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Assessment in an RTI Environment Michael C. McKennaUniversity of [email protected]
••
•••
comprehensivereadingsolutions.com
Why assess?
To plan instructionScreeningDiagnostic
To see if it worksProgress Monitoring
Screening test
No problem indicated
No further testing
Problem identified
Diagnostic test
Targeted instructio
n
Progress monitorin
g
Problem addressed
Problem not
addressed
Screening test
No problem indicated
No further testing
Problem identified
Diagnostic test
Targeted instructio
n
Progress monitorin
g
Problem addressed
Problem not
addressed
Screening test
No problem indicated
No further testing
Problem identified
Diagnostic test
Targeted instructio
n
Progress monitorin
g
Problem addressed
Problem not
addressed
Screening test
No problem indicated
No further testing
Problem identified
Diagnostic test
Targeted instructio
n
Progress monitorin
g
Problem addressed
Problem not
addressed
Myths about diagnostic assessment
Myths about diagnostic assessment
You need lots to make RTI work.
Only specialists can give them.
Standard Protocol or Problem Solving Approach?
Cognitive Model of Assessment
Cognitive Model of Assessment
Stages of reading development?
Fluency
Word Recogniti
on
Phonemic Awarenes
s
Stages of reading development?
Comprehension
Vocabulary
Oral Language Developme
nt
Fluency
Word Recogniti
on
Phonemic Awarenes
s
An assessment strategy for foundational skills
Fluency
Word Recogniti
on
Phonemic Awarenes
s
An assessment strategy for foundational skills
Fluency
Word Recogniti
on
Phonemic Awarenes
s
An assessment strategy for foundational skills
Fluency
Word Recogniti
on
Phonemic Awarenes
s
An assessment toolkit
Screening (Comprehension or Fluency)
Informal Decoding Inventory
Sight Word Inventory
Fluency Checks
An assessment toolkit
Screening (Comprehension or Fluency)
Informal Decoding Inventory
Sight Word Inventory
Fluency Checks
Informal Decoding Inventory Part I: Single-Syllable Decoding Short Vowels Consonant Blends and Digraphs R-Controlled Vowel Patterns Vowel-Consonant-e Vowel TeamsPart II: Multisyllabic Decoding Compound Words Closed Syllables Open Syllables VC-e Syllables R-controlled Syllables Vowel Team Syllables C+le Syllables
Some inconvenient truths about assessment
Miscue analysis is a waste of time.
1.
Her bangs were over her eyes.
Some inconvenient truths about assessment
Decoding skills should be assessed in isolation.
2.
Some inconvenient truths about assessment
Informal reading inventories are unreliable.
3.
Some inconvenient truths about assessment
There is no diagnostic test of comprehension.
4.
Cognitive Model of Assessment
Some inconvenient truths about assessment
Comprehension can’t be progress monitored.
5.
Some inconvenient truths about assessment
There’s no good way to assess vocabulary.
6.
Some inconvenient truths about assessment
Motivation is important.
9.
Some inconvenient truths about assessment
Kids are complicated.
8.
New Terms
Old Terms
Tier 3 Remedial Tier 2 CorrectiveTier 1 Developmen
tal
A stairway to proficiency
In our approach, all students receive
differentiated instruction in small groups.
We therefore like to call it response to instruction.
Is the child at benchmark in oral reading fluency?
Is the child at benchmark in oral reading fluency? Yes
Vocabulary and Comprehension(Children Read)
Is the child at benchmark in oral reading fluency?
No
YesVocabulary and Comprehension(Children Read)
Are all or nearly all decoding skills
mastered?
Is the child at benchmark in oral reading fluency?
No
YesVocabulary and Comprehension(Children Read)
Are all or nearly all decoding skills
mastered?Yes
Fluency and Comprehension
Is the child at benchmark in oral reading fluency?
No
YesVocabulary and Comprehension(Children Read)
Are all or nearly all decoding skills
mastered?Yes
Fluency and Comprehension
No
Is the child at benchmark in decoding?
Is the child at benchmark in oral reading fluency?
No
YesVocabulary and Comprehension(Children Read)
Are all or nearly all decoding skills
mastered?Yes
Fluency and Comprehension
No
Is the child at benchmark in decoding? Yes
Vocabulary and Comprehension
(Teacher Reads Aloud)
Is the child at benchmark in oral reading fluency?
No
YesVocabulary and Comprehension(Children Read)
Are all or nearly all decoding skills
mastered?Yes
Fluency and Comprehension
No
Is the child at benchmark in decoding? Yes
Vocabulary and Comprehension
(Teacher Reads Aloud)
No
Has the child acquired full phonological
awareness?
Is the child at benchmark in oral reading fluency?
No
YesVocabulary and Comprehension(Children Read)
Are all or nearly all decoding skills
mastered?Yes
Fluency and Comprehension
No
Is the child at benchmark in decoding? Yes
Vocabulary and Comprehension
(Teacher Reads Aloud)
No
Has the child acquired full phonological
awareness?Yes
Word Recognition and Fluency
Is the child at benchmark in oral reading fluency?
No
YesVocabulary and Comprehension(Children Read)
Are all or nearly all decoding skills
mastered?Yes
Fluency and Comprehension
No
Is the child at benchmark in decoding? Yes
Vocabulary and Comprehension
(Teacher Reads Aloud)
No
Has the child acquired full phonological
awareness?Yes
Word Recognition and Fluency
Phonemic Awareness and Word RecognitionNo
If fluency is weak, you should
A. Use research-based fluency strategies like repeated readings, partner reading, etc.
B. Check first to see if there are significant gaps in word recognition skills.
If both fluency and word recognition are weak, you should
A. Use research-based word recognition strategies that are explicit and systematic.
B. Check first to see if there are significant gaps in phonological awareness.
{Four Basic
Groups
TakeawaysYou don’t need many assessments
at Tier 2.Get rid of the ones you don’t need.Use your toolkit to form small
groups.Reassess every three weeks.Aim for “upward mobility” on the
staircase.Don’t forget motivation.Check out each of the group types
at:www.comprehensivereadingsolutions.c
om
ReferencesAfflerbach, P., & Cho, B. (2011). The classroom assessment of
reading. In M. L. Kamil, P. D. Pearson, E. B. Moje, & P. P. Afflerbach (Eds.), Handbook of reading research (Vol. 4, pp. 487-514). New York, NY: Routledge/Taylor & Francis Group.
McKenna, M. C., & Picard, M. (2006/2007). Does miscue analysis have a role in effective practice? The Reading Teacher, 60, 378-380.
McKenna, M. C., & Stahl, K. A. D. (2009). Assessment for reading instruction (2nd ed.). New York, NY: Guilford Press.
Pearson, P. D., Hiebert, E. H., & Kamil, M. L. (2007). Vocabulary assessment: What we know and what we need to learn. Reading Research Quarterly, 42, 282-296.
Spector, J. E. (2005). How reliable are informal reading inventories? Psychology in the Schools, 42, 593-603.
Stahl, K. A. D., & McKenna, M. C. (2012). Reading assessment in an RTI framework. New York, NY: Guilford Press.
Walpole, S., & McKenna, M. C. (2006). The role of informal reading inventories in assessing word recognition. The Reading Teacher, 59, 592-594.
Walpole, S., & McKenna, M. C. (2009). How to plan differentiated reading instruction: Resources for grades K-3. New York, NY: Guilford Press.
Walpole, S., McKenna, M. C., & Philippakos, Z. (2011). Differentiated reading instruction in grades 4 and 5: Strategies and resources. New York, NY: Guilford Press.
More resources …
http://curry.virginia.edu/reading-projects/projects/garf/