1. Individual Phonemic Analysis a Curriculum-Based Measure IPA

2. CBM Individual Phonemic Analysis For students in Infant 1 & 2 Student hears and sees different tasks to measure early reading skills – Sounds or letters- Word Reading –Telescoping- Sentence Reading –Segmenting Teacher marks errors on Teacher copy Chapter III of Reading Manual (pp. 33-62) Administered to 100 students

3. Preskills for decoding words Left to right direction Left to right direction Letter sound correspondences Auditory preskills: Telescoping Segmenting

4. Characteristics of IPA Curriculum-based measures. Easy to create, administer, score, and interpret. Require students to produce a response so that educator observes rather than infers what the problems are. Useful for assessing individual students, consulting with teachers, or conducting inservices for teachers.

5. Characteristics of IPA (cont.) Both correct and error responses are recorded to provide information for diagnosis and intervention. Sensitive to change, even over short periods of time. Use multiple forms to ensure that you are assessing learning and not memorization. Use standardized administration to reduce systematic error in administration.

6. IPA Sound/Symbol Identification

7. IPA Letter Identification (same form)

8. Case Study 1 Hannah

9. Analysis of the data: Describe the data points for this student in relation to the AIMLINE Describe the types of errors this student is making in the close materials. Decision: Collect more data Intervention Increase the goal for this student Intervention description:

10. Hannah - IPA Letter Names November 3 rd

11. Hannah - IPA Letter Names November 10 th

12. Hannah - IPA Letter Names November 17 th

13. Case Study 1 Hannah

14. Sounds Error Analysis

15. Instructional Design Structure 1.Identify Error pattern/type 2.Selection of Examples 3.Sequence of Examples 4.Practice Examples 5.Test Examples 6.Continue IPA measures

16. EXAMPLE Design to Teach Letter-Sound Correspondences Knowledge form:Simple fact - one to one relationship Known preskills:a, m, r, t, e, Procedure: a. example selectionb. designc. presentation s s s a m t e e r

17. Letter Identification Intervention for Hannah Knowledge form: Known preskills: Procedure: a. example selectionb. designc. presentation

18. IPA Sound/Symbol Identification

19. IPA - Telescoping

20. Box Plot Distribution of Scores

21. * Manual page 177

22. Case 1 Hannah Telescoping and Segmenting

23. Hannah – Telescoping Nov. 3rd Segmenting

24. Hannah – Telescoping Nov. 10 th Segmenting

25. Hannah – Telescoping Nov. 17 th Segmenting

26. Error analysis  Involves reviewing the student’s scored CBM reading probes to identify specific error types and patterns  Set priorities for teaching Error patterns  Indicate areas in need of further instruction  Constitute a database for determining what content and strategies to teach

27. Error Analysis Initial Middle End Initial Middle End TelescopingSegmenting

28. Preskills for decoding words Left to right direction Left to right direction Letter sound correspondences Auditory preskills: Telescoping Segmenting

29. Beginning Word Reading Design Known Preskills: –Sound/symbol identification (at least 2 letters) –Left to right direction –Telescoping and Segmenting m, a, s, r, t, am, sam, ram, rat, sat, mat, at, mass...

30. Create a word list m, a, s, r, t, i, d, f rat sam mas at 4 or 5 words 2 – 3 letters it, at, am, if Fit, fat, rid, ram, sit, sat, mitt, mat, mad, sad, fad, Sam, rat,

31. Beginning Word Reading Delivery Strategy: sounding out words am mat Do not allow students to stop between the sounds

32. Play Word Games Practice telescoping and segmenting Initially 2 to 3 letter words Initially continuous sounds in the beginning Use words familiar to the students language repertoire Teacher says slow student says word –Teacher provide models/demonstrate –Practice together –Students answer alone Same process as above with segmenting –Difference is that teacher says the word and the student says the sounds in the word. Practice both telescoping and segmenting

33. IPA Word and Sentence Reading: SCORING

34. Hannah

35. Hannah – Word & Sentence Reading Nov. 3 rd

36. Hannah – Word & Sentence Reading Nov. 10 th

37. Hannah – Word & Sentence Reading Nov. 17 th

38. Error Analysis (suggestion) Word types –vc words (am, it) –cvc words all continuous sounds (man, rim) –cvc words stop at beginning (pan, kiss) –Blends (plan, fast) # of errors Note vowels ____________________________________________________________

39. Beginning Word Reading Guidelines for word lists (discrimination and practice) –8-10 words (initially 2 - 4 words) –Usually 5-7 minutes of reading –Unpredictable word order –No pattern –30 - 50% of words contain new skill –Alter position of word types and use of letters.

40. Beginning Word Reading Guidelines for word lists (discrimination and practice) –initially 2 - 4 words (build to 8-10) –Usually 5-7 minutes of reading –Unpredictable word order –No pattern –30 - 50% of words contain new skill –Alter position of word types and use of letters.

41. Case 2 Case 2 Patrick Infant 1 Student Patrick has taken CBM measures from the beginning of the school year to this point in early November. Patrick cooperates during reading instruction. Patrick’s teacher set a goals as seen on each graph. 1.Score the three attached IPA Measures that Patrick has completed most recently 2.Graph Patrick’s performance. 3.Review her data on the graph, look at performance in relation to aimline 4.Determine next steps for Patrick’s program. 5.Individual Graph in IPA scores for Patrick B.

42. Analysis of the data: Describe the data points for this student in relation to the AIMLINE Describe the types of errors this student is making in the close materials. Decision: Collect more data Intervention Increase the goal for this student Intervention description: