PowerPoint Presentation

RDG 567 & RDG 568 (East Lyme Cohort)

Bio and introSet groups1

Background? Who has one thing in common with me?Lead to second slide.2Team Name= 1234Uncommon Commonalities Come up with team nameWhat do all four of you have in common? Then something three of you have in common, something two of you have in common, and one thing unique. Each team member will explain each category. Now talk in data terms50% of us are middle school teachers, etc.3Please lets start with adding to your inventory:

Name?What is your position?How many years have you been an educator?What district/school do you work at?Contact Information (cell, email etc.)

Hand out index cards to record contact info

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We will look lots of data..must always keep perspective

5Some Specific Functions of AssessmentScreeningGiven at beginning of the year to quickly identify children who may need additional helpDiagnosticAn in-depth follow-up to screeningResults inform instructionProgress monitoringShort measures given throughout the year to make sure all children are developing at an adequate rateEvaluationGiven at the end of the year to make sure that children made adequate progress 6In a study by Johnston, Allington and Afflerbach (1985) two thirds of specialist teachers were unable to identify the reading instructional materials used in the regular classroom of their students. And fewer than one in ten of classroom teachers could name the materials their students were using in the intervention setting.

Turn and Talk: What is Your Core? What are Your Interventions (Materials/Approaches)Curricular ConflictWeve got SRBI!

8English Journal 80 Years AgoObstacles to Reading

To arouse a taste for good reading is admittedly half of the province of the teacher of English, but that the present time furnishes particular obstacles to general and earnest reading among young people, no one can deny. Our chief recreations are automobile-riding and moving-pictures. With the building of more garages than homes in the United States during the past year, reading has inevitably lost some tricks in the game. As for the movies, whatever they may be as an educational force (and strong claims have often been set forth) frequent attendance upon them fails to increase a childs power to read with understandingand consequently with pleasure.

Ida E. Melson. Current Reading as a Stimulus. EJ 13.6 (1924): 38996.What Obstacles exist right now to reading? Turn and talk..now look back 80 years.

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All grown-ups were children first. (But few remember it). Grown-ups like numbers. When you tell them about a new friend, they never ask questions about what really matters. They never ask: "What does his voice sound like?" "What games does he like best?" "Does he collect butterflies?". They ask: "How old is he?" "How many brothers does he have?" "How much does he weigh?" "How much money does his father make?" Only then do they think they know him. If you tell grown-ups, "I saw a beautiful red brick house, with geraniums at the windows and doves on the roof...," they won't be able to imagine such a house. You have to tell them, "I saw a house worth a hundred thousand francs." Then they exclaim, "What a pretty house!" Remain people first.10Teacher expertiseis the most important factorinimproving students' learning.

(Darling-Hammond& Mc Laughlin, 1999)We will be working on our expertise.11Important Dimensions of Teacher Expertise

What do you think are the key dimensions of teacher expertise?

What Are Your Strengths? What Areas are You Looking to Improve?Teacher Expertise is Central (Johnston, 2010)Teacher expertise is the most important factor in improving childrens learning (Darling-Hammond & McLaughlin, 1999). Teachers who give more detailed descriptions of students literacy development refer fewer children for LD evaluation (Broikou, 1992)Teachers favoring whole class instruction refer more children for LD evaluations than teachers favoring a range of grouping structures (Drame, 2002).Teachers using small group instruction are generally more effective than those who do not (Taylor et al., 2002)13Struggling ReadersCatch up ONLY when they make more than a years progress in a years time.

14Assessment Rating Scale

TOWLTEWLPPVTGORTTWSTOWREWRMT1-No knowledge 2- Heard of it 3-Seen it/See results 4- Used it 5-Used Frequently (10+)Group 1Group 2Group 3Group 4criterionreferencedvalidityLetter ID testRunning recordsreliabilityDRPCMTGray Oral Reading Testnorm referencedDIBELS ORFDRA2Nonsense Word TestCTOPP

TOWLDictation TaskObservational Survey (OS)QRIBRIWord TestConcepts About PrintComprehensionFluencyVocabularyWord IdentificationEarly LiteracyPPVTGrade EquivalentStaninePercentilePhonemic Segmentation FluencyFormativeSummativeProgress MonitoringCBMsSpelling InventoryIn partnerships-complete an open sortThen partnerships share your sorts with one another16Examples of Formative AssessmentsExamples of Summative AssessmentsExamples of High ReliabilityExamples of High ValidityExamples of Norm ReferencedExamples of Criterion ReferenceThe Golden Rule of Assessment

The best designed assessment with the most reliable and valid measures administered by the best trained examiner wont change a childs reading trajectory . . . unless someone in the childs life does something different.Effective School Interventions: Strategies for Enhancing Academic Achievement and Social Competence19Myths about Reading AssessmentA valid and reliable test is equally valid and reliable for all examinees.All measures of the same reading component yield similar results for the same examinee.All examiners using the same tests will obtain similar results and come to similar diagnostic conclusions for the same examinee.

Assessing Reading DisabilitiesOctober 28, 200419Explosion of new measures (in PSy corp/PRO Ed)Depends on the quantity and quality of the science behind the research Discussion WebWhich area are you better equipped to informally diagnosis students areas of difficulty?ReadingWritingTurn to your partner and discussThen share whole group202110 Key Reading ComponentsCognitive-linguistic VariablesPhonological processingRapid namingOrthographic processingOral languageLiteracy SkillsPrint awarenessAlphabet knowledgeSingle word readingContextual readingReading comprehensionWritten language

Rathvon, N. Dr. Rathvon and 10 key components to view in the reading process21How has What Good Readers Dobeen incorporated into DRA2 or IRI Text Reading?What areas of reading ability are inside this assessment?Assesses:Reading EngagementOral Reading Accuracy and Fluency Comprehension (Predictions, Retellings and Summaries, Connections, Inferences, Reflections)Determines students Independent level and provides focus areas for instruction.Look in the handout at the Good Readers Chart. Put a checkmark next to every strategy on which you have provided mini-lessons.

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A New Way of Analyzing DataWhat is the data REALLY telling us?

Form HypothesesClassroom Connections23DRA2 Summary Sheet

24We Need to ANALYZE Data!DRIP,DRIP,DRIP!

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Say Something!What patterns emerge? What might be working? What might be wrong?What children may still be of concern?What instructional issues are arising? What areas would the staff want to revisit?

Rule of Thumb

The finer the grain size at which we monitor a process, like reading or writing, the greater the likelihood that we will end up teaching and testing bits and pieces rather than global processes like comprehension and composition.P. David Pearson, UC Berkeley

30The Reading Achievement Gap

A School-wide Approach

Lets Do a Case StudyBackground:

Ted Nugent is in first grade. He has received Early Literacy since October and he has worked with the classroom teacher in small group 3x a week. He also was screened further by the LAC with the following data. What noticings hypothesis can you start to make?ToolFallWinterDRA234Core Reading Words412Core Writing Words1114Dictation (Hearing Phonemes)3141Spelling65

Guiding Questions: What are your noticings?Why are your bringing this student to EIP. What is good what is disconcerting.Discuss and share?

32In a study of reading development and strategy use (Ross, 2004) teachers in some schools were trained in running records and in other schools they were not. Student reading development was monitored over time. In schools were teachers were trained, they found significant improvement in reading achievement.What Really Matters in Response to Intervention, Allington, 2009Professional development for teachers, school psych, sp ed so everyone can link reading development assessment outcomes and curriculum focus33When we examine the most successful interventions available in the research, we find that virtually every study used either one-to-one tutorial or very small group (1 to 3 students) Allington 2009.

Vaughn and colleagues (2002) noted that very small group (n=3) instruction led by an expert teacher had the largest impact on improvement of reading achievement. Essential Components of Reading: The Big FivePhonemic AwarenessPhonicsFluencyVocabularyComprehension35A New Way of Analyzing DataCore Program Self-Analysis for SRBIEffectively teach ALL childrenMonitor student progress to inform instructionIntervene earlyUse a multi-tiered model of service deliveryUse a collaborative, problem-solving method to make instructional decisions36Principles for RTI design drawn from the research. Match texts to readers. Dramatically expand reading activity. Use very small groups or tutoring. Coordinate intervention with classroom curriculum. Expert teacher provides the instruction. Focus on meaning and meta-cognition. 38Increasing the Validity of Reading AssessmentsBegin with measures targeting domains directly related to the referral problem.Supplement norm-referenced measures with criterion-referenced measures to ensure adequate coverage and increase instructionally relevant information. Know the psychometric strengths and limitations of each measure you use.

Rathvon, N. Scheduled Team MeetingsCard PlacementKindergarten(letter sounds)Below0-10Approaching11-20Meeting21Exceeding22-26Grade 1(Developmental Reading Assessment-DRA)BelowAApproachingB-GMeetingHExceedingAbove HGrade 2(Developmental Reading Assessment-DRA)BelowBelow HApproachingH-KMeetingLExceedingAbove LGrade 3(Developmental Reading Assessment-DRA)BelowBelow LApproachingL-NMeetingOExceedingAbove OGrades 4 & 5(Scholastic Reading Inventory-SRI)BelowBelow 60%Approaching60%-74%Meeting75%-89%Exceeding90%-100%39Intervention SurveyTier 1 Classroom Interventions

Tier 2 In or Out

Tier 3- Intense Models

40What are you using are aware of being used?Rank Where Do I Begin? Why?List of strategies:

DecodingRisk TakingOral RetellingSelf MonitoringFluencyComprehension

Lets consider Ted from the previous slide. Have teacher turn and talk about where they might begin considering this list. What do you need to have in place first, then send.Discuss the following concepts:Risk taking-most important and needs to be established and rewarded and expectedSelf monitoring-from slowing, stopping, rereading and self-correcting part of integrating strategies. Once risk taking starts it needs to be a normal practice for readersDecoding-Using MSV, rereading looking for what you knowFluency- too much problem solving will impact fluency Fluency builds confidence and risk taking At times you can start at a lower level to build confidence, risk taking and fluency.Oral retell-check to see if main idea and details are in placeComprehension- Higher level summaries, inferring, connecting41Bottom-up processing (decoding)

Top-down processing

Interactive approachModels of Reading42

The cat is in the grass.

The cat is in the ladys lap. Oh no, the cat is in the tree.Using MSV to decode Cross checking visual information against structure and meaning.43Peter led Bridget into the waiting room.He realized that she was extremely nervous, so he gently suggested that she sit down.Bridget ignored him and began to pace frantically.The other patients watched her warily and several also began pacing.As a scream rang out from the inner office, Peter angrily forced Bridget to sit down.Bridget moved closer to Peter, who leaned down and tenderly scratched her ears.Listen and discuss what you are comprehending bullet by bullet44

Bottom-up ProcessingReader builds meaning from the smallest units of meaning to achieve comprehension.

Exampleletters letter clusters words phrases sentences longer text meaning = comprehension47Top-down ProcessingReader generates meaning by employing background knowledge, expectations, assumptions, and questions, and reads to confirm these expectations.

ExamplePre-reading activities (i.e. activating schema, previewing, and predicting) + background knowledge (cultural, linguistic, syntactic, and historical) = comprehensionAebersold, J. & Field, M. L., (1997). From reader to reading teacher: Issues and strategies for second language classrooms. New York: Cambridge University Press.48Interactive ApproachReader uses both bottom-up and top-down strategies simultaneously or alternately to comprehend the text.

ExampleReader uses top-down strategies until he/she encounters an unfamiliar word, then employs decoding skills to achieve comprehension.Aebersold, J. & Field, M. L., (1997). From reader to reading teacher: Issues and strategies for second language classrooms. New York: Cambridge University Press.49Knowledge base + bottom-up strategies + top-down strategies = comprehensionInteractive Approach50Which model should be adopted?The reader must be competent in both bottom-up and top-down processing.

Nunes, T. (1999). Learning to read: An integrated view from research and practice. Dordrecht, The Netherlands: Kluwer.51

Shifting From Being a Teacher to an AssessorReviewing TestsTest ProtocolsMaterials Picture Walk