Making Assessment Matter Using Test Results to Differentiate Reading Instruction

All too often, literacy assessments are given only for accountability purposes and fail to be seen as valuable resources for planning and differentiating instruction. This clear, concise book shows K-5 educators how to implement a comprehensive, balanced assessment battery that integrates accountability concerns with data-driven instruction. Teachers learn to use different types of test scores to understand and address students' specific learning needs. The book features an in-depth case example of a diverse elementary school that serves many struggling readers and English language learners. Reproducible planning and progress-monitoring forms can be downloaded and printed in a convenient 8 1/2" x 11" size.

Nonie K. Lesaux, PhD, is Marie and Max Kargman Associate Professor in Human Development and Urban Education Advancement at the Harvard Graduate School of Education. Her research focuses on increasing opportunities to learn for students from diverse linguistic, cultural, and economic backgrounds. Dr. Lesaux is a recipient of the William T. Grant Scholars Award for her research on English language learners in urban public schools and of the Presidential Early Career Award for Scientists and Engineers, the highest honor given by the United States government to young professionals beginning their independent research careers. Sky H. Marietta, EdM, MAT, is a doctoral candidate at the Harvard Graduate School of Education and a former elementary school teacher in the Navajo Nation in New Mexico. Her research aims to improve student achievement by exploring the diversity of language and literacy experiences of children living in poverty. She has been involved in administering assessments and analyzing child outcomes in oral language and literacy skills in varied contexts. Ms. Marietta has taught classes on language and culture and has supervised master\u2019s students in Reading Specialist and Elementary Counseling licensure programs.

I. Foundational Issues for Data-Driven Instruction 1. A New Relationship with Student Data 2. Why Many Readers Fail 3. An Assessment Battery That Works II. Assessment Considerations for Special Populations 4. Assessment to Support Struggling Readers 5. Considerations for Linguistically Diverse Students III. Action Steps for Improved Instruction 6. Identifying Instructional Priorities and Designing Effective Instruction 7. Putting Schoolwide Response to Intervention in Place 8. Leading Data-Driven Instruction