We used the Woodcock Reading Mastery Test or we used the Standardized Test 
that was administered in Years 3 and 5.  The Woodcock provides age based 
norms and grade based norms- so we usually used those- so for example if a 
child "grew 1.9- then the child would receive a score of .9.  If a child 
grew 1.0- the child would receive a score of 0- as s/he only grew one year. 
If a child only grew .9 then that child would receive a score of -3.  When 
using the Woodcock- we used spring to spring testing- so the child might 
score 2.3 in spring of third grade- then the next spring the child might 
score 4.3- demonstrating growth of 2 years.


----- Original Message ----- 
From: "Debbie Goodis" <[EMAIL PROTECTED]>
To: "Mosaic: A Reading Comprehension Strategies Email Group" 
<[email protected]>
Sent: Sunday, July 22, 2007 3:04 PM
Subject: Re: [MOSAIC] Interventions vs. good instruction


> So bringing a child up "a year plus more",  was the more  subjective? Or 
> did you have some way to measure?
>
> Tami <[EMAIL PROTECTED]> wrote: In Title 1- when I used to do my 
> annual report- we had to assess the kids
> using a standardized test.  All kids being served in our program were
> expected to progress MORE than one year- as -they are receiving reading
> instruction in the regular classroom- (a full year's growth) AND they were
> receiving additional reading instruction- so we were required to bring 
> every
> child's reading level up a year plus more..... as that is what the
> supplemental instruction was supposed to be providing....
>
>
>
>
>
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> 


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