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Identification of Intensive Reading Intervention Candidates

Identification of Intensive Reading Intervention Candidates

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Identification of Intensive Reading Intervention Candidates

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  1. Identification of Intensive Reading Intervention Candidates Curriculum and Standards April 22, 2010

  2. Meeting Goals • Objectives • Participants will be able to explain the expected protocol for the identification of candidates for intensive reading intervention. • Agenda • Walk through the identification protocol • Identify program placement assessments • Clarify timeline

  3. Step 1- Spring 2010 • Analysis of data history Each site will examine the historical data contained on a CD to formulate an initial candidacy list representing students at their sites who may be strong candidates for intensive reading intervention instruction. (core replacement)

  4. Data History Report At risk Low risk Some risk

  5. Refine initial candidate list

  6. Step 2 • Use of additional data sources • Alternate ranking • Formative data history

  7. What is alternate ranking? It is a way to reflect on student performance levels. • How do you do an alternate ranking? • Reflect on each student’s classroom performance in relation to an established set of criteria and list the students in an alternating fashion from most competent to least competent. • Alternate Ranking PowerPoint can be found on Curriculum Standards webpage under Fast Track Teacher Resources.

  8. Sample Classroom Data • Alternate Ranking • Danny • 2. • 3. • 4. • 5. • 6. • 7. • 8. • 9. • 10. • 11. • 12. • 13. • 14. • 15. • 17. • 18. Dora Class Roster • Alex • Amanda • David • Amber • Chance • Ruby • Deshaun • Danny • Dora • Eric • Henry • Ian • Juan • Jose • Jessica • Jema • Kelsea • Manual

  9. Sample Classroom Data • Alternate Ranking • Danny • 2. Jessica • 3. • 4. • 5. • 6. • 7. • 8. • 9. • 10. • 11. • 12. • 13. • 14. • 15. • 17. Amber • 18. Dora Class Roster • Alex • Amanda • David • Amber • Chance • Ruby • Deshaun • Danny • Dora • Eric • Henry • Ian • Juan • Jose • Jessica • Jema • Kelsea • Manual

  10. Sample Classroom Data • Alternate Ranking • Danny • 2. Jessica • 3. Kelsea • 4. Eric • 5. Manual • 6. Alex • 7. Deshaun • 8. Jema • 9. Amanda • 10. Jose • Chance • 12. Ian • 13. Juan • 14. David • 15. Henry • 16. Ruby • 17. Amber • 18. Dora Class Roster • Alex • Amanda • David • Amber • Chance • Ruby • Deshaun • Danny • Dora • Eric • Henry • Ian • Juan • Jose • Jessica • Jema • Kelsea • Manual

  11. Formative Data History • Chapter/Unit tests • Writing assessments • Informal classroom data • Other

  12. Continue to refine initial candidate list

  13. Step 3 • Administer the appropriate core program diagnostic assessment to students on initial candidate list.

  14. Grades 4 & 5 • Pearson’s California Diagnostic Screening Assessment Indicate with an X students scoring below 50%.

  15. Grades 6-8 • Holt’s Literature and Language Arts Diagnostic Indicate with an X students scoring below 50%.

  16. Step 4 • Continue to confirm candidacy with any additional summative data.

  17. Step 5- Fall 2010 • Check 2010 CST scores • Administer intervention placement test to final candidates in the fall. Fast Track- Comprehension Placement Assessment Passages High Point- High Point Diagnosis and Placement Inventory Language!- LRS Language! Reading Scale Gateways- California Gateways Placement Assessment

  18. Administer the pre-assessment to each student individually. Follow the script as you introduce the task. Record student errors by either circling or following running record conventions.. After the passage is read, ask the comprehension questions listed. Calculate accuracy and comprehension scores, then follow the directions outlined under Application. Administering the Placement Assessment Fast Track

  19. High Point Administering the Diagnosis and Placement Inventory • Group administer the assessment for the level students most likely will place in based on fluency and standardized test scores. • Calculate the overall percentage correct on the test. • Place students in appropriate level indicated.

  20. Language! Administering the Placement Language Reading Scale • Group administer the assessment (Grades 3-5 for elementary or Grades 6-12 for middle school). • Calculate the number of items answered correctly (raw score) and convert it to the Lexile score to determine placement level. • Place students into level A or C.

  21. GatewaysAdministering the California Gateways Placement Assessment subtests • Group administer the 25 question subtest that matches the grade level at which a student reads. • Calculate the overall percentage correct on the subtest. • Depending on a student’s score, place him or her in the level indicated or have the student take an additional subtest.

  22. Timeline • Return confirmed candidate list at May 26thmeeting. • Continue Step 5 of identification protocol in August 2010. • Final reading intervention student list sent to C&S by September 3, 2010.

  23. Review meeting goals • Next meeting Intervention Placement Testing • May 26 PDC 8:00-10:00 Thank you!