Miriam Ochoa, Reading Coach Shanina Stefiuk, Reading Coach

Fair Beyond the Box Part 1Fair Beyond the Box Part 1 11

Miriam Ochoa, Reading CoachMiriam Ochoa, Reading Coach

Shanina Stefiuk, Reading Shanina Stefiuk, Reading CoachCoach


ObjectivesObjectivesParticipants will…Participants will…

* interpret score types to understand * interpret score types to understand the the data. data.* understand profiles or patterns seen * understand profiles or patterns seen in the in the data. data.* target instruction that is beneficial for * target instruction that is beneficial for

students with varying needs. students with varying needs.* analyze data for grouping and * analyze data for grouping and instruction.instruction.


Essential QuestionEssential Question

How can we use data to plan for How can we use data to plan for instruction that is flexible, deliberate, instruction that is flexible, deliberate, and targeted to help students and targeted to help students achieve maximum growth? achieve maximum growth?


The 3-12 “Big Picture” MapThe 3-12 “Big Picture” Map

Type of Type of AssessmentAssessment

Name of Name of AssessmentAssessment

Broad Screen/Progress Broad Screen/Progress MonitoringMonitoring

Tool (BS/PMT) –Tool (BS/PMT) –

Appropriate for ‘All’ studentsAppropriate for ‘All’ students

Reading Comprehension (RC)Reading Comprehension (RC)

Targeted Diagnostic InventoryTargeted Diagnostic Inventory

(TDI) –“Some” students(TDI) –“Some” students

MazeMazeWord Analysis (WA)Word Analysis (WA)

Informal Diagnostic ToolkitInformal Diagnostic Toolkit

(Toolkit) –“Some” students(Toolkit) –“Some” students

Lexiled PassagesLexiled PassagesInstructional Level PassagesInstructional Level PassagesPhonics InventoryPhonics InventoryAcademic Word InventoryAcademic Word Inventory


Purpose of Assessment Purpose of Assessment TasksTasks

Broad Screen:Broad Screen: Reading Comprehension (RC)Reading Comprehension (RC)

Targeted Diagnostic Inventory:Targeted Diagnostic Inventory: Maze TaskMaze Task

– Text Reading Efficiency (fluent or nonfluent)Text Reading Efficiency (fluent or nonfluent)– Combines low level comprehension and fluencyCombines low level comprehension and fluency

Word Analysis Word Analysis –Encoding task (Spelling Test)–Encoding task (Spelling Test)– Phonological Processing-decoding/advanced phonicsPhonological Processing-decoding/advanced phonics– Morphological Processing-structural analysis Morphological Processing-structural analysis

(prefix/suffixes)(prefix/suffixes)– Orthographical Processing-spellingOrthographical Processing-spelling


Profiles and Patterns in Profiles and Patterns in DataData


Boxing and ProfilingBoxing and Profiling

Box 1Box 2 + 4

Box 2 + 5Box 3 + 4Box 3 + 5


3-12 FAIR Flow Chart 3-12 FAIR Flow Chart


Close- Up! Close- Up! Box 3Box 3

1. Determine who reads fluently.1. Determine who reads fluently.

2.Highlight names of students who 2.Highlight names of students who should should

be further assessed using an oral be further assessed using an oral readingreading

fluency measure. fluency measure.


Now What?Now What?

Instructional Practices for Instructional Practices for FluentFluent

Students in Box 3Students in Box 3

Sentence Level ComprehensionSentence Level Comprehension Paragraph Level ComprehensionParagraph Level Comprehension Text Level Comprehension Text Level Comprehension


Now What?Now What?

DisfluentDisfluent Students in Box 3 Students in Box 3

Fluency Instructional PracticesFluency Instructional Practices

Text Reading Efficiency with a Focus Text Reading Efficiency with a Focus on Vocabulary and Comprehension on Vocabulary and Comprehension


Close-Up Close-Up Box 5Box 5

Look at your Class Status Report and Look at your Class Status Report and highlight which students need an highlight which students need an

error analysis and phonics screening error analysis and phonics screening inventory. inventory.


Error Analysis Defined Error Analysis Defined Morphological errors: Morphological errors: The prefix or suffix is : The prefix or suffix is :

– omitted (happy/unhappy)omitted (happy/unhappy)– misspelled (jumpt/jumped)misspelled (jumpt/jumped)– when the suffix is added, the needed change to the base is not when the suffix is added, the needed change to the base is not

spelled accurately (stoping/stopping)spelled accurately (stoping/stopping)

Orthographic errors: Orthographic errors: – incorrect letter(s) are used to represent a phoneme in a word incorrect letter(s) are used to represent a phoneme in a word

(bick/back)(bick/back)– a spelling generalization is not applied when required a spelling generalization is not applied when required

(gras/grass)(gras/grass)

Phonological omission errors: Phonological omission errors: – a phoneme is not represented by a grapheme(s) in the spelling a phoneme is not represented by a grapheme(s) in the spelling

of a word (do/dog, sick/stick) of a word (do/dog, sick/stick)


Now What? Now What?

Students Needing Further Assessment Students Needing Further Assessment and/or Instruction in Phonics and/or Instruction in Phonics

Phonics Screening InventoryPhonics Screening Inventory Instructional PracticesInstructional Practices


Phonics Screening InventoryPhonics Screening Inventory

Provides information about students’ Provides information about students’ word recognition skills including word recognition skills including knowledge of letter-sound knowledge of letter-sound correspondences, blending ability, correspondences, blending ability, and skills with complex syllables or and skills with complex syllables or different syllable types different syllable types


Phonics Screening InventoryPhonics Screening Inventory

Designed for intensive intervention teachers with Designed for intensive intervention teachers with students who have scored poorly on Word students who have scored poorly on Word Analysis taskAnalysis task

May be given to a small group or in a one-to-one May be given to a small group or in a one-to-one settingsetting

Students responses may be analyzed by Students responses may be analyzed by orthographic patterns (e.g., vowels, blends, orthographic patterns (e.g., vowels, blends, digraphs) and/or morphological components (e.g., digraphs) and/or morphological components (e.g., roots, affixes) to guide instructional focus roots, affixes) to guide instructional focus


Grouping Students and Grouping Students and Determining an Instructional Determining an Instructional

FocusFocus


Beyond the BoxBeyond the Box


3-12 Instructional Guide Flow 3-12 Instructional Guide Flow Chart Chart


Guiding questions to consider when Guiding questions to consider when

determining an instructional focus.determining an instructional focus.

What do the results of the assessment mean for my What do the results of the assessment mean for my instruction? (think about what each assessment tests-Big instruction? (think about what each assessment tests-Big Picture Map)Picture Map)

What reports can teachers use to plan instruction?What reports can teachers use to plan instruction?

What are the score types given on the assessment?What are the score types given on the assessment?

What type of instruction would be beneficial for students What type of instruction would be beneficial for students with varying needs?with varying needs?

What are some of the profiles (patterns) seen in the data?What are some of the profiles (patterns) seen in the data?

What are some resources to help teachers plan instruction?What are some resources to help teachers plan instruction?


Guiding questions continuedGuiding questions continued

Is this student comprehending? If yes, at what level, sentence, paragraph, or text?Is this student comprehending? If yes, at what level, sentence, paragraph, or text?

What is the RC and/or Lexile?What is the RC and/or Lexile?

What does the FCAT reporting categories reveal about the students’ ability with What does the FCAT reporting categories reveal about the students’ ability with benchmark skills?benchmark skills?

If not, is the student fluent or disfluent?If not, is the student fluent or disfluent?

If the student is fluent, then what is impacting comprehension?If the student is fluent, then what is impacting comprehension?

If the student is disfluent, conduct an error analysis. Also determine which other If the student is disfluent, conduct an error analysis. Also determine which other students will require an error analysis.students will require an error analysis.

Is it phonological?Is it phonological?

Is it morphological?Is it morphological?

Is it orthographical?Is it orthographical?


What Do I Do Now?What Do I Do Now?

1.1. Finish pre-boxing all of your classes.Finish pre-boxing all of your classes.

2.2. Identify all of your Box 3 students and Identify all of your Box 3 students and give two ORF’s per student and get an give two ORF’s per student and get an average.average.

3.3. Give the Phonics Inventory to your entire Give the Phonics Inventory to your entire class and pull the assessments for your class and pull the assessments for your Box 5 students. Complete one Error Type Box 5 students. Complete one Error Type Analysis Sheet per student.Analysis Sheet per student.

4.4. Bring the above documentation to the Bring the above documentation to the next scheduled meeting. next scheduled meeting.


Wednesday, October 6, Wednesday, October 6, 2010 FAIR Beyond the Box 2010 FAIR Beyond the Box follow-up meeting in 305A follow-up meeting in 305A

during your planning period. during your planning period.

Documents

Miriam Ochoa, Reading Coach Shanina Stefiuk, Reading Coach