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Digging Deeper with Screening Data: Creating Intervention Groups

Digging Deeper with Screening Data: Creating Intervention Groups. Gresham-Barlow School District September 8, 2011. Objective. Use screening data to better identify students instructional needs. Initial Placement: DIBELS Next. Composite Score Indicates Risk Status and Need for Support:.

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Digging Deeper with Screening Data: Creating Intervention Groups

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  1. Digging Deeper with Screening Data:Creating Intervention Groups Gresham-Barlow School District September 8, 2011

  2. Objective • Use screening data to better identify students instructional needs.

  3. Initial Placement: DIBELS Next • Composite Score • Indicates Risk Status and Need for Support: Core Support Strategic Support Intensive Support

  4. DIBELS Next • Individual Assessment Scores • Indicates Area of Need

  5. Reading Skills Build on Each Other Reading Comprehension Vocabulary Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness

  6. Phonemic Awareness Developmental Continuum Vital for Diagnostic Process! Hard • Phoneme deletion and manipulation • Blending and segmenting individual phonemes • Onset-rime blending and segmentation • Syllable segmentation and blending • Sentence segmentation • Rhyming • Word comparison IF DIFFICULTY DETECTED HERE.. THEN check here! Easy

  7. Instructional “Focus” ContinuumMATCH to INSTRUCTIONAL FOCUS as well!

  8. Reading Comprehension Vocabulary Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness

  9. DIBELS Next RTF Reading Comprehension Daze ORF CWPM Vocabulary ORF CWPM Oral Reading Fluency & Accuracy ORF Acc % ORF Acc % Phonics (Alphabetic Principle) NWF WWR NWF CLS PSF Phonemic Awareness FSF

  10. DIBELS Next Reports: Need for Support

  11. DIBELS Next Reports: District Percentile Ranks

  12. Digging Deeper Process • Step 1: Determine specific areas of need: • At or above benchmark • Below benchmark • Well below benchmark • Step 2: Group students according specific instructional needs within the Big 5 • Step 3: Further determine specific instructional needs for the students

  13. Step 1: Determine specific areas of need RTF Reading Comprehension Daze ORF CWPM Vocabulary ORF CWPM Oral Reading Fluency & Accuracy ORF Acc % ORF Acc % Phonics (Alphabetic Principle) NWF WWR NWF CLS PSF Phonemic Awareness FSF

  14. Step 1: Determine Areas of Need 3rd grade example: Start with accuracy

  15. 3rd Grade Example Data RTF Reading Comprehension Daze ORF CWPM Vocabulary ORF CWPM Oral Reading Fluency & Accuracy ORF Acc % ORF Acc % Phonics (Alphabetic Principle) NWF WWR NWF CLS PSF Phonemic Awareness FSF

  16. Step 1: Determine Areas of Need Then look at fluency

  17. 3rd Grade Example Data RTF Reading Comprehension Daze ORF CWPM Vocabulary ORF CWPM Oral Reading Fluency & Accuracy ORF Acc % ORF Acc % Phonics (Alphabetic Principle) NWF WWR NWF CLS PSF Phonemic Awareness FSF

  18. Step 2: Group students according needs within the Big 5 Group students by instructional need… given available resources

  19. Step 2: Group students according needs within the Big 5 Group students by instructional need… given available resources 11 Students who are not accurate and not fluent How many intervention groups?

  20. Not Accurate & Not Fluent: Instructional Need? Reading Comprehension Vocabulary Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness

  21. Step 2: Group students according needs within the Big 5 Group students by instructional need… given available resources 6 students who are accurate but not fluent How many intervention groups?

  22. Accurate & Not Fluent: Instructional Need? Reading Comprehension Vocabulary Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness

  23. Step 3: Further determine specific instructional needs • Not Accurate & Not Fluent • Additional Assessments? • Quick Phonics Screener • Error Analysis • In-program assessments • Group and teach to specific decoding/phonics needs. Pair with fluency practice at instructional level

  24. Step 3: Further determine specific instructional needs • Accurate & Not Fluent • Additional Assessments? • May need to verify accuracy • Other classroom data • Build reading fluency practice with modeling of fluency and opportunities for repeated practice.

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

  26. Step 3: Further determine specific instructional needs • Accurate & Fluent but not comprehending • Additional Assessments? • Daze, Retell • Ensure phonics and oral reading fluency and accuracy are established • Vocabulary? • Classroom assessments • Focus on specific comprehension strategies

  27. Step 1: Determine specific areas of need RTF Reading Comprehension Daze ORF CWPM Vocabulary ORF CWPM Oral Reading Fluency & Accuracy ORF Acc % ORF Acc % Phonics (Alphabetic Principle) NWF WWR NWF CLS PSF Phonemic Awareness FSF

  28. Kindergarten Data

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