Vision: Every child in every district receives the instruction that they need and deserve…every day. Going Deeper with Individual Problem Solving: Evaluating the Learner through CBE Lisa Bates, ORTIi, Tigard-Tualatin School District Angie Whalen, University of Oregon April 29, 2016 What you should know… What you will learn…. • How to evaluate the learner by using the CBE process in Reading (decoding & fluency) – What is CBE – Why use CBE – How to use the CBE decision making process • to better determine individual learner’s skill & instructional needs Where does CBE fit in the Problem Solving Process? Tier 3: Individual Problem Solving Meetings What is the problem? FEW STUDENTS How is it working? Tier 2/3: 20% Meetings What are we going to do about the problem? SOME STUDENTS Tier 1: 100% Meetings ALL STUDENTS 4 Why is the problem occurring? ASSESSMENT INSTRUCTION SPED referral? Formal Diagnostic As needed Progress Monitoring Weekly-Monthly Universal Screening 3 times/year Tier 3 Individualize d Intervention Tier 2/3 Supplement al Intervention Tier 2/3 Supplement al Intervention Research-Based Core Curriculum w/ Strong Instruction DATA-BASED DECISION MAKING Individual Problem Solving Team 6-8 weeks Intervention Review Team 6-8 weeks Schoolwide Screening reviewed 3 times/year ICEL I – Instruction C – Curriculum E – Environment L – Learner 6 Learner: Examples No English Well below benchmarks Off-task, disruptive, disengaged 7 Advanced English speaker At benchmarks Focused & attentive Evaluating LEARNER 1. Are there health/developmental REVIEW concerns? 2. Parental concerns? Behavior issues? INTERVIEW 3. English language difficulties? TEST 4. Current and past academic skills? TEST REVIEW 8 INTERVIEW OBSERVE TEST What is CBE? • A decision making process used to identify the learner’s • Specific skill needs • Instructional strategies you should use to teach Support student growth Why use CBE? • To teach the “right” skills and content at the right complexity and difficulty level to help students make growth. – Don’t waste time teaching skills the student knows – Don’t make it to hard for the student because they don’t have the prerequisite skills Help to strengthen your individual problem solving process Decision Making Process: CBE Ask • Gather data to understand the problem (what is the problem?) Ask • Gather more data to determine factors impacting the problem (why is the problem happening?) Do Teach • Directly test out strategies • Identify the most effective strategy for instruction CBE & The Problem Solving Process Monitoring fidelity & outcomes 4. Plan Implementation & Evaluation Goal Setting & intervention design 12 1. Problem Identification Improved Student Achievement 3. Plan Development Survey Level Assessment 2. Problem Analysis Specific Level Assessment Decoding and Fluency Step 1: Problem Identification (Survey Level Assessment) 1. Problem Identification Improved Student Achievement 14 Is there a problem? Do we need to investigate it further? Is there a problem? Low Skills Universal Screener Review of Records Teacher Interview Step 1: Problem Identification Survey Level Assessment Expected performanc e 4th Grade 1 Instructional level Difference Current performanc e 3rd Grade 2 Instructional levels 3 Instructional levels 2nd Grade 1st Grade 16 Should we investigate? • Survey Level Assessment to determine the student’s instructional reading level – 3 one minute fluency timings at a grade level until the median words correct at a grade level is…. • At or above the 25th percentile with at least 95% accuracy Problem Identification Grade Level of Passage 4th Fluency Percentile Accuracy 41 7th 75% 3rd 51 16th 89% 2nd 36 26th 98% 1st Fluency Criteria: 25th percentile Accuracy Criteria: 95% What does this information tell you? • If there is a problem (discrepancy)? • How large is the discrepancy? • General sense of instructional level Talk Time Why is it important to know the student’s general instructional level? The Problem Solving Process 1. Problem Identification Improved Student Achievement 2. Problem Analysis Specific Level Assessment? 21 Problem Analysis Rate & Accuracy Comprehension Rate & Accuracy Fluency Rate & Accuracy Monitoring or Decoding Rate & Accuracy Decoding or Early Literacy Skills What is the need? • Determine if it is a true decoding need or are not applying the skills that they know consistently Problem Analysis Rate & Accuracy Comprehension Rate & Accuracy Fluency Rate & Accuracy Monitoring or Decoding Rate & Accuracy Decoding or Early Literacy Skills Rate is + & Accuracy is – • Prompt for increased accuracy • Assisted self monitoring/Self correct errors Prompt for increased accuracy 1. Choose 2 passages at a grade level in which the student has appropriate rate but low accuracy 2. Follow standardized directions, plus say, “I want you to take your time and read this passage as accurately and carefully as you can.” – – Did prompt improve students accuracy to grade level criterion? If no, determine if assisted self monitoring improves student’s accuracy Did prompting for increased accuracy work? Survey Level Assessment Student Rate Accuracy Jordan (4th grade) 90 wcpm 91% Caitlyn (4th grade) 89 wcpm 90% Prompt for Accuracy Student Passage A Passage B Jordan (4th grade) 96 wcpm 98% accuracy 90 wcpm 89% accuracy 98 wcpm 99% accuracy 91 WCPM 90% accuracy Caitlyn (4th grade) Cued Self Monitoring Use new passages and instruct the student to read untimed. Tell the student that if he/she makes a mistake, you will provide a prompt – Pen tap, clicker, finger snap “Please read this aloud. This may be difficult for you, but please do your best reading. I am not timing you, but if you make a mistake, I will tap (X). That is your clue that you made a mistake and I want you to find the mistake and fix it. Remember, find it and fix it. What will you do?” Cued Self Monitoring Student reads 2 passages, provide cue when student makes a mistake • When a student makes a mistake – slash the misread word – Write the error above the word – Write down the word the student says following the prompt – Only provide the cue one time • Can the student self correct 90% or more of errors? – – If yes, teach self monitoring If no, proceed to evaluate decoding skills Did Assisted Self-Monitoring work? Survey Level Assessment: Student Rate Accuracy Caitlyn (4th grade) 89 wcpm 90% Passage A Passage B Rate: 98 wcpm Accuracy: 97% Rate: 97 wcpm Accuracy: 98% Corrected 97% of errors Corrected 98% of errors Teach: Accuracy & Self Monitoring • Cued self-monitoring • Goal setting to improve accuracy & paired reading Cued Self-Monitoring • When the student misreads a word, the teacher provides a cue, the student stops and corrects the word and then continues reading – Fading • End of sentence • End of paragraph – Overcorrection • Read the word three times and then go back to the beginning of the sentence Goal Setting to Improve Accuracy & Paired Reading 1. Student sets a goal for accuracy 2. Partner monitors student’s reading • Follows error correction procedure 3. Calculate accuracy rate & compare to goal 4. Provide reward if goal is met Practice Activity: Handout Practice Passage (The Boarding House by James Joyce): Cued Self-Monitoring • Partner 1: Assessor – Read directions to the student – When student is reading the passage and makes a mistake do the following • • • • Give student cue (pencil tap) (only provide cue one time) Slash the misread word Write the error above the word Write down the word the student says following the prompt – Calculate if the student self-corrected 90% or more of the errors • Partner 2: Student – Read the passage. Notice the mistakes are bolded. – When provided with a cue, read the word in the parentheses. Problem Analysis Rate & Accuracy Comprehension Rate & Accuracy Fluency Rate & Accuracy Monitoring or Decoding Rate & Accuracy Decoding or Early Literacy Skills Rate - & accuracy • If students did not show improvement with assisted self monitoring or if there rate and accuracy is below criterion • Does the student have an acceptable rate and accuracy at some level greater than grade 1? – If yes, analyze the student’s errors – If no, assess early literacy skills Analyze Errors • Administer phonics screener • Collect an error sample Phonics Skills: Diagnostic Assessment Phonics Diagnostic Assessment Kindergarten Tasks 1-4 & 5A First Tasks B-F Second: Task G Third: Task H Skill Needs 10 9 17 6 9 5 First Tasks B-F 3 Second: G Analyzing Errors • Directions… – Choose a grade level passage in which the student reads between 80% and 85% accuracy (250 words+) – Obtain at least 25+ errors for students in grade 1, or 50+ errors for students in grades 2 and above. Analyze errors (each error may be categorized multiple ways) – Are there patterns to the student’s reading errors? • • • • General reading errors? Meaning errors? Specific decoding errors? Sight words? to --- X X Repetition X Omission want Insertion went Phonetically similar X Violates meaning house Real word Student’s response home Self correct Actual word Analyze General Reading Errors X Total: Percentage: Harlacher, Sakelaris, & Kattelman (2014) master Matter Cat Ca X Home House x went Want x Vowel-Consonant blends R-controlled vowels ‘ee’ in jeep make ride oa, oy sh, th al, il er, ar Silent letters Consonant blends ‘a’ in apple Contractions Vowel teams ing, able Silent ‘e’ rule pre, be Long vowels Ending sounds/ suffixes do, it Short vowels Beginning sounds/ prefixes Examples: Sight word Student’s response Stimulus word Analyze Decoding Errors can’t don’t know X x X Total: Percentage: Harlacher, Sakelaris, & Kattelman (2014) Teach: Targeted Instruction to Correct Errors • If there are patterns of phonetic skill weaknesses, provide targeted decoding instruction to address skill deficits • If there are patterns of general reading errors (e.g., meaning violations, insertions, substitutions, omissions), these often reflect poor decoding habits. Correct errors with an emphasis on accuracy. • Focus is to correct errors through extensive modeling and practice, with prompting and immediate performance feedback Teach: General Reading Instruction • If there are no specific error patterns observed, the focus should be to intensify instruction by making instruction more explicit, more intense, with more opportunities to practice skills – E.g., explicitness, opportunities to respond, group size, use of review, immediate corrective feedback, amount of time Talk Time • How do the teaching recommendations map onto the evidence based interventions? • How does this fit with your intervention system? CBE & The Problem Solving Process Monitoring fidelity & outcomes 4. Plan Implementation & Evaluation Goal Setting & intervention design 48 1. Problem Identification Improved Student Achievement 3. Plan Development Survey Level Assessment 2. Problem Analysis Specific Level Assessment Intervention Plan 49 Problem Analysis Rate & Accuracy Comprehension Rate & Accuracy Fluency Rate & Accuracy Monitoring or Decoding Rate & Accuracy Decoding or Early Literacy Skills References • Harlacher, J.E., Sakelaris, T.L., & Kattelman, N.M. (2014). Practitioner’s guide to curriculum-based evaluation in reading. New York, N.Y.: Springer. • Hosp, J.L., Hosp, M.K., Howell, K.W., Allison, R. (2014). The abcs of curriculum-based evaluation: a practical guide to effective decision making. New York, N.Y.: Guilford Press. • Howell, K.W. & Nolet, V. (2000). Curriculum-based evaluation: teaching and decision making 3rd edition. Belmont, CA.: Wadsworth/Thomas Learning.
