1. Institute on Beginning Reading III Instructional Implications: Interpreting Student Performance Data

2. Simmons & Harn © 2004 2 Acknowledgments Oregon Department of Education Institute for the Development of Educational Achievement, College of Education, University of Oregon U.S. Department of Education, Office of Special Education Programs

3. Simmons & Harn © 2004 3 Content Development Content developed by: Deb Simmons, Ph.D. Roland Good, Ph.D.University of Oregon Beth Harn, Ph.D. University of Oregon Additional support: Patrick Kennedy-Paine Katie Tate University of Oregon

4. Simmons & Harn © 2004 4 Copyright All materials are copy written and should not be reproduced or used without expressed permission of Dr. Edward J. Kame’enui or Dr. Deborah C. Simmons. Selected slides were reproduced from other sources and original references cited.

5. Simmons & Harn © 2004 5 Ongoing Progress Monitoring and Differentiated and Individualized Instruction for Each Student A Schoolwide Beginning Reading Model For Each Student Instruction Goals Assessment For All Students

6. Simmons & Harn © 2004 6 Today’s Focus IBR Guiding Questions 1.Goals: What outcomes do we want for our students in our state, district, and schools? 2.Knowledge: What do we know and what guidance can we gain from scientifically based reading research? 3.Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student? 4.Outcome Assessment: How far do we need to go to reach our goals and outcomes? 5.Core Instruction: What are the critical components that need to be in place to reach our goals? 6.Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?

7. Simmons & Harn © 2004 7 The goals and objectives of this session: 1.Conduct an overall analysis of class lists. 2.Analyze class lists for instructional samenesses and groupings. 3.Review DIBELS probes for diagnostic information. 4.Design and plan instruction using the alterable variables chart and create CSI maps. Objectives: What You Will Learn and Do

8. Simmons & Harn © 2004 8 Types of Reports to Examine All reports can be accessed or generated at http://dibels.uoregon.edu/ Class & Student Level Reports: Class List Class Progress Summaries Individual Student Profile Benchmark Probe Booklets (from your own school)

9. Simmons & Harn © 2004 9 Different reports answer different questions: Class list/Teacher reports rank order students by instructional recommendation status from highest to lowest Grade list reports rank order students from highest to lowest on the selected DIBELS measure Individual student performance reports all DIBELS data collected on an individual student across grades How Do You Identify Students Needing Additional Instructional Support?

10. Simmons & Harn © 2004 10 DeficitAt Risk EmergingSome Risk EstablishedLow Risk Final Benchmark Goals and Later Quarterly Benchmark Goals Instructional Status Terminology Used for all measures except ORF!

11. Simmons & Harn © 2004 11 Kindergarten DIBELS Benchmark Goals So how are we doing in Winter?

12. Simmons & Harn © 2004 12 First Grade DIBELS Benchmark Goals So how are we doing in Winter?

13. Simmons & Harn © 2004 13 Second & Third Grade DIBELS Benchmark Goals 2 nd Grade 3 rd Grade So how are we doing in Winter?

14. Simmons & Harn © 2004 14 4-Step Process for Interpreting Reports & Planning Instruction 1.Overall Analysis: Review class list report to identify general patterns and levels of performance. 2.Instructional Analysis: Identify from class list reports students with similar instructional profiles (instructional sameness). 3.Diagnostic Analysis: For students who need intensive instructional support, review probes to determine current reading skills. 4.Instructional Planning: Review alterable variables chart and design interventions using CSI maps.

15. Simmons & Harn © 2004 15 Class list reports provide the following information for each student: Raw scores on all measures administered Percentiles: compares a child’s performance to other children in your school/district Skill status: Established, Emerging, Deficit or Low, Some, At-Risk Instructional Recommendation: Benchmark, Strategic, Intensive Step 1: Overall Analysis of Class List Reports

16. Simmons & Harn © 2004 16 DIBELS Instructional Recommendation The Instructional Recommendation is created by analyzing a student’s performance across all of the measures administered. Provides a general description of the instructional intensity needed for the student to achieve the next benchmark goal. Instructional recommendation categories: Benchmark: Established skill performance across all administered measures. Strategic: One or more skill areas are not within the expected performance range. Intensive: One or more skill areas are significantly at- risk for later reading difficulty

17. Simmons & Harn © 2004 17 Reviewing Class Lists Use the instructional recommendations as a guideline for instruction. Remember the category is an approximation not gospel. That is, use them but don’t treat scores on the cusp as definitive and verify any scores that don’t match instructional observations. Review the list to see how many logical instructional groupings there are. Determine which students have similar skills and can be taught together (use brackets to indicate possible groups).

18. Simmons & Harn © 2004 18 A Closer Look at Grade 3

19. Simmons & Harn © 2004 19 Step I: Overall Analysis How to Use Class Lists What are the measures and their critical values for the time period of the report? Are the scores typical of student performance? What is the range of performance in your classroom? Which children are benefiting adequately from core instruction? Which children need increased instructional support (supplemental or intensive intervention)?

20. Simmons & Harn © 2004 20 3rd Grade Winter Class List Report Name Oral Reading Fluency Instructional Recommendation ScorePercentileStatus Jason121At RiskIntensive - Needs Substantial Intervention John212At RiskIntensive - Needs Substantial Intervention Luis377At RiskIntensive - Needs Substantial Intervention Wes4813At RiskIntensive - Needs Substantial Intervention Emily5116At RiskIntensive - Needs Substantial Intervention Kevin6422At RiskIntensive - Needs Substantial Intervention Corey6726Some RiskStrategic - Additional Intervention Michael7127Some RiskStrategic - Additional Intervention Amanda7531Some RiskStrategic - Additional Intervention Nathan7631Some RiskStrategic - Additional Intervention Anthony7732Some RiskStrategic - Additional Intervention Cynthia8640Some RiskStrategic - Additional Intervention Peter8741Some RiskStrategic - Additional Intervention Erica8943Some RiskStrategic - Additional Intervention Tanya9246Low RiskBenchmark - At Grade Level Ryan9348Low RiskBenchmark - At Grade Level Danielle10656Low RiskBenchmark - At Grade Level Devin11261Low RiskBenchmark - At Grade Level Jared12470Low RiskBenchmark - At Grade Level

21. Simmons & Harn © 2004 21 Step 2: Instructional Analysis Review the following class list : Identify groups of students who have similar instructional profiles. Draw brackets around groups of students who are likely to benefit from the same type and amount of instruction. Once you’ve identified groups, determine primary instructional goal for students in each category : Benchmark: ____________________________________ Strategic: ______________________________________ Intensive: ______________________________________ Which children would likely benefit from a reading fluency intervention? Use the “Winter Worksheet” to document groups. Comprehension and fluency Fluency, comprehension, and advanced phonics Phonics and fluency development

22. Step 3: Diagnostic Analysis Use Probes And/Or Other Assessment Data To Diagnose Difficulty: What More Information do You Need & Have?

23. Simmons & Harn © 2004 23 Third Grade Example: Diagnosing Reading 1.Is fluency an appropriate objective? 2.What types of errors are being made? 3.What type of instruction is needed? 17 / 26 = 65% accuracy mess camp 17 Sight words and decoding errors Continued phonics instruction, sight words, and attention to accuracy and fluency to improve comprehension

24. Simmons & Harn © 2004 24 home brought sc 45 Third Grade Example: Diagnosing Reading 1.Is fluency an appropriate objective? 2.What types of errors are being made? 3.What type of instruction is needed? 45 / 49 = 91% accuracy Decoding errors that preserve meaning, many self- corrections Continued phonics instruction but with a focus on fluency instruction

25. Simmons & Harn © 2004 25 Analysis of a Third Grade Struggling Reader Following is the cover sheet for a 3rd grader showing reading performance from Fall and Winter Is this child learning? Is the child learning enough? Calculate Oral Reading Fluency growth need from Winter to Spring. Spring Goal Score - Winter Score/15 (# weeks instruction) Analyze types of errors on the accompanying probe. Use the CSI map and design an intervention plan for this learner and ones like him/her in the same class (return to grade 3 class list). 110 – 59 = 51; 51/15= 3.1 word growth a week

26. Simmons & Harn © 2004 26 Third Grade - Student 1 Test of Reading Fluency (Children’s Educational Services, 1987)

27. Simmons & Harn © 2004 27

28. Step 4: Instructional Planning Using Alterable Variables and CSI Maps

29. Simmons & Harn © 2004 29 Summary of Research Findings Use explicit, systematic reading program (select from supplemental & intervention list). Include word identification and reading fluency practice. Teach with small teacher/student ratios: 1/1 - 1/5. Teach intensively (1 hr per day with variety of aligned strategies). Provide extensive opportunities for practice and feedback. Double dose if possible.

30. Simmons & Harn © 2004 30 Alterable Variables to Intensify Instruction Increasing Intensity

31. Simmons & Harn © 2004 31 Alterable Elements Program: Is the learner likely to benefit from the core? If not, what supplement or intervention/acceleration program is available? Time: A minimum of 30 + 30 minutes of small group intensive instruction in addition to typical whole group instruction. Grouping/Organization: As small a group as possible with the most skilled instructor available

32. Simmons & Harn © 2004 32 CSI Map: Grade 3

33. Simmons & Harn © 2004 33 CSI Map: Grade 3

34. Simmons & Harn © 2004 34 Examples of Reading Program Implementation: Grade 2/3

35. Simmons & Harn © 2004 35 A Closer Look at Grade 1

36. Simmons & Harn © 2004 36 Step I: Overall Analysis How to Use Class Lists What are the measures and their critical values for the period of the report? Are the scores typical of student performance? What is the range of performance in your classroom? Which children are benefiting adequately from core instruction? Which children need increased instructional support (supplemental or intensive intervention)?

37. Simmons & Harn © 2004 37 Class List/Teacher Report, Winter Grade 1 Name Phoneme Segmentation Fluency Nonsense Word Fluency Oral Reading Fluency Instructional Recommendation Score%ileStatusScore%ileStatusScore%ileStatus Casey8N/ADeficit11N/ADeficit1N/AAt RiskIntensive - Needs Substantial Intervention Greg55N/AEstablished20N/ADeficit8N/ASome RiskIntensive - Needs Substantial Intervention Cassie30N/AEmerging26N/ADeficit2N/AAt RiskIntensive - Needs Substantial Intervention Sandra39N/AEstablished28N/ADeficit6N/AAt RiskIntensive - Needs Substantial Intervention Rachel66N/AEstablished32N/AEmerging14N/ASome RiskStrategic - Additional Intervention Ben59N/AEstablished35N/AEmerging7N/AAt RiskIntensive - Needs Substantial Intervention Jill27N/AEmerging35N/AEmerging12N/ASome RiskStrategic - Additional Intervention Ivan43N/AEstablished36N/AEmerging12N/ASome RiskStrategic - Additional Intervention Katie18N/AEmerging39N/AEmerging37N/ALow RiskBenchmark - At Grade Level Erin16N/AEmerging40N/AEmerging13N/ASome RiskStrategic - Additional Intervention Page64N/AEstablished41N/AEmerging12N/ASome RiskStrategic - Additional Intervention Juanita30N/AEmerging41N/AEmerging31N/ALow RiskBenchmark - At Grade Level Jose59N/AEstablished44N/AEmerging0N/AAt RiskIntensive - Needs Substantial Intervention Taylor46N/AEstablished46N/AEmerging17N/ASome RiskStrategic - Additional Intervention Justin37N/AEstablished56N/AEstablished21N/ALow RiskBenchmark - At Grade Level Sarah78N/AEstablished67N/AEstablished56N/ALow RiskBenchmark - At Grade Level Analyzing Winter Grade 1

38. Simmons & Harn © 2004 38 Step 2: Instructional Analysis Review the following class list: Identify groups of students who have similar instructional profiles. Draw brackets around groups of students who are likely to benefit from the same type and amount of instruction. Once you’ve identified groups, determine primary instructional goal for students in each category: Benchmark: Strategic: Intensive: Using the curricular maps and established early literacy goals, the instructional objectives would be one or more of the following: Fluency Phonics Phonological awareness Use the Winter Worksheet to document groups.

39. Simmons & Harn © 2004 39 Analyzing Patterns of Performance Class List/Teacher Report, Winter Grade 1 Name Phoneme Segmentation Fluency Nonsense Word Fluency Oral Reading Fluency Instructional Recommendation Score%ileStatusScore%ileStatusScore%ileStatus Casey8N/ADeficit11N/ADeficit1N/AAt RiskIntensive - Needs Substantial Intervention Greg55N/AEstablished20N/ADeficit8N/ASome RiskIntensive - Needs Substantial Intervention Cassie30N/AEmerging26N/ADeficit2N/AAt RiskIntensive - Needs Substantial Intervention Sandra39N/AEstablished28N/ADeficit6N/AAt RiskIntensive - Needs Substantial Intervention Rachel66N/AEstablished32N/AEmerging14N/ASome RiskStrategic - Additional Intervention Ben59N/AEstablished35N/AEmerging7N/AAt RiskIntensive - Needs Substantial Intervention Jill27N/AEmerging35N/AEmerging12N/ASome RiskStrategic - Additional Intervention Ivan43N/AEstablished36N/AEmerging12N/ASome RiskStrategic - Additional Intervention Katie18N/AEmerging39N/AEmerging37N/ALow RiskBenchmark - At Grade Level Erin16N/AEmerging40N/AEmerging13N/ASome RiskStrategic - Additional Intervention Page64N/AEstablished41N/AEmerging12N/ASome RiskStrategic - Additional Intervention Juanita30N/AEmerging41N/AEmerging31N/ALow RiskBenchmark - At Grade Level Jose59N/AEstablished44N/AEmerging0N/AAt RiskIntensive - Needs Substantial Intervention Taylor46N/AEstablished46N/AEmerging17N/ASome RiskStrategic - Additional Intervention Justin37N/AEstablished56N/AEstablished21N/ALow RiskBenchmark - At Grade Level Sarah78N/AEstablished67N/AEstablished56N/ALow RiskBenchmark - At Grade Level

40. Step 3: Diagnostic Analysis Use Probes to Diagnose Difficulty What More Information do You Need & Have?

41. Simmons & Harn © 2004 41 Analysis of a First Grade Struggling Reader Following are two different readers (Rachel & Greg) in Winter of first grade: Are they learning? Are they learning enough? Determine the level of intensity of instructional for both to reach the end-of-year first grade goal of 40 cwpm on ORF Analyze types of errors on the accompanying probes. Use the CSI map and design an intervention plan for these learners and ones like him/her in the same class (return to grade 1 class list).

42. Simmons & Harn © 2004 42 Diagnosing Reading: Rachel First Grade Reader NWF Performance: 1.Analyze strengths and areas of instructional need? Is the primary need accuracy or fluency of letter sounds? 2.What type of instruction is needed? Fluency Fluency in whole word recognition to aid in reading sentences

43. Simmons & Harn © 2004 43 Diagnosing Reading: Rachel First Grade Reader ORF Performance: 1.Analyze strengths and areas of instructional need? Is the primary need accuracy or fluency? 2.What type of instruction is needed? 14 Fluency Fluency in reading sight words and sentences.

44. Simmons & Harn © 2004 44 Diagnosing Reading: Greg First Grade Reader NWF Performance: 1.Analyze strengths and areas of instructional need? Is the primary need accuracy or fluency of letter sounds. 2.What type of instruction is needed? 20 13 7 Accuracy and then fluency Letter sound instruction, blending, and fluency in blending

45. Simmons & Harn © 2004 45 8 ran bow Diagnosing Reading: Greg First Grade Reader ORF Performance: 1.Analyze strengths and areas of instructional need? Is the primary need accuracy or fluency? 2.What type of instruction is needed? Accuracy Phonics instruction, blending whole words, and reading with accuracy to improve comprehension

46. Step 4: Instructional Planning Using Alterable Variables and CSI Maps

47. Simmons & Harn © 2004 47 Alterable Variables to Intensify Instruction Increasing Intensity

48. Simmons & Harn © 2004 48 Examples of Reading Program Implementation: Grade 1

49. Simmons & Harn © 2004 49 Prepare CSI Maps 1.Review your class lists. 2.Identify children who need intensive intervention and strategic intervention who can be taught in the same group. (Use winter worksheet attached). 3.Examine performance by big idea. 4.Determine the instructional program. 5.Designate and protect instructional time. 6.Select best possible instructor. 7.Keep group as small as possible. 8.Teach every day.

50. Simmons & Harn © 2004 50 Sample CSI Map: Grade 1 Phonological Awareness

51. Simmons & Harn © 2004 51 Sample CSI Map: Grade 1 Alphabetic Principle