This is part 4 of the module, “Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction.” This part of the module is intended to provide participants with guidance for identifying skills to target in reading and math interventions.
This is part 3 of the larger module, “Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction.” This part is intended to provide participants with an introduction to error analysis of curriculum-based measures for the purpose of identifying skill deficits and providing examples of error analysis in reading and mathematics. Part 4, “Identifying Target Skills,” will further link these skill deficits to intervention.
This is part 1 of the larger module, “Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction.” This part is intended to provide an overview of common general outcome measures (GOM) used for progress monitoring in reading and mathematics, with guidance on selecting an appropriate measure.
This training module, includes four sections that (a) provide an overview of administering common general outcome measures for progress monitoring in reading and mathematics, (b) review graphed progress monitoring data, and (c) provide guidance on identifying what type of skills the intervention should target to be most effective in reading and mathematics.
Data-based individualization (DBI) is a research-based process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research-based adaptation strategies. This document introduces and describes the DBI process and how it can be used to support students who require intensive intervention in academics and/or behavior.
This IRIS Star Legacy Module, the second in a series on intensive intervention, offers information on making data-based instructional decisions. Specifically, the resource discusses collecting and analyzing progress monitoring and diagnostic assessment data. Developed in collaboration with the IRIS Center and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists).
Diagnostic tools provide data to assist educators in designing individualized instruction and intensifying intervention for students who do not respond to validated intervention programs. Diagnostic tools can be either informal, which are easy-to-use tools that can be administered with little training, or standardized, which must be delivered in a standard way by trained staff. Teams may find it helpful to initially consider using more informal and easily accessible diagnostic tools and data to avoid loss of instructional time. Standardized diagnostic tools, which require more time to administer and interpret, may be required for students who continually demonstrate a lack of response or who require special education.
Assessment is an essential part of the data-based individualization (DBI) process and a multi-tiered system of support (MTSS). Without technically sound assessment, which provides accurate, meaningful information, a teacher has no objective method for determining what a student needs or how to intensify instruction to meet those needs. The close connection between assessment and intervention is at the foundation of the DBI process. This connection is what drives teacher decision making. With the right assessment tools and guidance on how to use them, teachers can make sound, data-based decisions about who needs intensive intervention, when to make instructional changes, and what skills to focus on. In the tables below, find resources to support the selection and evaluation of screening, progress monitoring and diagnostic assessments.