diagnostic assessment digging deeper
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Diagnostic Assessment Digging Deeper. February 4, 2011. ~Joan Price ~ Emily Sportsman ~Mary Jo Wegenke. Agenda. 1. Universal Screener Review 2. Sorting Activity Diagnostic Assessment Examples of Diagnostic Tools Practice administration of diagnostic testing - PowerPoint PPT PresentationTRANSCRIPT
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Diagnostic AssessmentDigging Deeper
~Joan Price ~Emily Sportsman
~Mary Jo Wegenke
February 4, 2011
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Agenda1. Universal Screener Review 2. Sorting Activity3. Diagnostic Assessment4. Examples of Diagnostic Tools5. Practice administration of
diagnostic testing6.Interventions based on sorting and
diagnostic testing
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Exit OutcomesBy 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.
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Universal ScreenersUniversal 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.
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Universal Screening Cont.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 measuredShould be administered to all students in a class/grade/school/district at several points during the year.Instruments used
AIMSwebDIBELS -6th EditionDIBELS Next
Terminology used to label tiers varies, but meaning is the same
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Universal ScreenerLevel AIMSweb DIBELS 6th
Ed.DIBELS Next
Tier 3 At Risk Intensive Intensive
Tier 2 Some Risk
Strategic Strategic
Tier 1 Low Risk Benchmark Core
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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.
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Instructional SortWhy 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.
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Instructional Sort Quadrant 1Accurate and Fluent Reader
Quadrant 2Accurate and Slow Reader (lack of automaticity)
Quadrant 3Inaccurate and Slow Reader
Quadrant 4Inaccurate and Fluent Reader
Accurate: Student reads 95% or higherInaccurate: Student reads below 95%
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Instructional SortQuadrant 1-Accurate and Fluent ReaderAre 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
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Instructional SortQuadrant 2 - Accurate and Slow Reader (lack of automaticity)
Is the student reading the words accurately but without automaticity?
Accuracy above 95% and below benchmark
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Instructional SortQuadrant 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.
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Instructional SortQuadrant 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.
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Sorting DemonstrationOral 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%
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Sorting Activity-You Do
Based on your profile of scores, in which quadrant would you place your students?
Explain the “Why” to the group.
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Diagnostic AssessmentIf 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.
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Diagnostic Assessment: What is it?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
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Diagnostic Assessment: What is its purpose?
Digging DeeperTo 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
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“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
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Think Pair Table-ShareWhat diagnostic assessments are you currently using?
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Examples of Diagnostic ToolsEmergent Literacy Survey from Houghton Mifflin Assesses:
Rhyme Recognition Beginning Sound Recognition Blending Onset & Rimes Concepts of Print Letter Naming Word recognition Sentence Dictation
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Examples of Diagnostic Tools Cont. 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
AdvancedAssesses 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 availableSorts students into 7 groups for intervention
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Diagnostic Tools Cont.Quick Phonics Screener (Hasbrouck & Parker) from MiBLSi
Grades 1-3Simple CodeAdvanced Code
Grades 2-6Pre fix – SuffixMulti syllable words
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Diagnostic Tools, cont.CORE – Assessing Reading: Multiple Measures (www.corelearn.org)
Overview of bookPhonological AwarenessDecoding and Word AttackSpellingFluencyVocabularyComprehension
SpanishScope and Sequence for TestingDiagnostic Plan is included
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Let’s Practice
CORE Phonics Surveys K-12Mark score sheetReview errors at table
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“Teach along the continuum”
Connected Text
Phrase Level
Word Level
Letter & Letter-Sound Correspondence
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What’s next???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%
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Brainstorm additional interventions and programs that you use for each of the quadrants.
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“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.