– Comprehensive Assessment Plan Reading K-5 ASSESSMENT PURPOSE WHO IS TESTED FREQUENCY TYPES OF REPORTING OAKS ( and Federal All students grades 3-5 Generally once a Individual reporting for Assessment of Accountability to Determine and in high school until year; students not reading score and strands Knowledge and Percent of Students students meet standard meeting grade level Group reporting by Skills) Meeting State Grade Level standards may be subgroups and whole group Performance Standards in tested up to three indicating percent of reading comprehension times a year students meeting performance standard (Measures of District Adaptive Testing to All students grades 3-5 All students, grades Individual student growth Academic measure individual and some second grade 3-5 are tested each Classroom, school and Progress) achievement level and students. fall and spring. district averages for growth over time in reading Students requiring total reading and goal SCREENER comprehension more frequent areas monitoring are Growth analysis for tested throughout individual, school and the year to measure district growth UNIVERSAL DIBELS Next - Phonemic segmentation, All students grades K-5 All students Multiple individual and group Benchmark phonics, and one-minute times a year to reporting. See website at Testing fluency measures of basic measure progress http://dibels.uoregon.edu indicators of early reading towards benchmark skills designed to regularly indicators monitor individual progress and system effectiveness Phonics Ten minute - individualized Strategic or intensive As needed to gather Individual test results Screener assessment that diagnoses students in grades K-5 to additional diagnostic specific phonics skills determine if reading gaps information deficits using real and are phonics related or pseudo-words. fluency related.* TOOLS Program Placement tests are All students as As needed to place Individual test results Placement Tests designed to place students appropriate for program students in the DIAGNOSTIC in the appropriate unit placement appropriate level DIBELS Next - Phonemic segmentation, Students not meeting Strategic Students: Multiple individual and Progress phonics and one-minute benchmark targets at least monthly; reporting. See website at Monitoring fluency measures of basic Intensive students: http://dibels.uoregon.edu indicators of early reading at least twice a skills designed to regularly month monitor individual progress and system effectiveness PROGRESS MONITORING Program/Unit Measure mastery of All students As prescribed by Individual Teacher Records directly taught skills program SKILLS MASTERY Determining Who Needs Fluency Instruction/Interventions
Comprehensive Assessment Plan – Reading K-5 ASSESSMENT PURPOSE WHO IS TESTED FREQUENCY TYPES OF REPORTING UNIVERSAL SCREENER OAKS ( Assessment of Knowledge and Skills) and Federal Accountability to Determine Percent of Students Meeting State Grade Level Performance Standards in reading comprehension All students grades 3-5 and in high school until students meet standard Generally once a year; students not meeting grade level standards may be tested up to three times a year Individual reporting for reading score and strands Group reporting by subgroups and whole group indicating percent of students meeting performance standard (Measures of Academic Progress) District Adaptive Testing to measure individual achievement level and growth over time in reading comprehension All students grades 3-5 and some second grade students. All students, grades 3-5 are tested each fall and spring. Students requiring more frequent monitoring are tested throughout the year to measure growth Individual student growth Classroom, school and district averages for total reading and goal areas Growth analysis for individual, school and district DIBELS Next - Benchmark Testing Phonemic segmentation, phonics, and one-minute fluency measures of basic indicators of early reading skills designed to regularly monitor individual progress and system effectiveness All students grades K-5 All students times a year to measure progress towards benchmark indicators Multiple individual and group reporting. See website at http://dibels.uoregon.edu DIAGNOSTIC TOOLS Phonics Screener Ten minute - individualized assessment that diagnoses specific phonics skills deficits using real and pseudo-words. Strategic or intensive students in grades K-5 to determine if reading gaps are phonics related or fluency related.* As needed to gather additional diagnostic information Individual test results Program Placement Tests Placement tests are designed to place students in the appropriate unit All students as appropriate for program placement As needed to place students in the appropriate level Individual test results PROGRESS MONITORING DIBELS Next - Progress Monitoring Phonemic segmentation, phonics and one-minute fluency measures of basic indicators of early reading skills designed to regularly monitor individual progress and system effectiveness Students not meeting benchmark targets Strategic Students: at least monthly; Intensive students: at least twice a month Multiple individual and reporting. See website at http://dibels.uoregon.edu SKILLS MASTERY Program/Unit Measure mastery of directly taught skills All students As prescribed by program Individual Teacher Records Determining Who Needs Fluency Instruction/Interventions
Multi-TieredInstructionReadingK-5-2013v4.6.docx