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Universal Screeners are assessments given 1-3 times an academic year to test academic progress and check for potential learning difficulties. These tests are administered by grade, school, or district. Students who do not meet the established criteria by the school may be eligible for additional support in reading through intervention, such as RTI.
Universal Screeners are assessments given 1-3 times an academic year to test academic progress and check for potential learning difficulties. These tests are administered by grade, school, or district. Students who do not meet the established criteria by the school may be eligible for additional support in reading through intervention, such as RTI.
Example of Universal Screeners
Example of Universal Screeners
AIMSweb
DIBELS
Benchmark
STAR Reading
i-Ready Reading
Description of Assessment- AIMS web
Description of Assessment- AIMS web
AIMSweb
AIMSweb is a universal screener and progress monitoring system that measures reading, writing, spelling, and math. This screener documents data using direct and continuous student assessment. This screener reports data supporting Response to Intervention (RTI), providing information that shows teachers which students are at risk, on grade level, or above grade level. This allows instructors to structure intervention activities to help meet the needs of all students based on these categories.
A 4th Grade class (below) recently took a universal screener, AIMSweb, to assess their academic needs for reading comprehension, vocabulary, silent reading fluency, and oral reading fluency. The following analysis and suggestions for intervention are based upon this class set of data.
A 4th Grade class (below) recently took a universal screener, AIMSweb, to assess their academic needs for reading comprehension, vocabulary, silent reading fluency, and oral reading fluency. The following analysis and suggestions for intervention are based upon this class set of data.
Patterns & Trends in Data
Patterns & Trends in Data
DATA GRAPH
This data shows the students' overall scores on the universal screener. The composite scores represent each student's average score based on all 4 criteria they were tested on. The percent score represents the percent of the class who scored below grade level, on grade level, and above grade level. This data shows evidence that there is a higher percentage of students below grade level than above grade level. Intervention is needed for students below grade level.
This data shows the percentage of students below grade level in the different categories of AIMSweb. This data provides evidence that intervention is needed most concerning silent reading fluency.
Data graph for each specific criterion tested on Aims Web
Data graph for each specific criterion tested on Aims Web
Below Grade Level: 25%
On Grade Level: 44%
Above Grade Level: 31%
Below Grade Level: 31%
On Grade Level: 31%
Above Grade Level: 38%
Below Grade Level: 50%
On Grade Level: 31%
Above Grade Level: 19%
Below Grade Level: 19%
On Grade Level: 44%
Above Grade Level: 37%
Silent Reading Fluency
Silent Reading Fluency
Description of Assessment: One measure of AIMSweb is the SRF, Silent Reading Fluency measure. This measure analyzes comprehension-based silent reading.
Description of Assessment: One measure of AIMSweb is the SRF, Silent Reading Fluency measure. This measure analyzes comprehension-based silent reading.
Based on the data from this Fourth-Grade class, half of the class struggles with silent reading fluency. Out of the class of 16 students, 8 students scored below grade level or well below grade level in the Silent Reading Fluency section on the Universal Screener. 5 students are considered on grade level. 3 students scored above grade level or well above grade level for this section. 8 students need intensive intervention on this fourth-grade literacy skill of silent reading fluency.
The Pie Chart below displays the data from the Silent Reading Fluency assessment in this 4th-grade class.
The Pie Chart below displays the data from the Silent Reading Fluency assessment in this 4th-grade class.
Group 1
Group 1
(Below Grade Level)
Dark Blue
8 students
50%
Group 1: 50% of the fourth-grade class scored between 1 and 25 for the SRF assessment, which indicates they need intensive intervention to improve their Silent Reading Fluency. These students will be placed in a Tier 3 intervention group for the next 2 weeks and progress monitored every 10 days to assess their progress. These students will have written individualized annual goals and will be monitored more frequently for progress.
Group 2
Group 2
(On Grade Level)
Green
5 students
31%
Group 2- 31% of students scored in the 26-74 range on the SRF assessment. This indicates they scored sufficiently in this skill but still need some intervention to be completely fluent in Silent Reading Fluency.
Group 3
Group 3
(Above Grade Level)
Teal
3 students
19%
Group 3-19% of the students scored in the 75-99 range on the SRF assessment, which means they are proficient in this skill and ready to move on to the next skill.
Intervention Strategies Based on Data Results
Intervention Strategies Based on Data Results
Based on this data, I suggest Response to Intervention groups for the next two weeks to be in three major clusters. In each group, the following instructional interventions should take place. Group 1: will include silently reading and sketching events in the story (beginning, middle, end). This group will be an intensive intervention in addition to RTI. This group will focus on comprehension of each major part of a story and combining those 3 parts to make a conclusion. Group 2 will be silently reading a grade-level text. They will silently read sections of the story, stopping to discuss major events in the story. Once the entire book has been silently read by each individual student, we will discuss each major event int the story, and how they impact the story. We will discuss the beginning, middle, and end. Students will write a paragraph summarizing the text, explaining how each major event in the story leads to the conclusion. Group 3 will be focused on challenging the students who are already proficient in silent reading fluency. These students will start by reading the title only and discussing what they predict the story will contain. Then, students will read the entire story independently. Next, students will write a paragraph summarizing the story, including details and evidence from the story. Lastly, these students will discuss the story, mentioning characters and their roles in the story, important details, and how the main events in the story impacted the conclusion.
Interventions will continue for two weeks, and students will be reassessed on their progress on the SRF assessment. The interventions for each group is shown below:
Interventions will continue for two weeks, and students will be reassessed on their progress on the SRF assessment. The interventions for each group is shown below:
GROUP 1- Students in group 1 will be broken into two separate groups (4 students and 4 students). They will meet and will have texts on a 3rd grade level. They will use dry erase boards and markers to sketch sections of the book they read. Students will read the first few pages of the text silently. Students will stop, think, and sketch on the left side of the dry-erase board what they just read in the beginning of the story. Students will discuss what they drew and will explain what they predict will happen next in the story. Students will read the next few pages, then stop, think, and sketch what happened in the middle/ climax of the story. students will discuss their drawings and compare and contrast their drawings with other students' drawings. Students will read the last few pages and will repeat the stop, think, sketch process, explaining what they drew. They will discuss as a group how the ending of the story is significant. Lastly, students will summarize what the story was about, using all 3 of their sketches.
GROUP 2-Students in group two will be reassessed for comprehension. Group 2 will be silently reading a grade-level text. They will silently read sections of the story, stopping to discuss major events in the story. Once the entire book has been silently read by each individual student, we will discuss each major events in the story, and how they impact the story. We will discuss the beginning, middle, and end. Students will write a paragraph summarizing the text, explaining how each major event in the story leads to the conclusion.
GROUP 3- Group 3 will be focused on challenging the students who are already proficient in silent reading fluency. These students will start by reading the title only and discussing what they predict the story will contain. Then, students will read the entire story independently. Next, students will write a paragraph summarizing the story, including details and evidence from the story. Lastly, these students will discuss the story as a group, mentioning characters and their roles in the story, important details, and how the main events in the story impacted the conclusion.
Analysis
Analysis
We use the results we receive in our universal screener to place students in different tiers of groups in RTI based on their scores and their IEP information.
Universal Screener assessment, process of data analysis, and interventive teaching are important because they provide an accurate view of the students' comprehension and understanding of the knowledge they have learned. This system takes learning beyond just teaching the content, because the instructor is able to meet the students where they are encouraging them to excel beyond what they already know. As a teacher candidate, I need to understand what students know, so that I can create instruction to meet the needs of all students, allowing each student to grow in knowledge and comprehension.
Resources:
Resources:
AIMSweb results of real student data from a 4th grade classroom in Hawkins County
Screening and Assessment | Reading Rockets
Pearson_aimsweb Assessment Instrument Description_CO.pdf
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