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From: Colletti, Cyndy (CColletti@ILSOS.NET)
Date: Fri Apr 15 2005 - 11:15:25 EDT

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From: "Colletti, Cyndy" <CColletti@ILSOS.NET>
To: Multiple recipients of list <>
Subject: [NIFL-ASSESSMENT:1060] RE: FW: ARCS web site
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The web site with ARCS information --

Cyndy Colletti
Literacy Program Manager
Illinois State Library Literacy Office
Gwendolyn Brooks Building
300 S. Second Street
Springfield, IL 62701
A Division of the Illinois Secretary of State's Office

-----Original Message-----
From: []On
Behalf Of Katrina Hinson
Sent: Friday, April 15, 2005 10:03 AM
To: Multiple recipients of list
Subject: [NIFL-ASSESSMENT:1059] RE: FW: ARCS questions

How can a person or institute find out more about ARCS or even see a
sample of what the material  looks like?


>>> 04/15/05 7:48 AM >>>
Hi Norene,

Thanks for your post.  Sounds really exciting to me.

What other states were involved besides RI, and Montana (hmmmm....what's
your abbreviation?!) in the ARCS?

Let us know!

-----Original Message-----
From: [] On
Behalf Of Norene Peterson
Sent: Friday, April 15, 2005 10:03 AM
To: Multiple recipients of list
Subject: [NIFL-ASSESSMENT:1057] RE: FW: ARCS questions

Montana ABLE educators just had the opportunity two weeks ago to spend
time with Ros at the two Montana Route to Reading workshops. The
participants were extremely impressed with ARCS. At this time they are
beginning to experiment with many of Ros' recommendations for assessment
entering scores on the Match a Profile section.

Students in our programs are initially being assessed with the TABE and
type of word recognition test, i.e. WRAT, etc. In some programs if
diagnosis is needed, then students are given the DAR. Individual
are then designed for each student. When possible, some small group
instruction may take place; however, most of our instruction is

Thanks to Ros for coming out to Montana to share her expertise and to
take a
look at how a rural state operates! NP =)

Norene Peterson
Adult Education Center
415 N. 30th
Billings, MT 59101

----- Original Message ----- 
From: "Marie Cora" <>
To: "Multiple recipients of list" <>
Sent: Wednesday, April 13, 2005 12:10 PM
Subject: [NIFL-ASSESSMENT:1055] RE: FW: ARCS questions

> Hi Ros and everyone,
> This is a very thorough assessment!  I wonder if other folks who were
> involved in the NCSALL study (as were Howard and RI) have questions or
> can add comments about their experience with ARCS?
> And to second Ros's question to you all:  How do you use assessments
> your teaching?  What does your reading program (curriculum and
> assessment/s) look like?
> Thanks!
> marie cora
> Moderator, NIFL Assessment Discussion List, and Coordinator/Developer
> LINCS Assessment Special Collection at
> -----Original Message-----
> From: [] On
> Behalf Of Rosalind Davidson
> Sent: Wednesday, April 13, 2005 8:29 AM
> To: Multiple recipients of list
> Subject: [NIFL-ASSESSMENT:1050] FW: ARCS questions
> Hi
> Yes, I think everyone should have a reading sub-skills assessment at
> intake. At the least, a profile made up of the five reading components
> as
> on the ARCS website should be determined at intake for all.  If you
> at
> the webpage -
> you will see that just having scores on a silent reading comprehension
> test
> may put learners in the same classroom who have similar silent reading
> comprehension scores but very different instructional needs.  Now,
> may
> have to be the case anyway if literacy organizations cannot arrange
> flexible classes, but in that case, teachers will see up front the
> individual needs of a diverse group for whom she will have to plan
> instruction.
> In each case, assessment would serve its true purpose: to aid
> instruction.
> There will be learners who need more than just this initial
> If
> they test very low on word recognition, a teacher would want to see
> elements of word reading are causing difficulty by giving the learners
> word analysis test such as the one on our website: Sylvia Greene's
> Informal
> Word Analysis Inventory --it's free and takes about 10-15 minutes to
> administer.
> Then the reader would practice those constructions that he has not
> mastered.
> There are other assessments or observations a teacher can call upon to
> pin
> point difficulties with other sub-skills.
> Next issue: Do we set benchmarks for fluency and silent reading
> comprehension?
> Oral reading rate is one part of fluency. A proficient adult reader
> zip
> along reading accurately at 200 or more words a minute.  Rate is tied
> reading accuracy so that if someone's highest level of accurate
> is
> on a 6th grade equivalent passage, they should read at about 135 words
> per
> minute.
> The other part of fluency is reading smoothly with expression and
> intonation as if speaking.  There are some measures to assess how
> smoothly
> a reader speaks a passage, but they are not necessary.  Timing a
> (see the website on how to do it) and listening is sufficient.
> How high a level?  Reading orally - accurately and smoothly - needs to
> be
> practiced at whatever level a learner is currently on. Often, too
> oral reading goes on in classrooms.  Fluent reading is descriptive of
> good
> oral, not silent, reading.
> Rate, as words per minute, and comprehension are measures of silent
> reading
> proficiency.
> We head for high school, or GED, proficiency in silent reading
> comprehension.
> Assessment and instruction follow each other in a continuous cycle
> a
> goal is reached.
> S'long all.  Wite all of you out there- How do you use assessments in
> your
> teaching?
> Rosalind
> --On Tuesday, April 12, 2005 11:35 AM -0400 Marie Cora
> <> wrote:
> > Hi again,
> >
> > Here is what I just posted to the list.
> >
> > marie
> >
> > -----Original Message-----
> > From: Marie Cora []
> > Sent: Tuesday, April 12, 2005 11:34 AM
> > To: ''; 'Multiple recipients of list'
> > Subject: RE: [NIFL-ASSESSMENT:1047] ARCS questions
> >
> > Hi everyone,
> >
> > Howard, I am intrigued about a comment you made:
> >
> > " My reflection now is whether
> > to require creating a profile for every learner, or whether to

> > learners who are having more difficulty learning in the given-class
> > environment."
> >
> > Can you and Ros tell us a bit more about that?  Why would you not
> create
> > a profile for each learner?  Why do you feel you need to focus on
> either
> > the whole or a target group?  (why not both?)  Is there a time
> > involved?
> >
> > Ros, can you tell us how you have defined the goal:  achieve fluent
> oral
> > reading and silent comprehension?  Is that done via the various
> > assessments used, or is there a different way that that is defined
> > within ARCS?
> >
> > Thanks!
> > marie
> >
> > -----Original Message-----
> > From: [] On
> > Behalf Of Howard Dooley
> > Sent: Tuesday, April 12, 2005 9:59 AM
> > To: Multiple recipients of list
> > Subject: [NIFL-ASSESSMENT:1047] RE: Reply from Rosalind
> >
> > Rosalind --
> >
> > Thank you for your comments.  I will share them with our instructors
> at
> > our meeting next week.  I am sold on moving in this direction for
> > ABE Reading and Intermediate ESOL classes.  My reflection now is
> whether
> > to require creating a profile for every learner, or whether to
> > learners who are having more difficulty learning in the given-class
> > environment.
> >
> > RIRAL currently uses the CASAS for placement and initial
> > Until this past year, individual instructors would follow up
> > with a skills-based diagnostic.  For this year, instructors met in
> > groups to determine guidelines for this follow-up diagnostic (as I
> call
> > it).  For Reading, we use reading passages with a variety of
> questions,
> > multiple-choice and short answer.  As you note, at best this
> > silent comprehension.
> >
> > Instructors are looking for information that will enable learners to
> > advance as quickly as possible to their goals -- which generally
> involve
> > a next step, which we at RIRAL are, well, a bridge to: for example,
> > post-secondary ed, to a training program, to improved or more secure
> > employment.  So, we are targetting instruction, and building as
> > and as broad a base in reading as we can, before the learners need
> > (often psychologically) to move on.
> >
> > The CASAS identifies priority competencies for learners to advance,
> but
> > not skills or standards.  Yet.  I am in contact with CASAS about
> > on-going efforts to identify and support standards and skills.  This
> > skills or standards information piece is something both instructors
> and
> > learners want.  I think the ARCS provides a realistic, do-able
> structure
> > for gathering this information in a way that is understandable for
> > instructor and the learner.
> >
> > We have two sources for standards under consideration.  RI recently
> had
> > a team from EFF come to talk about their Reading standard.  Much of
> that
> > work reflected and had the same base as the ARCS.  It was easy to
> > how developing a reading profile, as you describe, could support the
> > Teaching/Learning cycle.  I expect our instructors to have a similar
> > workshop with a CASAS trainer this summer.  I can see how broadening
> the
> > reading instruction to include the elements in the ARCS would result
> in
> > significant improvements on the CASAS.
> >
> > Howard, Project RIRAL
> >
> >
> >
> Rosalind Davidson
> Research Associate/Lecturer on Education
> National Center for the Study of Adult Learning and Literacy
> Harvard University Graduate School of Education
> Nichols House - Appian Way
> Cambridge, MA 02138
> tel:(617) 496-8952
> fax: (617) 495-4811

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