Universal Literacy Screener (benchmark assessment 3x per year) and Progress Monitoring (1-2x per month)

Used to guide instruction of students and monitor effectiveness of instruction across tiers

Obtain an inventory of phonics skills that have been mastered by students

Used to guide interventions in a Tier II setting

Identify next area of need and begin structured literacy instruction at the most appropriate point in the scope and sequence

Monitor student progress on general literacy skills

Intended to be used to guide instruction (but honestly it is not very useful)

District-created narrative, informational, and opinion writing prompts; one prompt per marking period following corresponding unit of study

PA Writing Assessment Domain Scoring Guide for scoring

District-created unit tests; one test per marking period following unit of study

Results used to evaluate student learning of unit standards and reporting to parents

Areas of concern revealed by test used for focused small-group instruction

Used to measure student growth over time in math and reading.

Helps predict readiness for state testing.

Used to identify student skill levels and set learning goals.

Used to measure spelling development and identify students’ understanding of spelling patterns, phonics, and word features

Monitor literacy growth across the year

Identify students who may need intervention or enrichment

Guide instruction by helping teachers see which spelling patterns, phonics skills, or word study concepts students have mastered and which still need support

Support data-driven decisions for small groups, differentiation, and intervention planning

Decoding survey to determine phonics instructional level

Used to show student strengths and needs

Results can be used to plan intervention or small group instruction

Used to determine students' encoding ability

Identify gaps in encoding knowledge

Used to plan small group instruction and measure student growth throughout the year

Used to determine students' proficiency with phonological awareness skills

Indicates areas for instruction in a small group or intervention

Multiple forms can be used to show growth throughout the year

Used to guide the instruction of students and monitor different skills

Provides personalized practice to each student and their skill sets

Diagnoses learning gaps

Tracks student progress in real time

Creates personalized study plans

Helps the teacher create differentiation by narrowing down strengths/weaknesses

Helps manage MTSS and RTI processes

Helps educators identify, track, and support students with both learning and behaviors

Provides targeted and evidence-based intervention recommendations for each student profile

Designed to measure end-of-year expectations and growth

Predict student achievement on state assessments

Given 3x a year

Used to guide small group instruction in gen-ed classrooms for WIN

Used as 1 part of the determining factor in receiving title-1 intervention with reading specialists

All students take the iReady benchmark in the fall, winter, and spring.

MTSS team reviews data and students below the 25%ile receive an intervention (if not already receiving services)

Provides grade level equivalent scores for different skill areas

Benchmark assessment administered at the beginning of the year, middle of the year, and end of the year

Used to measure student growth in individual target areas, monitor change in student growth percentiles, and determine programmatic success

Use both Fundations and UFLI Placement Inventory depending on the school curriculum

Used as a baseline assessment to identify what prior knowledge and skills students possess, and where their intervention should start in the curriculum.

Helps identify ideal partnerships (i.e. students who place at a similar starting point in the curriculum.

Used to measure understanding/mastery at the end of each unit.

Helps to determine any needs for reteaching or spiraling of content in future units.

Usually measured every 2-3 weeks depending on unit length.

This is given 3 times a year to assess students' reading accuracy and fluency.

Students are given a score out of 100 for accuracy based on the number of words read correctly.

Students are given a words-per-minute score for fluency based on their reading speed.

Students are given a score of either well below, below, proficient, or advanced.

In my district, this assessment holds the most weight when determining who to place in tiers 1, 2, and 3.

The DIBELS MAZE is a 3-minute assessment of basic comprehension, in which students must fill in the blanks with missing words in a passage.

This assessment is a part of students' overall composite score along with the DIBELS ORF. Students are given scores in each of the three areas: accuracy, fluency, and basic comprehension. They are also given an overall score.

This does not carry as much weight as the ORF.

Students are given a writing prompt based on a passage within the Wonders reading program three times a year.

This is the first year this assessment was given.

This is used to support students' writing in the classroom.

The spelling inventory is given three times a year to assess students' stage and feature level.

Students are either at the letter name, within word, syllables and affixes, or the derivational relations level.

This assessment is used to support phonics instruction.

Those with a greater need participate in the SIPPS program.

The iReady diagnostic assesses students' vocabulary and comprehension grade level for both literature and informational texts. It also assesses phonological awareness, phonics, and high-frequency words. However, most of my students have tested out for those areas.

This test does not hold as much weight as DIBELS, but it is used to inform classroom instruction.

student survey questions on a likert scale to self report on various SEL related topics

teacher survey questions (mini) to screen for possible SEL needs

second teacher survey if students "flag" to ask more in depth questions

students are given T-scores, providing ranges including: need, typical, and strength

Online reading and math skills diagnostic

Administered at the beginning, middle, and end of all K-6 school years

Used to provide benchmarks for growth over the year and to identify students who may need additional support on specific skills

Aligned to current ELA curriculum

Used to measure current skills in comprehension, phonics, and grammar conventions

Administered every 5-6 weeks