Assesment in Kindergarten

8/7/2019 Assesment in Kindergarten

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Aligning Reading Programs to MeetAligning Reading Programs to Meetthe Needs of All Studentsthe Needs of All Students

Implementing and Evaluating theSchoolwide Beginning Reading Model:

Instruction

GoalsAssessment

For Each Student

For All Students


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IBR Foundational Features:Translating Research into Practice

S c h o ol w id e :

E a c h & A ll

P r e v e n t i o n O r i e n t e d S c i en

t i f i c a l l y

B a s ed

R e s u l t s F o c u s e d

Simmons, Kameenui, Harn & Coyne. 2003.


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Oregon Reading First Center 2004 3

A School-Wide ReadingA School-Wide ReadingImprovement ModelImprovement Model

For Each Student

Instruction

GoalsAssessment

For All Students


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Essential Components in ReadingEssential Components in ReadingEffective, comprehensive, reading instruction includes

instruction in each of the essential components:

.

PhonologicalAwareness

Fluency

Phonics

Vocabulary

Reading

Comprehension


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Improving Reading InstructionImproving Reading Instructionin Oregonin Oregon

Systematic, high quality instruction that focuses on the fiveessential components of beginning reading.

Reliable and valid assessments for screening, diagnostic,

and monitoring progress decisions.Skillful, research based interventions for children who needintensive intervention in learning to read.

Oregon Reading First, 2002


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Aligning Core, Supplemental, andAligning Core, Supplemental, andIntervention ProgramsIntervention Programs

Goal and Challenge

To implement, evaluate, and replicate aschoolwide beginning reading modelthat will accelerate and sustain the early

reading achievement of all students.


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Objectives: What You Will Learn and DoObjectives: What You Will Learn and Do

The objectives of todays session are to:1. Describe three levels of instructional support.2. Identify guidelines for aligning core,

supplemental and intervention programs.3. Discuss factors to consider when building an

aligned and coordinated beginning readingmodel.

4. Provide methods to evaluate the effectivenessof your levels of instructional support.


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Three Levels of Three Levels of Instructional SupportInstructional Support

Instructional Recommendations Are Based onPerformance Across All Measures

Benchmark : Established skill performance across alladministered measures

Strategic : One or more skill areas are not within theexpected performance range

Intensive : One or many skill areas are within thesignificantly at-risk range for later reading difficulty


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Three Levels of Instructional Support

Intensive

Strategic

Benchmark

5%

15%

80%


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A class list provides a report of childrens performance on all measuresadministered at a given benchmark period in relation to establishedgoals.

Three Levels of Instructional SupportThree Levels of Instructional Support

Phoneme SegmentationFluency

Letter Naming Fluency Nonsense Word Fluency

Student Score %ile Status Score %ile Status Score %ile Status InstructionalRecommendation

Sam 22 10 Emerging 3 1 At risk 5 5 At risk Intensive

Jill 19 9 Emerging 14 8 At risk 13 20 Some risk Strategic

Susan 47 58 Established 5 2 At risk 14 20 Some risk Strategic

Ken 67 95 Established 31 38 Somerisk

19 26 Some risk Strategic

Kim 40 36 Established 46 75 Low risk 27 49 Low risk Benchmark

Jose 41 39 Established 44 70 Low risk 58 90 Low risk Benchmark

Fall of First Grade


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Types of Reading ProgramsTypes of Reading Programs

Vaughn et al, 2001.CORE, 2003.

Provide essential areasof reading instruction for the majority of students.

Core

ReadingProgram(Benchmark)

Provide additionalinstruction in one or more areas of reading tosupport the core.

Supplemental

ReadingProgram(Strategic)

Provide additionalinstruction to studentsperforming below gradelevel on one or moreessential instructionalskills.

Intervention

ReadingProgram(Intensive)

80% 15%5%

Classifying Reading Programs


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Core Reading ProgramCore Reading Program

A core program is the base reading

program designed to provide instructionon the essential areas of reading for themajority of students schoolwide.

In general, the core program shouldenable 80% or more of students toattain schoolwide reading goals.

Simmons, Kame'enui, Harn, & Coyne 2003.

A Core Instructional Program of Validated Efficacy Adopted and Implemented School-

wide.


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BenchmarkBenchmarkLevel of Instructional SupportLevel of Instructional Support

Level of SupportINSTRUCTIONAL PLACEMENT

ASSESSMENT PLAN

Benchmark SBRR Core ReadingProgram-minimum 90

minutes daily

Progress Monitoring: Three times per year- All studentsIn-Program Assessments

Screening & Outcome Assessment

Addressing the needs of most students. . .


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Core Reading ProgramsCore Reading Programs

We may need to supplement or modify, but we must do it

judiciously.Simmons, Kameenui, Harn & Coyne. 2003.

One Size Does NOT Fit All.

Period!


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Core Reading ProgramsCore Reading Programs


However,

one size maywork effectivelyfor most.


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Selecting Additional ReadingSelecting Additional ReadingProgramsPrograms

Differentiated Instruction Aligned WithStudent Needs

Students are grouped based on assessment results.Specified supplemental and/or interventionprograms are implemented depending on studentneeds and profiles.

Groups are systematically and regularly reorganizedbased on progress monitoring data.



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Supplemental Reading ProgramsSupplemental Reading Programs

Support and extend the critical elements of a corereading program.

Provide additional instruction in one or two areas (i.e., fillthe gaps for phonological awareness, fluency).

Provide more instruction or practice in particular area(s)of need.

May include large group, small group, one-on-oneinstruction.

Provide more teacher scaffolding.

Provide more explicit and systematic instruction.



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StrategicStrategicLevel of Instructional SupportLevel of Instructional Support


ASSESSMENT PLAN

Strategic Core Reading ProgramPlus Supplement

Progress Monitoring: MonthlyIn-Program AssessmentsScreening & Outcome Assessment

Addressing the needs of somestudents. . .


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Intervention Reading ProgramsIntervention Reading Programs

Designed for children who demonstrate reading difficultyand are performing below grade level (< 20thpercentile).

Provide more explicit, systematic instruction to

accelerate learning to a high criterion level of performance.

Focus on more than one area (e.g., phonics, fluency,and comprehension).

Teacher instruction to meet the needs of students whoare struggling in their classrooms.

Typically delivered in small group settings.



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IntensiveIntensiveLevel of Instructional SupportLevel of Instructional Support


ASSESSMENT PLAN

Intensive Part Core Reading ProgramPlus Intervention

or Supplant Core withIntensive Program

Progress Monitoring: Every 2 weeksIn-Program AssessmentsScreening & Outcome Assessment

Addressing the needs of each student. . .


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Three Levels of Instructional Support:Three Levels of Instructional Support:Summary of CSI MapSummary of CSI Map

GuidelinesOne instructional support map per grade level.Each grade level map addresses benchmark, strategic andintensive student levels of support.

All teachers/specialists should work from the same map.Data will direct changes as necessary.Each map is a work in progress.Use alterable variables to assist in increasing/decreasingintensity for varying levels of support.

Alter the fewest number of variables that impact readingprogress.


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Three Levels of Instructional Support:Summary of CSI Map

Ti me Period InstructionalRecommend

ation

Participat ioninCore Supplemental andIntervention Programs /

Strategies

Supplemental andI nterventionProgram Delivery

Frequency of DIBELSProgress

Monitoring

Determining Ins tructionalEffectiveness

benc hmark: Who:

When:

Activi ties:

GroupS ize:

Who:

When:__w/in90 minutes__outside of 90 min

Ti me :

GroupS ize:

Who:

HowO ften:

Criteria:

strategic: Who:

When:

Activi ties:

GroupS ize:

Who:


Ti me :

GroupS ize:

Who:

HowO ften:

Criteria:

Fall toWinter

intensive: Who:

When:

Activi ties:

GroupS ize:

Who:


Ti me :

GroupS ize:

Who:

HowO ften:

Criteria:


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Three Levels of Instructional Support:Three Levels of Instructional Support:Summary of CSI MapSummary of CSI Map

Instr.Recommen-

dation

Participation inCore

Supplementaland Intervention

Programs/Strategies

Supplemental andIntervention

Program Delivery

Frequency of DIBELS

ProgressMonitoring

DeterminingInstructionalEffectiveness

intensive: Who:All intensivestudents*

When:M-F, 9:00-9:30

Activities:Learning to Readand Word Worksections from HM(emphasis on redchecked items)

Group Size:Whole (30 minutes)

Early ReadingIntervention

*Enhancevocabularysections of HMusing IBR2strategies.

* Provideadditional practiceopportunities onletter-soundcorrespondencesand wordblending.

Who:Certified teacher (i.e.title I, special ed,classroom teacher,speech pathologist)

When:XX w/in 90 minutes(ERI)XX outside of 90 min(double dose)

Time:30 minutes daily for ERI

Group Size:Small (< 4 students)

Every TwoWeeks

Who:Classroom teacher with assistance fromreading coach,possibly earlyliteracy teams or grade level teams asdiscussed in teammeetings

How Often:Monthly

Criteria:3 points at or abovegoal line on Dibels,continue program

3 points below goalline, changeinstruction

Kindergarten Example


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Aligning Core, Supplemental , andAligning Core, Supplemental , andIntervention ProgramsIntervention Programs

We have not succeeded in answering all of our problems.

Indeed, we often feel we have not

completely answered any of them

The answers we have found only serve toraise a whole set of new questions.

In some ways, we feel we are as confusedas ever, but we believe we are confused ona much higher level, and about moreimportant things.

QuickTim e and a TIFF (LZW ) decom pressor

are needed to see this picture.


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Lessons Learned: One Districts EvolutionBefore: A Little of This, A Little of That

Read WellOpen Court

OptimizeReading MasteryHorizonsRead Naturally

Open CourtIntervention

Explode the CodePrimary PhonicsSaxon

Flair Write Well


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Core Program:Open Court

Supplemental Programs:Open Court Booster HorizonsRead Naturally

Intervention Programs: Early Reading Intervention

Reading Mastery

Lessons Learned: One Districts EvolutionAfter: A Streamlined Model


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Objectives: What You Will LearnObjectives: What You Will Learnand Doand Do






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Guiding Questions for Aligning Core,Guiding Questions for Aligning Core,Supplemental, and Intervention ProgramsSupplemental, and Intervention Programs

1. What essential components (PA, PH, FL,COMP, VOC) do your programs address?

2. Is the scope and sequence for introducing eachessential component similar across programs?

3. Do the programs utilize similar instructionalstrategies to teach high priority skills?

4. Is the amount of instructional content studentsreceive appropriate across programs?


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1. What essential components (PA, PH, FL, COMP,1. What essential components (PA, PH, FL, COMP,

VOC) do your programs address?VOC) do your programs address?

For each supplemental and intervention program your gradelevel has adopted, determine:

What essential component(s) does the program teach?For what grade level(s) is the program most appropriate?Are the expected outcomes for the program specified?Are they appropriate?


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2. Is the scope and sequence for introducing each2. Is the scope and sequence for introducing eachessential component similar across programs?essential component similar across programs?

Analyze the architecture of the core,supplemental and intervention programs todetermine alignment of scope and sequence.

Keep the struggling readers in mind whendetermining if scope and sequences align.

Be careful not to layer conflicting programs ontop of one another.


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Progression of Regular Word Reading

Sounding Out(saying the

sound of each letter)

Whole Word Reading (vocalizing each sound

and blending it to a whole word)

Sight Word Reading (sounding the word out in

your head and then reading the whole word)

Automatic Word Reading(reading the word without sounding it out)


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Remember Your Curriculum Maps....Remember Your Curriculum Maps....


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Example of Scope and Sequence AnalysesExample of Scope and Sequence Analyses

Lets take a look at some examples....


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3. Do the programs utilize similar strategies to3. Do the programs utilize similar strategies toteach important skills?teach important skills?

Do the programs use similar or conflicting strategiesto teach children to:

identify main ideablend sounds to form wordsread irregular wordssegment or blend phonemes in words

use context to infer the meaning of a word


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Examples of Similar and ConflictingExamples of Similar and ConflictingStrategy InstructionStrategy Instruction



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Applying a Strategy Across ProgramsApplying a Strategy Across ProgramsTouchphonics strategy for teaching students tosound out and blend sounds to form a word:

Lessons divided into 9 parts:1. Build the word2. Touch and sound the units

3. Blend the sounds into a word4. Cover and spell the word5. Cover and write the word6. Change the word/ Shake and Make7. Read the word in isolation

8. Read the word in print9. Write the word in print

Could apply this strategy to the core phonicsinstruction.


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4. Is the amount of instructional content students4. Is the amount of instructional content studentsreceive appropriate across programs?receive appropriate across programs?

Document the amount of instructional contentstruggling readers cover when they are placed inmultiple programs.

This is essential when the student is receivingservices from multiple teachers/specialists (e.g.,SPED, Title 1).

Broader coverage of content could be problematic,some students may need to go deeper.


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Example of Skills Trace AnalysesExample of Skills Trace Analyses



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Breakout ActivityBreakout Activity

Within your school teams, divide up so as tocomplete each of the following analyses:1. Scope and Sequence Analysis2. Strategy Instruction Analysis3. Skills Trace Analysis

If your school team only consists of a few staff members, select one of the above analyses tocomplete.Teams will have 30 minutes to work.Be prepared to share out to the large group.


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Large Group SharingLarge Group Sharing

1. Identify your school.2. Identify grade level for analyses.3. Identify strategic or intensive support plan.

4. Identify the programs that were cross-walked.5. Identify specific analyses completed (Scope

and Sequence, Strategy, or Skills Trace).6. Share findings based on analyses.


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Scope and Sequence Analyses:Scope and Sequence Analyses:Recommendations and ConsiderationsRecommendations and Considerations

If there is discrepancy in the scope and sequence of skillsinstruction across programs, consider the following:

Avoid layering the programs on top of each other, especiallyfor struggling readers.

Add pre-teaching and re-teaching lessons from the extrasupport handbooks to the core instruction.

If the intervention or supplemental program is considerablystronger than the core, replace part of the core instructionalcontent with the specific big ideas addressed by the

supplemental/intervention program.*Use data to evaluate decisions (e.g. Summary of EffectivenessReports, Histogram Reports)


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Strategy Instruction Analyses:Strategy Instruction Analyses:Recommendations and ConsiderationsRecommendations and Considerations

If the strategy instruction is not consistent acrossprograms:

Apply the most explicit strategy from one programs acrossall programs.

Revisit a strategy that appears explicit, systematic andprovide review of previously taught skills.

Select a set of highly similar examples (e.g., cvc words withcontinuous sounds in the initial position) and develop a

systematic strategy to teach the set of examples (e.g.,blending each sound in a word using an explicit finger pointing prompt).

Skill T A lSkills Trace Analyses:


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Skills Trace Analyses:Skills Trace Analyses:Recommendations and ConsiderationsRecommendations and Considerations

If there is discrepancy in the scope and sequence

of skills instruction across programs, consider thefollowing:

Avoid layering the programs on top of each other, especiallyfor struggling readers.

Add pre-teaching and re-teaching lessons from the extrasupport handbooks to the core instruction.

If the intervention or supplemental program is considerablystronger than the core, replace part of the core instructional

content with the specific big ideas addressed by thesupplemental/intervention program.*

Use data to evaluate decisions (e.g., Summary of Effectiveness Reports, Histogram Reports).


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90-Minute Block90-Minute Block

CORECORE + SUPPLEMENTCORE + INTERVENTION

INTERVENTIONINTERVENTION + SUPPLEMENT


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Factors to Consider:Factors to Consider:

Matching Students to ProgramsSupplementing vs. SupplantingProgram PacingAllocating Additional Instructional TimeAssessing Students Progress

Coordinating Programs Across Grades


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Matching Students to ProgramsMatching Students to Programs

Use DIBELS data to guide decisionmaking.Avoid the Road to Nowhere:

We know where were going, but we dontknow where weve been . . .

(Talking Heads, Road to Nowhere)


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Matching Students toMatching Students to ProgramsPrograms : Example: Example

Problem: School A has just purchasedRead Well K and is trying to set up their kindergarten program for 2004-2005.

Which students will participate in ReadWell K?


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Matching Students to Programs: ExampleMatching Students to Programs: Example

School A: 2003-2004 Summary of Effectiveness Reports

Beginning of K Middle of Year N = 60 # Established32 Intensive Students 522 Strategic Students 5

6 Benchmark Students 4

Middle of K End of Year n = 56 # Established21 Intensive Students 9

24 Strategic Students 2211 Benchmark Students 10


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Matching Students to Programs: ExampleMatching Students to Programs: Example

Is it necessary for all kindergartenstudents to participate in Read Well K?

Which students are benefiting from thecore program?

Which students failed to make adequateprogress in the core program andrequire an intervention?


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The consequences of providing extraintervention are considered far less riskythan a wait-and-see position that withholds

opportunity for additional instruction untilstudents are seriously discrepant from their peers.

Oregon Reading First Grant Application, 2002


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Supplementing vs. SupplantingSupplementing vs. Supplanting

Factors to Consider:1. Overall Strength of Core Program

2. Which Essential Components Does theIntervention Program Teach? What arethe Outcomes?

3. Grade Level of Students: Kindergartenvs. Grade 3


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1. Overall Strength of the Core Program1. Overall Strength of the Core Program

Is the program a top tier or a middle tier program?

Within the top tier programs, consider level of intensity (e.g., spiral curriculum vs. masterybased)

Determine if fidelity of implementation is at a

high and effective level.


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Overall Strength of Core Program: ExampleOverall Strength of Core Program: Example

School B:Core Program: Middle tier Benchmark Status on PSF at End of

Kindergarten 2003-2004:n = 51Deficit: 22%

Emerging: 37%Established: 41%


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Overall Strength of Core Program: ExampleOverall Strength of Core Program: Example

School C:Core Program: Top tier - high intensityBenchmark Status on PSF at End of

Kindergarten 2003-2004:n = 67Deficit: 6%

Emerging: 15%Established: 79%


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Overall Strength of Core ProgramOverall Strength of Core Program

Some core programs have the necessary intensity tomeet the full range of student needs which includes:(a) grouping by instructional level, (b) continualmonitoring for mastery and regrouping, (c)acceleration for some students and remediation for

others, and (d) implementing the program with highfidelity.

Other core programs lack the architecture. Mayrequire use of more supplemental and interventionprograms to meet the needs of the full range of students.


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Example 1: ERIExample 1: ERI


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Example 1: ERIExample 1: ERIIs the intervention appropriate for kindergarten students?

Yes, ERI outcomes match or exceed kindergartenbenchmarks.

Is the intervention appropriate for first grade students?

Only for those very low performers to establish PA and AU

with the understanding that acceleration is important toallow students to transition into a first grade program thatwould build skills necessary for students to meet the ORFgoal at the end of first grade.

Is the intervention appropriate for second grade students?No

Whi h ti l t d th i t tiWhi h ti l t d th i t ti


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Which essential components does the interventionWhich essential components does the interventionprogram teach? What are the outcomes?program teach? What are the outcomes?

Example 2: Read WellDesigned for students in first gradeEssential Components: PA, Phonics, Fluency, Vocabulary, ComprehensionOutcomes: Phonemic Awareness

Letter-Sounds Blending Irregular Words

Multi-syllable Words Decodable Passage Reading Multiple Genres Story Elements Story Mapping

* Students who exit the program at Unit 38 are reading 80-100 cwpm.

* ~ 2.5 basal level* narrative and expository text

E l 2 R d W llE l 2 R d W ll


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Example 2: Read WellExample 2: Read Well

Is the intervention appropriate for kindergarten students?

Read Well K now available for kindergarten students. Is the intervention appropriate for first grade students?

Yes Is the intervention appropriate for second grade students?

Yes- remedial*

Is the intervention appropriate for third graders?Yes - remedial*

* Note that the program allows students to progress through eachunit at a pace appropriate for them:

Condensed Unit - 2 daysExpanded Unit - 6-8 daysRegular Unit - 3 days

Whi h ti l t d th i t tiWhi h ti l t d th i t ti


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Which essential components does the interventionWhich essential components does the interventionprogram teach? What are the outcomes?program teach? What are the outcomes?

Consider intervention program content and outcomes whendeciding whether to supplement or supplant the core.

If an intervention program only teaches 1 or 2 essentialcomponents, it may work best to use the program as asupplement to the core.*

If the intervention program is comprehensive and teaches all5 essential components, then supplanting the core wouldmake sense. Note that this would be the case only for those

students who did not benefit from the core program.* Note that in some cases it may be necessary to supplant the core with an

intervention that only teaches 1 or 2 essential components if the alignment iscompletely off or resources are limited.

3 G d L l f S d3 G d L l f St d t


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3. Grade Level of Students3. Grade Level of Students

If the students are in grades K or 1 . . .Then we have less to teach to catch thestudents up. It makes sense to address all 5essential components in our overallinstructional plan.

The core program in K and 1 will be moreforgiving for these students. It may be that

we can work to enhance and supplement thecore for most students.

Program Grades EssentialComponents

SupplantCore?

Rationale


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p

Phonemic Awarenessin Young Children

K-1 PA No This program only teaches 1 of theessential components. Use tosupplement PA instruction in core

program following alignmentguidelines.

ERI K PA, Phonics No This program only teaches 2 of theessential components. In the originalresearch studies, this program wasalways used in addition to instructionin the core program.

Read Well K K PA, Phonics,Vocab, Comp

Yes This program teaches all of theessential components appropriate for K. Will want to supplant only for thosestudent who did not benefit from thecore.

Language for Learning K-2 Vocab No This program only teaches 1 of theessential components. If resourcesare limited and must choose betweenRead Aloud from core vs. Lang. for Learning, will want to choose moreintensive instruction for the studentswho are struggling.

KindergartenScenarios

G d L l f St d tG d L l f St d t


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Grade Level of StudentsGrade Level of Students

If the students are in grades 2 or 3 . . .

It is difficult to catch students up. May need to focus on decodingand fluency. Allocate the majority of instructional time to theseareas.

Supplant with intervention program from week 1 of instruction.

Accelerate students progress by providing double dose of theintervention program in the afternoon.

Sample interventions include:

Corrective Reading: Decoding

Reading Mastery I, II, Fast Cycle, and III

Program Pacing /Program Pacing /


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Program Pacing /Program Pacing /Allocating Additional Instructional TimeAllocating Additional Instructional Time

Time allocated to program

Utilizing time within 90-minute block

Utilizing time outside of 90-minute block

Program Pacing:Program Pacing:


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Program Pacing:Program Pacing:Time Allocated to ProgramTime Allocated to Program

Completing at least one lesson a day is essential.

In many programs, the pieces of the lesson aredesigned to work together and should not be dividedup over a period of two or more days.

For example, each ERI lesson has two parts: (1) PA/AU and(2) Spelling/Writing. The Spelling/Writing portion of thelesson was designed to compliment and build on the newskills introduced in the first part of the lesson.

For example, Corrective Reading: Decoding Level B1 andB2 have a series of activities designed to teach preskillsnecessary for daily passage reading - sounds practice, wordreading. Also, passage reading has follow-up activities(comprehension and reading checkouts) that work bestwhen presented on the same day of the passage reading.



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Program Pacing:Program Pacing:Time Allocated to ProgramTime Allocated to Program

Follow Program Guidelines for Pacing:

FOR EXAMPLE:

ERI - 30 minutes a day, 5 days a week

Corrective Reading: Decoding Level A- minimum of 35 teacher-directed minutes daily

Corrective Reading: Decoding Levels B1/B2 -

minimum of 45 teacher-directed minutes daily Read Naturally - 20 minutes, at least 3 days a week

Program Pacing: Time Allocated to ProgramProgram Pacing: Time Allocated to Program


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Program Pacing: Time Allocated to ProgramProgram Pacing: Time Allocated to Program

Make projections for lesson completion

For example: School E has placed 15 intensive second grade students in ReadingMastery Classic Fast Cycle. The students all placed in the program at lesson 1 at thebeginning of the year. (Groups started the third week in September.) If studentscomplete one lesson a day, they will be approximately at lesson 63 upon returning fromWinter Break. Fast Cycle has 170 lessons. Students enter in to beginning second gradematerial at lesson 81 so should be at least that far in the program mid-year. If the goal isfor these second graders to finish Fast Cycle by the end of the school year, School E will

need to adjust instructional time to allow for more lesson completion.What can School E do to increase instructional time for these intensive second graders?



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g gg gUtilizing time within 90-minute blockUtilizing time within 90-minute block

Golden Rule: Maximize academic learning time of students

Academic Learning Time = Time children are engaged intasks in which they can be highly successful .

If students require intensive interventions, use the timeduring the 90-minute block to provide these interventions.

If students are spending part of their 90-minute blockcompleting independent work, consider pulling studentsfrom these independent work activities for more intensive,teacher-directed instruction (e.g., Could ELL, Title, or SPED specialists work with students at this time?Instructional Assistants? Peer tutors? Parent volunteers?)



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Program Pacing:Program Pacing:Utilizing time outside of 90-minute blockUtilizing time outside of 90-minute block

Additional time needs to be allocated for students who are not making adequateprogress.

These additional instructional minutes areoften provided outside of the 90-minuteblock.


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Double-Dosing InstructionDouble-Dosing Instruction

Once placed in a strong instructional program,students most often need MORE NOT DIFFERENT.

Schedule your double dose keeping MORE in mind.

Some double-dose options include:

Firming up the mornings lesson

Moving on to the next lesson

L Fi UL Fi U


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Lesson Firm UpLesson Firm Up

Does NOT mean instructor needs to repeat exact lesson fromthe morning.

Identify areas where students struggled (e.g., letter-soundknowledge, regular word reading, irregular words, reading inconnected text, fluency, comprehension questions, vocabulary)

Be more specific (e.g., students were not firm on letter soundsfor a, n, r, t; students had difficulty reading words with the final erule; students did not know irregular words brother, where,people; students did not meet 60 cwpm goal for fluencycheckouts; students had difficulty sequencing important events inthe story; students could not successfully use the 5 newvocabulary words in their own speaking and writing.)


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L Fi UL Fi U


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For example: Highlighters: circle, underline Pocket Chart Cards

Pointy Fingers Halloween Rings Game Boards/Cards

Dictation

(from Marilyn Spricks Tweaking Read Well)



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ppOther ideas include:

Redoing a sounds/words page with the added incentive of earning points.

Fluency practice - Students take turns going around the table each reading one sentence fromthe mornings passage. Emphasis is on accuracy. Once the group meets goal for accuracy(e.g., no more than 3 total errors for whole story), then students pair up for timed readings.

Reading Olympics -

Warm-up

Sprints

And the list goes on . . .

Wh t b t ft h l t t iWh t b t ft h l t t i g


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What about after-school tutoringWhat about after-school tutoringprograms?programs?

Same rules apply here.

Think MORE NOT DIFFERENT


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A i St d t PA i g St d t P g


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Assessing Students ProgressAssessing Students Progress

Always keep your eyes on the DIBELS!

DIBELS measures reliably identify and predict a students later reading proficiency in a time efficient and standardized manner

Once students are identified as being at risk, an intervention is

put into action. Educators need to have timely feedback toensure that the efforts are beneficial.

DIBELS as a progress monitoring assessment provideseducators with information on students who are on track or require more intensive instruction.

Assessing Students Progress:Assessing Students Progress:


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Where do in-program tests fit in?Where do in-program tests fit in?

In-Program Tests tell us:

Once an intervention program is selected, in-program tests can identify: (a)what lesson the student should begin at, and (b) how the student should begrouped.

Is the student at mastery at this point of time in this specific program?

What skills does the student need additional practice on before moving forward?

Does the student need to go back and repeat a series of lessons?

Does the student need to be regrouped?

When can the student exit from this program?

How Do DIBELS andHow Do DIBELS and


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In-Program Tests Work Together?In-Program Tests Work Together?

DIBELS will identify a students instructional recommendation:benchmark, strategic, intensive.

Use DIBELS recommendations for identifying those students who willreceive additional support (strategic, intensive).

Identify supplemental and intervention programs that will meet theneeds of these students.

Once the program(s) have been identified, use in-program tests for placement, grouping, and to inform instruction within the program.

Use DIBELS as an overall indicator of strength of the interventionprogram. Is the student making reasonable progress toward the nextcritical literacy benchmark? What if the student is performing stronglyin the program, but is not making necessary gains toward the nextbenchmark?

I t ti l E h tInstructional Enhancements


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Instructional EnhancementsInstructional EnhancementsAlterable

Components Speci fic Enhancemen ts

Options 1 2 3 4 5

ProgramEmphas is

Use coreprogram &explicitlyteach p riorityskills.

Useextensions of the coreprogram(e.g., addexamp les)

Supp lementcore wi threteach ing or interven tioncomponen tsof core.

Replacecurrent co reprogram wi thinterven tionprogram.

Implementspec iallydesi gnedprogram

Time(Opportunities to

Learn)

Schedu le &deliver 90minutes of daily read inginstruction(minimum 30minute ssma ll group ).

Increaseoppo rtunitiesto respondduring coreinstruction.

Schedu lecore +supp lemen talperiod daily.(90 + 30 or 60 + 30)

Schedu letwointerven tionsessionsdaily (no l essthan 90minute stota l)

Grouping for Instruction

Check groupplacemen t &providecomb inationof whole &small groupinstruction.

Schedu lesmall groupoppo rtunityfor spec ificpractice

Reducegroup size

Provideindivi dua linstruction

I n c r e

a s i n gI n

t en

s i t y

Increasing Intensity

Coordinating Programs Across GradesCoordinating Programs Across Grades


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Elements of a Coordinated Beginning Reading Model:

1. Program alignment within a grade for benchmark,strategic, and intensive students.

2. Coordination of services provided by regular education, specialists, IAs, etc.

3. Coordination of programs across grade levels.

Summary of Effectiveness of Core, Strategic, and Intensive Programs:Summary of Effectiveness of Core, Strategic, and Intensive Programs:O g R di g Fi t P j t id D tOregon Reading First Projectwide Data


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Oregon Reading First Projectwide DataOregon Reading First Projectwide DataSpring, 2004Spring, 2004

Effectiveness Of Core Curriculum

Effectiveness of Strategic Support

Program

Effectiveness of Intensive Support

Program

K 731/791 554/771 243/595

92% 72% 41%Grade 1 647/692 263/716 28/778

94% 37% 4%

Grade 2 775/843 75/292 9/994

92% 26% 1%Grade 3 622/725 114/517 17/879

86% 22% 2%



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g gg gK 1 2 3

Benchmark Houghton-Mifflin Houghton-Mifflin

+ enhancevocab/comp withIBR strategies

Houghton-Mifflin


Houghton-Mifflin


Strategic High: HM +

ClassroomManagement/Extra SupportHandbooks

Low: HM + ERI

High: HM (see

above) +ClassroomManagement/Extra SupportHandbooksRead NaturallyLow: Horizons

High: HM

(see above) +ClassroomManagement/Extra SupportHandbooksRead NaturallyLow: Horizons

High: HM

(see above) +ClassroomManagement/Extra SupportHandbooksRead NaturallyLow: Horizons

Intensive HM + ERI HM + ERIReading MasteryClassic

Reading MasteryClassic

Reading MasteryClassic

Coordinating Programs Across Grades:Coordinating Programs Across Grades:A NonexampleA Nonexample


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A NonexampleA NonexampleK 1 2 3

Benchmark Houghton Mifflin Houghton Mifflin Houghton Mifflin Houghton Mifflin

Strategic

Headsprout

Read Naturally

HeadsproutBuild Up Kit

Read Naturally

Build Up Kit

Read Naturally

Build Up Kit

Intensive ERI

Language for Learning - SPEDHeadsprout

ERIReading MasteryClassic - SPED

Language for Learning - SPEDHeadsproutBuild Up Kit

Reading MasteryClassic - SPED

Language for Learning - SPED

Build Up Kit

Reading MasteryClassic - SPED

Build Up Kit

Breakout Activity:Breakout Activity:


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yyCoordinating Programs Across GradesCoordinating Programs Across Grades

In school level teams, complete theCoordinating Programs Across Gradesflowchart using your Summary of CSI Maps as aguide.

Examine consistency of instruction across gradelevels for (a) strategic students, and (b) intensivestudents.

Discuss implications and potential areas for change.

L C ll bL t C ll b t


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Lets CollaborateLets Collaborate

Over break, collect strips to represent each core,supplemental, and intervention program included on your schools CSI Map.Tape strips to a piece of butcher paper, starting with thecore program on top, then supplemental programs, then

intervention programs. Be sure to write your schoolsname on the top of the paper.Display your schools completed chart so all can see.After break, look for those schools who have similar combinations of core, supplemental, and interventionprograms.Get together with those schools to share implementationideas.



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The objectives of todays session are to: 1. Describe three levels of instructional support.2. Identify guidelines for aligning core,




Progress of Groups of Students: Instructional StepsProgress of Groups of Students: Instructional Steps


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g p pg p pfrom Kindergarten to Successful Reading Outcomesfrom Kindergarten to Successful Reading Outcomes

The outcome of each step depends on (a) students beginning skills, (b)effectiveness of core curriculum and instruction, and (c) effectiveness of systemof additional instructional support.

Evaluating Levels of InstructionalEvaluating Levels of Instructional


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ggSupportSupport

Use the following DIBELS reports to examine studentsprogress:

Summary of Effectiveness ReportsHistogramsClass Lists

Examine reports to determine progress of groups of students and individual students

Kindergarten


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Time Fall Winter Spring

Question A. How manybenchmark, strategic,and intensivestudents are in myclassroom?B. Who are thebenchmark, strategic,and intensive

students?

A. How successful is my instruction in

helping benchmark, strategic, and intensivestudents reach phonological awarenessgoals?B. How effective are instructional programsat reducing the numbers of students at riskin phonological awareness?C. Is instruction improving the phonologicalawareness skills of the majority of students?D. Who are the benchmark, strategic, andintensive students?

Report A. HistogramB. Class ListsA. Summary of Effectiveness ReportsB. HistogramsC. Class Lists

First Grade


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Question A. How manybenchmark, strategic,and intensivestudents are in myclassroom?B. Who are thebenchmark, strategic,and intensivestudents?

A. How successful is my instruction in

helping benchmark, strategic, and intensivestudents reach decoding and oral readingfluency goals?B. How effective are the instructionalprograms at reducing the numbers of students at risk on decoding and oralreading fluency scores?C. Is instruction improving the decodingskills and oral reading fluency of themajority of students?D. Who are the benchmark, strategic, andintensive students?

Report A. HistogramB. Class Lists

A. Summary of Effectiveness ReportsB. HistogramsC. Class Lists

Second Grade

F ll Wi S i


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Question A. How manybenchmark, strategic,and intensive studentsare in my classroom?B. Who are thebenchmark, strategic,and intensive students?

A. How successful is my instruction inhelping benchmark, strategic, and intensivestudents reach oral reading fluency goals?B. How effective are the instructionalprograms at reducing the numbers of students at risk in oral reading fluency?C. Is instructional support improving the oralreading fluency of the majority of students?D. Who are the benchmark, strategic, andintensive students?

Report A. HistogramB. Class Lists


Third Grade


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Question A. How manybenchmark, strategic,and intensivestudents are in myclassroom?B. Who are thebenchmark, strategic,and intensivestudents?

A. How successful is my instruction inhelping benchmark, strategic, and intensivestudents reach oral reading fluency goals?B. How effective are instructional programsat reducing the numbers of students at riskin oral reading fluency?C. Is instruction improving the oral reading

fluency of the majority of students?D. Who are the benchmark, strategic, andintensive students?

ReportA. HistogramB. Class Lists


Summary of Effectiveness ReportsSummary of Effectiveness Reports


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Summary of Effectiveness ReportsSummary of Effectiveness Reports

Questions answered by the reportHow effective is my instruction for benchmark, strategic, andintensive students?

How to use the reportDocument percentage of students at the three levels of instructional support that meets benchmark goals.

Cautionary noteRemember to look at the actual number of students in eachcategory as you consider making changes at the student level

or the systems level.

Effectiveness of Intensive Support Program:Effectiveness of Intensive Support Program:G d 1 F ll Wi


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Grade 1 Fall to Winter Grade 1 Fall to Winter Although the percentage of studentsmeeting the benchmark goal is the same

in each school, differences in the number of students influence implications.

Implications for School A:

1) Core, supplemental, and intensiveprograms are not being successful with alarge percentage of students andsignificant change is warranted.

2) Intervention program for intensivestudents is not resulting in a sufficientnumber of children reaching benchmarkgoal. Change is warranted.

Implications for School B:

1) Reading programs are resulting in a high

percentage of students reachingbenchmark goal.

2) Focus on improving the number andpercentage of intensive students whomeet benchmark goal by addressingalterable variables chart.

Numbers of

IntensiveStudents

Percent

School A

(Grade 1TotalStudents =103)

9/90Out of 90intensivestudents in thefall, 9 made thewinter goal of 50on NWF.

10%

School B(Grade 1TotalStudents =103)

1/10Out of 10intensivestudents in thefall, 1 made thewinter goal of 50on NWF.

10%

Effectiveness of Core Curriculum: Grade 3Effectiveness of Core Curriculum: Grade 3Wi S iWi S i


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Winter to SpringWinter to Spring

Although the percentage of

students meeting the benchmarkgoal is the same in each school,differences in the number of students influence implications.

School C needs to consider systemic changes to increase thenumber of students who reachbenchmark status in the winter of Grade 3 (9 of 78).

School D can celebrate the highnumber of students who reachbenchmark status in the winter of Grade 3, and who remained ontrack to the spring of Grade 3 (58of 78).

Numbers of BenchmarkStudents

Percent

School C(TotalGrade 3students =78)

9/9Out of ONLY 9benchmarkstudents in thewinter, all 9 madeit to the 120 ORFgoal in the spring.

100%

School D(TotalGrade 3students =78)

58/ 58Out of 58benchmarkstudents in thewinter all 58 madeit to the 120 ORFgoal in the spring.

100%

Summary of Effectiveness of Core, Strategic and IntensiveSummary of Effectiveness of Core, Strategic and IntensivePrograms: Oregon RF Schools (Winter to Spring)Programs: Oregon RF Schools (Winter to Spring)


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Programs: Oregon RF Schools (Winter to Spring)Programs: Oregon RF Schools (Winter to Spring)Students Reaching Benchmark GoalStudents Reaching Benchmark Goal

Benchmark:Effectiveness of Core Curriculum

Strategic:Effectiveness of

SupplementalProgram

Intensive:Effectiveness of

Intervention Program

K 731/791 554/771 243/595

92% 72% 41%Grade 1 647/692 263/716 28/778

94% 37% 4%

Grade 2 775/843 75/292 9/994

92% 26% 1%Grade 3 622/725 114/517 17/879

86% 22% 2%

Breakout Activity Summary of Breakout Activity Summary of


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Effectiveness ReportsEffectiveness Reports

Examine your grade level summary of effectiveness report from last spring.

In your grade level teams discuss whatchanges are being made this year in theinstructional plan to increase the number of

intensive students making the benchmarkgoal.

Histogram ReportsHistogram Reports


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Histogram Reportsg p

Questions answered by the reportAt this point in time, how well are students performingon a key reading measure?

How to use the reportNote the percentage of students who have reached a

key reading goal or the percentage of students at thethree levels of risk. Histograms at different points intime provide evidence for how well reading programsare working to reduce risk.

Cautionary note

Each report includes one individual measure. While allmeasures are crucial stepping stones, focus on themeasure that is used for the benchmark goal at thattime period.

Oregon Reading FirstOregon Reading First


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32% (n= 789) Established41% (n= 991) Emerging27% (n= 653) Deficit

Mid Year Grade 1 NWFMid Year Grade 1 NWF

Oregon Reading FirstOregon Reading First


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Oregon Reading First Center 2004106

61% (n= 1397) Established29% (n= 658) Emerging1O% (n= 221) Deficit

End of Year Grade 1 NWFEnd of Year Grade 1 NWF

Breakout Activity- Histogram ReportsBreakout Activity- Histogram Reports


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Breakout Activity- Histogram ReportsBreakout Activity Histogram Reports

Based on your fall histogram reports, whatpercentage of students are in each of the threelevels of risk?

How is your grade level team going to use thesedata when planning instructional groups and theallocation of personnel to teach the groups?

Do additional personnel need to be trained insupplemental and intervention programs to servethe numbers of at risk students?

Progress Monitoring ReportsProgress Monitoring Reports


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Progress Monitoring ReportsProgress Monitoring ReportsQuestions answered by the report

Are individual students making adequate progress on criticalearly literacy skills?

How to use the report

Monitor the effectiveness of current interventions and theneed for change in the instructional plan.

Three points below the aim line indicates that aninstructional change is needed.

Cautionary noteSetting appropriate goals for individual students can becomplex. Need to set attainable goals that also encouragean accelerated learning rate so the student can catch up.

Progress Monitoring: The Teachers MapProgress Monitoring: The Teachers Map


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g g p

1 0

2 0

3 0

4 0

D e c .S

F e b .S

J a n .S

M a r c hS

A p r i lS

M a yS

J u n eS

6 0

5 0

Aimline

A change in intervention

Documents

Assesment in Kindergarten