![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
As a school-wide framework, Multi-Tiered Systems of Support (MTSS) relies on the prevention and early identification of students at risk of academic failure. Approaches to early identification of students in need of support include the administration of universal screening assessments and the analysis of existing student data such as attendance, grades, office discipline referrals, and prior performance on statewide assessments. However, there is little research that directly compares the accuracy and reliability of these approaches, particularly in middle grades. This investigation provides a direct comparison of curriculum-based measures in reading and the examination of archival data at the middle school level for the identification of students at risk for academic failure. Data were collected for students in Grades 7 (n = 197) and 8 (n = 237). Data were analyzed through hierarchical logistic regression using statewide reading achievement tests as the dependent variable. Results inform how data from universal screening assessments and existing sources can be used to accurately and efficiently identify students in need of academic support.
References
Section:
|
Allensworth, E. M., Easton, J. Q. (2005). The on-track indicator as a predictor of high school graduation. Chicago, IL: Consortium on Chicago School Research, University of Chicago. Google Scholar | |
|
Andreassen, R., Bråten, I. (2009). Examining the prediction of reading comprehension on different multiple-choice tests. Journal of Research in Reading, 33, 263–283. doi:10.1111/j.1467-9817.2009.01413.x Google Scholar | Crossref | |
|
Baker, D. L., Biancarosa, G., Park, B. J., Bousselot, T., Smith, J. L., Baker, S. K., . . . Tindal, G. (2015). Validity of CBM measures of oral reading fluency and reading comprehension on high-stakes reading assessments in Grades 7 and 8. Reading and Writing, 28, 57–104. doi:10.1007/s11145-014-9505-4 Google Scholar | Crossref | ISI | |
|
Balfanz, R. (2009). Putting middle grades students on the graduation path. National Middle School Association. Retrieved from http://www.amle.org/portals/0/pdf/articles/Policy_Brief_Balfanz.pdf Google Scholar | |
|
Balfanz, R., Herzog, L., Mac Iver, D. J. (2007). Preventing student disengagement and keeping students on the graduation path in urban middle-grades schools: Early identification and effective interventions. Educational Psychologist, 42, 223–235. doi:10.1080/00461520701621079 Google Scholar | Crossref | ISI | |
|
Barry, T. D., Lyman, R. D., Klinger, L. G. (2002). Academic underachievement and attention-deficit/hyperactivity disorder: The negative impact of symptom severity on school performance. Journal of School Psychology, 40, 259–283. doi:10.1016/s0022-4405(02)00100-0 Google Scholar | Crossref | |
|
Barth, A. E., Stuebing, K. K., Fletcher, J. M., Cirino, P. T., Romain, M., Francis, D., Vaughn, S. (2012). Reliability and validity of oral reading fluency median and mean scores among middle grade readers when using equated texts. Reading Psychology, 33, 133–161. doi:10.1080/02702711.2012.631863 Google Scholar | Crossref | Medline | |
|
Baydar, N., Brooks-Gunn, J., Furstenberg, F. F. (1993). Early warning signs of functional illiteracy: Predictors in childhood and adolescence. Child Development, 64, 815–829. doi:10.2307/1131220 Google Scholar | Crossref | Medline | |
|
Casillas, A., Robbins, S., Allen, J., Kuo, Y. L., Hanson, M. A., Schmeiser, C. (2012). Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. Journal of Educational Psychology, 104, 407–420. doi:10.1037/a0027180 Google Scholar | Crossref | ISI | |
|
Codding, R. S., Petscher, Y., Truckenmiller, A. (2015). CBM reading, mathematics, and written expression at the secondary level: Examining latent composite relations among indices and unique predictions with a state achievement test. Journal of Educational Psychology, 107, 437–450. doi:10.1037/a0037520 Google Scholar | Crossref | Medline | |
|
Cohen, J. S., Smerdon, B. A. (2009). Tightening the dropout tourniquet: Easing the transition from middle to high school. Preventing School Failure, 53, 177–184. doi:10.3200/psfl.53.3.177-184 Google Scholar | Crossref | |
|
Cummings, K. D., Biancarosa, G., Schaper, A., Reed, D. K. (2014). Examiner error in curriculum-based measurement of oral reading. Journal of School Psychology, 52, 361–375. doi:10.1016/j.jsp.2014.05.007 Google Scholar | Crossref | Medline | ISI | |
|
Deboy, S. L. (2013). The predictive relationship between oral reading fluency and comprehension as it relates to minority students. Retrieved from https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/13294/Deboy_oregon_0171A_10726.pdf?sequence=1 Google Scholar | |
|
Denton, C. A., Barth, A. E., Fletcher, J. M., Wexler, J., Vaughn, S., Cirino, P. T., . . . Francis, D. J. (2011). The Relations among oral and silent reading fluency and comprehension in middle school: Implications for identification and instruction of students with reading difficulties. Scientific Studies of Reading, 15, 109–135. doi:10.1080/10888431003623546 Google Scholar | Crossref | Medline | ISI | |
|
Espin, C., Wallace, T., Lembke, E., Campbell, H., Long, J. D. (2010). Creating a progress-monitoring system in reading for middle-school students: Tracking progress toward meeting high-stakes standards. Learning Disabilities Research & Practice, 25, 60–75. doi:10.1111/j.1540-5826.2010.00304.x Google Scholar | Crossref | |
|
Franklin, B. J., Trouard, S. B. (2016). Comparing dropout predictors for two state-level panels using Grade 6 and Grade 8 data. The Journal of Educational Research, 109, 631–639. doi:10.1080/00220671.2015.1016601 Google Scholar | Crossref | |
|
Fuchs, D., Fuchs, L. S., Compton, D. L. (2013). Smart RtI: A next-generation approach to multilevel prevention. Exceptional Children, 78, 263–279. doi:10.1177/001440291207800301 Google Scholar | SAGE Journals | |
|
Fuchs, L. S., Fuchs, D., Hosp, M. K., Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239–256. doi:10.1207/s1532799xssr0503_3 Google Scholar | Crossref | |
|
Heppen, J. B., Therriault, S. B. (2008). Developing early warning systems to identify potential high school dropouts (Issue brief). Washington, DC: National High School Center at the American Institutes for Research. Google Scholar | |
|
Hosp, J. L., Hosp, M. A., Dole, J. K. (2011). Potential bias in predictive validity of universal screening measures across disaggregation subgroups. School Psychology Review, 40, 108–131. Google Scholar | ISI | |
|
Irvin, P. S., Alonzo, J., Lai, C. F., Park, B. J., Tindal, G. (2012). Analyzing the reliability of the easyCBM Reading Comprehension Measures: Grade 7 (Technical Report No. 1206). Eugene, OR: Behavioral Research & Teaching. Google Scholar | |
|
Kennelly, L., Monrad, M. (2007). Approaches to dropout prevention: Heeding early warning signs with appropriate interventions. Washington, DC: National High School Center at the American Institutes for Research. Google Scholar | |
|
Kilgus, S. P., Methe, S. A., Maggin, D. M., Tomasula, J. L. (2014). Curriculum-based measurement of oral reading (R-CBM): A diagnostic test accuracy meta-analysis of evidence supporting use in universal screening. Journal of School Psychology, 52, 377–405. doi:10.1016/j.jsp.2014.06.002 Google Scholar | Crossref | Medline | ISI | |
|
McIntosh, K., Goodman, S., Bohanon, H. (2010). Toward true integration of academic and behavior response to intervention systems: Part one—Tier 1 support. Communiqué, 39(2), 1–14. Google Scholar | |
|
Michigan Department of Education . (2012). Michigan Educational Assessment Program: Technical report 2011-2012. Retrieved from http://www.michigan.gov/documents/mde/MEAP_2010-2011_Technical_Report_394693_7.pdf Google Scholar | |
|
Neild, R. C., Balfanz, R. (2006). Unfulfilled promise: The dimensions and characteristics of Philadelphia’s dropout crisis, 2000-2005. Philadelphia, PA: Philadelphia Youth Transitions Collaborative. Google Scholar | |
|
Neild, R. C., Balfanz, R., Herzog, L. (2007). An early warning system. Educational Leadership, 65(2), 28–33. Google Scholar | ISI | |
|
Nelson, P. M., Van Norman, E. R., Lackner, S. K. (2016). A comparison of methods to screen middle school students for reading and math difficulties. School Psychology Review, 45, 327–342. doi:10.17105/spr45-3.327-342 Google Scholar | Crossref | |
|
Peng, C.-Y. J., Lee, K. L., Ingersoll, G. M. (2002). An introduction to logistic regression analysis and reporting. The Journal of Educational Research, 96, 3–14. Google Scholar | Crossref | ISI | |
|
Reed, D. K., Sturges, K. M. (2012). An examination of assessment fidelity in the administration and interpretation of reading tests. Remedial and Special Education, 34, 259–268. doi:10.1177/0741932512464580 Google Scholar | SAGE Journals | ISI | |
|
Reed, D. K., Wexler, J., Vaughn, S. (2012). RTI for reading at the secondary level: Recommended literacy practices and remaining questions. New York, NY: Guilford Press. Google Scholar | |
|
Reinke, W. M., Herman, K. C., Petras, H., Ialongo, N. S. (2008). Empirically derived subtypes of child academic and behavior problems: Co-occurrence and distal outcomes. Journal of Abnormal Child Psychology, 36, 759–770. doi:10.1007/s10802-007-9208-2 Google Scholar | Crossref | Medline | ISI | |
|
Saez, L., Park, B., Nese, J. F., Jamgochian, E., Lai, C. F., Anderson, D., . . . Tindal, G. (2010). Technical adequacy of the easyCBM Reading Measures (Grades 3-7), 2009–2010 version (Technical Report No. 1005). Eugene, OR: Behavioral Research & Teaching. Google Scholar | |
|
Stevenson, N. A. (2015). Predicting proficiency on statewide assessments: A comparison of curriculum-based measures in middle school. The Journal of Educational Research, 108, 492–503. doi:10.1080/00220671.2014.910161 Google Scholar | Crossref | |
|
Suh, S., Suh, J. (2007). Risk factors and levels of risk for high school dropouts. Professional School Counseling, 10, 297–306. doi:10.5330/prsc.10.3.w26024vvw6541gv7 Google Scholar | Crossref | |
|
Ticha, R., Espin, C. A., Wayman, M. M. (2009). Reading progress monitoring for secondary-school students: Reliability, validity, and sensitivity to growth of reading-aloud and Maze-selection measures. Learning Disabilities Research & Practice, 24(3), 132–142. doi:10.1111/j.1540-5826.2009.00287.x Google Scholar | Crossref | |
|
Tobin, T. J., Sugai, G. M. (1999). Using sixth-grade school records to predict school violence, chronic discipline problems, and high school outcomes. Journal of Emotional and Behavioral Disorders, 7, 40–53. doi:10.1177/106342669900700105 Google Scholar | SAGE Journals | ISI | |
|
Yeo, S. (2009). Predicting performance on state achievement tests using curriculum-based measurement in reading: A multilevel meta-analysis. Remedial and Special Education, 31, 412–422. doi:10.1177/0741932508327463 Google Scholar | SAGE Journals | |
|
Yovanoff, P., Duesbery, L., Alonzo, J., Tindal, G. (2005). Grade-level invariance of a theoretical causal structure predicting reading comprehension with vocabulary and oral reading fluency. Educational Measurement: Issues and Practice, 24(3), 4–12. doi:10.1111/j.1745-3992.2005.00014.x Google Scholar | Crossref |
