Session Two is designed to walk participants through the process of administering multiple reading preassessments and analyzing classroom data. Student reading performance data will be collected through various diagnostic measures, including, but not limited to, universal screeners in reading, as well as informal reading inventories. Additionally, Session Two will offer a session for how to interpret language proficiency data for multilingual learners in the reading classroom.
Session 2.1: Classroom Reading Benchmark Data Review
In this session, participants will begin reviewing classroom diagnostic data, looking for patterns of student performance in one or more of the five components found within reading (i.e., phonological awareness, phonics, vocabulary, fluency, comprehension). Types of student diagnostic data will vary, depending on the universal screening system adopted by the county and the grade level taught by the educator. After the participant has identified patterns of performance among the students, s/he will target specific group of students for further testing.
Indicators targeted: 5.1
Session 2.2: Classroom Language Proficiency Data Review
In this session, participants will have the opportunity to review English language proficiency scores for multilingual learners. After interpreting students’ scores, the educator will determine what additional language scaffolding and accommodations are needed and how they should be embedded into the targeted areas of reading instruction.
Indicators targeted: 5.1, 5.12
Session 2.3: Universal Screening Measures Administration Overview (i.e., DIBELS 8th, easyCBM)
After reviewing their county’s diagnostic testing data, participants will target a small group of students who are performing at or below grade level proficiency within any of the five areas of reading. Upon identifying the target group, the participant will then implement a secondary round of diagnostic testing, using an alternate diagnostic screener and compare the reading results to the previously administered benchmark scores. This session will focus on assessing small groups of students using alternate diagnostic screeners and comparing data across diagnostic assessments.
Indicators targeted: 5.1, 5.12
Session 2.4: Reading Diagnostic Pre-Assessment Administration Overview (i.e., QRI-6)
During this session, participants will review and practice administering an informal reading inventory, also known as an IRI, to the target group of students. The individually administered IRI will provide further insight regarding each student’s abilities to identify words, read fluently, and comprehend texts at the independent, instructional, and frustration levels.
Indicators targeted: 5.1, 5.12
