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~Joan Price ~Emily Sportsman ~Mary Jo Wegenke. 1. Universal Screener Review 2. Sorting Activity 3. Diagnostic Assessment 4. Examples of Diagnostic Tools.

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Presentation on theme: "~Joan Price ~Emily Sportsman ~Mary Jo Wegenke. 1. Universal Screener Review 2. Sorting Activity 3. Diagnostic Assessment 4. Examples of Diagnostic Tools."— Presentation transcript:

1 ~Joan Price ~Emily Sportsman ~Mary Jo Wegenke

2 1. Universal Screener Review 2. Sorting Activity 3. Diagnostic Assessment 4. Examples of Diagnostic Tools 5.Practice administration of diagnostic testing 6.Interventions based on sorting and diagnostic testing

3 By the end of today, you will walk away with: ●An understanding about the purpose, the selection and the administration of diagnostic testing. ●The ability to analyze results of diagnostic testing. ●The knowledge to make appropriate instructional decisions based on the data. ●An Assessing Reading Multiple Measures from CORE Literacy Library will be given to each building represented.

4 Universal Screening: A process of reviewing student performance through standardized assessment measures (i.e. DIBELS &/or AIMSweb) to determine progress in relation to student benchmarks and learning standards; also the practice of assessing all students in a school with valid measures in the major curricular areas, so that no student at risk “falls through the cracks.” Buffum, Austin, Mike Mattos, and Chris Weber. Pyramid Response to Intervention: RtI, Professional Learning Communities, and How to Respond When Kids Don’t Learn. N.p.: Solution Tree, Print.

5 Purpose: To identify which students are not performing above a certain criterion and are in need of additional instruction Important qualities: quick and easy to administer and score, prompt feedback on results, reliable and accurate predictor of the skill being measured Should be administered to all students in a class/grade/school/district at several points during the year. Instruments used AIMSweb DIBELS -6 th Edition DIBELS Next Terminology used to label tiers varies, but meaning is the same

6 LevelAIMSwebDIBELS 6 th Ed. DIBELS Next Tier 3At RiskIntensive Tier 2Some RiskStrategic Tier 1Low RiskBenchmarkCore

7 An extremely effective student identification and placement procedure is absolutely essential to a tier system of response to intervention. Buffum, Austin, Mike Mattos, and Chris Weber. Pyramid Response to Intervention: RtI, Professional Learning Communities, and How to Respond When Kids Don’t Learn. N.p.: Solution Tree, Print.

8 Why sort? An efficient way to use data that has already been collected. It is useful in developing an instructional match. It is an intermediate step to determine which students need further diagnostic testing.

9 Quadrant 1 Accurate and Fluent Reader Quadrant 2 Accurate and Slow Reader (lack of automaticity) Quadrant 3 Inaccurate and Slow Reader Quadrant 4 Inaccurate and Fluent Reader Accurate: Student reads 95% or higher Inaccurate: Student reads below 95%

10 Quadrant 1-Accurate and Fluent Reader Are student’s comprehension and vocabulary skills on grade level? If yes, continue to provide strong initial instruction (Tier 1). Accurate student reads at 95% or higher and is fluent on benchmark

11 Quadrant 2 - Accurate and Slow Reader (lack of automaticity) Is the student reading the words accurately but without automaticity? Accuracy above 95% and below benchmark

12 Quadrant 3 - Inaccurate and Slow Reader Is the student reading slowly and with many errors? What are the missing decoding skills and sight words? Accuracy is below 95% and below benchmark for number of words read correctly.

13 Quadrant 4 - Inaccurate and Fluent If cued to do best reading, does the student’s accuracy improve? Accuracy is less than 95% but correct words read is at benchmark.

14 Oral Reading Fluency, 2 nd Grade Benchmark Target =40 StudentScoreStatusAccuracy A20At-Risk75% B37Some Risk95% C58Low Risk80% D73Low Risk96%

15 Based on your profile of scores, in which quadrant would you place your students? Explain the “Why” to the group.

16 If a school does not accurately identify every student in need of intervention, determine why each student is struggling, and place each student in the proper intervention, then all the school’s efforts to design effective interventions will be rendered virtually useless. Buffum, Austin, Mike Mattos, and Chris Weber. Pyramid Response to Intervention: RtI, Professional Learning Communities, and How to Respond When Kids Don’t Learn. N.p.: Solution Tree, Print.

17 Assessment that provides an in-depth, reliable assessment of targeted skills. – Measures an important research-based reading skill – Quick to administer and score – Reliable and easy to use The Colorado Department of Education

18 Digging Deeper To offer more reliable information about a student’s academic needs that can be used to help plan more powerful instruction or interventions. Validate student performance MIBLSI: Intensive Reading Support The Colorado Department of Education

19 “When a student fails to learn, it is a signal that the interaction of curriculum, instruction, and student has somehow broken down.” Dr. Ken Howell Howell, Fox & Morehead (2003) Curriculum-Based Evaluation: Teaching and Decision Making, 2 nd edition

20 What diagnostic assessments are you currently using?

21 Emergent Literacy Survey from Houghton Mifflin Assesses: Rhyme Recognition Beginning Sound Recognition Blending Onset & Rimes Concepts of Print Letter Naming Word recognition Sentence Dictation

22 Diagnostic Decoding Surveys from Really Great Reading (Free) Really Great Reading (www.rgrco.com) For students with decoding weakness, the surveys can be used to identify which skills have been mastered and which are weak. Beginning Assess students’ ability to read high frequency words and single-syllable decodable words with short vowels, digraphs and blends Advanced Assesses how well students read unfamiliar single-syllable decodable words with more advanced vowel patterns, and student’s ability to read familiar and unfamiliar multi-syllable words. On-line Grouping Matrix Tool is available Sorts students into 7 groups for intervention

23 Quick Phonics Screener (Hasbrouck & Parker) from MiBLSi Grades 1-3 Simple Code Advanced Code Grades 2-6 Pre fix – Suffix Multi syllable words

24 CORE – Assessing Reading: Multiple Measures (www.corelearn.org)www.corelearn.org Overview of book Phonological Awareness Decoding and Word Attack Spelling Fluency Vocabulary Comprehension Spanish Scope and Sequence for Testing Diagnostic Plan is included

25 CORE Phonics Surveys K-12 Mark score sheet Review errors at table

26 Connected Text Phrase Level Word Level Letter & Letter- Sound Correspondence

27 Quadrant 1 - Accurate and Fluent Reader Continue with Core reading program or Tier 1 instruction Advanced materials during guided reading groups PALS 2-6 Benchmark 3 times a year Quadrant 2 - Accurate and Slow Reader (lack of automaticity) Six Minute Solution Read Naturally Great Leaps Sight Word Practice (Matt Burns, University of Minnesota) PALS 2-6 FCRR Quadrant 3 - Inaccurate and Slow ReaderQuadrant 4 - Inaccurate and Fluent Reader Phonics for Reading REWARDS REWARDS Plus Educational Benchmark Phonics bags Pencil Tap Technique FCRR Check Phonics Phonics for Reading REWARDS REWARDS Plus Educational Benchmark Phonics bag PALS K-1, Teacher Directed Road to the Code Phonemic Awareness in Young Children FCRR (Florida Center for Reading Research) Progress monitor weekly Corrective Reading SRA Reading Mastery My Sidewalks Read 180 Definition of Terms: Accurate: Student reads 95% or higher Inaccurate: Student reads below 95%

28 Brainstorm additional interventions and programs that you use for each of the quadrants.

29 “It matters little what else they learn in elementary school if they do not learn to read at grade level.” Fielding, L., Kerr, N., & Rosier, P. (2007). Annual growth for all students, catch-up growth for those who are behind. Kennewick, WA: The New Foundation Press, Inc.


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