1 Cohort B Institute on Beginning Reading III February 1 and 2, 2006 Achieving Healthy Grade-Level...

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Cohort BInstitute on Beginning Reading III

Cohort BInstitute on Beginning Reading III

February 1 and 2, 2006

Achieving Healthy Grade-Level Systems in Beginning Reading

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Cohort B, IBR III Cohort B, IBR III Content DevelopmentContent Development

Content developed by:

Carrie Thomas Beck Wayne Callender

Jeanie Mercier Smith Patricia Travers

Additional support:

Katie Tate

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AcknowledgmentsAcknowledgments

Oregon Department of Education

Center on Teaching and Learning, College of Education, University of Oregon

U.S. Department of Education

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CopyrightCopyright

All materials are protected by copyright and should not be reproduced or used without expressed permission of the Oregon Reading First Center. Selected slides were reproduced from other sources and original references cited.

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Evaluating the Health of a Grade-Level Beginning

Reading System

Evaluating the Health of a Grade-Level Beginning

Reading System

Content developed by

Patricia Travers

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Were Grade-Level Instructional Maps Effective in Supporting Adequate Progress for Students with Benchmark, Strategic and Intensive needs?

How Healthy Is Your System?

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Grade Level Instructional MapGrade Level Instructional MapKindergarten ExampleKindergarten Example

TimePeriod

InstructionalRecommendation

Participation in Core Supplemental and InterventionPrograms/ Strategies

Supplemental and InterventionProgram Delivery

Frequency ofDIBELS Progress

Monitoring

Determining InstructionalEffectiveness

Benchmark: Who: Teacher

When: morning

Activities: Centers Small group Large group

Group Size: 7< or whole group

Read Naturally

Touch Phonics

Star Fall website

Who: teacher

When:_X__ w/in 90 minutes_X__ outside of 90 min

Time:Morning block

Group Size: 7< or whole group

As neededWho: Teacher, Reading Coach andERT Team

How Often: As needed

Criteria: DIBELS and Theme Skillsassessments

Strategic: Who: Teacher, Title I, Specialists

When: Morning/afternoon

Activities: Supplemental, centers, whole/small

Group Size: < 7

Touch Phonics

Phonics for Reading

Language for Learning andThinking

Who: teacher and specialists

When:__X_w/in 90 minutes__X_outside of 90 min

Time: Morning/afternoon

Group Size: Small group or whole depending

MonthlyWho: Teacher, Reading Coach, andERT Team

How Often: Monthly

Criteria: DIBELS and Theme SkillsAssessments

Fall toWinter

Intensive: Who: Teacher and specialists

When: Morning/afternoon

Activities: Supplemental, plus other support

Group Size: Small group of no more than 6 --and/or 1 on 1 help

ERI

Language for Learning andThinking

Who: teacher and specialists

When:__X_ w/in 90 minutes__X_outside of 90 min

Time: Morning/afternoon

Group Size: Small group of no more than 6 –and/or 1 on 1 help

2 times a monthWho: Teacher, Reading Coach andERT Team

How Often:Monthly

Criteria: DIBELS and Theme SkillsAssessments

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Fall 2005 Winter 2006Still At risk

(these students may have made progress but notenough to decrease their risk)

Now at Some risk

Of the intensivestudents in the fall,

some may be...Now at Low risk

Now At riskStill Some risk

(these students may have made progress but notenough to decrease their risk)

Of the strategicstudents in the fall,

some may be...

Now at Low risk

Now At riskNow Some riskOf the benchmark

students in the fall,some may be...

Still Low risk(note that these students still had to make progress to

maintain their low risk status)

DIBELS Summary of Effectiveness Reports DIBELS Summary of Effectiveness Reports Four Ways to Achieve Adequate ProgressFour Ways to Achieve Adequate Progress

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DeficitAt RiskEmergingSome Risk

EstablishedLow Risk

Final Benchmark Goals and Later:

Goal Skills

Progressive or Midpoint Benchmark Goals: Developing Skills

Instructional Status TerminologyInstructional Status Terminology

Used for all measures except ORF and LNF

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Kindergarten Measures

Beginning Middle End

Measure Score Status Score Status Score Status

ISF < 44-7≥ 8

At riskSome riskLow risk

< 1010-24≥ 25

DeficitEmergingEstablished

LNF < 22-7≥ 8


< 1515-26≥ 27


< 2829-39≥ 40


PSF < 67-17≥18


< 910-34≥ 35


NWF < 45-12≥ 13


< 1415-24≥ 25


Progressive Benchmarks: Progressive Benchmarks: Are Students On-Track Are Students On-Track To Achieve the Benchmark Goal?To Achieve the Benchmark Goal?

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LNF < 2525-36≥ 37


PSF < 1010-34≥ 35


< 1010-34≥ 35


< 1010-34≥ 35


NWF < 1313-23≥ 24


< 2930-49≥50


< 2930-49≥ 50


ORF < 78-19≥ 20


< 1920-39≥ 40


First Grade Measures


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2nd Grade

ORF

< 2626-43≥ 44


< 5252-67≥ 68


< 7070-89≥ 90


3rd Grade ORF

< 5353-76≥ 77


< 6767-91≥ 92


< 7980-109≥ 110


2nd & 3rd Grade ORF Scores


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Measuring the Progress of Your StudentsMeasuring the Progress of Your Students

Using your K- 3 DIBELS benchmark tables, determine the following students’ skill or risk status at mid-year:

1. 1st grader with NWF of 27 Deficit2. Kindergartener with PSF of 8 Some Risk3. 3rd grader with ORF of 52 At Risk4. 2nd grader with ORF of 52 At Risk5. 1st grader with NWF of 59 Established

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Evaluating the Health of a Grade-Level System

Using Summary of Effectiveness Reports

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Summary of Effectiveness ReportsSummary of Effectiveness Reports

Summary of Effectiveness Reports: Provide

information on how students with different

instructional needs (e.g., benchmark,

strategic, and intensive) performed on the

same measure at two points in time.

Reports can be generated for the district, school,

or by classroom.

Reports can be used to evaluate the effectiveness

of additional support/intervention services.

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Finding the Summary of Effectiveness Tables on the Website

Go to http://dibels.uoregon.edu/ Select “Data System” Log in with your user name and password Select “View/Create Reports” Select “Summary of Effectiveness by School,

District, or Project” Select the year and school Select the time of year and grade level Select “Download Report Here”

http://dibels.uoregon.edu/

Summary of Effectiveness by School or District

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Summary of Effectiveness (We do it)

Using the Test District sample, locate the following information on the Summary of Effectiveness table:

__________________________________________1. District

SchoolYearStep (Time of Year)

2. DIBELS Measure Indicated3. Levels of Instructional Support4. Total Number of Students Included in the Report

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Using your school’s Summary of Effectiveness by School Report and locate the following information:

1. DistrictSchoolYearStep (Time of Year)

2. DIBELS Measure Indicated3. Levels of Instructional Support4. Total Number of Students Included in the Report

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Evaluating health through the Evaluating health through the Summary of Effectiveness Summary of Effectiveness

by by School School ReportReport

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1. Initial Skill: In the fall of kindergarten, what percentage of students were:

Instructional Recommendation in the Fall 2005

% of students at Instructional Recommendation in Fall 2005

Benchmark

Strategic

Intensive

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1. Initial Skill: In the fall of kindergarten, what percentage of students were:

Instructional Recommendation in the Fall 2005

% of Students at Instructional Recommendation in Fall 2005

Benchmark 14.9%

Strategic 42.5%

Intensive 42.5%

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2. Adequate Progress of Benchmark Students:2. Adequate Progress of Benchmark Students:

Of the students who were Benchmark in the

beginning of kindergarten, what percent

achieved the ISF goal of 25 for the middle of

kindergarten? ___________

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2. Adequate Progress of Benchmark Students:2. Adequate Progress of Benchmark Students:

Of the students who were Benchmark in the



kindergarten? ___________59.9%

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3. Adequate Progress of Strategic Students:3. Adequate Progress of Strategic Students:

Of the students who were Strategic in the


achieved the ISF goal of 25 for the

middle of kindergarten? ___________

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3. Adequate Progress of Strategic Students:3. Adequate Progress of Strategic Students:

Of the students who were Strategic in the



kindergarten? ___________32.4%

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4. Adequate Progress of Intensive Students:4. Adequate Progress of Intensive Students:

Of the students who were Intensive in the beginning of kindergarten, what percent made adequate progress towards the ISF goal of 25 for the middle of kindergarten? ___________

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4. Adequate Progress of Intensive Students:4. Adequate Progress of Intensive Students:

Of the students who were Intensive in the beginning of kindergarten, what percent made adequate progress towards the ISF goal of 25 for the middle of kindergarten? 77%

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Evaluating health through the Evaluating health through the Summary of Effectiveness Summary of Effectiveness

by by ClassClass Report Report

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Students who began the year at benchmark

Students who began the year at strategic

Students who began the year at intensive

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Benchmark student who did not meet the ISF Goal of 25 Count & percent

of benchmark students meeting the ISF benchmark

Benchmark students who met the ISF Goal of 25

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Strategic student who did not meet the ISF Goal of 25

Count and Percent of strategic students meeting the ISF benchmark

Strategic students who met the ISF Goal of 25

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Intensive student who met the ISF Goal of 25

Count and Percent of intensive students meeting the ISF benchmark

Intensive students who did not meet the ISF Goal of 25. However, Michael did reach emerging status.

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This classroom is meeting the needs of the all but one student requiring benchmark instruction. How would you characterize the school’s instructional

support services for students needing strategic or intensive support?

Strong Medium Weak

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Summary of Effectiveness by ClassSummary of Effectiveness by Class

Which benchmark students reached established (low risk) on the winter benchmark goal?

Which strategic students reached established (low risk) on the winter benchmark goal?

Which intensive students reached established (low risk) on the winter benchmark goal?

Which intensive students reached emerging (some risk) on the winter benchmark goal?

Data Sources: Summary of Effectiveness by Class; DIBELS benchmark tables

Using your own classroom summaries of effectiveness, locate and highlight in green the following information:

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Summary of Effectiveness by ClassSummary of Effectiveness by Class

Which benchmark students did not reached established (low risk) on the winter benchmark goal?

Which strategic students did not reached established (low risk) on the winter benchmark goal?

Which intensive students did not reached established (low risk) or emerging (some risk) on the winter benchmark goal?

Data Sources: Summary of Effectiveness by Class; DIBELS benchmark tables

Using your own classroom summaries of effectiveness, locate and highlight in pink the following information:

1 Cohort B Institute on Beginning Reading III February 1 and 2, 2006 Achieving Healthy Grade-Level...

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