Session 7: Assessments

Handout 7.1: Assessment Terms Used in Reading

Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades Recommendations, Using Data to Support Instructional Decision Making

  • Recommendation 1: Screen all students for potential reading problems at the beginning of the year and again in the middle of the year.

Handout 7.2: Universal Screening: K-2 Reading

Handout 7.3: Screening for Reading Problems in Grades 4 Through 12

 

Materials

 

*Optional Materials

 

Define Session Goals

  1. Understand the various assessment types on Handout 7.1 and identify assessments that are examples of each one of these types.
  2. Review Recommendation 1.
  3. Understand the importance and use of screening assessments.

 

Review Handout 1: Assessment Terms Used in Reading

In order to ensure students are progressing as we would hope, we must monitor their growth throughout the school year. There are a variety of types of assessments that help us do that, and they should all fit together in a system that helps teachers get a clear understanding of individual student progress that informs instruction, and at the same time provides schools and districts with a more global picture of student achievement. Let’s take a look at Handout 7.1 – Assessment Terms Used in Reading. This infographic provides an overview of various assessments, provides definitions, and depicts how these fit together in a system that can provide data to all stakeholders. Note that a screening assessment can also be used as an interim assessment – this may or may not be the case in your school/district. That said, your district and school undoubtedly have assessments in place for each one of these areas.

 

Overview of the Recommendation 1 from Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades practice guideg

Let’s review Recommendation 1 in the Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades practice guide on page 9. This recommendation focuses on screening students for reading problems at the beginning of the year and again at mid-year. Remember that a screener can also be used a progress monitoring interim assessment. You’ll see that all of the recommendations are listed on this page with a checklist for carrying out the recommendation under each one. These could be considered the “how-to” steps in this practice guide. We will be focusing only on Recommendation 1 and the how-to steps for that recommendation. Now turn to page 11 and read the summary of this recommendation. Discuss the following questions at your table:

  • Is every student in grades K-2 screened and what is used?
  • Is an additional screening conducted mid-year? Is this the same as the initial screener?

The first how-to step on page 11 reflects the panels opinion that an RtI or MTSS team should organize the delivery of assessments. They should also be instrumental in criteria for students to receive interventions and the determination if students have responded successfully to intervention. What are the pros and cons of this system?

The second how-to step reflects that an efficient screening measure should be used to identify children at risk for poor reading outcomes with reasonable accuracy. Table 3 on page 13 outlines some commonly used screening measures for K-2. Review Table 3, talk about these measures, and discuss whether or not they are a part of your screening/progress monitoring system.

  • Does your assessment address other aspects of reading?
  • Is there a measure on the table that you don’t include in your screener?
  • Discuss some of the limitations of the measures.

The third how-two step involves using benchmarks or growth rates to identify children at low, moderate, or high risk for development reading difficulties.

  • Does your school set your own benchmarks or cut-points for placement?

 

Review Handout 7.2: Universal Screening: K-2 Reading

Now let’s take a look at Handout 7.2 which overviews the various types of assessments and focuses on the importance of universal screening. This paper delves into screening and progress monitoring measures that are key domains in predicting future reading success. Please read the paper, talk about it in your groups, and complete Activity 7.1 Reflection on Universal Screening: K-2 Reading.

 

Collaborate

Take a look at Handout 7.1 Assessment Terms Used in Reading. In your groups, with the handout as a reference, use the chart paper provided to create your own infographic that depicts the assessment system in your school or district. Add the names of the assessments you use and the types of activities you use for formative assessments (e.g., exit slips). Be prepared to share your infographic with the whole group.

 

Reflect and Next Steps

Reflection. Sharing with the whole group:

  • Explain the infographic your group designed that depicts the assessment system in your school or district.
  • Explain the importance of each different type of assessment. Please note any assessments that you think are redundant or any gaps that you have.

Next Steps. The RTI Action Network website has a great deal of information concerning assessments. We’ve talked about assessment, primarily focusing on grades K-3. Now read Handout 7.3 - Screening Reading Problems in Grades 4 Through 12 and read the article about RTI and reading assessments for older students. Annotate the article and be prepared to share two points from the article that resonated with you at our next session.

*Optional materials may be used to deepen the knowledge of the participants. Articles may be read, discussed, and strategies described within them practiced in the classroom.