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ICLA #3 Standards

standards for ICLA

General Assessment Assessment and analysis general terminology Assessment-related statistical terminology Assessment types and their uses, administration, and interpretation
Assessment-related statistical terminology (General Assessment) Quantitative Qualitative
Assessment types and their uses, administration, and interpretation (General Assessment) Formal, informal Formative, summative Screener, progress monitor, diagnostic Rubric
Literacy Assessment Selection, administration, and interpretation of assessments
Selection, administration, and interpretation of assessments that measure: Matching the needs of the reader to the appropriate assessment Analysis of data to determine trends or question results Idaho specific literacy assessments Concepts of print Phonological awareness Phonics Spelling Fluency Vocabulary Comprehension
Idaho specific literacy assessments Idaho Reading Indicator (IRI) Idaho Standards Achievement Test (ISAT)
Concepts of print (Lit assessments) Parts of a book (title, spine, front/back), author/illustrator, directionality, tracking print, picture clues, letter/word identification, punctuation identification e.g., Concepts About Print assessment
Phonological awareness (lit assessments) Phonemic awareness (phoneme identification, deletion, addition, segmentation, blending, isolation, substitution, manipulation)
Phonological awareness (lit assessments) Syllabication (blending and segmenting), onset-rime, rhyming, alliteration, sentence segmentation, sentence phrasing
Phonological awareness (lit assessments) e.g., Phonological Awareness Inventory, AIMSweb, etc.
Phonics (Lit Assessments) Graphononic awareness Letter-sound assessments CORE Phonics Assessment
Letter-sound assessments (Phonic lit assessment) Identification: letter names, consonant sounds, long and short vowel sounds
Letter-sound assessments (Phonic lit assessment) Word reading: CVC words, consonant blends with short vowels, digraphs/trigraphs, murmur diphthongs, long vowels (CVCe, vowel digraphs), variant vowels, low-frequency spellings, multisyllabic words, and nonsense words of all types.
Spelling (Lit Assessments) Grapheme knowledge Encoding e.g., Qualitative Spelling Inventory (QSI), CBMs, DIBELS
Fluency (Lit Assessments) Oral Reading Fluency (reading rate) Prosody Accuracy Miscues (mispronunciation, omission, insertion, deletion, reversal, etc.) e.g, DIBELS, AIMSWeb, MASI-R, prosodic rubric, etc.
Vocabulary (Lit Assessments) MAZE Assessments of word meaning (i.e., Critchlow, Core Vocabulary Assessment, AIMSWeb, etc.)
Comprehension (Lit Assessments) MAZE CLOZE Retell (rubric) Questioning
Literacy Assessment Analysis Readability *Independent, Instructional, and Frustration Levels *e.g., Lexile
Intervention Processes o RTI/MTSS o Progress monitoring o Specific, explicit, scientifically-based intervention lesson planning based on assessment data
Created by: rarequatrone
 

 



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