Institute on Beginning
Reading III
Instructional Implications: Interpreting
Student Performance Data
Acknowledgments
• Oregon Department of Education
• Institute for the Development of Educational
Achievement, College of Education, University
of Oregon
• U.S. Department of Education,
Office of Special Education Programs
Simmons & Harn © 2004
2
Content Development
Content developed by:
Deb Simmons, Ph.D.
University of Oregon
Roland Good, Ph.D.
University of Oregon
Beth Harn, Ph.D.
University of Oregon
Additional support:
Patrick Kennedy-Paine
Katie Tate
University of Oregon
Simmons & Harn © 2004
3
Copyright
• All materials are copy written and should
not be reproduced or used without
expressed permission of Dr. Edward J.
Kame’enui or Dr. Deborah C. Simmons.
Selected slides were reproduced from
other sources and original references cited.
Simmons & Harn © 2004
4
A Schoolwide Beginning Reading
Model
Ongoing Progress Monitoring and Differentiated and
Individualized Instruction for Each Student
For
Each
Student
Assessment
Goals
For All
Students
Instruction
Simmons & Harn © 2004
5
IBR Guiding Questions
1.
2.
Today’s
Focus
3.
4.
5.
6.
Goals: What outcomes do we want for our students in our
state, district, and schools?
Knowledge: What do we know and what guidance can we
gain from scientifically based reading research?
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?
Outcome Assessment: How far do we need to go to
reach our goals and outcomes?
Core Instruction: What are the critical components that
need to be in place to reach our goals?
Differentiated Instruction: What more do we need to do
and what instructional adjustments need to be made?
Simmons & Harn © 2004
6
Objectives: What You Will
Learn and Do
The goals and objectives of this session:
1. Conduct an overall analysis of class lists.
2. Analyze class lists for instructional
samenesses and groupings.
3. Review DIBELS probes for diagnostic
information.
4. Design and plan instruction using the
alterable variables chart and create CSI
maps.
Simmons & Harn © 2004
7
Types of Reports to Examine
• All reports can be accessed
or generated at
http://dibels.uoregon.edu/
• Class & Student Level
Reports:
• Class List
• Class Progress Summaries
• Individual Student Profile
• Benchmark Probe Booklets (from
your own school)
Simmons & Harn © 2004
8
How Do You Identify Students Needing
Additional Instructional Support?
• Different reports answer different questions:
• Class list/Teacher reports rank order students by
instructional recommendation status from highest
to lowest
• Grade list reports rank order students from highest
to lowest on the selected DIBELS measure
• Individual student performance reports all DIBELS
data collected on an individual student across
grades
Simmons & Harn © 2004
9
Instructional Status Terminology
Quarterly Benchmark
Goals
Final Benchmark Goals
and Later
Low Risk
Some Risk
At Risk
Established
Emerging
Deficit
Used for all measures except ORF!
Simmons & Harn © 2004
10
Kindergarten DIBELS Benchmark
Goals
So how are we
doing in Winter?
Simmons & Harn © 2004
11
First Grade DIBELS Benchmark
Goals
So how are we
doing in Winter?
Simmons & Harn © 2004
12
Second & Third Grade DIBELS
Benchmark Goals
2nd Grade
3rd Grade
Simmons & Harn © 2004
So how are we
doing in Winter?
13
4-Step Process for Interpreting
Reports & Planning Instruction
1. Overall Analysis: Review class list report to
identify general patterns and levels of
performance.
2. Instructional Analysis: Identify from class list
reports students with similar instructional
profiles (instructional sameness).
3. Diagnostic Analysis: For students who need
intensive instructional support, review probes
to determine current reading skills.
4. Instructional Planning: Review alterable
variables chart and design interventions using
CSI maps.
Simmons & Harn © 2004
14
Step 1: Overall Analysis of Class
List Reports
• Class list reports provide the following
information for each student:
• Raw scores on all measures administered
• Percentiles: compares a child’s performance
to other children in your school/district
• Skill status: Established, Emerging, Deficit or
Low, Some, At-Risk
• Instructional Recommendation: Benchmark,
Strategic, Intensive
Simmons & Harn © 2004
15
DIBELS Instructional
Recommendation
• The Instructional Recommendation is created
by analyzing a student’s performance across
all of the measures administered.
• Provides a general description of the instructional
intensity needed for the student to achieve the next
benchmark goal.
• Instructional recommendation categories:
• Benchmark: Established skill performance across all
administered measures.
• Strategic: One or more skill areas are not within the
expected performance range.
• Intensive: One or more skill areas are significantly atrisk for later reading difficulty
Simmons & Harn © 2004
16
Reviewing Class Lists
• Use the instructional recommendations as a
guideline for instruction.
• Remember the category is an approximation not
gospel. That is, use them but don’t treat scores on the
cusp as definitive and verify any scores that don’t
match instructional observations.
• Review the list to see how many logical
instructional groupings there are.
• Determine which students have similar skills
and can be taught together (use brackets to
indicate possible groups).
Simmons & Harn © 2004
17
A Closer Look at Grade 3
Simmons & Harn © 2004
18
Step I: Overall Analysis
How to Use Class Lists
• What are the measures and their critical values
for the time period of the report?
• Are the scores typical of student performance?
• What is the range of performance in your
classroom?
• Which children are benefiting adequately from
core instruction?
• Which children need increased instructional
support (supplemental or intensive
intervention)?
Simmons & Harn © 2004
19
3rd Grade Winter Class List Report
Oral Reading Fluency
Name
Instructional Recommendation
Score
Percentile
Status
Jason
12
1
At Risk
Intensive - Needs Substantial Intervention
John
21
2
At Risk
Intensive - Needs Substantial Intervention
Luis
37
7
At Risk
Intensive - Needs Substantial Intervention
Wes
48
13
At Risk
Intensive - Needs Substantial Intervention
Emily
51
16
At Risk
Intensive - Needs Substantial Intervention
Kevin
64
22
At Risk
Intensive - Needs Substantial Intervention
Corey
67
26
Some Risk
Strategic - Additional Intervention
Michael
71
27
Some Risk
Strategic - Additional Intervention
Amanda
75
31
Some Risk
Strategic - Additional Intervention
Nathan
76
31
Some Risk
Strategic - Additional Intervention
Anthony
77
32
Some Risk
Strategic - Additional Intervention
Cynthia
86
40
Some Risk
Strategic - Additional Intervention
Peter
87
41
Some Risk
Strategic - Additional Intervention
Erica
89
43
Some Risk
Strategic - Additional Intervention
Tanya
92
46
Low Risk
Benchmark - At Grade Level
Ryan
93
48
Low Risk
Benchmark - At Grade Level
Danielle
106
56
Low Risk
Benchmark - At Grade Level
Devin
112
61
Low Risk
Benchmark - At Grade Level
Jared
124
70
Low Risk
Benchmark - At Grade Level
Simmons & Harn © 2004
20
Step 2: Instructional Analysis
• Review the following class list:
• Identify groups of students who have similar instructional
profiles.
• Draw brackets around groups of students who are likely
to benefit from the same type and amount of instruction.
• Once you’ve identified groups, determine primary
instructional goal for students in each category:
Comprehension and fluency
• Benchmark: ____________________________________
• Strategic: ______________________________________
Fluency, comprehension, and advanced phonics
and fluency development
• Intensive: Phonics
______________________________________
• Which children would likely benefit from a reading fluency
intervention?
• Use the “Winter Worksheet” to document groups.
Simmons & Harn © 2004
21
Step 3: Diagnostic Analysis
Use Probes And/Or Other Assessment
Data To Diagnose Difficulty:
What More Information do You Need &
Have?
Third Grade Example:
Diagnosing Reading
1.
2.
Is fluency an appropriate objective?
17
17 / 26 = 65% accuracy
What types of errors are being made?
Sight words and decoding errors
3.
What type of instruction is needed?
Continued phonics instruction, sight words, and attention to
accuracy and fluency to improve comprehension
Simmons & Harn © 2004
23
Third Grade Example:
Diagnosing Reading
45
1.
2.
3.
Is fluency an appropriate objective?
45 / 49 = 91% accuracy
What types of errors are being made?
Decoding errors that preserve meaning, many selfcorrections
What type of instruction is needed?
Continued phonics instruction but with a focus on
fluency instruction
Simmons & Harn © 2004
24
Analysis of a Third Grade
Struggling Reader
• Following is the cover sheet for a 3rd grader showing reading
performance from Fall and Winter
• Is this child learning?
• Is the child learning enough?
• Calculate Oral Reading Fluency growth need from Winter to
Spring.
• Spring Goal Score - Winter Score/15 (# weeks instruction)
110 – 59 = 51; 51/15= 3.1 word growth a week
• Analyze types of errors on the accompanying probe.
• Use the CSI map and design an intervention plan for this
learner and ones like him/her in the same class (return to
grade 3 class list).
Simmons & Harn © 2004
25
Third Grade - Student 1
Test of Reading Fluency
(Children’s Educational Services, 1987)
Simmons & Harn © 2004
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Simmons & Harn © 2004
27
Step 4: Instructional
Planning
Using Alterable Variables and CSI
Maps
Summary of Research Findings
• Use explicit, systematic reading program (select
from supplemental & intervention list).
• Include word identification and reading fluency
practice.
• Teach with small teacher/student ratios: 1/1 1/5.
• Teach intensively (1 hr per day with variety of
aligned strategies).
• Provide extensive opportunities for practice and
feedback.
• Double dose if possible.
Simmons & Harn © 2004
29
Alterable Variables to Intensify
Instruction
Alterable
Components
Options
1
2
Use core
program &
explicitly teach
priority skills.
Schedule &
deliver 90
minutes of daily
Time
reading
(Opportunities
instruction
to Learn)
(minimum 30
minutes small
group).
Grouping for
Instruction
Check group
placemen t &
provide
comb ination of
whole & small
group instruction.
3
4
Use
extensions
of the core
program
(e.g., add
examp les)
Supp lement
core wi th
reteaching or
intervention
componen ts
of core.
Replace
current core
program wi th
intervention
program.
Increase
opportunities
to respond
during core
instruction.
Schedule
core +
supplemen ta
l period
daily.
(90 + 30 or
60 + 30)
Schedule two
intervention
sessions daily
(no less than
90 minutes
total)
Schedule
small group
opportunity
for specific
practice
Reduce
group size
Provide
individual
instruction
5
Implement
specially
designed
program
Increasing Intensity
Program
Emphasis
Level of Specific Enhancements
Increasing Intensity
Simmons & Harn © 2004
30
Alterable Elements
• Program: Is the learner likely to benefit from the
core? If not, what supplement or
intervention/acceleration program is available?
• Time: A minimum of 30 + 30 minutes of small
group intensive instruction in addition to typical
whole group instruction.
• Grouping/Organization: As small a group as
possible with the most skilled instructor
available
Simmons & Harn © 2004
31
CSI Map: Grade 3
Goals
Listed below are the high-priority goals
for each big idea. Refer to the
curriculum maps for a complete list.
Vocabulary
 Learns and use s unfamiliar
words that are introduced in
stories and pas sages
 Increases kno wl edge o f
vocabulary through
independen t reading
Comprehension
 Answers literal, inferential, and
evaluative questions
 Answers questions about main
characters, setting, theme, plot
 Distinguishes main idea/details;
fact/opinion; cause/effect
 Uses structure of informational
text to aid understanding
 Uses information in tables,
graphs, diagrams, map s, charts
 Retells the main ideas of
stories or informational texts
Spe lling
 Spe lls phone tically regular
words correctly
Instructional Details
Instructional
Need
Program/Materials
Core /
Benchmark
Time/day
Assessment
Grouping
Size
DIBELS Measure
(based on Winter
progressive
benchmarks)
No DIBELS
benchmark. Use
progra m specific or
district/school
determined
measures.
Strategic
Intensive
Core /
Benchmark
No DIBELS
benchmark. Use
progra m specific or
district/school
determined
measures.
Strategic
Intensive
Core /
Benchmark
No DIBELS
benchmark. Use
progra m specific or
district/school
determined
measures.
Strategic
Intensive
Simmons & Harn © 2004
32
CSI Map: Grade 3
Goals
Listed below are the high-priority goals
for each big idea. Refer to the
curriculum maps for a complete list.
Instructional Details
Instructional
Need
Program/Materials
Time/day
Assessment
Grouping
Size
DIBELS Measure
(based on Winter
progressive
benchmarks)
Alphabetic Principle
 Reads regular multisyllabic
words
Core /
Benchmark
NWF Measure
may be helpful in
determining
alphabetic principle
skills.
Strategic
Intensive
Fluency wi th Connected Te xt
 Reads 110 -120 words per
minute by the end of the year
Core /
Benchmark
ORF ³ 92:
Assess quarterly
Strategic
67 ² OR F < 92:
Assess once o r
twice a mon th
Intensive
ORF < 67:
Assess 2-4 times
monthly
 Increases independent reading
END OF YEAR GOAL = 110 ORF
Simmons & Harn © 2004
33
Examples of Reading Program
Implementation: Grade 2/3
A
Core Programs
Selected from Analysis of
Core Programs
B
Supplemental/Intensive
Programs
To be Determined
C
Time/Grouping Conditions
30-45 minutes small group
teacher directed instruction
Supplement of 30 minutes
prioritized reading
instruction
Small groups (4-5) or
individualized tutoring
Highly trained teachers with
high quality implementation
Simmons & Harn © 2004
34
A Closer Look at Grade 1
Simmons & Harn © 2004
35
Step I: Overall Analysis
How to Use Class Lists
• What are the measures and their critical values
for the period of the report?
• Are the scores typical of student performance?
• What is the range of performance in your
classroom?
• Which children are benefiting adequately from
core instruction?
• Which children need increased instructional
support (supplemental or intensive
intervention)?
Simmons & Harn © 2004
36
Analyzing Winter Grade 1
• Class List/Teacher Report, Winter Grade 1
Name
Phoneme Segmentation
Fluency
Nonsense Word
Fluency
Oral Reading
Fluency
Instructional Recommendation
Score
%ile
Status
Score
%ile
Status
Score
%ile
Status
Casey
8
N/A
Deficit
11
N/A
Deficit
1
N/A
At Risk
Greg
55
N/A
Established
20
N/A
Deficit
8
N/A
Cassie
30
N/A
Emerging
26
N/A
Deficit
2
N/A
At Risk
Intensive - Needs Substantial Intervention
Sandra
39
N/A
Established
28
N/A
Deficit
6
N/A
At Risk
Intensive - Needs Substantial Intervention
Rachel
66
N/A
Established
32
N/A
Emerging
14
N/A
Ben
59
N/A
Established
35
N/A
Emerging
7
N/A
Jill
27
N/A
Emerging
35
N/A
Emerging
12
N/A
Some Risk Strategic - Additional Intervention
Ivan
43
N/A
Established
36
N/A
Emerging
12
N/A
Some Risk Strategic - Additional Intervention
Katie
18
N/A
Emerging
39
N/A
Emerging
37
N/A
Erin
16
N/A
Emerging
40
N/A
Emerging
13
N/A
Some Risk Strategic - Additional Intervention
Page
64
N/A
Established
41
N/A
Emerging
12
N/A
Some Risk Strategic - Additional Intervention
Juanita
30
N/A
Emerging
41
N/A
Emerging
31
N/A
Low Risk
Jose
59
N/A
Established
44
N/A
Emerging
0
N/A
At Risk
Taylor
46
N/A
Established
46
N/A
Emerging
17
N/A
Justin
37
N/A
Established
56
N/A
Established
21
N/A
Low Risk
Benchmark - At Grade Level
Sarah
78
N/A
Established
67
N/A
Established
56
N/A
Low Risk
Benchmark - At Grade Level
Simmons & Harn © 2004
Intensive - Needs Substantial Intervention
Some Risk Intensive - Needs Substantial Intervention
Some Risk Strategic - Additional Intervention
At Risk
Low Risk
Intensive - Needs Substantial Intervention
Benchmark - At Grade Level
Benchmark - At Grade Level
Intensive - Needs Substantial Intervention
Some Risk Strategic - Additional Intervention
37
Step 2: Instructional Analysis
• Review the following class list:
• Identify groups of students who have similar instructional
profiles.
• Draw brackets around groups of students who are likely to benefit
from the same type and amount of instruction.
• Once you’ve identified groups, determine primary
instructional goal for students in each category:
• Benchmark:
• Strategic:
• Intensive:
• Using the curricular maps and established early literacy
goals, the instructional objectives would be one or more of
the following:
• Fluency
• Phonics
• Phonological awareness
• Use the Winter Worksheet to document groups.
Simmons & Harn © 2004
38
Analyzing Patterns of Performance
• Class List/Teacher Report, Winter Grade 1
Name
Phoneme Segmentation
Fluency
Nonsense Word
Fluency
Oral Reading
Fluency
Instructional Recommendation
Score
%ile
Status
Score
%ile
Status
Score
%ile
Status
Casey
8
N/A
Deficit
11
N/A
Deficit
1
N/A
At Risk
Greg
55
N/A
Established
20
N/A
Deficit
8
N/A
Cassie
30
N/A
Emerging
26
N/A
Deficit
2
N/A
At Risk
Intensive - Needs Substantial Intervention
Sandra
39
N/A
Established
28
N/A
Deficit
6
N/A
At Risk
Intensive - Needs Substantial Intervention
Rachel
66
N/A
Established
32
N/A
Emerging
14
N/A
Ben
59
N/A
Established
35
N/A
Emerging
7
N/A
Jill
27
N/A
Emerging
35
N/A
Emerging
12
N/A
Some Risk Strategic - Additional Intervention
Ivan
43
N/A
Established
36
N/A
Emerging
12
N/A
Some Risk Strategic - Additional Intervention
Katie
18
N/A
Emerging
39
N/A
Emerging
37
N/A
Erin
16
N/A
Emerging
40
N/A
Emerging
13
N/A
Some Risk Strategic - Additional Intervention
Page
64
N/A
Established
41
N/A
Emerging
12
N/A
Some Risk Strategic - Additional Intervention
Juanita
30
N/A
Emerging
41
N/A
Emerging
31
N/A
Low Risk
Jose
59
N/A
Established
44
N/A
Emerging
0
N/A
At Risk
Taylor
46
N/A
Established
46
N/A
Emerging
17
N/A
Justin
37
N/A
Established
56
N/A
Established
21
N/A
Low Risk
Benchmark - At Grade Level
Sarah
78
N/A
Established
67
N/A
Established
56
N/A
Low Risk
Benchmark - At Grade Level
Simmons & Harn © 2004
Intensive - Needs Substantial Intervention
Some Risk Intensive - Needs Substantial Intervention
Some Risk Strategic - Additional Intervention
At Risk
Low Risk
Intensive - Needs Substantial Intervention
Benchmark - At Grade Level
Benchmark - At Grade Level
Intensive - Needs Substantial Intervention
Some Risk Strategic - Additional Intervention
39
Step 3: Diagnostic Analysis
Use Probes to Diagnose Difficulty
What More Information do You Need &
Have?
Analysis of a First Grade Struggling
Reader
• Following are two different readers (Rachel & Greg) in
Winter of first grade:
• Are they learning?
• Are they learning enough?
• Determine the level of intensity of instructional for both to
reach the end-of-year first grade goal of 40 cwpm on
ORF
• Analyze types of errors on the accompanying probes.
• Use the CSI map and design an intervention plan for
these learners and ones like him/her in the same class
(return to grade 1 class list).
Simmons & Harn © 2004
41
Diagnosing Reading: Rachel First
Grade Reader NWF Performance:
1.
2.
Analyze strengths and areas of instructional need? Is
the primary need accuracy or fluency of letter
sounds?
Fluency
What type of instruction is needed?
Fluency in whole word recognition to aid in reading
sentences
Simmons & Harn © 2004
42
Diagnosing Reading: Rachel First
Grade Reader ORF Performance:
14
1.
Analyze strengths and areas of instructional need? Is
the primary need accuracy or fluency?
2.
Fluency
What type of instruction is needed?
Fluency in reading sight words and sentences.
Simmons & Harn © 2004
43
Diagnosing Reading: Greg First
Grade Reader NWF Performance:
13
7
20
1.
Analyze strengths and areas of instructional need? Is
the primary need accuracy or fluency of letter
sounds.
Accuracy and then fluency
2.
What type of instruction is needed?
Letter sound instruction, blending, and fluency
in blending
Simmons & Harn © 2004
44
Diagnosing Reading: Greg First
Grade Reader ORF Performance:
8
1.
Analyze strengths and areas of instructional need? Is
the primary need accuracy or fluency? Accuracy
2.
What type of instruction is needed?
Phonics instruction, blending whole words, and
reading with accuracy to improve comprehension
Simmons & Harn © 2004
45
Step 4: Instructional
Planning
Using Alterable Variables and CSI
Maps
Alterable Variables to Intensify
Instruction
Alterable
Components
Options
1
Use core
program &
explicitly teach
priority skills.
Schedule &
deliver 90
minutes of daily
Time
reading
(Opportunities
instruction
to Learn)
(minimum 30
minutes small
group).
Grouping for
Instruction
Check group
placemen t &
provide
comb ination of
whole & small
group instruction.
2
3
4
Use
extensions of
the core
program (e.g.,
add exa mples)
Supp lement
core wi th
reteaching or
intervention
componen ts of
core.
Replace
current core
program wi th
intervention
program.
Increase
opportunities
to respond
during core
instruction.
Schedule core
+ supplemental
period daily.
(90 + 30 or 60
+ 30)
Schedule two
intervention
sessions
daily (no less
than 90
minutes total)
Schedule
small group
opportunity for
specific
practice
Reduce g roup
size
Provide
individual
instruction
5
Implement
specially
designed
program
Increasing Intensity
Program
Emphasis
Level of Specific Enhancements
Increasing Intensity
Simmons & Harn © 2004
47
Examples of Reading Program
Implementation: Grade 1
A
Core Programs
Selected from Analysis of
Core Programs
B
Supplemental/Intensive
Programs
To be Determined
C
Time/Grouping Conditions
30-45 minutes small group
teacher directed instruction
Supplement of 30 minutes
prioritized reading
instruction
Small groups (4-5) or
individualized tutoring
Highly trained teachers with
high quality implementation
Simmons & Harn © 2004
48
Prepare CSI Maps
1. Review your class lists.
2. Identify children who need intensive intervention and
strategic intervention who can be taught in the same
group. (Use winter worksheet attached).
3. Examine performance by big idea.
4. Determine the instructional program.
5. Designate and protect instructional time.
6. Select best possible instructor.
7. Keep group as small as possible.
8. Teach every day.
Simmons & Harn © 2004
49
Sample CSI Map: Grade 1 Phonological
Awareness
Goals
Listed below are the high-priority
goals for each big idea. Refer to the
curriculum maps for a complete list.
Instructional Details
Instructional
Need
Phono logical Awareness (PA)
 Blends 3-4 phoneme s into a
whole word
Core /
Benchmark
Time/day
Tim e in Core
+ 3-5 min. in
small group.
Use whole
class & small
group.
Use Core program & Benchmark
plan above for students who are
close to PSF 35.
Differentiate instruction for students
who are furthere r from the target.
Add small group daily practice on
segmentation with 3-phoneme words
then 4-phoneme words.
Review Grade 1 PA prog rams from
supplemental list to identify those
that focus on blending &
segmentation at the phoneme level.
Integrate with spelling and reading.
Add 5-10
minutes daily
Small group
(< 6 students)
10 ² PSF > 35:
Assess once o r
twice a mon th
Determine whether Core PA
instruction is appropriate.
Review PSF probe to identify level of
segmentation
Provide targeted practice on
blending & segmentation at the
phoneme leve l.
Review PA intervention programs
that focus on blending &
segmentation.
Add to daily instruction until student
reaches benchmark consistently.
Add two 5-10
min. periods
daily
Small group
(< 4 students)
PSF < 10:
Assess 2-4 times
monthly
Program/Materials
Use Core program.
 To continue PA deve lopment,
supplement core program with daily
practice on more adva nced PA skills
(e.g., substituting and manipulating
sounds in words)

 Seg ments 3- and 4phoneme, 1-syllable words


Strategic





Intensive


Assessment
DIBELS Measure
Grouping
Size /
Delivery
Simmons & Harn © 2004
(based on Winter
progressive
benchmarks)
PSF  35: As sess
quarterly
*Based on end of K
benchmark
50
Sample CSI Map: Grade 1 Alphabetic
Principle
Listed below are the high-priority
goals for each big idea. Refer to the
curriculum maps for a complete list.
Instructional
Need
Program/Materials


Alphabetic Principle
 Produces sound s to
comm on letter combinations
 Decodes words with letter
comb inations
 Reads regular 1-syllable
words fluently
 Reads wo rds wi th common
word parts
 Reads co mmon s ight words
automa tically
Assessment
Instructional Details
Goals
Core /
Benchmark




Strategic




Intensive



Time/day
Continue Core program.
Supplement with daily practice on
targeted skill including new lettersound correspondences, blending
words & sight word reading.
Ensure a review schedule that is
sufficient.
Provide daily
practice.
Use Core program & Benchmark
plan above for students who are
close to NWF 50.
Differentiate instruction for students
who are further from the target.
Review NWF probe to diagnose
difficulties.
Add small group daily practice on
specific letter sounds and blending.
Review Grade 1 Phonics programs
from supplemental list to identify
those that focus on letter sound and
word rea ding instruction.
Add 5-10 min.
daily practice
on target
skills.
Determine whether core is
appropriate.
Review NWF probe to identify
whether student knows LS and how
to blend into words.
Focus on blending & reading CVC
and VC word types.
Review Phonics intervention
progra ms that focus on letter sound
and blending words.
Add to daily instruction until student
reaches benchmark consistently.
Simmons & Harn © 2004
Grouping
Size /
Delivery
Use whole
class & small
group.
Small group
(< 6 students)
DIBELS Measure
(based on Winter
progressive
benchmarks)
NWF ³ 50:
Assess quarterly
30 ² N WF < 50:
Assess once o r
twice a mon th
NWF < 30:
Assess 2-4 times
monthly
Add two 7-10
min. periods
daily.
Small group
(< 4 students)

Administer
letter sound
test & s ight
word list to
determine
specific areas
of instruction.
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