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Assessment in an RTI Environment
Assessment in an RTI Environment Michael C. McKennaUniversity of [email protected]
comprehensivereadingsolutions.com
Why assess?To plan instructionScreeningDiagnosticTo see if it worksProgress Monitoring Any assessment that narrows a problem area enough for you to plan instruction is diagnostic.7
Myths about diagnostic assessmentMyths about diagnostic assessmentYou need lots to make RTI work.Only specialists can give them.
Standard Protocol or Problem Solving Approach?
Cognitive Model of Assessment
Cognitive Model of Assessment
16Stages of reading development?FluencyWord RecognitionPhonemic AwarenessStages of reading development?ComprehensionVocabularyOral Language DevelopmentFluencyWord RecognitionPhonemic AwarenessAn assessment strategy for foundational skillsFluencyWord RecognitionPhonemic AwarenessAn assessment strategy for foundational skillsFluencyWord RecognitionPhonemic AwarenessAn assessment strategy for foundational skillsFluencyWord RecognitionPhonemic AwarenessAn assessment toolkit Screening (Comprehension or Fluency)Informal Decoding InventorySight Word InventoryFluency Checks
General Outcome Measurees (skills in concert)Mastery Measures (discrete skills)22An assessment toolkit Screening (Comprehension or Fluency)Informal Decoding InventorySight Word InventoryFluency Checks
General Outcome Measurees (skills in concert)Mastery Measures (discrete skills)23Informal Decoding Inventory
Part I: Single-Syllable DecodingShort VowelsConsonant Blends and DigraphsR-Controlled Vowel PatternsVowel-Consonant-eVowel TeamsPart II: Multisyllabic Decoding Compound WordsClosed SyllablesOpen SyllablesVC-e SyllablesR-controlled SyllablesVowel Team SyllablesC+le SyllablesSome inconvenient truths about assessment Miscue analysis is a waste of time.1.Her bangs were over her eyes.
Some inconvenient truths about assessment Decoding skills should be assessed in isolation.2.Some inconvenient truths about assessment Informal reading inventories are unreliable.3.Some inconvenient truths about assessment There is no diagnostic test of comprehension.4.Cognitive Model of Assessment
Some inconvenient truths about assessment Comprehension cant be progress monitored.5.Some inconvenient truths about assessment Theres no good way to assess vocabulary.6.Some inconvenient truths about assessment Motivation is important.9.
Some inconvenient truths about assessment Kids are complicated.8.353637383940New TermsOld TermsTier 3Remedial Tier 2CorrectiveTier 1DevelopmentalA stairway to proficiency
In our approach, all students receive differentiated instruction in small groups.
We therefore like to call it response to instruction.
Is the child at benchmark in oral reading fluency?45Is the child at benchmark in oral reading fluency?YesVocabulary and Comprehension(Children Read)46Is the child at benchmark in oral reading fluency?NoYesVocabulary and Comprehension(Children Read)Are all or nearly all decoding skills mastered?47Is the child at benchmark in oral reading fluency?NoYesVocabulary and Comprehension(Children Read)Are all or nearly all decoding skills mastered?YesFluency and Comprehension48Is the child at benchmark in oral reading fluency?NoYesVocabulary and Comprehension(Children Read)Are all or nearly all decoding skills mastered?YesFluency and ComprehensionNoIs the child at benchmark in decoding?49Is the child at benchmark in oral reading fluency?NoYesVocabulary and Comprehension(Children Read)Are all or nearly all decoding skills mastered?YesFluency and ComprehensionNoIs the child at benchmark in decoding?YesVocabulary and Comprehension(Teacher Reads Aloud)50Is the child at benchmark in oral reading fluency?NoYesVocabulary and Comprehension(Children Read)Are all or nearly all decoding skills mastered?YesFluency and ComprehensionNoIs the child at benchmark in decoding?YesVocabulary and Comprehension(Teacher Reads Aloud)NoHas the child acquired full phonological awareness?51Is the child at benchmark in oral reading fluency?NoYesVocabulary and Comprehension(Children Read)Are all or nearly all decoding skills mastered?YesFluency and ComprehensionNoIs the child at benchmark in decoding?YesVocabulary and Comprehension(Teacher Reads Aloud)NoHas the child acquired full phonological awareness?YesWord Recognition and Fluency52Is the child at benchmark in oral reading fluency?NoYesVocabulary and Comprehension(Children Read)Are all or nearly all decoding skills mastered?YesFluency and ComprehensionNoIs the child at benchmark in decoding?YesVocabulary and Comprehension(Teacher Reads Aloud)NoHas the child acquired full phonological awareness?YesWord Recognition and FluencyPhonemic Awareness and Word Recognition
No53If fluency is weak, you shouldUse research-based fluency strategies like repeated readings, partner reading, etc.Check first to see if there are significant gaps in word recognition skills.If both fluency and word recognition are weak, you shouldUse research-based word recognition strategies that are explicit and systematic.Check first to see if there are significant gaps in phonological awareness.
{Four BasicGroups
57TakeawaysYou dont need many assessments at Tier 2.Get rid of the ones you dont need.Use your toolkit to form small groups.Reassess every three weeks.Aim for upward mobility on the staircase.Dont forget motivation.Check out each of the group types at:www.comprehensivereadingsolutions.com Look for voids and redundancies
58ReferencesAfflerbach, 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 (2nd 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. More resources http://curry.virginia.edu/reading-projects/projects/garf/Vocabulary and Comprehension
Teacher Reading
Students Reading
Fluency and Comprehension
First Grade
Reader
Second Grade
ReaderThird Grade
Reader
Word Recognition and Fluency
Blends and DigraphsR-Controlled Vowels
Vowel-Consonant-EVowel Teams
Phonemic Awareness and Word Recognition
Basic
Alphabet KnowledgeUsing
Letter SoundsUsing
Letter Patterns
