I-Coach Notes

Volume 8 Week of Nov. 30 - Dec. 4

3rd & 4th Grade Week and Week Language Arts Schedule for this month

English Nov. 30 - Dec. 4

Spanish Dec. 7-11

English Dec. 14-18

Thursday December 3 - EARLY RELEASED

This Thursday Dec. 3, the district will give us a couple of extra hours to build up strategic planning for the next couple of months.

Early Release – 1:00

PD will start at 1:30

Below is the schedule our campus will follow:


PK-1st Grade

Vertical Alignment - Dr. Rodriguez/Rosario


2nd Grade

Math Vertical Alignment - Ron Hill


3rd Grade

LA Planning - Yvonne Rodriguez


4th Grade

LA Planning - Omaly Isaaccura

Math Planning - Mr. Cruz


5th Grade

Intervention Planning - Price/Huynh/Villarreal/Pratts

This week Instructional Meetings will be focused on GRAMMAR IN CONTEXT

Tuesday Dec. 1

“English -Grammar in Context”

Audience - PK-5 Mainstream Classes + 5th grade bilingual classes

Where: Flex room

When: During grade level planning time


Wednesday Dec. 2

"Spanish- Grammar in Context”

Audience- Pk-5 Bilingual Teachers

Where: Flex room

When: During grade level planning time

Info about STAAR Writing


  • 26 questions total: 18 are multiple choice and 8 points are from the Expository composition
  • 12 multiple choice questions are editing and 6 multiple choice questions are revising
  • We think it will be 3 selections to edit/revise but we don’t know that for sure
  • About 70% of the test consists of the multiple choice questions and about 30% of the test comes from the composition
  • A student needs to earn 16 to 18 points of the 26 points on STAAR Writing Grade 4 to be ‘safe’ in the ‘Met the Standard’ group. How they earn those 16-18 points doesn’t matter. The points can be any combination of the multiple choice & the composition. So, it’s extremely important for students to be able to do all 3 tasks-Edit, Revise, & Write a Composition

MOY Assessments DRA-EDL

MOY Assessment Window

Look for emails with more info about this...

Middle of the Year Assessment

(to accommodate NRT testing in January)


Dec. 07- Jan. 15

Assess Students


01.05-01.20

Data Entry


01.21-01.22

Campus iCoaches Verify/Correct Campus Data


01.24

Database Closes


02.03

Campus Reports Complete




*Teachers should begin their assessments with students who are reading below grade level expectations so instruction continues to reflect the specific needs of these readers while continuing to assess the remaining students.

Mid-Year Reading Assessment Guidelines Prekindergarten-5th Grade December 2015-January 2016

The MOY assessment window will be opening on December 7th. We will be using the same process that we adopted last year. I will sent an email later today with the guidelines.

In the meantime, here is some important information for you to know.


Purpose: To collect accurate data for the purpose of planning the next steps in instruction and monitoring student progress over time. Each student’s recorded text level should reflect their independent text level as determined by the accuracy, rate (as indicated), and comprehension.


Grade Level Flowcharts: Teachers should consult their grade level flowcharts for specific mid-year testing information for their grade level. If students are reading below a level 6 on this assessment, then additional assessment is required by the flowchart (Observation Survey and PAPI).


OWDL Biliteracy Testing Guidelines: Teachers should consult this document to determine the language of assessment that is appropriate for their grade level’s mid-year assessment. The grade level flowchart provides specific mid-testing information.

***Prekindergarten: PreK teachers should also follow their grade level flowchart. If students require the DRA 2/EDL 2, then the entire test should be administered. It should not be administered in its modified form to any PreK student.


Procedures: Teachers will use the DRA 2/EDL 2 kits in a modified manner for the mid-year assessment. (We will continue to administer the entire DRA 2/EDL 2 as designed for the beginning of the year and end of the year assessments.)

· For students reading at all levels, teachers should administer the entire “Oral Reading Fluency” section.

o After listening to a student’s oral reading, the teacher should calculate the accuracy percentage to determine if it is in the “independent” or above range. If a student scores below the “independent” level, then the student must be reassessed in a lower level.

o At levels 14 and higher, teachers should calculate the student’s oral reading rate to determine words/minute (WPM). (See “Teacher Analysis” section for the formula needed to calculate WPM.) If a student scores below the “independent” level, then the student must be reassessed in a lower level.

· For students reading at levels 4-24, teachers should administer the oral retelling component of the “Comprehension” section.

o Teachers should use the “Oral Retelling” rubric for levels 4-24 to determine a student’s level of comprehension. Students must score at the “independent” level or higher in order to remain at this level. If a student scores below the “independent” level, then the student must be reassessed in a lower level.

· For students reading at levels 28 and higher, teachers should administer the written summary component of the “Student Booklet” for the corresponding text.

o Teachers should use the “Written Summary” rubric for levels 28 and higher to determine a student’s level of comprehension. Students must score at the “independent” level or higher in order to remain at this level. If a student scores below the “independent” level, then the student must be reassessed in a lower level.


Data Entry: Within Eduphoria, teachers will be required to enter each student’s independent text level, accuracy percentage, oral reading rate (WPM) for levels 14 and above, and score on the retelling or summary rubric. In K-2nd, there will also be fields for teachers to report the Observation Survey and PAPI scores for any students who require these assessments based on their independent reading level.