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Assessment in an RTI Environment

Assessment in an RTI Environment . Michael C. McKenna University of Virginia mcm7g@virginia.edu. •. •. •. •. •. c omprehensivereadingsolutions.com. Why assess?. To plan instruction Screening Diagnostic To see if it works Progress Monitoring . Myths about d iagnostic assessment.

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Assessment in an RTI Environment

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  1. Assessment in an RTI Environment Michael C. McKenna University of Virginia mcm7g@virginia.edu

  2. • • • • •

  3. comprehensivereadingsolutions.com

  4. Why assess? • To plan instruction • Screening • Diagnostic • To see if it works • Progress Monitoring

  5. Myths about diagnostic assessment

  6. Myths about diagnostic assessment • You need lots to make RTI work. • Only specialists can give them.

  7. Standard Protocol orProblem Solving Approach?

  8. Cognitive Model of Assessment

  9. Cognitive Model of Assessment

  10. Stages of reading development?

  11. Stages of reading development?

  12. An assessment strategy for foundational skills

  13. An assessment strategy for foundational skills

  14. An assessment strategy for foundational skills

  15. An assessment toolkit • Screening (Comprehension or Fluency) • Informal Decoding Inventory • Sight Word Inventory • Fluency Checks

  16. An assessment toolkit • Screening (Comprehension or Fluency) • Informal Decoding Inventory • Sight Word Inventory • Fluency Checks

  17. Informal Decoding Inventory

  18. Some inconvenient truths about assessment 1. Miscue analysis is a waste of time.

  19. Her bangs were over her eyes.

  20. Some inconvenient truths about assessment Decoding skills should be assessed in isolation. 2.

  21. Some inconvenient truths about assessment Informal reading inventories are unreliable. 3.

  22. Some inconvenient truths about assessment There is no diagnostic test of comprehension. 4.

  23. Cognitive Model of Assessment

  24. Some inconvenient truths about assessment Comprehension can’t be progress monitored. 5.

  25. Some inconvenient truths about assessment There’s no good way to assess vocabulary. 6.

  26. Some inconvenient truths about assessment 9. Motivation is important.

  27. Some inconvenient truths about assessment 8. Kids are complicated.

  28. A stairway to proficiency

  29. In our approach, all students receive differentiated instruction in small groups.

  30. We therefore like to call it response to instruction.

  31. Is the child at benchmark in oral reading fluency?

  32. Yes Is the child at benchmark in oral reading fluency? Vocabulary and Comprehension (Children Read)

  33. Yes Is the child at benchmark in oral reading fluency? Vocabulary and Comprehension (Children Read) No Are all or nearly all decoding skills mastered?

  34. Yes Is the child at benchmark in oral reading fluency? Vocabulary and Comprehension (Children Read) No Yes Are all or nearly all decoding skills mastered? Fluency and Comprehension

  35. Yes Is the child at benchmark in oral reading fluency? Vocabulary and Comprehension (Children Read) No Yes Are all or nearly all decoding skills mastered? Fluency and Comprehension No Is the child at benchmark in decoding?

  36. Yes Is the child at benchmark in oral reading fluency? Vocabulary and Comprehension (Children Read) No Yes Are all or nearly all decoding skills mastered? Fluency and Comprehension No Yes Is the child at benchmark in decoding? Vocabulary and Comprehension (Teacher Reads Aloud)

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