WEBINAR: Using MTSS Literacy Assessment Data Starting ...

WEBINAR: Using MTSS Literacy Assessment Data for Starting Strong in the New School Year 9/30/2021

Copyright © 2019‐2021, 95 Percent Group Inc. All rights reserved. 1

Copyright © 2019‐2021, 95 Percent Group Inc. All rights reserved.

Using MTSS Literacy Assessment Data for

Starting Strong in the New School YearSusan Hall, Ed.D.,

Co-Founder and CEO, 95 Percent Group


Topics to Discuss

Different types of assessmentsUsing data to pinpoint skill deficits Forming small intervention groups Characteristics of effective intervention instruction Examples of instructionMonitoring progress

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Types of Assessments

3Copyright © 2019‐2021, 95 Percent Group Inc. All rights reserved.

Different Types of Assessments

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• Screening• Diagnostic• Progress Monitoring• Outcome




Purpose of AssessmentsMedical Model Analogy

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Universal Screener

Diagnostic AssessmentsPhonological Awareness & Phonics

Triage Nurse(or internist)

Specialist(Additional Testing)


95 Percent Group Uses Medical Model

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Screen Diagnose Treat


Example of Universal Screener (CBM)

Purpose:Gives a snapshot view of entire class/grade level status at a point in time Identifies which students are behind Provides hints about below‐benchmark components

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CLASSROOM REPORT – 1st Grade – FAll

Example from Acadience™


Why a Screener Isn’t a Diagnostic

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Spring is Coming

It has been so cold this winter. The wind blew and blew. It rained and rained. The days have been gray and dark. I had to wear mittens and a hat to school every day. It even snowed twice.




Using Data to Pinpoint Skill Deficits


Example of Diagnostic AssessmentPhonics

Pinpoint skills mastered and deficientUse to place students in intervention groupsMonitor progress with alternate form

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Copyright © 2010, 95 Percent Group Inc. All rights reserved.


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Place Students in Skill Groups

Using Diagnostic

Data




PASI – PA Diagnostic Assessment

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What teacher says

Correct response(s)

Space to record student response

Space to record student score Copyright © 2019‐2021, 95 Percent Group Inc. All rights reserved.

PA Continuum – Skill Grouping

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Skill 3SyllablesCompound Words

3.1–3.6

Skill 3SyllablesCompound Words

3.1–3.6

Skill 3Syllables

Noncompound Words3.7–3.9

Skill 3Syllables

Noncompound Words3.7–3.9

Skill 4Onset‐Rime

4.1–4.6

Skill 4Onset‐Rime

4.1–4.6

Skill 5PhonemesSingle Phonemes

5.1–5.4

Skill 5PhonemesSingle Phonemes

5.1–5.4

Skill 5PhonemesAll Phonemes5.5–5.11

Skill 5PhonemesAll Phonemes5.5–5.11


Features of an Effective Diagnostic

Measures 1 subskill at a time Skills measured in order of complexity Keeps subskill scores separate – adding them together masks deficits 10 probes is adequate 3 forms Form A for initial assessment – 1st group placement Forms B & C for progress monitoring

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What to Look For


What we Know About Skilled Reading

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Key Presentation Resources

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Essentials of Assessing, Preventing, and Overcoming

Reading DifficultiesBy Kilpatrick

Reading in the Brainby Dehaene

Equipped for Reading SuccessBy Kilpatrick

Language at the Speed of SightBy Seidenberg


Before Talking About Instruction…

What do we mean by skilled reading? The impact of word recognition on fluent reading Sight wordsDefinition Size of sight word bank

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Skilled ReadersBehaviors on Word Reading

According to David Kilpatrick, Skilled Readers: Instantly and effortlessly recognize known words 1/20th of a second

Read 150‐200 words per minute Immediately recognize 30‐70K words Learn new words very quickly Remember words they’ve learned

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Kilpatrick, D., Equipped for Reading Success: A Comprehensive, Step‐by‐Step Program for Developing Phonemic Awareness and Fluent Word Recognition. (Casey & Krisch, 2016.) p 4


Torgesen on Fluent Reading

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“The most important key to fluent reading of any text is the ability to automatically recognize almost all of the words in the text.”

(Torgesen et al., 200, p. 293)




Definition of Sight Word

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For this presentation, a sight word is:a word that an individual can instantly and effortlessly recognize without sounding it out.


Size of Sight Word VocabularyThink About the Impact on Fluency and Comprehension

Reader A

Reader B

was

eloquent

articulate

efficientrecognize

remedy

identify

indemnify

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Learning the Structure of Language

Seidenberg, M. (2017). Language At the Speed of Sight: How We Read, Why So Many Can’t, and What Can Be Done About It. (New York: Basic Books). p 82‐83

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“Every time we read we update our knowledge of language. At a conscious level we read a text for its content: because it is a story or a textbook or a joke. At a subconscious level our brains automatically register information about the structure of language."

Skilled readers:• Know more about language structures• Know about words that occur in print but not speech• Have greater background knowledgeBased on Seidenberg (2017). p. 82


Skilled Readers Have Learned To:

Seidenberg, M. (2017). Language at the Speed of Sight. How We Read, Why So Many Can’t and What Can Be Done About It. Basic Books, p 89

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Identify the legal patterns of letters that are used frequently (THR, STP, etc.) Recognize strings of letters that cannot occur in English (for example, TSIP, SITP, XPLK) Build neural structures that represent the permissible patterns Tune the structures every time a text is read




Phonics vs. 3 Cueing System


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Phonics

Teaches patterns to

build sight bank

Encourages sounding out of

unfamiliar words

3 Cueing System

Encourages students to

use context to guessat word


3 Cueing & the Role of Context

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“In contrast to skilled readers, weak readers rely heavily on context for word reading... This is likely due to their limited pool of familiar words, as well as their poor phonic decoding skills.”

Kilpatrick, D. A. (2015). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. John Wiley & Sons. p.38‐39

Bypass Orthographic Mapping


Guessing Hinders Word Learning

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“Some research suggests that with weak readers, contextual guessing actually hinders word learning (Landi et al., 2006). If weak readers can correctly guess a word from context, they do not have to carefully notice the letter sequence of that word to assist them in making it a familiar sequence for later recognition.”Kilpatrick, D. A. (2015). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. John Wiley & Sons. p.38‐39

Bypass Orthographic Mapping

According to Kilpatrick:


PROBLEM with Using Text Clues:Training the Wrong Hemisphere

“Learning with the whole word method is much slower and trains the wrong brain area in the right hemisphere. Systematic grapheme to phoneme correspondences has the upper hand in making the fastest change.”

Dehaene, S. (2017). How the Brain Learns to Read. https://www.youtube.com/watch?v=25GI3‐kiLdo. 13:13, 36:47

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According to DeHaene:

Utube Video:https://www.youtube.com/watch?v=25GI3‐kiLdo




Structured Literacy & Effective Reading Instruction

29 Copyright © 2019‐2021, 95 Percent Group Inc. All rights reserved.

IDA on Structured Literacy

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“Structured Literacy explicitly teaches systematic

word‐identification/decoding strategies. These benefit most students and are vital for those with dyslexia.” (IDA,

2016)


Three Principles that Guide Instruction


What Does Each Term Mean?

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Sequential

Systematic Multisensory

Explicit




Explicit

Example from a Phonics Lesson:“Today we’re learning to read and spell words with the long vowel silent‐e pattern. Long vowel silent‐e words have a single vowel, a single consonant, and e at the end, and the vowel sound is long. There is only one vowel sound in the word; it takes two vowel letters to spell it – a single i plus the silent‐e. The

silent‐e is not pronounced.”

Excerpt from Phonics Lesson Library, Skill 5.2.95 Percent Group


Systematic

Example of systematic instruction:

Word Chain

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Excerpt from Phonics Lesson Library, Skill 5.2.95 Percent Group


Cumulative

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Passages include words previously taught for review


Sequential

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Basic

SIMPLE COMPLEX

Sequence of Instruction of Phonics Skills

Advanced

1 Letters & Sounds

2 VC & CVC (short vowels)

3 Consonant Blends

4 Consonant Digraphs

5 Silent‐e

6 Vowel Teams with Predictable Pronunciations

7 Vowel Teams with Multiple Pronunciations

8 Vowel‐r




Phonics Lessons


Steps of a Phonics Lesson

NOTE: Not all steps are done each day

Review: PA skills, Prior Phonics Patterns

Teach New Concept:

Introduce and Teach the Pattern

Word Reading Accuracy

Word Reading Fluency

Reading Fluency (short phrase, long phrase, sentences)

Word Building: Orthographic Mapping, Word

Chains

Sentence Dictation

Transfer to Text:

Decodable Readers

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Step 1: Review

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Phonological Awareness Instruction – Whole-Class

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Excerpt from 95 Phonics Core Program™ – K‐ Teacher’s Edition – page 550




Rhyming Instruction - Intervention

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Excerpt from Phonological Awareness Lessons™Copyright © 2019‐2021, 95 Percent Group Inc. All rights reserved. 42

Step 2: Teach New Concept

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Definition of Orthographic Mapping

“Orthographic mapping is the mental process used to store words for immediate, effortless retrieval. It is the mechanism for sight‐word learning. It requires good phonemic awareness, letter‐sound knowledge, and the alphabetic principle.”

Kilpatrick, D. A. (2015). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. John Wiley & Sons. p 362

43 Copyright © 2019‐2021, 95 Percent Group Inc. All rights reserved. 44

How to Develop Orthographic Mapping?




7 ColorsConsonants

Consonant Digraphs

Short Vowels

Long Vowels

Vowel Teams

R‐Controlled Vowels45


Phoneme-Grapheme MappingSteps 95 Percent Group Recommends:

Say the word Fingerstretch the sounds Count the sounds Draw around the boxes Pull down one sound at a timeWrite the letters below each box Say the word

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Word Sorting is an Instructional Strategy for

Learning a Pattern


ripeTeach the Closed Syllable Gesture

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“Reading progress cannot be accelerated unless readers develop the ability to quickly add words to their sight vocabularies.”

“Once the capacity to efficiently store new words has developed, a student requires a great deal of reading practice. Only words that have been encountered can be added to one’s sight vocabulary.”

Kilpatrick, D. A. (2015). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. John Wiley & Sons. p 287

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Reading Practice


Step 4: Word Reading Fluency

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Fluency

Words Short phrases Longer Phrases Sentences Passages


Fluency at the Word and Phrase Level

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Multisyllable Level

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Step 6: Word Building

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Practice Writing Words

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Write words in sound boxes from

dictation.

Word Chains –Write words in a row changing 1 sound at a time


time

Word Chains

Start with a word Change the word by adding, deleting, or substituting one sound Repeat the process to continue the chain

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Tim

dime

dine




Step 7: Sentence Dictation

7___________


Practice Writing Sentences

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Step 8: Transfer to Text

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Transfer to Text Process

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Highlight skill words in passage and count them.

Read only skill words that have

been highlighted.

Read passage with skill words

highlighted.

Read unmarked copy of

passage (no highlighted words).

4 Step Process

1 2 3 4




Decodable Text

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Seidenberg, M. (2017). Language at the Speed of Sight. How We Read, Why So Many Can’t and What Can Be Done About It. Basic Books, p 89

Once a student knows a pattern, he/she must practice seeing that pattern in reliable textDecodable text: Allows students to practice phonic patterns that have been taught Transitions students from seeing the pattern in isolation to seeing it in text


Decodable Readers

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Practice Reading Decodable TextExcerpt from Teacher Copy with Pattern Words Highlighted

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Thank You!Susan Hall

[email protected]

www.95percentgroup.com

Twitter: @susanhall_edd

Copyright © 2019, 95 Percent Group Inc. All rights reserved. 68

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