Reading survey


Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Reading survey

  1. 1. Reading Survey Date:________ Grade: ________ Please complete the survey based on your own personal situation. Core Reading Program: Achieved With Fidelity 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. I do a Universal screening assessment three times a year for all students. Fidelity of administration and scoring for universal screening is conducted for each teacher regularly. Additional assessment is done to dig deeper as needed for students who do not meet benchmark. I use data from initial screening to group students for guided reading instruction. I do guided reading groups daily. I use data from initial screening to group students for skill group instruction. I do skill groups weekly. Reading goals and priorities for each grade are specified. CORE reading instruction is being implemented uninterrupted for at least 90 minutes each day. The school is using a CORE curriculum program that is research based. Each teacher is following the school’s CORE curriculum with fidelity. In places where the CORE program has been found to be lacking, a supplemental program has been put in place for all students. A school-wide action plan (school improvement plan) has been written. I know and follow the school-wide action plan with fidelity. Grouping is based on need and is flexible as student need changes. Teachers are provided with the support needed to implement programs with fidelity. Progress monitoring is used regularly. Data is used to guide instruction. I provide explicit and systematic instruction on essential reading elements. Achieved In Progress Not Started
  2. 2. Supplemental Intervention: Achieved With Fidelity 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Grade and class lists have been reviewed and students not at “Benchmark” have been identified for intervention after additional digging deeper assessments are done. Specific skill areas needing intervention have been identified based on student data and goals. Students have been grouped for intervention based on focus instruction with no more than 5 students in a group. A research based supplemental program is being used with the appropriate instructional focus. Professional development and support is provided in order to implement the intervention program with fidelity. Additional instructional time is allocated to students who fail to make adequate reading progress. Progress monitoring takes place weekly. Data is used to guide instruction. Regular meetings are scheduled to review progress and data at each grade level. Teachers and instructional staff have a thorough understanding and working knowledge of grade-level instructional/reading priorities and effective practices. Achieved In Progress Not Started