Breakout Room #2 by Ashley Girodo

Mariela Ojeda Soto

2025-02-11 23:39:14 UTC

Educators should analyze the assessment results to see if there are any patterns. They should also focus on targeting specific weaknesses that are identified for each student. If their focus is too broad, the students' improvement may take no time or have no change at all. While doing this, there should be monitoring the progress to see if the students have made any progress. The students should be made a part of the discussion, especially for setting specific goals, that would help the students know that they have a say in their educational improvements, as well as making them feel like people care about their educational career.

Caitlin

2025-02-11 23:42:21 UTC

Teachers use assessment data to make sure they know what their students know and don't know. As the article says "The Simple View formula presented by Gough and Tunmer in 1986 is:

Decoding (D) x Language Comprehension (LC) = Reading Comprehension (RC)". To be frank, I love it when there are "formulas" to solving things that equal others. I feel as though it makes more sense seeing it written out like this. Teachers and educators are able to use the data they gather in order to make sure they know where the misconnection is happening, if any. If we refer to the formula above, if students are unable to decode, there is no was they will be able to have good reading comprehension.

Jose Sierra

jmsierra3 — 2025-02-12 21:55:32 UTC

Linda Farrell says it's super important to figure out exactly what's hard for a reader is it sounding out words, or understanding what the words mean? We can't just look at their overall reading score. Teachers need to use different tests to check both. For example, some tests check if kids can sound out made-up words, which shows if they really understand the rules of reading. Other tests check how many words they know or how well they understand stories. Once teachers know what's tricky, they can teach kids exactly what they need. If a kid struggles with sounding out words, they need extra phonics help. If they don't get what they're reading, they need help with vocabulary and understanding stories. Teachers should also keep checking how kids are doing and change their teaching if needed.

Christy Belardo

2025-02-14 21:28:34 UTC

Through the Simple View of Reading, this process can determine what readers are doing well and what they are not doing well. Research has shown that this process has been replicated numerous times that reading is made of decoding and reading comprehension. You need both of these to be a proficient reader. Educators can use this assessment data for our Tier 2 students to figure out if the student needs more support in decoding or language development/knowledge. If they do not have one of these, reading comprehension will not be possible. Then you can determine the supports they will need to progress.

Evelyn Simple View of Reading

2026-04-14 23:39:14 UTC

1: Identify the Root Cause of Struggle- Reading = Decoding × Comprehension
If one is weak → reading breaks down.

2: Use Data to Drive Instruction (TQS III.B)-

Instead of guessing, teachers use:

reading assessments
observations
student work

to make decisions.

3: Target Decoding Weaknesses with Explicit Instruction-

If students struggle with decoding, then teach phonics directly and systematically. aligns with Scarborough’s Rope (word recognition strand). You can’t comprehend if you can’t read the words.

4. Target Comprehension Weaknesses with Language Support-

If students struggle with comprehension, then build language skills. Focus on:

vocabulary
background knowledge
discussion

5. Instruction Must Be Differentiated-

Different students need different supports based on their data.

6. Ongoing Assessment is Key-

constantly check progress and adjust instruction. This is formative assessment and connects to: TQS III.B (using data to inform instruction)

Sofia - Shane - Shayna

2026-04-14 23:40:38 UTC

How can educators use assessment data to target these areas effectively?

Assessments can be used as a map (where do we need to go). We must ensure all the areas are being met, and there is a deep level of understanding based on the student.

Based on assessments, you can build literacy groups or intervention groups that focus on:

phonics
reading practice
vocab development
writing opportunities
listening activities

With any group, we as educators must ensure that we collect the improvement data to gauge effectiveness.

Monitor Progress!

Courtney, Jean, and Monica

2026-04-14 23:41:31 UTC

Assessment data helps teachers figure out WHY a student is struggling, then The Simple View of Reading helps target the right skill. So, if a student can read the words but doesn't understand them, we focus on vocabulary and meaning. Decoding is a skill when language comprehension is not. Comprehension is knowledge based while decoding is skill based.

Jody and Noemi

nvazquez71 — 2026-04-14 23:42:14 UTC

There are three assessments that can be used: IXL, NWEA, and STAR. These assessments help identify students’ levels and break down the specific areas where they struggle. This information allows teachers to place students in appropriate groups and determine what targeted instruction should look like. It also helps guide the design of assignments so they align with students’ needs and reflect how instruction will be implemented in the classroom.

Charjuana, Adena

2026-04-14 23:51:16 UTC

Assessment data can be used to tell us what area students needs more help, and how we can help them. It also helps us monitor the growth of each student as time goes one. Teachers can use the assessments to plan for the upcoming lessons.