Screening Assessment Within a Multi-Tiered System of Support: Current Practices, Advances, and Next Steps

Clemens, Nathan H.; Keller‐Margulis, Milena A.; Scholten, Timothy; Yoon, Myeongsun

doi:10.1007/978-1-4899-7568-3_12

Cited by 30 publications

(25 citation statements)

References 140 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Given the homogeneity of the sample, we did not cross-validate our results on a random subset of students. A major purpose of cross-validation is to enhance the generalizability of the findings (Clemens et al, 2016; Jenkins et al, 2007). Cross-validation using the students from this sample would not support such inferences.…”

Section: Discussionmentioning

confidence: 99%

“…Researchers have primarily focused on the relative improvements in diagnostic accuracy for multivariate or gatedscreening approaches. Yet, deploying additional universal screening measures may not always improve diagnostic accuracy to a level that justifies the use of additional instructional time (Clemens, Keller-Margulis, Scholten, & Yoon, 2016;VanDerHeyden, 2013). Therefore, when evaluating the relative value of using multiple measures to make universal screening decisions, one should also consider the impact of those procedures on the efficiency of universal screening.…”

Section: Efficiencymentioning

confidence: 99%

See 1 more Smart Citation

Diagnostic Accuracy of Multivariate Universal Screening Procedures for Reading in Upper Elementary Grades

Klingbeil

Nelson²,

Norman

et al. 2017

Remedial and Special Education

View full text Add to dashboard Cite

We examined the diagnostic accuracy and efficiency of three approaches to universal screening for reading difficulties using retrospective data from 1,307 students in Grades 3 through 5. School staff collected screening data using the Measures of Academic Progress (MAP), a curriculum-based measure (CBM), and running records (RR). The criterion measure was a high-stakes state accountability test aligned with the Common Core State Standards. We examined the diagnostic accuracy of the tests in isolation, as multivariate batteries, and via a simulated gated-screening approach. CBM and RR data resulted in unacceptable diagnostic accuracy across all three grades. In the fourth grade, the MAP alone resulted in the best balance of sensitivity and specificity. Among third- and fifth-grade students, the multivariate combination of MAP and CBM demonstrated the best balance between diagnostic accuracy and efficiency. Gated-screening increased specificity but lowered sensitivity. Results highlight the need for population-specific considerations in universal screening.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Efficiencymentioning

confidence: 99%

Diagnostic Accuracy of Multivariate Universal Screening Procedures for Reading in Upper Elementary Grades

Klingbeil

Nelson²,

Norman

et al. 2017

Remedial and Special Education

View full text Add to dashboard Cite

show abstract

“…Within an MTSS framework, one of the main purposes of universal screeners is to measure students' response to core instruction and to determine if students are in need of supplemental instruction (Ikeda et al, 2008;Parisi et al, 2014;Clemens et al, 2015). Universal screening is a process that includes systematically implementing short, technically adequate assessments to all students at regularly spaced intervals during the school year (e.g., fall, winter, and spring; Batsche et al, 2005).…”

Section: Universal Screening Within Mtssmentioning

confidence: 99%

Interpreting Reports From Universal Screeners: Roadblocks, Solutions, and Implications for Designing Score Reports

Shivraj¹,

Ketterlin-Geller

2019

Front. Educ.

View full text Add to dashboard Cite

Many teachers struggle with interpreting formative assessment data. As a result, they are often unable to modify instruction that is responsive to student performance. To support valid interpretations and uses of assessments, test developers need to better understand teachers' ability to read and interpret score reports, their perception of the information that is being conveyed, and how they use the information to change instruction. The purpose of this manuscript is to report on a series of focus groups examining (a) how teachers interact with various score report features and (b) how these features support or hinder their ability to interpret and analyze formative assessment data. Results provide insights into the design of score reports that may facilitate teachers' ability to interpret and analyze data. Solutions to the roadblocks teachers encountered are proposed and generalized examples of how score reports can be designed to facilitate teachers' interpretations are provided. Findings from this study may help test developers anticipate challenges the intended audience could face when interpreting assessment results on score reports, and subsequently improve the quality of score reports to enhance teachers' interpretations and decision-making at the classroom level.

show abstract

mentioning

confidence: 99%

“…To aid in facilitating the timely development of student reading skills, schools and school districts now regularly use curriculum-based measures (CBMs) as screening and progress-monitoring assessments (Clemens, Keller-Margulis, Scholten, & Yoon, 2016; Deno, 2003; Jenkins & Fuchs, 2012; Tindal, 2012). CBMs are a set of short assessments that yield reliable and valid information regarding skill level in reading, math, spelling, and writing when administered using standardized directions and scoring procedures (Clemens et al, 2016; Jenkins & Fuchs, 2012; Tindal, 2012). In the elementary grades, the early and frequent assessment of students’ literacy skill development provides educators with targeted information that can be used to identify and intervene with students who are not on track to meet reading benchmarks (e.g., Cavanaugh, Kim, Wanzek, & Vaughn, 2004; Deno, 2003; Petscher & Kim, 2011; Ritchey, Silverman, Schatschneider, & Speece, 2015; Torgesen, 2002).…”

mentioning

confidence: 99%

Using Curriculum-Based Measurement to Predict Student Performance on an Eighth-Grade State Reading Assessment

LeRoux¹,

Zvoch

Biancarosa

2018

Assessment for Effective Intervention

View full text Add to dashboard Cite

The purpose of this study was to investigate the relationship between scores on two common curriculum-based measures (CBMs), oral reading fluency (ORF) and maze, and scores on the previous statewide assessment of reading in Oregon (Oregon Assessment of Knowledge and Skills-Reading/Literature [OAKS-R]). Data obtained from three cohorts of eighth-grade students were used to examine CBM validity, and the relationship between student characteristics and OAKS-R performance. Positive relationships between ORF and maze scores and performance on the OAKS-R were obtained. In addition, the strength of the predictive relationships varied across cohorts, but not as a function of student characteristics. These results suggest that eighth-grade CBM data can be used as an efficient means to identify and intervene with those at risk of performing poorly on the end-of-year, high stakes accountability assessment. Consideration of the tradeoffs associated with using one or more CBMs in middle school is provided.

show abstract

Screening Assessment Within a Multi-Tiered System of Support: Current Practices, Advances, and Next Steps

Cited by 30 publications

References 140 publications

Diagnostic Accuracy of Multivariate Universal Screening Procedures for Reading in Upper Elementary Grades

Diagnostic Accuracy of Multivariate Universal Screening Procedures for Reading in Upper Elementary Grades

Interpreting Reports From Universal Screeners: Roadblocks, Solutions, and Implications for Designing Score Reports

Using Curriculum-Based Measurement to Predict Student Performance on an Eighth-Grade State Reading Assessment

Contact Info

Product

Resources

About