1. Digging Deeper with Screening Data: Creating Intervention Groups Gresham-Barlow School District September 8, 2011

2. Objective Use screening data to better identify students instructional needs.

3. Initial Placement: DIBELS Next Composite Score – Indicates Risk Status and Need for Support: Core Support Strategic Support Intensive Support

4. DIBELS Next Individual Assessment Scores – Indicates Area of Need

5. Vocabulary Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Reading Skills Build on Each Other

6. Phonemic Awareness Developmental Continuum Easy Hard IF DIFFICULTY DETECTED HERE.. THEN check here! Phoneme deletion and manipulation Blending and segmenting individual phonemes Onset-rime blending and segmentation Syllable segmentation and blending Sentence segmentation Rhyming Word comparison Vital for Diagnostic Process!

7. Instructional “Focus” Continuum MATCH to INSTRUCTIONAL FOCUS as well! Accurate at Skill Fluent at Skill Able to Apply Skill IF no, teach skill. If yes, move to fluency If no, teach fluency/ automaticity If yes, move to application If no, teach application If yes, the move to higher level skill/concept

8. Vocabulary Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Application Fluency Accuracy

9. Vocabulary Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy PSF DIBELS Next FSF NWF CLS NWF WWR ORF Acc % ORF CWPM Daze RTF

10. DIBELS Next Reports: Need for Support

11. DIBELS Next Reports: District Percentile Ranks

12. Digging Deeper Process Step 1: Determine specific areas of need: – At or above benchmark – Below benchmark – Well below benchmark Step 2: Group students according specific instructional needs within the Big 5 Step 3: Further determine specific instructional needs for the students

13. Vocabulary Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy PSF Step 1: Determine specific areas of need FSF NWF CLS NWF WWR ORF Acc % ORF CWPM Daze RTF

14. Step 1: Determine Areas of Need 3 rd grade example: Start with accuracy

15. Vocabulary Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy PSF 3 rd Grade Example Data FSF NWF CLS NWF WWR ORF Acc % ORF CWPM Daze RTF

16. Step 1: Determine Areas of Need Then look at fluency

17. Vocabulary Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy PSF 3 rd Grade Example Data FSF NWF CLS NWF WWR ORF Acc % ORF CWPM Daze RTF

18. Step 2: Group students according needs within the Big 5 Group students by instructional need… given available resources

19. Step 2: Group students according needs within the Big 5 Group students by instructional need… given available resources 11 Students who are not accurate and not fluent How many intervention groups?

20. Vocabulary Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Not Accurate & Not Fluent: Instructional Need?

21. Step 2: Group students according needs within the Big 5 Group students by instructional need… given available resources 6 students who are accurate but not fluent How many intervention groups?

22. Vocabulary Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Accurate & Not Fluent: Instructional Need?

23. Step 3: Further determine specific instructional needs Not Accurate & Not Fluent Additional Assessments? Quick Phonics Screener Error Analysis In-program assessments Group and teach to specific decoding/phonics needs. Pair with fluency practice at instructional level

24. Step 3: Further determine specific instructional needs Accurate & Not Fluent Additional Assessments? May need to verify accuracy Other classroom data Build reading fluency practice with modeling of fluency and opportunities for repeated practice.

25. Fluency Continuum Fluency Continuum Instruction/Practice needs to occur at the appropriate level(s) Connected Text Phrase LevelWord LevelLetter & Letter- Sound Correspondence

26. Step 3: Further determine specific instructional needs Accurate & Fluent but not comprehending Additional Assessments? Daze, Retell Ensure phonics and oral reading fluency and accuracy are established Vocabulary? Classroom assessments Focus on specific comprehension strategies

27. Vocabulary Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy PSF Step 1: Determine specific areas of need FSF NWF CLS NWF WWR ORF Acc % ORF CWPM Daze RTF

28. Kindergarten Data