Michael C McKenna University of Virginia mcm7gvirginiaedu c omprehensivereadingsolutionscom Why assess To plan instruction Screening Diagnostic To see if it ID: 718064
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Slide1
Assessment in an RTI Environment
Michael C. McKenna
University of Virginia
mcm7g@virginia.eduSlide2
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•
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c
omprehensivereadingsolutions.comSlide6Slide7
Why assess?
To plan
instruction
Screening
DiagnosticTo see if it worksProgress Monitoring Slide8Slide9Slide10Slide11Slide12
Myths about
d
iagnostic assessmentSlide13
Myths about
d
iagnostic assessment
You need lots to make RTI work.
Only specialists can give them.Slide14
Standard Protocol
or
Problem Solving Approach?Slide15
Cognitive Model of AssessmentSlide16
Cognitive Model of AssessmentSlide17
Stages of reading development?
Fluency
Word
Recognition
Phonemic
AwarenessSlide18
Stages of reading development?
Comprehension
Vocabulary
Oral Language Development
Fluency
Word
Recognition
Phonemic
AwarenessSlide19
An assessment strategy for foundational skills
Fluency
Word
Recognition
Phonemic
AwarenessSlide20
An assessment strategy for foundational skills
Fluency
Word
Recognition
Phonemic
AwarenessSlide21
An assessment strategy for foundational skills
Fluency
Word
Recognition
Phonemic
AwarenessSlide22
An assessment toolkit
Screening (Comprehension or Fluency)
Informal
Decoding Inventory
Sight Word Inventory
Fluency ChecksSlide23
An assessment toolkit
Screening (Comprehension or Fluency)
Informal
Decoding Inventory
Sight Word Inventory
Fluency ChecksSlide24
Informal Decoding Inventory
Part I: Single-Syllable Decoding
Short Vowels
Consonant Blends and Digraphs
R-Controlled Vowel Patterns
Vowel-Consonant-e
Vowel Teams
Part II: Multisyllabic Decoding
Compound Words
Closed Syllables
Open Syllables
VC-e Syllables
R-controlled Syllables
Vowel Team Syllables
C+le
SyllablesSlide25
Some inconvenient truths about assessment
Miscue analysis is a waste of time.
1.Slide26
Her bangs were over her eyes.Slide27
Some inconvenient truths about assessment
D
ecoding skills should be assessed in isolation.
2
.Slide28
Some inconvenient truths about assessment
Informal reading inventories are unreliable.
3.Slide29
Some inconvenient truths about assessment
There is no diagnostic test of comprehension.
4
.Slide30
Cognitive Model of AssessmentSlide31
Some inconvenient truths about assessment
Comprehension can’t be progress monitored.
5.Slide32
Some inconvenient truths about assessment
There’s no good way to assess vocabulary.
6
.Slide33
Some inconvenient truths about assessment
Motivation is important.
9.Slide34
Some inconvenient truths about assessment
Kids are complicated.
8
.Slide35Slide36Slide37Slide38Slide39Slide40Slide41
New Terms
Old Terms
Tier 3
Remedial
Tier 2
Corrective
Tier 1
DevelopmentalSlide42
A stairway to proficiencySlide43
In our approach,
all
students receive differentiated instruction in small groups. Slide44
We therefore like to call it response to
instruction
. Slide45
Is the child at benchmark in oral reading fluency?Slide46
Is the child at benchmark in oral reading fluency?
Yes
Vocabulary and Comprehension
(Children Read)Slide47
Is the child at benchmark in oral reading fluency?
No
Yes
Vocabulary and Comprehension
(Children Read)
Are all or nearly all decoding skills mastered?Slide48
Is the child at benchmark in oral reading fluency?
No
Yes
Vocabulary and Comprehension
(Children Read)
Are all or nearly all decoding skills mastered?
Yes
Fluency and ComprehensionSlide49
Is the child at benchmark in oral reading fluency?
No
Yes
Vocabulary and Comprehension
(Children Read)
Are all or nearly all decoding skills mastered?
Yes
Fluency and Comprehension
No
Is the child at benchmark in decoding?Slide50
Is the child at benchmark in oral reading fluency?
No
Yes
Vocabulary 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)Slide51
Is the child at benchmark in oral reading fluency?
No
Yes
Vocabulary 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?Slide52
Is the child at benchmark in oral reading fluency?
No
Yes
Vocabulary 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 FluencySlide53
Is the child at benchmark in oral reading fluency?
No
Yes
Vocabulary 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 Recognition
NoSlide54
If fluency is weak, you should
Use research-based fluency strategies like repeated readings, partner reading, etc.
Check first to see if there are significant gaps in word recognition skills.Slide55
If both fluency and word recognition are weak, you should
Use research-based word recognition strategies that are explicit and systematic.
Check first to see if there are significant gaps in phonological awareness.Slide56
{
Four
Basic
GroupsSlide57Slide58
Takeaways
You 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.com Slide59
References
Afflerbach
, 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
(2
nd
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
. Slide60
More resources …
http
://
curry.virginia.edu/reading-projects/projects/garf/