Presented by: Peter Cleary Director of Professional Services, EPS “Learning to read is critical to a child’s overall well being. If a youngster does not learn to read in a literacy driven society, hope for a fulfilling, productive life diminishes.” G. Reid Lyon Chief of the Child Development and Behavior Branch of the National Institute of Child Health and Development Blended Model Components Universal screening Progress monitoring Data-informed decision-making Print and online reading intervention programs Data collection and customization of instruction and assessment are two major benefits of this approach. Tier 3: Intensive, Individual Interventions Tier 2: Targeted Group Interventions 5% 10% Tier 1: Classroom Instruction and Research Based Strategies 85% Formative vs. Summative Assessments Formative Assessments Summative Assessments Purpose Improve instruction Measure student & provide student competency feedback When Administered Ongoing End of each unit How Students Use Results Self-monitor understanding Gauge progress toward goals How Teachers Use Results Check understanding Grades, promotion Formative Assessment Is a process that takes place ‘continuously’ during the course of teaching & learning to provide teachers & students with feedback to close the gap between current learning & desired goals. Formative assessment is minute by minute, daily & weekly assessments Margaret Heritage, Formative Assessment Formative Assessments Are ongoing assessments, reviews & observations in a classroom Teachers use FA to improve instructional methods & provide student feedback throughout the teaching & learning process The results of FA are used to modify & validate instruction FA creates “precision teaching” that is data driven & provides feedback to students to monitor their learning PAST PRESENT Special Education General Education Reactive “Wait to Fail” Early Intervention Services Parent or Teacher Data-Driven Referral Decisions Aptitude Achievement Differentiated Discrepancy Model Instruction within Tiers School Support Team Response to Intervention Team Obtain a level playing field for students to determine who is in most need of supplemental assistance. What is the purpose? ◦ Provides data to assist with decision-making ◦ Tells us which students need supplemental instruction Who participates? ◦ All students three times a year Oral Reading procedure: ◦ quick ◦ easy to administer ◦ accurate and powerful indicator of overall reading competence Maze Procedure: ◦ measures comprehension Assessment three times a year Quick and easy to administer Repeatable testing of age appropriate skills For all students Given at grade level Identifies students who need supplemental instruction Compares students to national or local norms Oral Reading Fluency WCPM Assessment ◦ three 1-minute readings at grade level ◦ quickly provides teachers with data ◦ fluency is used as a thermometer Advantages ◦ dependable indicator of student’s academic well being ◦ can be administered to multiple students at once ◦ recordings can be accessed for scoring at teachers’ convenience Cloze Fluency- Maze at grade level Measures students’ ability to apply contextual clues in developing word meaning and comprehension strategies Raw score provided for grade level Source: Path Driver for Reading Source: Path Driver for Reading Create a schedule Determine the capacity Determine location Ensure technical infrastructure is working ◦ Computers must be equipped to record sound ◦ Computers must have microphones Who will administer the universal screener? How many days will it take to administer throughout the building? Who will train teachers on how to score? Who will score? Who will evaluate the data? Phrasing and expression plays a key role in assessing reading fluency. Does your student: Phrase words and use intonation, stress and pauses? Adhere to the author’s syntax? Use expression by their tone? Read most of the text smoothly? Pay attention to punctuation marks? Hesitate, sound out or repeat words or phrases? Source: Path Driver for Reading Determines a benchmark before winter/spring tests Visually shows if a student is closing the gap Determines the progress monitoring level Aimsweb H Source: http://www.aimsweb.com Once you have screening data, you need to determine what kinds of intervention is best for targeted students. Once you have identified your “target” students, and the appropriate interventions are assigned, you need to know if the interventions are working. Progress Monitoring Source: Path Driver for Reading Progress Monitoring Progress Monitoring Use a combination of online and print supplemental materials that are researchbased. Students will have a wide range of specific needs. This is a big challenge for educators. • Allows the student to experience multiple learning modalities and instructional approaches • Direct, one-on-one instruction, small group, teacher led, individual, technology-based and high engagement print • Structured phonemic awareness exercises that build from simple to complex • Automaticity-based phonics training for permanent skill development • Direct vocabulary instruction that links to comprehension • Scaffolded comprehension instruction that leads to independent reading • Comprehensive fluency practice that builds reading proficiency • Writing instruction that reinforces the reading-writing connection “Never, never think outside the Box !” Tier 3: Intensive, Individual Interventions Tier 2: Targeted Group Interventions 5% 10% Tier 1: Classroom Instruction and Research Based Strategies 85% EPS Learning Portal Supporting all kinds of learner in reading EPS Learning Portal • What are you schools using for: • Screening • Progress Monitoring • Interventions is reading • What are some logistical challenges: • Creating instructional groups • Scheduling • Capacity Summary Blended Intervention Model should have these main components: • Universal screening • Progress monitoring • Data-informed decisionmaking • Print and online reading intervention programs