Assessment• Determine starting point • Analyze Errors• Monitor Progress• Modify Instruction

Instructional Delivery• Secure student attention• Pace instruction appropriately• Monitor student performance• Provide feedback

Instructional Design• Determine Content• Select Language of Instruction• Select examples• Schedule scope and sequence• Provide for cumulative review

Initial Evaluation• Archival Assessment• Diagnostic Assessments• Formal Standardized Measures

Madigan, Hall, & Glang(1997)

Assessment Instruction Cycle

Graph and Analyze DataGraph and Analyze Data

• Compare trend of student progress to goal line (goal line connects beginning performance with year-end target)– If student progress is less steep than goal line,

modify instruction– If student progress is steeper than goal line,

set higher target

Interpreting Graphed Data - Aimlines

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Wor

ds R

ead

Cor

rect

ly P

er m

in.

Session Number

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Baseline Intervention

Interpreting Graphed CBM Data:Interpreting Graphed CBM Data:Trend

• A way to look at overall direction of the observed behavior as demonstrated through a trend.

Trend• increasing rate or degree• zero trend (flat line)• decreasing

Interpreting Graphed CBM Data:Interpreting Graphed CBM Data:3 Data Point Rules3 Data Point Rules

If 3 consecutive data points are:

• below the aimlinebelow the aimline, make an instructional change

• above the aimlineabove the aimline, the student is making adequate progress. Consider setting a new instructional goal.

• are not above or below the aimlineare not above or below the aimline for 3 consecutive data points, make no changes

Establishing AimlinesEstablishing Aimlines

Dynamic Aim– Best guess about the criterion for

success

Instructional Placement Standards– Criterion for success in based on

instructional placement standards

Prescriptive StandardsPrescriptive Standards– Expected growth rates

Graphic Display

• Tells us When to make a change

Error Analysis

•What skills need to be taught?

Error Analysis

Error analysis Involves reviewing the student’s scored

CBM reading probes to identify specific error types and patterns

Helps to set priorities for teaching

Error patterns Indicate areas in need of further instruction Constitute a database for determining what

content and strategies to teach

Error Analysis ProcessError Analysis Process

1. Identify errors on student’s ORF probes

2. Categorize errors by type (for example) Letter/sound correspondence

letters, sounds, sound combinations

Word-type errors Rule based (VCe pattern), word beginnings and endings,

compound words

Irregular error (e.g., said, was, beautiful)

Random guessing error

3. Look for error patterns within each error type

Error Analysis

Sounds Reg. Irreg. Multi-Syllable Contract-

Words Words Words ions

Error AnalysisExample 2 (cont.)

"Willy... the money in your savings account is for your college

education . You know I can't give it to you."

"You have to."

"I do?"

"It's my money!"

Little Willy left the bank with a stack of ten -dollar gold pieces -

five] of them, to be exact.

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money

k-now can not gIve

it is

pie-e-ses

Error Analysis Example 2

Freckles looked at his house.

“I don’t want this house,” he said .

“I will put this one up for sale.” Freckles put up a sign.

Dogs came to look at the house. But no one wanted it.

“It needs paint,” one dog said.

“Then I’ll paint my house,” said ] Freckles.

“I’ll paint it red. Then someone will want it.” Freckles went to the

store to get paint. Then he went home. Soon the house was

painted red.

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do not w-ant say-id

one sig

want-ing

one

I will

Error Analysis

Sounds Reg. Irreg. Multi-syllabic Contract-

Words Words Words ionsknow (r) money 2 pieces can’t

have (r) give college it’s**************************************************************************************************

want wanted don’t

said I’ll

one

sign

Error AnalysisExample 2 (cont.)

Error Patterns

Irregular words: Words with silent letters and irregular

vowel sounds

Word Types: Contractions

Multisyllabic Words

Sound Combination

Implications for Instruction• Use of effective teaching strategies

– Pinpoint error types and efficiently teach or reteach the skill

• Determine instructional strategy to teach the skill.

• Be sure necessary preskills for strategies are present.•Do students know letters used in words?

•Do students know facts in a computation problem?

•Do students know basic mechanics rules for written expression?

Sequencing Guidelines

(Carnine, Silbert & Kameenui, 1997)

1. Preskills of a strategy are taught before the strategy itself is presented.

2. Instances that are consistent with a strategy are introduced before exceptions.

3. High utility skills are introduced before less useful ones.4. Easy skills are taught before more difficult.

5. Strategies and information that are likely to be confused are not introduced at the same time.(Separate skills that are easily confused.)

Instructional Design Structure

Selection of Examples:

Sequence of Examples:

Guided Practice Examples:

Independent Practice Examples: