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Classroom Assessment (Part 2): Evaluating Reading Progress
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Perspectives And Resources
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Objectives
After completing the entire Perspectives and Resources section and reviewing the accompanying activities, you will:
- Discover how to assess reading skills at each grade level, K–6
- Identify how to set goals, monitor instruction, and adjust instruction based on students' reading scores
- Understand how to communicate students' reading progress to other educational professionals and parents
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How should Ms. Begay assess her students' reading levels and progress?
Page 1
| The Benefits of Using Curriculum-Based Measurement (CBM) in Reading
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Page 2
| Determining the Appropriate Type and Level of CBM Probes (Step 1)—Students Performing at Grade Level
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Page 3
| Determining the Appropriate Type and Level of CBM Probes (Step 1)—Students Not Reading at Grade Level
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Page 4
| Administering and Scoring (Step 2)
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How will Ms. Begay know if her current reading intervention is working or if her students need a different kind of instruction?
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Page 5
| Graphing (Step 3)
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Page 6
| Setting Goals (Step 4)
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Page 7
| Making Instructional Decisions (Step 5)
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How should Ms. Begay communicate José's reading progress?
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Page 8
| Communicating with Students, Parents, and Other Professionals (Step 6)
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Sources
previous | next | back to Challenge Cycle
The IRIS Center
Special Education Resources for Inclusion,
Scientifically-Validated and Evidence-Based Instructional Strategies
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Module Main Page
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