3 Definition of Insanity Einstein: “Engaging in the same behavior, expecting different results” Reading First: Progress monitoring without using the data to inform instruction!
4 Prediction Approximately 75% of students identified with reading problems in the third grade are still struggling readers in the 9th grade ( Shaywitz et al., 1993; Francis et al., 1996). Given a child who was a poor reader at the end of first grade, the probability of remaining a poor reader at the end of fourth grade was.88 (Juel, 1988).
6 DIBELSPurposeWhoWhen Benchmark Assessment Progress Monitoring Screening/ Outcome Formative/ Inform Instruction All Students Students Below Benchmark Fall, Winter, Spring On-going: Strategic = monthly, Intensive = bi- weekly Using DIBELS to evaluate whether our instruction is effective for each student…
10 Goal Setting Example: Bunky Bunky: 1st grade (January) What is the outcome goal? –The spring benchmark for 1st grade ORF is a minimum of 40 correct words per minute What is the present level of performance? –10 wpm, 1st Grade DIBELS ORF How much growth is needed? –30 wpm by the Spring Benchmark! How much growth does this require per week? –30 divided by 16 weeks = 2 words per week
DMG (c) Aimline: Ensure Bunky is on Track to Reach the Goal! The aimline connects where you are to where you want to get to, and shows the course to follow to get there. Aimline
12 Example:Nick Nick: Second Grade (January) What is the outcome goal? The spring benchmark for 2nd grade ORF is a minimum of 90 correct words per minute What is the present level of performance? 43 wpm, 2nd Grade DIBELS ORF How much growth is needed? 47 wpm by the Spring Benchmark! How much growth does this require per week? 47 divided by 17 weeks = 2.8 words per week
13 Weekly Growth
15 Are Your Intensive Students Closing the Gap? Effectiveness of Grade 2 Intensive Support Programs Students Intensive at Beginning of Year Beginning ORF Score Middle ORF Score Is the Gap Closing? total growth (average gain per week) Marcus Timmy Maria Stacey Louis Ethan Regina Dana (.4) 2 (.1) 16 (1.1) 4 (.2) 12 (.8) 33 (2.2) 17 (1.1) Reality: 73% of this school’s intensive 2nd graders are losing ground. 18% are making only parallel growth.
16 What About Students Severely Behind? Example:Sue Sue: Third grade (January) What is the outcome goal? The spring benchmark for 3rd grade ORF is a minimum of 110 correct words per minute What is the present level of performance? 15 wpm, 3rd Grade DIBELS ORF How much growth is needed? 95 wpm by the Spring Benchmark! How much growth does this require per week? 95 divided by 17 weeks = 5.6 words per week
18 What to do with Sue? 4Intervene ASAP. 4 Select the most intensive intervention program. 4 Consider use of skip schedules to accelerate student performance. 4 Double or triple dose reading instruction. 4 Set goals for lesson progress and track carefully. It’s going to require sustained, significant effort to move Sue to the grade level benchmark.
21 Monitoring Sue’s Progress: 4 Monitor regularly with third grade DIBELS ORF passages. 4 A grade level team may decide to collect more information using measures that will be sensitive to the instruction provided: 1. In-program assessments 2. Out-of-grade DIBELS ORF passages
Guidelines: Caution: If a student is being progress monitored using ORF passages below grade level, it is critical to plan ahead to provide a schedule that will allow the student to close the gap as quickly as possible.
23 Let’s look at your student data…. 1.Pair up with a teacher at your grade level. Specialists and administrators, please join a group! 2.Identify a student in the intensive range at your grade level. 3.Answer the following questions: What is the outcome goal? What is the present level of performance? How much growth is needed? How much growth is required per week? 4. Repeat with a student in the strategic range.
24 Monitoring Progress: Use Decision Rules to Evaluate the Effectiveness of the Instructional Program
32 Evaluate Progress and Adjust Instruction: What To Do When Students Aren’t Learning Enough
33 Alterable Variables Chart
34 Adjusting the Intervention Example: Bunky Intervention Prior to Decision Rule: Core HM (45 min.) Reading Mastery (45 min. in medium level group – 12 students) Additional 30 minutes of RM firm-up Adjustments: - Improve fidelity and delivery of RM instruction (perky pace, opportunities to respond, etc.) - Reduce group size to 6 or fewer students
DMG (c) Evaluating Support Modify Instruction for Bunky Now? Words Correct Aimline
DMG (c) Evaluating Support Modify Instruction for Sue Now? Words per Minute Aimline Dec. Scores Feb. Scores Jan. Scores March Scores April Scores May Scores June Scores 120
38 Let’s look at your student data…. 1.Please go back to the student in the intensive range that you identified in the previous activity. 2.Use their progress monitoring booklet to answer the question: Is this student making adequate progress? 3.If not, using the alterable variables chart and your current CSI map, discuss possible changes that could be made to the student’s program. 4.Repeat with additional students…