Transcript Document 7261546

Interpreting Data for Effective
Instructional Grouping:
Early Childhood through First Grade
Kimberly Hosford, MS Ed.
RTI Specialist/School Psychologist
Southern Oregon ESD
NWPBIS Conference, Corvallis, OR March 8, 2010
EBISS
Effective Behavioral and Instructional Support Systems
Academic Systems
Intensive, Individual Interventions
•Small Group/Individual students
•Assessment-based
•High Intensity
1-5%
5-10%
Targeted Group Interventions
•Some students (some risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
80-90%
Behavioral Systems
1-5%
Intensive, Individual Interventions
•Individual students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
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Curriculum-Based Measurement (CBM)
Definition and Evidence-Base
• CBM is a brief, standardized assessment that
documents student achievement through a systematic
sampling of skills that represent the annual curriculum
(Fuchs, 2004; Shinn, 2002, 1998, 1989; Deno, 1986)
• Alternate passages are of equivalent difficulty,
whereby each measure is represented by the same
level of complexity, gaining an accurate measure of
student growth
• Growth is measured by Universal Screening and
Progress Monitoring
Types of CBM
• General Outcome Measures (GOM)
– Application of skill to independent task
– Leveled passages that can be used for progress
monitoring
• Skills-Based Measures (SBM)
– Leveled measures that assess proficiency on a
specific set of skills that students are expected to
perform per grade-level standards
– Most commonly seen in mathematics/mixed
math computation
• Mastery Measures (MM)
– Focuses on student attainment of finite skills
– Not appropriate for progress monitoring
Utility of CBMs
• Screening Decisions
– Identify which students may need instructional
support
• Progress Monitoring Decisions
– Decide when to modify instruction, teach new
skills, and/or revise goals
• Diagnostic Decisions
– To target specific skill(s) for support
• Outcome Decisions
– To modify instruction, change intervention, or
reintegrate back into general education support
CBM as Convergent Data
• Technically reliable and valid GOMs and SBMs will be
used for Universal Screening and Progress
Monitoring of student performance
• MM will be used to determine if a student is able to
present skills taught in a lesson or unit
• Student performance measures from these, and
other relevant sources of information, will be used to
determine student growth as aligned with standards
Big idea
*DIBELS measure
Initial Sound Fluency
1. Phonological
Awareness
Phoneme Segmentation
2. Alphabetic
Principal
Nonsense Word Fluency
3. Fluency (&
accuracy) with
connected text
DIBELS Oral Reading
Fluency (DORF)
4. Vocabulary
5. Comprehension
DIBELS Oral Reading Fluency
(DORF)
•DIBELS: Dynamic Indicators of Basic Early Literacy Skills
•DIBELS is an example of a measurement system
• AIMSweb: Letter Sound Fluency (LSF; Alphabetic Principle )
• ________: Word Identification Fluency (WIF; Alphabetic Principle)
McKenna & Hosford (2008)
Before Reading there was Oral Language…
• Phonological and phonetic development were
preceded by prelinguistic development from birth to
10 months and older
– cooing/laughter, vocal play, babbling
• Babbling leads to speech starting with protowords sounds that resemble adult words
• Early pronunciation and development of common
words, 19-32 months (mama, dadi, dog, cookie)
• Skills of articulation, morpheme identification and
the ability to orally and auditorily manipulate
phonemes, ages 3-5
National Institute for Literacy
• Link for the Executive Summary of the National Early
Literacy Panel’s report; Developing Early Literacy “A
scientific synthesis of early literacy development and
implications for intervention”
• http://www.nifl.gov/publications/pdf/NELPSummary.
pdf
• Other resources can be found at
http://www.nifl.gov/publications/publications.html
including publications for parents and teachers, early
childhood through adolescence
National Institute for Literacy: Birth to Early
Childhood – Predictor Skills
Most Important Skills for the Later Development
of Literacy
–Knowing the names of printed letters
–Knowing the sounds associated with printed letters
–Manipulating the sounds of spoken language
–Rapidly naming a sequence of letters, numbers,
objects or colors
–Writing one’s own name and isolated letters
–Remembering the content of spoken language for a
short time
Instructional Practices that Enhance Early
Literacy Skills
• Code-focused interventions
– Teach skills to ‘crack the code’, include PA instruction
• Shared-reading interventions
– Reading books to children, simple or interactive
• Parent and home programs
– Parents taught instructional techniques to use at home
• Preschool and kindergarten programs
– Various aspects including programs, curricula, policies, etc.
• Language-enhanced interventions
– Focus on improving language development
Effects of the Interventions
• Code-Focused Instruction
– Statistically significant and moderate to large effects
in improving the precursor skills most related to
later literacy growth
• Book Sharing
– Moderate effects on print knowledge and oral lang.
• Home/Parent Programs
– Moderate to large effects on oral lang. and general
cognitive abilities
Intervention Effects (continued)
• Language-Enhancement Interventions
– Large effects on oral language skills
• Preschool and Kindergarten Programs
– Moderate to large effects on spelling and reading
readiness
Additional Key Findings
• Age appropriate interventions
– Only language interventions showed greater
effectiveness early on
– Overall, large and significant effects noted across
interventions were found in both younger and
older children
– More research is needed to assess outcomes of
instruction at various ages
Key Findings (continued)
• In general, child characteristics including:
– SES
– Age
– Race/ethnicity
Did not alter the effectiveness of the interventions
– More research is needed to determine if specific
interventions would be effective with specific
populations
Key Findings (continued)
• Code-related interventions producing large, positive
effects were typically conducted in one-on-one and
small group activities
• Activities were teacher directed with students
learning through using the skills
• Nearly all included some form of PA, which generally
asked children to delete or blend sounds, few used
rhyming as the primary approach
• Teaching letter names and sounds, and beginning
phonics tasks (blending sounds) enhanced effects of
PA training
Individual Growth and Development
Indicators (IGDIs)
• 1996 Early Childhood Research Institute on
Measuring Growth and Development was launched
by the Universities of MN, KS, and OR
• The Institute developed a comprehensive,
individualized measurement system for tracking the
growth and development of children with and
without disabilities from birth to age eight. Part of
this system are assessments that allow families and
teachers to monitor young children’s development
and identify, as soon as possible, the need for more
intensive intervention.
IGDIs…
• Design a simple set of tests to graph a child’s progress
and produce information that’s meaningful to parents
and teachers. “This is the first application of general
outcome measures to preschool children,” said
educational psychologist Scott McConnell, one of the
Institutes lead researchers.
• Early Childhood Research Institute on Measuring Growth
and Development (1998). Research and development of
individual growth and development indicators for
children between birth and age eight (Tech. Rep. No. 4),
Minneapolis, MN: Center for Early Education and
Development, University of Minnesota.
IGDI Measures for Ages 3-5
Easiest to most difficult:
• (1) Picture Naming –expressive language
• (2) Rhyming – early literacy
• (3) Alliteration – early literacy
Load heavily onto phonemic awareness and rapid
naming from the National Early Literacy Panel’s report
Go to the web address below to access the “Get it, Got
it, Go!” for free registration, downloads, and data
management system
http://ggg.umn.edu
IGDIs…
• Guidance provided for data interpretation
• Tracking of individual student progress and groups of
students available on-line; aim line set based on a
group of English-speaking preschoolers without
identified disabilities
• Guidance on creating a local standard
• Data used as part of the research project
• Links to intervention resources provided – however
general and somewhat limited in utility
IGDIs and Intervention
• Picture Naming
– Intervene with activities to develop vocabulary,
consult with SLP
• Rhyming
– onset recognition (e.g. goat, boat, coat)
– build accuracy with pictures (e.g. matching items
with same sounds)
• Alliteration
– initial sound matching listening activities: book
that has many words with the same initial sounds
• Resources from National Early Literacy Panel
Early Literacy
Skills of Phonemic Awareness assessed in fall,
winter and spring of kindergarten and 1st grade
– Ability to manipulate sounds auditorily at the
phoneme level
– Foundation skill set required to become a proficient
reader
– Phoneme segmentation as capstone skill
representing knowledge in rhyme, on-set rime, and
blending
– General outcome measures include Initial Sound
Fluency (ISF) and Phoneme Segmentation Fluency
(PSF)
Early Literacy
• Letter Naming
– Adds confidence that a student is on track to be a
successful reader
– Does not link to one of the five essential
components of beginning reading
• Phonics / Alphabetic Principle
– The ability to link letters to their representative
sounds in text
– General outcome measures (GOMs) include lettersound fluency (LSF) and nonsense word fluency
(NWF)
Guidelines for the Interpretation of
Multiple Measures
• Identify the GOMs that represent pre-requisite skills in
order to build a foundation for the attainment of other
skills as aligned with the big ideas of beginning reading
• Review performance across all measures within the
benchmark period
• Identify how discrepant a student is from the
benchmark or normative data (expected performance
÷ actual performance); validate concern
• Identify widely discrepant students, those who ‘jump
off the page’
• Extent of discrepancy and skill deficits indicates level of
intensity of intervention required
Guidelines (continued)
What level of support is required for students to be
successful?
• Grade-Level Intervention / Walk to Read
– Differentiate within core program
– Consider replacement core if enough students in
grade level require support to be successful
• Widely Discrepant (Shinn, 1989)
– Provide intensive support with explicit and
systemic intervention program
– Consider replacement core
• Specific Skill Instruction
– Re-teaching, practice and repetition of skills not
mastered
– Phonics inventory to target skill instruction
Questions to Answer
• How effective is our Core program? 80/20?
• For which students is the core program effective and
not effective?
– Benchmark
– Strategic
– Intensive
• What skills need to be targeted for support?
– Enhancement of Core program for all students
– Small group skill instruction in core program
– Supplemental program and Intervention
– Intensive intervention
Questions (continued)
• Identify specific populations of students
– English Language Learners
– Special Education
– Review Instructional Program for alignment of
support to student needs
• Convergence of Evidence
• Validate need for support
– Do other measures of student performance also
indicate skill deficit?
– Reassess student to confirm need for support and
to more closely review patterns in student
performance
Kindergarten – Fall
• DIBELS: Initial Sound Fluency (ISF) and Letter Naming
Fluency (LNF)
• AIMSweb: Letter Naming Fluency (LNF )and Letter
Sounds Correct (LSC)
• Focus on phonemic awareness (instruction in rhyme,
onset-rime, blending, and segmenting)
• Low performance on both ISF and LNF indicates
comprehensive intervention in area of phonemic
awareness
• Low performance on LNF only suggests skill
instruction in letter names through differentiation in
the core program
• Class or group performance may indicate benefit
from instruction in oral language development
Kindergarten - Winter
•
•
•
•
DIBELS: ISF, PSF, NWF, LNF
AIMSweb: PSF, LSC, NWF, LNF
Focus on skills of phonemic awareness
PSF a capstone skill representing a set of prerequisite
skills needed to perform task
• Low performance on ISF and PSF
– review instructional program
– intensify support
• Benchmark on ISF and not PSF
– Small group instruction
– Preteach Lesson
Kindergarten - Winter
• Benchmark met for skills of phonemic awareness (ISF
and PSF), not for phonics as indicated by NWF
• Analyze performance on NWF probe
– Are individual sounds read accurately?
– Are words being recoded?
– Are individual sounds being presented and words
being recoded?
– Identify patterns in performance.
• Small group instruction on specific skills as indicated
by error patterns
• Preteach Lesson that targets phonics instruction in
core program
First Grade
• HUGE year for growth in the development of early
literacy skills and beginning reading
• NWF benchmark doubles between fall and winter
(24 to 50 cls); Oral Reading Fluency assessed in
winter and doubles by spring (20 to 40 wcpm)
• Review NWF for skill deficit patterns
– vowel errors
– specific sound errors across nonsense words
– decoding accurately, not blending
– decoding accurately, blending incorrectly
– onset rime
First Grade - Fall
• DIBELS measures: LNF, PSF, NWF
• Phoneme segmentation remains a building block and
foundation in the development of skills for early literacy
• Ability to identify and blend letter-sounds is critical
• When students are solid in their ability to identify and
blend letter-sounds, as demonstrated in their performance
on NWF, they may not perform to the benchmark in PSF
• If students are not able to effectively segment sounds in
words that are presented, they will struggle to accurately
identify letter-sounds
First Grade - Fall
• If students are below benchmark yet not widely
discrepant, differentiate within the core program and
provide additional support
– This may be in more than one area, such as
phonemic awareness and letter-sound
correspondence
• If students are widely discrepant in all measures,
consider a replacement core program
First Grade - Winter
• DIBELS: PSF, NWF, ORF
• AIMSweb: LSF, PSF, NWF, ORF
• Phonemic Awareness
– If students have not met criterion on PSF, have they
met benchmark on NWF and ORF?
– If so, maintain instructional program
– If not, determine if support through small group
instruction in core program will be sufficient, or if
comprehensive intervention will be required to
meet student need
– With intervention, progress monitor with PSF, NWF
and ORF (ORF may not be sensitive to growth yet)
First Grade - Winter
Phonics
• If students have not met benchmark on ORF, have
they met the criterion on PSF (35) and NWF (50)?
Take a look at the passages
• Low performance on ORF and NWF, review NWF for
skill deficit patterns (collect more data if needed for
accurate analysis)
– vowel errors
– specific sound errors across nonsense words
– decoding accurately, not blending
– decoding accurately, blending incorrectly
– onset rime
First Grade - Winter
• Low performance on ORF, criterion met on NWF and
PSF
– Look at NWF for guidance on potential needs,
particularly vowels and recoding
– If errors identified in NWF, validate concern, and
teach to remediate error pattern(s)
– If student is not recoding at least 15 nonsense
words, student may need instruction in blending
– If adequately producing sounds and blending on
NWF, look at errors in ORF passages and consider
sound-spellings and sight words taught to date in
core
First Grade – Winter (continued)
• If phonics errors on ORF passages – Highlight on a phonics screener the soundspellings taught and assess student on those skills
• If sight word errors on ORF passages –
– Use list of sight words taught and ask student to
read the words
• Provide remediation specific to skill deficit(s) through
differentiation in the core if student is not widely
discrepant; pre-teach skill(s)
• Consider replacement core if student is 2x +
discrepant
Winter Data - Overall
• Summary of Effectiveness report per grade level
– Student movement from fall to winter
• Summary of Effectiveness report for same skill
• Class list reports
• Data Team meets with grade-level teams to review
student progress
• Progress Monitoring data for students receiving
differentiated and targeted instruction and intervention
Questions to Answer when Progress
Monitoring
• Is the student/instructional group demonstrating gains in
skill with progress monitoring?
• What is the current instructional program?
– Is the student responding?
– Some growth? No growth? Stable growth on aim line?
– Is the program being implemented as intended?
• Identify alterable variables of time, grouping and
instruction to either intensify support, maintain support,
or fade support/reintegrate
• Review data sources for Convergence of Evidence
Evidence-Based Supplemental and
Intervention Programs
http://oregonreadingfirst.uoregon.edu/
http://www.fcrr.org/FCRRReports/index.aspx
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Identify Need
for Support
Outcomes Driven Model
Validate Need
for Support
Plan
Instructional
Support
Implement
Instructional
Support
Provide Instructional Support
Based on Integrated
Assessment - Intervention
Feedback Loop
Evaluate
Support
Review
Outcomes
Good, Gruba, & Kaminski (2002)
Supplemental and Intervention Programs
versus Replacement Core
Supplemental
To enhance core program for all students
Prevent/remediate skills for students in core who are
somewhat below grade level
Intervention
Prevent/remediate skills for students in core who are
somewhat/significantly below grade level
Intervention to replace core for students who are
substantially below grade level
Replacement core
Addresses all 5 big ideas of reading
More explicit instruction of finite skills, moves at slower
pace with some exceptions
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Phonemic Awareness
Explicit instruction of essential skills for PA
Blending, segmenting, rhyming
SRA Phonemic Awareness (PreK-1)
110 lessons; 15 minutes each; continuum of PA
Kindergarten Peer Assisted Literacy Strategies (K-PALS)
3 days/week, 20 minutes, for 20 weeks
Direct instruction + ‘peer tutoring’
Scott Foresman Early Reading Intervention (ERI)
At-risk kindergarten and 1st grade students
30 minutes daily; 126 lessons; small group
Not enough growth following 6-8 weeks, switch to
Reading Mastery
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Phonics
Peer Assisted Literacy Strategies (1st grade)
Strong research; 30 minutes, 3 days/wk, 16-20 wks
Supports PA, Phonics and Fluency
Phonics for Reading (grades 1-6 to ELL adults)
Consistent with findings of National Reading Panel
Phonics supplement
Daily 40-50 minutes or split lessons in 1/2
Explode the Code
Independent work; no research
See Florida Center on Reading Research and Oregon
Reading First websites for reviews of other programs for
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phonics support
Fluency
Peer Assisted Literacy Strategies (grade 1)
Strong research, easy to implement in core
Great Leaps (grades k-adult)
Fluency-only, easy to implement, 10-15 minutes
daily
Six Minute Solution (grades k-9)
Derived from a strong research base; 3 levels
Only 6 minutes of instructional time daily
Read Naturally (50 words to adult)
Primarily fluency-building; strong research
3, 30 minute lessons/week minimum
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Vocabulary
Embed instruction for specific words and teach word
learning strategies in the core program, differentiate
Language for Learning (PreK-1; 4-6 yr olds)
Language for Thinking (grades 1-2)
Training required for fidelity
Particularly useful for students with any language
needs
Intended for small groups of 4-12 students in 25-30
minute instructional sessions; 150 lessons
Replacement Core Programs
Reading Mastery Classic l, ll, lll (SRA) / Fast Cycle
• Modified orthography used in first level to emphasize
the specific sounds of letters
• Particularly powerful for children with significant
language as well as literacy deficits
Horizons (SRA), can include Funnix (computer-based)
• A, B; A/B covers 2 years in 1 to catch kids up to peers
• Uses traditional orthography vs. Reading Mastery
Read Well
• Used fairly often as a replacement core in classrooms
• Consider pace of instruction issues
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Replacement Core: Critical Points
• Continue to teach skills of vocabulary and
comprehension from evidence-based core program
• Not meant to be a long-term solution for large
groups of students
– e.g. use Reading Mastery Fast Cycle to MOVE students
forward and to ACCELERATE their growth toward
criterion and benchmark standards
• Use progress monitoring DATA to determine if
students are gaining skills and generalizing them
• Define a plan for REINTEGRATION back into the core
program (e.g. semester break in January)
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Instructional Grouping Take Home Points
• Use instructional recommendations as a guide,
not as the sole means of decision making
• Look more closely at the data and specific skill
areas of deficit and proficiency; be discerning
• Leave meetings with a plan for each grade level
• Think creatively, outside of the box
• Identify the smallest change that can be made to
make the biggest impact in student performance
Thank you for supporting student literacy!