How Classroom Testing Changed How I Prepare an IEP

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Be honest: Do you look over your students' classroom testing results? I mean, really look at the results when developing an IEP? As a school-based SLP, it is my job to support the classroom teacher by providing speech/language therapy to students who struggle. I have to admit that I've been very lax with looking at the results of the test that my students have to take a few times a year. I would print the results and stick it in the folder without a lot of thought. My school system previously used the STAR test to determine a student's progress for reading and math. We now use the iReady, which has changed how I prepare an IEP.

What is the iReady? According to Curriculum Associates, The iReady Diagnostic is an adaptive assessment designed to provide teachers with actionable insight into student needs. The Diagnostic offers a complete picture of student performance and growth, eliminating the need for multiple, redundant tests. Diagnostic results also set a personalized learning path for each student, ensuring they're working on instruction that matches their unique learning needs.  The test is administered via electronic device three times/year. After looking at several of my students' results, I'm hooked! I have been amazed that the results from the test correspond with the language test results.

Breaking It Down

Let's take a look at the results and how it will help with writing an IEP.
(Click on the pictures for larger views.)
The first page gives you some very helpful information. In this Reading Assessment, you can see that this student tested on a Grade 2 Reading Level. When the domains are broken down, we can pinpoint where the deficits are. This student does well with phonological awareness, phonics, and high-frequency words, but vocabulary and comprehension of informational text are in the red. Comprehension of literature is also a deficit, but not to the extent of the other two.

Now let's see what kind of information we get from looking at the results for the deficit areas.
First, take a look at the "Developmental Analysis". This student has a "serious vocabulary deficit" and there is a possible cause. In this case, it could be due to "second word categories and multiple-meaning words."
Next, look in the "Can Do" box. Don't dismiss this box when writing an IEP; it's perfect for writing the strengths! Of course, you can add to it during the meeting as the team is discussing the student, but this gives a fantastic starting point when creating the draft.
The "Next Steps & Resources for Instruction" intrigue me because it's what we need to focus on during language therapy. Look through and you'll see it's exactly what we do in therapy.
The Can Do sections also give great ideas for starting points in therapy. Even though this student is able to describe story elements and make inferences, the results indicate that she is on Level 1. Since the student is in 3rd grade, the level should be higher. Look through these "Next Steps & Resources for Instruction":

Are you understanding just how valuable these results can be to SLPs during IEP writing and developing a language program for each individual student? Goals and objectives (if needed) are right there, especially when compared to the results of language testing.
Lastly, take a look at the Information Text Comprehension results:
This student can do a lot in this area, but with support. The goal is for the skills to be done independently. How are we going to support the teacher?

The Correlation Is Surprising

I'm not a reading teacher (we have interventionists for that) but I do work on the language skills required for a student to be a proficient reader. Every time I look at a student's results from this test, I am amazed at how closely related the results are with my language testing. Almost everything is spelled right out. It is so easy to cross-reference the results from my testing with the results of the iReady.
I will say that I have had teachers tell me that they take the results with a grain of salt; they aren't convinced that the results are an accurate indication of where the student is in literacy. They seem surprised when I tell them that from my perspective, the results and the suggestions are right with my language testing.

How to Gain Access to the Results

I don't have direct access to the results; I have to contact either my SpEd Teacher or my Interventionist for the results. It only takes a couple of minutes for them to email them to me, and I am only asking for them as their annuals come up. As meetings are held strengths and goals are tweaked (as they should be for meetings), but these results give the team an excellent starting point in the development of an IEP. An added plus is that it definitely helps with individualizing the IEP since the results are individualized.
To answer my own question posed at the beginning of this post: In the past, I didn't really look at the results, but you can bet I do now. The classroom teachers may not be completely on board with the information, but I think it is invaluable to SLPs.
How would you answer my question? What testing does your school system use to determine progress in reading?
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