Designing Instruction for Catch-Up Growth. Robyn Varga, M.Ed
|
|
|
- Adrian Gervase Greer
- 7 years ago
- Views:
Transcription
1 Designing Instruction for Catch-Up Growth Robyn Varga, M.Ed
2 LANGUAGE COMPREHENSION BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING LITERACY KNOWLEDGE SKILLED READING: fluent execution and coordination of word recognition and text comprehension. WORD RECOGNITION PHON. AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
3 Literacy Developmental Sequence K 1 st 2 nd 3 rd 4 th 5 th 12 th Vocabulary P.A. Decoding (Phonics) Fluency Comprehension
4 Literacy Development Many fundamental skills develop in stages. The stages cannot be skipped regardless of the age of the learner. Intervention must match the developmental level and proceed from there.
5 Adapted from NCSIP Foundations of Reading How Students Learn to Read Intensive Targeted Few Some 20% -Reading is One of the Most Difficult Tasks to Be Mastered 40% -Reading is A Formidable Challenge Universal All 35% -Reading is Relatively Easy 5% -Reading is Easy
6 Targeted Accelerated Growth Diagnostic Assessments to determine deficient sub-skills Targeted interventions to teach to the deficient skill Set goal based on norms and catch-up growth Progress Monitor to assure catch-up growth is occurring
7 Educators as Physicians Adapted from 3/25/14 Jan Hasbrouck, Ph.D. Presentation
8 Treatment without Diagnosis is Malpractice
9 Educators as Physicians Screening/Benchmark Testing: universal screening So, how are you doing?
10 Educators as Physicians Diagnostic Assessments: Let s see what s going on
11 Educators as Physicians Provide effective INSTRUCTION! This is what we ve found and here s what we can do.
12 Educators as Physicians Progress Monitoring: How are things going? Are you feeling better?
13 General Model of Assessment Beginning of the year Benchmark Screening Informal Diagnostics Throughout the year Benchmark Screening Progress Assessments End of the year, course, or treatment Benchmark Screening Outcome Measures Formative (to plan instruction) and summative tests (to document intervention effectiveness) can be given anytime during the year.
14 Targeted Accelerated Growth Diagnostic Assessments to determine deficient sub-skills Targeted interventions to teach to the deficient skill Set goals based on norms and catch-up growth Progress Monitor to assure catch-up growth occurred
15 Model of Reading Assessment: Grades K-2 Grades 3 and Above Phonological Awareness Print Concepts Decoding and Sight- Word Fluency in Context Vocabulary Automatic Word Recognition Background Language Comprehension Reading Comprehension of Text and Sentence Structures Strategic General Purposes for Reading Specific Purposes for Reading of Strategies for Reading McKenna & Stahl 2009
16 Phonological Awareness Print Concepts Decoding and Sight- Word Fluency in Context Vocabulary Background Automatic Word Recognition Language Comprehension Name: Bailey Maze/Daze Reading Comprehension Below Grade Level of Text and Sentence Structures Strategic General Purposes for Reading Specific Purposes for Reading of Strategies for Reading McKenna & Stahl 2009
17 Phonological Awareness Print Concepts Decoding and Sight- Word Fluency in Context 1) CORE Fluency 2) Graded HF Word Below Grade Level Vocabulary Automatic Word Recognition Background Language Comprehension Reading Comprehension of Text and Sentence Structures Strategic General Purposes for Reading Specific Purposes for Reading of Strategies for Reading McKenna & Stahl 2009
18 CORE Phonics Survey Results: Below Grade Level Phonological Awareness Print Concepts Decoding and Sight- Word Fluency in Context Vocabulary of Text and Sentence Structures Background Automatic Word Recognition Language Comprehension Strategic Reading Comprehension General Purposes for Reading Specific Purposes for Reading of Strategies for Reading McKenna & Stahl 2009
19 PAST Phonological Awareness Screen Results: Not Proficient Phonological Awareness Print Concepts Decoding and Sight- Word Fluency in Context Vocabulary of Text and Sentence Structures Background Automatic Word Recognition Language Comprehension Strategic Reading Comprehension General Purposes for Reading Specific Purposes for Reading of Strategies for Reading McKenna & Stahl 2009
20 Phonological Awareness Print Concepts Decoding and Sight- Word Fluency in Context Vocabulary of Text and Sentence Structures Background Automatic Word Recognition Language Comprehension Strategic Reading Comprehension General Purposes for Reading Specific Purposes for Reading of Strategies for Reading McKenna & Stahl 2009
21 Phonological Awareness Print Concepts Decoding and Sight- Word Fluency in Context Vocabulary of Text and Sentence Structures Background Automatic Word Recognition Language Comprehension Strategic Name: Katie Comprehension Reading Comprehension Assessment Results: Below Grade Level General Purposes for Reading Specific Purposes for Reading of Strategies for Reading McKenna & Stahl 2009
22 Phonological Awareness Print Concepts Decoding and Sight- Word Fluency in Context 1) CORE Fluency 2) Graded HF Word Below Grade Level Vocabulary Automatic Word Recognition Background Language Comprehension Reading Comprehension of Text and Sentence Structures Strategic General Purposes for Reading Specific Purposes for Reading of Strategies for Reading McKenna & Stahl 2009
23 Phonological Awareness Print Concepts Decoding and Sight- Word Name::Katie Phonics Survey Results: Proficient Fluency in Context Vocabulary of Text and Sentence Structures Background Automatic Word Recognition Language Comprehension Strategic Reading Comprehension General Purposes for Reading Specific Purposes for Reading of Strategies for Reading McKenna & Stahl 2009
24 Phonological Awareness Print Concepts Decoding and Sight- Word Fluency in Context Vocabulary of Text and Sentence Structures Background Automatic Word Recognition Language Comprehension Strategic Reading Comprehension General Purposes for Reading Specific Purposes for Reading of Strategies for Reading McKenna & Stahl 2009
25 Phonological Awareness Print Concepts Decoding and Sight- Word Fluency in Context Vocabulary of Text and Sentence Structures Background Automatic Word Recognition Language Comprehension Strategic Name: Buddy Comprehension Reading Comprehension Assessment Results: Below Grade Level General Purposes for Reading Specific Purposes for Reading of Strategies for Reading McKenna & Stahl 2009
26 Phonological Awareness Print Concepts Decoding and Sight- Word Fluency in Context 1) CORE Fluency 2) Graded HF Word Proficient Vocabulary Automatic Word Recognition Background Language Comprehension Reading Comprehension of Text and Sentence Structures Strategic General Purposes for Reading Specific Purposes for Reading of Strategies for Reading McKenna & Stahl 2009
27 Phonological Awareness Print Concepts Decoding and Sight- Word Fluency in Context Vocabulary of Text and Sentence Structures Background Automatic Word Recognition Language Comprehension Strategic Reading Comprehension General Purposes for Reading Specific Purposes for Reading of Strategies for Reading McKenna & Stahl 2009
28 Phonological Awareness Print Concepts Decoding and Sight- Word Fluency in Context Vocabulary of Text and Sentence Structures Background Automatic Word Recognition Language Comprehension Strategic Name: Buddy Comprehension Reading Comprehension Assessment Results: Below Grade Level General Purposes for Reading Specific Purposes for Reading of Strategies for Reading McKenna & Stahl 2009
29 WPM & Accuracy Fluency and Comprehension Fluency 40 Comprehension Sept A Sept B Oct A Oct B Nov A Nov B Dec A Jan A Jan B Assessment Date
30
31 CORE Focused Assessments CORE Maze / DIBELS Daze / TRC CORE Fluency / DIBELS DORF CORE High Frequency Word / Vocabulary CORE Phonics Survey PAST Phonological Awareness Assessment
32 CORE Focused Assessments CORE Maze / DIBELS Daze / TRC CORE Fluency / DIBELS DORF CORE High Frequency Word / Vocabulary CORE Phonics Survey PAST Phonological Awareness Assessment
33 Reading Maze Comprehension Test: What Measures how well students understand text they read silently. It is based completely on the text. Every seventh word in the passage has three words to pick the correct word. Reading Maze Comprehension Test: Why Students with reading difficulties can t use semantics and syntax to choose correct words. A reading maze can identify these students and measure changes.
34 Reading Maze Comprehension Test/How Materials: Timer Student passages (Use the student s independent level on the San Diego Quick Assessment to determine the level of passage to begin the MASI-R Oral Fluency Assessment) Timed ~ 3 minutes The student reads silently and circles the word in the parentheses that they think correctly completes the sentence.
35
36 13 0
37 CORE Focused Assessments CORE Maze / DIBELS Daze / TRC CORE Fluency / DIBELS DORF CORE High Frequency Word / Vocabulary CORE Phonics Survey PAST Phonological Awareness Assessment
38 MASI-R Oral Reading Fluency/What Measures oral reading fluency Three passages per level/grade one to six Can be given three times a year
39 An error is. A skipped word. A word is mispronounced within 3 seconds. A word is mispronounced. A word is repeatedly mispronounced later in text, each instance. A word is self corrected. An error is not. A word mispronounced due to dialect. Insertion of words.
40 2 nd Grade Passage 92% accurate 114 wcpm Where do you go from here?
41 2 nd Grade Passage 92% accurate & 114 wcpm
42 CORE Focused Assessments CORE Maze / DIBELS Daze / TRC CORE Fluency / DIBELS DORF CORE High Frequency Word / Vocabulary CORE Phonics Survey PAST Phonological Awareness Assessment
43 High Frequency Word List: What Can be administered in 10 minutes or less High Frequency word recognition High Frequency Word List: Why Weak readers over rely on context Can be used as a temporary quick screening to place a new student into a reading group
44
45 Scoring High Frequency Word Lists One error on a list ~ INDEPENDENT level Two errors on a list ~ INSTRUCTIONAL level Three errors on a list ~ FRUSTRATION level
46 CORE Focused Assessments CORE Maze / DIBELS Daze / TRC CORE Fluency / DIBELS DORF CORE High Frequency Word / Vocabulary CORE Phonics Survey PAST Phonological Awareness Assessment
47 Phonics Survey :What Measures a students ability to decode letters/sounds and ultimately words. Can be used for screening, outcome, or diagnostic. Provides a baseline to determine most appropriate placement to begin instruction or remediation.
48 Phonics Survey: Why of individual phonemes is the foundation of automatic decoding A student must possess the ability to automatically decode words in order to comprehend material read Pseudoword reading gives insight into student understanding of phonology
49 Materials: Phonics Survey: How CORE Phonics Survey-Record Form pp CORE Phonics Survey-Student Material pp Instructions for administering each part of the survey are included on the Record Form. A piece of paper may be used to cover the parts of the test that the student is not reading. The Alphabet Skills and Letter Sounds assessment is a mastery test.
50
51 Automaticity
52 Phonics Survey Scoring See page 43
53 CORE Focused Assessments CORE Maze / DIBELS Daze / TRC CORE Fluency / DIBELS DORF CORE High Frequency Word / Vocabulary CORE Phonics Survey PAST Phonological Awareness Assessment
54 Phonological Awareness Skills Test (PAST)
55
56 Scoring the PAST One error on a skill ~ INDEPENDENT level Two errors on a skill ~ INSTRUCTIONAL level Three errors on a skill ~ FRUSTRATION level
57 Additional Assessments in CORE Phoneme Deletion (English & Spanish) Phonological Segmentation (English & Spanish) Phoneme Segmentation (English & Spanish) Phonemic Awareness (English & Spanish) High Frequency Word Survey Spanish Spelling Inventory Vocabulary Screening
58 Now what?
59 Targeted Accelerated Growth Diagnostic Assessments to determine deficient sub-skills Targeted interventions to teach to the deficient skill Set goals based on norms and catch-up growth Progress Monitor to assure catch-up growth occurred.
60 Comprehension Continue Tier 1 Instruction Use Think Alouds/Graphic Organizers Reciprocal Teaching Comprehension Strategies Vocabulary Activities FCRR Activities
61 Fluency Repeated Reads on Independent/ Instructional Level % Accuracy Echo Reading Paired/ Partner Reads HELPS FCRR Activities
62 High Frequency Sight Word Practice Fry Phrases FCRR Activities
63 Phonics / Decoding Recipe for Reading Lessons Words Their Way Activities DIBELS Next Activities FCRR activities
64 Phonological Awareness DIBELS Next Activities Sounds in Action activities FCRR Activities
65 Florida Center for Reading Research
66 Targeted Accelerated Growth Diagnostic Assessments to determine deficient sub-skills Targeted interventions to teach to the deficient skill Set goals based on norms and catch-up growth Progress Monitor to assure catch-up growth occurred.
67 Considerations for Setting Goals Norms Catch-up growth
68 Norm Charts Norm charts exist across all domains. The 50 th percentile is considered average.
69 Progress per year 6 mo. Adapted from NCSIP Foundations of Reading
70 Progress per year 6 mo. 12 mo. Adapted from NCSIP Foundations of Reading
71 Progress per year 6 mo. 12 mo. 18 mo. Adapted from NCSIP Foundations of Reading
72 Catch Up Growth All students need to make a year of academic growth each year. Students who are 1 to 3 years behind in reading need to make an additional year of growth until they catch-up. Lynn Fielding, March 2011
73 What Happens Early, Matters the level of academic achievement that students attain by eighth grade has a larger impact on their college and career readiness than anything that happens academically in high school. ~Lynn Fielding
74 Achievement The Expanding Achievement Gap K Grade in School
75 Fall and Winter DIBELS: Fall Winter 5 Benchmark 10 Benchmark 9 Strategic 7 Strategic 7 Intensive 4 Intensive Adapted from NCSIP Foundations of Reading
76 Targeted Accelerated Growth Diagnostic Assessments to determine deficient sub-skills Targeted interventions to teach to the deficient skill Set goals based on norms and catch-up growth Progress Monitor to assure catch-up growth occurred.
77 Progress Monitoring: Why To determine if students are making adequate progress or need more intervention to achieve grade-level reading outcomes. Progress Monitoring: Who Students who are at risk for academic failure Progress Monitoring: When Daily, weekly, bi-monthly, monthly
78 Progress Monitoring Tools
79 Adapted from NCSIP Foundations of Reading At Risk Strategic Benchmark Progress Monitoring: Kindergarten PSF Example AAGL Student Jan 24 Feb 7 Feb 21 March 7 March 21 April 4 April 18 Julie Anthony Dakota Sarah May 2
80 North Carolina School Improvement Project (NC SIP): ncsip.org Resources Florida Center for Reading Research: fcrr.org What Works Clearinghouse (US Dept of Education): ies.ed.gov/ncee/wwc Intervention Central: Easy CBM: easycbm.com
81 Contact Information Robyn Varga (336)
Reading Competencies
Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies
Scientifically Based Reading Programs: What are they and how do I know?
Scientifically Based Reading Programs: What are they and how do I know? Elissa J. Arndt, M.S. CCC-SLP Florida Center for Reading Research Alternate Assessment Summer Training Institute July, 2007 1 Goals
Middle School Special Education Progress Monitoring and Goal- Setting Procedures. Section 2: Reading {Reading- Curriculum Based Measurement (R- CBM)}
Middle School Special Education Progress Monitoring and Goal- Setting Procedures Section 1: General Guidelines A. How do I determine the areas in which goals are needed? a) Initial/Re- evaluation IEP s:
888.924.7257 www.palsmarketplace.com
PALS is the essential screening, diagnostic, and progress monitoring tool for measuring the fundamental components of literacy. 888.924.7257 www.palsmarketplace.com PALS Who are we? The Phonological Awareness
How To Teach Reading
Florida Reading Endorsement Alignment Matrix Competency 1 The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of Languages (ESOL). The
7.0 Overview of Reports
Overview of Reports - Overview 7.0 Overview of Reports Overview After data has been Submitted to the PMRN, reports will become available. Most reports in the PMRN display student assessment data, to include
First Grade Core Knowledge Addendum
Sight Words First Grade Core Knowledge Addendum Dolch Sight Words are naturally embedded in the Core Knowledge Program. They are taught throughout the program in a sequence of instruction, unlike previous
mclass: Reading 3D Reminders
mclass: Reading 3D By: Carlos Mattlock Vass Jonesville Elementary School mclass: Reading 3D By: Carlos Mattlock Vass Jonesville Elementary School Hold the device so the child cannot see it Say each word,
Setting Individual RTI Academic Performance Goals for the Off-Level Student Using Research Norms
7 Setting Individual RTI Academic Performance Goals for the Off-Level Student Using Research Norms Students with significant academic deficits can present particular challenges as teachers attempt to match
Administering and Scoring of the Oral Reading Fluency and Maze Tests
Administering and Scoring of the Oral Reading Fluency and Maze Tests Path Driver for Reading uses two forms of curriculum-based measurements (CBMs) to monitor student reading development oral reading fluency
Scientifically Based Reading Programs. Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005
Scientifically Based Reading Programs Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005 Goals for Today 1. Understand the big picture of an effective reading program.
St. Petersburg College. RED 4335/Reading in the Content Area. Florida Reading Endorsement Competencies 1 & 2. Reading Alignment Matrix
Course Credit In-service points St. Petersburg College RED 4335/Reading in the Content Area Florida Reading Endorsement Competencies 1 & 2 Reading Alignment Matrix Text Rule 6A 4.0292 Specialization Requirements
Nevis Public School District #308. District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016. Learning together... Achieving quality together.
Nevis Public School District #308 District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016 Learning together... Achieving quality together. SCHOOL BOARD Chairperson: Vice Chairperson: Treasurer:
Students with Reading Problems Their Characteristics and Needs
Students with Reading Problems Their Characteristics and Needs Roxanne Hudson, Ph.D. Florida Center for Reading Research Florida State University rhudson@fcrr.org We want all students to read grade level
Reading Specialist (151)
Purpose Reading Specialist (151) The purpose of the Reading Specialist test is to measure the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess.
READING SPECIALIST STANDARDS
READING SPECIALIST STANDARDS Standard I. Standard II. Standard III. Standard IV. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental
Second Grade Core Knowledge Addendum
Sight Words Second Grade Core Knowledge Addendum Dolch Sight Words are naturally embedded in the Core Knowledge Program. They are taught throughout the program in a sequence of instruction, unlike previous
Information Provided by the Qualitative Reading Inventory-5
3 Information Information Provided by the Qualitative Reading Inventory-5 Finding Reading Levels Identifying Reading Levels The Independent Level The Instructional Level The Frustration Level Level Variety
Overview of Commissioner s List of Reading Instruments
Overview of Commissioner s List of Reading Instruments The Commissioner s List of Reading Instruments is a comprehensive list of reading diagnostic instruments for kindergarten, grade 1, grade 2, and grade
Selecting Research Based Instructional Programs
Selecting Research Based Instructional Programs Marcia L. Grek, Ph.D. Florida Center for Reading Research Georgia March, 2004 1 Goals for Today 1. Learn about the purpose, content, and process, for reviews
District 2854 Ada-Borup Public Schools. Reading Well By Third Grade Plan. For. Ada-Borup Public Schools. Drafted April 2012
District 2854 Ada-Borup Public Schools Reading Well By Third Grade Plan For Ada-Borup Public Schools Drafted April 2012 Literacy Team: Alayna Wagner- RTI Leader, Second Grade Teacher Jordan Johnson- RTI
Using Your RTI Model to Differentiate and Support the ELA CCLS. Kay Stahl, Ed. D. 2014 RTI-TAC Webinar Series Strand 3 kay.stahl@nyu.
Using Your RTI Model to Differentiate and Support the ELA CCLS Kay Stahl, Ed. D. 2014 RTI-TAC Webinar Series Strand 3 kay.stahl@nyu.edu Part 4-Tiered Interventions and CCLS Today s Focus Instructional
A COMPREHENSIVE K-3 READING ASSESSMENT PLAN. Guidance for School Leaders
A COMPREHENSIVE K-3 READING ASSESSMENT PLAN Guidance for School Leaders A COMPREHENSIVE K-3 READING ASSESSMENT PLAN Guidance for School Leaders Joseph K. Torgesen Center on Instruction Reading Strand
How To Pass A Test
KINDERGARTEN Beginning of Year Middle of Year End of Year Initial Sound 0-3 At risk 0-9 Deficit Fluency (ISF) 4-7 Some risk 10-24 Emerging 8 and above Low risk 25 and above Established Letter Naming 0-1
Requirements EDAM-5002. WORD STUDY K-3: PRINT AWARENESS, LETTER KNOWLEDGE, PHONICS, AND HIGH FREQUENCY WORDS
LETTER OF ENDORSEMENT: TEACHER LEADERSHIP AND INSTRUCTIONAL COACHING Requirements Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Letter of Endorsement in Teacher Leadership and
READING WITH. Reading with Pennsylvania Reading Specialist Certificate
READING WITH PENNSYLVANIA READING SPECIALIST CERTIFICATE Reading with Pennsylvania Reading Specialist Certificate Program Coordinator: Ms. Anne Butler The Master of Science degree in Education with a concentration
Language Reading Connection
Language Reading Connection Collaborating with Your SLP WELCOME! What is Project CENTRAL? Coordinating g Existing g Networks To Reach All Learners The ultimate goals are to provide professional development
Phonics and Word Work
Phonics and Word Work Introduction Foundational Skills This guide explores how explicit and systematic phonics and word work instruction is included in the ReadyGEN program. It looks at the resources that
Understanding Types of Assessment Within an RTI Framework
Understanding Types of Assessment Within an RTI Framework Slide 1: Welcome to the webinar Understanding Types of Assessment Within an RTI Framework. This is one of 11 webinars that we have developed at
Opportunity Document for STEP Literacy Assessment
Opportunity Document for STEP Literacy Assessment Introduction Children, particularly in urban settings, begin school with a variety of strengths and challenges that impact their learning. Some arrive
Targeted Reading Intervention for Students in Grades K-6 Reading results. Imagine the possibilities.
Voyager Passport Targeted Reading Intervention for Students in Grades K-6 Reading results. Imagine the possibilities. You can make a diff The Reality of Illiteracy According to recent statistics, the average
Reading First Assessment. Faculty Presentation
Reading First Assessment Faculty Presentation Fundamental Discoveries About How Children Learn to Read 1. Children who enter first grade weak in phonemic awareness have difficulties learning to crack the
Comprehensive Reading Assessment Grades K-1
Comprehensive Reading Assessment Grades K-1 User Information Name: Doe, John Date of Birth: Jan 01, 1995 Current Grade in School: 3rd Grade in School at Evaluation: 1st Evaluation Date: May 17, 2006 Background
The researched-based reading intervention model that was selected for the students at
READ TO ACHIEVE GRANT APPLICATION COVER PAGE TABLE OF CONTENTS NARRATIVE: PROPOSED GRANT INTERVENTION -This section can be NO MORE THAN 30 pages total. NO PAGE NUMBER NO PAGE NUMBER MAXIMUM OF 30 PAGES
Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks
Unit 2 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to identify and pronounce the initial, medial vowel, and final sounds.
Reading Assessment BTSD. Topic: Reading Assessment Teaching Skill: Understanding formal and informal assessment
Reading Assessment BTSD Topic: Reading Assessment Teaching Skill: Understanding formal and informal assessment Learning Outcome 1: Identify the key principles of reading assessment. Standard 3: Assessment,
The Response to Intervention of English Language Learners At- Risk for Reading Problems
The Response to Intervention of English Language Learners At- Risk for Reading Problems Sylvia Linan-Thompson Sharon Vaughn Kathryn Prater Vaughn Gross Center for Reading and Language Arts at The University
Matching Intervention to Need and Documentation of Tier 2 and Tier 3 Interventions
Matching Intervention to Need and Documentation of Tier 2 and Tier 3 Interventions Bismarck Public Schools 2012-2013 andrea_seibel@bismarckschools.org eleanora_hilton@bismarckschools.org Tools are Online
National Center on Student Progress Monitoring
National Center on Student Progress Monitoring Monitoring Student Progress in Individualized Educational Programs Using Curriculum-Based Measurement Pamela M. Stecker Clemson University Abstract Curriculum-based
LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM
TITLE: NUMBER: MEM- 5738.3 ISSUER: Elementary Guidelines for Reading Assessment and Screening Procedures for Intensive (Tier 3) Instruction and Interventions at Grades 4, 5, and 6 (as applicable) Gerardo
20 by Renaissance Learning, Inc. All rights reserved. Printed in the United States of America.
R4 Advanced Technology for, Renaissance, Renaissance Learning, Renaissance Place, STAR Early Literacy, STAR Math, and STAR Reading, are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered,
Directions for Administering the Graded Passages
Directions for Administering the Graded Passages The versions (A D for grades 9 12; A and B for adult literacy students at grades 1 8) of Graded Passages are about different topics but similar in length
Oral Fluency Assessment
Fluency Formula: Oral Fluency Assessment IMPACT STUDY Fluency Formula: Oral Fluency Assessment A Successful Plan for Raising Reading Achievement 1 Table of Contents The Challenge: To Have 90% of Students
Florida Center for Reading Research RAVE-O
1 Florida Center for Reading Research RAVE-O What is RAVE-O? RAVE-O (Retrieval, Automaticity, Vocabulary, Engagement-Orthography) is a comprehensive, fluency reading and comprehension intervention program
Common Core State Standards English Language Arts. IEP Goals and Objectives Guidance: Basic Format
Current Academic Achievement Common Core State Standards English Language Arts IEP Goals and Objectives Guidance: Basic Format Just as you have, address a deficit by stating what the student can do relative
TRAINGING GUIDE. To Log in type the web address www.readinga-z.com into your browser. This will open the Reading A-Z home page.
TRAINGING GUIDE Getting Started To Log in type the web address www.readinga-z.com into your browser. This will open the Reading A-Z home page. Click Members at top right hand corner of the screen. Type
How To: Assess Reading Comprehension With CBM: Maze Passages
How the Common Core Works Series 2013 Jim Wright www.interventioncentral.org 1 How To: Assess Reading Comprehension With CBM: Passages A student's ability to comprehend text requires the presence of a
Pre-Requisites EDAM-5001 Early Literacy Guiding Principles and Language
. EDAM EDAM-5001. EARLY LITERACY: GUIDING PRINCIPLES AND LANGUAGE DEVELOPMENT This course is the prerequisite for all other courses in the Early Childhood Literacy program. It outlines the philosophical
Linking DIBELS Oral Reading Fluency with The Lexile Framework for Reading
Linking DIBELS Oral Reading Fluency with The Lexile Framework for Reading Linking DIBELS Oral Reading Fluency with The Lexile Framework for Reading What is The Lexile Framework for Reading? The Lexile
Best Practices. Using Lexia Software to Drive Reading Achievement
Best Practices Using Lexia Software to Drive Reading Achievement An overview of Implementation Principles to apply in your school for using Lexia Reading Skills Software to Close the Reading Achievement
Pasco County Schools. Add-On Program. Reading K-12. Endorsement
Pasco County Schools Add-On Program Reading K-12 Endorsement - 1 - I. Program Title: Add-on Program for Reading (K-12) Endorsement II. Program Rationale and Purpose In1998, Pasco County began a study of
Teaching Reading Essentials:
Teaching Reading Essentials: Video Demonstrations of Small-Group Interventions OVERVIEW Fully aligned with and This is the professional development you ve been asking for! TM Sopris West Educating Our
Unit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks
Unit 1 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to distinguish long and short vowel sounds in single syllable Students
Progress Monitoring Tools Chart Updated: December 2012
Progress Monitoring Tools Chart Updated: December 2012 This tools chart reflects the results of the review of progress monitoring tools by the Center s Technical Review Committee (TRC). The National Center
GUIDELINES FOR THE IEP TEAM DATA COLLECTION &
GUIDELINES FOR THE IEP TEAM DATA COLLECTION & Progress Monitoring Decisions about the effectiveness of an intervention must be based on data, not guesswork. Frequent, repeated measures of progress toward
Successful RtI Selection and Implementation Practices
Successful RtI Selection and Implementation Practices Dr. Lawrence D. Tihen Executive Director of Curriculum and Staff Development Maria Callis Schneider Secondary Reading Coordinator Virginia Department
Florida Center for Reading Research
1 Florida Center for Reading Research Reading Recovery What is Reading Recovery? Reading Recovery is a short term, early reading intervention for the lowest performing students in first grade. Descubriendo
Learning Today Smart Tutor Supports English Language Learners
Learning Today Smart Tutor Supports English Language Learners By Paolo Martin M.A. Ed Literacy Specialist UC Berkley 1 Introduction Across the nation, the numbers of students with limited English proficiency
AND LEARNING 21st Century Teaching and Learning
21ST CENTURY TEACHING AND LEARNING 21st Century Teaching and Learning Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Master of Science in Education with a major in 21st Century
2012 University of Texas System/ Texas Education Agency
Welcome to this presentation on using RTI information to develop an IEP. It was developed by the Building RTI Capacity project team from the Meadows Center for Preventing Educational Risk at The University
Wave 3 Intervention Guide Intervention Briefing Sheets plus Examples of Intervention Monitoring Templates
Wave 3 Guide Briefing Sheets plus Examples of Monitoring Templates Moving On Reading and Writing AcceleRead, AcceleWrite Direct Phonics Speed Challenge Fresh Start Programme Read, Write Inc. Rapid Reading
What Does Research Tell Us About Teaching Reading to English Language Learners?
Jan/Feb 2007 What Does Research Tell Us About Teaching Reading to English Language Learners? By Suzanne Irujo, ELL Outlook Contributing Writer As a classroom teacher, I was largely ignorant of, and definitely
IDEA Preschool $2,000. Grant Notes 2011 IDEA. IDEA School age $27,362. IDEA Preschool ARRA $2,921 IDEA Total: $32,283
Plan Overview UTAH VIRTUAL ACADEMY (5F05F) Salt Lake County 2012 Plan Overview Plan Item 1) K 3rd Grade Literacy Students in K 3rd grades will improve proficiency in phonemic awareness, alphabetic principle,
Research Sample (Cohort 1) Preventing Reading Difficulties Among Spanish-Speaking Children
Preventing Reading Difficulties Among Spanish-Speaking Children Sharon Vaughn, Ph.D. Sylvia Linan-Thompson, Ph.D. The University of Texas at Austin David Francis, Ph.D. University of Houston Program Project
Ongoing Progress Monitoring Across All Tiers of Support. MDCPS Office of Academics, Accountability and School Improvement 2013-2014
Ongoing Progress Monitoring Across All Tiers of Support MDCPS Office of Academics, Accountability and School Improvement 2013-2014 Ongoing Progress Monitoring (OPM) Across All Tiers of Support PROGRESS
Best Practices in Setting Progress Monitoring Goals for Academic Skill Improvement
8 Best Practices in Setting Progress Monitoring Goals for Academic Skill Improvement Edward S. Shapiro Lehigh University OVERVIEW Progress monitoring has become a critically important tool for improving
Using Direct Instruction Programs as Intervention Programs in Grades K 3
Using Direct Instruction Programs as Intervention Programs in Grades K 3 Direct Instruction News Volume 5, Number 2 Summer 2005 Introduction This article is about the use of Direct Instruction as an intervention
Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas at Austin Haitham Taha,
Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas at Austin Haitham Taha, Sakhnin College December xx, 2013 Topics The importance
Identifying Students with Specific Learning Disabilities. Part 1: Introduction/Laws & RtI in Relation to SLD Identification
Identifying Students with Specific Learning Disabilities Part 1: Introduction/Laws & RtI in Relation to SLD Identification # Watch for a blue box in top right corner for page references from the Colorado
Reading Strategies by Level. Early Emergent Readers
The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom
Appendix B Problem-Solving/RtI Worksheet (For Individual Student Concerns)
Appendix B Problem-Solving/RtI Worksheet (For Individual Student Concerns) Date School Student Grade Teacher General description of concern: STEP I Problem Identification: What is the problem? 1. What
The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions
The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions Phonemic Awareness What is a phoneme? A phoneme is the smallest unit of sound in a word. For example, the word
Overview: Part 1 Adam Scheller, Ph.D. Senior Educational Consultant
Overview: Part 1 Adam Scheller, Ph.D. Senior Educational Consultant 1 Objectives discuss the changes from the KTEA-II to the KTEA-3; describe how the changes impact assessment of achievement. 3 Copyright
Unit 2 Title: Word Work Grade Level: Kindergarten Timeframe: 6 Weeks
Unit 2 Title: Grade Level: Kindergarten Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to produce the primary letter sounds of consonants and some vowels;
Suggested Components for 90-Minute Wave 1 Literacy Blocks throughout Primary years
Suggested s for 90-Minute Wave 1 Literacy Blocks throughout Primary years Notes 1. These are suggestions only but reflect the need to include components of each of the Big Six in each Literacy Block. 2.
Literacy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work
Literacy Work Stations Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Kyrene Reading Instruction Focus: Improve student achievement through implementation of curriculum and adopted
Elementary Reading Assessment Framework and Guide April 2008
Hastings and Prince Edward District School Board Elementary Reading Framework and Guide April 2008 Students, parents, and teachers can build a community where learning is supported by assessment only when
DR. PAT MOSSMAN Tutoring
DR. PAT MOSSMAN Tutoring INDIVIDUAL INSTRuction Reading Writing Math Language Development Tsawwassen and ladner pat.moss10.com - 236.993.5943 tutormossman@gmail.com Testing in each academic subject is
70-1210.508C Reading Sufficiency Act - Programs of Reading Instruction
70-1210.508C Reading Sufficiency Act - Programs of Reading Instruction Kindergarten Screening and Assessments A. 1. Each student enrolled in kindergarten in a public school in this state shall be screened
CONNECTICUT SEED Student and Educator Support Specialists Guidance Document
CONNECTICUT SEED Student and Educator Support Specialists Guidance Document 1 This document provides guidance to administrators and Student and Educator Support Specialists (SESS) on the application of
Factors that influence Reading Comprehension: Developmental and Instructional Considerations
Factors that influence Reading Comprehension: Developmental and Instructional Considerations Dr. Joseph K. Torgesen Florida State University and Florida Center for Reading Research Core Knowledge Conference,
Teachers have long known that having students
JA N H AS B R O U C K G E RA L D A. T I N DA L Oral reading fluency norms: A valuable assessment tool for reading teachers In this article, fluency norms are reassessed and updated in light of the findings
1 REVISOR 8710.4925. C. show verification of completing a Board of Teaching preparation program
1 REVISOR 8710.4925 8710.4925 READING LEADER. Subpart 1. Scope of practice. A reading leader is authorized to facilitate and provide site-based or districtwide leadership for kindergarten through grade
To learn to read is to light a fire; every syllable that is spelled out is a spark." Victor Hugo, Les Miserables
To learn to read is to light a fire; every syllable that is spelled out is a spark." Victor Hugo, Les Miserables Development and Management of an Effective Reading Intervention Program Research into Practice
INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS
INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS By Dr. Kay MacPhee President/Founder Ooka Island, Inc. 1 Integrating the Common Core Standards into Interactive, Online
Developing Fluent Readers
Jan Hasbrouck, Ph.D. Educational Consultant Gibson Hasbrouck & Associates JH Consulting Published by: Read Naturally, Inc. Saint Paul, Minnesota Phone: 800.788.4085/651.452.4085 Website: www.readnaturally.com
There are many reasons why reading can be hard. This handout describes
Understand the problems a child may be having with reading, and target what you can do to help! Look inside for practical, research-based information for parents and teachers about: Phonological and Phonemic
SYLLABUS. Text Books/Additional Readings Course requirements will be aligned with readings from 6340. No additional readings will be planned.
Southern Methodist University Annette Caldwell Simmons School of Education and Human Development Department of Teaching and Learning EDU 6141: SYLLABUS Instructor: Caroline I. Kethley, Ph.D. Location:
8710.4725 TEACHERS OF READING.
1 REVISOR 8710.4725 8710.4725 TEACHERS OF READING. Subpart 1. Scope of practice. A teacher of reading is authorized to facilitate and provide for kindergarten through grade 12 students instruction that
Ch. 4: Four-Step Problem Solving Model
Ch. 4: Four-Step Problem Solving Model MDCPS Office of Academics, Accountability & School Improvement 2013-2014 The Problem-Solving Team Each school is expected to create and support an RtI/MTSS leadership
Parent s Guide to STAR Assessments. Questions and Answers
Parent s Guide to STAR Assessments Questions and Answers Your child will be taking a STAR assessment during this school year. This guide will explain what a STAR assessment is. If you have any questions,
Mendham Township School District Reading Curriculum Kindergarten
Mendham Township School District Reading Curriculum Kindergarten Kindergarten Unit 1: We Are Readers Exploring the Exciting World of Books Reading Level Benchmark: Emergent Story Books & Shared Reading
All materials are accessed via the CaseNEX website using the PIN provided and the user name/password you create.
North Georgia College & State University LART 7200: Trends and Practices in Reading Education (Meets Requirements for Maryland s Processes and Acquisition of Reading) Course Description This course assists
Reading W ell. by Third G rade LITE RA C Y PLA N 2013-2014. Ogilvie School District 333 - Ogilvie, Minnesota
Reading W ell LITE RA C Y PLA N by Third G rade 2013-2014 Ogilvie School District 333 - Ogilvie, Minnesota Ogilvie Schools, District #333 333 School Drive Ogilvie, MN 56358 320-272- 5050 A place where
What Is Leveled Reading? Learn how teachers are helping kids become better readers by matching them to the right books at the right time.
What Is Leveled Reading? Learn how teachers are helping kids become better readers by matching them to the right books at the right time. By Deborah Wilburn-Scholastic & Jennifer Smith The Importance of
mclass :RTI User Guide
mclass :RTI User Guide 2015 Amplify Education, Inc. All trademarks and copyrights are the property of Amplify or its licensors. Corporate: 55 Washington Street, Suite 900, Brooklyn, NY 11201-1071 Amplify
Assessment Policy. Date of next review: September 2016
Assessment Policy 2015 Policy Review Details This policy will be reviewed by the governing body on an annual basis Date of Issue: September 2015 Governor Signature Date of next review: September 2016 Headteacher
I. School- Wide DL Components
AISD Guidelines for Implementation of the Gómez and Gómez Dual Language Enrichment Model These PK 5 guidelines are designed to promote fidelity in the implementation of the Gómez and Gómez Dual Language
APPENDIX B CHECKLISTS
APPENDIX B CHECKLISTS Kindergarten First Grade Second Grade Third Grade 69 70 Teacher Visit 1 By: Date / / Time - WG SG Visit 2 By: Date / / Time - WG SG Visit 3 By: Date / / Time - WG SG VISITS 1 2 3
Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the
READING 1.) Reads at grade level. 1 st Student has achieved reading success at Level 14-H or above. Student has achieved reading success at Level 10-F or 12-G. Student has achieved reading success at Level