DIBELS: The One-Minute Fear Factor Assessment These DIBELS screening assessments were developed to

The WJ III DRB manual Woodcock et al.’s (2001), clearly stated purpose of the test in the introduction. The package did not include an extensive manual; however, there were 12 tests, test records, subject answer booklet, audio recording and scoring and reporting program. There are a battery of test listed under two topics; standard battery and extended battery. The test divided into five categories from Reading, to Oral Language, Math, Written Language and Other Clusters. Compared to Mental Measurement Yearbook (MMY), the package included all aspects of the exam with the extensive manual. The WJ III DRB is a set of 10 individually administered test designed to measure aspects of the reading process: phonological awareness, phonics knowledge, reading achievement, and related spoken communication abilities. It also includes two tests of oral language proficiency: Oral Vocabulary and Oral Comprehension. The Washington Division Rehabilitation Vocational Assessment Training based evaluating individuals, "to determine the amount

Both formal and informal assessments are used to help students meet specific standards (Yell, 2006). They are also used to identify a student’s strengths and weaknesses in the child’s performance, which can improve the quality of teaching and learning (Yell, 2006). Formal assessment is the use of specific assessments to determine the level of learning the student is at (McLaughlin, 2006). Formal assessment strategies may include, essays, exams, projects, presentations, journal writing, artwork, or creative design tasks to list a few (McLaughlin, 2006). Informal assessment on the other hand, consist of the observation and the monitoring of a student during class or during a teaching experience (McLaughlin, 2006). Informal assessment includes things like motivating, quizzing, giving the student an opportunity to show what they have learned, collecting, analyzing, and providing feedback on in and out of class work samples (McLaughlin, 2006). Formal and informal assessments can be used interchangeably. One may work better than the other depending on the disorder the child has. Determining which assessment to use can be difficult, especially when dealing with a disorder like ASD. One of the most difficult things in dealing with the diagnosis of ASD

The two options for identifying students with disabilities are RTI model and the IQ-Achievement discrepancy model. The RTI model is a multi-tiered approach to identifying students with disabilities. With this approach the amount of students who are identified as having a learning disability has decreased because of the support students receive at different tiers and it eliminates inadequate instruction as the reason for reading problems. Universal screening and high quality teaching is done for all students. Students who show that they need additional help receive tier 1 services where frequency and intensity increases. Students are monitored and receive research based instruction in the general education classroom. Some students may still struggle and have to receive more intensive and frequent service. Those students will receive supplemental support from an educational professional. Tier 3 services are provided to students who still struggle and need even more intensive service. Students may also qualify for special education services. The IQ-Achievement discrepancy model is used to determine if a disability is present. Standardized tests are used to eliminate low intellectual ablity as a determining cause for reading problems. With this model, a professional assess whether there is a discrepancy between a student’s scores on an iq test and scores obtained from areas

Informal Reading Inventory (IRI) are diagnostic assessment administered individually to evaluate different aspects of students’ reading. After reading the text, students orally are answering the questions following the text. Teachers take into the consideration additional factors,, such as fluency, students’ prior knowledge, and determine students’ reading levels. This information may to choose appropriate reading material for students, to form reading groups, and to plan future reading instruction taking into the considerations students strengths and needs. According to Chall (1983), the greatest value of IRI is to help educators to diagnose the gaps in the abilities of readers who struggle the most. For teachers, who looking for the better way to address students instructional needs of children, who have reading difficulties, IRI is a very valuable diagnostic tool.

The Special Education team for learning disabilities will test the student. These students have shown signs of continuous problems with interventions in place. Psychologist, psychiatrist, and any other testing will be conducted with parental consent have evaluated the student. Parents will be mandated to attend all assessment evaluations and the team shall review the findings for referral back to tier two or upgrade student to tier four for special educational services based on educational or problematic behaviors.

DIBELS Daze and the Progress Monitoring checks of comprehension over six weeks provided significant information on the comprehension achievement in three students. The summary above demonstrates the changes in the selected students from my classroom.

The Dynamic Indicators of Basic Early Literacy Skills Next (DIBELS Next) consists of 7 subtests and is used to measure phonological awareness, the alphabetic principle, reading fluency and accuracy, and reading comprehension (University of Oregon Center, n.d.). Per Good & Kaminski, DIBELS is designed to help teachers make decisions about reading instruction to prevent the occurrence of later reading difficulties (2011). The DIBELS can also be used to see if students are at risk when in Kindergarten. The theory behind DIBELS Next is that teachers need an assessment that is quick and valid to keep track of student’s progress throughout the year and as they transition from grade to grade (Good & Kaminski, 2011). The DIBELS assessments are short so the teachers can administer them to all of the students in a short amount of time. The DIBELS Next is set up to be used as a benchmark assessment so the teacher administers the assessments 3 times per year.

The reason for this case study is to assess the reading skills of a 2nd grader, Angel. He is a seven-year-old boy. The areas of assessment will include phonemic awareness, phonics, fluency, and comprehension. It was discussed that he just did not perform well on DIBELS. However, after seeing this result more than once, it was said by his teacher, Ms. C., that he is a struggling reader, well below benchmark. Angel attends Isaac E Imes Elementary School located

The baseline data was a Dibbles assessment given at the begging of the spring semester. The benchmark was set at 20 words read in one minute. The results of the administered test indicated that out of 18 students in the whole class 8 students scored not likely meaning they read 17 or fewer words in a given passage. Of the 18 student, 3 are far to go meaning they read 18-34 words of the given passage. There were 2 students who read 35-44 words placing them close to proficient. Lastly, there were 5 students who scored proficient or higher. The goal that was set for all students for the pre test was to read 20 or more words accurately. A Dibbles test was also administered 5 weeks after the pre test, with a goal for students to red at least 35 words accurately from a given passage. With the same grading scale being used, out of 18 students 8 remained in the not likely zone receiving a 1 on

Literacy, especially among very young children in the school system, is highly significant both for what they are learning today and what they will do and need in the future. There are several ways to teach children literacy, and one of those ways is through the Dibels system (Coyne & Harn, 2006; McCormick & Haack, 2010; Nelson, 2008). Dibels is designed to help children who are behind in reading comprehension (Coyne & Harn, 2006; Langdon, 2004). These children may have learning disabilities, but they may also be without any kind of disability and merely lag behind because they were not given opportunities to read and develop their skills in ways that were comfortable for them and that could foster good learning environments (Riedel, 2007). Many children who get involved with Dibels do so because their teachers see that they need extra help. They may be underprivileged and not have had access to books, or they may come from households where the parents cannot read properly (or at all) and where reading is not seen as something that is significant (Coyne & Harn, 2006; Langdon, 2004; McCormick & Haack, 2010).

“The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a series of fluency-based measures designed to assess early literacy skills. These fluency-based measures function as predictors of future reading performance and target critical component skills required to learn to read. This study was conducted to establish the convergent validity of DIBELS with a standardized measure of phonological decoding ability and sight word reading fluency, the Test of Word Reading Efficiency (TOWRE) (Torgesen, Wagner, & Rashotte, 1997). The TOWRE has been shown to have sufficient reliability and validity as a measure of word

Students will be assessed based on their growth as readers and interpreters of complex text; students will be assessed using the district-developed multiple-choice and short answer response assessments.

CBEST- (California basic education skill test) This test is designed to show the individual has the basic comprehension of reading, writing and mathematical skills needed to work with children.

From what I observed in this video, the examiner was going over how she wanted the student to respond to her, when she asked certain questions. Since, the girl student could do most of those things, the examiner skipped ahead and went to a different portion of the test. Evidence from the video mentioned that the girl that was being tested, was age fifteen years old. Since, she was that age the examiner skipped the first question and went all the way to the number ten question. The information regarding this assessment is useful to me, because it relates to motor development, social development, language, self-help, and community adaption. Information that I retained from the video is that I had never heard of this assessment before until I

“a structured process that takes place over a 2 year period starting in middle school (age 12);the review of existing student information to assess basic skills and determine a student’s interests;