Assessment-Driven Instruction

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Assessment-DrivenInstruction
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Models of Reading Assessment
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Models of Reading Assessment
Deficit Model
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Models of Reading Assessment
Deficit Model Contextual Model
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Models of Reading Assessment
Deficit Model Contextual Model Stage Models
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Models of Reading Assessment
Deficit Model Contextual Model Stage
Models Cognitive Model
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The Cognitive Model of Reading Assessment
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Is the child able to read texts at his or her
grade placement level with automatic word
recognition and adequate expression?
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Does the child make use of context to monitor his
or her reading?
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Before we go any further, lets 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.
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Two Models of Reading
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She combed her hair.
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She combed her hair.
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She combed her hair.
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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.

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She combed her
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She combed her b
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She combed her bangs.
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She combed her bangs.
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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.

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Conclusion Research has clearly supported the
Bottom-Up Model.
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Is the child fluent?
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Does the child have adequate sight word knowledge?
the of go
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Does the child have adequate knowledge of
decoding strategies?
b l
m ake
t
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Does the child have adequate phonological
awareness?
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Is the child able to comprehend the language of
the text?
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Does the child have an adequate vocabulary for
his or her age and grade?
wise
blue
equator
Pacific
weary
arrive
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Does the child have the background knowledge
necessary to understand the particular passage
that he or she is reading?
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Is the child able to use common text structures
to aid in comprehension?
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Does the child have adequate knowledge of the
purposes for reading and possess strategies
available to achieve those purposes?
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Does the child have a set of strategies that can
be used to achieve different purposes in reading?
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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What does the child view as the goal of reading
in general?
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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What concepts of print does the child have?
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What is the Literacy Coachs role in reading
assessment?
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An LCs Many Assessment Caps

• Tester
• Interpreter
• Profiler
• Cheerleader
• Booster

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LC as Tester

• The LC will be part of the Assessment Team.
• The LC may administer diagnostic tests.

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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.

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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
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Three Common Problems of Interpreting Group
Achievement Test Scores

• Misinterpreting of percentiles
• Assuming that different groups of children are
  equivalent
• Confusing achievement with norms

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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
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Percentiles and Football
G 50 G
Avoid differences in percentile ranks. Use NCEs
or stanines instead.
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How NCEs are made
NCEs flatten the normal curve so that
differences are statistically equivalent.
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Interpreting Stanines

9 8 7 6 5 4 3 2 1
Above Average Stanines 7-9 Borderline Stanine
6 Average Stanine 5 Borderline Stanine 4 Below
Average Stanines 1-3

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Three Common Problems of Interpreting Group
Achievement Test Scores

• Misinterpreting of percentiles
• Assuming that different groups of children are
  equivalent
• Confusing achievement with norms

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Test Scores and Auto Racing
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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.

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• Sample Excel File
• A B C D E
  F G H
• 1 Student Teacher Grade Terra Nova Sep
  DIBELS Sep DIBELS
• Comp NS ORF Level WC/Minute
• Doe, Jane Ellis 3 4 Low 52
• Hall, Monte Ellis 3 5
  Low 60
• Perez, Juan Ellis 3 1 High
  8
• Rogers, Fred Ellis 3 5
  Low 61
• Ruth, Babe Ellis 3 7
  Low 135
• Yopp, Hallie Ellis 3 3 Some
  39

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LC as Cheerleader

• Look for the silver lining.
• Interpret test results intelligently.
• Focus on what your teachers are doing right!
• Offer constructive suggestions.
• Dont avoid unpleasant truths.

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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 of
• Ethical issues
• Likelihood of effectiveness
• Possible threat to professional climate.

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How Can DIBELS Drive Instruction?
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?
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How do we use DIBELS to drive instruction at a
grade level?
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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An Action Plan for DIBELS

• 1. 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.

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Beware of comparing groups from two different
years!
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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

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Table 1. End-of-Year Kindergarten DIBELS Results
over Two Years ___________________________________
____________________ Subtest Year 1 Year
2 ___________________ __________________ At S
ome 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 _________________________________
______________________
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Table 2. End-of-Year Grade 1 DIBELS Results
over Two Years ___________________________________
____________________ Subtest Year 1 Year
2 ___________________ __________________ At S
ome 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 _________________________________
______________________
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Table 3. End-of-Year Grade 2 DIBELS Results
over Two Years ___________________________________
____________________ Subtest Year 1 Year
2 ___________________ __________________ At S
ome Low At Some Low _________________
______________________________________ ORF 19
24 57 24 34
41 _______________________________________
________________
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Table 4. End-of-Year Grade 3 DIBELS Results
over Two Years ___________________________________
____________________ Subtest Year 1 Year
2 ___________________ __________________ At S
ome Low At Some Low _________________
______________________________________ ORF 11
31 58 34 42
24 _______________________________________
________________
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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 _____
__________________________________________________
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Its better to track cohorts.
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Its better to track cohorts.
3 2 1 K
B M E B M E
Year 1 Year 2
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Its better to track cohorts.
3 2 1 K
B M E B M E
Year 1 Year 2
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Its better to track cohorts.
3 2 1 K
B M E B M E
Year 1 Year 2
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Its better to track cohorts.
3 2 1 K
B M E B M E
Year 1 Year 2
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Its better to track cohorts.
3 2 1 K
B M E B M E
Year 1 Year 2
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Its better to track cohorts.
3 2 1 K
B M E B M E
Year 1 Year 2
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Its better to track cohorts.
3 2 1 K
B M E B M E
Year 1 Year 2
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K 1 2 3
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B M E B M E B M
E B M E
K 1 2 3
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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 _______________________________________
_________________
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B M E B M E B M
E B M E
K 1 2 3
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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 ____________________________________
____________________
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How do we use DIBELS to drive instruction in a
classroom?
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Start with the Class Profile!
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Class Summary
1st Grade Beginning Benchmark
Name
LNF
PSF
NWF
SCORE STATUS PCTILE
SCORE STATUS PCTILE
SCORE 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
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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)
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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
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Benchmark range for end of K Benchmark range
for middle of K
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
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Benchmark range for end of K Benchmark range
for middle of K
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
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A Data-Driven Model

• Key Assumptions
• An SBRR core is in place.
• The core offers additional materials for children
  who are slightly behind.
• SBRR Intensive Intervention Programs (outside the
  core) are available for each of the 5 component
  areas.

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DIBELS Benchmark Test
Low Risk Some Risk At Risk
Core Core Core
Small-Group Intensive Core
Intervention Intervention
Core Intervention Intervention
Assessments Assessments
Core Assessments
DIBELS Progress Monitoring
Continue Intervention
Discontinue Intervention
No
Yes
Low Risk?
128
DIBELS Benchmark Test
Low Risk Some Risk At Risk
Core Core Core
Small-Group Intensive Core
Intervention Intervention
Core Intervention Intervention
Assessments Assessments
Core Assessments
DIBELS Progress Monitoring
Continue Intervention
Discontinue Intervention
No
Yes
Low Risk?
129
DIBELS Benchmark Test
Low Risk Some Risk At Risk
Core Core Core
Small-Group Intensive Core
Intervention Intervention
Core Intervention Intervention
Assessments Assessments
Core Assessments
DIBELS Progress Monitoring
Continue Intervention
Discontinue Intervention
No
Yes
Low Risk?
130
DIBELS Benchmark Test
Low Risk Some Risk At Risk
Core Core Core
Small-Group Intensive Core
Intervention Intervention
Core Intervention Intervention
Assessments Assessments
Core Assessments
DIBELS Progress Monitoring
Continue Intervention
Discontinue Intervention
No
Yes
Low Risk?
131
DIBELS Benchmark Test
Low Risk Some Risk At Risk
Core Core Core
Small-Group Intensive Core
Intervention Intervention
Core Intervention Intervention
Assessments Assessments
Core Assessments
DIBELS Progress Monitoring
Continue Intervention
Discontinue Intervention
No
Yes
Low Risk?
132
DIBELS Benchmark Test
Low Risk Some Risk At Risk
Core Core Core
Small-Group Intensive Core
Intervention Intervention
Core Intervention Intervention
Assessments Assessments
Core Assessments
DIBELS Progress Monitoring
Continue Intervention
Discontinue Intervention
No
Yes
Low Risk?
133
DIBELS Benchmark Test
Low Risk Some Risk At Risk
Core Core Core
Small-Group Intensive Core
Intervention Intervention
Core Intervention Intervention
Assessments Assessments
Core Assessments
DIBELS Progress Monitoring
Continue Intervention
Discontinue Intervention
No
Yes
Low Risk?
134
DIBELS Benchmark Test
Low Risk Some Risk At Risk
Core Core Core
Small-Group Intensive Core
Intervention Intervention
Core Intervention Intervention
Assessments Assessments
Core Assessments
DIBELS Progress Monitoring
Continue Intervention
Discontinue Intervention
No
Yes
Low Risk?
135
DIBELS Benchmark Test
Low Risk Some Risk At Risk
Core Core Core
Small-Group Intensive Core
Intervention Intervention
Core Intervention Intervention
Assessments Assessments
Core Assessments
DIBELS Progress Monitoring
Continue Intervention
Discontinue Intervention
No
Yes
Low Risk?
136
DIBELS Benchmark Test
Low Risk Some Risk At Risk
Core Core Core
Small-Group Intensive Core
Intervention Intervention
Core Intervention Intervention
Assessments Assessments
Core Assessments
DIBELS Progress Monitoring
Continue Intervention
Discontinue Intervention
No
Yes
Low Risk?
137
DIBELS Benchmark Test
Low Risk Some Risk At Risk
Core Core Core
Small-Group Intensive Core
Intervention Intervention
Core Intervention Intervention
Assessments Assessments
Core Assessments
DIBELS Progress Monitoring
Continue Intervention
Discontinue Intervention
No
Yes
Low Risk?
138
DIBELS Benchmark Test
Low Risk Some Risk At Risk
Core Core Core
Small-Group Intensive Core
Intervention Intervention
Core Intervention Intervention
Assessments Assessments
Core Assessments
DIBELS Progress Monitoring
Continue Intervention
Discontinue Intervention
No
Yes
Low Risk?
139
DIBELS Benchmark Test
Low Risk Some Risk At Risk
Core Core Core
Small-Group Intensive Core
Intervention Intervention
Core Intervention Intervention
Assessments Assessments
Core Assessments
DIBELS Progress Monitoring
Continue Intervention
Discontinue Intervention
No
Yes
Low Risk?
140
DIBELS Benchmark Test
Low Risk Some Risk At Risk
Core Core Core
Small-Group Intensive Core
Intervention Intervention
Core Intervention Intervention
Assessments Assessments
Core Assessments
DIBELS Progress Monitoring
Continue Intervention
Discontinue Intervention
No
Yes
Low Risk?
141
DIBELS Benchmark Test
Low Risk Some Risk At Risk
Core Core Core
Small-Group Intensive Core
Intervention Intervention
Core Intervention Intervention
Assessments Assessments
Core Assessments
DIBELS Progress Monitoring
Continue Intervention
Discontinue Intervention
No
Yes
Low Risk?
142
DIBELS Benchmark Test
Low Risk Some Risk At Risk
Core Core Core
Small-Group Intensive Core
Intervention Intervention
Core Intervention Intervention
Assessments Assessments
Core Assessments
DIBELS Progress Monitoring
Continue Intervention
Discontinue Intervention
No
Yes
Low Risk?
143
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