Diagnostic Assessment Process for Secondary Special Education Students- Schools Using Path

Diagnostic Assessment Process for Secondary Special Education Students- Schools Using Path Driver

General information:

·  Special Education teachers will administer all of the assessments in this document to students:

o  with reading goals on the IEP

o  receiving reading instruction

It is suggested that your team start by assessing the students who are currently receiving direct reading instruction in a reading class so that appropriate instruction is targeted to student’s needs based on data. This same process can be used with other special education students to collect diagnostic data if reading concerns exist.

·  Locate your school’s copy of the Basic Reading Inventory (BRI) and the Assessing Multiple Measures (CORE manual) to complete all of the assessments.

Directions:

1.  The assessments should be completed in the order provided on the following page starting with Word Recognition using the Graded Word Lists (BRI).

2.  Assess Comprehension next using the passages in the BRI following the directions in the appropriate column for your students on the next page. This will be based on your results from the Graded Word Lists.

3.  Next, assess Fluency using the Oral Reading Fluency probes included in Path Driver.

4.  Assess Vocabulary using the CORE Vocabulary Screening in the CORE manual administer orally. (Please note, this assessment may be administered at any time to a whole group).

5.  Follow with assessing Phonics using the Phonics Survey in the CORE manual, as directed.

6.  Assess Phonemic Awareness to applicable students (see flowchart) using the CORE Phonological Segmentation Test in the CORE manual.

Assessment directions, additional materials and support can be found at:

WWW.ADLITASSESSMENT.WIKISPACES.COM

1.  Word Recognition (Basic Reading Inventory, Jerry Johns)
Using the Graded Word Lists (Form C):
·  Begin by providing the student with the list on which you suspect he/she can read independently (19 or more correct)
·  If student does not achieve the independent level, start with a lower list
·  Allow up to 5 seconds per word, prompting student to read the next word after 5 seconds
·  Continue with subsequent word lists until student is no longer able to achieve a total score of at least 14 correct words (frustration level)
·  Record highest independent (19 or above), instructional (14-18), and frustration levels (13 or fewer correct) to identify starting point for comprehension assessment below
2. Comprehension (Basic Reading Inventory, Jerry Johns)
*Decision Point*
All Students
·  If Student’s frustration level falls at the Pre-Primer level on the graded word lists, assess listening comprehension only using Form C
·  Read the Pre-Primer passage out loud to student
·  After student hears the passage, ask comprehension questions accompanying the passage
·  Continue with subsequent passages until student reaches frustration level on grade level or lower. Do not assess student beyond current grade level
·  Record highest instructional level / Middle School
·  Use Form D to assess silent reading comprehension at the student’s independent level on graded word lists
·  After student reads silently, ask comprehension questions accompanying the passage. Student may use passage for reference in answering questions—please note this on answer sheet
·  Continue with subsequent passages until student reaches frustration level on grade level or lower. Do not assess student beyond current grade level
·  Record highest instructional level / High School
·  Use Form LE to assess silent reading comprehension at the student’s independent level on the graded word lists (Use Form D if this is below 3rd grade)
·  After student reads silently, ask comprehension questions accompanying the passage. Student may use passage for reference in answering questions—please note this on answer sheet
·  Continue with subsequent passages until student reaches frustration level on grade level or lower. Do not assess student beyond current grade level
·  Record highest instructional level
3. Fluency (Path Driver)
Using Path Driver oral reading fluency probes:
·  Follow instructions for administration provided on the Path Driver wiki
4. Vocabulary (Assessing Reading Multiple Measures, CORE)
Using the CORE Vocabulary Screening:
·  Assess at student’s assigned grade level (use 8th grade level for high school students)
·  Read assessment orally as student marks answers on the student copy
·  Record number correct
5. Phonics (Assessing Reading Multiple Measures, CORE)
Using the Phonics Survey:
·  Administer Part E to ALL students
·  Record number correct
*Decision Point*
If student read 9 or fewer words correct on Part E: / If student read 10 or more correct on Part E:
·  Continue assessing through part L
·  Record number correct for each section
·  Complete parts A-D
·  Record number correct for each section

6. Phonemic Awareness (CORE)
Using the CORE Phonological Segmentation Test:
·  Complete parts A-C
·  Record number of items correct