1. 3.0 Problem-Solving Process for Reading: Digging Deeper http://miblsi.cenmi.org Cohort 7 Elementary Schools Winter 2012

2. 4 Types of Assessments Kansas Multi-Tier System of Support Framework

3. Outcomes Driven Model Teacher verification, other data, retest Screening measures Diagnostics (if necessary), develop hypothesis, instructional matching, alterable variables Survey Level Assessment (SLA) Support, fidelity checks, on- going monitoring Progress Monitoring; Decision Rules

5. Identify Need for Support Schoolwide Screening Data –Who is “intensive” on screening data? Other student performance data –Do you have other data that validates need for intensive instruction? Classroom and/or district assessments –Is student behavior a concern? Other teacher/parent concerns

6. Validate Need for Support Do the assessment results match what you know or suspect about each student? –If it doesn’t match up, retest or validate with additional data. –For students who performed below expectations, is it a “can’t do” or “won’t do” problem?

7. “Can’t do” vs. “Won’t do” “When a child does not perform well, there are only two reasons: either a child can’t do the work or the child won’t do the work.” The next step for the child where you are unsure is to conduct a “can’t do / won’t do” assessment individually with the student. Witt, Daly, & Noel, (2000). Functional Assessments: A Step-by-Step Guide to Solving Academic and Behavior Problems.

8. Can’t do / Won’t do Individual Assessment Steps 1.Use same form of assessment 2.Offer the student an incentive for bettering his/her performance on either accuracy or fluency 3.Incentive should be readily available to you and desired by the student “Our work with this type of individual-child assessment has indicated that at least 25% of children who do not perform up to par in the classroom can actually do the work but simply prefer not to …”

9. Determine if student has skills to correct errors using the pencil tap test(assisted monitoring) “Whenever you make an error, I’m going to tap the table with my pen. When I tap the table, I want you to fix the error.” If student can fix errors when you point them out, you know he/she has the decoding skills to read the passage, but needs assistance learning to self- monitor for accuracy. Intervene with self- monitoring strategies. If the student cannot fix errors when you point them out, a skill deficit in decoding may be indicated. Further analyze errors to isolate patterns of difficulty, and intervene with targeted decoding strategies. Adapted from Heartland AEA 11.

11. If yes, consider language, vocabulary, and/or comprehension.

13. Comprehension considerations… –Is it language? –Is it vocabulary? –Is listening comprehension intact? –Is it background knowledge? Moats, L.C. (2010) Assessment for Prevention and Early Intervention, LETRS Module 8, 2 nd Ed, Longmont, CO: Sopris West.

14. If no, consider accuracy.

16. Examine Initial Screening Data Consider the Instructional Grouping Worksheets –Is student slow and accurate? –Fast and inaccurate? –Slow and inaccurate? –Focused on trying to sound out or stymied or trying to guess from context? –Able to recognize high frequency words ? Moats, L.C. (2010) Assessment for Prevention and Early Intervention, LETRS Module 8, 2 nd Ed, Longmont, CO: Sopris West.

17. If yes, provide fluency intervention and/or practice. If no, complete Survey Level Assessment (SLA), if appropriate.

19. What is it and why use it? Provides a general sample of a student’s performance to guide instructional decisions. “Test back” procedure for out of grade level assessment to identify a level at which a student is successful. Provides increased sensitivity to instruction (i.e. more sensitive to growth) Provides a procedure for out of grade level goal setting and progress monitoring.

20. Directions for Survey Level Assessment DIBELS Next AIMSweb R-CBM

21. Survey Level Assessment Steps: DIBELS Next 1.Administer three DIBELS Oral Reading Fluency (DORF) passages at the next grade level below the student’s current grade placement. - Use progress monitoring materials, not benchmark passages - Three passages in a row - Determine median (middle) score and the accuracy rate 2.Determine the benchmark status for that median score based on the end-of-year benchmark goals for the grade level of the passages. © 2010 Dynamic Measurement Group

22. Survey Level Assessment Steps: DIBELS Next (con’t) 3.If the student’s performance falls in the below benchmark range with at least 90% accuracy, use this grade level for progress monitoring. If not, continue testing down in grade levels until you reach a grade level where the student’s performance meets these criteria. This is intended to be used as a GUIDELINE for making decisions about progress monitoring. As with all DIBELS© measures, thinking is still required. © 2010 Dynamic Measurement Group

24. Survey Level Assessment Goal Setting – DIBELS Next Determine student’s current level of performance based on Survey Level Assessment results (e.g. XX cwpm on 2 nd grade materials) Determine outcome goal (e.g. XX cwpm on 2 nd grade materials) Set the goal date so that the goal is achieved in half the time within which it would usually be achieved (e.g., move end-of-year benchmark goal to be achieved by the winter benchmark date). Draw an aim line connecting the current performance to the goal

25. DIBELS Next Example Ian is a fourth grade student who read 33 correct words per minute with 70% accuracy on the Fall benchmark DIBELS Next assessment. Survey level assessment data –4 th : 33 cwpm / 70% accuracy –3 rd : 40 cwpm / 78% accuracy –2 nd : 45 cwpm / 89% accuracy –1 st : 48 cwpm / 98% accuracy

26. 33 40 45 48 70% 78% 89% 98% ✔ ✔ ✔✔✔ ✔ ✔ ✔✔✔

27. Example, cont’d Ian’s performance on 3 rd grade ORF did not meet the criteria. He did meet the criteria for 2 nd grade and exceeded it on 1 st grade ORF. NWF and PSF benchmarks have been met. A goal will be set based on the end of 2nd grade (at least 87 correct words per minute) by the Winter of 4 th grade and Ian’s progress will be monitored in 2 nd grade level materials.

28. Determine the grade level appropriate for goal setting and progress monitoring for these students: –Sarah earned these median cwpm scores in fall of 3 rd grade. PSF and NWF benchmarks have been met. –3 rd – 27 cwpm/ 70% accuracy, 2 nd – 31 cwpm/72% accuracy, 1 st – 33 cwpm/80% accuracy –Noah earned these median cwpm scores in winter of 3 rd grade. PSF and NWF benchmarks have been met. –3 rd – 36 cwpm/ 70% accuracy, 2 nd – 49 cwpm/ 91% accuracy, 1 st – 52 cwpm / 97% accuracy Partner Practice

29. Survey Level Assessment Steps: AIMSweb 1.Administer 3 probes in the student’s grade level material. Calculate and graph the median score for that time of year (fall, winter, or spring). 2.If the student’s score falls between the 25 th and 75 th percentile compared to the AIMSweb© National Aggregate Norms for that time of year then discontinue testing. If not, drop down one level and give 3 additional probes. Calculate and graph the median. 3.If the student has not met the criteria, repeat the procedure, dropping down level by level until the student’s median score falls between the 25 th and 75 th percentile compared to the AIMSweb National Aggregate Norms for that time of year.

31. Survey Level Assessment Goal Setting – AIMSweb Set the student’s goal for the end of the year, at least one year above the level at which the student met benchmark. Both the goal and progress monitoring will be at this level.

32. AIMSweb Example Beth is a 5th grade student functioning in the intensive range on AIMSweb Fall Benchmark assessment. Survey level assessment data –5th - 23 cwpm –4th - 37 cwpm –3rd - 42 cwpm –2nd - 48 cwpm

34. Example, cont’d Beth did not meet benchmark in 5th, 4th, or 3rd grade level materials. She did meet benchmark for fall of 2nd grade. A goal will be set for the end of 3rd grade grade (at least 92 correct words per minute) and Beth will be progress monitored in 3rd grade level materials.

35. Determine the grade level appropriate for goal setting and progress monitoring for these students: Determine the grade level appropriate for goal setting and progress monitoring for these students: –Sam earned these median cwpm scores in winter of 4th grade. PSF and NWF benchmarks have been met. 4th - 17, 3rd - 22, 2nd - 23, 1st - 424th - 17, 3rd - 22, 2nd - 23, 1st - 42 –Dave earned these median cwpm scores in fall of 5th grade. PSF and NWF benchmarks have been met. 5th - 23, 4th - 26, 3rd - 21, 2nd - 455th - 23, 4th - 26, 3rd - 21, 2nd - 45 Partner Practice

37. Do we need to dig deeper with all students? Not all students! Teacher validation needed Multiple measures needed Why do we dig deeper? –Need to REALLY make SURE the intervention is going to meet their needs

38. If the student is not fluent or accurate, assess decoding Does the student make consistent errors? Has the student mastered basic phonics? Has the student mastered phonemic awareness?

39. Diagnostic Tools: Common response patterns Covered in strategic, see workbook Diagnostic Surveys Diagnostic Decoding Survey www.rgrco.comwww.rgrco.com (Beginning & Advanced) Quick Phonics Screener www.readnaturally.comwww.readnaturally.com Go to “products” CORE – Assessing Reading: Multiple Measures (www.corelearn.org)www.corelearn.org

40. What about... Written language, including spelling Oral language Behavior, attendance, etc. We don’t have time today to go in-depth but there may be many other factors that can contribute to the problem.

41. Review the Framework for Planning Instructional Supports. Review the Framework for Planning Instructional Supports. How is this process working in your building?How is this process working in your building? –Who is involved? –What are they using? –When are you digging deeper? –How is the digging deeper assessment used? What additional diagnostic assessments, if any, do you need?What additional diagnostic assessments, if any, do you need? Team Time

42. Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing (McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)

43. Cycle of Academic and Behavioral Failure: Aggressive Response (McIntosh, 2008) Teacher presents student with grade level academic task Student engages in problem behavior Teacher removes academic task or removes student Student escapes academic task Student’s academic skills do not improve

44. Evidence Based Practices in Classroom Management 1.Maximize structure and predictability. 2.Post, teach, review, monitor, and reinforce a small number of positively stated expectations. 3.Actively engage students in observable ways. 4.Establish a continuum of strategies to acknowledge appropriate behavior. 5.Establish a continuum of strategies to respond to inappropriate behavior. Simonsen, Fairbanks, Briesch, Myers, & Sugai (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351-380.

45. Functional Assessment of Behavior or Academic Problems A process for identifying the conditions that reliably contribute to behavior and/or academic problem. –Use of existing data SWIS DIBELS/AIMSWeb –Teacher Interview –Student Interview –Observation This information is then linked to a support plan

46. Take a moment to discuss with a colleague How would you explain to your staff the logic that you might address “at risk” problem behavior through reading instruction? Your Turn