ABSTRACT
Introduction Once classroom teachers have observed children and their strategy use and have gathered other pertinent assessment information, they should be ready to organize and analyze this information in order to plan relevant instruction for their students. In this chapter, suggestions for organizing, analyzing, and using assessment information are made. Additionally, examples of in-depth assessment work-ups done on actual children are provided in order to illustrate how an analysis can be done. However, the examples in this chapter and elsewhere are not meant to provide you with exact guidelines or limit you to these examples; they are given only to illustrate a possible way to proceed. Th e best procedure will always be the one you devise to meet your preferences and your students’ strengths and individual needs.
