School-Wide Screening: Resources

The following web-based resources may be helpful in researching, selecting, and implementing school-wide screening. NRCLD does not endorse these products; these resources are intended to be a source of information about programs and publications that will help teachers, principals, and district personnel in their choice of materials that can be used by skilled teachers to provide effective instruction and successfully implement an RTI program. Whether or not a program or publication has been listed does not constitute endorsement or lack of endorsement by NRCLD. These resources do not constitute an "approved" or "required" list. Also, many potentially useful programs or publications may not be listed here. We hope that readers will complete careful reviews of available alternatives.

Edcheckup
http://www.edcheckup.com
The site offers an assessment system for screening student performance and measuring student progress toward goals in reading. These generic passages, which are independent from any particular basal reading series, also may be used to evaluate the effectiveness of reading instruction through the graphing of student reading data. Browsers must pay to view materials from this site.
EdProgress
http://www.edprogress.com/index.htm
EdProgress focuses on assessment, large-scale testing and accountability, and systemic reform. With research-proven training materials, measurement tools, reporting systems, and teacher training interventions, EdProgress helps teachers become more focused on teaching and learning for all students. Browsers must pay to view materials from this site.
Evidence-Based Progress Monitoring and Improvement System
http://www.aimsweb.com
AIMSweb(R) is a formative assessment system that informs the teaching and learning process by providing continuous student performance data and reporting improvement to students, parents, teachers, and administrators to enable evidence-based evaluation and data-driven instruction. Browsers must pay to view materials from this site.
Intervention Central
http://www.interventioncentral.org
This web site offers free tools and resources to help school staff and parents promote positive classroom behaviors and foster effective learning for all children and youth. The web site was created by Jim Wright, a school psychologist from Syracuse, N.Y. Materials on this site are free.
Monitoring Basic Skills Progress (MBSP)
http://www.proedinc.com/store/index.php?mode=product_detail&id=0840
Developed by Lynn Fuchs, Carol Hamlett and Douglas Fuchs, MBSP is a computer program for automatically conducting curriculum-based measurement and for monitoring student progress in reading, math computation, and math concepts and applications. The computer program provides immediate feedback to students about their progress and provides individual and class-wide reports to teachers to help them plan more effective instruction. Browsers must order and pay for materials from this site.
National Center for Learning Disabilities
http://www.ncld.org/index.php?option=content&task=view&id=571
NCLD works to ensure that the nation's 15 million children, adolescents, and adults with learning disabilities have every opportunity to succeed in school, work, and life. Materials on this site are free.
National Center on Student Progress Monitoring
http://www.studentprogress.org
This center's mission is to provide technical assistance to states and districts and disseminate information about progress monitoring practices proven to work in different academic content areas (grades K-5). Materials on this site are free.
Reading Success Lab
http://www.readingsuccesslab.com
The Reading Success Lab provides software solutions for identifying reading problems and improving reading skills. Some screening materials on this site are free while browsers must order and pay for other materials from this site.

References

Catts, H. (2006, April). School-wide screening. Presentation at the National SEA Conference on Responsiveness to Intervention: Integrating RTI within the SLD Determination Process, Kansas City, MO. Retrieved July 12, 2006, from http://www.nrcld.org/sea/presentations_worksheets/screening/Catts_screening.pdf

Compton, D.L., Fuchs, D., Fuchs, L.S., & Bryant, J.D. (2006). Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures. Journal of Educational Psychology, 98, 394-409.

Foorman, B.R., Fletcher, J.M., Frances, D.J. Carlson, C.D., Chen, D., Mouzaki, A., Schatschneider, C., Wristers, K., & Taylor, R. (1998). Technical report: Texas primary reading inventory. Houston, TX: Center for Academic and Reading Skills, University of Texas-Houston Health Science Center, and University of Houston.

Foorman, B.R., Francis, D.J., Fletcher, J.M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37-55.

Fuchs, L.S., & Fuchs, D. (2006). Implementing responsiveness-to-intervention to identify learning disabilities. Perspectives on Dyslexia, 32(1), 39-43.

Fuchs, L.S., Fuchs, D., & Compton, D. (2003). Longitudinal study of alternative methods of LD identification. Paper presented at the Annual International Conference of the Learning Disabilities Association, Chicago, IL.

Good, R.H., Simmons, D., & Kame'enui, E. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5, 257-288.

Jenkins, J.R. (2003, December). Candidate measures for screening at-risk students. Paper presented at the NRCLD Responsiveness-to-Intervention Symposium, Kansas City, MO. Retrieved April 3, 2006, from http://www.nrcld.org/symposium2003/jenkins/index.html.

Jenkins, J.R., & Jewell, M. (1992). An examination of the concurrent validity of the Basic Academic Skills Samples (BASS). Diagnostique, 17(4), 273-288.

National Association of State Directors of Special Education, Inc. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: Author.

O'Connor, R.E., & Jenkins, J.R. (1999). The prediction of reading disabilities in kindergarten and first grade. Scientific Studies of Reading, 3, 159-197.

Scanlon, D.M., & Vellutino, F.R. (1996). Prerequisite skills, early instruction, and success in first grade reading: Selected results from a longitudinal study. Mental Retardation and Development Disabilities, 2, 54-63.

Snellen, H. (1862). Eye examination chart originally created by Dutch ophthalmologist Hermann Snellen, M.D., in 1862.

Speece, D., & Case, L. (2001). Classification in context: An alternative approach to identifying early reading disability. Journal of Educational Psychology, 93, 735-749.

Speece, D., Mills, C., Ritchey, K., & Hillman, E. (2003). Initial evidence that letter fluency tasks are valid indicators of early reading skill. Journal of Special Education, 36, 223-233.

Stage, S.A., & Jacobsen, D.M. (2001). Predicting student success on a state-mandated performance-based assessment using oral reading fluency. School Psychology Review, 30, 407-419.