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Utilizing Screening Data to Identify Student Needs in Gresham-Barlow School District

This presentation outlines a systematic approach to leveraging screening data to effectively identify and address students' instructional needs within the Gresham-Barlow School District as of September 8, 2011. By utilizing DIBELS Next scores and assessments, educators can categorize students into intervention groups based on their specific needs in areas such as reading comprehension, vocabulary, fluency, and phonemic awareness. The process includes identifying areas of need, grouping students accordingly, and tailoring interventions to support their educational development.

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Utilizing Screening Data to Identify Student Needs in Gresham-Barlow School District

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Presentation Transcript

  1. Digging Deeper with Screening Data:Creating Intervention Groups Gresham-Barlow School District September 8, 2011

  2. Objective • Use screening data to better identify students instructional needs.

  3. Initial Placement: DIBELS Next • Composite Score • Indicates Risk Status and Need for Support: Core Support Strategic Support Intensive Support

  4. DIBELS Next • Individual Assessment Scores • Indicates Area of Need

  5. Reading Skills Build on Each Other Reading Comprehension Vocabulary Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness

  6. Phonemic Awareness Developmental Continuum Vital for Diagnostic Process! Hard • Phoneme deletion and manipulation • Blending and segmenting individual phonemes • Onset-rime blending and segmentation • Syllable segmentation and blending • Sentence segmentation • Rhyming • Word comparison IF DIFFICULTY DETECTED HERE.. THEN check here! Easy

  7. Instructional “Focus” ContinuumMATCH to INSTRUCTIONAL FOCUS as well!

  8. Reading Comprehension Vocabulary Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness

  9. DIBELS Next RTF Reading Comprehension Daze ORF CWPM Vocabulary ORF CWPM Oral Reading Fluency & Accuracy ORF Acc % ORF Acc % Phonics (Alphabetic Principle) NWF WWR NWF CLS PSF Phonemic Awareness FSF

  10. DIBELS Next Reports: Need for Support

  11. DIBELS Next Reports: District Percentile Ranks

  12. Digging Deeper Process • Step 1: Determine specific areas of need: • At or above benchmark • Below benchmark • Well below benchmark • Step 2: Group students according specific instructional needs within the Big 5 • Step 3: Further determine specific instructional needs for the students

  13. Step 1: Determine specific areas of need RTF Reading Comprehension Daze ORF CWPM Vocabulary ORF CWPM Oral Reading Fluency & Accuracy ORF Acc % ORF Acc % Phonics (Alphabetic Principle) NWF WWR NWF CLS PSF Phonemic Awareness FSF

  14. Step 1: Determine Areas of Need 3rd grade example: Start with accuracy

  15. 3rd Grade Example Data RTF Reading Comprehension Daze ORF CWPM Vocabulary ORF CWPM Oral Reading Fluency & Accuracy ORF Acc % ORF Acc % Phonics (Alphabetic Principle) NWF WWR NWF CLS PSF Phonemic Awareness FSF

  16. Step 1: Determine Areas of Need Then look at fluency

  17. 3rd Grade Example Data RTF Reading Comprehension Daze ORF CWPM Vocabulary ORF CWPM Oral Reading Fluency & Accuracy ORF Acc % ORF Acc % Phonics (Alphabetic Principle) NWF WWR NWF CLS PSF Phonemic Awareness FSF

  18. Step 2: Group students according needs within the Big 5 Group students by instructional need… given available resources

  19. Step 2: Group students according needs within the Big 5 Group students by instructional need… given available resources 11 Students who are not accurate and not fluent How many intervention groups?

  20. Not Accurate & Not Fluent: Instructional Need? Reading Comprehension Vocabulary Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness

  21. Step 2: Group students according needs within the Big 5 Group students by instructional need… given available resources 6 students who are accurate but not fluent How many intervention groups?

  22. Accurate & Not Fluent: Instructional Need? Reading Comprehension Vocabulary Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness

  23. Step 3: Further determine specific instructional needs • Not Accurate & Not Fluent • Additional Assessments? • Quick Phonics Screener • Error Analysis • In-program assessments • Group and teach to specific decoding/phonics needs. Pair with fluency practice at instructional level

  24. Step 3: Further determine specific instructional needs • Accurate & Not Fluent • Additional Assessments? • May need to verify accuracy • Other classroom data • Build reading fluency practice with modeling of fluency and opportunities for repeated practice.

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

  26. Step 3: Further determine specific instructional needs • Accurate & Fluent but not comprehending • Additional Assessments? • Daze, Retell • Ensure phonics and oral reading fluency and accuracy are established • Vocabulary? • Classroom assessments • Focus on specific comprehension strategies

  27. Step 1: Determine specific areas of need RTF Reading Comprehension Daze ORF CWPM Vocabulary ORF CWPM Oral Reading Fluency & Accuracy ORF Acc % ORF Acc % Phonics (Alphabetic Principle) NWF WWR NWF CLS PSF Phonemic Awareness FSF

  28. Kindergarten Data

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