institute on beginning reading iii instructional implications: interpreting student performance data

Institute on Beginning Institute on Beginning

Reading IIIReading III

Instructional Implications: Interpreting Instructional Implications: Interpreting

Student Performance DataStudent Performance Data

Simmons & Harn © 2004 2

AcknowledgmentsAcknowledgments

• 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


Content DevelopmentContent Development

Content developed by:

Deb Simmons, Ph.D. Roland Good, Ph.D. University of Oregon University of Oregon

Beth Harn, Ph.D.University of Oregon

Additional support:

Patrick Kennedy-PaineKatie Tate University of Oregon


CopyrightCopyright

• 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.


Ongoing Progress Monitoring and Differentiated and

Individualized Instruction for Each Student

A Schoolwide Beginning Reading A Schoolwide Beginning Reading ModelModel

For Each

Student

Instruction

GoalsAssessment

For All Students


Today’s Focus

IBR Guiding QuestionsIBR 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?


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 WillObjectives: What You WillLearn and DoLearn and Do


Types of Reports to ExamineTypes 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)


• 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 How Do You Identify Students Needing Additional Instructional Support?Additional Instructional Support?


DeficitAt RiskEmergingSome Risk

EstablishedLow Risk

Final Benchmark Goals and Later

Quarterly Benchmark Goals

Instructional Status TerminologyInstructional Status Terminology

Used for all measures except ORF!


Kindergarten DIBELS Benchmark Kindergarten DIBELS Benchmark GoalsGoals

So how are we doing in Winter?


First Grade DIBELS Benchmark First Grade DIBELS Benchmark GoalsGoals

So how are we doing in Winter?


Second & Third Grade DIBELS Second & Third Grade DIBELS Benchmark GoalsBenchmark Goals

2nd Grade

3rd GradeSo how are we doing in Winter?


4-Step Process for Interpreting 4-Step Process for Interpreting Reports & Planning InstructionReports & 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.


• 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 Step 1: Overall Analysis of Class List ReportsList Reports


DIBELS Instructional DIBELS Instructional RecommendationRecommendation

• 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


Reviewing Class ListsReviewing 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).


A Closer Look at Grade 3


Step I: Overall Analysis Step I: Overall Analysis How to Use Class Lists 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)?


3rd Grade Winter Class List Report3rd Grade Winter Class List Report

NameOral Reading Fluency

Instructional RecommendationScore Percentile Status

Jason 12 1 At Risk Intensive - Needs Substantial Intervention

John 21 2 At Risk Intensive - Needs Substantial Intervention

Luis 37 7 At Risk Intensive - Needs Substantial Intervention

Wes 48 13 At Risk Intensive - Needs Substantial Intervention

Emily 51 16 At Risk Intensive - Needs Substantial Intervention

Kevin 64 22 At Risk Intensive - Needs Substantial Intervention

Corey 67 26 Some Risk Strategic - Additional Intervention

Michael 71 27 Some Risk Strategic - Additional Intervention

Amanda 75 31 Some Risk Strategic - Additional Intervention

Nathan 76 31 Some Risk Strategic - Additional Intervention

Anthony 77 32 Some Risk Strategic - Additional Intervention

Cynthia 86 40 Some Risk Strategic - Additional Intervention

Peter 87 41 Some Risk Strategic - Additional Intervention

Erica 89 43 Some Risk Strategic - Additional Intervention

Tanya 92 46 Low Risk Benchmark - At Grade Level

Ryan 93 48 Low Risk Benchmark - At Grade Level

Danielle 106 56 Low Risk Benchmark - At Grade Level

Devin 112 61 Low Risk Benchmark - At Grade Level

Jared 124 70 Low Risk Benchmark - At Grade Level


Step 2: Instructional AnalysisStep 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

Step 3: Diagnostic AnalysisStep 3: Diagnostic Analysis

Use Probes And/Or Other Assessment Use Probes And/Or Other Assessment Data To Diagnose Difficulty: Data To Diagnose Difficulty:

What More Information do You Need & What More Information do You Need & Have?Have?


Third Grade Example:Third Grade Example:Diagnosing Reading 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


home brought

sc

sc

sc

45

Third Grade Example:Third Grade Example:Diagnosing Reading Diagnosing Reading

1. Is fluency an appropriate objective?

2. What types of errors are being made?


45 / 49 = 91% accuracy

Decoding errors that preserve meaning, many self-corrections

Continued phonics instruction but with a focus on fluency instruction


Analysis of a Third Grade Analysis of a Third Grade Struggling ReaderStruggling 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


Third Grade - Student 1Third Grade - Student 1

Test of Reading Fluency(Children’s Educational Services, 1987)

Step 4: Instructional Step 4: Instructional

Planning Planning

Using Alterable Variables and CSI Using Alterable Variables and CSI MapsMaps


Summary of Research FindingsSummary 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.


Alterable Variables to Intensify Alterable Variables to Intensify InstructionInstruction

AlterableComponents Level of Specific Enhancements

Options 1 2 3 4 5

ProgramEmphasis

Use coreprogram &explicitly teachpriority skills.

Useextensionsof the coreprogram(e.g., addexamples)

Supplementcore withreteaching orinterventioncomponentsof core.

Replacecurrent coreprogram withinterventionprogram.

Implementspeciallydesignedprogram

Time(Opportunities

to Learn)

Schedule &deliver 90minutes of dailyreadinginstruction(minimum 30minutes smallgroup).

Increaseopportunitiesto respondduring coreinstruction.

Schedulecore +supplemental perioddaily.(90 + 30 or60 + 30)

Schedule twointerventionsessions daily(no less than90 minutestotal)

Grouping forInstruction

Check groupplacement &providecombination ofwhole & smallgroup instruction.

Schedulesmall groupopportunityfor specificpractice

Reducegroup size

Provideindividualinstruction

Increasing Intensity



Alterable ElementsAlterable 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


CSI Map: Grade 3CSI Map: Grade 3

Goals Instructional Details AssessmentListed below are the high-priority goalsfor each big idea. Refer to thecurriculum maps for a complete list.

InstructionalNeed

Program/Materials Time/dayGrouping

Size

DIBELS Measure(based on Winter

progressivebenchmarks)

Core /Benchmark

Strategic

Vocabulary

¨ Learns and uses unfamiliarwords that are introduced instories and passages

¨ Increases knowledge ofvocabulary throughindependent reading

Intensive

No DIBELSbenchmark. Useprogram specific ordistrict/schooldeterminedmeasures.

Core /Benchmark

Strategic

Comprehension¨ Answers literal, inferential, and

evaluative questions¨ Answers questions about main

characters, setting, theme, plot¨ Distinguishes main idea/details;

fact/opinion; cause/effect¨ Uses structure of informational

text to aid understanding¨ Uses information in tables,

graphs, diagrams, maps, charts¨ Retells the main ideas of

stories or informational texts

Intensive


Core /Benchmark

Strategic

Spelling

¨ Spells phonetically regularwords correctly

Intensive



CSI Map: Grade 3CSI Map: Grade 3

Goals Instructional Details AssessmentListed below are the high-priority goalsfor each big idea. Refer to thecurriculum maps for a complete list.

InstructionalNeed

Program/Materials Time/dayGrouping

Size

DIBELS Measure(based on Winter

progressivebenchmarks)

Core /Benchmark

Strategic

Alphabetic Principle

¨ Reads regular multisyllabicwords

Intensive

NWF Measuremay be helpful indeterminingalphabetic principleskills.

Core /Benchmark

ORF ≥ 92:Assess quarterly

Strategic67 ≤ ORF < 92:Assess once ortwice a month

Fluency with Connected Text¨ Reads 110-120 words per

minute by the end of the year

¨ Increases independent reading

END OF YEAR GOAL = 110 ORFIntensive

ORF < 67:Assess 2-4 timesmonthly


ACore Programs

BSupplemental/Intensive

Programs

CTime/Grouping Conditions

Selected from Analysis ofCore Programs

To be Determined 30-45 minutes small groupteacher directed instruction

Supplement of 30 minutesprioritized readinginstruction

Small groups (4-5) orindividualized tutoring

Highly trained teachers withhigh quality implementation

Examples of Reading Program Examples of Reading Program Implementation: Grade 2/3Implementation: Grade 2/3


A Closer Look at Grade 1


Step I: Overall Analysis Step I: Overall Analysis How to Use Class Lists 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)?


• Class List/Teacher Report, Winter Grade 1

NamePhoneme Segmentation

FluencyNonsense Word

FluencyOral Reading

Fluency Instructional Recommendation

Score %ile Status Score %ile Status Score %ile Status

Casey 8 N/A Deficit 11 N/A Deficit 1 N/A At Risk Intensive - Needs Substantial Intervention

Greg 55 N/A Established 20 N/A Deficit 8 N/A Some Risk Intensive - Needs Substantial Intervention

Cassie 30 N/A Emerging 26 N/A Deficit 2 N/A At Risk Intensive - Needs Substantial Intervention

Sandra 39 N/A Established 28 N/A Deficit 6 N/A At Risk Intensive - Needs Substantial Intervention

Rachel 66 N/A Established 32 N/A Emerging 14 N/A Some Risk Strategic - Additional Intervention

Ben 59 N/A Established 35 N/A Emerging 7 N/A At Risk Intensive - Needs Substantial Intervention

Jill 27 N/A Emerging 35 N/A Emerging 12 N/A Some Risk Strategic - Additional Intervention

Ivan 43 N/A Established 36 N/A Emerging 12 N/A Some Risk Strategic - Additional Intervention

Katie 18 N/A Emerging 39 N/A Emerging 37 N/A Low Risk Benchmark - At Grade Level

Erin 16 N/A Emerging 40 N/A Emerging 13 N/A Some Risk Strategic - Additional Intervention

Page 64 N/A Established 41 N/A Emerging 12 N/A Some Risk Strategic - Additional Intervention

Juanita 30 N/A Emerging 41 N/A Emerging 31 N/A Low Risk Benchmark - At Grade Level

Jose 59 N/A Established 44 N/A Emerging 0 N/A At Risk Intensive - Needs Substantial Intervention

Taylor 46 N/A Established 46 N/A Emerging 17 N/A Some Risk Strategic - Additional Intervention

Justin 37 N/A Established 56 N/A Established 21 N/A Low Risk Benchmark - At Grade Level

Sarah 78 N/A Established 67 N/A Established 56 N/A Low Risk Benchmark - At Grade Level

Analyzing Winter Grade 1Analyzing Winter Grade 1


Step 2: Instructional AnalysisStep 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.


Analyzing Patterns of PerformanceAnalyzing Patterns of Performance

• Class List/Teacher Report, Winter Grade 1

Name

Phoneme SegmentationFluency

Nonsense Word Fluency

Oral Reading Fluency Instructional Recommendation

Score %ile Status Score %ile Status Score %ile Status

Casey 8 N/A Deficit 11 N/A Deficit 1 N/A At Risk Intensive - Needs Substantial Intervention

Greg 55 N/A Established 20 N/A Deficit 8 N/A Some Risk Intensive - Needs Substantial Intervention

Cassie 30 N/A Emerging 26 N/A Deficit 2 N/A At Risk Intensive - Needs Substantial Intervention

Sandra 39 N/A Established 28 N/A Deficit 6 N/A At Risk Intensive - Needs Substantial Intervention

Rachel 66 N/A Established 32 N/A Emerging 14 N/A Some Risk Strategic - Additional Intervention

Ben 59 N/A Established 35 N/A Emerging 7 N/A At Risk Intensive - Needs Substantial Intervention

Jill 27 N/A Emerging 35 N/A Emerging 12 N/A Some Risk Strategic - Additional Intervention

Ivan 43 N/A Established 36 N/A Emerging 12 N/A Some Risk Strategic - Additional Intervention

Katie 18 N/A Emerging 39 N/A Emerging 37 N/A Low Risk Benchmark - At Grade Level

Erin 16 N/A Emerging 40 N/A Emerging 13 N/A Some Risk Strategic - Additional Intervention

Page 64 N/A Established 41 N/A Emerging 12 N/A Some Risk Strategic - Additional Intervention

Juanita 30 N/A Emerging 41 N/A Emerging 31 N/A Low Risk Benchmark - At Grade Level

Jose 59 N/A Established 44 N/A Emerging 0 N/A At Risk Intensive - Needs Substantial Intervention

Taylor 46 N/A Established 46 N/A Emerging 17 N/A Some Risk Strategic - Additional Intervention

Justin 37 N/A Established 56 N/A Established 21 N/A Low Risk Benchmark - At Grade Level

Sarah 78 N/A Established 67 N/A Established 56 N/A Low Risk Benchmark - At Grade Level

Step 3: Diagnostic AnalysisStep 3: Diagnostic Analysis

Use Probes to Diagnose Difficulty Use Probes to Diagnose Difficulty What More Information do You Need & What More Information do You Need &

Have?Have?


Analysis of a First Grade Struggling Analysis of a First Grade Struggling ReaderReader

• 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).


Diagnosing Reading: Diagnosing Reading: RachelRachel First First Grade Reader NWF Performance:Grade Reader NWF Performance:

1. Analyze strengths and areas of instructional need? Is the primary need accuracy or fluency of letter sounds?


Fluency

Fluency in whole word recognition to aid in reading sentences


Diagnosing Reading: Diagnosing Reading: RachelRachel First First Grade Reader ORF Performance:Grade Reader ORF Performance:

1. Analyze strengths and areas of instructional need? Is

the primary need accuracy or fluency?


14

Fluency

Fluency in reading sight words and sentences.


Diagnosing Reading: Diagnosing Reading: GregGreg First First Grade Reader NWF Performance:Grade Reader NWF Performance:

1. Analyze strengths and areas of instructional need? Is the primary need accuracy or fluency of letter sounds.


20

13

7

Accuracy and then fluency

Letter sound instruction, blending, and fluency in blending


8

ranbow bow

Diagnosing Reading: Diagnosing Reading: GregGreg First First Grade Reader ORF Performance:Grade Reader ORF Performance:

1. Analyze strengths and areas of instructional need? Is the primary need accuracy or fluency?


Accuracy

Phonics instruction, blending whole words, and reading with accuracy to improve comprehension

Step 4: Instructional Step 4: Instructional

Planning Planning

Using Alterable Variables and CSI Using Alterable Variables and CSI MapsMaps


AlterableComponents Level of Specific Enhancements

Options 1 2 3 4 5

ProgramEmphasis

Use coreprogram &explicitly teachpriority skills.

Useextensions ofthe coreprogram (e.g.,add examples)

Supplementcore withreteaching orinterventioncomponents ofcore.

Replacecurrent coreprogram withinterventionprogram.

Implementspeciallydesignedprogram

Time(Opportunities

to Learn)

Schedule &deliver 90minutes of dailyreadinginstruction(minimum 30minutes smallgroup).

Increaseopportunitiesto respondduring coreinstruction.

Schedule core+ supplementalperiod daily.(90 + 30 or 60+ 30)

Schedule twointerventionsessionsdaily (no lessthan 90minutes total)

Grouping forInstruction

Check groupplacement &providecombination ofwhole & smallgroup instruction.

Schedulesmall groupopportunity forspecificpractice

Reduce groupsize

Provideindividualinstruction

Alterable Variables to Intensify Alterable Variables to Intensify InstructionInstruction




Examples of Reading Program Examples of Reading Program Implementation: Grade 1Implementation: Grade 1

ACore Programs

BSupplemental/Intensive

Programs

CTime/Grouping Conditions

Selected from Analysis ofCore Programs

To be Determined 30-45 minutes small groupteacher directed instruction

Supplement of 30 minutesprioritized readinginstruction

Small groups (4-5) orindividualized tutoring

Highly trained teachers withhigh quality implementation


Prepare CSI MapsPrepare 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.


Sample CSI Map: Grade 1 Phonological Sample CSI Map: Grade 1 Phonological AwarenessAwareness


Sample CSI Map: Grade 1 Alphabetic Sample CSI Map: Grade 1 Alphabetic PrinciplePrinciple

institute on beginning reading iii instructional implications: interpreting student performance data

Documents

simmons harn

deb simmons

school slide

class student level

university of oregon

class listteacher reports

different reports

types of reports