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| Assessment |
| How should we assess special education students' reading performance and progress if they are unable to record a meaningful score on required Reading First assessments? |
| You should assess and record your special education students' progress as you currently do. At this time Reading First does not ask you to submit that information, but your monitoring consultant may ask to see evidence that you are assessing those students. |
Will Reading First assessment results be used to...
...determine a grantee's continued eligibility for Reading First funding? Yes
...determine a grantee's status on adequate yearly progress? No
...determine a grantee's status as a school identified for improvement? No
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| Who may administer Reading First assessments? What qualifications must they have? |
| Reading First assessments may be given by classroom teachers, other staff members, or contracted assessment administrators who have been trained in the proper implementation and scoring of the assessments. |
| It is taking as long as an hour per student to administer the Early Reading Diagnostic Assessment (ERDA). Is this unusual? |
| ERDA administration is taking from 20 minutes to an hour, in part because of the test givers' and test takers' unfamiliarity with the assessment. As both become more familiar with ERDA, the administration time should decrease. |
| Professional Development |
| Should we develop, distribute, and analyze a professional development needs assessment each spring? |
| Yes. The annual spring needs assessment is intended to help Reading First coordinators plan reading-related professional development activities for the following school year. |
| What is the role of INSIGHT consultants when they visit our schools? |
| INSIGHT consultants are providing professional development based on your teachers needs (see the preceding question). They can share instructional approaches, model reading coaching, introduce best practices, or provide other K-3 reading-related professional development, but you need to let them know what you and your teachers need and want. |
| Must every Reading First school have someone on its K-3 staff who holds a 316 or 317 reading license from the Department of Public Instruction? |
| No, but we prefer each school employs someone holding a 316/317 license as its Reading First coordinator. |
| Who must attend Reading First Basic Training? |
| For each Reading First school, the principal, Reading First coordinator, all K-3 teachers (classroom and special education), and the library media specialist are required to attend Reading First Basic Training. |
| The Reading Block |
| What constitutes an interruption to the 90-minute reading block?
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The following interruptions are not allowed:
| • Lunch |
• Whole-class bathroom breaks |
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| • Recess |
• Specials (art, music, physical education, media, etc.) |
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| • Counseling |
• Computer Lab pull-out |
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| • School Assemblies |
• Mentoring during whole group instruction |
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| Are K-3 classes in Reading First schools allowed to forego reading instruction to participate in full-day field trips? half-day field trips?
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| Field trips can and should be educational experiences; in moderation, the reading block can be pre-empted by a full-day field trip. Classroom teachers can use field trips as lead-ins to reading activities on subsequent days. If a field trip is only scheduled for part of the school day, the 90-minute reading block must be part of the remaining classroom schedule.
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