DiagnosingTreating with CORE Assessing Reading Multiple Measures and

Diagnosing/Treating with CORE: Assessing Reading: Multiple Measures and AIMSweb Reports COMPASS/i 3 team

What materials do you need?

The Many Strands that are Woven into Skilled Reading (Scarborough, 2001) LANGUAGE COMPREHENSION BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES inc r str eas ate ing gic ly VERBAL REASONING Skilled Readingfluent coordination of word reading. READING: and SKILLED fluent execution and comprehension coordination of word recognition processes and text comprehension. LITERACY KNOWLEDGE WORD RECOGNITION PHON. AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION gly n i as atic e r inc utom a Fcrr. org ng is a multifaceted skill, gradually acquired over years of instruction and pra

Step 1: Read AIMSweb Report • Identify the students who are “yellow” or “red” in AIMSweb • Go to Step 2: CORE Graded High. Frequency Word Survey or the San Diego Quick Assessment

Step 2: CORE Graded High-Frequency Word Survey OR San Diego Quick Assessment • • K-4 Individual 5 -7 min. Pp. 63 -67 • 5 -8 • Individual • 10 min. • Pp. 68 -71

Skill-Specific Strategies Same as your email

Step 3: CORE Phonics Surveys • • • K: A-D 1 st-12 th: A-L or E-L Individual 10 -15 minutes Pg. 41 -62 (including Spanish materials)

Skill-Specific Strategies Same as your email

Step 4: CORE Phoneme Segmentation • • Grade 2 -12 Individual 15 -20 min. Pp. 30 -36

Skill-Specific Strategies Same as your email

Next steps • Principals should address any questions to their EDs.