assessment-driven instruction. models of reading assessment

Assessment-DrivenInstruction

Models of Reading Assessment

Models of Reading Assessment

Deficit Model

Models of Reading Assessment

Deficit Model

Contextual Model

Models of Reading Assessment

Deficit Model

Contextual Model

Stage Models

Models of Reading Assessment

Deficit Model

Contextual Model

Stage Models

Cognitive Model

The Cognitive Model of

Reading Assessment

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

Is the child able to read texts at his or her grade placement level with automatic word recognition and adequate expression?

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

Does the child make use of context to monitor his or her reading?

Before we go any further, let’s do a brief sidebar on context. The role of context in reading has long been a controversial topic. Two competing models of the reading process have described this role very differently. We will refer to these models as the Top-Down and Bottom-Up models. Lets’ take a quick look at each.

Two Models of Reading

She combed her hair.

She combed her hair.

She combed her hair.

Top-Down Model of Reading

Brain cannot rapidly process print.

Reader predicts the next word.

Reader merely samples the print.

Reader slows down if prediction is wrong.

She combed her

She combed her b

She combed her bangs.

She combed her bangs.

Bottom-Up Model of Reading

Brain processes almost every letter.

Most of this processing is automatic.

Reader does not need to predict words.

Reader uses context for multiple meanings.

Conclusion:

Research has clearly supported the Bottom-Up Model.

Is the child fluent?

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

Does the child have adequate sight word knowledge?

theofgo

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

Does the child have adequate knowledge of decoding strategies?

m ake

bl

t

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

Does the child have adequate phonological awareness?

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

Is the child able to comprehend the language of the text?

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

Does the child have an adequate vocabulary for his or her age and grade?

blue weary

equatorwise

arrivePacific

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

Does the child have the background knowledge necessary to understand the particular passage that he or she is reading?

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

Is the child able to use common text structures to aid in comprehension?

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

Does the child have adequate knowledge of the purposes for reading and possess strategies available to achieve those purposes?

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

Does the child have a set of strategies that can be used to achieve different purposes in reading?

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

What does the child view as the goal of reading in general?

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

What concepts of print does the child have?

What is the Literacy Coach’s role in reading assessment?

An LC’s Many Assessment Caps

Tester Interpreter Profiler Cheerleader Booster

LC as Tester

The LC will be part of the Assessment Team.

The LC may administer diagnostic tests.

LC as Interpreter The LC may be asked to interpret schoolwide

achievement scores when they arrive.

The LC will need to be able to reach sound conclusions about trends.

These conclusions will need to communicated with honesty and tact.

ITBS Percentile Ranks for Grade 3

School Last Year This Year Difference_______________________________________________________

Morristown 45 41 -4

Harmony 57 62 +5

District 49 51 +2

State 48 50 +2

1. Misinterpreting of percentiles2. Assuming that different groups of

children are equivalent3. Confusing achievement with

norms

Three Common Problems of Interpreting Group Achievement Test

Scores

ITBS Percentile Ranks for Grade 3

School Last Year This Year Difference_______________________________________________________

Morristown 45 41 -4

Harmony 57 62 +5

District 49 51 +2

State 48 50 +2

Percentiles and Football

G 50 G

Avoid differences in percentile ranks.Use NCEs or stanines instead.

How NCEs are made

NCEs “flatten” the normal curve so that differences are statistically equivalent.

Interpreting Stanines

Above Average Stanines 7-9

Borderline Stanine 6Average Stanine 5Borderline Stanine 4

Below Average Stanines 1-3

9

8

7

6

5

4

3

2

1

{

{

1. Misinterpreting of percentiles2. Assuming that different groups of

children are equivalent3. Confusing achievement with

norms

Three Common Problems of Interpreting Group Achievement Test

Scores

Test Scores and Auto Racing

LC as Profiler

The LC should present teachers with classroom profiles of test results.

Such profiles might use a spreadsheet format. The point is to influence instruction! This means:

Discussing options.Monitoring outcomes.

Sample Excel File

A B C D E F G H

1 Student Teacher Grade Terra Nova Sep DIBELS Sep DIBELS

Comp NS ORF LevelWC/Minute

2 Doe, Jane Ellis 3 4 Low 52

3 Hall, Monte Ellis 3 5 Low 60

4 Perez, Juan Ellis 3 1 High 8

5 Rogers, Fred Ellis 3 5 Low 61

6 Ruth, Babe Ellis 3 7 Low 135

7 Yopp, Hallie Ellis 3 3 Some 39

LC as Cheerleader Look for the silver lining. Interpret test results intelligently. Focus on what your teachers are doing right! Offer constructive suggestions. Don’t avoid unpleasant truths.

LC as Booster

Understand AYP requirements. Do your best to make sure classroom

instruction is data-driven. This is the very best way to improve scores.

Cautiously consider additional steps in light of1. Ethical issues2. Likelihood of effectiveness3. Possible threat to professional climate.

How Can DIBELSDrive Instruction?

?

How do we use DIBELS to drive instruction at a

grade level?

Test K 1 2 3

A S L A S L A S L A S L

ISF 7 23 70

LNF 3 10 87 5 15 80

PSF 20 26 54

NWF 18 20 62

ORF 18 20 62 22 22 56

Sample Beginning-of-Year DIBELS Distribution

Test K 1 2 3

A S L A S L A S L A S L

ISF 7 23 70

LNF 3 10 87 5 15 80

PSF 20 26 54

NWF 18 20 62

ORF 18 20 62 22 22 56

Sample Beginning-of-Year DIBELS Distribution

Test K 1 2 3

A S L A S L A S L A S L

ISF 7 23 70

LNF 3 10 87 5 15 80

PSF 20 26 54

NWF 18 20 62

ORF 18 20 62 22 22 56

Sample Beginning-of-Year DIBELS Distribution

Test K 1 2 3

A S L A S L A S L A S L

ISF 7 23 70

LNF 3 10 87 5 15 80

PSF 20 26 54

NWF 18 20 62

ORF 18 20 62 22 22 56

Sample Beginning-of-Year DIBELS Distribution

Test K 1 2 3

A S L A S L A S L A S L

ISF 7 23 70

LNF 3 10 87 5 15 80

PSF 20 26 54

NWF 18 20 62

ORF 18 20 62 22 22 56

Sample Beginning-of-Year DIBELS Distribution

Test K 1 2 3

A S L A S L A S L A S L

ISF 7 23 70

LNF 3 10 87 5 15 80

PSF 20 26 54

NWF 18 20 62

ORF 18 20 62 22 22 56

Sample Beginning-of-Year DIBELS Distribution

Test K 1 2 3

A S L A S L A S L A S L

ISF 7 23 70

LNF 3 10 87 5 15 80

PSF 20 26 54

NWF 18 20 62

ORF 18 20 62 22 22 56

Sample Beginning-of-Year DIBELS Distribution

Test K 1 2 3

A S L A S L A S L A S L

ISF 7 23 70

LNF 3 10 87 5 15 80

PSF 20 26 54

NWF 18 20 62

ORF 18 20 62 22 22 56

Sample Beginning-of-Year DIBELS Distribution

Test K 1 2 3

A S L A S L A S L A S L

ISF 7 23 70

LNF 3 10 87 5 15 80

PSF 20 26 54

NWF 18 20 62

ORF 18 20 62 22 22 56

Sample Beginning-of-Year DIBELS Distribution

Test K 1 2 3

A S L A S L A S L A S L

ISF 7 23 70

LNF 3 10 87 5 15 80

PSF 20 26 54

NWF 18 20 62

ORF 18 20 62 22 22 56

Sample Beginning-of-Year DIBELS Distribution

An Action Plan for DIBELS1. Make a table for fall, including results at the three levels of risk,

for each grade and test.2. Identify points where large numbers of children are at high and

moderate risk.3. Discuss the “big picture” with teachers in grade groups.4. Make clear to everyone that a central goal is to move all children

into the low risk category.5. Meet with individual teachers to plan for intervention and

progress monitoring.

Beware of comparing groups from two different years!

Hamilton Elementary

PreK-5, 622 students 96.9% African American 89.2% Free or Reduced-Price Lunch 27th Percentile Rank in Reading, Grade 3 30th Percentile Rank in Reading, Grade 4 24th Percentile Rank in Reading, Grade 5 16% Annual Teacher Turnover Serves 3 Housing Projects Serves 2 Homeless Shelters

Table 1. End-of-Year Kindergarten DIBELS Results over Two Years_______________________________________________________Subtest Year 1 Year 2

___________________ __________________At Some Low At Some Low

_______________________________________________________

LNF 6 11 83 6 17 77

PSF 11 45 45 8 48 44

NWF 7 12 82 5 12 84_______________________________________________________

Table 2. End-of-Year Grade 1 DIBELS Results over Two Years_______________________________________________________Subtest Year 1 Year 2

___________________ __________________At Some Low At Some Low

_______________________________________________________

PSF 1 12 87 0 15 85

NWF 1 35 63 0 29 71

ORF 9 30 61 4 28 68_______________________________________________________

Table 3. End-of-Year Grade 2 DIBELS Results over Two Years_______________________________________________________Subtest Year 1 Year 2

___________________ __________________At Some Low At Some Low

_______________________________________________________

ORF 19 24 57 24 34 41_______________________________________________________

Table 4. End-of-Year Grade 3 DIBELS Results over Two Years_______________________________________________________Subtest Year 1 Year 2

___________________ __________________At Some Low At Some Low

_______________________________________________________

ORF 11 31 58 34 42 24_______________________________________________________

Table 5. Changes in Percentage of Children at High or Moderate Risk________________________________________________________Grade Subtest Year 1 Year 2

___________ __________B E B E

_______________________________________________________

K LNF 7 17 27 23 PSF 71 56 64 56 NWF 10 19 20 17

1 PSF 54 13 61 15 NWF 18 36 15 29 ORF 21 39 18 32

2 ORF 33 43 62 58

3 ORF 21 42 67 76_______________________________________________________

It’s better to track cohorts.

It’s better to track cohorts.

B M E B M E

Year 1 Year 2

3

2

1

K

It’s better to track cohorts.

B M E B M E

Year 1 Year 2

3

2

1

K

It’s better to track cohorts.

B M E B M E

Year 1 Year 2

3

2

1

K

It’s better to track cohorts.

B M E B M E

Year 1 Year 2

3

2

1

K

It’s better to track cohorts.

B M E B M E

Year 1 Year 2

3

2

1

K

It’s better to track cohorts.

B M E B M E

Year 1 Year 2

3

2

1

K

It’s better to track cohorts.

B M E B M E

Year 1 Year 2

3

2

1

K

K 1 2 3

B M E B M E B M E B M E

K 1 2 3

Table 6. Long-Term NWF DIBELS Cohort Results for Grades K-1________________________________________________________

Middle of End of Year 1 Year 2

________________________________________________________

Mean Number of Letter Sounds 29.1 66.8

Goal 13 50

Percentage at High or Moderate Risk 10 29

________________________________________________________

B M E B M E B M E B M E

K 1 2 3

Table 7. Long-Term ORF DIBELS Cohort Results for Grades 2-3________________________________________________________

Middle of End of Year 1 Year 2

________________________________________________________

Mean WPM Correctly Read 61.7 90.0

Goal 44 110

Percentage at High or Moderate Risk 33 76

________________________________________________________

How do we use DIBELS to drive instruction in a

classroom?

Start with theClass Profile!

Class Summary

1st Grade: Beginning Benchmark

Name LNF PSF NWF

SCORE STATUS PCTILESCORE STATUS PCTILESCORE STATUS PCTILE

INTENSIVE

Poe, Edgar Allan 19 HIGH 5 40 ESTAB 65 8 HIGH 13

STRATEGIC

Blass, Bill 31 SOME 27 44 ESTAB 83 22 SOME 40

Borden, Liz 32 SOME 28 42 ESTAB 72 22 SOME 40

Tell, Wm. 40 LOW 48 27 EMERG 28 6 HIGH 9

Trump, Don 31 SOME 27 28 ESTAB 29 12 SOME 20

BENCHMARK

Doe, Jane 37 LOW 39 29 EMERG 30 36 LOW 72

DIBELS Box-and-Whisker Plot

95th Percentile Rank

80th Percentile Rank

50th Percentile Rank

20th Percentile Rank (May need support)

5th Percentile Rank (May need intensive support)

70

60

50

40

30

20

10

Mon 1 Mon 2 Mon 3 Mon 4 Mon 5 Mon 6 Mon 7 Mon 8 Mon 9 Mon 10

Sample Plot for Phoneme Segmentation Fluency

70

60

50

40

30

20

10

Mon 1 Mon 2 Mon 3 Mon 4 Mon 5 Mon 6 Mon 7 Mon 8 Mon 9 Mon 10

Benchmark range for end of K

Benchmark range for middle of K

Sample Plot for Phoneme Segmentation Fluency

70

60

50

40

30

20

10

Mon 1 Mon 2 Mon 3 Mon 4 Mon 5 Mon 6 Mon 7 Mon 8 Mon 9 Mon 10

Benchmark range for end of K

Benchmark range for middle of K

Sample Plot for Phoneme Segmentation Fluency

A Data-Driven Model

Key Assumptions1. An SBRR core is in place.

2. The core offers additional materials for children who are slightly behind.

3. SBRR Intensive Intervention Programs (outside the core) are available for each of the 5 component areas.

DIBELS Benchmark Test

Low Risk Some Risk At Risk

Core Core + Core + Small-Group Intensive Core Intervention Intervention

Core Intervention Intervention Assessments Assessments

DIBELS Progress Monitoring

Low Risk?Continue

InterventionDiscontinueIntervention

NoYes

CoreAssessments

DIBELS Benchmark Test

Low Risk Some Risk At Risk

Core Core + Core + Small-Group Intensive Core Intervention Intervention

Core Intervention Intervention Assessments Assessments

DIBELS Progress Monitoring

Low Risk?Continue

InterventionDiscontinueIntervention

NoYes

CoreAssessments

DIBELS Benchmark Test

Low Risk Some Risk At Risk

Core Core + Core + Small-Group Intensive Core Intervention Intervention

Core Intervention Intervention Assessments Assessments

DIBELS Progress Monitoring

Low Risk?Continue

InterventionDiscontinueIntervention

NoYes

CoreAssessments

DIBELS Benchmark Test

Low Risk Some Risk At Risk

Core Core + Core + Small-Group Intensive Core Intervention Intervention

Core Intervention Intervention Assessments Assessments

DIBELS Progress Monitoring

Low Risk?Continue

InterventionDiscontinueIntervention

NoYes

CoreAssessments

DIBELS Benchmark Test

Low Risk Some Risk At Risk

Core Core + Core + Small-Group Intensive Core Intervention Intervention

Core Intervention Intervention Assessments Assessments

DIBELS Progress Monitoring

Low Risk?Continue

InterventionDiscontinueIntervention

NoYes

CoreAssessments

DIBELS Benchmark Test

Low Risk Some Risk At Risk

Core Core + Core + Small-Group Intensive Core Intervention Intervention

Core Intervention Intervention Assessments Assessments

DIBELS Progress Monitoring

Low Risk?Continue

InterventionDiscontinueIntervention

NoYes

CoreAssessments

DIBELS Benchmark Test

Low Risk Some Risk At Risk

Core Core + Core + Small-Group Intensive Core Intervention Intervention

Core Intervention Intervention Assessments Assessments

DIBELS Progress Monitoring

Low Risk?Continue

InterventionDiscontinueIntervention

NoYes

CoreAssessments

DIBELS Benchmark Test

Low Risk Some Risk At Risk

Core Core + Core + Small-Group Intensive Core Intervention Intervention

Core Intervention Intervention Assessments Assessments

DIBELS Progress Monitoring

Low Risk?Continue

InterventionDiscontinueIntervention

NoYes

CoreAssessments

DIBELS Benchmark Test

Low Risk Some Risk At Risk

Core Core + Core + Small-Group Intensive Core Intervention Intervention

Core Intervention Intervention Assessments Assessments

DIBELS Progress Monitoring

Low Risk?Continue

InterventionDiscontinueIntervention

NoYes

CoreAssessments

DIBELS Benchmark Test

Low Risk Some Risk At Risk

Core Core + Core + Small-Group Intensive Core Intervention Intervention

Core Intervention Intervention Assessments Assessments

DIBELS Progress Monitoring

Low Risk?Continue

InterventionDiscontinueIntervention

NoYes

CoreAssessments

DIBELS Benchmark Test

Low Risk Some Risk At Risk

Core Core + Core + Small-Group Intensive Core Intervention Intervention

Core Intervention Intervention Assessments Assessments

DIBELS Progress Monitoring

Low Risk?Continue

InterventionDiscontinueIntervention

NoYes

CoreAssessments

DIBELS Benchmark Test

Low Risk Some Risk At Risk

Core Core + Core + Small-Group Intensive Core Intervention Intervention

Core Intervention Intervention Assessments Assessments

DIBELS Progress Monitoring

Low Risk?Continue

InterventionDiscontinueIntervention

NoYes

CoreAssessments

DIBELS Benchmark Test

Low Risk Some Risk At Risk

Core Core + Core + Small-Group Intensive Core Intervention Intervention

Core Intervention Intervention Assessments Assessments

DIBELS Progress Monitoring

Low Risk?Continue

InterventionDiscontinueIntervention

NoYes

CoreAssessments

DIBELS Benchmark Test

Low Risk Some Risk At Risk

Core Core + Core + Small-Group Intensive Core Intervention Intervention

Core Intervention Intervention Assessments Assessments

DIBELS Progress Monitoring

Low Risk?Continue

InterventionDiscontinueIntervention

NoYes

CoreAssessments

DIBELS Benchmark Test

Low Risk Some Risk At Risk

Core Core + Core + Small-Group Intensive Core Intervention Intervention

Core Intervention Intervention Assessments Assessments

DIBELS Progress Monitoring

Low Risk?Continue

InterventionDiscontinueIntervention

NoYes

CoreAssessments

DIBELS Benchmark Test

Low Risk Some Risk At Risk

Core Core + Core + Small-Group Intensive Core Intervention Intervention

Core Intervention Intervention Assessments Assessments

DIBELS Progress Monitoring

Low Risk?Continue

InterventionDiscontinueIntervention

NoYes

CoreAssessments