A1+-+Screening

=Artifact 1 - Screening=

==== This artifact outlines how early screening leads to academic interventions that are proactive in meeting student needs. As a school psychologist it is my role to assist in early intervention for both academic and social emotional concerns, as well as work within a multidisciplinary team to find interventions which meet the student’s need. Study findings suggest that students who fail to learn to read early on in their school careers risk falling farther and farther behind in their development of literacy skills, and subsequently become more at risk for school failure (Diamond, Gutlohn, & Honig, 2000, p.1. 9). It is part of my role to help insure that students are receiving interventions that will help them to close the gap. ====

==== The screenings completed are research based and follow best practices in education. The initial universal screenings administered to all third grade students at Alsup Elementary are comprehensive and designed to preemptively recognize any weaknesses in reading a student may have in order to begin addressing those concerns as early as possible. In reading, it is important to remember that skills build on each other and if the preliminary skills of reading are not present students are not able to move on to the more advance level of comprehension (Diamond, Gutlohn, & Honig, 2000). The CORE Phonics Survey is administered to all in order to detect any missing knowledge related to the foundation of reading. The survey assesses skills from letter sound recognition to multisyllabic word decoding. In addition the to the CORE Phonics Survey students are also administered Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in order to assess the student’s Oral Reading Fluency (ORF) or the student’s rate of reading. The DIBELS, ORF assessment also looks at a student’s Retell Fluency, which is the student’s ability to comprehend what he read and retell parts of the story to the assessor. DIBELS was designed to help identify and monitor children experiencing difficulty in the acquisition of basic early literacy skills in order to provide appropriate interventions (Kaminski & Good, 2006 ). ====

==== With the implementation of Response to Intervention, many school psychologists have seen their roles expand from assessment to progress monitoring. This artifact also includes evidence of my progress monitoring skills which include assisting the team in choosing the most appropriate tool, but also in tracking data to determine if the gap is closing. ====

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media type="custom" key="5779969"

Support Documents:

 * Item 1 CORE PHONICS Screener || Item 2 DIBELS Screener ||
 * [[image:Screening-DavidCORE.jpg width="255" height="350" link="http://childfocusedpsych.wikispaces.com/file/view/Screening-DavidCORE.jpg/130986835/Screening-DavidCORE.jpg"]] || [[image:Screening-DIBELS.jpg width="255" height="350" link="http://childfocusedpsych.wikispaces.com/file/view/Screening-DIBELS.jpg/130986839/Screening-DIBELS.jpg"]] ||