Module 5 Section 4

Summary

This script discusses the role of universal screenings in a multi-tiered system of support for reading instruction. It outlines how assessments at different tiers identify students' needs and guide instruction. The script explains the importance of a comprehensive assessment system, including screening, diagnostic, progress monitoring, and outcome assessments, to ensure that 80% of students achieve proficiency through tier 1 instruction.

Takeaways

• 📊 Universal screenings are essential for assessing the effectiveness of tier 1 instruction for all students.
• 🔍 A comprehensive assessment system is necessary to understand how students respond to classroom reading instruction.
• 🎓 In a multi-tiered system, about 80% of students should be successfully taught with tier 1 instruction.
• 📉 Approximately 15% of students may need tier 2 intervention, while only about 5% should need tier 3 intensive intervention.
• 📚 Ohio's assessment system includes four types of assessments: screening, diagnostic, progress monitoring, and outcome assessments.
• 👥 Universal screening assessments are given to all students in grades K-3 to identify those needing further evaluation.
• 📝 Diagnostic assessments identify student strengths and weaknesses to support differentiated instruction.
• 📈 Progress monitoring assessments measure student learning more frequently and are tailored to student needs.
• 🏆 Outcome assessments evaluate the effectiveness of tier 1 instruction with the goal of meeting 80% of student needs.
• 🔑 The Problem-Solving Model in Ohio's Dyslexia Guidebook includes all four types of assessments for a structured approach to student support.
• 📖 Universal screening uses normed standardized measures to determine if a student is making sufficient progress.
• 📆 Universal screeners should be administered multiple times a year to measure student growth.
• 📋 The data from universal screening should guide instructional decisions and inform support needs for educators.

Q & A

What is the purpose of universal screenings in education?

Universal screenings are designed to check the effectiveness of tier 1 instruction for all students and to understand how they are responding to classroom reading instruction.

What percentage of students should be successfully met with tier 1 or core instruction in a multi-tiered system of support?

Approximately 80 percent of students should have their needs met with tier 1 or core instruction.

What percentage of students typically require tier 2 intervention?

Approximately 15% of students may require more strategic and targeted intervention in tier 2.

How often should universal screeners be administered in an ideal setting?

Universal screeners should ideally be administered in the fall, winter, and spring.

What are the characteristics of an effective screening assessment?

An effective screening assessment must be valid, reliable, and have sufficient diagnostic accuracy.

What does valid mean in the context of assessment?

In the context of assessment, valid means the measure assesses what it is intended to measure, including foundational reading skills.

What is the role of diagnostic assessments in the multi-tiered system of support?

Diagnostic assessments are used to identify specific strengths and weaknesses of students and to support teachers in planning differentiated instruction in tier 1.

What is the purpose of progress monitoring assessments?

Progress monitoring assessments are designed to measure student learning and growth over time, with the frequency determined by student needs.

How does the outcome assessment fit into the comprehensive assessment system?

The outcome assessment evaluates the effectiveness of tier 1 instruction with the goal of ensuring that 80% of students are getting their needs met within tier 1.

What is the Problem-Solving Model mentioned in the script?

The Problem-Solving Model is a process that includes problem identification, analysis, plan development and implementation, and plan evaluation, all based on assessment results.

What are the key skills measured by universal screening assessments in tier 1 for kindergarten and 1st grade?

For kindergarten and 1st grade, universal screening assessments should include phonemic awareness, letter naming, letter-sound correspondence, and real and non-word reading.

How does the focus of universal screening change from 3rd grade and beyond?

From 3rd grade and beyond, universal screenings should largely focus on assessing oral reading fluency and comprehension.

Outlines

00:00

📚 Comprehensive Assessment System in Education

This paragraph discusses the role of universal screenings in evaluating the effectiveness of tier 1 instruction for all students and identifying their responses to classroom reading instruction. It explains the multi-tiered system of support, where approximately 80% of students should have their needs met with tier 1 instruction, 15% may require tier 2 intervention, and only 5% should need tier 3 intervention. The paragraph emphasizes the necessity of a comprehensive assessment system to understand the effectiveness of tier 1 instruction. It outlines Ohio's assessment system, which includes four types of assessments: screening, diagnostic, progress monitoring, and outcome assessments. Each type serves a different purpose, from identifying at-risk students to evaluating the effectiveness of tier 1 instruction. The universal screening process is highlighted as a critical step in the Problem-Solving Model, used for early identification of at-risk students and to determine the effectiveness of core instruction. The paragraph also covers the importance of valid, reliable, and diagnostically accurate assessments, and the need for multiple administrations throughout the school year to measure student growth.

05:03

🔍 Universal and Diagnostic Assessments in Literacy

The second paragraph delves into the specifics of universal screening assessments for different grade levels, emphasizing the inclusion of phonemic awareness, letter naming, letter-sound correspondence, and reading of real and non-word texts in kindergarten and 1st grade. It suggests that by mid-1st grade, oral reading fluency should be assessed, and from 3rd grade onwards, the focus should be on oral reading fluency and comprehension. The paragraph addresses the need for variation in screening based on school configurations and grade bands and provides considerations for middle and high school screenings. It then transitions to the Problem-Solving Model's focus on deeper problem analysis and plan development from diagnostic assessment data post-universal screening. Diagnostic assessments are described as identifying specific student strengths and weaknesses, with data used to differentiate instruction and inform progress monitoring decisions. The paragraph contrasts universal screening with diagnostic assessments, noting that the former is brief and standardized for all students, while the latter is more detailed and may be standardized or informal, given to students at risk of reading difficulties. The final step in the model, plan evaluation, involves progress monitoring and outcome evaluations to determine the effectiveness of instruction, with a focus on measuring student growth and the success rate of tier 1 instruction.

Keywords

💡Universal Screenings

Universal screenings refer to the process of evaluating all students to determine their current skill levels and identify those who may need additional support. In the context of the video, universal screenings are crucial for assessing the effectiveness of tier 1 instruction and understanding how students are responding to classroom reading instruction. They are used to identify students at-risk for reading difficulties early on so that appropriate interventions can be implemented.

💡Tier 1 Instruction

Tier 1 Instruction, also known as core instruction, is the general education curriculum provided to all students. It is designed to meet the needs of the majority of learners. The video emphasizes that approximately 80 percent of students should have their needs met with tier 1 instruction, which is a fundamental part of a multi-tiered system of support.

💡Comprehensive Assessment System

A comprehensive assessment system is a set of various assessments used to gather data on student performance. The video outlines that such a system is necessary to understand the effectiveness of tier 1 instruction. It includes different types of assessments like screening, diagnostic, progress monitoring, and outcome assessments, each serving a specific purpose in evaluating and supporting student learning.

💡Diagnostic Assessments

Diagnostic assessments are more in-depth evaluations that identify specific strengths and weaknesses in students' learning. They follow universal screenings and are used to guide differentiated instruction within tier 1. The video mentions that these assessments can be standardized or informal and should be closely linked to instruction to support teachers in planning effective teaching strategies.

💡Progress Monitoring

Progress monitoring involves frequent assessments to measure student learning and track their growth over time. As mentioned in the video, the frequency and skills assessed in progress monitoring are determined by student needs. This process helps educators to adjust instruction or interventions as necessary to ensure students are making adequate progress.

💡Outcome Assessment

Outcome assessment is used to evaluate the effectiveness of tier 1 instruction. The goal is to ensure that 80% of students are meeting their needs within this tier. The video explains that this type of assessment helps determine if the core instruction is successful and if students are becoming proficient readers.

💡Problem-Solving Model

The Problem-Solving Model is a structured approach outlined in the video that includes all four types of assessments. It starts with problem identification through universal screening, followed by problem analysis and plan development based on diagnostic assessments, and ends with plan evaluation using progress monitoring and outcome evaluations.

💡Structured Literacy Program

A structured literacy program is a systematic approach to teaching reading that includes explicit and systematic instruction in the five essential components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The video mentions that diagnostic assessments help identify the next steps for instruction within such a program.

💡Normed Standardized Measures

Normed standardized measures are assessments that compare a student's performance to a predetermined standard or norm, often based on a large sample of students. The video explains that universal screening uses these measures to determine if a student is making sufficient progress to be successful academically.

💡Oral Reading Fluency

Oral reading fluency is the ability to read text accurately, quickly, and with appropriate expression. The video notes that by the middle of 1st grade, it is appropriate to begin assessing students' oral reading fluency as part of the universal screening process.

💡Differentiated Instruction

Differentiated instruction is an approach to teaching that differentiates teaching methods, materials, and assessments to meet the diverse needs of learners. The video mentions that diagnostic assessments can support teachers in planning differentiated instruction in tier 1.

Highlights

Universal screenings are essential to evaluate the effectiveness of tier 1 instruction for all students.

A comprehensive assessment system is necessary to understand how students respond to classroom reading instruction.

80% of students should have their needs met with tier 1 or core instruction in a multi-tiered system of support.

Approximately 15% of students may require tier 2 intervention.

Only about 5% of students should need tier 3 intensive intervention to become proficient readers.

Ohio's comprehensive assessment system includes four types of assessments, each with a different purpose.

Screening assessments identify students who need further evaluation.

Diagnostic assessments identify student strengths and weaknesses to support differentiated instruction.

Progress monitoring assessments measure student learning more frequently.

Outcome assessments evaluate the effectiveness of tier 1 instruction.

The Problem-Solving Model includes all four types of assessments for a structured approach.

Universal screening is part of the problem identification phase in the Problem-Solving Model.

Universal screenings are used to identify students at-risk for reading difficulties early.

Screening assessments must be valid, reliable, and have sufficient diagnostic accuracy.

Universal screeners should be administered to all students at multiple times throughout the school year.

Universal screening data should guide instructional decisions and support educators.

Diagnostic assessment, or tier 2 screening, follows universal screening to identify specific student needs.

Diagnostic assessments should be specific, detailed, and closely linked to instruction.

Progress monitoring and outcome evaluations are used in plan evaluation to determine instruction effectiveness.

The end of the year universal screener shows the proportion of students successful with Tier 1 instruction alone.

Transcripts

Universal screenings provide an opportunity to check the effectiveness

of tier 1 instruction for all students and understand how they are responding

to classroom reading instruction.

In this last section of Module 5, we'll discuss how a comprehensive assessment

system provides the student data we need to plan and adjust our tier 1 instruction.

In a multi-tiered system of support, approximately 80 percent of students

should successfully have their needs met with tier 1 or core Instruction.

Some students, approximately 15%, may require more strategic and

targeted intervention in tier 2.

Only a few students, approximately 5%, should require tier 3 intensive

intervention to become proficient readers.

Knowing how effective our tier 1 core Instruction is requires a

comprehensive assessment system.

Ohio's comprehensive assessment system consists of four types of assessments,

each with a different purpose.

The first step is screening assessments.

These assessments are given to all students in grades K-3 to identify

students who need further evaluation.

The next step is to administer diagnostic assessments that identify

student areas of strength and weakness.

These assessments can support teachers in planning differentiated

instruction in tier 1.

As students receive instruction and intervention, their progress is monitored

through more frequent assessments designed to measure their learning.

The frequency of progress monitoring and skills assessed

is determined by students needs.

The last type of assessment is the outcome assessment.

This assessment evaluates the effectiveness of the tier 1.

The goal is to see that 80% of students are getting their needs met within Tier 1.

The Problem-Solving Model, shown here, and in Ohio's Dyslexia Guidebook,

includes all four types of assessments.

Step 1 of this process involves problem identification.

The universal screening process supports the identification

of the needs of students.

Steps 2 and 3, Problem Analysis, Plan Development, and Implementation,

are based on the results from diagnostic assessments.

Step 4, Plan Evaluation, is based on the progress monitoring

and outcome evaluations.

Let's look a little deeper at each of these types of assessments

to understand how they support the problem solving method.

The universal screening assessment is part of the problem identification

phase of the Problem-Solving Model.

Universal screenings are used to identify students at-risk as

early and as quickly as possible so that intervention can begin.

It is also used to determine which students need more assessment to guide

their instruction and potential placement in tier 2 or tier 3 intervention.

Universal screening can also provide information on the

effectiveness of core instruction.

Core instruction is considered to be effective if 80-85% of student

needs are being met in tier 1.

The universal screening process uses normed standardized measures

of grade level skills to determine if a student is making sufficient

progress to be successful academically.

All students take part in the universal screening process.

To be effective, screening assessments must be valid, reliable, and have

sufficient diagnostic accuracy.

Valid means the measure assesses what it is intended to measure.

For reading, these measures should include the foundational reading

skills discussed in previous modules.

A reliable measure assesses the construct consistently over time.

Diagnostic accuracy refers to the ability of the measure to accurately classify

students as being at-risk or not at-risk.

Universal screeners should also be given to all students at multiple time

points throughout the school year.

Ideally, these measures are administered in the fall, winter, and spring.

Multiple administrations of universal screeners allows student growth to

be measured across the school year.

These measures should also be quick and easy to minimize the

impact of instructional time.

They should measure student performance directly.

Finally, universal screening data should be recorded and used to

document the skills and knowledge of students, and the population

of students in a particular grade.

This data should guide data team meetings and instructional decisions that are also

used by administrators to inform what instructional support educators need.

This chart from Ohio's Dyslexia Guidebook shows the skills measured by the

universal screening assessment in tier 1.

In kindergarten and 1st grade, phonemic awareness, letter naming,

letter-sound correspondence, and real and non-word reading should

be included in the screener.

By the middle of 1st grade, it is appropriate to begin assessing

students' oral reading fluency.

From 3rd grade and beyond, universal screenings should

largely focus on assessing oral reading fluency and comprehension.

All students take part in the universal screening process, but

some variation may be needed based on the building configurations and

the grade bands that are served.

This chart outlines additional considerations when planning who

could be screened in middle and high school, as well as the most

appropriate timing to do so.

After universal screening, the Problem-Solving Model encourages focus on

Steps 2 and 3, deeper problem analysis, and developing and implementing a

plan from diagnostic assessment data.

Diagnostic assessment, also referred to as tier 2 screening,

follows the universal screening.

This additional testing is used to identify specific strengths

and weaknesses of students.

The data from diagnostic assessments is used to differentiate

instruction and inform decisions around progress monitoring.

Diagnostic assessment can be standardized or informal.

However, these assessments should be specific and detailed, and

closely linked to instruction.

The results of these assessments will help you identify specific areas of strength

and weakness for individual students.

The data is used to drive instruction and accelerate student progress by

identifying the next step for instruction within a structured literacy program.

To recap, universal screening and diagnostic assessments

serve different purposes.

The universal, or tier 1 screener, is given to all students.

It is brief, standardized, and provides direct indicators

of essential literacy skills.

These may be administered by classroom teachers or an assessment team,

and should be predictive of future reading outcomes and risk status.

Ideally, universal screening assessment tools will also include alternate

forms of progress monitoring.

In contrast, the diagnostic assessment, or tier 2 screener, is given to

students who demonstrate a need or are at risk of reading difficulty.

These assessments should be linked to structured literacy instruction

and may be standardized or informal.

They are selected to identify instructional needs and inform

instructional placement.

They are individually administered, and connected to specific foundational skills.

The final step in the Problem-Solving Model is plan evaluation.

This step focuses on progress monitoring and outcome evaluations,

which are used to determine the effectiveness of instruction.

Progress monitoring assessments are brief and easily administered by a

classroom teacher or interventionist.

These standardized assessments are available in alternate forms with

comparable difficulty to allow the measurement of student growth over time.

This data is used to measure the appropriateness of the instruction

or intervention for students.

They are based on end of the year outcomes to provide information

about student progress towards the grade level expectation.

The outcome evaluation is used to determine the overall

effectiveness of tier 1 instruction.

The end of the year universal screener can show the proportion of students who are

successful with Tier 1 instruction alone.

This concludes Module 5, Section 4.

In this section, you learned that MTSS includes a comprehensive assessment

system, and that universal screening is the first step in identifying students

at risk for reading difficulties.

You also learned that diagnostic assessments provide detailed information

about students strengths and weaknesses, and should inform tier 1 instruction.

Finally, you learned that tier 1 instruction should meet

the needs of 80% of students.