Presentation on theme: "LUISA SANCHEZ-NILSEN SHANNON SKYE Introduction to Fluency & Why Collect Data for WRC."— Presentation transcript:
LUISA SANCHEZ-NILSEN SHANNON SKYE Introduction to Fluency & Why Collect Data for WRC
DISCLAIMER The opinions and positions expressed herein are not intended to ensure compliance with any particular law or regulation pertaining to the provision of educational services for eligible students. This presentation and/or materials should be viewed and applied by users according to their specific needs. This presentation and/or materials represent the views of the presenter(s) regarding what constitutes preferred practice based on research available at the time of this publication. The presentation and/or materials should be used as guidance. Any references specific to any particular education product are illustrative, and do not imply endorsement of these products by OSPI, or to the exclusion of other products that are not referenced in the presentation materials. OSPI, Special Education, is not responsible for the content of those educational product(s) referenced in this presentation. Douglas H. Gill, Ed.D., Director, Special Education
Student Tracking log
Purpose To demonstrate that struggling students are increasing their reading skills and becoming confident readers with the help of WRC program and that of their educators. Track an individualized tutoring plan for each student referred to the WRC program. Determine areas of improvement (reading attitude, behavior, self confidence and academic achievements.
Data for the WRC Program Maintain funding for the program and to demonstrate that struggling students are increasing their reading skills and becoming confident readers with the help of WRC program and that of their educators. Create adjustments Determine areas of improvement Demonstrate growth over time
Who should complete the Tracking Log? Site Supervisor WRC/AmeriCorps Members Other trained staff
When should we complete the WRC Tracking Log? Enter Data: When students receive tutoring services When pre- and post-test scores become available
What data is collected? School: name, district information, and project name Student: name, grade, state student identification #, and teacher Tutoring Plan: dates, time amounts, group size, pre- and post-test scores, assessments used, and exit reason Student Achievement: reading attitude, reading behavior, self confidence, and benchmark achievement
Student Achievement ~helpful hits~ Enter Yes, no, or unsure indicating whether the student improved his or her reading attitude, behavior, and self confidence. Under student outcome, enter yes or no if the student gained at least one grade level, or met benchmark. Use the notes column to provide additional information if the student did not improve reading abilities.
Student Data Tracking Log Project Site School DistrictSchool First Name Last Name 10 digit State Student ID # Grade Teacher # Days/Week # of Minutes per Day # Group Size Asse ssme nt Used Pretest (SEPTEMBER) Posttest (MAY) Start Date Exit Date Exit Reason Improved Reading Attitude (Y, N, Unsure) Improve d Reading Behavior (Y, N, proved Unsure) Improved Self Confidenc e (Y, N, Unsure) Gained at Least One Grade Level OR Met Bench- mark Yes or No Other Notes/ Comments Project/School/District Information Student InformationTutoring PlanStudent Achievement
Screen shot OSPI-Luisa Sanchez-Nilsen Elementary Reading Specialist (360) Supports implementation of the k-12 Reading Model Shannon Skye-WRC Program Coordinator Washington Service Corps- (360) Provides technical assistance in completing the Student Tracking Log and with general program and AmeriCorps questions OSPI-Christine Shaw Administrative Assistant Student Information (360) Provides assistance to DACs with accessing and uploading to the SFTP Site Who to contact?
Now what? Go to the link below and find your District Assessment Coordinator (DAC): DACs will need to verify the state student identification number before uploading to the STFP Site. (The state student identification number is separate from the school student identification number). DACs can do this by using the districts CEDAR data, if not contact Christine Shaw at
Important dates: October 31, 2011: Pre-test data due June 22, 2012: Post-test data due
Introduction to Fluency
Fluency Defined Why do we assess fluency When to assess Reading levels Students End of year Fluency Proficiency Goals Instruction Free Resources
Five Key Instructional Components Phonemic Awareness Phonics Fluency Vocabulary Comprehension Strategies National Reading Panel (2000)
Fluency An essential component of reading instruction Bridge from phonics to comprehension (Pikulski & Chard, 2005) Relation to Comprehension Automaticity in word recognition (LaBerge & Samuals, 1974) Prosody or expressiveness in oral reading(Schrieber & Read, 1980) Automaticity is part of fluency as it connects to phonics and word recognition Ability to decode words automatically Leads to automatic word recognition
The Bridge Phonics Automaticity+ Prosody Comprehension 1. Decode words 2. Word Recognition Reading with Fluency Readers Monitor the meaning of text Reading for meaning
What is Reading Fluency? The ability to read both orally and silently Accurately Automaticity (quickly) Prosody (with expression)
Student behaviors without Fluency Struggle with words (word recognition) Read at a slower and laborious rate One to one word matching Ignore phrasing (read like a robot) Less cognitive energy is spent on comprehension
Connection to Comprehension Is limited due to the focus on forming the word, not what the words are trying to say Fast reading is not comprehending As text complexity increases fluency rate decreases Vocabulary is limited Fluency rate with prosody show a direct correlation to comprehension
Why to assess FINDING students who may need intervention assistance in reading DIAGNOSING fluency problems MONITORING PROGRESS to determine if reading skills are improving
When to assess Benchmark 2-to-3 times per year K-12 Progress monitoring Tier 2 K-12 – every two-to-three weeks Tier 3 K-12 – every week
What is typically assessed Rate, accuracy and prosody Rate - how many words read per minute (typically) Accuracy - how many words read correctly Prosody – words read with expression, appropriate phrasing, and attention to punctuation.
MEASURING READING FLUENCY the number of words in text read correctly per minute (wcpm) or… letters, sounds, words
Instruction Identify materials appropriate for the lower readers reading level (no more than 10 errors per 100 words – the students instructional level). Use leveled passages and/or high interest/low vocabulary materials. Have both partners read the same passage. Have enough materials selected for two new passages per week.
Instruction MAPPS Modeling Fluent Reading for Students Assisted Reading for Support Practice Reading, Wide and Deep Phrasing of Words in Meaningful Groups Synergy to Make the Whole Greater Than the Sum of Its Parts Rasinski & Samuels, 2011
Fluency is important It helps students read for meaning Motivates students to read Students will be eager to self-select books that are just right Just right books can be read and reread
Focus on Fluency Osborn & Lehr FREE!
Assessing Fluency Tim Rasinski FREE!
Questions? General program and AmeriCorps questions please contact: Shannon Skye, Washington Service Corps, WRC Program Coordinator (e) (p) Grant implementation questions, please contact: Luisa Sanchez-Nilsen, Reading Specialist, OSPI (e) (p)
Resources Chard, D., Vaughn, S., & Tyler, B.J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 36(5), DIBELS (Dynamic Indicators of Basic Early Literacy Skills). Edformation Fuchs, L., Fuchs, D., Hamlett, C., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth? School Psychology Review, 22(1), Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3),
Resources Hasbrouck, J.E., Ihnot, C., & Rogers, G. H. (1999). Read Naturally: A strategy to increase oral reading fluency. Reading Research & Instruction, 39(1), Hasbrouck, J.E., Woldbeck, T., Ihnot, C., & Parker, R. I. (1999). One teachers use of curriculum-based measurement: A changed opinion. Learning Disabilities: Research & Practice, 14(2), Hasbrouck, J. E. & Tindal, G. (Spring, 1992). Curriculum-based oral reading fluency norms for students in grades 2-5. Teaching Exceptional Children, 24(3), Kamil, M., Person, P.D., Moje, E., Afflerbach, P., (2011). Handbook of Reading Research. Volume IV New York, New York. ISBN-13: McCardle, P., Chhabra,V., & Kapinus, B. (2008) Reading Research in Action. A Teachers Guide for Student Success Baltimore, Maryland. ISBN-10:
Resources National Institute for Literacy, (June 2003). Put Reading First: The Research Building Blocks for Teaching Children to Read,2nd edition, NATIONAL READING PANEL REPORT. (2000). Teaching children to read. An evidence-based assessment of scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute for Child Health and Human Development. Osborn, J. & Lehr, F. A Focus on Fluency (free booklet)www.prel.org Rasinski, T. Assessing Reading Fluency (free booklet)www.prel.org Rasinski, T. & Samuels, J.(2011) Reading Fluency: What It Is and What It Is Not. What Research Has to Say about Reading Instruction, 4th edition,
Resources READ NATURALLY Reading Fluency Monitor Shinn, M. R. (Ed.) (1989). Curriculum-Based Measurement: Assessing Special Children. NY: Guilford. ISBN: X SOPRIS WEST 6 Minute Solution www.sopriswest.com