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Miriam Ochoa, Reading Coach Shanina Stefiuk, Reading Coach

Miriam Ochoa, Reading Coach Shanina Stefiuk, Reading Coach.

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Miriam Ochoa, Reading Coach Shanina Stefiuk, Reading Coach

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  1. Miriam Ochoa, Reading Coach Shanina Stefiuk, Reading Coach Fair Beyond the Box Part 1

  2. ObjectivesParticipants will…* interpret score types to understand the data.* understand profiles or patterns seen in the data.* target instruction that is beneficial for students with varying needs.* analyze data for grouping and instruction. Fair Beyond the Box Part 1

  3. Essential Question • How can we use data to plan for instruction that is flexible, deliberate, and targeted to help students achieve maximum growth? Fair Beyond the Box Part 1

  4. The 3-12 “Big Picture” Map Fair Beyond the Box Part 1

  5. Purpose of Assessment Tasks Broad Screen: Reading Comprehension (RC) Targeted Diagnostic Inventory: Maze Task • Text Reading Efficiency (fluent or nonfluent) • Combines low level comprehension and fluency Word Analysis –Encoding task (Spelling Test) • Phonological Processing-decoding/advanced phonics • Morphological Processing-structural analysis (prefix/suffixes) • Orthographical Processing-spelling Fair Beyond the Box Part 1

  6. Profiles and Patterns in Data Fair Beyond the Box Part 1

  7. Boxing and Profiling Box 1 Box 2 + 4 Box 2 + 5 Box 3 + 4 Box 3 + 5 Fair Beyond the Box Part 1

  8. 3-12 FAIR Flow Chart Fair Beyond the Box Part 1

  9. Close- Up! Box 3 1. Determine who reads fluently. 2.Highlight names of students who should be further assessed using an oral reading fluency measure. Fair Beyond the Box Part 1

  10. Now What? Instructional Practices for Fluent Students in Box 3 • Sentence Level Comprehension • Paragraph Level Comprehension • Text Level Comprehension Fair Beyond the Box Part 1

  11. Now What? Disfluent Students in Box 3 • Fluency Instructional Practices • Text Reading Efficiency with a Focus on Vocabulary and Comprehension Fair Beyond the Box Part 1

  12. Close-Up Box 5 Look at your Class Status Report and highlight which students need an error analysis and phonics screening inventory. Fair Beyond the Box Part 1

  13. Error Analysis Defined Morphological errors: • The prefix or suffix is : • omitted (happy/unhappy) • misspelled (jumpt/jumped) • when the suffix is added, the needed change to the base is not spelled accurately (stoping/stopping) Orthographic errors: • incorrect letter(s) are used to represent a phoneme in a word (bick/back) • a spelling generalization is not applied when required (gras/grass) Phonological omission errors: • a phoneme is not represented by a grapheme(s) in the spelling of a word (do/dog, sick/stick) Fair Beyond the Box Part 1

  14. Now What? Students Needing Further Assessment and/or Instruction in Phonics • Phonics Screening Inventory • Instructional Practices Fair Beyond the Box Part 1

  15. Phonics Screening Inventory • Provides information about students’ word recognition skills including knowledge of letter-sound correspondences, blending ability, and skills with complex syllables or different syllable types Fair Beyond the Box Part 1

  16. Phonics Screening Inventory • Designed for intensive intervention teachers with students who have scored poorly on Word Analysis task • May be given to a small group or in a one-to-one setting • Students responses may be analyzed by orthographic patterns (e.g., vowels, blends, digraphs) and/or morphological components (e.g., roots, affixes) to guide instructional focus Fair Beyond the Box Part 1

  17. Grouping Students and Determining an Instructional Focus Fair Beyond the Box Part 1

  18. Beyond the Box Fair Beyond the Box Part 1

  19. 3-12 Instructional Guide Flow Chart Fair Beyond the Box Part 1

  20. Guiding questions to consider when determining an instructional focus. • What do the results of the assessment mean for my instruction? (think about what each assessment tests-Big Picture Map) • What reports can teachers use to plan instruction? • What are the score types given on the assessment? • What type of instruction would be beneficial for students with varying needs? • What are some of the profiles (patterns) seen in the data? • What are some resources to help teachers plan instruction? Fair Beyond the Box Part 1

  21. Guiding questions continued • Is this student comprehending? If yes, at what level, sentence, paragraph, or text? • What is the RC and/or Lexile? • What does the FCAT reporting categories reveal about the students’ ability with benchmark skills? • If not, is the student fluent or disfluent? • If the student is fluent, then what is impacting comprehension? • If the student is disfluent, conduct an error analysis. Also determine which other students will require an error analysis. • Is it phonological? • Is it morphological? • Is it orthographical? Fair Beyond the Box Part 1

  22. What Do I Do Now? • Finish pre-boxing all of your classes. • Identify all of your Box 3 students and give two ORF’s per student and get an average. • Give the Phonics Inventory to your entire class and pull the assessments for your Box 5 students. Complete one Error Type Analysis Sheet per student. • Bring the above documentation to the next scheduled meeting. Fair Beyond the Box Part 1

  23. Wednesday, October 6, 2010 FAIR Beyond the Box follow-up meeting in 305A during your planning period. Fair Beyond the Box Part 1

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