MCCCD Program Description

Reading Assessment

Course: EPD274

First Term: 2018 Fall

Lec + Lab 6.0 Credit(s) 6.0 Period(s) 6.0 Load
Subject Type: Academic
Load Formula: T Lab Load

Description: Focus on Assessment Practices and Systems including administering assessments, data collection and analysis, diagnosing reading difficulties, developing student growth plans, and utilizing data to provide appropriate effective instruction to increase literacy success for all students.

MCCCD Official Course Competencies
1. Examine state and federal laws regarding assessment and provision of services for students with reading difficulties or reading disabilities. (I) 2. Identify national and state literacy standards that guide the instruction of reading in K-12 classrooms. (I) 3. Analyze statistics for national and international literacy rates. (I) 4. Identify grade-level proficiency standards and conditions for further intervention, remediation, or evaluation. (I, IV, VI) 5. Examine assessment-related concepts and issues in selecting and using assessments and interpreting results. (II) 6. Examine a variety of literacy assessments. (III) 7. Develop a school-wide Assessment Plan (III) 8. Describe the reciprocal nature of assessment and instruction and its effects on instructional planning and progress monitoring. (III-V) 9. Administer and interpret comprehensive formal and informal reading assessments. (III, IV, XII, XIII) 10. Analyze quantitative and qualitative data to determine instructional plans. (IV, VIII) 11. Develop lessons involving scientific researched-based reading and writing strategies and materials to elicit engagement and intrinsic motivation. (IV, XII) 12. Develop individual growth plans based on assessment data. (IV, XII, XIII) 13. Identify students? reading difficulties and develop an intervention instructional plan and assessment schedule to monitor progress. (VI, VII, VIII, XIII) 14. Compare and contrast students? independent, instructional, and frustration level of reading. (VII) 15. Define Response to Intervention. (IX) 16. Examine components of effective validated early intervention. (IX, XI) 17. Explain the role of the reading specialist. (X) 18. Analyze components of validated remedial programs. (XI) 19. Differentiate intervention instruction for special populations. (XII) 20. Complete a student reading proficiency assessment. (XIII) 21. Design an individual instructional plan based on an assessment. (XIII) 22. Summarize assessment implementation. (XIII)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.

MCCCD Official Course Outline
I. State and National Legislation A. Laws B. Literacy 1. Standards 2. Rates C. Benchmark Cognitive and Linguistic Skills II. Norms for Assessment and Data Collection A. Types of Data 1. Quantitative 2. Qualitative B. Factors to Consider 1. Reliability 2. Validity 3. Bias 4. Utility C. Benchmarks D. Standardized Testing Terminology and Interpretation 1. Raw Score 2. Scaled Score 3. Percentile 4. Grade Equivalency 5. Stanine 6. Normal Curve Equivalency (NCE) 7. Cut Scores III. Types of Assessment A. Definitions and Examples 1. Formal and Informal Inventories 2. Norm-Referenced 3. Diagnostic 4. Observational 5. Criterion-Referenced 6. Constructed-Response 7. Portfolios 8. Journals 9. Running Records 10. Formative Assessment 11. Summative Assessment B. Examples of Current Assessments C. School-Wide Assessment Models D. Frequency of Assessment 1. Progress Monitoring 2. Documentation E. Limitations of Assessments IV. Utilizing Assessment Data to Make Instructional Decisions A. School-Wide Implications B. Classroom Instruction Implications C. Grouping Implications D. Individual Implications E. Determining Referral for Additional Evaluation/Interventions V. Communicating Assessment Results A. Teachers B. Child Study Teams C. Parents VI. Diagnosis of Reading Difficulties A. Miscues Analysis 1. Insertions 2. Reversals 3. Substitutions 4. Visual 5. Meaning 6. Syntax B. Correction Strategies VII. Determining Reading Levels A. Independent B. Instructional Level C. Frustration Level D. Consideration of Materials VIII. Analysis of Data to Develop Instructional Plans and Differentiated Learning IX. Components of Response to Intervention (RTI) as Early Intervention A. Purpose and Legislation B. Tiers of Instruction C. RTI Models D. Considerations X. Role of the Reading Specialist A. Servicing Students B. Teacher Support C. Data Collection D. Leadership Implications XI. Components of Validated Remedial Programs A. Research-Based B. Results-Driven C. Analysis of Programs XII. Instructional Strategies and Considerations A. Primary Grades B. Intermediate Grades C. Secondary Grades D. Special Populations 1. English Language Learners (ELL) 2. Students Identified with Learning Disabilities XIII. Field Experience A. Data Analysis B. Assessment Plan Design C. Implementation D. Reflection

MCCCD Governing Board Approval Date: 12/13/2011

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.