Transcript Diagnostic Testing - Ingham Intermediate School District

~Joan Price
~Emily Sportsman
~Mary Jo Wegenke
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
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.
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, 2009. Print.
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 -6th Edition
DIBELS Next
Terminology used to label tiers varies,
but meaning is the same
Level
AIMSweb
DIBELS 6th
Ed.
DIBELS Next
Tier 3
At Risk
Intensive
Intensive
Tier 2
Some Risk Strategic
Strategic
Tier 1
Low Risk
Benchmark Core
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, 2009. Print.
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.
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%
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
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
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.
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.
Oral Reading Fluency, 2nd Grade
Benchmark Target =40
Student
Score
Status
Accuracy
A
20
At-Risk
75%
B
37
Some Risk
95%
C
58
Low Risk
80%
D
73
Low Risk
96%
Based on your profile of scores, in which
quadrant would you place your students?
Explain the “Why” to the group.
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, 2009. Print.
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
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
“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, 2nd
edition
What diagnostic assessments are you
currently using?
Emergent Literacy Survey from
Houghton Mifflin Assesses:
Rhyme Recognition
Beginning Sound Recognition
Blending Onset & Rimes
Concepts of Print
Letter Naming
Word recognition
Sentence Dictation
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
Quick Phonics Screener (Hasbrouck
& Parker) from MiBLSi
Grades 1-3
Simple Code
Advanced Code
Grades 2-6
Pre fix – Suffix
Multi syllable words
CORE – Assessing Reading: Multiple Measures
(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
CORE Phonics Surveys K-12
Mark score sheet
Review errors at table
Letter & LetterSound
Correspondence
Word
Level
Phrase
Level
Connected
Text
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 Reader
Quadrant 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%
Brainstorm additional
interventions and programs
that you use for each of the
quadrants.
“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.