General Screening for Tutoring – all students who begin tutoring are screened using basic tools to identify their current knowledge, skills, and areas of need and to determine if the type of intervention I offer will benefit them. These tools may include:

1. Parent interview and Dyslexia assessment Checklist
2. Barton Student Screening
3. Phonemic Awareness
4. Phonics Knowledge
5. Reading of sight, real and nonsense words
6. Graded Word Lists
7. Grade level passage reading and fluen
8. Reading intervention pre/post tests to determine starting point.

These screening tools generally take one hour to administer and they are done before or at the first tutoring session. They are included as part of the regular tutoring at the regular tutoring rate.

On-going Assessments and Progress Monitoring – Once students begin tutoring, they are regularly tracked and monitored, to assure that progress is being made. Regular Progress Monitoring includes:

1. A Post Test and Review administered at the end of each level of the program.
2. Re-assessment of Phonics Knowledge (and phonemic awareness when needed).
3. Determine overall reading level and progress through analysis of the following:

• QRI Graded Word Lists – check accuracy, ability to read words in isolation, estimate grade level reading ability
• QRI Graded Passages: Oral Reading Fluency, Accuracy (# of Errors) Comprehension

Typically, post-tests are administered at the end of each level, and overall reading progress is checked when students start the program, and after they have completed each level, or at certain time periods (often the end of the school year). The overall reading level and progress checks can be requested and administered at any time.