Digging Deeper with Screening Data:

Creating Intervention GroupsSeaside School District

March 17, 2010

Adapted from a presentation by

ObjectivesObjectives

• Use screening data to better identify students instructional needs.

• Develop understanding of strategies to use for developing students reading skills– Accuracy– Fluency

• Practice identifying your own students instructional needs.

Instructional “Focus” Instructional “Focus” ContinuumContinuum

Accurate at Skill

Fluent at Skill

Able to Apply Skill

IF no, teach skill.If yes, move to fluency

If no, teach fluency/automaticityIf yes, move to application

If no, teach applicationIf yes, the move to higher level skill/concept

Using existing Screening Using existing Screening Data:Data:

Going Beyond the Going Beyond the Numbers…Numbers…Benchmarks are set by a “number”

1st Grade = 40wpmc 2nd Grade = 90wpmc3rd Grade = 110wpm

Instructionally - Need to pay attention to the behaviors around the “numbers” Accuracy RateError PatternsPhrasing or NotQuality of the Reading

MUST hear students read to get an understanding of the reading “Behaviors”!

Digging Deeper ProcessDigging Deeper Process

• Step 1: Determine accuracy and fluency rates

• Step 2: Group students according to their accuracy and fluency needs.

• Step 3: Further determine specific instructional needs for the students

Step 1: Determine Accuracy Step 1: Determine Accuracy and Fluency Ratesand Fluency Rates

• Is the student accurate?– Must define accuracy expectation

• Consensus in reading research is 95% for ORF• No consensus for lower level skills (phonemic

awareness, phonics)

• Is the student fluent? – Must define fluency expectation

• Fluency Measuring Tools:– Curriculum-Based Measures (CBM)– AIMSWeb (grades 1 - 8)– Fuch’s reading probes (grades 1 - 7)– DIBELS (grades K - 6)

Step 2: Group students Step 2: Group students according to their accuracy and according to their accuracy and

fluency needs.fluency needs.

Group 1: Accurate

and Fluent

Group 2:Accurate but Slow

Rate

Group 3:Inaccurate and Slow

Rate

Group 4:Inaccurate but High

Rate

Regardless of the skill focus, organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match!

Group 1: Accurate

and Fluent

Group 2:Accurate but Slow

Rate

Group 3:Inaccurate and Slow

Rate

Group 4:Inaccurate but High

Rate

ACTIVITY:•Based on criteria for the grade level, place each student’s name into the appropriate box.•Organizing data based on performance(s) assists in grouping students for instructional purposes.•Students who do not perform well on comprehension tests, have a variety of instructional needs.

Data SummaryData Summary

3rd Grade Class- Fall DIBELS: ORF => 77

Student Accuracy WCPM

Jim 97% 58 wcpm

Nancy 87% 59 wcpm

Ted 89% 90 wcpm

Jerry 98% 85 wcpm

Mary 99% 90 wcpm

Match the Student to the Match the Student to the Appropriate Box:Appropriate Box:

Group 1: Accurate and

Fluent

Group 2:Accurate but

Slow Rate

Group 3:Inaccurate and

Slow Rate

Group 4:Inaccurate

but High Rate

>95% acc.

And

77 wcpm.

JimJerry

Mary

Nancy Ted

Student Accuracy

WCPM

Jim 97% 58 wcpm

Nancy 87% 59 wcpm

Ted 89% 90 wcpm

Jerry 98% 85 wcpm

Mary 99% 90 wcpm

Group 1: Accurate and

Fluent

Group 2:Accurate but

Slow Rate

Group 3:Inaccurate and

Slow Rate

Group 4:Inaccurate but

High Rate

Core Instruction

*Check Comp*+Fluency building

+Decoding then fluency

Self-Monitoring

Organizing Fluency Data:

Making the Instructional Match

Step 3: Further determine Step 3: Further determine specific instructional needs for specific instructional needs for

the studentsthe students

Group 1: Accurate and FluentGroup 1: Accurate and Fluent

Group 1: Accurate

and Fluent

Group 2:Accurate but

Slow Rate

Group 3:Inaccurate and Slow

Rate

Group 4:Inaccurate but High

Rate

Group 1: Dig Deeper in the areas of reading comprehension, includingvocabulary and specific comprehension strategies.Assessment/Instruction: Examine students core program assessments.•Are they doing well?

• Focus on grade level skills and strategies

•Are they not passing? • Focus on comprehension

strategies

Group 2: Accurate and Not Group 2: Accurate and Not FluentFluent

Group 2: Build reading fluency skills. (Repeated Reading, Paired Reading, etc.) Embed comprehension checks/strategies.

Assessment: Do you need additional data? •Do you need to validate their accuracy?•Does the student read grade level textaccurately?

Consider other information• Quick Phonics Screener• In-Program assessments• Error Analysis• Other classroom data

Group 1: Accurate

and Fluent

Group 2:Accurate but

Slow Rate

Group 3:Inaccurate and Slow

Rate

Group 4:Inaccurate but High

Rate

TRUE Box 2 KidsTRUE Box 2 Kids

Slow and Accurate on ORF

AND/OR

Accurate on Phonics Assessments

INSTRUCTIONAL MATCH = FLUENCY BUILDING

Fluency ContinuumFluency Continuum

Instruction/Practice needs to occur at the appropriate level(s)

Connected Text

Phrase Level

Word Level

Letter & Letter-Sound

Correspondence

Group 3: Inaccurate and SlowGroup 3: Inaccurate and Slow

Group 3: Conduct an error analysis to determine instructional need. Teach to the instructional need paired with fluency building strategies. Embed comprehension checks/strategies.

Assessment/Instruction:

• Quick Phonics Screener• Error Analysis• In-program assessments

•Focus on phonics/decoding instruction first.

Group 1: Accurate

and Fluent

Group 2:Accurate but

Slow Rate

Group 3:Inaccurate and Slow

Rate

Group 4:Inaccurate but High

Rate

Group 3: Determine Group 3: Determine needed decoding skillsneeded decoding skills

Group 3:Inaccurate and Slow

Rate

Sight WordNeeds

Basic Decoding

Needs

Multi-syllabic

Decoding Needs

Group students within box 3 according to similar need

Teach to instructional needs

Once accurate, add Fluency Building Activities

Continue to embed comprehension checks/ strategies

Group 4: Inaccurate but High Group 4: Inaccurate but High raterate

Group 1: Accurate

and Fluent

Group 2:Accurate but

Slow Rate

Group 3:Inaccurate and Slow

Rate

Group 4:Inaccurate but High

Rate

What do we know about Group 4 students?

• Read with adequate (sometimes too fast) rate, but made too many errors. May have comprehension concerns.

Group 4 kids may sound a bit Group 4 kids may sound a bit like this…like this…

Group 4: Inaccurate but High Group 4: Inaccurate but High raterate

Group 4: Does the student have the SKILLS necessary to read grade level material accurately?

Assessment: Determine if student can self-correct errors easily

If reader can self-correct errors, teach student to self-monitor reading accuracy.

If reader cannot self-correct errors, complete an error analysis to determine instructional need

Group 1: Accurate

and Fluent

Group 2:Accurate but

Slow Rate

Group 3:Inaccurate and Slow

Rate

Group 4:Inaccurate but High

Rate

Group 4Group 4

Further investigate inaccuracy• Assisted Self-Monitoring

(Pep Talk Test)

– Criterion is for accuracy to increase by 50% or to criterion of 95%

• Assisted Monitoring (Table Tap Method)

– Immediate correction equals no further investigation in decoding

– Unable to correct, do error analysis

Group 1: Accurate

and Fluent

Group 2:Accurate but

Slow Rate

Group 3:Inaccurate and Slow

Rate

Group 4:Inaccurate but High

Rate

No Matter the Skill…No Matter the Skill…

• Phonemic Awareness• Beginning Decoding Skills• Sight Words• Fractions• Multiplication• Writing Mechanics

Need to define accuracy and fluency

Kindergarten ExampleKindergarten Example

• Phonemic Awareness: may use PSF scores to sort students

Skill Accuracy Needs

Skill Fluency Needs

Skill Application needs

Blend/Segment words accurately

cat - /c/ /a/ /t/

pick - /p/ /i/ /k/

Blend/Segment words fluently

Apply to decoding and spelling

ActivityActivity

1. Use your data to place students into the 4 boxes (or 3 columns).

2. Discuss if additional data are needed to determine instructional needs within boxes

3. Use your Standard Reading Protocol to determine what intervention(s) you have that meet the needs within the boxes.