2016-17
What and who?
· Grades 1-9: For ALL students who have not yet reached a grade 9 instructional reading level.
· Grade 10: For any students not reading at grade level:
o Level of supports needed (targeted or specialized)
o Area(s) of challenge (i.e. word recognition, vocabulary, metacognitive skills, awareness of strategies etc.)
· …does the assessments?
o Teachers who instruct those students
How…
· …do I know which students are not reading at grade level?
o Look at your data from June
o Listen to ALL students read
· …do I find a student’s instructional reading level?
o Look at PowerSchool Literacy data
o Assessment Tools (see Correlation Chart)
· …do I determine the level of supports needed?
o Look at PowerSchool Literacy data
· …do I determine area(s) of challenge?
o Look for patterns of challenges as you determine the instructional reading level during Level A Assessment and while informally listening to students read
o Look at PowerSchool Literacy data
When…
· …do I listen to ALL students read?
o Start as early as possible in September and continue throughout the year
· …do I formally assess students?
o For targeted and specialized students: Ideal September/October and June
o Everyone by June
· …do I turn in data?
o June
o The tool is available throughout the year for tracking and will inform instruction
Why...
· …we are assessing to inform our teaching practice
· …so that we can ensure books are provided at the correct reading level for ALL students
· …to identify areas of growth for ALL students and determine strategies to improve student learning.
FAQs
1. How will this data be used?
a. Schools - For teacher/LST/Admin teams to work together to provide reading instruction at each students’ reading level.
b. Not for reporting purposes
c. COLT and Admin teams will be able to monitor student progress through data driven conversations in order to close the gap
2. Now that we have June’s data, what do we do in September?
a. Start listening to ALL students read as early as possible in September and continue throughout the year
b. Look at PowerSchool Literacy Data
c. Use June’s data as a starting point as you begin to listen to all students read.
d. Monitor instructional reading levels
3. Can I use data from digital tools to determine reading levels? (Accelerated Reader, Raz Kids, Reading Counts, Success Maker)
a. No – these tools do not provide the opportunity for teachers to listen to the reading of students.
b. Please see CESD Correlation Chart for recommended tools
2017-18 & Ongoing
The same process as 2016-2017 except grade 11 students will be added for those not reading at grade level.
Reflective Questions:
- Do you know each of your students as readers?
- How well do you know your students as readers?
- As you listen to students read and you collect data, consider the following:
- How do your teams use this data in your classrooms with your students?
- What processes are in place for you and your school teams to review the data and have conversations about strategies?
- What evidence do you have that the strategies used are improving reading for students?
- Are your students reading text at their own level?
- What are your next steps that you need to take action on?
Use this table as a guide when choosing books for students at their reading level. In order to improve reading skills, students must be reading text at their independent reading level. The instructional reading level is where students begin to experience challenges that require intentional use of strategies.
Independent Reading Level / the level at which a student can read a text on his/her own with ease. The child makes hardly any errors when reading the text (over 98% word accuracy) and has excellent comprehension of the story. The child can read the story alone with confidence.Instructional Reading Level / the level at which a child needs the support of a teacher, parent, or tutor. This is the level where students are introduced to new vocabulary and is where the greatest progress in reading occurs. Children are reading with 95-97% accuracy with excellent/satisfactory comprehension or 98-100% accuracy with limited comprehension.
Frustrational Reading Level / the level at which reading goes below 95% accuracy.
Instructional Reading Levels at the END of: / Will benefit from universal supports / Will benefit from targeted supports / Will benefit from individualized supports
Kindergarten / Students in Kindergarten are typically at the emerging reading level and will benefit from a range of universal and targeted instructional supports, in a literacy-rich environment. There will be a small number of students in this age group who have been identified with special education needs and will require more individualized types of instructional supports.
Grade 1 / Mid-grade 1 or above / Mid-K to Early Grade 1 / Early K or below
Grade 2 / Mid-grade 2 or above / Mid-grade 1 to Early Grade 2 / Early Grade 1 or below
Grade 3 / Grade 3 or above / Mid-grade 2 to End of Grade 2 / Early Grade 2 or below
Grade 4 / Grade 4 or above / Mid-grade 2 to End of Grade 3 / Early Grade 2 or below
Grade 5 / Grade 5 or above / Early Grade 3 to End of Grade 4 / End of Grade 2 or below
Grade 6 / Grade 6 or above / Early Grade 4 to End of Grade 5 / End of Grade 3 or below
Grade 7 / Grade 7 or above / Grade 4 to Grade 6 / Grade 3 or below
Grade 8 / Grade 8 or above / Grade 4 to Grade 7 / Grade 3 or below
Grade 9 / Grade 9 or above / Grade 5 to Grade 8 / Grade 4 or below
Grades 10, 11 & 12 / Grade 9 or above / Grade 5 to Grade 8 / Grade 4 or below