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CSI Maps

CSI Maps. Randee Winterbottom & Tricia Curran Assessment Programs Florida Center for Reading Research. Guiding Questions. Goals : What outcomes do we want for our students in our state, district, and schools?

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CSI Maps

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  1. CSI Maps Randee Winterbottom & Tricia Curran Assessment Programs Florida Center for Reading Research

  2. Guiding Questions • Goals: What outcomes do we want for our students in our state, district, and schools? • Knowledge: What do we know and what guidance can we gain from scientifically based reading research? • Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student? • Outcome Assessment: How far do we need to go to reach our goals and outcomes? • Core Instruction: What are the critical components that need to be in place to reach our goals? • Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?

  3. Instruction • A core instructional program of validated efficacy adopted and implemented schoolwide • Supplemental and intervention programs to support core program • Programs and materials emphasize big ideas • Programs implemented with high fidelity Implementation of Research-Based Reading Programs That Support the Full Range of Learners

  4. Core Program A core program is the “base” reading program designed to provide instruction on the essential areas of reading for the majority of students schoolwide. In general, the core program should enable 80% or more of students to attain schoolwide reading goals. A Core Instructional Program of Validated Efficacy Adopted and Implemented Schoolwide

  5. Supplemental and Intervention Programs to Support the Core A School’s Continuum of Programs and Materials Core:Programs and materials designed to enable 80% or more of students to attain schoolwide reading goals. Supplemental:Programs and materials designed to support the core program by addressing specific skill areas such as phonemic awareness or reading fluency. Intervention:Programs and materials designed to provide intensive support for students performing below grade level.

  6. Classifying Reading Programs: What is the purpose of the program? 1. Core 2. Supplemental Core Intervention 3. Intervention Supplemental Supplemental Intervention Core Reading Program Reading Program Reading Program Supporting the Core Meeting the needs for each Meeting the needs for most Understanding the Purpose of Different Programs Programs are tools that are implemented by teachers to ensure that children learn enough on time. (Vaughn et al. 2001)

  7. Instructional Curriculum Thinking Maps Thinking About What We Are Teaching

  8. If we want to think about instruction, where do we start?

  9. Curriculum Maps (Simmons & Kame’enui, 1999) • Organized by “big ideas” for each grade level • Provide curriculum-based 180-day pacing maps • Provide specific goals and outcomes for each grade (i.e., what to teach and when) • Based on research in beginning reading

  10. How to Read Curriculum Maps “Big Idea” Months Instructional Emphasis Skill Outcomes Measurable Benchmark

  11. Curriculum Maps • Sample Curriculum Maps k-3 “BIG IDEAS” A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction, Assessment, and Learning Share what you are thinking as you review these sample maps?

  12. Goals • The Curriculum Maps are only one example of schoolwide reading goals • Other examples include state or local reading standards or frameworks A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction, Assessment, and Learning How do your state and/or local standards or frameworks compare to the Curriculum Maps? How are they similar – different?

  13. Differentiated Instruction Based On Data Using The Results of Assessment To Plan Instruction

  14. Benchmark 1 Nonsense Word Fluency ] 25

  15. Benchmark 1 Nonsense Word Fluency ] 25

  16. Benchmark 1 Nonsense Word Fluency ] 25

  17. Instruction: Time • Schoolwide plan established to allocate sufficient reading time and coordinate resources • Additional time allocated for students not making adequate progress (supplemental & intervention programs) • Reading time prioritized and protected from interruption Adequate, Prioritized, and Protected Time for Reading Instruction and Practice

  18. Instruction: Grouping • Differentiated instruction aligned with student needs • Creative and flexible grouping used to maximize performance Instruction, Grouping, and Scheduling That Optimizes Learning

  19. Differentiated Instruction Aligned With Student Needs Examples • Students are grouped based on assessment results • Specified supplemental and intervention programs are implemented depending on student needs and profiles • Groups are constantly reorganized based on progress monitoring data

  20. Progress Monitoring Early identification and frequent monitoring of students experiencing reading difficulties • Performance monitored frequently for all students who are at risk of reading difficulty • Data used to make instructional decisions • Example of a progress monitoring schedule • Students at low risk: Monitor progress four times a year • Students at some risk: Monitor progress every month • Students at high risk: Monitor progress every other week

  21. Instructional Adjustments • Instructional programs, grouping, and time are adjusted and intensified according to learner performance and needs. Making instruction more responsive to learner performance Ongoing Instructional Adjustments Based on Assessment Data to Meet the Needs of Each Student

  22. Using Data To Plan Instruction Core/Benchmark, Strategic, & Intensive Curriculum Maps

  23. Content Development Content developed by: Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D. Professor, College of Education Professor, College of Education University of Oregon University of Oregon Beth Harn, Ph.D. Michael D. Coyne, Ph. D. University of Oregon University of Connecticut David Chard, Ph. D. University of Oregon Additional support: Patrick Kennedy-Paine Katie Tate Nicole Sherman-Brewer University of Oregon Oregon Reading First

  24. How Do We Enhance Instruction & Learning? • Remember the focus must be on factors over which you have jurisdiction: • Program & program emphasis • Time (opportunities to learn) • Grouping structures • Quality of instruction & program implementation Alter the fewest number of factors possible that provide the greatest return.

  25. Planning Core/Benchmark Instruction: CSI Maps • Goals: Each big idea and high priority skills for months 1-5 and months 5-9 • Instructional Need: DIBELS recommendation Instructional Details • Program/materials • Time/day • Grouping • Assessment: Progressive benchmark for fall and winter

  26. CSI Map: Grade 1 Student Name Big Ideas Sequence of Instruction

  27. CSI Map: Grade 1 Student Name Big Ideas Sequence of Instruction

  28. CSI Map: Grade 1 Sequence of Instruction Student Name Big Ideas

  29. Application Activity

  30. At School: Application Activity • Plan instruction for your core/benchmark students. • Meet with your grade-level team. • Document in each column: programs, time, grouping, and assessment the specific information that communicates your plan to teach all children to attain critical benchmarks by January/June. • If time permits, proceed to your plan for strategic & intensive intervention.

  31. Websites Florida Center for Reading Research http://fcrr.org Institute for the Development of Educational Achievement (IDEA) http://idea.uoregon.edu/ IDEA Beginning Reading http://reading.uoregon.edu/

  32. Professional Development The best leaders bring out the best in the people around them. Effective PD practices for reading results include: • providing training that is: • focused, high quality, on-going • providing training for all (teachers, specialists) • principal,coach, district, assistants, parents • providing training follow-up (coaching and supervision) that is differentiated & empowering

  33. Operationalizing What Works: Creating a Culture of Success A culture of success for reading results includes: • belief in the possibility • commitment to priorities &results • awareness of urgency • visibility of the focus • culture of collaboration • tone of empowerment It’s not about getting the money. It’s about getting the results.

  34. The ultimate goal of reading instruction is to enable children to read fluently with good comprehension!

  35. Questions?

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