Digging Deeper with Screening Data: Creating Intervention Groups
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Transcript of Digging Deeper with Screening Data: Creating Intervention Groups
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Digging Deeper with Screening Data:
Creating Intervention GroupsGresham-Barlow School
DistrictSeptember 8, 2011
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ObjectiveObjective
• Use screening data to better identify students instructional needs.
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Initial Placement: DIBELS Initial Placement: DIBELS NextNext
• Composite Score– Indicates Risk Status and Need for
Support:
Core Support
Strategic Support
Intensive Support
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DIBELS NextDIBELS Next
• Individual Assessment Scores – Indicates Area of Need
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VocabularyReading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
Reading Skills Build on Each Reading Skills Build on Each OtherOther
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Phonemic Awareness Phonemic Awareness Developmental ContinuumDevelopmental Continuum
Easy
Hard
IF DIFFICULTY
DETECTED
HERE..
THEN checkhere!
• Phoneme deletion and manipulation• Blending and segmenting individual
phonemes• Onset-rime blending and segmentation• Syllable segmentation and blending• Sentence segmentation• Rhyming• Word comparison
Vital for
Diagnostic
Process!
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Instructional “Focus” Instructional “Focus” ContinuumContinuum
MATCH to INSTRUCTIONAL FOCUS MATCH to INSTRUCTIONAL FOCUS as well! as well!
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no, teach skill.
If yes, move to fluency
If no, teach fluency/
automaticity
If yes, move to application
If no, teach application
If yes, the move to higher level skill/concept
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VocabularyReading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
Application
Fluency
Accuracy
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VocabularyReading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
PSF
DIBELS NextDIBELS Next
FSF
NWF CLS
NWF WWR
ORF Acc %
ORF Acc %
ORF CWPM
ORF CWPM
Daze
RTF
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DIBELS Next Reports: DIBELS Next Reports: Need for SupportNeed for Support
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DIBELS Next Reports: DIBELS Next Reports: District Percentile RanksDistrict Percentile Ranks
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Digging Deeper ProcessDigging Deeper Process
• Step 1: Determine specific areas of need: – At or above benchmark– Below benchmark– Well below benchmark
• Step 2: Group students according specific instructional needs within the Big 5
• Step 3: Further determine specific instructional needs for the students
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VocabularyReading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
PSF
Step 1: Determine specific Step 1: Determine specific areas of needareas of need
FSF
NWF CLS
NWF WWR
ORF Acc %
ORF Acc %
ORF CWPM
ORF CWPM
Daze
RTF
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Step 1: Determine Areas of Step 1: Determine Areas of NeedNeed
3rd grade example: Start with accuracy
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VocabularyReading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
PSF
33rdrd Grade Example Data Grade Example Data
FSF
NWF CLS
NWF WWR
ORF Acc %
ORF Acc %
ORF CWPM
ORF CWPM
Daze
RTF
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Step 1: Determine Areas of Step 1: Determine Areas of NeedNeed
Then look at fluency
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VocabularyReading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
PSF
33rdrd Grade Example Data Grade Example Data
FSF
NWF CLS
NWF WWR
ORF Acc %
ORF Acc %
ORF CWPM
ORF CWPM
Daze
RTF
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Step 2: Group students Step 2: Group students according needs within the according needs within the
Big 5Big 5Group students by instructional need…
given available resources
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Step 2: Group students Step 2: Group students according needs within the according needs within the
Big 5Big 5Group students by instructional need…
given available resources
11 Students who are not accurate and not fluent
How many intervention groups?
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VocabularyReading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
NotNot Accurate & Accurate & NotNot Fluent: Fluent: Instructional Need?Instructional Need?
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Step 2: Group students Step 2: Group students according needs within the according needs within the
Big 5Big 5Group students by instructional need…
given available resources
6 students who are accurate but not fluent
How many intervention groups?
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VocabularyReading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
Accurate & Accurate & NotNot Fluent: Fluent: Instructional Need?Instructional Need?
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Step 3: Further determine Step 3: Further determine specific instructional needsspecific instructional needs
Not Accurate & Not Fluent
Additional Assessments?
• Quick Phonics Screener• Error Analysis• In-program assessments
Group and teach to specific decoding/phonics needs. Pair with fluency practice at instructional level
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Step 3: Further determine Step 3: Further determine specific instructional needsspecific instructional needs
Accurate & Not Fluent
Additional Assessments?
• May need to verify accuracy• Other classroom data
Build reading fluency practice with modeling of fluency and opportunities for repeated practice.
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Fluency ContinuumFluency Continuum
Instruction/Practice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter & Letter-Sound
Correspondence
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Step 3: Further determine Step 3: Further determine specific instructional needsspecific instructional needs
Accurate & Fluent but not comprehending
Additional Assessments?
• Daze, Retell• Ensure phonics and oral reading fluency
and accuracy are established• Vocabulary?• Classroom assessments
Focus on specific comprehension strategies
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VocabularyReading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
PSF
Step 1: Determine specific Step 1: Determine specific areas of needareas of need
FSF
NWF CLS
NWF WWR
ORF Acc %
ORF Acc %
ORF CWPM
ORF CWPM
Daze
RTF
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Kindergarten DataKindergarten Data