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Analyzing 5 Forms of Assessment Used in Sarasota County

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Analyzing 5 Forms of Assessment Used in Sarasota County

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i-Ready Reading is a computer based literacy program. Sarasota County recommends three "diagnostic" tests a year (one at the beginning of the year, one in the middle, & one at the end), which are used to place students into an appropriate instructional pathway. The county recommends students use this computer program for an average of 45 minutes per week. The results of the final diagnostic were previously used to calculate K-2 teachers performance scores (another program will be used this year). The final diagnostic score is currently used to help promote a 3rd grade student who does not pass their end of year FAST (standardized test). For example, if a student does not pass FAST, but earns a specific score (or higher) on their final i-Ready Reading diagnostic, they will still move on to 3rd grade and will not be retained.

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This is an assessment the students in Sarasota County take three times a year. This is used to determine teacher effectiveness scores.

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AWARD-WINNING K-12 READING ASSESSMENT

One K-12 comprehensive assessment provides all the insights needed to guide literacy growth for emergent readers, struggling readers, and high achievers, whether you are testing in-person, remotely, or a combination of both.

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Star Reading is a K-12 comprehensive assessment with all the insights needed to guide literacy growth, wherever you are testing.

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Benchmark Advance is the literacy program that Sarasota County requires for literacy instruction. It includes many printed and online features and weekly tests, unit tests, and interim tests. It was adopted last year. The previous literacy program was Reading Wonders.

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Bean, R. M., & Ippolito, J. (2016).Cultivating coaching mindsets: An action guide for literacy leaders. West Palm Beach, FL: Learning Sciences International.

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Brieske‐Ulenski, & Kelley, M. J. (2022). A Fresh Look at Literacy Coaching: Employing a Clinical Literacy Coaching Framework to Improve Literacy Instruction and Student Achievement. The Reading Teacher, 76(2), 235–241. https://doi.org/10.1002/trtr.2134

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Dagen, S. A., & Bean, R. M. (2020). Best Practices of Literacy Leaders: Keys to School Improvement. The Guilford Press.

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Fullan, H. (1991). Key strands of managing change.

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Literacy Coach as Defined in the ILA’s Standards 2017

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Literacy Coach as Defined in the ILA’s Standards 2017

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“The primary role of literacy coaches is to work with individual and groups of teachers and to facilitate school wide improvement of literacy teaching and learning (pre-K–12)” (ILA, 2018a, p.43).

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Coaching Mindsets (Bean and Ippolito 2016, p. 6)

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Coaching Mindsets (Bean and Ippolito 2016, p. 6)

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Effective literacy leaders focus on individuals and the "system" at the same time. They work on providing a positive and effective culture, they differentiate for maximum learning, and they cultivate mindsets (Bean and Ippolito, 2016 p. 6 as cited in Swan & Bean, 2017).

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Froelich, K. & Puig, E. (2007).
The magic of coaching: Art meets science
. Journal of Language and Literacy Education [On-line], 3(1), 18-31. Available: http://www.coe.uga.edu/jolle/2007
_1/magic.pdf

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Guskey. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5–12. https://doi.org/10.3102/0013189X015005005

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International Literacy Association (ILA). (2018a).Standards for the preparation of literacy professionals 2017. Newark, DE: Author.

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Tomlinson and McTighe (2006) tell us literacy coaches need to build a bridge from the content they present to the individual classroom/teacher, by providing individual coaching opportunities. This allows for differentiation and helps teachers implement content in their own classroom in their own ways with support.

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Coaches need to think like designers when it comes to linking curriculum (Swan & Bean, 2017) they should work to design curriculum and learning opportunities as well as familiarize themselves with outside resources, to provide the most effective coaching possible (Swan & Bean, 2017).

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Cream Colorful Abstract Table Of Contents

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The following is my coaching playbook. It includes a mini-auto ethnography, an outline of the roles, expectations and responsibilities of a literacy leader, a section on comprehensive literacy development/evaluation, and school contexts and culture for literacy coaches/leaders.

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Ippolito, Swan Dagen, A., & Bean, R. M. (2021). Elementary Literacy Coaching in 2021: What We Know and What We Wonder. The Reading Teacher, 75(2), 179–187. https://doi.org/10.1002/trtr.2046

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A Fresh Look at Literacy Coaching: Employing a Clinical Literacy Coaching Framework to Improve Literacy Instruction and Student Achievement 

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A Fresh Look at Literacy Coaching: Employing a Clinical Literacy Coaching Framework to Improve Literacy Instruction and Student Achievement 

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Adam Brieske-Ulenski, Michelle J. Kelley (2022)

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The Reading Teacher - 2022 - Brieske‐Ulenski - A Fresh Look at Literacy Coaching  Employing a Clinical Literacy Coaching

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Stephen E. Anderson (1997) Understanding Teacher Change: Revisiting the Concerns Based Adoption Model, Curriculum Inquiry, 27:3, 331-367, DOI: 10.1080/03626784.1997.11075495

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"Becoming a Coach"- An excerpt from The Magic of Coaching: Art Meets Science  2007

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"Becoming a Coach"- An excerpt from The Magic of Coaching: Art Meets Science  2007

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by  Kathy S. Froelich &   Enrique A. Puig
"Becoming a Coach

What does it take to be a successful coach and how can that happen? One of the things
that we have found is that most successful coaches have a combination of skills and talents –
they have both the art and the science of coaching. We think that there are coaching protocols
that can determine the success or failure of the coaching process.  We believe that successful
coaches:
• Should teach students on a daily basis;
• Should understand and be knowledgeable about literacy as a process;
• Should be able to use clear and concise language so as to avoid
misinterpretations and confusions;
• Should be able to build relationships founded in trust and respect;
• Should be a co-learner and model by being a lead-learner;
• Should view coaching as a continuum of broad-spectrum experiences; and
• Should not practice absolutism or that coaching is a “one size fits all” "

(Froelich & Puig, 2007 p.3)

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Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction and understanding by design: Connecting content and kids. Association for Supervision and Curriculum Development.

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Elementary Literacy Coaching in 2021: What We Know and What We Wonder

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Elementary Literacy Coaching in 2021: What We Know and What We Wonder

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Jacy Ippolito, Allison Swan Dagen, Rita M. Bean (2021)

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The Reading Teacher - 2021 - Ippolito - Elementary Literacy Coaching in 2021  What We Know and What We Wonder