Assessment-based Intervention

Lyn-Su Otto, M.Ed.Assistant Professor and Primary InterventionistCertifications: Elementary Gr.1-6; Reading consultant K-Adult

The Henry Barnard Laboratory School of Rhode Island College

Marybeth Cannon, M.A., Ed. M., M.Ed.Assistant Professor and Intermediate InterventionistCertifications: Elementary Gr.1-6; Reading Consultant K-Adult; Special Educator-Mild and Moderate

What Are Some of the Purposes of Assessment? for Prospective and Current Students

Identifying a student’s strengths

Identifying a student’s needs

Ensure availability of appropriate educational services

Research

Design appropriate and responsive curriculum

When and WhereDoes Assessment Take Place?

• In each environment students use• Throughout the entire day, every day

throughout the academic year

Who Assesses Students ?• Professionals at RIC/HBS working with students

What Types of Assessments Are Used?

Informal AssessmentGathering Multiple Data Points

Anecdotal Records, Tally Sheets, Rubrics, Student Work, Video Recordings, Audio Recordings

Reviewing performances in whole classReviewing performances in small groupReviewing performances in individual settings

Observing students playing at recess

Observing students walking down a corridor

Listening to articulation, speech patterns and vocabulary

Noting how students interact with peers

Determining how a student responds to simple and multi-step directions

Noting how a student holds a pencil , legibility of work, and use of materials

Assessing facility with which students make transitions

Assessing how students perform in Specialist classrooms

Listening to parental concerns, student concerns, and concerns of classroom and specialist teachers

Evaluating learning strategies and modalities

Formal Assessments Gathering Multiple Data

Points

Academic Record

Test of Early Reading Ability (TERA)

• Assesses:▫ Early Reading in

Children Ages 3-6 through 6-8

• Characteristics:▫ Norm Referenced

• Purpose:1) Identify strengths and

weaknesses2) Identify children significantly

below their peers in reading development who may be candidates for early intervention

3) Document progress as a consequence of early reading intervention programs

4) Serve as a measure in research studying reading development in young children

5) To accompany other assessment techniques

Wide Range Achievement Test (WRAT)

• Assesses:▫ Word Reading▫ Reading▫ Sentence Comprehension▫ Spelling▫ Math Computation

• Characteristics:▫ Norm Referenced

Purpose:The Wide Range Achievement Test (WRAT4) is a quick, simple, and psychometrically sound measure of fundamental academic skills.

Reading andWriting Assessments

Group Reading Assessment and Diagnostic Evaluation (GRADE)

• Characteristics:▫ Group Administration▫ Diagnostic▫ Norm Referenced

• Assesses: Pre-reading▫ Reading readiness▫ Vocabulary▫ Comprehension▫ Oral language ▫ Listening Skill

Purpose:Assess students mastery

of skills Gr. 1- 5Determine what reading

skills need to be taughtMonitor progress

/growthAdministered Fall and

Spring

Fountas and PinellBenchmark Assessment System

•Monitor reading level three times each year. •Yields level for reading accuracy, fluency, and

detailed information and scores on comprehension.

•Optional assessments to monitor progress in phonemic awareness, phonics, letter learning, and high frequency word knowledge.

System 2 /30 Grades 3-8, Levels L-Z

System 1 /28 Gr. K-2 Levels A-N

Gray Oral Reading Test (GORT)

• Assesses:▫ Reading Rate▫ Accuracy▫ Fluency▫ Comprehension

• Characteristics:▫ Norm Referenced

• Purpose:1) Aid in determining the particular kinds

of reading strengths and weaknesses that individual students possess

2) Identify those students who are significantly below their peers in oral reading proficiency /who may profit from supplemental help

3) Document students’ progress in reading as a consequence of special intervention programs

4) Research -measurement - studying the reading abilities of school-aged students

Gray Silent Reading Test (GSRT)

• Assesses:▫ Silent Reading

Comprehension• Characteristics:

▫ Norm Referenced

• Purpose:1) Determine areas of relative strength

and weakness across reading comprehension abilities

2) Identify individuals whose independent silent reading scores are significantly below their peers / who need additional assessment and intervention designed to improve reading comprehension

3) Document overall progress in reading development as a consequence of intervention programs

4) To serve as a measure for research efforts designed to investigate reading comprehension

Gray Diagnostic Reading Tests (GDRT)

• Assesses:▫ Reading Ability

• Characteristics▫ Norm

Referenced

• Purpose:1)To determine strengths and

weaknesses in reading skills2)To document progress in

reading programs3)To diagnose specific reading

problems – monitor impact of intervention(s)

4)Research tool for use in continuing the examination of reading

Wilson Assessment of Decoding and Encoding - W.A.D.E.

• Assesses knowledge of phonics (sounds), spelling, and sentence spelling.

• Assists in identifying students /groups who will benefit from the Wilson Reading System®.

• Provides low- and high- level vocabulary options, as well as both mastery and achievement scoring.

• DESCRIPTION:  • Criterion-referenced • Individually administered

The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Kindergarten

• Assesses: ▫Phonological Awareness▫Alphabetic Principle▫Fluency with Connected

Text▫Vocabulary ▫Comprehension

• Characteristics:▫ Individual Administration▫ Fall, Mid-Year, Spring

• Purpose:▫ Short (one minute)

fluency measures ▫ Used to regularly

monitor the development of early literacy and early reading skills.

EasyCBM (Curriculum Based Monitoring) Monthly

Word Reading Fluency

EasyCBM (Curriculum Based Monitoring) Monthly

Passage Reading Fluency

EasyCBM (Curriculum Based Monitoring) Monthly

Reading Comprehension

EasyCBM (Curriculum Based Monitoring) Monthly

Mathematics

KeyMath • Assesses: 1) Basic Concepts:

NumerationRational Numbers

Geometry

2) Operations: AdditionSubtractionMultiplicationDivisionMental Computation

3)Applications: MeasurementTime and MoneyEstimationInterpreting DataProblem Solving

• Purpose:1)Identify instructional level

student is operating at

2)Guide remedial/enrichment instruction

3) Evaluate educational growth

4) Assess the scope, currency, an efficacy of a mathematics curriculum

Test of Written Language (TOWL)

• Assesses:Written Language:

VocabularySpellingPunctuation Logical SentencesSentence Combining, Contextual

Conventions Story Composition

• Characteristics:▫ Grades 3 and above▫ Norm Referenced

• Purpose:1) Determine students’ strengths

and weaknesses /writing abilities

2) Identify needs for differentiation of writing curriculum

3) Document students’ progress in writing

4) Serve as measurement tool in writing research

Wide Range Assessment of Visual Motor Abilities (WRAVMA)

• Purpose:▫ Assess integrated

visual-motor ability▫ visual-spatial ability ▫ fine motor ability

• Characteristics:▫ Norm Referenced

See It Right!

• Assesses:▫ Scotopic Sensitivity

Syndrome (visual-perception problem due to light sensitivity)

• Characteristics:▫ Research Based▫ Child Self-Reporting

Scoring

• Purpose:▫ To identify and remediate

visual perceptual problems caused by a sensitivity to light

Woodcock Johnson Achievement Test

• Assesses:▫ Oral Expression▫ Listening

Comprehension▫ Written Expression▫ Basic Reading Skills▫ Reading Comprehension▫ Reading Fluency▫ Math Calculation Skills▫ Math Reasoning

• Characteristics:▫ Norm Referenced

• Purpose:▫ To diagnose learning disabilities▫ To assesses growth▫ To provide guidance in

educational and clinical settings▫ To aid in planning individual

education programs▫ To aid in the performance of

psychological research

Response To Intervention

Tier 3 – Special Education

Tier 2 – Intervention

Tier 1 – ClassroomUniversal ScreeningAccommodation/Modification

ADVOCATES forCHILDRENTEAM

Team Members:Guidance Counselor – Julie RichardsonPrimary Interventionist – Lyn-Su OttoIntermediate Interventionist – Marybeth CannonTeacher Representative – Meg SloyerPrincipal &/or Vice Principal – Dr. Lou/Mr. Starr

Dr. Kara McDermott-Fasy – Special EducationDr. Shannon Dowd-Eagle – School PsychologyHenry Barnard School Nurse - Health

Responsibilities:

1) To gather data on student performance

2) To determine course of action to ensure that each student receives appropriate services

3) To monitor Tier 1, 2, and 3 services and make recommendationsProcess:

• Referral• Review Meeting• Determination • Notification • Implementation• Monitoring• Review

Thank you for inviting us to talk with you about some of the Assessments that are available here at The Henry Barnard Laboratory School.

If you would like more information about Assessment or Educational Resources VISIT:

CANNON’S CORNER

THERE ARE TWO WAYS TO REACH CANNON’S CORNER 1) Access through HBS Website: Faculty: Cannon CLICK ON 172 to go directly to page OR2) Enter “Teacher Web” in search engineClick on: Find Your TeacherPull down menu: Rhode Island Pull down menu: Henry Barnard SchoolPull down menu: Cannon