EDUC 204 Assessment for Reading Instruction

Students will demonstrate an understanding of how to use data from state, local, and classroom assessments of reading/language arts to make ongoing instructional modifications in their classrooms as a strategy for instruction and intervention. They will demonstrate an understanding of how to implement a variety of reading assessments and adjust the curriculum accordingly. They will demonstrate knowledge of how to provide meaningful input to Admission, Review, and Dismissal (ARD) and Instructional Intervention Team (IIT) procedures. In addition they will be able to communicate assessment data about individual student reading performances to parents. This course meets the Maryland State Department of Education Reading requirement for an initial certificate or renewal of a certificate in Early Childhood Education, Elementary Education, Special Education Generic Infant/Primary, and Special Education Generic Elementary/Middle.

Credits

3

Prerequisite

EDUC 201

Hours Weekly

3

Course Objectives

1. Identify classroom behaviors that indicate possible reading, writing or language
   problems.
2. Describe significant indicators in a child’s history that point to reading problems or help
   to explain classroom behavior.
3. Use reliable and valid classroom screening measures to identify students at risk for
   reading difficulty such as DIBELS (Dynamic Indicators of Basic Early Literacy Skills),
   TPRI (Texas Primary Reading Inventory), AIMS, and/or PALS (Phonological Awareness
   Literacy Screening), Observational Surveys, and Running Records.
4. Administer and interpret reliable and valid classroom screening measures to identify
   students at risk for reading difficulty such as DIBELS, TPRI, AIMS, and/or PALS.
5. Interpret standards and benchmarks and what they mean for basic, proficient, and
   advanced reading performance for groups and individuals.
6. Utilize criteria for the selection of assessments: internal and test-retest reliability,
   concurrent and construct validity, norm-referenced, benchmark-referenced, and criterion-referenced.
7. Interpret the meaning of basic statistics such as normal curve equivalents, percentile
   ranks, stanines, quartiles, and grade equivalents.
8. Discuss the importance of standardized test administration and the limitations of
   standardized testing.
9. Administer appropriate diagnostic assessments for students who are below grade level, on
   grade level, and above grade level in reading and related skills: letter recognition and
   concepts of print, phonological and phonemic awareness, phonic correspondences and
   word attack, word identification accuracy and speed, vocabulary and oral language
   proficiency, oral passage reading fluency, silent passage reading comprehension,
   spelling, writing, motivation/interest.
10. Describe the purpose and use of progress-monitoring measures for all students.
11. Select curriculum-based measurement (CBM) or curriculum-based assessment (CBA)
    and commercially prepared progress monitoring assessments to evaluate students’
    progress toward an instructional goal.
12. Describe standardized administration of outcome /high stakes assessments given by a
    school district.
13. Incorporate the results of end-of-year achievement tests into instructional decisionmaking.
14. Discuss legal and ethical issues in the fair and meaningful evaluation of students in the
    classroom, including confidentiality, informed consent, privacy, and bias.
15. Use assessments to differentiate format, intensity, and type of instruction, including:
    choosing a scientifically based instructional program including the three-tier approach
    (core, supplementary, intervention), selecting materials, using flexible grouping patterns,
    and moving children toward independent reading.
16. Utilize research-based options for changing or supplementing programs or instructional
    routines based on data.
17. Utilize internet resources to locate independent, authoritative reviews of assessments,
    programs and approaches
18. Interpret, synthesize, and reconcile results from a variety of assessments, including
    patterns and trends within data.
19. Translate technical concepts and terminology of assessments into concrete and clear
    language for peers, students, and parents.
20. Use data to inform team decisions about instructional goals, methods, and settings.
21. Adapt assessment reporting according to cultural, ethnic, and individual sensitivities.

Course Objectives

1. Identify classroom behaviors that indicate possible reading, writing or language
   problems.
2. Describe significant indicators in a child’s history that point to reading problems or help
   to explain classroom behavior.
3. Use reliable and valid classroom screening measures to identify students at risk for
   reading difficulty such as DIBELS (Dynamic Indicators of Basic Early Literacy Skills),
   TPRI (Texas Primary Reading Inventory), AIMS, and/or PALS (Phonological Awareness
   Literacy Screening), Observational Surveys, and Running Records.
4. Administer and interpret reliable and valid classroom screening measures to identify
   students at risk for reading difficulty such as DIBELS, TPRI, AIMS, and/or PALS.
5. Interpret standards and benchmarks and what they mean for basic, proficient, and
   advanced reading performance for groups and individuals.
6. Utilize criteria for the selection of assessments: internal and test-retest reliability,
   concurrent and construct validity, norm-referenced, benchmark-referenced, and criterion-referenced.
7. Interpret the meaning of basic statistics such as normal curve equivalents, percentile
   ranks, stanines, quartiles, and grade equivalents.
8. Discuss the importance of standardized test administration and the limitations of
   standardized testing.
9. Administer appropriate diagnostic assessments for students who are below grade level, on
   grade level, and above grade level in reading and related skills: letter recognition and
   concepts of print, phonological and phonemic awareness, phonic correspondences and
   word attack, word identification accuracy and speed, vocabulary and oral language
   proficiency, oral passage reading fluency, silent passage reading comprehension,
   spelling, writing, motivation/interest.
10. Describe the purpose and use of progress-monitoring measures for all students.
11. Select curriculum-based measurement (CBM) or curriculum-based assessment (CBA)
    and commercially prepared progress monitoring assessments to evaluate students’
    progress toward an instructional goal.
12. Describe standardized administration of outcome /high stakes assessments given by a
    school district.
13. Incorporate the results of end-of-year achievement tests into instructional decisionmaking.
14. Discuss legal and ethical issues in the fair and meaningful evaluation of students in the
    classroom, including confidentiality, informed consent, privacy, and bias.
15. Use assessments to differentiate format, intensity, and type of instruction, including:
    choosing a scientifically based instructional program including the three-tier approach
    (core, supplementary, intervention), selecting materials, using flexible grouping patterns,
    and moving children toward independent reading.
16. Utilize research-based options for changing or supplementing programs or instructional
    routines based on data.
17. Utilize internet resources to locate independent, authoritative reviews of assessments,
    programs and approaches
18. Interpret, synthesize, and reconcile results from a variety of assessments, including
    patterns and trends within data.
19. Translate technical concepts and terminology of assessments into concrete and clear
    language for peers, students, and parents.
20. Use data to inform team decisions about instructional goals, methods, and settings.
21. Adapt assessment reporting according to cultural, ethnic, and individual sensitivities.