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Integrated Assessment EDUC 326 April 16, 2012

Integrated Assessment EDUC 326 April 16, 2012. By Marla Bailey, Charlotte Mull, Lindsay Crisp and Erika Luke. Introduce Joshua. School Second Grade Has not improved his reading skills for the first 19 weeks of school Loses focus frequently Regularly disruptive in class

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Integrated Assessment EDUC 326 April 16, 2012

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  1. Integrated AssessmentEDUC 326April 16, 2012 By Marla Bailey, Charlotte Mull, Lindsay Crisp and Erika Luke

  2. Introduce Joshua • School • Second Grade • Has not improved his reading skills for the first 19 weeks of school • Loses focus frequently • Regularly disruptive in class • Has trouble interacting with classmates in room and on the playground • Seems embarrassed to read out loud • Frequently tardy • Home Life • Lives with Dad, Mom abandoned family 3 years ago • Youngest of three boys • Dad works nights • the girlfriend “of the week” comes and stays with the boys • Gets free and reduced lunch • No relatives in area

  3. CBM Case Study: Joshua

  4. Background Information CBM • First 8 weeks • Trend-line flatter than goal • Met with parent • Instructional changes • Work on basic sight words

  5. Background Information CBM • Second 8 weeks • Trend-line still flat • Met with parent • Met with Student Success Team members Instructional Changes • Work on basic letter sounds • How letter sounds combine to form words

  6. Week 20 of 36 • Third 8 weeks • Trend-line still flat • Meets parent weekly • Afterschool tutoring • Social issues • Home or school • Other Core areas • Math scores • Reading comprehension • Home life • Working parent • Older siblings • Medical problems?

  7. Class Overview

  8. Comparison • Joshua started the year out with the Middle-performing readers • By the first 8 weeks the Low-performing readers had caught up with Joshua • Has anything changed in his home life? • Rest of class is progressing on goal

  9. Meeting with IEP & Principal • Vision Test • Hearing Test • Attendance • Work in small groups • Expected reading level 90 words per minute • Current reading level 40 words per minute

  10. Johnny (background) • First year at this school • Middle class 2 parent household • High expectations in academics

  11. Johnny (performance) • 4 weeks • 8 weeks • 12 weeks

  12. Johnny (performance)

  13. Johnny (assessments) • 1st 100 high frequency/sight words: performs as usual

  14. Johnny (assessments) • Phoneme Segmentation: performs slightly below average

  15. Johnny (assessments) • Nonsense Words: performs poorly

  16. Johnny (instructional changes) • Assessment conclusions • Memorizing familiar words • Instructional change • At 12 weeks: begin letter-sound flash cards • At 15 weeks: begin blends and digraphs flash cards

  17. Johnny (at 16 weeks) • What assessments should the teacher administer and why? • If Johnny performs well on these assessments, what is the next step? • If Johnny performs poorly on these assessments, should the teacher enact another instructional change? • If so, what? If not, what should the teacher continue to do?

  18. References Briggs, D. (2010). Consonants, blends, and diagraphs: Lessons 1-32. Retrieved from http://mybreakfastreadingprogram.com/consonants.htm Common Core State Standards Initiative. (2010). Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects. Retrieved from http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf Deeney, T. A. (2010). One-minute fluency measures: Mixed messages in assessment and instruction. Reading Teacher, 63(6), 440-450. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=48376528&site=ehost-live Fuchs, L. S., & Fuchs, D. (2012). Using curriculum based measurements in response to intervention framework: Introduction to CBM for progress monitoring in reading. Retrieved from www.rtiforsuccess.org Good, R. H., & Kaminski, R. A. (Eds.). (2007). Dynamic indicators of basic early literacy skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement. Public Schools of North Carolina. (2010). Responsiveness to instruction. Retrieved from http://www.ncpublicschools.org/docs/curriculum/responsiveness/rtimaterials/cbm-examples.pdf Zumete, R. O., Compton, D. L., & Fuchs, L. S. (2012). Using word identification to monitor first-grade reading development. Exceptional Children, 78(2), 201-220.

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