Ideas

From Elizabeth O'Brien, admin, at SD of Lancaster:

Can you please consider adding the uppercase, lower case naming and letters sounds assessment in addition to or in place of the consonants check in 1G entry requirements? The data from the UCLN, LCLN, and LS assessments in the Reading Readiness Screener does not carry over to the 1G entry requirement and teachers are checking consonants check again even if students demonstrated mastery previously in Y. Having that part of the RRS there in 1G entry would be helpful in keeping data all in one check.

From Michelle Delgado, ARC Coach, on behalf of SD of Crandon:

It would be more efficient if consonants identified in the Reading Readiness Screener also transferred to letter sounds list in Yellow Foundational Skills.

From Michelle Delgado, ARC Coach:

I have received feedback from teachers that it would be beneficial if letter sounds identified on the Readiness Screener transferred to the Foundational Skills section like the letter names. I realize that the Screener looks for all sounds and the Power Goal in Foundational Skills calls out consonants, but I am wondering how we might support teachers with this issue.

From Sara Resch, admin, at Greece Central:

The Reading Readiness screener assess letter identification and letter sounds- these assessments do NOT show up under foundational skills. This makes the teacher think these skills weren't assessed. The scores from Reading Readiness NEED to transfer over to foundational skills!!

From Julie Groh, admin, at Berkeley SD 87:

On the reading readiness screener, the letter sound assessment assesses 26 sounds; however, in foundational skills area where we assign growth points, we're still only assessing consonants (should be all sounds)... and the consonants from the reading readiness screener don't even transfer over. This is frustrating for teachers as we try to align with science of reading, teaching and assessing all letter sounds, and want to be able to assign growth points accordingly.