The purpose of this study was to investigate the relationship between scores on two common curriculum-based measures (CBMs), oral reading fluency (ORF) and maze, and scores on the previous statewide assessment of reading in Oregon (Oregon Assessment of Knowledge and Skills-Reading/Literature [OAKS-R]). Data obtained from three cohorts of…

Students with disabilities have been included in state accountability systems for more than a decade; however, only in the past few years have alternate assessments of alternate achievement standards (AA-AAS) become stable enough to allow examination of these students' achievement growth. Using data from Oregon's AA-AAS in Reading during the…

Oregon's Effective Behavioral and Instructional Support Systems (EBISS) initiative was implemented in 25 school districts. The initiative trained and coached district leaders and teachers in the use of the EBISS model through the lens of implementation science. The EBISS model integrates school-wide positive behavior intervention and supports…

"Success for All" ("SFA"®) is a whole-school reform model (that is, a model that integrates curriculum, school culture, family, and community supports) for students in prekindergarten through grade 8. "SFA"® includes a literacy program, quarterly assessments of student learning, a social-emotional development program,…

Accelerated Reader™ is a computerized supplementary reading program that provides guided reading instruction to students in grades K-12. It aims to improve students' reading skills through reading practice and by providing frequent feedback on students' progress to teachers. The Accelerated Reader™ program requires students to select and read a…

Project CRISS[R] (CReating Independence through Student-owned Strategies) is a professional development program for teachers that aims to improve reading, writing, and learning for 3rd- through 12th-grade students. The implementation of Project CRISS[R] does not require a change in the curriculum or materials being used in the classroom, but…

In this article, we examine the contribution of initial skill and slope of progress on alphabetic principle to end of first-grade reading outcomes. Initial skill and slope were measured using DIBELS Nonsense Word Fluency. Reading outcomes were measured at the end of first grade with DIBELS Oral Reading Fluency. Students in Oregon Reading First…

This technical report presents results from a cross-validation study designed to identify optimal cut scores when using easyCBM[R] reading tests in Oregon. The cross-validation study analyzes data from the 2009-2010 academic year for easyCBM[R] reading measures. A sample of approximately 2,000 students per grade, randomly split into two groups of…

The "Accelerated Reader" program is a guided reading intervention in which teachers are closely involved with student reading of text. It involves two components, the "Accelerated Reader" software and "Accelerated Reader Best Classroom Practices" (formerly called "Reading Renaissance"). The "Accelerated…

Despite recent research findings that implicate a long list of student variables that predict reading success or failure, these predictor variables have not been considered in the context of contemporary models of multitiered schoolwide reading intervention. This longitudinal, retrospective study follows 668 kindergarten and first-grade students…

"Accelerated Reader"[TM] is a guided reading intervention used to supplement regular reading instruction in K-12 classrooms. Its aim is to improve students' reading skills through reading practice and quizzes on the books students read. The "Accelerated Reader"[TM] program calls for students to select and read a book and then…

All students from grades 3 through 8 were tested in the fall, winter, and spring of 2009 on passage reading fluency (PRF) measures from easyCBM [R]. Student characteristics were analyzed for influence on reading growth. The results showed the negative effects from being a male or a student of color, coming from an economically disadvantaged…

These official primary trait scoring guide presents details of the 6-point scoring system used in third-grade Oregon schools to evaluate students' performance in oral reading fluency and in comprehension (as measured through retelling). The oral reading fluency benchmark portion of the scoring guide is broken down into phrasing, flow, and pace…

"Reading Mastery" is a direct instruction program designed to provide explicit, systematic instruction in English language reading. Reading Mastery is available in two versions, "Reading Mastery Classic" levels I and II (for use in grades K-3) and "Reading Mastery Plus," an integrated reading-language program for…

This study outlines a formative assessment system using a consistent set of cut scores on Curriculum-Based Measurement-Reading (CBM-R) probes and investigates four statistical methods for establishing cut scores. Cut scores were established using the Minnesota statewide achievement test in reading at grade 3 as the criterion for a successful…