Digging Deeper with Screening Data: Creating Intervention Groups

1. Digging Deeper with Screening Data:Creating Intervention Groups Seaside School District March 17, 2010 Adapted from a presentation by

2. Objectives • 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.

3. Instructional “Focus” Continuum

4. Using existing Screening Data:Going Beyond the Numbers… • Benchmarks are set by a “number” • 1st Grade = 40wpmc • 2nd Grade = 90wpmc • 3rd Grade = 110wpm • Instructionally - Need to pay attention to the behaviors around the “numbers” • Accuracy Rate • Error Patterns • Phrasing or Not • Quality of the Reading MUST hear students read to get an understanding of the reading “Behaviors”!

5. Digging 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

6. Step 1: Determine Accuracy and 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)

7. Step 2: Group students according to their accuracy and fluency needs. Regardless of the skill focus, organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match!

8. accuracy wpmc and • 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.

9. Data Summary 3rd Grade Class- Fall DIBELS: ORF => 77

10. Match the Student to the Appropriate Box: >95% acc. And 77 wcpm. Jerry Jim Mary Ted Nancy

11. Step 3: Further determine specific instructional needs for the students Organizing Fluency Data:Making the Instructional Match Core Instruction *Check Comp* +Fluency building +Decoding then fluency Self-Monitoring

12. Group 1: Accurate and Fluent Group 1: Dig Deeper in the areas of reading comprehension, including vocabulary 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

13. Group 2: Accurate and Not Fluent • 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 text • accurately? • Consider other information • Quick Phonics Screener • In-Program assessments • Error Analysis • Other classroom data

14. TRUE Box 2 Kids Slow and Accurate on ORF AND/OR Accurate on Phonics Assessments INSTRUCTIONAL MATCH = FLUENCY BUILDING

15. Fluency Continuum Instruction/Practice needs to occur at the appropriate level(s) Fluency Letter & Letter-Sound Correspondence Word Level Phrase Level Connected Text

16. Group 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.

17. Group 3: Determine needed decoding skills Sight Word 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 Basic Decoding Needs Multi-syllabic Decoding Needs

18. 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.

19. Group 4 kids may sound a bit like this…

20. Group 4: Inaccurate but High rate 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

21. Group 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

22. No Matter the Skill… • Phonemic Awareness • Beginning Decoding Skills • Sight Words • Fractions • Multiplication • Writing Mechanics ACCURACY Matters! Need to define accuracy and fluency

23. Kindergarten Example • Phonemic Awareness: may use PSF scores to sort students

24. Activity • Use your data to place students into the 4 boxes (or 3 columns). • Discuss if additional data are needed to determine instructional needs within boxes • Use your Standard Reading Protocol to determine what intervention(s) you have that meet the needs within the boxes.