Post on 13-Jan-2016
CSI Maps
Randee Winterbottom & Tricia Curran
Assessment Programs
Florida Center for Reading Research
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?
Guiding Questions
Implementation of Research-Based Reading Programs That Support the Full Range of
Learners
Instruction
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 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.
A Core Instructional Program of Validated Efficacy Adopted and Implemented Schoolwide
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
Classifying Reading Programs:
What is the purpose of the program?
1. Core2. Supplemental3. Intervention
CoreReading Program
SupplementalReading Program
Core
Supplemental
Intervention
InterventionReading Program
Meeting the needs for most Supporting the Core Meeting the needs for each
Programs are tools that are implemented by teachers to ensure that children learn enough on time.
(Vaughn et al. 2001)
Thinking About What We Are Teaching
Instructional Curriculum Thinking Maps
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
“Big Idea”
Skill Outcomes
Instructional Emphasis
Measurable Benchmark
How to Read Curriculum Maps
Months
A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction,
Assessment, and Learning
Curriculum Maps
Sample Curriculum Maps k-3 “BIG IDEAS”
Share what you are thinking as you review these sample maps?
A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction,
Assessment, and Learning
Goals
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
Instructional Implication
One Benchmark/LowRisk/Established
Core Reading
Two
Strategic/Some Risk/Emergent
Core Program + Additional Teaching
Three Intensive/At Risk/Deficit
Core Reading + iii
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
Benchmark 1Nonsense Word Fluency
]
25
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
Benchmark 1Nonsense Word Fluency
]
25
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
Benchmark 1Nonsense Word Fluency
]
25
Adequate, Prioritized, and Protected Time for Reading Instruction and Practice
Instruction: Time
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, and Scheduling That Optimizes Learning
Instruction: Grouping
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
Early identification and frequent monitoring of students experiencing reading difficulties
Progress Monitoring
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
Ongoing Instructional Adjustments Based on Assessment Data to Meet the Needs of Each Student
Instructional Adjustments
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 EducationUniversity of Oregon University of Oregon
Beth Harn, Ph.D. Michael D. Coyne, Ph. D. University of Oregon University of Connecticut
David Chard, Ph. D.University of Oregon
Additional support:
Patrick Kennedy-PaineKatie Tate Nicole Sherman-Brewer University of Oregon Oregon Reading First
How Do We Enhance Instruction & Learning?
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
Alter the fewest number of factors
possible that provide the greatest return.
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 1Goals Instructional Details Assessment
InstructionalNeed Program/Materials Time/day
GroupingSize
DIBELSMeasure (basedon fall progressive
benchmarks)
Core /Benchmark
PSF 35:Assess quarterly*Based on end of Kbenchmark
Strategic10 ² PSF > 35:Assess once ortwice a month
Phonological Awareness
Blends 3-4 phonemes into awhole word
Segments 3- and 4-phoneme,1-syllable words
IntensivePSF < 10:Assess 2-4 timesmonthly
Core /Benchmark
NWF ³ 24:Assess quarterly
Strategic13 ² N WF < 24:Assess once ortwice a month
Alphabetic Principle
Produces letter-soundcorrespondences (1/sec)
Produces sounds to commonletter combinations
Decodes words with consonantblends
Decodes words with lettercombinations
Reads regular 1-syllable wordsfluently
Reads words with commonword parts
Reads common sight wordsautomatically
IntensiveNWF < 13:Assess 2-4 timesmonthly
Student Name
Student Name
Sequence of InstructionSequence of InstructionBig IdeasBig Ideas
CSI Map: Grade 1Goals Instructional Details Assessment
InstructionalNeed Program/Materials Time/day
GroupingSize
DIBELSMeasure (basedon fall progressive
benchmarks)
Core /Benchmark
ORF: There is noORF benchmark forfall of Grade 1. Ifstudents havereached the winterNWF benchmark of50 you may want touse ORF.
Strategic
No ORF fallprogressivebenchmark.
Fluency with Connected Text Reads accurately (1 error in 20
words)
Reads fluently (1 word per 2-3sec mid year; 1 word per secend of year)
Intensive
No ORF fallprogressivebenchmark.
Core /Benchmark
No DIBELSbenchmark. Useprogram specific ordistrict/schooldeterminedmeasures.
Strategic
Vocabulary Learns and uses unfamiliar
words introduced in stories andinformational passages
Increases knowledge of wordmeanings and uses newvocabulary in speaking andwriting
Intensive
Big IdeasBig IdeasSequence of InstructionSequence of Instruction
Student Name
Student Name
CSI Map: Grade 1Goals Instructional Details Assessment
InstructionalNeed Program/Materials Time/day
GroupingSize
DIBELSMeasure (basedon fall progressive
benchmarks)
Core /Benchmark
No DIBELSbenchmark. Useprogram specific ordistrict/schooldeterminedmeasures.
Strategic
Comprehension Answers who, what, when,
where, and how questions afterlistening to or readingparagraph(s)
Tells the main idea of a simplestory or topic of an informationalpassage
Identifies and answersquestions about characters,settings, and events
Retells the main idea of simplestories
Intensive
Core /Benchmark
Strategic
Spelling Writes letters associated with
each sound in 1-syllable,phonetically regular words
Spells single-syllable regularwords correctly andindependen tly
Intensive
Big IdeasBig Ideas Sequence of InstructionSequence of Instruction Student Name
Student Name
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
Institute for the Development of Educational Achievement (IDEA)
IDEA Beginning Reading
Florida Center for Reading Researchhttp://fcrr.org
http://reading.uoregon.edu/
http://idea.uoregon.edu/
Professional Development
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
The best leaders bring out the best in the people around them.
Operationalizing What Works: Creating a Culture of Success
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
It’s not about getting the money. It’s about getting the results.
The ultimate goal of reading instruction is to enable children to read fluently with good comprehension!
Questions?