The use of Gickling's model of Curriculum-Based Assessment (CBA) has been shown to increase s... more The use of Gickling's model of Curriculum-Based Assessment (CBA) has been shown to increase student achievement. However, data are lacking to support the psychometric adequacy of the procedure. This study examined the interscorer, alternate-form, internal consistency, and test-retest reliability of CBA for reading using 93 elementary school aged children. The data were expressed as a percentage of words known and as conversions to the independent, instructional, and frustrational level based on Gickling and Rosenfield (1995). Results suggested reliability coefficients that exceeded recommended levels for screening instruments and were consistent with the fluency model of CBA. Recommendations for practice and further investigation are included.
Page 1. 1 Minimum Reading Fluency Rate Necessary for Comprehension: A Potential Criterion for Cur... more Page 1. 1 Minimum Reading Fluency Rate Necessary for Comprehension: A Potential Criterion for Curriculum-Based Assessments Matthew K. Burns Central Michigan University Center for Assessment and Educational Data ...
Identifying a student&amp... more Identifying a student's instructional level is necessary to ensure that students are appropriately challenged in reading. Informal reading inventories (IRIs) purport to assess the highest reading level at which a student can accurately decode and comprehend text. However, the use of IRIs in determining a student's instructional level has been questioned because of a lack of research. The current study examined the percentage of words read correctly with 64 second- and third-grade students while reading from texts at their instructional level as determined by an IRI. Students read for 1min from three leveled texts that corresponded to their instructional level as measured by an IRI, and the percentage of words read correctly was recorded. The percentage read correctly correlated across the three books from r=.47 to r=.68 and instructional level categories correlated from tau=.59 to tau=.65. Percent agreement calculations showed that the categorical scores (frustration, instructional, and independent) for the three readings agreed approximately 67% to 70% of the time, which resulted in a kappa estimate of less than .50. Kappa coefficients of .70 are considered strong indicators of agreement. Moreover, more than half of the students with the lowest reading skills read at a frustration level when attempting to read books rated at their instructional level by an IRI. The current study questions how reliably and accurately IRIs identify students' instructional level for reading.
Abstract: The psychometric properties of the testing tools of the Michigan Educational Assessment... more Abstract: The psychometric properties of the testing tools of the Michigan Educational Assessment Program (MEAP), the state standardized testing program, are examined. Reliability studies have indicated that the scores from the MEAP, ranging from 0.654 to ...
The Academy of Educational Leadership Journal is owned and published by the DreamCatchers Group, ... more The Academy of Educational Leadership Journal is owned and published by the DreamCatchers Group, LLC. Editorial content is under the control of the Allied Academies, Inc., a non-profit association of scholars, whose purpose is to support and encourage research and the sharing and exchange of ideas and insights throughout the world Page ii Academy of Educational Leadership Journal, Volume 15, Number 4, 2011 Authors execute a publication permission agreement and assume all liabilities. Neither the DreamCatchers Group nor Allied Academies is responsible for the content of the individual manuscripts. Any omissions or errors are the sole responsibility of the authors. The Editorial Board is responsible for the selection of manuscripts for publication from among those submitted for consideration. The Publishers accept final manuscripts in digital form and make adjustments
... 5888). Columbus, OH: Charles E. Merrill. Hintze, JM, Ryan, AL, & Stoner, G. (2003). Conc... more ... 5888). Columbus, OH: Charles E. Merrill. Hintze, JM, Ryan, AL, & Stoner, G. (2003). Concurrent ... 1832). Washington, DC: National Association of School Psychologists.Treptow, MA, Burns, MK, & McComas, JJ (2007). Reading ...
The reported level of use of eight instructional strategies in a sample of 531 special educators ... more The reported level of use of eight instructional strategies in a sample of 531 special educators in the Czech Republic was examined in this study. Consistent with recent parallel studies in North America and Australia, the respondents reported that they used a combination of evidence-based instructional practices (such as direct instruction and applied behaviour analysis) and other practices that may
Page 1. RELATIONSHIP OF READING FLUENCY ASSESSMENT DATA WITH STATE ACCOUNTABILITY TEST SCORES: A ... more Page 1. RELATIONSHIP OF READING FLUENCY ASSESSMENT DATA WITH STATE ACCOUNTABILITY TEST SCORES: A LONGITUDINAL COMPARISON OF GRADE LEVELS BENJAMIN SILBERGLITT St. Croix River Education ...
The current study examines the consistency of two response-to-intervention (RTI) decision-making ... more The current study examines the consistency of two response-to-intervention (RTI) decision-making models. Weekly progress monitoring data for 30 students participating in a Tier II intervention were collected for 30 weeks. The data were examined by comparing them to an aimline with a yearly goal and by computing a dual discrepancy (DD) using numerical slope and postintervention reading level. A k coefficient was computed between the two models regarding student growth using three categorical decisions of making sufficient progress, not making sufficient progress, and exceeding expected progress. The resulting coefficient of.29 represents fair agreement. Data were also assigned to one of two sets in an every-other order, with resulting new aimlines and new DDs. The consistency between the two sets of data resulted in coefficients of k =.29 for aimline and k =.58 for DD. Finally, the standard error of measurement for the baseline data point affected the decision made (k =.13) for aimli...
Response to Intervention (RTI) – an increasingly supported educational change initiative designed... more Response to Intervention (RTI) – an increasingly supported educational change initiative designed to improve outcomes for all students – is undergirded by a tiered framework of support, problem-solving, research-based interventions, treatment integrity, professional development, and data-based decision making. Within an RTI framework, single case design (SCD) represents an effective approach for evaluating student progress and making important educational decisions. Consequently, His areas of expertise include applied behavior analysis, behavioral assessment, and academic assessment and intervention. He is currently an Associate Editor for School Psychology Forum. Matthew K. Burns is an Associate Professor of Educational Psychology and coordinator of the School Psychology program at the University of Minnesota. A previous school-based practitioner and supervisor, he has implemented, supervised, researched, and consulted on RTI for 15 years. knowledge and application of SCD methodolo...
School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association, Jun 18, 2016
Learning disability (LD) identification has long been controversial and has undergone substantive... more Learning disability (LD) identification has long been controversial and has undergone substantive reform. This study examined the consistency of school psychologists' LD identification decisions across three identification methods and across student evaluation data conclusiveness levels. Data were collected from 376 practicing school psychologists from 22 states. Eighty-three percent (n = 313) of participants were female. Ninety-one percent (n = 342) of participants identified as Caucasian, 4% (n = 15) Latino, 1.3% (n = 5) African American, .8% (n = 3) Asian/Pacific Islander, .3% (n = 1) Native American/Alaskan Native, and 1.3% (n = 5) 2 or more races. Participants were randomly assigned to 1 of 9 conditions and used 1 type of identification method and examined 1 type of student evaluation data to determine if a student should be identified with LD. Results showed that overall identification consistency was somewhat low (73.7%, κ = .45) There were no differences in identificatio...
The use of Gickling's model of Curriculum-Based Assessment (CBA) has been shown to increase s... more The use of Gickling's model of Curriculum-Based Assessment (CBA) has been shown to increase student achievement. However, data are lacking to support the psychometric adequacy of the procedure. This study examined the interscorer, alternate-form, internal consistency, and test-retest reliability of CBA for reading using 93 elementary school aged children. The data were expressed as a percentage of words known and as conversions to the independent, instructional, and frustrational level based on Gickling and Rosenfield (1995). Results suggested reliability coefficients that exceeded recommended levels for screening instruments and were consistent with the fluency model of CBA. Recommendations for practice and further investigation are included.
Page 1. 1 Minimum Reading Fluency Rate Necessary for Comprehension: A Potential Criterion for Cur... more Page 1. 1 Minimum Reading Fluency Rate Necessary for Comprehension: A Potential Criterion for Curriculum-Based Assessments Matthew K. Burns Central Michigan University Center for Assessment and Educational Data ...
Identifying a student&amp... more Identifying a student's instructional level is necessary to ensure that students are appropriately challenged in reading. Informal reading inventories (IRIs) purport to assess the highest reading level at which a student can accurately decode and comprehend text. However, the use of IRIs in determining a student's instructional level has been questioned because of a lack of research. The current study examined the percentage of words read correctly with 64 second- and third-grade students while reading from texts at their instructional level as determined by an IRI. Students read for 1min from three leveled texts that corresponded to their instructional level as measured by an IRI, and the percentage of words read correctly was recorded. The percentage read correctly correlated across the three books from r=.47 to r=.68 and instructional level categories correlated from tau=.59 to tau=.65. Percent agreement calculations showed that the categorical scores (frustration, instructional, and independent) for the three readings agreed approximately 67% to 70% of the time, which resulted in a kappa estimate of less than .50. Kappa coefficients of .70 are considered strong indicators of agreement. Moreover, more than half of the students with the lowest reading skills read at a frustration level when attempting to read books rated at their instructional level by an IRI. The current study questions how reliably and accurately IRIs identify students' instructional level for reading.
Abstract: The psychometric properties of the testing tools of the Michigan Educational Assessment... more Abstract: The psychometric properties of the testing tools of the Michigan Educational Assessment Program (MEAP), the state standardized testing program, are examined. Reliability studies have indicated that the scores from the MEAP, ranging from 0.654 to ...
The Academy of Educational Leadership Journal is owned and published by the DreamCatchers Group, ... more The Academy of Educational Leadership Journal is owned and published by the DreamCatchers Group, LLC. Editorial content is under the control of the Allied Academies, Inc., a non-profit association of scholars, whose purpose is to support and encourage research and the sharing and exchange of ideas and insights throughout the world Page ii Academy of Educational Leadership Journal, Volume 15, Number 4, 2011 Authors execute a publication permission agreement and assume all liabilities. Neither the DreamCatchers Group nor Allied Academies is responsible for the content of the individual manuscripts. Any omissions or errors are the sole responsibility of the authors. The Editorial Board is responsible for the selection of manuscripts for publication from among those submitted for consideration. The Publishers accept final manuscripts in digital form and make adjustments
... 5888). Columbus, OH: Charles E. Merrill. Hintze, JM, Ryan, AL, & Stoner, G. (2003). Conc... more ... 5888). Columbus, OH: Charles E. Merrill. Hintze, JM, Ryan, AL, & Stoner, G. (2003). Concurrent ... 1832). Washington, DC: National Association of School Psychologists.Treptow, MA, Burns, MK, & McComas, JJ (2007). Reading ...
The reported level of use of eight instructional strategies in a sample of 531 special educators ... more The reported level of use of eight instructional strategies in a sample of 531 special educators in the Czech Republic was examined in this study. Consistent with recent parallel studies in North America and Australia, the respondents reported that they used a combination of evidence-based instructional practices (such as direct instruction and applied behaviour analysis) and other practices that may
Page 1. RELATIONSHIP OF READING FLUENCY ASSESSMENT DATA WITH STATE ACCOUNTABILITY TEST SCORES: A ... more Page 1. RELATIONSHIP OF READING FLUENCY ASSESSMENT DATA WITH STATE ACCOUNTABILITY TEST SCORES: A LONGITUDINAL COMPARISON OF GRADE LEVELS BENJAMIN SILBERGLITT St. Croix River Education ...
The current study examines the consistency of two response-to-intervention (RTI) decision-making ... more The current study examines the consistency of two response-to-intervention (RTI) decision-making models. Weekly progress monitoring data for 30 students participating in a Tier II intervention were collected for 30 weeks. The data were examined by comparing them to an aimline with a yearly goal and by computing a dual discrepancy (DD) using numerical slope and postintervention reading level. A k coefficient was computed between the two models regarding student growth using three categorical decisions of making sufficient progress, not making sufficient progress, and exceeding expected progress. The resulting coefficient of.29 represents fair agreement. Data were also assigned to one of two sets in an every-other order, with resulting new aimlines and new DDs. The consistency between the two sets of data resulted in coefficients of k =.29 for aimline and k =.58 for DD. Finally, the standard error of measurement for the baseline data point affected the decision made (k =.13) for aimli...
Response to Intervention (RTI) – an increasingly supported educational change initiative designed... more Response to Intervention (RTI) – an increasingly supported educational change initiative designed to improve outcomes for all students – is undergirded by a tiered framework of support, problem-solving, research-based interventions, treatment integrity, professional development, and data-based decision making. Within an RTI framework, single case design (SCD) represents an effective approach for evaluating student progress and making important educational decisions. Consequently, His areas of expertise include applied behavior analysis, behavioral assessment, and academic assessment and intervention. He is currently an Associate Editor for School Psychology Forum. Matthew K. Burns is an Associate Professor of Educational Psychology and coordinator of the School Psychology program at the University of Minnesota. A previous school-based practitioner and supervisor, he has implemented, supervised, researched, and consulted on RTI for 15 years. knowledge and application of SCD methodolo...
School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association, Jun 18, 2016
Learning disability (LD) identification has long been controversial and has undergone substantive... more Learning disability (LD) identification has long been controversial and has undergone substantive reform. This study examined the consistency of school psychologists' LD identification decisions across three identification methods and across student evaluation data conclusiveness levels. Data were collected from 376 practicing school psychologists from 22 states. Eighty-three percent (n = 313) of participants were female. Ninety-one percent (n = 342) of participants identified as Caucasian, 4% (n = 15) Latino, 1.3% (n = 5) African American, .8% (n = 3) Asian/Pacific Islander, .3% (n = 1) Native American/Alaskan Native, and 1.3% (n = 5) 2 or more races. Participants were randomly assigned to 1 of 9 conditions and used 1 type of identification method and examined 1 type of student evaluation data to determine if a student should be identified with LD. Results showed that overall identification consistency was somewhat low (73.7%, κ = .45) There were no differences in identificatio...
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