Diagnostic Assessment Digging Deeper

1. Diagnostic AssessmentDigging Deeper February 4, 2011 • ~Joan Price • ~Emily Sportsman • ~Mary Jo Wegenke

2. Agenda 1. Universal Screener Review 2. Sorting Activity • Diagnostic Assessment • Examples of Diagnostic Tools • Practice administration of diagnostic testing • Interventions based on sorting and diagnostic testing

3. Exit Outcomes 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 Screeners 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.

5. 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 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

6. Universal Screener

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, 2009. Print.

8. Instructional Sort 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. Instructional Sort

10. Instructional Sort

11. Instructional Sort

12. Instructional Sort

13. Instructional Sort

14. Sorting Demonstration

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

16. Diagnostic Assessment • 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.

17. 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

18. Diagnostic Assessment: What is its purpose? • 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, 2nd edition

20. Think Pair Table-Share • What diagnostic assessments are you currently using?

21. Examples of Diagnostic Tools 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. 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 • 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. Diagnostic Tools Cont. • Quick Phonics Screener (Hasbrouck & Parker) from MiBLSi • Grades 1-3 • Simple Code • Advanced Code • Grades 2-6 • Pre fix – Suffix • Multi syllable words

24. Diagnostic Tools, cont. 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

25. Let’s Practice • CORE Phonics Surveys K-12 • Mark score sheet • Review errors at table

26. “Teach along the continuum” Accuracy/Decoding Instruction Letter & Letter-Sound Correspondence Word Level Phrase Level Connected Text

27. What’s next???

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.