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Decision-making framework

Decision-making framework. From screening to action. Procrustes. Objectives. 1.5 hours (one before lunch & half after) Understand and reflect on the purpose of measures and key assessment vocabulary Screening and Benchmarking Sharpening Instructional Targets Progress monitoring

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Decision-making framework

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  1. Decision-making framework From screening to action

  2. Procrustes

  3. Objectives • 1.5 hours (one before lunch & half after) • Understand and reflect on the purpose of measures and key assessment vocabulary • Screening and Benchmarking • Sharpening Instructional Targets • Progress monitoring • Use problem-solving model to • Identify a reading problem • Analyze data for intervention planning • Generate instructional targets • Create instructional groups

  4. What is the problem? Why is it happening? Did it work? What should be done? Problem-Solving Process

  5. What is the problem? Why is it happening? Did it work? What should be done? Problem-Solving Process = Expectation – Level of Performance

  6. Case Study: Katie • Is there a discrepancy between what is expected and what is occurring? • Expectation = > 140 WRC per minute with 95% accuracy • Current performance = 95 WRC with 80% accuracy • Is there a problem? • What do the data tell us? • Any other information you would want to know?

  7. What is the problem? Why is it happening? Did it work? What should be done? Problem-Solving Process What alterable factors underlie or maintain problem?

  8. ICEL/RIOT Matrix: Gives us clues as to why Focus on educationally relevant info

  9. Case Study: Katie • Goal: To formulate hypothesis about why the problem is occurring. I.E. Find out why she is reading so slow and with such poor accuracy. • Can she see well enough? (Review, Interview, Test) • What instruction has she been given? (Review, Interview) • Could she do it in the right environment? Disengaged/Unmotivated/Distracted? (Observe, Interview, Test) • Does she have robust decoding skills? (Review, Interview, Test) • Is she fluent with decoding strategies? (Observe, Test) • Does she think about meaning as she reads? (Interview, Test) • Does she have appropriate background knowledge? Vocabulary? English? (Review, Observe, Interview, Test)

  10. What is the problem? Why is it happening? Did it work? What should be done? Problem-Solving Process What targeted interventions have the highest probability of success (EB)? What resources do we have to hit instructional targets? What is the goal? How will progress be monitored? How can we most effectively change those alterable factors that underlie or maintain problem?

  11. Case Study: Katie • Ease back on Fluency Training Program • Practicing too many errors • Increase time in word study and multi-syllabic words. Implement Rewards. • Increase intervention time small group instruction. • Monitor Progress weekly with a goal of increasing accuracy to 97% on fourth grade-level text by end of term.

  12. What is the problem? Did it work? Why is it happening? What should be done? Problem-Solving Process Did Katie meet our goal? If not, revisit problem-solving process. If so but she is not at grade-level, can we be more ambitious? If so and she is at grade level, can we reduce supports? How can we most effectively change those alterable factors that underlie or maintain problem?

  13. Activity: Think, Write, Share • Write (5 minutes): • Without looking at notes, label the flowing problem-solving diagram • In your own words, give a quick description of each step. • Check your work with your notes and adjust. • Share (5 minutes) • Ones share descriptions of each step with 2s. • Twos offer constructive feedback.

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  25. _________________________ ________________ ____________ ______________________________ Problem-Solving Process

  26. Problem-Solving/Learning Theory Screening Measure No Benchmark Met? Can do/won’t do Yes Continue general curriculum: Provide challenging work and extensions to generalize skills Substantial Improvement with motivation? Plan motivational enhancement Yes No Validate Skill Deficit Application and Generalization: use in context. Accuracy in skills? Yes Practice skills to fluency/automaticity No Teach skills & practice to high accuracy

  27. Labeling Activity (5 Min) Where do each of the objects on the previous flow-chart fit in the problem-solving model? • What is the problem? • Why is it occurring? • What can we do about it? • Did it work? • Not tied in to PSM

  28. Reading Measures: Table of Specifications

  29. SRI & Lexiles • Strengths: • Gives proficiency levels for more advanced students • Computer Scored • Repeated Measure • Tests both inferential and literal comprehension • Good overall screening tool for secondary students • Weaknesses: • Reliability: computer issues, motivation… • Doesn’t give many clues concerning what to target instructionally • Not appropriate for frequent progress monitoring

  30. SRI Pointers • Let students know their scores and set goals • Consider using as an initial screening measure to determine who needs remedial reading instruction • Use scores to help content area teachers scaffold • Have a rational for score decision points

  31. General Guidelines for Lexile Scores Text Level Magic Schl Bus Charolette’s Web Johnny Tremain Animal Farm Great Expectations

  32. Example: Middle School Reading Scholastic Reading Inventory (SRI) No Benchmark Met? CBM: Can do/won’t do Yes Continue general curriculum: Provide challenging work and extensions to generalize skills Substantial Improvement with motivation? Plan motivational enhancement Yes No R-CBM Application and Generalization: use in context. > 95% accuracy Practice skills to fluency/automaticity Yes No Teach skills & practice to high accuracy R-CBM

  33. CVMS Reading Classes • Can do/ won’t do: 83% (39/47) improved 68% significantly, 26% moved up to benchmark • Inaccurate: 15% (<95% accuracy on RCBM) • Dysfluent: 44% (<25%ile on RCBM) • Poor literal comprehension: 26% (<25%ile Maze) • Poor vocabulary and/or knowledge: ? %

  34. Implications • Lots of students in reading classes who don’t appear to need reading intervention • Motivation a significant problem– many ersatz reading problems are really motivation problems and many real reading problems are compounded by motivation issues. (Pocket of low motivation) • Clear skill deficits that we can measure and remediate: phonics, fluency, vocabulary

  35. Incoming Students What are we going to do with them?

  36. Students in Reading Classes:Who will need what? • What kinds of data do we currently have? • What does it tell us about who will need help? • What sort of help will they need? • What sort of structures do we need to have in place to make sure these needs are met?

  37. Maze (multiple-choice close fluency) • Can student read silently and understand text accurately and at a good pace? • Hint: look at rate (better than 17 correct replacements)…but also look at errors (better than 90% accuracy).

  38. Oral Reading Fluency:Four Quadrant Instructional Support

  39. Who needs decoding support? • 104 Students (5.9%)—minimum. • Measure: 95% accuracy—RCBM

  40. Who needs fluency support? • 275 Students (16%) • Needing support defined as <114 WRC…, <25th%ile

  41. Relationship between ORF and passing a state high-stakes test (McGlinchey & Hixson, 2004)

  42. Who needs comprehension, vocabulary and background knowledge support? • Everyone…that is what content courses are about… • But some are more behind • Deliberate direct instruction of important academic vocabulary • How do we identify the most behind? • Non-readers • Common formative assessments • SRI

  43. Who needs motivational support • Unknown from data at hand…but we extrapolate that there are many and that there will be many who slough. • Success is the best motivation (self perpetuating & natural) • Perky pace at a level that is neither too difficult nor too easy is motivational • Social interaction is motivational • School stores and silly prizes are motivating

  44. Significance BL R B R B R B Reading and Behavior Instruction Reading Instruction Behavior Instruction The Need for Academic & Behavioral Integration Source: ShepardKellam, Ph.D, Senior Research Fellow, American Institutes for Research (AIR)

  45. Discussion Question • Would we want to group students by motivation?

  46. Reading Comprehension: Literal and Inferential (SRI) • 16 % (329 students)

  47. Color Key

  48. Individual Student Example

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