Cycle of Literacy Assessment

1. Assessments in Literacy

2. A FRAMEWORK FOR ASSESSMENT AND
PROGRAM PLANNING FOR STUDENTS WHO
EXPERIENCE SIGNIFICANT DIFFICULTIES IN
READING

3. Framework for Assessment and
Program Planning
• Classroom based assessment will help to determine
how teachers will teach students with reading
difficulties or learning disabilities.
• Students with reading difficulties or learning
disabilities require explicit and intensive instruction
that is on-going, monitored, and evaluated.
PURPOSE

4. Framework for Assessment and Program
Planning
• Step 1: Classroom Assessment and Intervention
• Step 2: Establishing the team and the Referral Process
• Step 3: Formal Assessment Program Planning

5. Student continues to experience
difficulty.
Framework for Assessment and
Program Planning
Step 1. Classroom Assessment and Intervention
The Classroom Teacher
in collaboration with parents/caregivers, resource teacher,
administrator
•Collect/Review Information.
•If insufficient information, move to Step 2.
•Develop Classroom Intervention Plan.
Student experiences success with
Classroom Intervention Plan.
•Continue with interventions
•Monitor, Evaluate
See Step 2

6. Framework for Assessment and
Program Planning
Step 2. Referral Process
Establish a Team
•Review information.
•If sufficient information, develop an Expanded
Classroom Intervention Plan.
•If insufficient information, arrange for formal assessment.
Student experiences success with
Expanded Intervention Plan.
•Continue with interventions
•Monitor, Evaluate
Student continues to experience
difficulty.
See Step 3

7. Framework for Assessment and
Program Planning
Step 3. Formal Assessment/Program Planning
The team
•Reviews assessment results and
develops a Personal Program Plan (PPP).
•Implements, Evaluates, and Monitors.
Student experiences success with
PPP.
•Continue with interventions
(PPP).
•Monitor, Evaluate.
Student continues to experience
difficulty.
•Team reviews and adjusts
program.