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Assessing Students' Reading Progress to Inform Instructional Decisions
  1. Preview
    1. Instructional decisions
    2. Focus of Lesson 3 - assessing student progress in learning to read

  2. Introduction to Lesson 3
    1. Responsive teachers use student performance as basis for program changes
    2. Purpose and Goals of Lesson 3

  3. What Is Assessment?
    1. Process of gathering information to enable decision making
    2. Involves measuring, evaluating the measurement, and making decisions
    3. Examples: assessing body temperature; assessing athletes' abilities

  4. Why Should Student Progress Be Assessed?
    1. To establish a student baseline
    2. To monitor student progress
    3. To evaluate instruction
    4. To determine if special programs are needed

  5. Assessment Plans
    1. Using an assessment plan
    2. Classroom assessment plans
    3. School-wide assessment plans
    4. Determining risk categories

  6. Gathering Information about Students
    1. Cumulative file review
    2. Formal assessments (norm-referenced assessments)
    3. Informal assessments (curriculum-based assessments)

  7. Determining What to Assess
    1. Teachers should first learn about skill development and school district goals
    2. Teachers must assess students’ skill development and general reading abilities to determine if reading program is working

  8. Assessing Reading Abilities
    1. Assessing general reading abilities
    2. Use of informal, one-minute timed reading assessment
    3. Setting the tone for reading program
    4. Use of graduated word list to determine level of first test passage

  9. Assessing Reading Skills
    1. Probes
    2. Use of probes
    3. Assessment results and initial instructional decisions

  10. Making Instructional Decisions
    1. Evaluate data to make decisions
    2. Example: chart showing student's reading fluency progress
    3. Chart each student's performance data
    4. Use error analysis
    5. Evaluate curriculum validity and impact of instruction

  11. Review
    1. Determine student progress toward goals
    2. Determine most useful reading interventions and critical dimensions of instruction
    3. Continuously assess students' skills, abilities, and progress
    4. Determine if instructional change is warranted
    5. Change intervention or change application of instructional dimension
    6. Cyclical process ensures student progress toward proficiency



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