Hear from leaders and practioners in Baltimore and Boston.


Sonja Brookins-Santelises

Chief Academic Officer, Baltimore City Public Schools

Why the RISE is right for Baltimore.

In this video interview, Dr. Brookins-Santelises explains Baltimore City Public School District's aim to provide more detailed information to all teachers about the reading profiles of students (not limiting such inventories to early grades). She mentions that since the district already emphasized knowing each student well as a learner, the RISE was accepted readily as an ideal tool for middle school and high schools to assess adolescent readers. She goes on to provide pointers about communicating to all teachers about the components of literacy and shares her approach to connecting content-area teachers in middle school and high school directly to literacy issues that are relevant to their day-to-day work. Finally, she discusses the district's plan for using the data to plan scheduling, professional development, and foster good transitions to high school from middle school.


Kelley Curley

Literacy Coach, Boston Public Schools

How the RISE supports what we are doing about literacy.

In this video interview, Ms. Curley shares that her school previously administered a reading inventory, but found that it lacked detail about how and why struggling readers were struggling. She goes on to mention that the RISE provides a lot of data in a short amount of time that is very helpful. At her school, teachers in classes other than reading especially benefitted from the results as it gave them new perspective on reading, reading instruction, and even behaviors of particular students that were triggered, perhaps, by the frustrations with the assigned work.


Sara Henschell

Teacher, Baltimore City Public Schools

How the RISE helps me support students.

In this video interview, Ms. Henschell explains that the RISE provides a helpful "breakdown" for teachers as to why particular students are not reading proficiently and also helps teachers understand that the issues related to the development of reading in adolescents are complex. She mentions that high school teachers like her often focus primarily on providing content to students in engaging ways, but focus less on helping students learn how to process this content. Her experience in Baltimore, where the assessment was administered city-wide, was that the data was returned to her in a timely way and that the teachers at her high school used the data with the help of an on-site literacy coach.

For all inquiries about the use of the RISE test, including accounts and payment options, please e-mail RISE_Info@ets.org.

The RISE was developed through a SERP collaboration with Educational Testing Service (ETS) and the Boston Public Schools.

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