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Ongoing Assessment For Reading
Ongoing Assessment For Reading
Ongoing Assessment
Ongoing
Assessment
School wide screening 3 times
yearly (F,W,S)
School Identify at risk
Tier1 Level Reorganize instructional
groups
All
CoreLevel
SchoolwideAcademicScreening
BenchmarkAssessment 3Xyear
M. Beebe-Frankenberger
OngoingProgramAssessments
2007
Tier 1
Academic Assessment
Assessment is the process of collecting,
reviewing, and using information to make
educational decisions about student learning.
Administeredfor1minute
Scoreisnumberofcorrect
lettersorsounds
11
Example of Benchmarks:
DIBELS
See Handout DIBELS Benchmarks K-6
Grade Fall Winter Spring
1 -- 20 40
2 44 68 90
3 77 92 110
4 93 105 118
5 104 115 124
6 109 120 125
University of Oregon/DIBELS
K- 6 benchmark and progress monitoring
DIBELS measures
$1.00/student/year
www.studentprogress.org
www.edhelper.com
www.interventioncentral.org/
M. Beebe-Frankenberger Source:Shinn,
Montana Office of
M.R. (2004). Public
Using Instruction
AIMSweb to Manage 3-Tier Progress Monitoring
2007 InformationDenise Juneau, Superintendent
as a Component opi.mt.gov
of Response to Intervention.
Where are we now?
Data Evaluation Activity
See Handout Reading Improvement
OutcomeSchool-wide Academic Evaluation
Record Grade-Level Data
Benchmark
Strategic
Intensive
Evaluate Net Change between Fall, Winter
Evaluate School Overall
Brainstorm Areas of Concern
Intensive
Strategic
Benchmark
M. Beebe-Frankenberger
2007
EVALUATION PROCESS
Soisitworking
andcanweproveit?
SHOW ME THE
DATA !!!
Data
NOT: GOOD or BAD
SIMPLYINFORMATION
School data collection system is in place
Data is summarized and reviewed frequently
Data is shared with staff on a regular basis in
a useable format
Data is used for goal setting and evaluation
Addresses Academic
and Behavioral
Problems
Utilizes Research
Based Methods to
Deliver Evidence-
Based Interventions
Montana Office of Public Instruction
Denise Juneau, Superintendent opi.mt.gov
Ongoing Cycle:
Instruction, Assessment
and Student Goals
Stu
t
en
de
sm
tGn
s
se
oa
As
ls
Data
Utilization
Instruction
ProblemIdentification&Validation
Step3:WhatShouldbedoneaboutit?
Intervention Development & Implementation
Montana Office of Public Instruction
Denise Juneau, Superintendent opi.mt.gov
Problem Solving
Consultation Model
Uses scientific method
Data feedback loop
Data-based decision making
Eliminates bias
Takes subjectivity out of decisions
Can be applied:
System vs. individual level
Regardless of presenting problem
HereareRealLifeExamplesfromthe
MontanaRTIPilotProjectSchools.
Montana Office of Public Instruction
Denise Juneau, Superintendent opi.mt.gov
SchoolA
SchoolLevelProgress 1%
6%
7%
11% 93%
10%
21% Winter2008
83%
17%
13%
18% 71%
23%
33% Fall2007
64%
49% Winter2007
Successattributedto:Newreadingseries
(HoughtonMifflin)thatreplacednon
Fall2006 sequencedreadingcurriculum;walktoread
method
SchoolC
SchoolLevelProgress 13%
23%
16%
17% 64%
21%
23% Fall2007
63%
60% Winter2007
ReadingFirstSchoolfor4yearspriortoRTIPilot
project:highmobility,highabsenteeism,
Fall2006 poverty,progressisslowbutevident!
SchoolD
LevelProgress 3%
18%
5%
5%
21% 79%
27% Fall2007
74%
68% Winter2007
Successattributedto:Improved
diagnosticassessmentsthathelpedtarget
Fall2006
Tier2interventions
Assessment: The Essential
Pieces in RTI Process
Ongoing
Assessment
School wide screening 3 times
yearly (F,W,S):
School Identify at risk
Level Reorganize instructional
groups
Diagnostic Assessment
Progress monitoring measures
Student in place and scheduled
Assess additional factors
Level
Systematic review of data to
inform intervention
Ongoing Assessment