Middle of the Year Reading Assessments

In addition to teacher observations during small group instruction and student performance throughout the school year, teacher formally evaluate Reading progress 3 times, at the Beginning of the Year (BOY), Middle of the Year (MOY) and End of the Year (EOY).  We are already evaluating student progress for the MOY and will finish before the end of January.  The HISD evaluates using the istation Assessment (ISIP) and all Roberts students are completing this evaluation in Academic Skills Lab this week and next week.  You will receive a letter with information regarding how your child performed and whether or not they are in need of further intervention.  In addition to istation, we use other evaluations here at Roberts as described below. 

There are many evaluation instruments available to teachers to determine student reading levels. Here at Roberts, one of the most valuable tools is a Reading Running Record. This involves listening to a student read, recording errors, time, repetitions and self corrections. Once complete, the teacher and student discuss the student understanding and evaluate comprehension. This gives teachers critical information needed in order to determine current reading skills and level as well as make instructional decisions to be sure each student makes progress toward Reading performance goals.

When determining student reading levels, teachers must consider all aspects of a student's reading, including fluency, phrasing, accuracy and comprehension skills. This determines a student's independent reading level. The Instructional Reading Level will usually be one level higher than the Independent Reading Level. Teachers will plan for additional instruction in accuracy (sight word reading, phonemic processing and knowledge), fluency (speed and phrasing), and/or comprehension (inferencing, summarizing, recalling facts and details, vocabulary etc).

We use 2 instruments at Roberts for Reading Running Records: Fountas and Pinnell and Developmental Reading Assessment (DRA). We primarily use the DRA in grades K,1 and 2 and Fountas and Pinnell in grades 4 and 5. In 3rd Grade, we use one or the other depending on the individual's reading level.

As you can see from the information below, students make the most visible progress in the lower grades and there are more opportunities for skill specific development within a level at the higher grades. For example, If you are at a level U in 5th grade, you may not end the year on a W, but work on improving fluency or comprehension on a level V.

Teachers in Grades 3-5 will be evaluating students who were at or below grade level during the BOY assessment or who are on a tier 2 or 3 in istation.  EOY assessments, Reading Goals and progress toward meeting Reading Goals will be evaluated at the end of the year for all students.