Comprehensive Assessment Plan – Reading, 6-8 ASSESSMENT PURPOSE WHO FREQUENCY TYPES OF REPORTING OAKS (Oregon State and Federal All students Generally once a year; students not Individual reporting for Assessment of Accountability to grades 6-8 and in meeting grade level standards may total reading score Knowledge and Determine Percent of high school until be tested up to three times a year Group reporting by Skills) Students Meeting State students meet subgroups and whole Grade Level Performance standard group indicating percent Standards in reading of students meeting comprehension. performance standard MAP (Measures District Adaptive Testing All students All students grades 6-8 are tested Individual student growth of Academic to measure individual grades 6-8 each fall and spring and all new Classroom, school and Progress) achievement level and students upon enrollment. district RIT averages SCREENER growth over time in Students requiring more frequent for total reading and reading comprehension monitoring are tested throughout goal areas the year to measure growth Growth analysis for individual, school and district MAZE – 6 minute Silent fluency, All students All students are tested three Individual test results UNIVERSAL benchmark vocabulary and grades 6-8 times each year with grade level indicating risk level and assessment comprehension measure passages – fall, winter and spring; growth designed to regularly all new students upon enrollment. Group reporting monitor individual progress and system effectiveness Program Placement tests are All students as As needed to place students in the Individual test results Placement designed to place appropriate for appropriate level Tests students in the program appropriate unit placement San Diego A quick indicator of the Students not As needed to place students in the Individual test results TOOLS Quick student’s independent, meeting appropriate level of intervention Assessment instructional and benchmark programs frustration reading level. targets SRAI Assesses reading Students not As needed to determine sub skills Individual test results comprehension of meeting needs of students related to secondary students benchmark comprehension DIAGNOSTIC featuring mostly targets expository text Easy CBM Word reading, fluency Students not Strategic Students: at least Individual and group and comprehension meeting monthly; reporting (easycbm.com) measures designed to benchmark Intensive students: at least twice a regularly monitor targets month individual progress and system effectiveness MONITORING DIBELS Next - Silent fluency, vocabulary Students not Strategic and Intensive students: Individual test results DAZE Progress and comprehension meeting no more than once per month Monitoring measure designed to benchmark regularly monitor targets individual progress and PROGRESS system effectiveness Program/Unit Measure mastery of All students As prescribed by program Individual Teacher directly taught skills Records SKILLS MASTERY
Comprehensive Assessment Plan – Reading, 6-8 ASSESSMENT PURPOSE WHO FREQUENCY TYPES OF REPORTING UNIVERSAL SCREENER OAKS (Oregon Assessment of Knowledge and Skills) State and Federal Accountability to Determine Percent of Students Meeting State Grade Level Performance Standards in reading comprehension. All students grades 6-8 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 total reading score Group reporting by subgroups and whole group indicating percent of students meeting performance standard MAP (Measures of Academic Progress) District Adaptive Testing to measure individual achievement level and growth over time in reading comprehension All students grades 6-8 All students grades 6-8 are tested each fall and spring and all new students upon enrollment. Students requiring more frequent monitoring are tested throughout the year to measure growth Individual student growth Classroom, school and district RIT averages for total reading and goal areas Growth analysis for individual, school and district MAZE – benchmark assessment 6 minute Silent fluency, vocabulary and comprehension measure designed to regularly monitor individual progress and system effectiveness All students grades 6-8 All students are tested three times each year with grade level passages – fall, winter and spring; all new students upon enrollment. Individual test results indicating risk level and growth Group reporting DIAGNOSTIC TOOLS 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 San Diego Quick Assessment A quick indicator of the student’s independent, instructional and frustration reading level. Students not meeting benchmark targets As needed to place students in the appropriate level of intervention programs Individual test results SRAI Assesses reading comprehension of secondary students featuring mostly expository text Students not meeting benchmark targets As needed to determine sub skills needs of students related to comprehension Individual test results PROGRESS MONITORING Easy CBM Word reading, fluency and comprehension measures 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 Individual and group reporting (easycbm.com) DIBELS Next - DAZE Progress Monitoring Silent fluency, vocabulary and comprehension measure designed to regularly monitor individual progress and system effectiveness Students not meeting benchmark targets Strategic and Intensive students: no more than once per month Individual test results SKILLS MASTERY Program/Unit Measure mastery of directly taught skills All students As prescribed by program Individual Teacher Records
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