Presentation on theme: "Screening Process - Digging Deeper Instructional Sort"— Presentation transcript:
1Screening Process - Digging Deeper Instructional Sort Reviewing Your Selected and Intensive Levels of SupportScreening Process - Digging Deeper Instructional SortOur FocusThe Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this document and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.
2Screening Assessments - Not Always Enough Screening assessments often do not go deep enough in answering the questions:Why is the student below the expected level?How far beyond the expected level is the student?We need to “DIG DEEPER!”School LevelGroupsIndividuals
3Impact of universal level of support on students 1. School-Level Screening Review:Do we have a healthy system? School-level team looks at universal screening results2. School-Level Digging Deeper Review:What are our universal level instructional strengths?What are our universal level instructional concerns?Do we have any underserved groups?School-level team gather additional information and review at a deeper levelImpact of universal level of support on students(aggregated and disaggregated)
4Groups/individuals potentially in need of additional support 1. Grade-Level Screening Review: Groups and Individual Students Department-/Grade-level team looks at screening results2. Grade-Level Digging Deeper Review:What are the student’s instructional strengths?What are the student’s instructional concerns?School-level team gather additional information and review at a deeper levelGroups/individuals potentially in need of additional support
5CCSS - Going From Broad to Precise Universal Reading Screening for ALL StudentsAre Students “on Track?”At Benchmark: Continue High Quality Universal InstructionBelow or Above Benchmark:Dig DeeperConcept of PrintPhonological AwarenessPhonicsFluencyVocabularyComprehensionFluency> Bridge to ComprehensionCCSS Foundational SkillsKindergarten -2nd Grade Begin Left to Right3rd Grade and Higher Begin Right to Left
6Comprehension Screener Instructional Sort Example Students Above or Below BenchmarkDig DeeperStudents Above BenchmarkAdditional Data Needed to Articulate Matched InstructionStudents Below BenchmarkAdminister Fluency/Accuracy AssessmentStudents At BenchmarkContinue Universal Core High Quality InstructionGather Additional Information
7The Instructional Sort Helps Us: 1Know if there is an area that needs universal whole group attention.Determine if a large percentage of students have a similar need/s.2Guide differentiation within the universal level for whole group, small group, and individual students.Determine when the instructional need is more intense.3Provide matched intervention grouping.Data for
8Dig Deeper - Systemic and Systematic Screening Process DataIs the student above or below the screening benchmark?If so, dig deeperReviewWhat is the reading concern?Did you validate the problem using additional data?Do you have precision information to articulate matched additional supports?Instructional Sort: Administer oral fluency assessment/s with students who are below the benchmark. Sort student names in the quadrant that aligns with the student’s baseline/median results.Administer assessments with no grade level ceiling for students above the benchmark and determine matched instruction.ProcessRefer to the Instructional Sort and analyze data at the building, group, and student levels.Determine ambitious goals so student/s will meet or exceed end of the year benchmarks.Define additional instruction and intensity level.
9Why is Fluency So Important? “…fluency is an essential element that bridges the gap between word recognition and comprehension.” Vaughn and Linan-ThompsonWhat does this translate to…Students’ struggles with comprehension skills may be a result of deficits in any of the foundation skills and/or deficits in comprehension strategies.So we need to have a systemic and systematic process to analyze why students are not proficient and make an instructional match within a culturally responsive multi-level system of support.
10Tim 60 wcpm 80% Rickie 85 wcpm 97% Janelle 82 wcpm 85% Mike 62 wcpm Next Step: Administer Oral Fluency Assessment for Students Who Performed Below the Benchmark on the Comprehension Screener3rd Grade Class- FallFall Benchmark ORF=> 70 Fall Accuracy =>95%StudentWords Correct per MinuteAccuracyTim60 wcpm80%Rickie85 wcpm97%Janelle82 wcpm85%Mike62 wcpm98%Chris163 wcpmLainie67 wcpm100%02/06/08
11Next Step: Sort Your Data and Identify Student Instructional Need/s and Dig Even DeeperRemember: Teams should analyze data at school, groups, and student levelInstructional SortAccurate and FluentGroup 1-Instructional Focus*Comprehension*VocabularyRickie, ChrisAccurate but Slow RateGroup 2-Instructional Focus*FluencyLainie, MikeInaccurate and Slow RateGroup 3-Instructional Focus*Phonological Awareness*Phonics*Word Recognition*Multi-syllabicationTimInaccurate but High RateGroup 4-Instructional Focus*Multiple possible reasons:lacks self-monitoring, accuracy, does not adjust pacing, ignores punctuation marksJanelleHowell, cited by Harken and Fay
12Why is Rickie performing below the benchmark on the comprehension screener? Find root cause. 1.) Can rule out fluency as a barrier. 2.) Focus on digging deeper in the instructional areas of comprehension/vocabulary.Group 1- RickieSample Instructional Plan:Instructional SortGroup 1: Accurate and FluentRickieChrisGroup 2:Accurate but Slow RateLainie MikeGroup 3:Inaccurate and Slow RateTimGroup 4:Inaccurate but High RateJanelleInstruction on monitoring for meaningInstruction on determining main ideasInstruction on fix-up strategiesInstruction on *tier 2 academic vocabulary and vocabulary learning strategies*Beck, McKowan and Kucan(2002)Howell, cited by Harken and Fay
13Why is Lainie performing below the benchmark? Find root cause. 1. Based on the data, we can hypothesize that Lainie is a word-for word reader. Her lack of automaticity is a having an impact on her comprehension.Instructional SortGroup 1: Accura te and FluentChrisRickieGroup 2:Accurate but Slow RateLainie MikeGroup 3:Inaccurate and Slow RateTimGroup 4:Inaccurate but High RateJanelleGroup 2- LainieSample Instructional Plan:Instruction on automaticity at Lainie’s appropriate level: data indicates Lainie is at the sentence levelDo not ignore making meaning of textRepeated and assisted reading >move to passage level as data indicatesInstruction on grouping words to make meaning, adjust pacing, and attention to punctuationUse both narrative and informational textsInstruct using a comprehension focus.Howell, cited by Harken and Fay
14Phonological Word Recognition Basic Decoding Multi-syllabication Why is Tim performing below the screening benchmark? Find root cause.We can hypothesize Tim is not comprehending text because he is not able to decode words with automaticity. What are the prerequisite skills that are preventing Tim from reading fluently and accurately ?May need additional information/assessments to identify specific needs such as: Running Records with Miscue(Error) Analysis - Gather miscue samples at student instructional level and look for common themesDigging Deeper: Group 3 - TimInstructional SortGroup 1: Accurate and FluentChris RickieGroup 2:Accurate but Slow RateLainie MikeGroup 3:Inaccurate and Slow RateTimGroup 4:Inaccurate but High RateJanellePhonologicalWord RecognitionBasic DecodingMulti-syllabicationHowell, cited by Harken and Fay
15Digging Even Deeper - Match Instruction to Student Need Group 3-TimSample Instructional Plan:Instructional SortGroup 1: Accurate and FluentChrisGroup 2:Accurate but Slow RateLainie MikeGroup 3:Inaccurate and Slow RateTimGroup 4:Inaccurate but High RateJanelleInstruction on missing decoding skills.Instruction on word recognition.Work on applying skills to connected text at instructional level.Work on fluent reading at independent level.Howell, cited by Harken and Fay
16Group 4 - Inaccurate but High Rate - Janelle Find Root Cause - Could be due to Multiple ReasonsMay need instructional emphasis on monitoring for meaningMay need to teach student to adjust rate of reading to type of text and purpose for readingMay be inserting or deleting words (particularly function words such as: a, the), dropping endings, etc.May need to cue student when she makes an error to create awareness of the inaccuracy: assisted self- monitoring
17Organizing Your Data to Match Student Need Instructional SortGroup 1: Accurate and FluentChrisGroup 2:Accurate but Slow RateLainie MikeGroup 3:Inaccurate and Slow RateTimGroup 4:Inaccurate but High RateJanelleGroup 4- JanelleSample Instructional Plan:Cue student when student makes an error to create awareness of the inaccurate error: assisted self-monitoringTeach student to apply self- monitoring strategiesSet goal: Challenge student to read a portion of the text with 2 or fewer errorsTeach student to adjust rate of reading to type of text and purpose for readingReferencesCBE materialsHowell & Nolet, 2000Howell, cited by Harken and Fay
18Need to Consider Both Quantitative Changes Qualitative Changes Smaller group sizeMore timeLonger durationGreater frequencyQualitative ChangesSpecific instructional fociMore practice opportunitiesType of adult feedbackArrangement of setting to reduce distractions
19Be Mindful of the Stages in the Skill Development Model of Learning Newly Taught Skill orStrategyLearn it With AccuracyPractice for Fluency/AutomaticityKeep Practicing for MaintenanceNow Can Make GeneralizationsAdapt/ Apply to New SituationsAdapted from : Haring and Eaton Instructional Hierarchy-(1978)David Howe (2006)
20*Phonological Awareness Letter Recognition Letter/Sounds Phonics A Systemic and Systematic Digging Deeper Instructional Sort Process Works Across CCSS StandardsConcept of Print*Phonological AwarenessLetter RecognitionLetter/SoundsPhonics* For another example, see Phonological Instructional Sort PPT