In schools where teachers are working with data from both aReading and CBMr, a mismatch can surface. If one of the tests shows a student is proficient and the other test shows they are not... what do we do?

Often, we see teachers err to the side of success. In other words, passing either one is the basis for assuming the student is proficient.

Click the image to the right for some insight on the mismatch of aReading and CBMr scores.

A powerful element of the science of reading is the inclusion of explicit, systematic instruction in foundational skills. To fully leverage this instruction, it needs to be taught to mastery. Mastery is not a model often embraced in public school systems because it is logistically difficult to implement for a diverse student population.

Nonetheless, we know better, so we must do better. Click the image to the right to access our brief overview of constrained vs. unconstrained skills. Shifting to this mindset helps overcome the fear of tracking and underscores the need to keep data close to ensure students have the opportunity to master the constrained skills of foundational reading.

If you are in a district that is considering options for differentiating skills blocks, this is content you should discuss with your literacy team!