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K: Literacy instruction/intervention should be data driven through frequent assessments. Use of curriculum based measurements is an efficient and effective way to manage such collection of data.
W: No one likes to reinvent the wheel.  I would like to begin to create a shared Google document that can host a library of CBMs that can be sorted by age, development, subject, etc.
L: Like my colleagues in our group, I have appreciated the video lessons. My learning style is kinetic and visual.

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Know: I know that early assessment is crucial to setting up appropriate interventions for students, and that frequent check-ins are key to continuing with skills, or moving on. It's so easy to overlook problems during classroom instruction that taking that step back to really look at an individual is critical.
Want to Know: I want to know about resources that move students through common interventions - something that functions as more of a curriculum to guide the teacher through steps of each skill.
Learning: The video lessons have been a great resource, and I would love to continue having something similar available. I personally love reading research articles, so that part is great for me.

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What I Know-
I know how important it is to use assessment to guide and create and instructional plan for my students. I know that I need to find out exactly which areas my students struggle in and create differentiated instruction to best meet their needs.
What I Want to Know-
I want to know the best types of comprehension and fluency assessments that are free to use. A lot of the assessments districts use are bought as part of a package. I want to know what is available to educators for free.
How to Learn-
I have found the videos very beneficial. I am able to understand concepts better if I see them in action so I would definitely like to see more of those. -Amber Payne

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What I Know- I know that literacy instruction is multidimensional. When teaching literacy, it is so important in creating a balanced approach to what is being taught. It can be very challenging to get it all in during a day, but it essential that students are receiving phonics and phonemic awareness instruction, reading skills/strategies, and writing instruction. Small group instructional time is also essential during literacy instruction. This is where you can really focus in on all of your students needs.
Want to Know-  I would like to see more strategies for using vocabulary. In the strategy videos, I was able to take a lot of ideas away for comprehension and fluency, but would like to see more strategies in teaching vocabulary.
How to Learn- Throughout the other modules, I have enjoyed and learned a lot through watching the videos of teachers instruction and assessments. I would like to continue/have more of these videos to view during Module 3 as well. - Ally Luther

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I found the assessments techniques mentioned in the reading to be very valuable. I feel like the suggested strategies would be really helpful in evaluating our student's readiness and reading levels. I did feel like a lot of them would be quite subjective. My question is how do we find time to complete these individual assessments with students when we have 30 kids in a class? Since they are so subjective, I feel like it would be beneficial to test all of my students myself, but finding the time to do that seems nearly impossible with all that needs to be accomplished in a day.

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The articles this week had a ton of interesting ideas to bring to the classroom. One thing that was really curious about the Assessment of Reading and Writing Processes was the number of times I-Ready was referenced. Has anyone used I-Ready? Is it getting popular? I have a bit of a love-hate with computer-based testing systems, because I don't think they are always super accurate, but I also don't have a better idea to decide if my 7th grade kid really can't decode words, or if that student is taking out a bad mood on me.

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Week 7: Do I Effectively evaluate Assessments?

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Week 7: Do I Effectively evaluate Assessments?

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The readings and activities in this module help instructors plan for instruction/intervention.  When I think of evaluating assessment strategies, I think of the concept of "beginning with the end in mind."  Strategies such as Interviews and questionnaires are an interesting variation of KWL strategies: “Assessment of Reading and Writing Processes,” “Before Reading” = “Knowledge;” During Reading” = “What;” “After Reading” = “Learn.”  Using rubrics as an assessment will not only be valuable for planning for instruction/intervention, but can be used as on-going planning for such.

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Sorry for my tardy submission.

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Here is my student data folder! Please make comments.

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I had to switch kids when my original student had his expulsion activated. Hopefully this kid will be in school during her full time.

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Here is my Student Data Folder. Feel free to make comments or suggestions! Thanks!

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Follow the link to see my student data folder part 1. Please let me know if I need to add anything else! Thanks so much!

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I thought it was really interesting to see how many people use the Fountas and Pinnell after the discussion Monday of how old it was. It seems like a fairly effective tool to get a variety of information. Another assessment that seems like something I would use is AIMSweb. I have used the math version for 4th and 5th graders, and it was pretty good. The two best points of AIMSweb are how quick the assessments are - even the older kids take less than 10 minutes, and that it was a paper based assessment. NWEA MAP is the assessment I have used the most in my last few years of teaching. I love how much information it can give about a student, and that students can track growth, but I think a computer based assessment is sometimes testing how good a student is at using a computer rather than their skills. I have witnessed many students either click through really quickly, or get too caught up in the touch pad, or moving items into the list, and start giving up on showing their knowledge.

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When looking at the slides on assessments from the beginning of the course, there were some that I am familiar with and use and others I did not know much about. The three assessments that I found to be the most effective are F&P Benchmark Assessment, Orton-Gillingham letter sound assessment, and NWEA MAP. I believe the F&P assessment gives effective data into understanding a child's reading level and what they can focus on during small group. I also believe the Orton-Gillingham letter sound assessment would be effective because that program is very  beneficial for students. I also felt the NWEA MAP reading test is an effective assessment. We take this three times a year and it gives great insight to what a child knows/needs to focus on during skills groups. It breaks down the child's score into 4 reading sections which gives the teachers knowledge about what the student really needs to focus on. As I was looking at these assessments, I was curious if anyone has used the DRA assessment? It sounds very similar to F&P benchmarking, but the levels go along with Scholastic Readers. -Ally Luther

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After looking at the assessment slides, I believe the 3 most effective assessments are the F&P benchmark assessments, Words Their Way, and the NWEA MAP. My school currently uses F&P's to determine students reading levels, look for miscue analysis and determine which students may need pull out reading support. Although the comprehension section may be subjective I believe overall this assessment gives reliable results. I wish I used Words Their Way more often. So far I have just been able to give my students a spelling inventory to see which spelling stage they fall into. I wish I had the time to have my students complete more word sorts. This assessment is not something my school requires but I just use it as a supplemental piece for myself. My first grade students take the MAP test every fall winter and spring. I believe this test is reliable and I like how if a student keeps getting a question wrong it will become easier but if they keep getting them right it will become harder. There are still going to be some cons with every assessment but overall I do think these are the most effective.

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This week's materials made me reflect on the implementation of curriculum based measurements (CBM). In my T-Chart I responded to the article, "Let's Talk About Assessment Sd10."   There are so many CBMs available.  I recommend creating a personal (or sharable) inventory of CBMs categorized by subject, level, etc.  Group students by ability and administer CBMs in small groups.  It is a best practice to implement the same CBM for six weeks.  If a student(s) require more time, try using a CBM that uses a different approach for the subsequent implementation period.

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The assessments I thought seemed like the most effective were the F and P Benchmark Assessment, the NWEA Map test, and the Words Their Way Primary Spelling Inventory. I feel like these assessments have accurate, reliable results that would be beneficial is identifying areas of need for my students. I do have a couple of questions though. I have access to NWEA because my district purchased it. However I have never used Words Their Way or the F and B Benchmark Assessment. Are these programs that my district would need to buy? Or would I be able to use them without purchasing a program? Also it seems like it would be time consuming to administer the F and P. How do you do this assessment with your entire class without an aide to pull students out?
-Amber Payne