Running Head: CLASSROOM ASSESSMENT PROFILE

Classroom Assessment Profile Caitlin Foster University of New England

Running Head: CLASSROOM ASSESSMENT PROFILE Classroom Literacy Plan

Name of the assessment

Fountas and Pinnells Benchmark Assessment System(BAS)

Childrens Progress Academic Assessment (CPAA)

Formative or Summative

The BAS is used in our district as The CPAA is used in our district as a a summative assessment. The formative assessment. Childrens Progress assessment is administered twice is very clear that this assessment is used to a year. A September assessment inform instruction and should not be seen informs where to start teaching as a summative assessment. The CPAA is with each student while a May given 2-3 times a school year, once in the assessment will show a students fall, again in the winter, and finally in the growth throughout the year. An spring. This being said, we have started to additional middle of the year give the CPAA 4 or even 5 times a year to assessment can be given as a help inform ongoing instruction. check in. While this assessment is considered summative, it is also used to inform future instruction.

Running Head: CLASSROOM ASSESSMENT PROFILE

Data collected with this assessment

This comprehensive assessment This child friendly, computer based provides me with a childs assessment looks at a childs literacy and independent and instructional mathematics skills. This adaptive guided reading level. This level is assessment allows teachers to understand based on a combined accuracy, what each child knows, what they are comprehension, and fluency ready to learn next, and how the learning score. The criteria for an can be supported and structured throughout instructional reading level for the school year. On the literacy side, levels A-K is 90-94% accuracy students earn a score of 1-4 (1:below with excellent or satisfactory expectations, to 4: exceeds expectations) in comprehension or 95-100% the areas of listening, phonemic awareness, accuracy with limited phonics and writing, and reading. A few comprehension. At levels L-Z, examples of the concepts covered are criteria requires 95-97% accuracy compound words, vowel sounds, with excellent or satisfactory punctuation, parts of speech, reading comprehension or 98-100% comprehension, etc. On the math side, accuracy with limited students are assessed in the areas of comprehension. Criteria for a measurement, numeracy, operations, and students independent level for patterns and functions. The CPAA offers levels A-K is 95-100% accuracy very specific data including the answer the with excellent or satisfactory child gave for each question. comprehension. At levels L-Z, It is also important to note this assessment 98-100% accuracy with excellent is adaptive and includes scaffolding after or satisfactory comprehension is each incorrect response. No two students required. take the same path through the CPAA.

Running Head: CLASSROOM ASSESSMENT PROFILE

Timeline for The BAS is a screening The CPAA is a formative assessment given reviewing and assessment given as close to the several times per year. The first time we using this data to beginning of the school year as administer this assessment is the beginning inform possible amidst the routine setting of the school year (fall), then again in instruction and community building. Amount December (winter), and finally in March/ of time for this assessment varies April (spring). This assessment takes 20-30 depending on what you know minutes for K-3rd grade and 15 minutes about your students as readers. In for Pre-K. The actual time frame depends our district, this assessment is on a students performance and the path given K-5, therefore, aside from they are given. The results are available as K, we have a starting point for soon as a student has finished. You can assessing based on their previous even review partially completed reports years score. With a starting point while students are taking the assessment. this assessment takes The data collected is incredibly helpful. approximately 30-45 minutes. The reports generated show each question Without a starting point, you will the child answered, how they answered it need to administer a word test and if they needed scaffolding. The reports first, adding about 10 minutes. also offer suggested activities to do with The data is collected immediately each child depending on their performance. and accuracy, fluency, and Students can be sorted based on scores comprehension scores are noted and/or needs. The data can be used upon completion of the immediately to inform instruction. Finally, assessment. In most cases, the program provides a great report that be meaning, syntax, visual errors and sent home with students suggesting quick self-corrections are analyzed after activities that can be done at home to both the assessment is complete and practice and challenge a variety of skills. the student has left the assessing area. This data can be used to inform instruction almost immediately as data is collected while you are assessing. Data is shared and analyzed further at grade level meetings.

Running Head: CLASSROOM ASSESSMENT PROFILE

How will this Each student in our district has a This assessment is done entirely online, data be reported? BAS folder that starts in K. This therefore all data is stored online. A very folder travels with them detailed report is generated for a each child throughout elementary school. and can be viewed online through their Independent and instructional entire elementary career. All reports are reading levels are noted on the shared with administration and grade level outside of each folder. The actual teachers if necessary. Parents receive a running record part of the copy of their childs scores with practical, assessment is dated and kept in easy to do activities that parents can do the childs folder. with their child to practice or enhance Comprehension, accuracy, and skills assessed. At risk students (below fluency scores are recorded on the expectations, students scoring a 1 or 2) are assessment paper and folder. Each reported to our districts Title One teacher also records students Coordinator and RTI Integrator. The online independent and instructional reports serve as a great way to track level, along with comprehension, student growth (or lack of) for RTI accuracy, and fluency scores on purposes. I usually spend a short amount of an individual assessment sheet for time sharing scores with students in one on each child. Additional one conferences. I like them to use their information gained about the results to help them set future reading child as a reader is also recorded goals. here. This sheet travels in the BAS folder with each child. Students reading levels are shared with parents at conference time or on a need/want to know basis. At risk students (below grade level reading levels) are reported to our districts Title One Coordinator, RTI Integrator, and administrators. These students scores are recorded on their intervention files for the RTI paper trail. Depending on the grade level, some teachers share students reading levels with the child. In second grade we do not.

Running Head: CLASSROOM ASSESSMENT PROFILE

How will this The data from this assessment is The data gathered from the CPAA provides data provide you extremely important when incredibly helpful information to support with information supporting the learning of my the learning of my students. To start, this to support the students. Seeing as this assessment aligns very closely with the learning of your assessment is done so close to the Common Core standards and therefore students? beginning of the year, I rely teachers do not need to spend classroom almost solely on the BAS to plan time teaching material students may see on my very first few weeks of the assessment. Instead, the results share a instruction. Even as the year goes plethora of information that can be used to on, BAS data helps me to plan inform future instruction immediately. The guided reading groups, literature CPAA provides detailed reports explaining circles, and one on one how each child did in each subject area, conferences. This data allows me down to each individual question. Specific to guide students toward good fit to literacy, this assessment helps me books and support their unique identify strengths and weaknesses in the needs as a reader. Do they need to areas of phonics and writing, phonemic focus on accuracy, fluency, or awareness, and reading. Teacher reports comprehension? Finally, this include recommended activities for information helps me to identify individuals and small groups based on students that may be at risk. Our performance. Each activity can be printed district uses the BAS to qualify with a list of recommended participants. students for Title One services Finally, the reports also include a parent and/or get them on the radar for specific report with recommended special education services. activities to do with their child based on their performance.

Running Head: CLASSROOM ASSESSMENT PROFILE

How does this The BAS supports differentiation The CPAA supports differentiation in a few assessment in several ways. First, it provides different ways. To start, it provides a score support an instructional and independent for each child on a scale of 1-4 based on differentiation? reading level for each student. grade level expectations in the categories These levels allow me to on phonics and writing, reading, and differentiate small group guided phonemic awareness. Each individual reading instruction and help each report provides a detailed explanation of a child choose a good fit book childs performance. This explanation appropriate to their reading level. helps me to structure activities specific to Second, the BAS assigns each the skills a child needs to work on. If they child a comprehension, accuracy, have struggled with vowel teams I am able and fluency score. These scores to intervene with extra support on vowel give me the opportunity to help teams. I use this information to create each reader generate a learning mini-lessons, organize work word, and put goal based on individual needs. together small groups. The program shares Finally, this assessment provides suggested differentiation techniques that me with information about my will reinforce tricky skills or challenge students strengths and those students that need it. Like the BAS, I weaknesses. I am able to see am able to see trends within my entire class trends that will help me both that help me to see the bigger picture of nurture and challenge my needs as well as each child as an individual students. reader.

Reflection This template has really helped to reinforce how important I believe the Benchmark Assessment System and the Childrens Progress Academic Assessment to be. These are two assessments that I believe in and stand behind 100%. The template above clearly shows the value of these tools in the way they assess students, analyze and report data, and help to inform future instruction. The two final questions regarding how these assessments support student learning and differentiation are a very valuable reflection tool with not only these two assessments, but also assessments I use daily in my classroom. It is easy to assess based on what is comfortable or what has been expected of me in the past. This template allows me to really look at each

Running Head: CLASSROOM ASSESSMENT PROFILE assessment I give to make sure they serve their intended purpose, which is to help inform my instruction. I will keep the guiding questions provided in mind when thinking about each

assessment I administer to my second graders. This assignment helped remind me how important it is to examine each assessment I give to make sure it aligns with my intended purpose--to chart student growth and inform further instruction.

Running Head: CLASSROOM ASSESSMENT PROFILE References Elementary literacy and math test diagnostic adaptive assessment tool: Childrens progress. (2012). Retrieved August 1, 2012, from http://www.childrensprogress.com

Fountas, G., & Pinnell, S. (2011). Assessment guide: A guide to benchmark assessment system 1. Portsmouth, NH: Heinemann.