Differentiated Instruction Based on Data

Teresa Anderson

Reading Intervention Specialist

252-521-1637

Principals are the key

Research shows a positive influence on school growth when, “Principals provide leadership in using assessments for screening, progress monitoring, diagnosis and outcomes”

(Laura Hassler, 2004; Miranda Free, 2004)

By understanding the data provided, principals will be able to guide their staff in establishing the foundational skills in reading for every student.

“If low achieving students can

be brought up to grade level

within the first three years

of school, their reading tends

not to revert but to stay at

grade level thenceforth.”

Adams, 1990, p. 27-28

Low and Middle Readers

Grades 1 - 6

What Skills in Early Grades Predict Reading Abilities in Later Grades? Prevention of reading difficulties in Kindergarten through second grade is far more

cost effective than remediation in later grades.

Use assessments that monitor the Five Big Ideas of reading: PA, Phonics, Fluency, Comprehension, Vocabulary

Kindergarten measure of PA was a major factor that predicted the presence of a reading disability in second grade. (Impacted word reading in second grade.)

Identifying students at risk for reading problems in the early primary grades is critical because more than 75% of students who are not identified until Grade 3 never catch up with their peers.

Students’ individual needs using assessment data

Done properly, formative assessment can generate dramatic improvements in teaching and learning; but what happens afterward-how teachers use the information- is the rest of the story.

-Dr. Thomas Guskey

•“Research shows that teachers do a lot of assessment but almost NO changes in instruction” (Paige Pullen, 2004)

ObjectivesBy the end of this session, you will be able to:

Group Students

Analyze Student Data

Monitor Instruction

Assess Learning: Assessing students using multiple assessments

Understanding Assessment Results: Analyze assessment data

Identify Strengths and Needs: Analyze data to identify the strengths and needs of individual students

Plan and Implement: Tailor Instruction to meet students’ needs using curriculum materials

Monitor and Adjust: Continually monitor student progress and adjust instruction

Monitoring and adjusting groups are parts of a continuous process that occurs throughout the year

Expectations

Concerns and Solutions

Share

Interact

Ask Questions

Meaningful

Learning Curve

Share

10% of what they hear

20% of what they read

30% what they see

50% of what they see and hear

70% of what they say and write

90% of what they do

Ask questions

Interact

Concerns and solutions

FIVE BIG IDEAS OF READING FOUNDATIONAL SKILLS

National Reading Panel

PHONOLOGICAL AWARENESS ALPHABETIC PRINCIPLE (Phonics) FLUENCY VOCABULARY COMPREHENSION

Letter Naming Fluency is not a component of the Big Ideas, but it is a reliable indicator of risk

PhonemicAwareness

AlphabeticPrincipal

AccuracyAnd

Fluency

Comprehension Vocabulary

ISF PSF NWF ORF ORF RTF WUF

Assessment of the 5 Big Ideas

Points to Remember

Significant weakness in any area is a strong predictor that, without targeted instruction a student will not be, a competent reader by Grade 3.

Strengths in all five areas at the expected time is a significant indicator that a student will be a proficient reader by Grade 3.

Assessment tools that focus on the 5 Big Ideas help draw a picture of how well student needs are being addressed.

•We don’t have time to administer these assessments.•Who’s going to do all this?•We’re already trying to do too much.•I have assessments that I already do in my class.•Who’s going to pay for all this?•All this testing isn’t good for young children.•These assessments are not authentic.•They know the information, why are they timed.•What am I supposed to do with these results? •DIBELS is not working.

Comments and Concerns we heard from teachers

Have you heard any of

these concerns?

Assessment Tools are not Interventions

Assessment Tools Monitor the Impact of the Interventions

Why do we need assessment tools for ReadingWhen a hunter is lost in the woods,When a hikers are trying to find their way on a new trail,When a driver is looking for an address in an unfamiliar city,When a pilot is having difficulty finding the airport,When a skipper is trying to find the port in the fog,We have a technology to assist them in reaching their goal: Global

Positioning System or GPS tells us, Where we are Where we want to be What course to follow Our progress toward the goal.

District Level

District Level

Individual School

Individual School

DISTRICT LEVEL

Target Areas

Research shows thatsignificant weaknessin any area is a strong predictor the student will not be a competent reader by Grade 3

DISTRICT LEVEL

Target Areas

Research shows thatsignificant weaknessin any area is a strong predictor the student will not be a competent reader by Grade 3

Data by classroom

Which classrooms have a high number of

students at risk? What

supportis needed?

Student level dataStudent Level Data: Teachers know their students needs

Share data with parents

Moss Hill2008-2009 EC EOG Scores

275

285

295

305

315

325

335

345

355

365

Student

2008

-200

9 EO

G

EOG 2008EOG 2009

LaGrange EOG Growth 2008-2009

275

285

295

305

315

325

335

345

355

365

1 2 3 4 5 6 7 8 9 10

Student

EO

G S

CO

RE

S

2008

2009

Bynum 2008- 2009 EC EOG Growth

275

285

295

305

315

325

335

345

355

365

1 2 3 4 5 6 7 8 9 10Student

2008

-200

9 EO

G

2008

2009

Banks 2008-2009 EC EOG Scores

275

285

295

305

315

325

335

345

355

365

Student

EO

G S

co

res

2008 EOG 2009 EOG

Strengths in all five areas at the expected time is a significant indicator that a student will be a proficient reader by Grade 3.

The Golden Rule The best designed assessment with the

most reliable and valid measures administered by the best trained examiner won’t change a child’s reading trajectory . . . unless someone in the child’s life does something different.

Effective School Interventions: Strategies for Enhancing Academic Achievement and Social Competence

Issues: Scheduling Materials Meeting Group Staff Monitoring

Scheduling

1. Scheduling

Materials

Group sizeandStaff

Group meeting to review dataVIDEO NOW WHAT/Computer Reports

Session OverviewGroup

Students

Link Instruction to student needs

Monitor Progress

Current Grouping Methods

In Groups Discuss Share:

1.How do you currently group students in your school?

2. What improvements have you identified?

3.Share positive and negative experiences

with grouping methods?

Process for Grouping Use data “AND” teacher input for grouping

decisions.

Instructional needs based on key skills.

Homogenous groups

Monitor and move

The goal is to determine what weaknesses or deficits the students have and to teach the skills they need in order to make the quickest progress possible.

Red

Yellow

Green

RISK CATEGORIES

Student met Benchmark goal, which has passed

Established

Low Risk

Emerging

Some Risk

Deficit

High Risk

Student is just below Benchmark goal, which has passed

Student is well below Benchmark goal, which has passed

Student is at low risk of not meeting Benchmark goal

Student is at some risk of not meeting Benchmark goal

Student is at high risk of not meeting Benchmark goal

Students in yellow or red should receive additional intervention because there is a high probability they will not reach the next critical literacy milestone.

12

3456

789

10

11121314

BIG IDEA: Phonological Awareness ISF and PSFKey skill 1

How to Form Instructional Groups Locate and Analyze Class SummaryBIG IDEA: Alphabetic Principal

(Phonics) NWFKey Skill 2

Group students basedon key skills. Starting with ISFstudents grouped according to

their rank level.

GreenAlan-27Justin-28Adam-31David-32Ryan-59

YellowDan-10

Brian-19

Eric-19

RedAaron-4

Chuck-4

Target Skill 1: ISF

Target Skill 2: PSF

RED YELLOW Green

Aaron-0

Chuck-4

Brian-9

Dan-10

Eric-16

Alan-17

David-20

Justin-20

Adam-26

Ryan-35

Phonological Awareness

ISFKey Skills 1

ISF

RedAaron-4

Chuck-4

YellowDan-10

Brian-19

Eric-19

GreenAlan-27

Justin-28

Adam-31

David-32

Ryan-59

RedAaron-0

Chuck-4

YellowBrian-9

Dan-10

Eric-16

Alan-17

GreenDavid-20

Justin-20

Adam-26

Ryan-35

PSF

Key

2

ISF (ISF)

Key Skill 1

RedAaron-4

Chuck-4

YellowDan-10

Brian-19

Eric-19

GreenAlan-27

Justin-28

Adam-31

David-32

Ryan-59

RedAaron-0

Chuck-4

Aaron

Chuck

YellowBrian-9

Dan-10

Eric-16

Alan-17

Dan

Brian

Eric

Alan

GreenDavid-20

Justin-20

Adam-26

Ryan-35

David

Justin

Adam

Ryan

Key

2

PSF

Key Skills Kindergarten

BOYRank ISF

Skill 2 LNF

MOYRank-ISF

Skill 2-LNF

EOYRank-PSF

Skill 2-NWF

First Grade

BOYRank-NWF

Skill 2 –PSF

MOYRank-NWFSkill 2-PSF

EOYRank-ORF

Skill 2- NWF

Second Grade

BOYRank-ORF

Skill 2-NWF

MOYRank-ORF-Fluency

Skill 2 –ORF Accuracy

EOYRank-ORF Fluency

Skill 2- ORF Accuracy

Grades 2 and 3 students assessed on ORF, ORF measures two components of literacy development: Fluency and Accuracy.

Now It’s Your Turn:

1.Using the class summary sheet group the students based on the Key Skills:

Key Skill 1: PSF

Key Skill 2: NWF

2.Check Your Answer

3. Assign Students to Small Groups

Key Skill 1:____________________________

Red Yellow Green

Red

Yellow

Green

K

E

Y

2

ISFKey Skills 1

PSF

RedAaron-0

Chuck-4

YellowBrian-9

Dan-10

Eric-16

Alan-17

GreenDavid-20

Justin-20

Adam-26

Ryan-35

RedAaron-0

Chuck-0

YellowBrian-19

Dan-0

Eric-0

GreenAlan-13

David-25

Adam-26

Justin-28

Ryan-52

NW

F

Key

2

ISFKey Skills 1

PSF

RedAaron-0

Chuck-4

YellowBrian-9

Dan-10

Eric-16

Alan-17

GreenDavid-20

Justin-20

Adam-26

Ryan-35

RedAaron-0

Chuck-0

Aaron

Chuck

YellowBrian-19

Dan-0

Eric-0

Brian

Dan

Eric

GreenAlan-13

David-25

Adam-26

Justin-28

Ryan-52

Alan David

Justin

Adam

Ryan

NW

F

Key

2

Rank the students based on one key indicator: See next slide for suggested indicators to use based on grade and time of year

Jahmani 7 23 Noah 9 10

Jeniva 11 10 Justin12 36 Denzel 13 31 Lily 13 24 Abriona 15 28 Jai’le 16 33 Doriana 18 19 Byron 20 43

Henderson 20 23 Cameron 21 44Shamiah 22 12

ISF(25)

Step 1Rank

LNF(27)

Red Yellow Green

Jahmahi BryonJustin HendersonDenzel ShamiahLilyAbrionaJai’leByron

NoahJenivaDoriana

Cameron

Step 2Group

Now It’s Your Turn: Assign First grade students at MOY to small groups:

Step 1Rank byKey Skill

Rank ( ) Skill 2 ( )

1.______________________________________________________

2.______________________________________________________

3.______________________________________________________

4.______________________________________________________

5.______________________________________________________

6.______________________________________________________

7.______________________________________________________

8.______________________________________________________

9.______________________________________________________

10._____________________________________________________

11._____________________________________________________

12._____________________________________________________

13._____________________________________________________

Step 2Group

Red Yellow Green

Apply this process to real student data

Take out your Student Class Summary and Group students

What Questions do you have

about grouping students?

Apply this process to real student data

“Research shows that teachers do a lot of assessment but almost NO changes in instruction.”

(Paige Pullen, 2004)

Do teachers knowwhat changes to make?

Analyze Data An analysis of the student’s responses

can enhance the information revealed in the scores alone with what instruction is needed and how to design and tailor instruction to meet the needs of the individual student.

The goal is to determine what weaknesses or deficits the students have and to teach the skills they need in order to make the quickest progress possible.

Teachers must know: Why some children have

difficulty learning to read

How children learn to read

How to identify and implement effective instructional approaches

Determine if students are

learning key skills at an adequate rate

Making a change?

“In order to change things, we need to know where we are” (Phyllis Hunter, 2004)

OR

Words in a sentence

Syllable

Onset/

Rime:

Rhyming

Isolation Identification

CategorizationBlending Segment Addition Deletion Substitution

1

2 3

ISF-

Mid K

4 5 6

PSF-

End K

7 8 9

Goal-

End K

10

Letter

Names

Letter

Sounds

VC/CVC Blends Digraphs Silent-

E

Vowel Teams Vowel- R Complex consonants

Sight Words

NWF-

Mid 1

ORF-

End 1

ORF-

End 2

1 2 3 4 5 6 7 8 9 10

Beginning Phonics Skills Advanced Phonics Skills

Closed Silent-E Open Vowel-R Vowel Team C-LE

Each skill area should be mastered by End of Third Grade

Phonological Awareness

Phonological Awareness Sub-Skills

(ability to analyze the parts of spoken

language) Deletion, Addition, Substitution

Blending / Segmentation

Isolation, Identity, Categorization

Phonemes

Onset-Rime and Rhyming

Syllable

Words in a sentence

RhymingPhonological Awareness Sub-Skills

H ok

P, t, s, f

Sea fish arms

RedRed

Red

Purple

112

3

Record the errors you observe from this probe

What patterns are visible?What stage of Phonemic Awareness is this student?

Questions to ask:Does the student know how to segment phonemes?

How accurate is the student in segmenting phonemes? (16/30)

How fluent is the student in segmenting phonemes? Not fluent, because she attempted only 30 phoneme segments in a minute. With 35 phonemes in a minute needed for Benchmark.

How accurate in initial sounds?

How accurate in ending sounds?

How accurate in knowledge of vowels?

Fast/Correct

(Mastered)

Fast/Wrong

(Skill)

Slow/Correct

(Fluency)

Slow/Wrong(Skill/Fluency)Fast/Correct

(Mastered)Slow/Wrong

(Skill/Fluency)Fast/Wrong

(Skill)Slow/Correct

(Fluency)

Fluency Skill

What patterns are visible?What stage of Phonemic Awareness is this student?

Questions to ask:Does the student know how to segment phonemes?

How accurate is the student in segmenting phonemes? (12/12)

How fluent is the student in segmenting phonemes? Not fluent, because she attempted only 12 phoneme segments in a minute. With 18 phonemes in a minute needed for Benchmark.

How accurate in initial sounds?

How accurate in ending sounds?

Fast/Correct Fast/Wrong Slow/Correct Slow//Wrong

Fluency or Skill

Mastered Skill Fluency Fluency/Skill

Questions to ask:Is the student correct?Is the student fluent?

What intervention would you provide?Do you need more information?What information do you need?

“Let no child ‘escape’ from first grade without being proficient in phonemic decoding skills.”

Fluency or Skill1. Is the student fluent? 2. Is the student accurate?

LNF1.Is the student missing any of the same letters?2.Is the student missing upper or lower case letters?

InterventionProvide intervention in lower case letters to become more consistent

NWF-RedPSF- Yellow

Fluency or Skill

1. Is the student fluent?

2. 2.the student accurate?

NWF

1.Does the student know letter

sounds?

2.Does the student know letters?

3. Does the student know vowel sounds?

4. Does the student know VC/CVC

Intervention

(Additional data is needed) Student needs to develop letter-naming and letter-sound correspondence.

Fluency or Skill

Is the student fluent?

Is the student accurate?

NWF

Sound-by-sound or whole word?

Does the student know letter sounds?

Does the student know initial, final or middle sounds?

Does the student know vowel sounds?

Intervention

Intervention needed in letters and letter-sound correspondence

Fluency or Skill

1. Is the student Fluent?

2. Is the student accurate?

NWF

Does the student know initial sound?

Does the student know ending sound?

Does the student know vowels?

Reading sound-by-sound or whole word?

Intervention

Intervention in ending letter sounds and vowel.

Phonics video

VIDEOStudent one-on-one assessment

Fluency or Skill

Is the student Fluent?

Is the student Accurate?

ORF

Reading words with blends?

Vowel teams?

R-controlled vowels?

Multisyllable words

Phrasing, expression and inflection

Intervention

Vowel teams, phrases, expression

Vowel teams

ea

R-controlled

Vowel teamough

Fluency or Skill

Is the child Fluent?

Is the child Accurate?

ORF

Missing words after told? (May need exposure to word several times to learn new words)

Words with blends or digraphs?

Vowel teams?

Multisyllable words

R- controlled vowels

Read with phrasing, expression and inflection

Intervention

(Need additional data)