•Reading to learnIntermediate
• Decoding and its sub-skills
• Learning to ReadBasic
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Assess Current Knowledge & Skill
Assess Disciplinary Literacy• Progress in reading to learn
Assess Basic and Intermediate Literacy• Progress in learning to read
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Module 3: Unit 3, Session 1
Accommodation and Remediation
In order to develop adolescent literacy proficiency, we must:Remediate to develop basic skillsProvide accommodations and/or
modifications that ensure struggling adolescent learners can access the same essential disciplinary knowledge as their non-struggling peers
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Module 3: Unit 3, Session 1
Interventions Should…
Remediate• Struggling students
should receive remediation to close the skills gaps.
Accommodate/Modify• All students should be
challenged to gain disciplinary knowledge.
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Module 3: Unit 3, Session 1
The Matthew Effect
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Module 3: Unit 3, Session 1
Activity
Read pp. 3–17 from “Assessments to Guide Adolescent Literacy Instruction”
Use The Text Rendering Experience to guide discussion of the first part of the reading.
Use a jigsaw model to guide discussion of the second part of the reading.
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Module 3: Unit 3, Session 1
Professional Development
Screening/entry assessment
Informal and formal diagnostic assessment
Ongoing formative assessment for learning in the
disciplinary classroom
Differentiated instruction/RtI
Progress monitoring of the intervention
effectiveness
Achievement tests(MCAS/Other)
Literacy Assessment Elements
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Module 3: Unit 3, Session 1
What Should Change
When some students, or groups of students, are not achieving to the levels expected for all students:The expectations should not change.The services, supports, and specialized
instruction should change.
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Module 3: Unit 3, Session 1
Activity
Read pp. 18–56 of “Assessments to Guide Adolescent Literacy Instruction.”
Use the jigsaw model to read and discuss.Group 1 pp. 18–section break on 31Group 2 pp. 31–section break on 38Group 3 pp. 38–section break on 43Group 4 pp. 43–section break on 48Group 5 pp. 48–56
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Module 3: Unit 3, Session 1
Comprehensive Assessment Team
Assessment for the older student requires: A team-based, comprehensive approach Collection of multiple forms of information
Standardized testsQualitative analysis of student work samplesObservationSelf-report measures
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Module 3: Unit 3, Session 1
Educators Working Together (1)
1. Data CollectionWho will administer assessments?
ScreeningProgress monitoringAchievementDiagnostic
Who will collect, tabulate, and enter data into a system so that the data may be interpreted and used?
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Module 3: Unit 3, Session 1
2. Data Interpretation and RecommendationsWho will interpret data and make
recommendations?ScreeningProgress monitoringAchievementDiagnostic
Educators Working Together (2)
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Module 3: Unit 3, Session 1
3. Data UseWho will make decisions about how data
are used?Communication to students and parentsCurricular and instructional changes
Educators Working Together (3)
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Module 3: Unit 3, Session 1
ActivityUse the sheets provided to identify some of
the strengths and needs in the assessment system at your school/in your district.Educators working togetherScreening and formative assessments that
provide needed dataSystematic interpretation that informs
instructionProgress monitoring
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Module 3: Unit 3, Session 1
For Next Time
Find out what assessments are used to measure students’ reading fluency and comprehension.
Find out what assessments are in place to measure spoken and written language skills.
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