Targeted Reading Intervention for Secondary Students · PDF fileBremerton School District:...

Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon

Targeted Reading Intervention Targeted Reading Intervention for Secondary Students:for Secondary Students:

Assessment as a Framework for Assessment as a Framework for Response to Intervention (RTI) ActionResponse to Intervention (RTI) Action


“The direction in which education starts a man will determine his future life.”

Plato The Republic (427 BC - 347 BC)


Presentation OverviewPresentation OverviewBackgroundBackground-- 10 min10 min-- 10 slides (Gwen)10 slides (Gwen)

ChallengesChallenges-- 5 min5 min-- 1 slide (Gwen)1 slide (Gwen)

ScreeningScreening-- 25 min25 min-- 24 slides (Kari)24 slides (Kari)

DiagnosticDiagnostic-- 15 min15 min-- 3 slides, document camera (Gwen)3 slides, document camera (Gwen)

PlacementPlacement-- 10 min10 min-- 4 slides (Kari)4 slides (Kari)

Progress MonitoringProgress Monitoring-- 15 min15 min-- 8 slides (Kari)8 slides (Kari)

Conclusion/QuestionsConclusion/Questions-- 10 min10 min

Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen LyonBremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon

Adolescent LiteracyAdolescent Literacy““Ensuring adequate ongoing literacy Ensuring adequate ongoing literacy development for all students in the middle and development for all students in the middle and high school years is a more challenging task high school years is a more challenging task than ensuring excellent reading education in the than ensuring excellent reading education in the primary grades, for two reasons: first, primary grades, for two reasons: first, secondary school literacy skills are more secondary school literacy skills are more complex, more embedded in subject matters, complex, more embedded in subject matters, and more multiply determined; second, and more multiply determined; second, adolescents are not as universally motivated to adolescents are not as universally motivated to read better or as interested in schoolread better or as interested in school--based based reading as kindergartners.reading as kindergartners.”” Biancarosa & Snow, (2005)Biancarosa & Snow, (2005)


Adolescent LiteracyAdolescent Literacy

Based on what we currently know, efforts should Based on what we currently know, efforts should focus on three goals:focus on three goals:Improve overall levels of reading proficiency for Improve overall levels of reading proficiency for all students all students –– more level 4 and level 5 readersmore level 4 and level 5 readersInsure that students at Insure that students at ““grade levelgrade level”” in third in third grade are also at grade are also at ““grade levelgrade level”” in 10th gradein 10th gradeAccelerate development of students Accelerate development of students ““below below grade levelgrade level”” toward grade level standardstoward grade level standards

Torgeson (2006)Torgeson (2006)


Adolescent LiteracyAdolescent LiteracyAs an initial approximation, there are two broadly As an initial approximation, there are two broadly different groups of struggling readers for us to be different groups of struggling readers for us to be concerned aboutconcerned about

Students who are still struggling significantly with Students who are still struggling significantly with initial word reading skills (say, below the 3rd grade initial word reading skills (say, below the 3rd grade level)level)

Students who have Students who have ““adequateadequate”” word level skills word level skills (though not fully fluent), but struggle with (though not fully fluent), but struggle with vocabulary, knowledge, reasoning, comprehension vocabulary, knowledge, reasoning, comprehension strategies, and motivationstrategies, and motivation

Torgeson (2006)Torgeson (2006)


Response to Intervention Response to Intervention &&

The Problem Solving ModelThe Problem Solving Model

““RTI is the practice of providing highRTI is the practice of providing high--quality quality instruction and/or intervention matched to instruction and/or intervention matched to student needs and using learning rate over time student needs and using learning rate over time and level of performance to make important and level of performance to make important educational decisionseducational decisions””(National Association of State Directors of Special Education In(National Association of State Directors of Special Education Inc, 2005)c, 2005)

Problem Solving ModelProblem Solving Model-- The process by which The process by which decisions are made within an RTI frameworkdecisions are made within an RTI framework


WHAT?WHAT?

Sealing up the cracks: Sealing up the cracks: RTI allows students to receive needed RTI allows students to receive needed interventions without qualifying for special interventions without qualifying for special educationeducation

Eliminates the division of services (Title, LAP, Eliminates the division of services (Title, LAP, special education, and general education) special education, and general education) subsequently maximizing flexibility of servicessubsequently maximizing flexibility of services


Name Reading WASL Math WASL ORF Who Am I?Sabrina 379 361 63

Pearl 354 370 45

Nick 418 388 70

Bill 381 318 121

Evan 381 350 99

Henley 418 376 102

Kevin 386 373 92

Marshall 350 355 72

ELL

Gen Ed

Quick Data Analysis


Part 1Part 1What RTI Means To UsWhat RTI Means To Us

General Education ConstructGeneral Education Construct

Systems Building Philosophy Systems Building Philosophy

Preventative not ReactivePreventative not Reactive

ScientificallyScientifically--Based Instruction/InterventionsBased Instruction/Interventions

Data DrivenData Driven

Tiered Approach to InstructionTiered Approach to Instruction


Tiered ApproachTiered Approach

AllAll

Some Some

FewFew


Interventions are organized in tiersInterventions are organized in tiers

Tier II- Some

Tier III-Few

Tier I- All

Prevention is the assumption

Tiers provide appropriate instruction at various levels

Instructional time is directly proportional to student need

Replacement is used as a last resort

Assessment is a regular part of each Tier


TIER I: Core class instructionTIER I: Core class instruction

Core reading programCore reading program--Springboard for Everyone Springboard for Everyone (1,067 students)(1,067 students)

Benchmark testing three Benchmark testing three times a year (ORF, times a year (ORF, Vocabulary, Spelling, MAZE)Vocabulary, Spelling, MAZE)

Tier I- 1,067

TIER II

TIERIII

Extra learning opportunities: Before, After and Lunch


TIER II: Supplemental instructionTIER II: Supplemental instruction

Tier II (270 students) Tier II (270 students)

core plus morecore plus more

smallsmall--group (6group (6--20)20)

Targeted Interventions Targeted Interventions (Phonics Boost, Phonics (Phonics Boost, Phonics Blitz, Vocabulary Blitz, Vocabulary Through Morphemes, Through Morphemes, Springboard Strategies, Springboard Strategies, Literature Circles) Literature Circles)

TIER I

TIERIII

TIER IITier II-270 students


TIER III: Intensive interventionTIER III: Intensive intervention

Tier IIITier III-- (54 students)(54 students)

Core plus more Core plus more (if possible)(if possible)

Intensive Intensive --100 minutes a 100 minutes a dayday

TIERIII

TIER III-54

students


ChallengesChallenges

WhoWho will administer & score?will administer & score?

WhatWhat tools should be used? tools should be used?

WhenWhen will assessments be administered?will assessments be administered?

WhereWhere will the assessment take place?will the assessment take place?

HowHow can we manage this?can we manage this?


Tier 1Tier 1ALL StudentsALL Students

Tier 2Tier 2Some StudentsSome Students

Tier 3Tier 3Few StudentsFew Students

Dyslexia GrantDyslexia Grant

ScreeningScreening(Fall, Winter, Spring)(Fall, Winter, Spring)

Oral Reading Fluency Oral Reading Fluency (AimsWeb)(AimsWeb)Maze (Aims Web)Maze (Aims Web)Vocabulary (CBM)Vocabulary (CBM)Spelling (TWSSpelling (TWS--4)4)Writing (Aims Web)Writing (Aims Web)Math Alert (Hirsch)Math Alert (Hirsch)




DiagnosticDiagnostic Springboard Diagnostic Springboard Diagnostic Assessments Assessments Algebraic Thinking Algebraic Thinking Embedded AssessmentsEmbedded Assessments

Springboard Diagnostic Springboard Diagnostic Assessments Assessments Algebraic Thinking Algebraic Thinking Embedded AssessmentsEmbedded Assessments

Springboard Diagnostic Springboard Diagnostic Assessments Assessments Beginning & Advanced Beginning & Advanced Decoding Surveys Decoding Surveys (LETRS, Farrell(LETRS, FarrellAlgebraic Thinking Algebraic Thinking Embedded AssessmentsEmbedded Assessments

Springboard Diagnostic Springboard Diagnostic Assessments Assessments Fall & SpringFall & SpringCTOPPCTOPPTOWLTOWL--33WRMWRMTWSTWS--44

Progress MonitoringProgress Monitoring Springboard Diagnostic Springboard Diagnostic AssessmentsAssessmentsMath Fact FluencyMath Fact FluencyAlgebraic Thinking Algebraic Thinking Program MonitoringProgram Monitoring

Springboard Diagnostic Springboard Diagnostic Assessments Assessments Beginning & Advanced Beginning & Advanced Decoding Surveys Decoding Surveys (LETRS, Farrell(LETRS, FarrellOral Reading FluencyOral Reading FluencyMazeMazeMath Fact FluencyMath Fact FluencyAlgebraic Thinking Algebraic Thinking Program MonitoringProgram Monitoring

Springboard Diagnostic Springboard Diagnostic Assessments Assessments Oral Reading FluencyOral Reading FluencyProgram MonitoringProgram MonitoringBeginning & Advanced Beginning & Advanced Decoding Surveys Decoding Surveys (LETRS, Farrell)(LETRS, Farrell)Math Fact FluencyMath Fact FluencyAlgebraic Thinking Algebraic Thinking Program MonitoringProgram Monitoring

Oral Reading FluencyOral Reading FluencyWilson Program Wilson Program MonitoringMonitoring

*New Student Screening Assessments completed before class scheduling.

Assessment Map


Why do we need it?Why do we need it?

Enormous populationEnormous population

Diverse NeedsDiverse Needs

Pressure of AccountabilityPressure of Accountability


Universal Screening:Universal Screening:How do we find them?How do we find them?

What it is: What it is: Assessments used to predict success on Assessments used to predict success on an outcome measure an outcome measure

Quick to AdministerQuick to Administer•• GroupGroup•• IndividualIndividual

Easy to ScoreEasy to ScoreValid & Reliable ResultsValid & Reliable Results

What it is not:What it is not:DiagnosticDiagnostic


ReadingReadingDecodingDecodingFluencyFluencyVocabularyVocabularyComprehensionComprehension

MathMathComputationComputationApplicationApplication

WritingWritingContentContentConventionsConventions

ScienceScience


How do we REALLY find them?How do we REALLY find them?

ReadingReadingOral Reading Fluency: Gold StandardOral Reading Fluency: Gold Standard•• Words Read CorrectWords Read Correct•• AccuracyAccuracy

SpellingSpellingVocabularyVocabularyComprehensionComprehension


We Need Better than GoldWe Need Better than GoldSensitivity/SpecificitySensitivity/Specificity

SensitivitySensitivity-- You identify everyone that You identify everyone that needs interventionneeds intervention

Cost of low sensitivity: Students who need Cost of low sensitivity: Students who need help donhelp don’’t get itt get it

SpecificitySpecificity-- You ONLY identify those who You ONLY identify those who need interventionneed intervention

Cost of low specificity: Resources are used on Cost of low specificity: Resources are used on students who do not need helpstudents who do not need help


Oral Reading Fluency

0

20

40

60

80

100

120

140

160

180

200

1 3 5 7 9 11 13 15 17 19 21 23 25 27

Student

WCP

M


Quick Data AnalysisQuick Data Analysis

Look closely at the students identified for Look closely at the students identified for intervention using oral reading fluency intervention using oral reading fluency only.only.

How many students would be a case of How many students would be a case of over identification in this class?over identification in this class?

How many students would be a case of How many students would be a case of under identification in this class?under identification in this class?


FirstFirst GradeGrade SpedSped WCPMWCPM ErrorsErrors VocabularyVocabulary SpellingSpelling MAZEMAZE CalculationCalculation ApplicationApplication WASL 08WASL 08

ChristinaChristina 77 11 7474 33 66 2727 1818 99 66

IsaiahIsaiah 77 00 8383 66 88 1717 1818 22 33 390390

BrianBrian 77 00 8686 33 1010 1919 2121 00 66 373373

ShaiShai 77 00 9191 77 77 2424 2424 22 66

DevanDevan 77 00 9494 44 88 1616 2929 22 99

AlexAlex 77 00 9696 55 66 1818 2121 11 77 365365

NickNick 77 11 100100 44 55 1616 1919 11 00

MarcellousMarcellous 77 00 105105 77 1010 2424 2929 11 88 407407

D'VondreD'Vondre 77 00 105105 22 88 3535 2222 33 66 377377

CarterCarter 77 00 113113 44 1414 2727 2727 99 1111 425425

BrookeBrooke 77 00 113113 88 99 2222 2727 00 1111 400400

EthanEthan 77 00 115115 66 66 2222 2929 22 66 394394

JustinJustin 77 00 120120 11 1111 2727 3030 77 11 425425

LaraLara 77 00 121121 44 77 2121 1818 33 11 365365

AlliAlli 77 00 127127 11 1010 3535 2828 11 55

JasmineJasmine 77 11 133133 11 66 2424 1919 00 22

KennedyKennedy 77 00 137137 55 99 2121 2727 1212 1111 400400

HelainaHelaina 77 00 142142 66 1010 2929 3333 33 99 396396

DamonDamon 77 00 146146 22 88 3131 3838 33 99

MichaelMichael 77 00 147147 11 1010 2626 2626 77 77

AlexAlex 77 00 151151 33 88 2222 2828 33 88 365365

DestineeDestinee 77 00 152152 33 88 2424 2424 00 99

OliviaOlivia 77 00 153153 11 1313 2929 2828 33 66

EmillyEmilly 77 00 158158 22 99 3030 3535 77 1313 409409

MatthiasMatthias 77 00 160160 22 1515 3636 3232 66 99 420420

MarissaMarissa 77 00 176176 00 1212 3636 3737 44 1414 414414

KaileeKailee 77 00 177177 11 66 2626 4141 22 1111 396396

CourtneyCourtney 77 00 177177 00 88 3636 3535 11 1111 425425


FirstFirst GradeGrade SpedSped WCPMWCPM ErrorsErrors VocabularyVocabulary SpellingSpelling MAZEMAZE CalculationCalculation ApplicationApplication 88


IsaiahIsaiah 77 00 8383 66 88 1717 1818 22 33 390390

BrianBrian 77 00 8686 33 1010 1919 2121 00 66 373373

ShaiShai 77 00 9191 77 77 2424 2424 22 66

DevanDevan 77 00 9494 44 88 1616 2929 22 99

AlexAlex 77 00 9696 55 66 1818 2121 11 77 365365

NickNick 77 11 100100 44 55 1616 1919 11 00


D'VondreD'Vondre 77 00 105105 22 88 3535 2222 33 66 377377

CarterCarter 77 00 113113 44 1414 2727 2727 99 1111 425425

BrookeBrooke 77 00 113113 88 99 2222 2727 00 1111 400400

EthanEthan 77 00 115115 66 66 2222 2929 22 66 394394

JustinJustin 77 00 120120 11 1111 2727 3030 77 11 425425

LaraLara 77 00 121121 44 77 2121 1818 33 11 365365

AlliAlli 77 00 127127 11 1010 3535 2828 11 55

JasmineJasmine 77 11 133133 11 66 2424 1919 00 22

KennedyKennedy 77 00 137137 55 99 2121 2727 1212 1111 400400

HelainaHelaina 77 00 142142 66 1010 2929 3333 33 99 396396

Spotted ElkSpotted Elk 77 00 146146 22 88 3131 3838 33 99

MichaelMichael 77 00 147147 11 1010 2626 2626 77 77

AlexAlex 77 00 151151 33 88 2222 2828 33 88 365365


OliviaOlivia 77 00 153153 11 1313 2929 2828 33 66

EmillyEmilly 77 00 158158 22 99 3030 3535 77 1313 409409


MarissaMarissa 77 00 176176 00 1212 3636 3737 44 1414 414414

KaileeKailee 77 00 177177 11 66 2626 4141 22 1111 396396



Oral Reading FluencyOral Reading Fluency

Sensitivity =0.8Sensitivity =0.8Specificity =0.6923076923076923Specificity =0.6923076923076923Positive Predictive Value =0.75Positive Predictive Value =0.75Negative Predictive Value=0.75Negative Predictive Value=0.75


Kailee

177

1 6

2641

0

20

40

60

80

100

120

140

160

180

200

1 2 3 4 5

assessments

Series1

Wow!Right on track 136

Low errorsGreat!

Oh No!What is

happening here?

8


ORF-Errors

Vocabulary

Spelling

Right on

track 25

Super!24

MAZE

Reading WASL

396


113

4

14

27 27

0

20

40

60

80

100

120

1 2 3 4 5

Alarm136

Again…Not so good

Hey…How did you do that?

8

Not too bad! 24

More good stuff25

Reading WASL 08

425

Carter


177

08

36 35

0

20

40

60

80

100

120

140

160

180

200

1 2 3 4 5

Great JobWell Above Benchmark

136

Perfect!


Accuracy Vocabulary Spelling MAZE

On the right track!

8

Reading 08 WASL

425

Good Job24

Excellent

25

Courtney


Vocabulary

0

2

4

6

8

10

12

14

16

1 3 5 7 9 11 13 15 17 19 21 23 25 27

Student

Raw

Sco

re



Look closely at the students identified for Look closely at the students identified for intervention using vocabulary only.intervention using vocabulary only.




FirstFirst GradeGrade SpedSped WCPMWCPM ErrorsErrors VocabularyVocabulary SpellingSpelling MAZEMAZE CalculationCalculation ApplicationApplication WASL 08WASL 08 WASL 07WASL 07

NickNick 77 11 100100 44 55 1616 1919 11 00


JasmineJasmine 77 11 133133 11 66 2424 1919 00 22

AlexAlex 77 00 9696 55 66 1818 2121 11 77 365365 391391

EthanEthan 77 00 115115 66 66 2222 2929 22 66 394394 408408

KaileeKailee 77 00 177177 11 66 2626 4141 22 1111 396396 425425

LaraLara 77 00 121121 44 77 2121 1818 33 11 365365 411411

ShaiShai 77 00 9191 77 77 2424 2424 22 66

IsaiahIsaiah 77 00 8383 66 88 1717 1818 22 33 390390 400400

D'VondreD'Vondre 77 00 105105 22 88 3535 2222 33 66 377377 398398


AlexAlex 77 00 151151 33 88 2222 2828 33 88 365365 411411

DevanDevan 77 00 9494 44 88 1616 2929 22 99

CourtneyCourtney 77 00 177177 00 88 3636 3535 11 1111 425425 418418

DamonDamon 77 00 146146 22 88 3131 3838 33 99

KennedyKennedy 77 00 137137 55 99 2121 2727 1212 1111 400400 411411

BrookeBrooke 77 00 113113 88 99 2222 2727 00 1111 400400 414414

EmillyEmilly 77 00 158158 22 99 3030 3535 77 1313 409409 406406

BrianBrian 77 00 8686 33 1010 1919 2121 00 66 373373

MichaelMichael 77 00 147147 11 1010 2626 2626 77 77

AlliAlli 77 00 127127 11 1010 3535 2828 11 55

MarcellousMarcellous 77 00 105105 77 1010 2424 2929 11 88 407407 411411

HelainaHelaina 77 00 142142 66 1010 2929 3333 33 99 396396 422422

JustinJustin 77 00 120120 11 1111 2727 3030 77 11 425425 435435

MarissaMarissa 77 00 176176 00 1212 3636 3737 44 1414 414414 425425

OliviaOlivia 77 00 153153 11 1313 2929 2828 33 66

CarterCarter 77 00 113113 44 1414 2727 2727 99 1111 425425 441441

MatthiasMatthias 77 00 160160 22 1515 3636 3232 66 99 420420 408408



NickNick 77 11 100100 44 55 1616 1919 11 00


AlexAlex 77 00 9696 55 66 1818 2121 11 77 365365

EthanEthan 77 00 115115 66 66 2222 2929 22 66 394394

JasmineJasmine 77 11 133133 11 66 2424 1919 00 22

KaileeKailee 77 00 177177 11 66 2626 4141 22 1111 396396

ShaiShai 77 00 9191 77 77 2424 2424 22 66

LaraLara 77 00 121121 44 77 2121 1818 33 11 365365

IsaiahIsaiah 77 00 8383 66 88 1717 1818 22 33 390390

DevanDevan 77 00 9494 44 88 1616 2929 22 99

D'VondreD'Vondre 77 00 105105 22 88 3535 2222 33 66 377377

Spotted ElkSpotted Elk 77 00 146146 22 88 3131 3838 33 99

AlexAlex 77 00 151151 33 88 2222 2828 33 88 365365



BrookeBrooke 77 00 113113 88 99 2222 2727 00 1111 400400

KennedyKennedy 77 00 137137 55 99 2121 2727 1212 1111 400400

EmillyEmilly 77 00 158158 22 99 3030 3535 77 1313 409409

BrianBrian 77 00 8686 33 1010 1919 2121 00 66 373373


AlliAlli 77 00 127127 11 1010 3535 2828 11 55

HelainaHelaina 77 00 142142 66 1010 2929 3333 33 99 396396

MichaelMichael 77 00 147147 11 1010 2626 2626 77 77

JustinJustin 77 00 120120 11 1111 2727 3030 77 11 425425

MarissaMarissa 77 00 176176 00 1212 3636 3737 44 1414 414414

OliviaOlivia 77 00 153153 11 1313 2929 2828 33 66

CarterCarter 77 00 113113 44 1414 2727 2727 99 1111 425425



Vocabulary ScreenerVocabulary Screener

Sensitivity =0.875Sensitivity =0.875Specificity =0.9166666666666666Specificity =0.9166666666666666Positive Predictive Value Positive Predictive Value =0.9333333333333333=0.9333333333333333Negative Predictive Negative Predictive Value=0.8461538461538461Value=0.8461538461538461



Look closely at the students identified for Look closely at the students identified for intervention using MAZE only.intervention using MAZE only.




FirstFirst GradeGrade SpedSped WCPMWCPM ErrorsErrors VocabularyVocabulary SpellingSpelling MAZEMAZE CalculationCalculation ApplicationApplication WASL 08WASL 08 WASL 07WASL 07


LaraLara 77 00 121121 44 77 2121 1818 33 11 365365 411411

IsaiahIsaiah 77 00 8383 66 88 1717 1818 22 33 390390 400400

NickNick 77 11 100100 44 55 1616 1919 11 00

JasmineJasmine 77 11 133133 11 66 2424 1919 00 22

AlexAlex 77 00 9696 55 66 1818 2121 11 77 365365 391391

BrianBrian 77 00 8686 33 1010 1919 2121 00 66 373373

D'VondreD'Vondre 77 00 105105 22 88 3535 2222 33 66 377377 398398

ShaiShai 77 00 9191 77 77 2424 2424 22 66


MichaelMichael 77 00 147147 11 1010 2626 2626 77 77

KennedyKennedy 77 00 137137 55 99 2121 2727 1212 1111 400400 411411

BrookeBrooke 77 00 113113 88 99 2222 2727 00 1111 400400 414414

CarterCarter 77 00 113113 44 1414 2727 2727 99 1111 425425 441441

AlexAlex 77 00 151151 33 88 2222 2828 33 88 365365 411411

AlliAlli 77 00 127127 11 1010 3535 2828 11 55

OliviaOlivia 77 00 153153 11 1313 2929 2828 33 66

EthanEthan 77 00 115115 66 66 2222 2929 22 66 394394 408408

DevanDevan 77 00 9494 44 88 1616 2929 22 99

MarcellousMarcellous 77 00 105105 77 1010 2424 2929 11 88 407407 411411

JustinJustin 77 00 120120 11 1111 2727 3030 77 11 425425 435435

MatthiasMatthias 77 00 160160 22 1515 3636 3232 66 99 420420 408408

HelainaHelaina 77 00 142142 66 1010 2929 3333 33 99 396396 422422

CourtneyCourtney 77 00 177177 00 88 3636 3535 11 1111 425425 418418

EmillyEmilly 77 00 158158 22 99 3030 3535 77 1313 409409 406406

MarissaMarissa 77 00 176176 00 1212 3636 3737 44 1414 414414 425425

DamonDamon 77 00 146146 22 88 3131 3838 33 99

KaileeKailee 77 00 177177 11 66 2626 4141 22 1111 396396 425425



IsaiahIsaiah 77 00 8383 66 88 1717 1818 22 33 390390

LaraLara 77 00 121121 44 77 2121 1818 33 11 365365


NickNick 77 11 100100 44 55 1616 1919 11 00

JasmineJasmine 77 11 133133 11 66 2424 1919 00 22

AlexAlex 77 00 9696 55 66 1818 2121 11 77 365365

BrianBrian 77 00 8686 33 1010 1919 2121 00 66 373373

D'VondreD'Vondre 77 00 105105 22 88 3535 2222 33 66 377377

ShaiShai 77 00 9191 77 77 2424 2424 22 66


MichaelMichael 77 00 147147 11 1010 2626 2626 77 77

KennedyKennedy 77 00 137137 55 99 2121 2727 1212 1111 400400

BrookeBrooke 77 00 113113 88 99 2222 2727 00 1111 400400

CarterCarter 77 00 113113 44 1414 2727 2727 99 1111 425425

AlexAlex 77 00 151151 33 88 2222 2828 33 88 365365

OliviaOlivia 77 00 153153 11 1313 2929 2828 33 66

AlliAlli 77 00 127127 11 1010 3535 2828 11 55

DevanDevan 77 00 9494 44 88 1616 2929 22 99

EthanEthan 77 00 115115 66 66 2222 2929 22 66 394394


JustinJustin 77 00 120120 11 1111 2727 3030 77 11 425425


HelainaHelaina 77 00 142142 66 1010 2929 3333 33 99 396396

EmillyEmilly 77 00 158158 22 99 3030 3535 77 1313 409409


MarissaMarissa 77 00 176176 00 1212 3636 3737 44 1414 414414

DamonDamon 77 00 146146 22 88 3131 3838 33 99

KaileeKailee 77 00 177177 11 66 2626 4141 22 1111 396396


Sensitivity =0.7142857142857143Sensitivity =0.7142857142857143Specificity =1Specificity =1Positive Predictive Value =1Positive Predictive Value =1Negative Predictive Negative Predictive Value=0.7777777777777778Value=0.7777777777777778


Why do we have to screen Why do we have to screen EVERYONE?EVERYONE?

Student performance is not stagnantStudent performance is not stagnant

WASL scores can change dramatically WASL scores can change dramatically year to yearyear to year

All low students do not always remain lowAll low students do not always remain low

All high students do not always remain All high students do not always remain highhigh


FirstFirst SpedSped WCPMWCPM ErrorsErrors VocabularyVocabulary SpellingSpelling MAZEMAZE CalculationCalculation ApplicationApplication 88 77

AlexAlex 00 9696 55 66 1818 2121 11 77 365365 391391

D'VondreD'Vondre 00 105105 22 88 3535 2222 33 66 377377 398398

IsaiahIsaiah 00 8383 66 88 1717 1818 22 33 390390 400400

EmillyEmilly 00 158158 22 99 3030 3535 77 1313 409409 406406

EthanEthan 00 115115 66 66 2222 2929 22 66 394394 408408


LaraLara 00 121121 44 77 2121 1818 33 11 365365 411411

KennedyKennedy 00 137137 55 99 2121 2727 1212 1111 400400 411411

AlexAlex 00 151151 33 88 2222 2828 33 88 365365 411411


BrookeBrooke 00 113113 88 99 2222 2727 00 1111 400400 414414


HelainaHelaina 00 142142 66 1010 2929 3333 33 99 396396 422422

MarissaMarissa 00 176176 00 1212 3636 3737 44 1414 414414 425425

KaileeKailee 00 177177 11 66 2626 4141 22 1111 396396 425425

JustinJustin 00 120120 11 1111 2727 3030 77 11 425425 435435

CarterCarter 00 113113 44 1414 2727 2727 99 1111 425425 441441

ChristinaChristina 11 7474 33 66 2727 1818 99 66

NickNick 11 100100 44 55 1616 1919 11 00

JasmineJasmine 11 133133 11 66 2424 1919 00 22

BrianBrian 00 8686 33 1010 1919 2121 00 66 373373

ShaiShai 00 9191 77 77 2424 2424 22 66

DestineeDestinee 00 152152 33 88 2424 2424 00 99

MichaelMichael 00 147147 11 1010 2626 2626 77 77

AlliAlli 00 127127 11 1010 3535 2828 11 55

OliviaOlivia 00 153153 11 1313 2929 2828 33 66

DevanDevan 00 9494 44 88 1616 2929 22 99

DamonDamon 00 146146 22 88 3131 3838 33 99


FirstFirst SpedSped WCPMWCPM ErrorsErrors VocabularyVocabulary SpellingSpelling MAZEMAZE CalculationCalculation ApplicationApplication WASL 08WASL 08 WASL 07WASL 07

AlexAlex 00 9696 55 66 1818 2121 11 77 365365 391391

D'VondreD'Vondre 00 105105 22 88 3535 2222 33 66 377377 398398

IsaiahIsaiah 00 8383 66 88 1717 1818 22 33 390390 400400

EmillyEmilly 00 158158 22 99 3030 3535 77 1313 409409 406406

EthanEthan 00 115115 66 66 2222 2929 22 66 394394 408408


LaraLara 00 121121 44 77 2121 1818 33 11 365365 411411

KennedyKennedy 00 137137 55 99 2121 2727 1212 1111 400400 411411

AlexAlex 00 151151 33 88 2222 2828 33 88 365365 411411


BrookeBrooke 00 113113 88 99 2222 2727 00 1111 400400 414414


HelainaHelaina 00 142142 66 1010 2929 3333 33 99 396396 422422

MarissaMarissa 00 176176 00 1212 3636 3737 44 1414 414414 425425

KaileeKailee 00 177177 11 66 2626 4141 22 1111 396396 425425

JustinJustin 00 120120 11 1111 2727 3030 77 11 425425 435435

CarterCarter 00 113113 44 1414 2727 2727 99 1111 425425 441441

ChristinaChristina 11 7474 33 66 2727 1818 99 66

NickNick 11 100100 44 55 1616 1919 11 00

JasmineJasmine 11 133133 11 66 2424 1919 00 22

BrianBrian 00 8686 33 1010 1919 2121 00 66 373373

ShaiShai 00 9191 77 77 2424 2424 22 66

DestineeDestinee 00 152152 33 88 2424 2424 00 99

MichaelMichael 00 147147 11 1010 2626 2626 77 77

AlliAlli 00 127127 11 1010 3535 2828 11 55

OliviaOlivia 00 153153 11 1313 2929 2828 33 66

DevanDevan 00 9494 44 88 1616 2929 22 99

DamonDamon 00 146146 22 88 3131 3838 33 99


No HistoryNo History

New studentsNew students

Transient studentsTransient students

Sick or absent studentsSick or absent students

A place to start: New student assessment A place to start: New student assessment (Brenda, Diane, Lisa)(Brenda, Diane, Lisa)


Instruction

Assessment

Time


Diagnostic Assessment:Diagnostic Assessment:How do we know what they need?How do we know what they need?

What it is: What it is: Assessments used to identify specific Assessments used to identify specific academic needsacademic needs

What do students need to be successfulWhat do students need to be successfulValid & Reliable ResultsValid & Reliable Results

What it is not:What it is not:For everyoneFor everyone


Diagnostic AssessmentDiagnostic Assessment

CTOPPCTOPP

WRMWRM

TOWLTOWL

Beginning and Advanced Decoding Beginning and Advanced Decoding SurveySurvey


Document CameraDocument Camera

Examples of Diagnostic AssessmentsExamples of Diagnostic Assessments


PlacementPlacement

Gating SystemGating System

Data Driven DecisionsData Driven Decisions

SchedulesSchedules


Allie IEP

Check IEP

Yes

No Universal Screening

Standards

Alternative

LRE

Reading WASL

Math WASL

Writing WASL

ScienceWASL

Yes

Yes

Yes

Yes

NoORFOver 100 and or Spelling at Benchmark

No

Decoding survey

DiagnosticAssessment

Wilson

Phonics Boost

PhonicsBlitz

Yes

No

Rewards

Vocabulary and MAZE at Benchmark

Yes

Literature Circles

NoVocabulary through Morphemes

Springboard Strategies-Vocabulary -DI

Writing Screen

No

Computer Writing

RewardsWriting

No

MathAlertMath Level

1

Math Level 2

Now

Yes

No

Science Intervention

Enrichment ClassesBehavior and Attendance Evaluation

Behavior Intervention

AttendanceIntervention

396

177


Grouping MatrixGrouping Matrix

Document CameraDocument Camera


Screening Tool Source Decision Rules

Oral Reading Fluency DIBELS Hasbrouk & Tindal6th Grade:High Risk <84Medium Risk 84-109

Florida Center for Reading Research

Florida Center for Reading Research7th Grade:High Risk <98Medium Risk 98-1268th Grade:High Risk <103Medium Risk 103-126

Spelling TWS-4 Standard Scores6th, 7th and 8th GradeHigh Risk < 86Medium Risk 86-90

Vocabulary CBM Recommended by Wayne Callendar RTI presentation

Percentage6th Grade:High Risk <3Medium Risk 3-67th Grade:High Risk<6Medium Risk 6-88th Grade:High Risk <4Medium Risk 4-6

MAZE Florida Center for Reading Research

Florida Center for Reading Research6th Grade:High Risk <11Medium Risk 11-267th Grade:High Risk <14Medium Risk 14-248th Grade:High Risk <17Medium Risk 17-27


1 2 3 4 5 6 7 8

Weston LAR

Ralston SS

Busch SCI

Grunberg MATH

Schnell LAR

Davis SS

White SCI

Rivers MATH

Neeley LAR

Gillam SS

Reynolds SCI

Knights MATH

TEA

M A

TEA

M B

TEA

M C

7th Grade

Enhancem

entE

nhancement

Enhancem

ent

LUNCH

LUNCH

LUNCH

PREP

PREP

PREP


66thth Period EnhancementPeriod Enhancement77thth and 8and 8thth GradeGrade

WilsonWilsonPhonics Phonics

Blitz/ Blitz/ RewardsRewards

VocabularyVocabularyMath Math

Level 1Level 1MathMath

Level 2Level 2 EaglesEagles

SabirSabir SchnellSchnell NeelyNeelySpringboard StrategiesSpringboard Strategies

BuschBusch WagnerWagner DavisDavisHistoryHistory

StockwellStockwell GreenGreen DeveryDeverySpringboard StrategiesSpringboard Strategies

ButherusButherus RiversRivers CoonsCoonsPoetryPoetry

WilcoxWilcoxLiterature CirclesLiterature Circles

WhiteWhite MilliganMilligan HarrisHarrisAdvanced techAdvanced tech

FairchildFairchildLiterature CirclesLiterature Circles

HaydenHayden GrunbergGrunberg MayoMayoLiterature circlesLiterature circles

WritingWritingWestonWeston

BoostBoostTerjesonTerjesonLindseyLindsey

IrwinIrwinVocabulary through Vocabulary through

MorphemesMorphemes

KildayKilday GruenGruen JoslinJoslinSpeechSpeech

BurchellBurchellVocabulary through Vocabulary through

MorphemesMorphemes

ReynoldsReynolds KnightsKnights MajorMajorAdvanced artAdvanced art


Progress MonitoringProgress Monitoring

Curriculum Based MeasurementsCurriculum Based Measurements

Program MonitoringProgram Monitoring

Holistic View of Struggling StudentsHolistic View of Struggling Students


Curriculum Based AssessmentsCurriculum Based Assessments

Tier IITier IIMAZEMAZEWeeklyWeeklyCorrect over ErrorsCorrect over Errors

Tier IIITier IIIOral Reading FluencyOral Reading FluencyWeeklyWeeklyCorrect over ErrorsCorrect over Errors


CBM - Passage Reading Fluency

0

10

20

30

40

50

60

70

80

90

100

110

120

130

140

150

160

170

18011

/21

12/5

12/1

9

1/2

1/16

1/30

2/13

2/27

3/12

3/26 4/9

4/23 5/7

5/21

Week

Wor

ds C

orre

ct P

er M

inut

e (W

CPM

)

Optimal Gain:

Aimline to reach benchmark

Maria – struggling eighth grade student

Realistic Gain:

Aimline represents 1 word per minute gain per week

Not Responding Well-Change Necessary



0

10

20

30

40

50

60

70

80

90

100

110

120

130

140

150

160

170

18011

/14

11/2

8

12/1

2

12/2

6

1/9

1/23 2/6

2/20 3/5

3/19 4/2

4/16

4/30

5/14

Week

Wor

ds C

orre

ct P

er M

inut

e (W

CPM

)

Target1 WCPM Target2 WCPM Student WCPM

Kaleel- Struggling Reader

Excellent Response to Intervention

125 wcpm

60 What happened here?


Program Monitoring Program Monitoring

Embedded Assessments from CurriculumEmbedded Assessments from Curriculum

Monitoring of Skill Acquisition Monitoring of Skill Acquisition

Progress and Pacing Progress and Pacing


Holistic View of Student Holistic View of Student AchievementAchievement

Curriculum Based AssessmentCurriculum Based AssessmentProgram AssessmentProgram AssessmentHigh Stake TestingHigh Stake TestingAttendanceAttendanceAt Risk StatusAt Risk Status-- Failing ClassesFailing ClassesReferralsReferrals



0

10

20

30

40

50

60

70

80

90

100

110

120

130

140

150

160

170

18011

/14

11/2

8

12/1

2

12/2

6

1/9

1/23 2/6

2/20 3/5

3/19 4/2

4/16

4/30

5/14

Week

Wor

ds C

orre

ct P

er M

inut

e (W

CPM

)Target1 WCPM Target2 WCPM Student WCPM

Sasha- Struggling Reader

Holistic Evaluation Reveals Attendance Problem


Holistic View of Individual Students:WASL Reading Level 1 Students

7th grade

# Race Gender SPED ELL Absences Referrals # of AR Intervention

1 W M Yes No 2 5 3 Wilson

2 W M Yes No 1 0 3 Phonics B


4 H M Yes Yes 3 3 1 Wilson

5 W M Yes No 7 0 2 Phonics B


7 W F Yes No 3 0 2 Rewards +


Data DisseminationData Dissemination

Just 5 clicksJust 5 clicks


Acknowledgement of our Acknowledgement of our Collaborative PartnersCollaborative Partners

OSPIOSPI-- Lorraine Wojahn Dyslexia Pilot Reading Lorraine Wojahn Dyslexia Pilot Reading

Program Program

Wayne CallenderWayne Callender

Jefferey SpragueJefferey Sprague

Anita ArcherAnita Archer

Other School DistrictsOther School Districts-- Shelton, Hoquiam, PioneerShelton, Hoquiam, Pioneer

Questions ?Questions ?Thank YouThank You

Targeted Reading Intervention for Secondary Students · PDF fileBremerton School District:...

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Transcript of Targeted Reading Intervention for Secondary Students · PDF fileBremerton School District:...