screening_and_diagnostic_asmts

RtI Resources
[|Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools]
 * 1) Eight recommendations for supplemental and intensive interventions in mathematics**, from the What Works Clearinghouse

//Teaching Learners Who Struggle with Mathematics: Systematic Intervention and Remediation//. Sherman, Richardson & Yard, 2008. Pearson-Merrill. [] This is the textbook for the Ingham ISD workshop series "Helping Students Who Struggle with Mathematics."
 * 2) How to diagnose and remediate students' conceptual and procedural difficulties with arithmetic**

Mathematics assessments in an RtI process

 * Interventions are intended to help students catch up with their classmates. 95% of students should stay on grade level through some combination of interventions.
 * Grade-level performance is much more than basic math computation. Screening assessments that only check students' computation abilities are missing a good portion of what we think is important to learn, especially problem solving. Computational fluency is not an indicator of problem solving ability. The screening assessments below check fluency with whole number computation, understanding of basic concepts, and problem solving.
 * Screening assessments and progress monitoring assessments should be able to track growth over time. Screening assessments from grade to grade show growth in understanding concepts, problem solving and math proficiency based on learning progressions in the GLCEs.
 * Grade level screening assessments should be administered in December or early January, March or early April, and September of the following year (with the exception of the number sense assessments for K and 1st grade, which should be given in September and January of the current grade).
 * Universal screening should start in Kindergarten. Kindergarten students who have not developed number sense by mid-year should have immediate targeted, supplemental instruction. We should not wait until the middle of first grade or the beginning of second grade to help students who are not developing early number sense.
 * Students who are selected to receive supplemental instruction based on screening assessments need to take a diagnostic assessment to determine exactly what kind of help they need. The screening assessments don't tell us everything we need to know to provide targeted instruction to students. Diagnostic assessments probe more aspects of the mathematics that needs to be learned to stay on grade level.
 * During interventions, students need to be assessed at regular intervals to determine whether they are learning from the intervention. If they are, the intervention is successful and can be terminated (interventions are not intended to be permanent placements). If they are not learning, they need additional support.

Screening assessments
The screening assessments below are written to these GLCEs: [|Basic Number and Operations GLCEs in each grade, by concepts, problem solving and fluency.doc] (revised 5/19/10)

These are alternative screening assessments to help determine which students need intervention support. They are based on the GLCEs for each grade. [|K number sense assessment.doc] (slightly revised 6/11/10) [|1st grade number sense screening assessment.doc] [|1st grade add & subtract screening assessment.doc] [|2nd grade screening assessment.doc] [|3rd grade screening assessment.doc] [|4th grade screening assessment.doc] [|5th grade screening assessment.doc] (revised 5/21/10) [|6th grade screening assessment.doc] (revised 5/21/10) [|7th grade screening assessment.doc] (revised 5/24/10)

//These assessments are drafts. Please send comments to Theron Blakeslee, Ingham ISD, or write comments in the discussion tab for this wiki page. These screening assessments are alternatives to AIMSweb, but they don't have the reliability statistics that AIMSweb assessments have. They are, however, closely aligned to the GLCEs.// AAIMS Algebra screening assessments (samples) [|Algebra Foundations Sample.doc] [|Basic Skills Sample.doc] [|Content Analysis Sample.doc] [|Translations Sample.doc] (This was created for problem-based curricula like Connected Mathematics)

Diagnostic assessments
The first group of diagnostic assessments are highly related to the screening assessments above - just a few more items added. The key is to find out what students know by looking at their work, then asking them questions as needed. Find out why they are making particular errors; find out if they understand the concepts behind the procedures. [|1st grade number sense diagnostic tasks.doc] [|2nd grade diagnostic.doc] [|3rd grade diagnostic.doc] [|4th grade diagnostic.doc] [|6th grade diagnostic.doc]

Fraction diagnostic assessments: [|fraction assessment of basic concepts.doc] [|fractions and decimals assessment.doc]

This group of diagnostic assessments is from Chuck Allen and Wayne Scott. [|Diagnostic Inventory WNA.pdf] (whole number addition) [|Diagnostic Inventory WNS.pdf] (whole number subtraction) [|Diagnostic Inventory WNM.pdf] (whole number multiplication) [|Diagnostic Inventory WND.pdf] (whole number division)