Assessing without Language

A little background-This year, I have a student with autism who has limited verbal skills. This poses a small problem when being assessed on the DRA. As all my fellow teachers know the first part of the book is read aloud (depending on the level some more than others) with the comprehension either completed verbally or in writing.

In small group, he has had great success when he has prompts like the 5 "W's" or when he does his retell in pictures. But because the district has said, it must be administered as per the directions-which don't provide accommodations for these sort of things. My team and I have been working on coming up with ways that we could get a better idea of where he is truly an independent reader. Even though we have to us the DRA as written, we can create a way that takes the verbal piece mostly out of the picture and use that to drive his instruction.

My hope is that I'll have a product that will drive instruction and not just a DRA number. The student I designed this form has been out sick. So I'll have more to share next week. Have a great long weekend.




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Welcome to my all thing special education blog. I empower busy elementary special education teachers to use best practice strategies to achieve a data and evidence driven classroom community by sharing easy to use, engaging, unique approaches to small group reading and math. Thanks for Hopping By.
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