Assessment for Instructional Decisions
In a Multi-Tier System of Supports
Materials and web sites discussed in this training are available at:
www.projectspot.org/assessment_notebook
Additional information and materials are available online at the main web site:
www.projectspot.org
or at:
www.kansasmtss.org
Websites Related to Assessment
www.abcteach.com
www.aimsweb.com
www.balancedassessment.concord.org
http://dibels.uoregon.edu
www.fcrr.org
www.fcrr.org/forf_mazes/
www.indiana.edu/~reading/ieo/bibs/readassess.html
www.interventioncentral.org
www.ira.org
www.kansasreadingfirst.org
www.kerc-ks.org
www.k8accesscenter.org
www.nifl.gov
http://pals.virginia.edu/
www.progressmonitoring.org
http://reading.uoregon.edu
www.readwritethink.org
www.sedl.org/reading/rad/chart.html
www.starfall.com
www.studentprogress.org
www.testquiz.com
www.texasreading.org
www.thatquiz.com
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Project SPOT
MTSS ASSESSMENT SUMMARY
Six Critical Features of MTSS
– Leadership and Empowerment
– Assessment
– Curriculum
– Instruction
– Data-Based Decision Making
– Procedural Integration and Sustainability
MTSS Assessment Components
• Comprehensive Assessment System
• Assessments are Valid and Reliable
• Adequate Capacity for Assessment System
• Decision Making Rules are Clear
MTSS Comprehensive Assessment System
Four steps in developing a comprehensive assessment system:
• selecting specific assessments for screening, diagnostic, progress monitoring, and outcomes,
• determining who will conduct the specific assessments (and providing professional development if needed),
• developing and following an assessment schedule/calendar, and
• establishing a data management system
Technical Adequacy
Review the research and evaluate whether each assessment is:
• reliable
• valid
• scientifically based
Decision Rules
Teams need to document and consistently follow decision rules regarding:
• Access to supports
• Changing supports
• Intensifying supports
• Exiting supports
Four Types of Assessment
- ______(sometimes called ______)
• ______
– Must indicate skill in an area
– Must be quick and easy to give to large numbers of students
– Results need to rank the students so that those who are doing poorly may be identified
• ______
– Verifies results of universal screening
– May collect a larger skill sample in order to help judge what domains are problems
- ______
– Must give specific information about the student’s skill or knowledge
– Must focus on sampling student work in ways that are instructionally relevant
– Must lead to decision-making for instructional planning
– Often include analysis of student errors
- ______
– Must be very sensitive to student learning
– Must be quick and easy to use over and over again
– Must accurately and immediately reflect the impact of instructional efforts
– Must be useful for comparing the efficacy of different forms of instruction, allowing teachers to design more effective individualized programs (formative assessment)
- ______
– Determines if students are meeting expected standards
– Determines instructional program effectiveness
Elementary Reading Assessment Grid
Progress Monitoring
Phonemic Awareness / Phonemic Awareness Skills Test (PAST)
Early Reading Diagnostic Assessment (ERDA)
Texas Primary Reading Inventory (TPRI)
Comprehensive Test of Phonological Processing (CTOPP) / Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Initial Sound Fluency (ISF), Phonemic Segmentation Fluency (PSF)
AIMSweb PSF
Phonics / Quick Phonics Survey (QPS)
KRA Word-Analysis Survey
The Nonsense Word Test
ERDA
TPRI
Test of Word Reading Efficiency (TOWRE)
Words Their Way spelling inventory / DIBELS Nonsense Word Fluency (NWF)
AIMSweb Letter Sound Fluency (LSF), NWF
Fluency / KRA Rubric
Checklist
3-Minute Reading Assessment
Gray Oral Reading Test (GORT)
Diagnostic Reading Assessment (DRA)
TPRI / DIBELS: Oral Reading Fluency (ORF)
AIMSweb ORF
CBM ORF (local norms)
3-Minute Reading Assessment
Vocabulary / Antonyms/Synonyms (W-J III)
Test of Language Development (TOLD)
Test of Word Knowledge (TOWK)
Cloze for specific part of speech
Word definitions / Dolch words
Fry words and phrases
San Diego Quick Assessment
Peabody Picture Vocabulary Test (PPVT)
Expressive One Word (EOW)
Comprehension / Retell Rubrics and Checklists
KRA Rubrics:
Narrative Text Retelling
Expository Text Summary
GORT
Cloze
DRA
ERDA / AIMSweb Mazes
CBE Maze
3-Minute Reading Assessment
Secondary Reading Assessment Grid
Progress Monitoring
Comprehension / · Kansas Reading Academy Rubrics: Narrative Text Retelling, Expository Text Summary
· Curriculum Based Evaluation Maze
· Gray Oral Reading Test
· Cloze test (several sources)
· Diagnostic Reading Assessment
· Secondary Reading Assessment Inventory / · MAP
· AimsWeb Maze
· Curriculum Based Evaluation Maze
· Mazes from Florida Center for Reading Research
· 3-Minute Reading Assessment
· Scholastic Reading Inventory
Vocabulary / · Antonyms/Synonyms (W-J III)
· Scholastic Reading Inventory
· Peabody Picture Vocabulary Test (oral receptive)
· Expressive One Word (oral expressive) / · Dolch words
· Fry words and phrases
· San Diego Quick Assessment
· Vocabulary in content areas
· Cloze test for single specific part of speech
Fluency / · Kansas Reading Academy Fluency Rubric
· Checklist
· 3-Minute Reading Assessment
· Gray Oral Reading Test
· Diagnostic Reading Assessment / · DIBELS: Oral Reading Fluency
· AimsWeb Oral Reading Fluency
· 3-Minute Reading Assessment
· Oral Reading Fluency from Florida Center for Reading Research
Decoding
(includes text reading accuracy, phonics, and
phonemic awareness) / · Running Records
· Kansas Reading Academy Word-Analysis Survey
· Test Of Word Reading Efficiency (TOWRE)
· C-TOPP
· Yopp-Singer Test of Phonemic Segmentation
· Phonological Awareness Skills Test / · Text Reading Accuracy
· Quick Phonics Survey (QPS)
· DIBELS Nonsense Word Fluency
· AimsWeb Nonsense Word Fluency
· The Nonsense Word Test
· The Names Test
· DIBELS Phonemic Segmentation Fluency
· AimsWeb Phonemic Segmentation Fluency
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Project SPOT