ODA Reading Scores on the Rise

Unlike most reading assessment programs, our system does not “compute” a student’s reading ability based on their performance on a computerized phonics or comprehension test. Instead, our teachers individually test students on six essential components of early literacy - letter and sound identification, concepts of print, phonological awareness, phonics & phonemic awareness, high frequency word knowledge, and reading comprehension. 

This individualized method for obtaining data on a student’s reading ability allows teachers to collect and evaluate very specific information. Not only can we determine a student’s reading strengths, the assessment also indicates precise areas for improvement and growth. The one-on-one assessment setting offers a unique opportunity for teachers to learn about their students as readers through this very personal and detailed evaluation. We are able to assess important components of reading that are not easily computed by an online testing program, such as mouth formation, phoneme manipulation, reading prosody/expression, prior-knowledge demands, and true inferential thinking. 

The data collected during our benchmark windows (three times per year) is utilized within classrooms and analyzed across grade levels. We also compare data across multiple grade levels for the current year and compare data from the same grade level across multiple years. 

The data collected by every teacher is used...

All of this information is organized into a student’s reading profile - a personalized portrait comprising scores on the reading assessments they’ve taken. Each student can pick up from where they left off the previous year, ensuring there are no gaps in reading skills and knowledge. While a student’s measure against nationally normed grade-level expectations and competencies are important, we prefer to focus on each student’s individual reading abilities and goals for reading growth. Therefore, no matter where a student enters the classroom, he or she is expected to demonstrate growth in reading ability. This method ensures that even our strongest readers are expected to stretch their abilities and demonstrate targeted growth. 

As a result of utilizing this new method for data collection, our differentiated instruction has made a sizable impact on reading growth at the Lower School. We can report that Lower School students’ reading comprehension scores improved an average of one year in the five-month window from August 2020 to January 2021. Furthermore, the average growth for new students this year is one year and two months from August to January. We are proud of these accomplishments, as they reveal the strength and effectiveness of ODA's rigorous reading program. 

Ultimately, our efforts in assessing our students regularly, recording this data using a unified process, and analyzing the results to inform classroom instruction support our mission to provide a strong, cohesive reading program that follows each individual student from month-to-month and year-to-year. In a year when educational reports are claiming a 40% decline in student achievement across our nation, we are proud of the dedication of our faculty and the hard work of our students to make these tremendous gains.