| Course III: Literacy Assessment and
Intervention Models: Foundations and Applications of
Differentiated Instruction In this course, candidates will
learn and understand how to select and administer appropriate assessments using
data from multiple sources to include informal reading inventories, running
records, writing samples, and performance tasks, to inform their planning of
reading instruction to meet the needs of all students. Systemic problem solving will involve the use
of a tiered instructional framework model for instructional assessment and
ongoing student support to include screening, diagnosis, and progress monitoring. Candidates will learn how to deliver
evidence-based instruction focused on identified student weakness. Through high
quality, differentiated and evidence-based instructional approaches, candidates
will scaffold learning carefully with a rigorous and challenging learning
environment to meet students at their identified level of performance and rate
of progress as leveraged with Lexile measures, IEP goals, objectives and
learning targets. On completion of this
course, candidates should be able to: =Recognize the purposes and uses of formative and summative assessments and multiple informal assessment types to include reading inventories, informal assessments, and analyzing writing samples. = Match readers to text and use data to scaffold strategy for text complexity. Analyze and apply various measurement concepts to the characteristics of reading assessments to include test reliability, validity, and derived scores from standardized tests. =Apply ongoing progress monitoring effectively in order to deliver effective and timely interventions for students using effective assessment procedures. = Use data as a systemic problem-solving process to differentiate instruction, intensify instruction, and apply intervention methods to meet the needs of all students using scientifically based instructional strategies and techniques. = Identify appropriate criteria for selection of
materials to include in student portfolios for ongoing progress monitoring and
implementation of curriculum with content geared toward meeting the
instructional needs of Tiers II and III students (RTI) using effective tiered
intervention strategies. =Provide assessment accommodations for
English-language learners and students with special needs. = Assessment of noncognitive aspects of reading, such
as motivation, engagement, self-concept, and self-efficacy. =Use assessment data to plan and implement appropriate and allowable accommodations as determined by the student’s IEP, RTI, or 504 Plan/MTSS. Target Audience
Classroom Teachers
District Administration
Instructional Facilitators/Coaches
School Level-Administration | 