Our district used to utilize NWEA, and we have been a reading first district. We changed this testing and have over the last three years been using Acuity and Progress Pro, which is now going to be replaced back to NWEA. Locally the majority of districts use NWEA, there is a plus to this with the transfer of students and transfer of data. Our secondary also conducts TOSCRF, TOSWRF, and TOWRE testing as a placement tool for interventions.
Many of our students have the “fluent reader without the comprehension” complex…..ie.
Student: “The huge red fire engine careened down the road at great speeds”
Teacher: What color is the truck?
Student: “What truck?”
Interventions are mostly conducted in the middle school and intervention materials we have employed have been SRA (comprehension and decoding), reading with phonemes, and six minute solutions.
Philosophy is split within the secondary. If a student is reading three to four grades behind, should the intervention go to, or closer to, that students grade level of reading determined from assessment (most of these interventions review basic skills) in order to review and reassess what was missed; or should we approach it with a format closer the students present grade level. Staff does not like to use SRA because it seems, to them, to be beneath the students in intervention. Our data with Tier 3 SRA students has shown improvement, but present leadership also does not like the program; so we will change again. Next school year we plan to use reading plus as our primary intervention. Our problem here has created fidelity issues with the conduct of these interventions.
The bottom line is, unless management frequently monitors the conduct and fidelity of the interventions being employed, the program itself it will lose effectiveness.
Hope this helped.