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What are the implications for your work with schools and districts?  This can be things that are affirmed or things that are challenging or different.

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What are the implications for your work with schools and districts?  This can be things that are affirmed or things that are challenging or different.

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What do adult learners need to engage in this work?

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Robert is a 9th grader in an ICT setting.  He scored a 203 on the Fall MAP Reading benchmark, putting him at the 20th percentile. His records from 8th grade list him as chronically absent.

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Robert's end of unit assessment, 9th grade history introductory unit on historical thinking: ​

Prompt: Analyze a "lunch room fight" using historical thinking strategies of sourcing, close reading, contextualization, and close reading. ​

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Robert's paper:
I think Max should get suspended because he isn't giving the full explanation on why Justin randomly just punched him. From hearing what other students say about the fight on how Max and his friends were picking on Justin in the earlier classes. One source that i think is reliable is jamie’s evidence from the interview he says “i've seen max and his friends be mean to justin in the hallways and in class when the teachers isn't looking” this is reliable because jamie has provided enough information to tell us what actually happened before classes and what led up to them fighting. One source i think is not reliable erics interview with the principal. he says “he's a freak, and he seriously thinks he's better than everyone because of his dad” i think this is not reliable because eric is just name calling justin and saying his opinion on justin instead of being truthful and tell the principal what actually happened. So to conclude i think max should get suspended for 1 week. ​

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Amira is a 4th grader has just moved from a 12:1 setting to ICT this year.  Her benchmark score on the Fall MAP reading was 174, with equal scores in all domains, putting her in the 9th percentile for achievement.

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High Leverage Practices for Inclusive Practices

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High Leverage Practices for Inclusive Practices

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Find resources: descriptions, videos, and the research base behind all 22 High Leverage Practices here.

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additional diagnostics for decoding & phonics

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additional diagnostics for decoding & phonics

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These are additional diagnostic measures, widely available:

Beginning & Advanced Decoding Surveys (Really Great Reading)​

Advanced Decoding Survey 3-12 (Really Great Reading)​

Letter Word Naming (Really Great Reading)​

Roswell Chall

San Diego Quick

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These are additional diagnostic measures, widely available

PAST​

Yopp-Singer Test of Phoneme Segmentation​

Core Phoneme Deletion​

Phonological awareness & phonemic awareness survey (Really Great Reading)

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additional diagnostics for word recognition skills

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additional diagnostics for word recognition skills

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widely available further diagnostics:
-- Sight Word Lists – Really Great Reading

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additional diagnostic measures for comprehension

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additional diagnostic measures for comprehension

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widely available further diagnostics:

Oral Reading Fluency – retell score**

MAZE​**

Informal reading inventories​

Curriculum embedded assessments

paper and pencil versions of DIBELS measures available for free on line

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Paper and Pencil versions of DIBELS measures -- including 7th and 8th grade materials -- available for free here.  

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This manual includes information about DIBELS 8, how DIBELS 8 differs from previous editions of DIBELS, how to administer and score DIBELS 8 subtests, and how to use DIBELS 8 data to inform instructional decision-making.

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This manual includes information about DIBELS 8, how DIBELS 8 differs from previous editions of DIBELS, how to administer and score DIBELS 8 subtests, and how to use DIBELS 8 data to inform instructional decision-making.

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ORF scores for Amira:
Fall 53 WPM, accuracy 86%
errors noted on words: mulberry, traditional, groomed