digging deeper with screening data: creating intervention groups seaside school district march 17,...
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Digging Deeper with Screening Data:
Creating Intervention GroupsSeaside School District
March 17, 2010
Adapted from a presentation by
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ObjectivesObjectives
• Use screening data to better identify students instructional needs.
• Develop understanding of strategies to use for developing students reading skills– Accuracy– Fluency
• Practice identifying your own students instructional needs.
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Instructional “Focus” Instructional “Focus” ContinuumContinuum
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no, teach skill.If yes, move to fluency
If no, teach fluency/automaticityIf yes, move to application
If no, teach applicationIf yes, the move to higher level skill/concept
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Using existing Screening Using existing Screening Data:Data:
Going Beyond the Going Beyond the Numbers…Numbers…Benchmarks are set by a “number”
1st Grade = 40wpmc 2nd Grade = 90wpmc3rd Grade = 110wpm
Instructionally - Need to pay attention to the behaviors around the “numbers” Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading “Behaviors”!
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Digging Deeper ProcessDigging Deeper Process
• Step 1: Determine accuracy and fluency rates
• Step 2: Group students according to their accuracy and fluency needs.
• Step 3: Further determine specific instructional needs for the students
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Step 1: Determine Accuracy Step 1: Determine Accuracy and Fluency Ratesand Fluency Rates
• Is the student accurate?– Must define accuracy expectation
• Consensus in reading research is 95% for ORF• No consensus for lower level skills (phonemic
awareness, phonics)
• Is the student fluent? – Must define fluency expectation
• Fluency Measuring Tools:– Curriculum-Based Measures (CBM)– AIMSWeb (grades 1 - 8)– Fuch’s reading probes (grades 1 - 7)– DIBELS (grades K - 6)
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Step 2: Group students Step 2: Group students according to their accuracy and according to their accuracy and
fluency needs.fluency needs.
Group 1: Accurate
and Fluent
Group 2:Accurate but Slow
Rate
Group 3:Inaccurate and Slow
Rate
Group 4:Inaccurate but High
Rate
Regardless of the skill focus, organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match!
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Group 1: Accurate
and Fluent
Group 2:Accurate but Slow
Rate
Group 3:Inaccurate and Slow
Rate
Group 4:Inaccurate but High
Rate
ACTIVITY:•Based on criteria for the grade level, place each student’s name into the appropriate box.•Organizing data based on performance(s) assists in grouping students for instructional purposes.•Students who do not perform well on comprehension tests, have a variety of instructional needs.
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Data SummaryData Summary
3rd Grade Class- Fall DIBELS: ORF => 77
Student Accuracy WCPM
Jim 97% 58 wcpm
Nancy 87% 59 wcpm
Ted 89% 90 wcpm
Jerry 98% 85 wcpm
Mary 99% 90 wcpm
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Match the Student to the Match the Student to the Appropriate Box:Appropriate Box:
Group 1: Accurate and
Fluent
Group 2:Accurate but
Slow Rate
Group 3:Inaccurate and
Slow Rate
Group 4:Inaccurate
but High Rate
>95% acc.
And
77 wcpm.
JimJerry
Mary
Nancy Ted
Student Accuracy
WCPM
Jim 97% 58 wcpm
Nancy 87% 59 wcpm
Ted 89% 90 wcpm
Jerry 98% 85 wcpm
Mary 99% 90 wcpm
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Group 1: Accurate and
Fluent
Group 2:Accurate but
Slow Rate
Group 3:Inaccurate and
Slow Rate
Group 4:Inaccurate but
High Rate
Core Instruction
*Check Comp*+Fluency building
+Decoding then fluency
Self-Monitoring
Organizing Fluency Data:
Making the Instructional Match
Step 3: Further determine Step 3: Further determine specific instructional needs for specific instructional needs for
the studentsthe students
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Group 1: Accurate and FluentGroup 1: Accurate and Fluent
Group 1: Accurate
and Fluent
Group 2:Accurate but
Slow Rate
Group 3:Inaccurate and Slow
Rate
Group 4:Inaccurate but High
Rate
Group 1: Dig Deeper in the areas of reading comprehension, includingvocabulary and specific comprehension strategies.Assessment/Instruction: Examine students core program assessments.•Are they doing well?
• Focus on grade level skills and strategies
•Are they not passing? • Focus on comprehension
strategies
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Group 2: Accurate and Not Group 2: Accurate and Not FluentFluent
Group 2: Build reading fluency skills. (Repeated Reading, Paired Reading, etc.) Embed comprehension checks/strategies.
Assessment: Do you need additional data? •Do you need to validate their accuracy?•Does the student read grade level textaccurately?
Consider other information• Quick Phonics Screener• In-Program assessments• Error Analysis• Other classroom data
Group 1: Accurate
and Fluent
Group 2:Accurate but
Slow Rate
Group 3:Inaccurate and Slow
Rate
Group 4:Inaccurate but High
Rate
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TRUE Box 2 KidsTRUE Box 2 Kids
Slow and Accurate on ORF
AND/OR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
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Fluency ContinuumFluency Continuum
Instruction/Practice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter & Letter-Sound
Correspondence
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Group 3: Inaccurate and SlowGroup 3: Inaccurate and Slow
Group 3: Conduct an error analysis to determine instructional need. Teach to the instructional need paired with fluency building strategies. Embed comprehension checks/strategies.
Assessment/Instruction:
• Quick Phonics Screener• Error Analysis• In-program assessments
•Focus on phonics/decoding instruction first.
Group 1: Accurate
and Fluent
Group 2:Accurate but
Slow Rate
Group 3:Inaccurate and Slow
Rate
Group 4:Inaccurate but High
Rate
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Group 3: Determine Group 3: Determine needed decoding skillsneeded decoding skills
Group 3:Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate, add Fluency Building Activities
Continue to embed comprehension checks/ strategies
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Group 4: Inaccurate but High Group 4: Inaccurate but High raterate
Group 1: Accurate
and Fluent
Group 2:Accurate but
Slow Rate
Group 3:Inaccurate and Slow
Rate
Group 4:Inaccurate but High
Rate
What do we know about Group 4 students?
• Read with adequate (sometimes too fast) rate, but made too many errors. May have comprehension concerns.
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Group 4 kids may sound a bit Group 4 kids may sound a bit like this…like this…
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Group 4: Inaccurate but High Group 4: Inaccurate but High raterate
Group 4: Does the student have the SKILLS necessary to read grade level material accurately?
Assessment: Determine if student can self-correct errors easily
If reader can self-correct errors, teach student to self-monitor reading accuracy.
If reader cannot self-correct errors, complete an error analysis to determine instructional need
Group 1: Accurate
and Fluent
Group 2:Accurate but
Slow Rate
Group 3:Inaccurate and Slow
Rate
Group 4:Inaccurate but High
Rate
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Group 4Group 4
Further investigate inaccuracy• Assisted Self-Monitoring
(Pep Talk Test)
– Criterion is for accuracy to increase by 50% or to criterion of 95%
• Assisted Monitoring (Table Tap Method)
– Immediate correction equals no further investigation in decoding
– Unable to correct, do error analysis
Group 1: Accurate
and Fluent
Group 2:Accurate but
Slow Rate
Group 3:Inaccurate and Slow
Rate
Group 4:Inaccurate but High
Rate
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No Matter the Skill…No Matter the Skill…
• Phonemic Awareness• Beginning Decoding Skills• Sight Words• Fractions• Multiplication• Writing Mechanics
Need to define accuracy and fluency
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Kindergarten ExampleKindergarten Example
• Phonemic Awareness: may use PSF scores to sort students
Skill Accuracy Needs
Skill Fluency Needs
Skill Application needs
Blend/Segment words accurately
cat - /c/ /a/ /t/
pick - /p/ /i/ /k/
Blend/Segment words fluently
Apply to decoding and spelling
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ActivityActivity
1. Use your data to place students into the 4 boxes (or 3 columns).
2. Discuss if additional data are needed to determine instructional needs within boxes
3. Use your Standard Reading Protocol to determine what intervention(s) you have that meet the needs within the boxes.