CSI Maps Randee Winterbottom & Tricia Curran Assessment Programs Florida Center for Reading Research.
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CSI Maps Randee Winterbottom & Tricia Curran Assessment Programs Florida Center for Reading Research Guiding Questions 1. 2. 3. 4. 5. 6. Goals: What outcomes do we want for our students in our state, district, and schools? Knowledge: What do we know and what guidance can we gain from scientifically based reading research? 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? Outcome Assessment: How far do we need to go to reach our goals and outcomes? Core Instruction: What are the critical components that need to be in place to reach our goals? Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made? Instruction Implementation of Research-Based Reading Programs That Support the Full Range of Learners A core instructional program of validated efficacy adopted and implemented schoolwide Supplemental and intervention programs to support core program Programs and materials emphasize big ideas Programs implemented with high fidelity Core Program A Core Instructional Program of Validated Efficacy Adopted and Implemented Schoolwide A core program is the “base” reading program designed to provide instruction on the essential areas of reading for the majority of students schoolwide. In general, the core program should enable 80% or more of students to attain schoolwide reading goals. Supplemental and Intervention Programs to Support the Core A School’s Continuum of Programs and Materials Core: Programs and materials designed to enable 80% or more of students to attain schoolwide reading goals. Supplemental: Programs and materials designed to support the core program by addressing specific skill areas such as phonemic awareness or reading fluency. Intervention: Programs and materials designed to provide intensive support for students performing below grade level. Understanding the Purpose of Different Programs Programs are tools that are implemented by teachers to ensure that children learn enough on time. Classifying Reading Programs: What is the purpose of the program? Core 1. Core 2. Supplemental 3. Intervention Intervention Supplemental Core Reading Program Supplemental Reading Program Intervention Reading Program Meeting the needs for most Supporting the Core Meeting the needs for each (Vaughn et al. 2001) Instructional Curriculum Thinking Maps Thinking About What We Are Teaching If we want to think about instruction, where do we start? Curriculum Maps (Simmons & Kame’enui, 1999) Organized by “big ideas” for each grade level Provide curriculum-based 180-day pacing maps Provide specific goals and outcomes for each grade (i.e., what to teach and when) Based on research in beginning reading How to Read Curriculum Maps “Big Idea” Months Instructional Emphasis Skill Outcomes Measurable Benchmark Curriculum Maps A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction, Assessment, and Learning Sample Curriculum Maps k-3 “BIG IDEAS” Share what you are thinking as you review these sample maps? Goals A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction, Assessment, and Learning The Curriculum Maps are only one example of schoolwide reading goals Other examples include state or local reading standards or frameworks How do your state and/or local standards or frameworks compare to the Curriculum Maps? How are they similar – different? Differentiated Instruction Based On Data Using The Results of Assessment To Plan Instruction Assessment Results One Instructional Implication Core Reading Benchmark/Low Risk/Established Two Core Program + Additional Teaching Strategic/Some Risk/Emergent Three Core Reading + iii Intensive/At Risk/ Deficit Benchmark 1 Nonsense Word Fluency kik woj sig faj yis ] kaj fek av zin zez lan nul zem og nom yuf pos vok viv feg bub dij sij vus tos wuv nij pik nok mot nif vec al boj nen suv yig dit tum joj yaj zof um vim vel tig mak sog wot sav 25 Benchmark 1 Nonsense Word Fluency kik woj sig faj yis kaj fek av zin zez lan nul zem og nom] yuf pos vok viv feg bub dij sij vus tos wuv nij pik nok mot nif vec al boj nen suv yig dit tum joj yaj zof um vim vel tig mak sog wot sav 25 Benchmark 1 Nonsense Word Fluency kik woj sig faj yis kaj fek av zin zez lan nul ] zem og nom yuf pos vok viv feg bub dij sij vus tos wuv nij pik nok mot nif vec al boj nen suv yig dit tum joj yaj zof um vim vel tig mak sog wot sav 25 Instruction: Time Adequate, Prioritized, and Protected Time for Reading Instruction and Practice Schoolwide plan established to allocate sufficient reading time and coordinate resources Additional time allocated for students not making adequate progress (supplemental & intervention programs) Reading time prioritized and protected from interruption Instruction: Grouping Instruction, Grouping, and Scheduling That Optimizes Learning Differentiated instruction aligned with student needs Creative and flexible grouping used to maximize performance Differentiated Instruction Aligned With Student Needs Examples Students are grouped based on assessment results Specified supplemental and intervention programs are implemented depending on student needs and profiles Groups are constantly reorganized based on progress monitoring data Progress Monitoring Early identification and frequent monitoring of students experiencing reading difficulties Performance monitored frequently for all students who are at risk of reading difficulty Data used to make instructional decisions Example of a progress monitoring schedule Students at low risk: Monitor progress four times a year Students at some risk: Monitor progress every month Students at high risk: Monitor progress every other week Instructional Adjustments Ongoing Instructional Adjustments Based on Assessment Data to Meet the Needs of Each Student Instructional programs, grouping, and time are adjusted and intensified according to learner performance and needs. Making instruction more responsive to learner performance Using Data To Plan Instruction Core/Benchmark, Strategic, & Intensive Curriculum Maps Content Development Content developed by: Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D. Professor, College of Education Professor, College of Education University of Oregon University of Oregon Beth Harn, Ph.D. University of Oregon Michael D. Coyne, Ph. D. University of Connecticut David Chard, Ph. D. University of Oregon Additional support: Patrick Kennedy-Paine Katie Tate University of Oregon Nicole Sherman-Brewer Oregon Reading First How Do We Enhance Instruction & Learning? Alter the fewest number of factors possible that provide the greatest return. Remember the focus must be on factors over which you have jurisdiction: Program & program emphasis Time (opportunities to learn) Grouping structures Quality of instruction & program implementation Planning Core/Benchmark Instruction: CSI Maps Goals: Each big idea and high priority skills for months 1-5 and months 5-9 Instructional Need: DIBELS recommendation Instructional Details Program/materials Time/day Grouping Assessment: Progressive benchmark for fall and winter CSI Map: Grade 1 Goals Instructional Details Big Ideas Instructional Need Phonological Awareness Blends 3-4 phonem es into a whole word Segments 3- and 4-phoneme, 1-syllable words Core / Benchmark Sequence of Instruction Program/M aterials Time/day Assessment Student Grouping Size Name DIBELS Measure (based on fall progressive benchmarks) PSF 35: Assess quarterly *Based on e nd o f K benchmark Strategic 10 ² PSF > 35: Assess once or twice a m onth Intensive PSF < 10: Assess 2-4 tim es monthly Alphabetic Principle Produces letter-sound correspondences (1/sec) Produces sounds to common letter combinations Decodes words with consonant blends Decodes words with letter com binations Reads regular 1-syllable words fluently Reads words with comm on word parts Reads comm on sight words autom atically Core / Benchmark NWF ³ 24: Assess quarterly Strategic 13 ² N WF < 24: Assess once or twice a m onth Intensive NWF < 13: Assess 2-4 tim es monthly CSI Map: Grade 1 Goals Instructional Details Big Ideas Fluency with Connected T ext Reads accurately (1 error in 20 words) Core / Benchmark Reads fluently (1 word per 2-3 sec mid year; 1 word per sec end of year) Vocabulary Learns and uses unfamiliar words introduced in stories and inform ational passages Instructional Need Increases knowledge of word meanings and uses new vocabulary in speaki ng and writing Program/M aterials Sequence of Instruction Time/day Assessment Student Grouping Name Size DIBELS Measure (based on fall progressive benchmarks) ORF: There is no ORF benchma rk for fall of Grade 1. If students have reached the winter NWF benchma rk of 50 yo u ma y want to use ORF. Strategic No ORF fall progressive benchmark. Intensive No ORF fall progressive benchmark. Core / Benchmark Strategic Intensive No DIBELS benchmark. Use program s pecific o r district/school determined measures. CSI Map: Grade 1 Goals Instructional Details Big Ideas Com prehensi on Answers who, what, when, where, and how questions after listening to or reading paragraph(s) Tel ls the m ain idea of a simple story or topic of an informational passage Instructional Need Core / Benchmark Strategic Identifies and answers questions about characters, settings, and events Intensive Retells the main idea of simple stories Spellin g Writes letters associated with each sound in 1-syllable, phonetically regular words Spells single-syllable regular words correctly and independen t ly Core / Benchmark Strategic Intensive Sequence of Instruction Program/M aterials Time/day Assessment Grouping Student Size Name DIBELS Measure (based on fall progressive benchmarks) No DIBELS benchmark. Use program s pecific o r district/school determined measures. Application Activity At School: Application Activity Plan instruction for your core/benchmark students. Meet with your grade-level team. Document in each column: programs, time, grouping, and assessment the specific information that communicates your plan to teach all children to attain critical benchmarks by January/June. If time permits, proceed to your plan for strategic & intensive intervention. Websites Florida Center for Reading Research http://fcrr.org Institute for the Development of Educational Achievement (IDEA) http://idea.uoregon.edu/ IDEA Beginning Reading http://reading.uoregon.edu/ Professional Development The best leaders bring out the best in the people around them. Effective PD practices for reading results include: providing training that is: focused, high quality, on-going providing training for all (teachers, specialists) principal,coach, district, assistants, parents providing training follow-up (coaching and supervision) that is differentiated & empowering Operationalizing What Works: Creating a Culture of Success It’s not about getting the money. It’s about getting the results. A culture of success for reading results includes: belief in the possibility commitment to priorities & results awareness of urgency visibility of the focus culture of collaboration tone of empowerment The ultimate goal of reading instruction is to enable children to read fluently with good comprehension! Questions?