1. Assessment-Driven Instruction

8. Models of Reading Assessment

9. Deficit Model

10. Models of Reading Assessment Deficit Model Contextual Model

11. Models of Reading Assessment Deficit Model Contextual Model Stage Models

12. Models of Reading Assessment Deficit Model Contextual Model Stage Models Cognitive Model

13. The Cognitive Model of Reading Assessment

14. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

15. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

16. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

17. Is the child able to read texts at his or her grade placement level with automatic word recognition and adequate expression?

18. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

19. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

20. Does the child make use of context to monitor his or her reading?

21. Before we go any further, let’s do a brief sidebar on context. The role of context in reading has long been a controversial topic. Two competing models of the reading process have described this role very differently. We will refer to these models as the Top- Down and Bottom-Up models. Lets’ take a quick look at each.

22. Two Models of Reading

23. She combed her hair.

26. Top-Down Model of Reading  Brain cannot rapidly process print.  Reader predicts the next word.  Reader merely samples the print.  Reader slows down if prediction is wrong.

27. She combed her

28. She combed her b

29. She combed her bangs.

31. Bottom-Up Model of Reading  Brain processes almost every letter.  Most of this processing is automatic.  Reader does not need to predict words.  Reader uses context for multiple meanings.

32. Conclusion: Research has clearly supported the Bottom-Up Model.

33. Is the child fluent?

34. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

35. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

36. Does the child have adequate sight word knowledge? the of go

37. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

38. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

39. Does the child have adequate knowledge of decoding strategies? m ake blbl t

40. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

41. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

42. Does the child have adequate phonological awareness?

43. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

44. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

45. Is the child able to comprehend the language of the text?

46. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

47. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

48. Does the child have an adequate vocabulary for his or her age and grade? blue weary equator wise arrive Pacific

49. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

50. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

51. Does the child have the background knowledge necessary to understand the particular passage that he or she is reading?

52. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

53. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

54. Is the child able to use common text structures to aid in comprehension?

55. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

56. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

57. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

58. Does the child have adequate knowledge of the purposes for reading and possess strategies available to achieve those purposes?

59. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

60. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

61. Does the child have a set of strategies that can be used to achieve different purposes in reading?

62. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

63. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

64. What does the child view as the goal of reading in general?

65. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

66. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge

67. What concepts of print does the child have?

68. What is the Literacy Coach’s role in reading assessment?

69. An LC’s Many Assessment Caps  Tester  Interpreter  Profiler  Cheerleader  Booster

70. LC as Tester The LC will be part of the Assessment Team. The LC may administer diagnostic tests.

71. LC as Interpreter The LC may be asked to interpret schoolwide achievement scores when they arrive. The LC will need to be able to reach sound conclusions about trends. These conclusions will need to communicated with honesty and tact.

72. ITBS Percentile Ranks for Grade 3 SchoolLast YearThis YearDifference _______________________________________________________ Morristown 45 41 -4 Harmony 57 62 +5 District 49 51 +2 State 48 50 +2

73. 1. Misinterpreting of percentiles 2. Assuming that different groups of children are equivalent 3. Confusing achievement with norms Three Common Problems of Interpreting Group Achievement Test Scores

74. ITBS Percentile Ranks for Grade 3 SchoolLast YearThis YearDifference _______________________________________________________ Morristown 45 41 -4 Harmony 57 62 +5 District 49 51 +2 State 48 50 +2

75. Percentiles and Football G 50G Avoid differences in percentile ranks. Use NCEs or stanines instead.

76. How NCEs are made NCEs “flatten” the normal curve so that differences are statistically equivalent.

77. Interpreting Stanines Above AverageStanines 7-9 BorderlineStanine 6 AverageStanine 5 BorderlineStanine 4 Below AverageStanines 1-3 987654321987654321 { {

78. 1. Misinterpreting of percentiles 2. Assuming that different groups of children are equivalent 3. Confusing achievement with norms Three Common Problems of Interpreting Group Achievement Test Scores

79. Test Scores and Auto Racing

80. LC as Profiler  The LC should present teachers with classroom profiles of test results.  Such profiles might use a spreadsheet format.  The point is to influence instruction!  This means:  Discussing options.  Monitoring outcomes.

81. Sample Excel File A B C D E F G H 1 StudentTeacherGrade Terra NovaSep DIBELSSep DIBELS Comp NS ORF LevelWC/Minute 2 Doe, Jane Ellis34 Low 52 3 Hall, Monte Ellis35 Low 60 4 Perez, Juan Ellis31 High 8 5 Rogers, Fred Ellis35 Low 61 6 Ruth, Babe Ellis37 Low 135 7 Yopp, Hallie Ellis33 Some 39

82. LC as Cheerleader Look for the silver lining. Interpret test results intelligently. Focus on what your teachers are doing right! Offer constructive suggestions.  Don’t avoid unpleasant truths.

83. LC as Booster  Understand AYP requirements.  Do your best to make sure classroom instruction is data-driven. This is the very best way to improve scores.  Cautiously consider additional steps in light of 1. Ethical issues 2. Likelihood of effectiveness 3. Possible threat to professional climate.

84. How Can DIBELS Drive Instruction?

86. ?

87. How do we use DIBELS to drive instruction at a grade level?

88. Test K 1 2 3 A S L A S L ISF 7 23 70 LNF 3 10 87 5 15 80 PSF 20 26 54 NWF18 20 62 ORF18 20 62 22 22 56 Sample Beginning-of-Year DIBELS Distribution

89. Test K 1 2 3 A S L A S L ISF 7 23 70 LNF 3 10 87 5 15 80 PSF 20 26 54 NWF18 20 62 ORF18 20 62 22 22 56 Sample Beginning-of-Year DIBELS Distribution

90. Test K 1 2 3 A S L A S L ISF 7 23 70 LNF 3 10 87 5 15 80 PSF 20 26 54 NWF18 20 62 ORF18 20 62 22 22 56 Sample Beginning-of-Year DIBELS Distribution

91. Test K 1 2 3 A S L A S L ISF 7 23 70 LNF 3 10 87 5 15 80 PSF 20 26 54 NWF18 20 62 ORF18 20 62 22 22 56 Sample Beginning-of-Year DIBELS Distribution

92. Test K 1 2 3 A S L A S L ISF 7 23 70 LNF 3 10 87 5 15 80 PSF 20 26 54 NWF18 20 62 ORF18 20 62 22 22 56 Sample Beginning-of-Year DIBELS Distribution

93. Test K 1 2 3 A S L A S L ISF 7 23 70 LNF 3 10 87 5 15 80 PSF 20 26 54 NWF18 20 62 ORF18 20 62 22 22 56 Sample Beginning-of-Year DIBELS Distribution

94. Test K 1 2 3 A S L A S L ISF 7 23 70 LNF 3 10 87 5 15 80 PSF 20 26 54 NWF18 20 62 ORF18 20 62 22 22 56 Sample Beginning-of-Year DIBELS Distribution

95. Test K 1 2 3 A S L A S L ISF 7 23 70 LNF 3 10 87 5 15 80 PSF 20 26 54 NWF18 20 62 ORF18 20 62 22 22 56 Sample Beginning-of-Year DIBELS Distribution

96. Test K 1 2 3 A S L A S L ISF 7 23 70 LNF 3 10 87 5 15 80 PSF 20 26 54 NWF18 20 62 ORF18 20 62 22 22 56 Sample Beginning-of-Year DIBELS Distribution

97. Test K 1 2 3 A S L A S L ISF 7 23 70 LNF 3 10 87 5 15 80 PSF 20 26 54 NWF18 20 62 ORF18 20 62 22 22 56 Sample Beginning-of-Year DIBELS Distribution

98. An Action Plan for DIBELS 1. Make a table for fall, including results at the three levels of risk, for each grade and test. 2. Identify points where large numbers of children are at high and moderate risk. 3. Discuss the “big picture” with teachers in grade groups. 4. Make clear to everyone that a central goal is to move all children into the low risk category. 5. Meet with individual teachers to plan for intervention and progress monitoring.

99. Beware of comparing groups from two different years!

100. Hamilton Elementary  PreK-5, 622 students  96.9% African American  89.2% Free or Reduced-Price Lunch  27th Percentile Rank in Reading, Grade 3  30th Percentile Rank in Reading, Grade 4  24th Percentile Rank in Reading, Grade 5  16% Annual Teacher Turnover  Serves 3 Housing Projects  Serves 2 Homeless Shelters

101. Table 1. End-of-Year Kindergarten DIBELS Results over Two Years _______________________________________________________ SubtestYear 1Year 2 ___________________ __________________ AtSome LowAtSome Low _______________________________________________________ LNF6 11 836 17 77 PSF 11 45 458 48 44 NWF 7 12 82 5 12 84 _______________________________________________________

102. Table 2. End-of-Year Grade 1 DIBELS Results over Two Years _______________________________________________________ SubtestYear 1Year 2 ___________________ __________________ AtSome LowAtSome Low _______________________________________________________ PSF1 12 870 15 85 NWF 1 35 630 29 71 ORF 9 30 61 4 28 68 _______________________________________________________

103. Table 3. End-of-Year Grade 2 DIBELS Results over Two Years _______________________________________________________ SubtestYear 1Year 2 ___________________ __________________ AtSome LowAtSome Low _______________________________________________________ ORF 19 24 57 24 34 41 _______________________________________________________

104. Table 4. End-of-Year Grade 3 DIBELS Results over Two Years _______________________________________________________ SubtestYear 1Year 2 ___________________ __________________ AtSome LowAtSome Low _______________________________________________________ ORF 11 31 58 34 42 24 _______________________________________________________

105. Table 5. Changes in Percentage of Children at High or Moderate Risk ________________________________________________________ GradeSubtest Year 1 Year 2 ___________ __________ BEBE _______________________________________________________ K LNF 7172723 PSF71566456 NWF10192017 1 PSF54136115 NWF18361529 ORF21391832 2 ORF33436258 3 ORF21426776 _______________________________________________________

106. It’s better to track cohorts.

107. B M E Year 1 Year 2 321K321K

108. It’s better to track cohorts. B M E Year 1 Year 2 321K321K

109. It’s better to track cohorts. B M E Year 1 Year 2 321K321K

110. It’s better to track cohorts. B M E Year 1 Year 2 321K321K

111. It’s better to track cohorts. B M E Year 1 Year 2 321K321K

112. It’s better to track cohorts. B M E Year 1 Year 2 321K321K

113. It’s better to track cohorts. B M E Year 1 Year 2 321K321K

114. K 1 2 3

115. B M E B M E K 1 2 3

116. Table 6. Long-Term NWF DIBELS Cohort Results for Grades K-1 ________________________________________________________ Middle ofEnd of Year 1Year 2 ________________________________________________________ Mean Number of Letter Sounds 29.1 66.8 Goal 13 50 Percentage at High or Moderate Risk 10 29 ________________________________________________________

117. B M E B M E K 1 2 3

118. Table 7. Long-Term ORF DIBELS Cohort Results for Grades 2-3 ________________________________________________________ Middle ofEnd of Year 1Year 2 ________________________________________________________ Mean WPM Correctly Read 61.7 90.0 Goal 44 110 Percentage at High or Moderate Risk 33 76 ________________________________________________________

119. How do we use DIBELS to drive instruction in a classroom?

120. Start with the Class Profile!

121. Class Summary 1st Grade: Beginning Benchmark NameLNFPSFNWF SCORE STATUS PCTILE INTENSIVE Poe, Edgar Allan 19 HIGH 5 40 ESTAB 65 8 HIGH 13 STRATEGIC Blass, Bill 31 SOME 27 44 ESTAB 83 22 SOME 40 Borden, Liz 32 SOME 28 42 ESTAB 72 22 SOME 40 Tell, Wm. 40 LOW 48 27 EMERG 28 6 HIGH 9 Trump, Don 31 SOME 27 28 ESTAB 29 12 SOME 20 BENCHMARK Doe, Jane 37 LOW 39 29 EMERG 30 36 LOW 72

122. DIBELS Box-and-Whisker Plot 95th Percentile Rank 80th Percentile Rank 50th Percentile Rank 20th Percentile Rank (May need support) 5th Percentile Rank (May need intensive support)

123. 70 60 50 40 30 20 10 Mon 1Mon 2Mon 3Mon 4Mon 5Mon 6Mon 7Mon 8 Mon 9 Mon 10 Sample Plot for Phoneme Segmentation Fluency

124. 70 60 50 40 30 20 10 Mon 1Mon 2Mon 3Mon 4Mon 5Mon 6Mon 7Mon 8 Mon 9 Mon 10 Benchmark range for end of K Benchmark range for middle of K Sample Plot for Phoneme Segmentation Fluency

125. 70 60 50 40 30 20 10 Mon 1Mon 2Mon 3Mon 4Mon 5Mon 6Mon 7Mon 8 Mon 9 Mon 10 Benchmark range for end of K Benchmark range for middle of K Sample Plot for Phoneme Segmentation Fluency

126. A Data-Driven Model Key Assumptions 1. An SBRR core is in place. 2. The core offers additional materials for children who are slightly behind. 3. SBRR Intensive Intervention Programs (outside the core) are available for each of the 5 component areas.

127. DIBELS Benchmark Test Low Risk Some Risk At Risk Core Core + Core + Small-Group Intensive Core Intervention Intervention Assessments Assessments DIBELS Progress Monitoring Low Risk? Continue Intervention Discontinue Intervention NoYes Core Assessments

128. DIBELS Benchmark Test Low Risk Some Risk At Risk Core Core + Core + Small-Group Intensive Core Intervention Intervention Assessments Assessments DIBELS Progress Monitoring Low Risk? Continue Intervention Discontinue Intervention NoYes Core Assessments

129. DIBELS Benchmark Test Low Risk Some Risk At Risk Core Core + Core + Small-Group Intensive Core Intervention Intervention Assessments Assessments DIBELS Progress Monitoring Low Risk? Continue Intervention Discontinue Intervention NoYes Core Assessments

130. DIBELS Benchmark Test Low Risk Some Risk At Risk Core Core + Core + Small-Group Intensive Core Intervention Intervention Assessments Assessments DIBELS Progress Monitoring Low Risk? Continue Intervention Discontinue Intervention NoYes Core Assessments

131. DIBELS Benchmark Test Low Risk Some Risk At Risk Core Core + Core + Small-Group Intensive Core Intervention Intervention Assessments Assessments DIBELS Progress Monitoring Low Risk? Continue Intervention Discontinue Intervention NoYes Core Assessments

132. DIBELS Benchmark Test Low Risk Some Risk At Risk Core Core + Core + Small-Group Intensive Core Intervention Intervention Assessments Assessments DIBELS Progress Monitoring Low Risk? Continue Intervention Discontinue Intervention NoYes Core Assessments

133. DIBELS Benchmark Test Low Risk Some Risk At Risk Core Core + Core + Small-Group Intensive Core Intervention Intervention Assessments Assessments DIBELS Progress Monitoring Low Risk? Continue Intervention Discontinue Intervention NoYes Core Assessments

134. DIBELS Benchmark Test Low Risk Some Risk At Risk Core Core + Core + Small-Group Intensive Core Intervention Intervention Assessments Assessments DIBELS Progress Monitoring Low Risk? Continue Intervention Discontinue Intervention NoYes Core Assessments

135. DIBELS Benchmark Test Low Risk Some Risk At Risk Core Core + Core + Small-Group Intensive Core Intervention Intervention Assessments Assessments DIBELS Progress Monitoring Low Risk? Continue Intervention Discontinue Intervention NoYes Core Assessments

136. DIBELS Benchmark Test Low Risk Some Risk At Risk Core Core + Core + Small-Group Intensive Core Intervention Intervention Assessments Assessments DIBELS Progress Monitoring Low Risk? Continue Intervention Discontinue Intervention NoYes Core Assessments

137. DIBELS Benchmark Test Low Risk Some Risk At Risk Core Core + Core + Small-Group Intensive Core Intervention Intervention Assessments Assessments DIBELS Progress Monitoring Low Risk? Continue Intervention Discontinue Intervention NoYes Core Assessments

138. DIBELS Benchmark Test Low Risk Some Risk At Risk Core Core + Core + Small-Group Intensive Core Intervention Intervention Assessments Assessments DIBELS Progress Monitoring Low Risk? Continue Intervention Discontinue Intervention NoYes Core Assessments

139. DIBELS Benchmark Test Low Risk Some Risk At Risk Core Core + Core + Small-Group Intensive Core Intervention Intervention Assessments Assessments DIBELS Progress Monitoring Low Risk? Continue Intervention Discontinue Intervention NoYes Core Assessments

140. DIBELS Benchmark Test Low Risk Some Risk At Risk Core Core + Core + Small-Group Intensive Core Intervention Intervention Assessments Assessments DIBELS Progress Monitoring Low Risk? Continue Intervention Discontinue Intervention NoYes Core Assessments

141. DIBELS Benchmark Test Low Risk Some Risk At Risk Core Core + Core + Small-Group Intensive Core Intervention Intervention Assessments Assessments DIBELS Progress Monitoring Low Risk? Continue Intervention Discontinue Intervention NoYes Core Assessments

142. DIBELS Benchmark Test Low Risk Some Risk At Risk Core Core + Core + Small-Group Intensive Core Intervention Intervention Assessments Assessments DIBELS Progress Monitoring Low Risk? Continue Intervention Discontinue Intervention NoYes Core Assessments