Reading Assessment: A Natural Fit for SLPs. Pat Howard, Ph.D. Director of Assessment Programs [email protected] www.fcrr.org/assessment. Purposes of Assessment. To Make Decisions About Students Eligibility for Services Special Education ESOL Instructional Planning and Support Needs
Dr. Marilyn Jackson-Rahming
Principal, Pineview El.
Constructing meaning once words are identified
5 Key Areas of Knowledge
and Skill in Reading
Letter Naming Fluency
Initial Sounds Fluency
Phoneme Segmentation Fluency
Reading is the most critical academic skill students will learn and one of the best predictors of overall success in school and society. Therefore, reading continues to be a (cabbage / leading / thruway) topic at the national level and (at / is / my) the school level. There is no (snowshoe / question / practical) that teaching all of our students (or / me / to) read by the end of third (grade / spoon / below), as mandated under NCLB is a (following / challenge / paperclip). To accomplish this task, assessments are (belief / throws / needed) to help educators efficiently…
Assessments @ 45 day intervals beginning with instructional days 20 - 29
“Good to Go”
Colors provide a quick indication of the student’s progress and the risk that a student has of not achieving the expected level of proficiency.
The Results of Effective Core, Supplemental, and Intensive Instruction
Assessment 1 2 3 4
The Class Status Report is the first report a teacher sees.
It provides a “snapshot” or quick indication of the class progress and a quick indication of each child’s success. It also has links to other reports.
The Class Status Report helps answer the question of who is at risk.
The Progress Tracking Tool allows the teacher to view the progress of all of the students at one time.
From the graph, it is easily determined which students are at risk and which of them are not making significant gains. The list can be sorted in a variety of ways and can exclude students who have not been in the class for the entire year.
This tool quickly identifies whether other students are exhibiting similar profiles.
The school’s Reading Coach will assist teachers in reading and interpreting the Box and Whiskers graph.
This example shows the class improved in nonsense word fluency, but is not improving at a rate to guarantee success.
This report indicates whether the students are making adequate progress.
Compares student performance to the classroom.
*As determined by reliability of .8 and above