WEBVTT

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My name is Nadine Hoover, and
I am the literacy coach here

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at Tri-Community Elementary.

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My role here is to coordinate
and run the reading program.

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I am responsible for gathering,

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administering all the
screening throughout the year.

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We basically start
the second day

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of school to do our screening.

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We use pretty much
anyone who is available

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that is not a classroom teacher,

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which may include a learning
resources teacher, paras,

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instructional support teachers.

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We use them to help us
administer our screener.

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To ensure accuracy
with our assessments,

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we do extensive training

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and retraining before we
administer our screener,

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and I actually do the
training to make sure

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that there is fidelity
amongst all the testers.

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We give our benchmarks
three times a year.

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They are given immediately

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after the students enter
school in the fall.

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We give another one in January,

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and one at the end
of the school year.

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After the data is
collected, I enter the data

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into the computer database.

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And from there it
is usually myself

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and possibly another
reading specialist;

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we sit down and go
over the data.

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It prints out usually and tells
us the needs of the students,

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but we actually go a lot deeper.

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We will actually use the
assessment itself; we'll go back

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and look at each
individual assessment

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to determine the needs
of those students.

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When we look at the data, we
have our benchmark students.

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A benchmark student is a student
who is reading at grade level.

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Even when we have a benchmark
student, we still look

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at all their data because
we have benchmark students

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that may have issues
with comprehension.

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They may need some fluency work.

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There may be some other issues,

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and we do group benchmark
accordingly.

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A strategic student is a student
who is below grade level.

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Again, we look at
their assessments.

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We break them down to possibly
vocabulary development, fluency,

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decoding multisyllabic
words, comprehension,

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and we group students
according to their needs.

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Intensive students are students

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who are working well
below their grade level.

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We will take those students
and normally do more subtesting

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on them to see where
their needs are also.

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If a student is within
several points of the benchmark

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or intensive or strategic,
we look closely at them,

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possibly at another
assessment that we might have

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on the student from a prior
year-perhaps a state assessment

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or another assessment
that we have given to date

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or perhaps an assessment
that goes

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with the core reading program.

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We will look at that to see
what their needs are there.

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We use all kinds of data to make
decisions about our students.

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Some of the data we use
for our decision making,

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not only the universal
screening,

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not only the progress
monitoring,

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it can be a theme
test from our core.

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It can be our state assessments.

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It can be leveled readers,

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the IRIs [Informal Reading
Inventories] that we give

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to determine where
the child is reading.

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The data drives our instruction.

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The teachers use their data to
inform them about their students

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and about instruction and
the needs of their students.

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When teachers see the growth
the students are making,

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the impact that they make
by following their data,

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and changing their
instruction to meet the needs

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of the students to show the
growth, is the biggest impact

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that using the universal
screener has provided for us.

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And as far as talking with
the teachers, when we talk

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about a student now,
it's "Bring your data."