The effective use of assessment data should inform instructional decisions at the classroom level and provide insight into the health of a system. Prompted by recommendations from the OHRC’s Right to Read Inquiry Report, Ontario schools are beginning to implement universal screening measures. For this data to be useful, teachers and leaders need an understanding of how the various assessments fit into an outcomes-based model to inform evidence-based reading instruction.  This session will answer questions about which assessments to use, when, and with whom to guide instructional and system-level decision-making.

Dr. Andrea Fraser is an assistant professor in the Faculty of Education at Mount Saint Vincent University in Halifax, NS. Her research interests include reading acquisition and development, reader identity, pre-service and in-service teacher knowledge and beliefs, and literacy pedagogy. These interests stem from over 20 years of experience in K-12 education as a classroom teacher and reading interventionist and from her support of system changes as a literacy consultant and coordinator. Andrea holds both a PhD and MEd in Curriculum and Instruction, a post-degree certificate in Special Education, and a Bachelor of Education. She has completed her classroom educator Orton-Gillingham training and is a certified Structured Literacy Classroom Teacher through the International Dyslexia Association’s Center for Effective Reading Instruction.