Student’s Educational Background
Current Level of Academic Performance (Strengths and Weaknesses):
Include all subjects, this information is based on your interview with the child’s teacher and/or parents
Information regarding ELA curriculum and progress:
What curriculum does the student’s teacher use?
Is the student making effective progress?
History of Interventions/Services:
Does the student receive extra support in the classroom or pull-out services?
Who provides the services, if any?
What interventions does the teacher/interventionist use with the student?
Describe student’s oral language and background skills (Do they appear to be typical?)
This information is obtained from interactions with the student during assessments as well as the parent/teacher interview
Describe student’s behaviors during the assessments.
Make sure to use objective language – report what you saw, not what you think!
Phonological Awareness Inventory
Easy CBM Letter Sounds/Phoneme Segmentation
Quick Phonics Screener
Easy CBM Word Reading Fluency
Developmental Spelling Inventory
Oral Reading Rate
Easy CBM Oral Reading Fluency
Oral Reading Accuracy
Easy CBM Oral Reading Fluency
Remember to administer one narrative and one expository text. The purpose of the assessment is to find the student’s instructional level, so you may have to administer several assessments (move down/up a grade level).
Motivation/Attitude toward Reading
Note: Describe the assessment (purpose type of task), assessment results, and identify areas for instruction. Include a discussion of typical expectations for the student in reference to grade level expectations (state Benchmarks, if applicable). Identify the nature of the gap (if there is one) between current and expected levels of performance.
Develop goals that are clearly defined and measurable.
Include rate, accuracy and other quantitative indicators in a plan and indicate specific skills that should be targeted. What intervention strategies should the teacher use?
Include pertinent information behavioral concerns, progress, appropriateness of pacing in relation to a group, etc.
Determine a schedule for the interventions and establish a progress-monitoring plan.
Can make-up a student and grade level no older than 7th grade.
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