1. Reading Survey
Date:________ Grade: ________
Please complete the survey based on your own personal situation.
Core Reading Program:
Achieved
With
Fidelity
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I do a Universal screening assessment three
times a year for all students.
Fidelity of administration and scoring for
universal screening is conducted for each
teacher regularly.
Additional assessment is done to dig deeper
as needed for students who do not meet
benchmark.
I use data from initial screening to group
students for guided reading instruction.
I do guided reading groups daily.
I use data from initial screening to group
students for skill group instruction.
I do skill groups weekly.
Reading goals and priorities for each grade
are specified.
CORE reading instruction is being
implemented uninterrupted for at least 90
minutes each day.
The school is using a CORE curriculum
program that is research based.
Each teacher is following the school’s CORE
curriculum with fidelity.
In places where the CORE program has been
found to be lacking, a supplemental program
has been put in place for all students.
A school-wide action plan (school
improvement plan) has been written.
I know and follow the school-wide action plan
with fidelity.
Grouping is based on need and is flexible as
student need changes.
Teachers are provided with the support
needed to implement programs with fidelity.
Progress monitoring is used regularly.
Data is used to guide instruction.
I provide explicit and systematic instruction
on essential reading elements.
Achieved
In
Progress
Not
Started

2. Supplemental Intervention:
Achieved
With
Fidelity
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Grade and class lists have been reviewed
and students not at “Benchmark” have been
identified for intervention after additional
digging deeper assessments are done.
Specific skill areas needing intervention have
been identified based on student data and
goals.
Students have been grouped for
intervention based on focus instruction with
no more than 5 students in a group.
A research based supplemental program is
being used with the appropriate
instructional focus.
Professional development and support is
provided in order to implement the
intervention program with fidelity.
Additional instructional time is allocated to
students who fail to make adequate reading
progress.
Progress monitoring takes place weekly.
Data is used to guide instruction.
Regular meetings are scheduled to review
progress and data at each grade level.
Teachers and instructional staff have a
thorough understanding and working
knowledge of grade-level
instructional/reading priorities and effective
practices.
Achieved
In
Progress
Not
Started