Contessa S. Bryant, Presenter

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Administration and Use of Assessment for
Screening, Diagnostic testing, Progress
monitoring and Outcome Measures

• Contessa S. Bryant, Presenter
• Reading Coach

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Assessment Measures

• Screening
• Progress Monitoring
• Diagnosis
• Outcome Measures

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Screening

• Assessment of preparation for grade level reading
  instruction
• A first alert that extra help is needed to make
  adequate progress in reading during the year
• Example FCAT Gates

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Progress Monitoring

• Information about progress in learning to read
  during the school year
• Quick samples of critical reading skills
• Tells the teacher if adequate progress toward
  grade level reading ability is being made
• Example Quarterly Tests

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Diagnostic

• Measure a variety of reading, language, or
  cognitive skills.
• Can be given as soon as a screening test
  indicates a child is behind in reading growth,
  however, usually given only is a child fails to
  make adequate progress after iii.
• Designed to provide a more precise and detailed
  picture of the full range of a childs knowledge
  and skill so that instruction can be more
  precisely planned. To inform focus for
  instruction/remediation
• Example Diagnostic Assessment of Reading (DAR)
  TOWRE Burns Roe

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Informal Diagnostics

• Fluency Measures
• Miscue Analysis/Running Records
• Qualitative Reading Inventories

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Outcome

• Given at the end of the year for two purposes
• They inform the evaluation of the overall
  effectiveness of a schools reading program for
  all children
• They inform the evaluation of the strengths and
  weaknesses of individual students
• Example FCAT

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Assessment Questions
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Step A Mass Screening
FCAT Reading SSS Level 1 and Level 2
School-wide Identification of PRIORITY
STUDENTS For Intensive Reading Course
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Step B Progress Monitoring/Informal Diagnosis
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Progress Monitoring Tools

• CCRP Based
• SRP Based
• Timed fluency checks
• comprehension checks (may be done as part of
  fluency check)

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Fluency Checks

• The ability to read smoothly and easily at a good
  pace, with accuracy and good expression
• Automaticity fast, effortless, accurate
  recognition of words
• Prosody appropriate use of intonation and
  phrasing or reading with expression
• Focus is still on comprehension

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Assessing Accuracy

• Percentage of words accurately decoded on grade
  level material
• 90-95 percent is usually considered adequate
• More than 10 errors per 100 words decoding
  concerns

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Reading Levels

• Independent Easy
• Word Identification99 accuracy
  Comprehension95
• Instructional Learning
• Word Identification90 accuracy
  Comprehension75 accuracy
• Frustration Hard
• Word Identificationlt90 accuracy
• Comprehensionlt50 accuracy

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Step C Diagnosis (Tier 1)
Fluency Comprehension
Student below target
FLUENCY
COMPREHENSION
Vocabulary
Phonics
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Step C Diagnosis (Tier 1)

• Students Served
• Only those students whose fluency and/or
  comprehension progress monitoring measure are
  below grade level
• Goal
• To identify specific instructional needs in
  vocabulary and/or phonic
• To identify which individual students may need
  further specific diagnosis for phonemic awareness
  
• Results
• Identification of specific reading instructional
  needs of students for phonics and/or vocabulary
• Ability to apply immediate intensive instruction
  in phonics and/or vocabulary
• Identification of those students with possible
  phonemic difficulties

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Floridas Formula
5 3 ii iii Reading Success
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Questions

• Where are we now?
• Where do we go for next year?
• What part can I play?