http://miblsi.cenmi.org

Advanced Sorting Tools

Soraya CoccimiglioSoraya CoccimiglioMelissa Nantais

fPam Radford

B th d f thi i ti i t ill

OutcomesBy the end of this session participants will:• Understand how to use Advanced Sorting Tools

for instructional groupingsfor instructional groupings• Articulate the advantages of advanced quadrant

sortssorts• Understand how to conduct grade level and

classroom level analyses using the Advanced Sorting Tools

• Identify when and how to use various forms of di ti tdiagnostic assessments

• Identify instructional routines, programs, and strategies that match the needs of students

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strategies that match the needs of students

Agenda

1.0 Instructional Groupings

2.0 Quadrant Sorts

3.0 Advanced Sorting Toolsg

4 0 Diagnosing Reading Problems4.0 Diagnosing Reading Problems

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5.0 Bookmarks for Instructional Routines

I t ti lI t ti lInstructional Instructional GroupingsGroupings

1.0 Instructional Groupings

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Instructional Grouping

• For students who are considered to be struggling readers, all of the instruction we provide to the students needs to be taught very efficientlyvery efficiently.

• Learning can be accelerated and more• Learning can be accelerated, and more information can be taught in less time when are in at theirwhen are in at their

level.

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Instructional Grouping

• Struggling readers should be placed intoth t iththat are with

the purpose of student and achieving higher student success levelsand achieving higher student success levels

• Instructional groups must be flexible• Instructional groups must be flexible –meaning that during the school year, a student’s placement in a group is not fixed stude t s p ace e t a g oup s ot edbut can and will change based on the student’s performance

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Instructional Grouping

What do we mean by “instructional i ?”grouping?”

– Students are grouped according to specific needs for support (not based onneeds for support (not based on instructional recommendation or composite score))

– Instructional groups are dynamic and flexible

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Instructional Grouping

When students are placed in groups at their instructional level the students willtheir instructional level, the students will have:

Sufficient knowledge of earlier content so that they can reasonably be brought to mastery on new content

andstill maintain a reasonable success rate during the lesson (about 80%)

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Instructional Grouping

How will students be grouped?Students with the same status do not– Students with the same status do not necessarily have the same instructional needs

– Children with scores within the same range on ga measure do not necessarily have the same instructional needsYou know more than a computer about your– You know more than a computer about your students – Some thinking is required!

– If you use a supplemental program that has a y pp p gplacement test, use the placement test for instructional grouping.Based on similar instructional needs

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– Based on similar instructional needs

(DMG, 2011)

Instructional Grouping• The size of an instructional group depends

on the “instructional sophistication” of theon the instructional sophistication of the students

• For students who areFor students who are , is appropriate to allow for

and forand forfrom the

instructor to the studentsinstructor to the students

• These considerations hold true both for

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instructional groups within the core instruction and additional intervention groups

ReflectionThink about the building you are teaching in or Think about the building you are teaching in or assigned to.assigned to.

Is there a structure currently in place that allows Is there a structure currently in place that allows f ff ffor flexible grouping?for flexible grouping?

With t bl i d di th tiWith t bl i d di th tiWith your table review and discuss the questions With your table review and discuss the questions assigned to your table for the handout entitled, assigned to your table for the handout entitled, “Systems To Support Instructional Grouping”“Systems To Support Instructional Grouping”Systems To Support Instructional GroupingSystems To Support Instructional Grouping

Consider highlighting anything that is not Consider highlighting anything that is not

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Co s de g g t g a yt g t at s otCo s de g g t g a yt g t at s otcurrently in place within your building.currently in place within your building.

Q d tQ d tQuadrant Quadrant SortsSorts

2.0 Quadrant Sorts

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Quadrant Sorts

• Quadrant Sorts should be completedQuadrant Sorts should be completed after each benchmark period (Fall, Winter Spring)Winter, Spring)

Utili d t f U i l S i• Utilize data from Universal Screening to provide an initial instructional

i ti f b th llgrouping suggestion for both small groups during core instruction and dditi l i t ti

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additional intervention groups

Quadrant Sorts

• What data can you use?What data can you use?– Class List Report (DIBELS 6th Edition &

Next))– Scores & Percentiles Report (AIMSweb)– Individual protocols (look at error patterns)p ( p )

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Quadrant Sorts

• Quadrant Sort Grouping Worksheets provide initial suggestions for instructional groups– Teachers will revise groupings based on

other information about students’ skill levels, resources, behavior, etc.

F f d i iti ll b d– Four groups formed initially based on:• Performance on two key indicators• Scores at or above versus below/well

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• Scores at or above versus below/well below benchmark or some/at risk

(DMG, 2011)16

Limitations to Quadrant Sorts

• Provide initial groupings but do not tell us everything we need to know to match instruction to the specific student needs

• Within each group there can still be• Within each group, there can still be distinctions that would require additional considerations with regardsadditional considerations with regards to instruction and intervention supports

17• There is more we need to know!

AdvancedAdvancedAdvancedAdvancedSortingSortingToolsToolsToolsTools

3.0 Advanced Sorting Tools

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Advanced Sorting Tools

Advanced sorting tools pick up where

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quadrant sorts leave off.

Help determine: – How children will be grouped for supportHow children will be grouped for support– Specific skills that need to be taught– What curriculum and/or instructional programWhat curriculum and/or instructional program

to use– What materials/strategies to use

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Analyze Data at the: Analyze Data at the: •• Building LevelBuilding Level•• Grade LevelGrade LevelGrade LevelGrade Level•• Classroom LevelClassroom Level

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Analyze Data• Data analysis must occur at multiple

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levels within the school building

D t l t d t i di id l t d t• Data related to an individual student does not exist within a vacuum – it

i t ithi th l dexists within the classroom, grade level, and school

• Problem solving to support individual students must occur and be understood

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students must occur and be understood within this context

Cascading Model of Supportof Support

ISDISD

MiBLSiMiBLSi

ISD ISD LeadershipLeadership

B ildiB ildi

LEA DistrictLEA District

Identifies school-wide concerns and grade level specific concerns; Develops action plan based on

G d L lG d L l

BuildingBuilding specific concerns; Develops action plan based on building level data and concerns and in alignment with the district goals for MTSS implementation; “Turfs”grade level specific concerns to grade level teams; Responsible for implementing plans and

StudentsStudents

Grade LevelsGrade Levels Responsible for implementing plans and communicating successes/challenges on a regular basis using data anchor information

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StudentsStudentsImproved academics and behavior

Changing Emphasis of Big Ideas

3‐621K

Alphabetic

Phonological Awareness

Letter Sounds &Alphabetic Principle Multisyllables

Letter Sounds & Combinations

Vocabulary

Fluency

Listening

Comprehension

Vocabulary gReading

ListeningR di

23Simmons, Kame'enui, Harn, & Coyne © 2003

Comprehension Reading

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Grade Level AnalysisA first grade

example was used for the initial sortfor the initial sort.

The Kindergarten & First GradeFirst Grade Grade Level

Analysis Flowchart was used to begin

the sorting process.

Each flowchart is set up using the same

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up using the same general framework

Grade Level Analysisy

B i ith b h k t• Begins with benchmark assessment (x3/year)

• Validate need for support

• Move to Grade Level Data Analysis

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(flowcharts)

Grade Level Analysisy

Benchmark Validate Grade LevelBenchmark Assessment

(3x/year)

Validate Need for Support

Grade Level Data

Analysis

• Links to the initial quadrant sorts intendedLinks to the initial quadrant sorts intended to inform small group instruction within the core instruction

• Moves to deeper analysis of student need to link to most appropriate intervention

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pp p

Partner ActivityUse the Kindergarten & First Grade Use the Kindergarten & First Grade Analysis Flow Chart to move throughAnalysis Flow Chart to move throughAnalysis Flow Chart to move through Analysis Flow Chart to move through the flow chart the flow chart for First Gradefor First Grade

If only 60% of the students in first If only 60% of the students in first grade are at benchmark, what is the grade are at benchmark, what is the next step? next step?

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First Grade Middle of Year and End of Year Classroom Level Analysisof Year Classroom Level Analysis

For this sorting process, we will

use the First Grade Middle of Year & End ofYear & End of

Year Classroom Level Analysis

Flowchart

Each flowchart isEach flowchart is set up using the same general

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framework

Classroom Level Analysisy

Benchmark V lid G d L lBenchmark Assessment

(3x/year)

Validate Need for Support

Grade Level Data

Analysis

Classroom Level

Analysis

• Links to the initial quadrant sorts intendedLinks to the initial quadrant sorts intended to inform small group instruction within the core instruction

• Moves to deeper analysis of student need to link to most appropriate intervention

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pp p

Classroom Level Analysisy

Complete the Initial Quadrant

SortSort

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Partner Activity•• Using the data from the initial Using the data from the initial

sort answer the question in thesort answer the question in thesort, answer the question in the sort, answer the question in the first diamond.first diamond.

•• What is the instructionalWhat is the instructional•• What is the instructional What is the instructional recommendation?recommendation?

•• Check your answers with yourCheck your answers with your33

Check your answers with your Check your answers with your partner’spartner’s

Group 2

AreAre there

students Nostudents in Group

2?2?

Yes

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Partner ActivityFollow the “First Grade Middle & End Follow the “First Grade Middle & End of Year Classroom Analysis” Flowof Year Classroom Analysis” Flowof Year Classroom Analysis Flow of Year Classroom Analysis Flow Chart of the Classroom Analysis for Chart of the Classroom Analysis for students in group 2students in group 2students in group 2. students in group 2.

What are the instructional What are the instructional recommendations?recommendations?

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Group 3

AreAre there

students Nostudents in Group

3?3?

Yes

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Partner ActivityFollow the Flow Chart of the Follow the Flow Chart of the Classroom Analysis for students inClassroom Analysis for students inClassroom Analysis for students in Classroom Analysis for students in group 3. group 3.

What are the instructional What are the instructional recommendations?recommendations?

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Group 4

Are

Yes

Are there

studentsstudents in Group

4?4?

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Partner ActivityFollow the Flow Chart of the Follow the Flow Chart of the Classroom Analysis for students inClassroom Analysis for students inClassroom Analysis for students in Classroom Analysis for students in group 4. group 4.

What are the instructional What are the instructional recommendations?recommendations?

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Phonological Awareness: Blending and Segmentation Skills Across the Levels L l W d S ll bl O t Ri PhLevels Word Syllable Onset-Rime

*Pre-skill: Recognize/generate rhymes

Phoneme 4 phonemes with ending blend

4 phonemes with beginning blend 3 phonemes

Blending side walk = sidewalk buck et = bucket /s/ /at/ = sat duuussst = dustBlending

side…walk = sidewalk buck…et = bucket /s/ … /at/ = sat duuussst = dust clllaap = clap sssaaat = sat

Segmentation Sentence S t ti

bucket = buck…et sat = /s/…/at/ Smooth Segmentation Tap one time for every word you hear in the sentence “I like

dust = duuussst clap= clllaaap sat = sssaaat

hamburgers.”

Compound Words Separate

sidewalk = side…walk dust = /d/…/u/…./s/…/t/ clap = /k/…/l/…/a/…/p/ sat = /s/…/a/…./t/

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Adapted from the CORE Teaching Reading Sourcebook (Honig, Diamond, Gutlohn, 2008; p.119)

Teaching Struggling and At Risk Readers: A Direct Instruction ApproachTeaching Struggling and At-Risk Readers: A Direct Instruction Approach(Carning, Silbert, Kame’enui, Tarver, & Jungjiohann, 2006; p. 59)

Simple Regular Words – Listed According to Difficulty

Word Type Reason for Relative Examples Notes Difficulty/Ease

VC and CVC words that begin with continuous sounds

Words being with a continuous sound

it, fan VC and CVC are grouped together because there are few VC words

VCC and CVCC words that begin with a continuous

Words are longer and end with a consonant blend

lamp, ask VCC and CVCC are grouped together becausebegin with a continuous

sound with a consonant blend grouped together because

there are few VCC words

CVC words that begin with stop sound

Words begin with stop sound

cup, tin

CVCC words that being with stop sound

Words begin with stop sound and end with a

dust, hand p

consonant blend

CCVC Words begin with a consonant blend

crib, snap, flat Words that begin with two continuous consonants are the easier of words that begin with belnds. These words are grouped with the rest of blends since thererest of blends since thereare relatively few such words

CCVCC, CCCVC, and CCCVCC

Words are longer blend, clamp, spent, scrap, scrimp

Regular Word = any word in which each letter represents its respective, most common sound Continuous sound = a sound that can be said for several seconds without any distortion Stop sound = a sound that can be said only for an instant Consonant blends = occurs when two or three consonants appear consecutively in a word and each consonant represents its most

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Consonant blends = occurs when two or three consonants appear consecutively in a word and each consonant represents its mostcommon sound

Think-Pair-Share

Review the handout entitled, “An Review the handout entitled, “An Acceptable Sequence for Introducing Acceptable Sequence for Introducing Letters”Letters”

What are the advantages of having aWhat are the advantages of having aWhat are the advantages of having a What are the advantages of having a sequence for introducing letters?sequence for introducing letters?

Share your thoughts with your partner Share your thoughts with your partner b t h th th t d thib t h th th t d thi

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about why the authors created this about why the authors created this sequence.sequence.

sip mat letsip mat letrut fit batrut fit batnopnop sutsut ditditnopnop sutsut ditdit

4.0 Diagnosing Reading Problems

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Definition of Diagnostic Assessment

Assessments used to identify specific information about:specific information about:• Students’ strengths

St d t’ k• Student’s weaknessesTo inform and instruction interventiondecisions (CORE, 2008; p.9)

We are not looking for a number or a score, we are looking at the student’s

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, gbehaviors around the score

Diagnostic Assessments

“ f

g

“Teachers often need additional information to make the correct decisions f d i l i i Ifor educational interventions. Instruments that can yield more detailed information f ki h d i i kfor making such decisions are known as

diagnostic assessments.”

(Overton, 2009; p. 280)

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Placement Test or Diagnostic Assessment

• If you use an intervention program that has a placement test use the placement test for

Diagnostic Assessment

placement test, use the placement test for determining appropriate starting point in the programg

• You will not need to complete the diagnostic assessment prior to starting instruction in theassessment prior to starting instruction in the program – the placement test takes into consideration the student’s strengths and needs to appropriately place the student

• You will need to be sure that the placement test

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pis accurately administered and scored, or the results are not useful

Placement Test Example: C ti R diCorrective Reading

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Diagnostic Assessment

• Typically only administered to those

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students who have demonstrated that they may need some additional academic

i tassistance

• Generally designed to target specific,Generally designed to target specific, isolated skills – five big ideas

U ll l ( t t f )• Usually only one (or at most a few) targeted assessments would be administered to an individual student

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administered to an individual student(Hasbrouck & Wilson, 2010)

Diagnostic Assessment Examples: Ph i A

• Test of Phonological Awareness –

Phonemic Awareness

Test of Phonological Awareness Kindergarten

• Comprehensive Test of Phonological Processingg

• Yopp-Singer Test of Phonemic Segmentation

DIBELS D Ph i A49

• DIBELS Deep Phonemic Awareness(Hasbrouck & Wilson, 2010)

Diagnostic Assessments:Phonics & Decoding Considerations

• It is possible to gain quality information

Phonics & Decoding Considerations

It is possible to gain quality information from examining the error patterns when a student reads a passage aloud, such as p g ,when using an Informal Reading Inventory (IRI)( )

• However, IRI’s are not constructed for the purpose of providing enough words withpurpose of providing enough words with specific phonic patterns (CVC, CVCC, CCVC CVC-e etc ) to allow an adequate

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CCVC, CVC-e, etc.) to allow an adequate interpretation of errors

(Hasbrouck & Wilson, 2010)

Diagnostic Assessments:Phonics & Decoding Considerations

• Stand alone assessments of phonics and

Phonics & Decoding Considerations

• Stand alone assessments of phonics and decoding typically have a short assessment of a specific phonics or decoding skillof a specific phonics or decoding skill including letter names, letter sounds, and decoding of specific word patterns

• Anyone who administers any kind of phonics assessment must know the correctassessment must know the correct pronunciation of each letter sound or letter combination

51(Hasbrouck & Wilson, 2010)

Activity: Sound Review

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Activity

One’s: Analyze the scoring for Felicia One’s: Analyze the scoring for Felicia and determine what Felicia’s strengths and determine what Felicia’s strengths and weaknesses are. and weaknesses are.

Two’s: Analyze the scoring for RoyTwo’s: Analyze the scoring for RoyTwo s: Analyze the scoring for Roy Two s: Analyze the scoring for Roy and determine what Roy’s strengths and determine what Roy’s strengths and weaknesses are.and weaknesses are.and weaknesses are.and weaknesses are.

Sh l i ith tSh l i ith t53

Share your analysis with your partner.Share your analysis with your partner.

ActivityOnes: Ones: •• What instructional recommendations would you What instructional recommendations would you yy

make for Felicia? make for Felicia? •• Which program listed on your handout is most Which program listed on your handout is most

appropriate for Felicia, given her instructional appropriate for Felicia, given her instructional needs?needs?

Twos: Twos: •• WhatWhat instructional recommendations would youinstructional recommendations would youWhat What instructional recommendations would you instructional recommendations would you

make for make for Roy? Roy? •• Which program listed on your handout is most Which program listed on your handout is most

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appropriate for appropriate for Roy, Roy, given given his his instructional instructional needs?needs?

Diagnostic Assessment Examples: Ph i & D di

• Diagnostic Decoding Survey

Phonics & Decoding

Diagnostic Decoding Survey (Beginning & Advanced) -www rgrco comwww.rgrco.com

• Quick Phonics Screener –www.readnaturaly.com/products

DIBELS Deep Word Reading &• DIBELS Deep Word Reading & Decoding

55(Hasbrouck & Wilson, 2010)

Instructional Instructional RoutinesRoutines

5.0 Instructional Routines

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Activity

Take a minute to review the bookmarks Take a minute to review the bookmarks provided. provided.

Put a sticky note on each bookmark.Put a sticky note on each bookmark.

Indicate on the sticky note what Indicate on the sticky note what (f th d d t(f th d d tgroups (from the advanced sort, groups (from the advanced sort,

Groups 1Groups 1--4) would benefit from the 4) would benefit from the i t ti l ti th b k ki t ti l ti th b k k

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instructional routine on the bookmarkinstructional routine on the bookmark

3-2-1…Take Aways!

Based on today’s session, reflect and Based on today’s session, reflect and discuss with your partner:discuss with your partner:•• 3 next steps to use the Advanced 3 next steps to use the Advanced pp

Sorting Tools in your school/districtSorting Tools in your school/district•• 2 diagnostic tools to assist in2 diagnostic tools to assist in2 diagnostic tools to assist in 2 diagnostic tools to assist in

diagnosing reading problems in your diagnosing reading problems in your school/districtschool/districtschool/districtschool/district

•• 1 instructional routine to address 1 instructional routine to address some of the needs for students insome of the needs for students in

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some of the needs for students in some of the needs for students in your school/districtyour school/district