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 Accurate at Skill Fluent at Skill Able to Apply Skill IF no, teach skill. If yes, move to fluency If no, teach fluency/ automaticity If yes, move to application If no, teach application If yes, the move to higher level skill/concept

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. Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate Regardless of the skill focus, organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match!

8. Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate 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 StudentAccuracyWCPM Jim97%58 wcpm Nancy87%59 wcpm Ted89%90 wcpm Jerry98%85 wcpm Mary99%90 wcpm

10. Match the Student to the Appropriate Box: Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate >95% acc. And 77 wcpm. Jim Jerry Mary Nancy Ted StudentAccuracyWCPM Jim97%58 wcpm Nancy87%59 wcpm Ted89%90 wcpm Jerry98%85 wcpm Mary99%90 wcpm

11. Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate Core Instruction *Check Comp* +Fluency building +Decoding then fluency Self-Monitoring Organizing Fluency Data: Making the Instructional Match Step 3: Further determine specific instructional needs for the students

12. Group 1: Accurate and Fluent Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate 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 strategie s

13. Group 2: Accurate and Not Fluent 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 Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate

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

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

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. Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate

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

18. Group 4: Inaccurate but High rate Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate 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 Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate

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 Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate

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

23. Kindergarten Example Phonemic Awareness: may use PSF scores to sort students Skill Accuracy Needs Skill Fluency Needs Skill Application needs Blend/Segment words accurately cat - /c/ /a/ /t/ pick - /p/ /i/ /k/ Blend/Segment words fluently Apply to decoding and spelling

24. Activity 1.Use your data to place students into the 4 boxes (or 3 columns). 2.Discuss if additional data are needed to determine instructional needs within boxes 3.Use your Standard Reading Protocol to determine what intervention(s) you have that meet the needs within the boxes.