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I think I may have responded to your last post just a few minutes ago...check it out =)
For your new question about diagnostic assessments - Since the QPAA and Decoding Inventory don't take very long, if a child is still red or yellow, I would check them again. It'll just make your decision making easier using data that is current from all students involved.
This response is to clarify the question about the diagnostic assessments used after universal screening. In the winter, all students are administered the universal screener. If there are students who were not identified as needing an intervention in the fall, but need one now, then you should administer the Decoding and/or PA Inventory. If these diagnostics were administered in the fall, you should not need to do them again. The Inventories are only for initial placement in intervention.
You should use your progress monitoring skill measures to determine if a student has mastered a skill. Let's say a student is in a phonics intervention focusing on digraphs, if there is mastery on the weekly skill assessments in digraphs then you can move them along the sequence.
We're gearing up for our 2nd round of universal screening - the last week in December before break.
At that point, we'll use NWF & ORF in G1 and ORF in all the other grades.
With that data, we'll be able to see who is red, yellow, green & blue.
For those who are red and yellow on the fluency probes in the fall, we then used diagnostic assessments to see what exactly is up ... eg QPAA, Decoding Inventory, etc.
HOWEVER, what do you do w/ the red and yellow kids at the 2nd universal screening? Do you only give a diagnostic assessment to those *new* reds and yellows?
Also, I had a question a couple weeks ago about progress monitoring fluency with a fluency probe *not* on grade level, but never got a response. Thoughts?