ICLA Standard III

Standard III—Literacy Assessment and Intervention All definitions are found in the recommended IRA literacy dictionary.
6+1 Traits
a writing framework for students to learn how to write by modeling what 'good' writing looks like:
Ideas- main message
Organization-internal structure of piece
Voice-personal tone/flavory of author's message
Word choice-vocab writer chooses to convey meaning
Sentence fluency-rhythm/flow of language
Conventions-mechanical correctness
Presentation-how writing actually looks on the page
Accelerated Reader (AR)
is a daily progress monitoring software assessment in wide use by primary and secondary schools for monitoring the practice of reading.

program is a computer software product that promotes reading from pre-kindergarten through 12th grade. The program offers personalized reading quizzes on thousands of books on every grade level

serves as the practice component of a comprehensive reading program by promoting personalized practice combined with data to monitor and manage that practice.
the idea that schools or teachers are responsible for educational outcomes and should be evaluated, traditionally through examination of students' test scores.
a benchmark and progress monitoring system based on direct, frequent and continuous student assessment. The results are reported to students, parents, teachers and administrators via a web-based data management and reporting system to determine response to intervention.

leading assessment and RTI solution in school today—a complete web-based solution for universal screening, progress monitoring, and data management for Grades K-12. Provides guidance to administrators and teachers based on accurate, continuous, and direct student assessment. It helps school administrators demonstrate tangible improvements. It helps teachers become more effective and more efficient in the classroom. Most important of all, helps to create better outcomes for student
Anecdotal Record
a description of behavior; a reporting of observed behavioral incidents.
the act or process of gathering data in order to better understand the strengths and weaknesses of student learning, as by observation, testing, interviews, etc.
Authentic Assessment
a type of assessment that seeks to address widespread concerns about standardized, norm-referenced testing by representing "literacy behavior of the community and workplace" and reflecting "the actual learning and instructional activities of the classroom and out-of-school worlds," as with the use of portfolios; naturalistic assessment.
Words Correct Per Minute (WCPM)
is one way to determine a student's reading fluency. Quick probes based on carefully selected passages can help teachers screen, diagnose, and monitor students' progress.
Writing Process
the many aspects of the complex act of producing a written communication. Planning/pre-writing, drafting, revising, editing, and publishing.
Writing Workshop
an intensive seminar on how to write
1. changeableness ( as reading rate variability). 2. the dispersion, spread, or scatter of scores or values in a distribution, usually about the mean.
1. a truthful or factual condition. 2. a logical argument. 3. the evidence that the inferences drawn from test results are accurate. 4. the evidence that inferences from evaluation of program effectiveness and teacher competence are trustworthy; curriculum validity.
normalized standard score representing an interval in a 9-point scale, with a mean of 5 and a standard deviation of 2.
Text Readability
An objective estimate or prediction of reading comprehension of material, usually in terms of reading grade level, based on selected and quantified variables in text, especially some index of vocabulary difficulty and of sentence difficulty

the level of ease or difficulty with which text material can be understood by a particular reader who is reading that text for specific purpose

analysis of the structural characteristics of a text, as organization, concept load or density as they relate to comprehensibility, teachers code books with grade levels.
a measure of central tendency; specifically, the middle value or score in an ordered frequency distribution.
grade equivalent
a type of derived score based on the grade at which an average person from a test-standardized population earns a given score.
a typed or written record usually kept daily

a collection of student writing in response to reading
norm-referenced measurement
the assessment of performance in relation to that of the norming group in the standardization of a test or in relation to locally developed norms.
central tendency
a central value used to summarize a distribution of scores.
cloze procedure
any of several ways of measuring a person's ability to restore omitted portions of an oral or written message by reading its remaining context
concepts about print test (CAP)
an informal assessment of the concepts of print. Measuring: print has meaning, print can be used for different purposes, relationship between print and speech, a difference between letters and words, words are separated by spaces, difference between words and sentences, (punctuation) marks that signal the end of a sentence, books have parts such as a front and back cover, title page, and spine, stories have a beginning, middle, and end, text is read from left to right and from top to bottom. Assessed during kindergarten, at the start of school and at mid-year. In addition, as you model story reading techniques to help guide instruction, identify students who need additional support, and determine if the pace of instruction should be increased, decreased, or remain the same.
criterion-referenced measurement
the assessment of performance on a test in terms of the kind of behavior expected of a person with a given score
cueing systems
any of the various sources of information that may aid identification of a word unrecognized at first glance, as phonics, structural analysis, semantic, and syntactic information
curriculum-based assessments
the appraisal of student progress by using materials and procedures directly from the curriculum taught
diagnostic assessments
a test to analyze strengths and weaknesses in content-oriented skills
DIBELS (dynamic indicators of basic early literacy skills)
an early literacy screening instrument to determine children who may be at-risk for literacy problems. It is a series of short tests given to children in kindergarten through grade five to monitor and screen their progress in learning some of the necessary skills to become successful readers.
echo reading
students repeats what the teacher reads. Used for emergent readers to build fluency and expression.
explicit comprehension instruction
Assess the passages for opportunities to model the comprehension strategy. Explicit training and teacher modeling. Guided practice and Independent practice.
judgement or performance as process or product of change.
formative assessments
is a process used by teachers that provides actionable feedback to adjust teaching and learning strategies for improving student self-assessment, reflection, and attainment of curricular learning goals.
frustration reading level
a readability or grade level of material that is too difficult to be read successfully by a student, even with normal classroom instruction and support.
fluency development
reading becomes more smooth with less hesitation and more comprehension
Idaho Reading Indicator (IRI)
intended to be used both to help establish local curricular standards and materials as well as to provide direction for further assessment of individual children. It is not intended to be a complete diagnostic reading test; rather, the IRI should be used to determine which children in a classroom might have additional needs in the area of reading. It is administered three times each school year and takes approximately ten minutes. The IRI assesses the skills that each child should have mastered at the time of testing and measures whether the child's skills are on grade level. (The kindergarten assessment shall include reading readiness and phonological awareness.) Grades one, two, and three shall test for fluency of the student's reading.
IRI Level 3
benchmark; at reading level
IRI Level 2
strategic; near reading level
IRI Level 1
intensive; below reading level
Idaho Standards Achievement Test (ISAT)
students in grades 3-8 and once in high school take the assessment to determine whether they have achieved the standards for their grade level and subject area. There are tests for English Language Arts/Literacy and Mathematics. In grades 5 and 7, students also take the ISAT science assessment.
independent reading level
the readability or grade level of material that is easy for a student to read with few word-identification problems and high comprehension.
informal assessments
appraisal by casual observation or by other nonstandardized procedures.
Informal Reading Inventory (IRI)
the use of a graded series of passages of increasing difficulty to determine students strengths, weaknesses, and strategies in word identification and comprehension.
instructional reading level
the reading ability or grade level of material that is challenging, but not frustrating for the student to read successfully with normal classroom instruction and support
miscue analysis
a formal examination of the use of miscues as the basis for determining the strengths and weaknesses in the background experiences and language skills of students as they read.
a measure of central tendency; specifically , the most common score or value in a distribution
performance-based assessment
the measurement of educational achievement by tasks that call for the student to produce a response like that required in the instructional environment, as in portfolios or projects.
phonemic awareness assessment
an informal assessment of phonemic awareness, measuring: Phoneme matching,
Phoneme isolation, Phoneme blending , Phoneme segmentation, and
Phoneme manipulation. Should be done three times during the kindergarten and first grade years to help guide instruction.
portfolio based assessment
collection of students work used to evaluate the learning process. Serves as a compilation of student work meant to show growth over time.
progress monitoring
systematically and frequently assessing students' improvement directly on the skills being taught
reading fluency
reading accurately, at a natural pace, and mimics speech in its phrasing and expressiveness
consistency in measurements and tests; specifically the extent to which two applications of the same measuring procedure rank persons in the same way.
a measure of comprehension; the process in which the reader, having orally read the story, describes what happened in it.
response to intervention (RTI)
is a multi-tier approach to the early identification and support of students with learning and behavior needs. The process begins with high-quality instruction and universal screening of all children in the general education classroom.
assessment tool to help the students understand the teacher's expectations for the assignment
rubric-based assessment
assessment based on measurements defined within a rubric
running record
a cumulative account of selected behavior, as that of a student noted by a teacher over time.
scoring guide
an instrument that specifies the criteria for rating responses
the act of evaluating yourself
sight word recognition
Not all written words are regular ones that can be decoded easily. Some words are irregular or difficult to decode. They must be memorized and recognized by sight.
RTI Tier 1
a research-based core curriculum. All children are screened at this Tier to determine if they are responding appropriately to instruction before they experience any significant failure in comparison to their peers. General Education. Whole Class Instruction
RTI Tier 2
increasing the time and intensity of the child's exposure to the core curriculum for children who do not appear to be responding appropriately general education. For instance, an additional 30 minutes per day may be devoted to reading in a small group (3-6 students), with a focus on building accurate and automatic recognition of words in text. Adjustments can be made to increase time on task or decrease student/teacher ratio. Early intervention services. Small group/ adult led.
RTI Tier 3
includes many children who have been found eligible for special education and related services, and some who have not. Special education eligibility may allow exposure to remedial methods and practices that, although research-based and aligned with the content of the core curriculum, are not necessarily a part of the core curriculum. The cycle of progress-monitoring and adjustment of intervention will continue, even if a determination for special education eligibility is made. Intensive intervention. Classroom pull out.