Personally, I'd love this discussion to stay here. It is related to literacy,
it is important, and as long as we treat the topic and each other's opinions
and experiences with respect, I believe we can all learn something about how to
use Mosaic more effectively to help our students improve their reading (for
pleasure, for adacemics, and yes, for the test.)
gina nunley <[EMAIL PROTECTED]> wrote:
I have to chime in and agree about the need for multi-assessments. I have had
students who scored high on the SRI (scholastic reading inventory), low on the
state test, and middle of the road on QRI. I use a spread sheet that has all
the data side by side so I can surmise who really needs a closer looking at.
In regards to Lori's plea for continuing discussion about middle level reading
assessment I would be thrilled to do that.
Moderators- Do we need to do this off this site?
Our campus is trying to create an RtI model and of course progress monitoring
is the hurdle for us. QRI, STAR, SRI are all just to identify reading
levels....they don't give short term "assessment for learning" information.
You know I am on this list because I am a believer in MOT and strategy work.
But I have to be honest...my attempt at using Ellin's strategy interview
bombed. I just couldn't squeeze it in, and then I had trouble using it in a way
that I could bring to campus meetings.
What I think is at the core of the progress monitoring dilemma is coming to
agreement on what you want to assess in reading. That then tells you of course
what you will be assessing on a frequent basis. I have to speak the language of
the campus committee but I am trying to avoid target goals like will build
vocabulary....who decides that list?
I'll stop before I babble. Again I'd like to have this ongoing conversation.
Should we find another place to do it?
Joy/NC/4
[EMAIL PROTECTED]
How children learn is as important as what they learn: process and content go
hand in hand. http://www.responsiveclassroom.org
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