PASI Presentation
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Transcript of PASI Presentation
PASI TrainingMarch 31, 2016 - Lockwood El.
PASI
Phonological Awareness Screener
for Intervention
I Have Dibled, Now What?
My Reds are still Red and my Yellows are not
moving in the right direction.
A deeper understanding into those students that
aren’t making benchmark/moving into benchmark.
The PASI is:
An informal diagnostic screener
Administered individually
Untimed
Identifier of a student’s
phonological weakness
It pinpoints where we need to
begin instruction/lesson correlation
with deficit skill
The PASI is not:
an assessment of
fluency, vocabulary or
comprehension skills
for all students
for students that have
benchmarked on Dibels
When and Why Use the
PASI?
When a student has many errors in FSF (First Sound Fluency) and/or
PSF (Phoneme Segmentation Fluency). (Ernesto*, Aiden, Fernando,
Ayden, Adrian, Alexia)
When students are struggling at the sound level. (Dre’an and Kelsey)
We use the PASI to help us identify which Phonemic Awareness skills a
student is struggling with.
It tells us where we need to start instruction with each struggling
student.
What Resources Are Connected to
the
(95% Group)PASI?
Phonics Chip Kits (Phonemic Awareness, Basic, Advanced,
Teaching Phonics)
Manuals that correspond with the PCK that provide lessons for
each skill
CANVAS - An website where support is given to help us master the
implementation of the ELLP Goals.
https://95percentgroup.instructure.com/login/canvas
Concepts
and TermsApplying Language Syllables Onset-Rime Phonemes
Directionality* Words in Phrases Segmentation Blending Isolation
Representation* Simple Sentences Blending Segmentation Identification
One-to-One
Correspondence*Deletion/Addition Identification Isolation
Categorization
Initial Phoneme
First & Last Substitution Addition Identification Blending
Identification Deletion Categorization Segmentation
Beginning, Middle and End Substitution Substitution Categorization
Categorization
(Conclusion)Segmentation Addition/Deletion
Deletion/Addition/
Substitution
Counting/Categoriz
ationSubstitution
PASI
Assessment Forms
Short (2) and Long
Short form (Kinder) determines readiness skills and
corresponding intervention.
Short form (First Grade) determines where to continue
administration along with the Long form which pinpoints
PA skill deficits
Let’s take a look at those forms now!
Kindergarten Forms
Skills 1 and 2 measure readiness (First and last; Beginning, Middle and End; After and Before; Simple words in a sentence(one
must get all of the questions correct to continue, if they don’t the form will instruct you to a skill level to begin instruction.
Kindergarten Form Continued
Skill 3: Substitution of syllables and counting syllables
Skill 4: Onset/Rime segmentation, recognition and production
Skill 5: Word categorization, Segmentation of sounds, Substitution of sounds
Grade 1 Short Form
Skill 4: Onset/Rime segmentation, recognition and production
Skill 3: Substitution of syllables and counting syllables
Skill 5: Word categorization, Segmentation of sounds, Substitution of sounds
must get all of the questions correct to continue, if they don’t the form will instruct you to a skill level to begin instruction.
Form Guidelines to
Remember
must get all of the skill questions correct within each skill to continue to the next skill assessment.
, STOP and follow the directions in the gray rectangle which will be to: 1. Assess using the Long Form Skill assessment or 2. Alert you that the child will need no intervention or 3. Signal the place to begin intervention lessons (Long Form Failure of t
PASI Videos
Kindergarten/short (1.6) Screen for Readiness Skill beginning, middle and ending
https://youtu.be/aVL2sEGYfT4
First Grade/short (3.6) Screen for Syllable Substitution.
https://youtu.be/SAgSZ2f4bug
PASI Videos
Continued
First Grade/long (3.2) Screen for Identification of common syllables
https://youtu.be/gO2Apkii0bg
First Grade/long (3.1) Screen for Segmentation of syllables and first and last readinesshttps://youtu.be/xe9KlGjok_k
Are We Ready to Try the
PASI?
1. Get the materials ready (Instructions, forms, squares
red and blue, work mat).
2. Identify the students that are strategic and intensive….Don’t let the green
fool you…..dig deep in into the numbers.
3. Provide the students that are not being screened something to work on
(fluency folders, iPads apps).
4. Don’t try to do it perfectly…the script takes time to feel comfortable with.
Be easy on yourself….make sure the student understands what you are
asking her/him. But don't give them the answers….that would skew the
outcome.