Small Group Manual 2019-2020

What test

When administered

Who is tested

Why

How to use the data

give this test

• Measure Reading fluency • Sort students based on instructional need • Track progress • To identify gaps in phonics knowledge

• For your initial

CBM ( Acadience )

ALL students

Fall

instructional sort • To measure growth

Winter Spring

• To identify specific lessons from the lesson alignment guide for acquisition and automaticity of a skill • To identify specific lessons from the lesson alignment guide for acquisition and automaticity of a skill • Determine need for further instruction of standards.

Students in Group 4

Core Phonics Survey

After CBM data sorting

• To identify gaps in phonemic awareness, vocabulary, comprehension, and fluency knowledge • Standards based performance task used to check for understanding within an instructional window

Based on instructional sort

Following CBM data sorting

RTI Kit Screeners

ALL Students

Late Fall

District Wide Standard Based Benchmark

Winter

Early Spring

4 th and 5 th grade

• Longitudinal data to show growth over time

• Determine need for further instruction

RI

Fall

Winter Spring

• Summative data

• Determine if instruction is effective

RISE

3-5 grade

May

Progress Monitoring

What is progress monitoring? Progress monitoring is “a scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction.” (National Center on Student Progress Monitoring, 2016). Progress monitoring involves frequent measurement of student performance for the purpose of evaluating a student’s growth toward a targeted objective. For example, the trajectory of reading growth can be measured with the weekly administration of reading probes. This is a powerful use of formative evaluation that can be highly motivating to students as they self-monitor their progress. Progress monitoring is an assessment strategy that has been demonstrated to have a high effect size on student achievement, particularly when data are graphed, shared with students, and decision rules are used to determine when an intervention is working or when interventions should be intensified. Why progress monitor? Best practice indicates that students who are significantly behind in basic foundational skills, such as reading and math , should receive intensified instruction accompanied by frequent progress monitoring for the purpose of evaluating a student’s growth toward a targeted objective and adjusting instruction based on resulting student growth. For example, the rate of improvement can be measured with weekly administration of reading probes. This is a powerful

August 25, 2018

©Canyons School District

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