When communicating to parents, use clear indicators of a student’s processing abilities such as understanding, word-solving abilities, accuracy or fluency. (continue reading)
Rather than reporting levels to parents, use language like: reading at, reading above, or not yet reading at grade-level expectations. (continue reading)
Levels have a critical role in the hands of teachers who understand their complexity and use them to make good decisions in instruction. But levels are complicated! (continue reading)
