Digging Deeper with Screening Data:

Creating Intervention GroupsGresham-Barlow School

DistrictSeptember 8, 2011

ObjectiveObjective

• Use screening data to better identify students instructional needs.

Initial Placement: DIBELS Initial Placement: DIBELS NextNext

• Composite Score– Indicates Risk Status and Need for

Support:

Core Support

Strategic Support

Intensive Support

DIBELS NextDIBELS Next

• Individual Assessment Scores – Indicates Area of Need

VocabularyReading Comprehension

Phonemic Awareness

Phonics(Alphabetic Principle)

Oral ReadingFluency & Accuracy

Reading Skills Build on Each Reading Skills Build on Each OtherOther

Phonemic Awareness Phonemic Awareness Developmental ContinuumDevelopmental Continuum

Easy

Hard

IF DIFFICULTY

DETECTED

HERE..

THEN checkhere!

• Phoneme deletion and manipulation• Blending and segmenting individual

phonemes• Onset-rime blending and segmentation• Syllable segmentation and blending• Sentence segmentation• Rhyming• Word comparison

Vital for

Diagnostic

Process!

Instructional “Focus” Instructional “Focus” ContinuumContinuum

MATCH to INSTRUCTIONAL FOCUS MATCH to INSTRUCTIONAL FOCUS as well! as well!

Accurate at Skill

Fluent at Skill

Able to Apply Skill

IF no, teach skill.

If yes, move to fluency

If no, teach fluency/

automaticity

If yes, move to application

If no, teach application

If yes, the move to higher level skill/concept

VocabularyReading Comprehension

Phonemic Awareness

Phonics(Alphabetic Principle)

Oral ReadingFluency & Accuracy

Application

Fluency

Accuracy

VocabularyReading Comprehension

Phonemic Awareness

Phonics(Alphabetic Principle)

Oral ReadingFluency & Accuracy

PSF

DIBELS NextDIBELS Next

FSF

NWF CLS

NWF WWR

ORF Acc %

ORF Acc %

ORF CWPM

ORF CWPM

Daze

RTF

DIBELS Next Reports: DIBELS Next Reports: Need for SupportNeed for Support

DIBELS Next Reports: DIBELS Next Reports: District Percentile RanksDistrict Percentile Ranks

Digging Deeper ProcessDigging Deeper Process

• Step 1: Determine specific areas of need: – At or above benchmark– Below benchmark– Well below benchmark

• Step 2: Group students according specific instructional needs within the Big 5

• Step 3: Further determine specific instructional needs for the students

VocabularyReading Comprehension

Phonemic Awareness

Phonics(Alphabetic Principle)

Oral ReadingFluency & Accuracy

PSF

Step 1: Determine specific Step 1: Determine specific areas of needareas of need

FSF

NWF CLS

NWF WWR

ORF Acc %

ORF Acc %

ORF CWPM

ORF CWPM

Daze

RTF

Step 1: Determine Areas of Step 1: Determine Areas of NeedNeed

3rd grade example: Start with accuracy

VocabularyReading Comprehension

Phonemic Awareness

Phonics(Alphabetic Principle)

Oral ReadingFluency & Accuracy

PSF

33rdrd Grade Example Data Grade Example Data

FSF

NWF CLS

NWF WWR

ORF Acc %

ORF Acc %

ORF CWPM

ORF CWPM

Daze

RTF

Step 1: Determine Areas of Step 1: Determine Areas of NeedNeed

Then look at fluency

VocabularyReading Comprehension

Phonemic Awareness

Phonics(Alphabetic Principle)

Oral ReadingFluency & Accuracy

PSF

33rdrd Grade Example Data Grade Example Data

FSF

NWF CLS

NWF WWR

ORF Acc %

ORF Acc %

ORF CWPM

ORF CWPM

Daze

RTF

Step 2: Group students Step 2: Group students according needs within the according needs within the

Big 5Big 5Group students by instructional need…

given available resources

Step 2: Group students Step 2: Group students according needs within the according needs within the

Big 5Big 5Group students by instructional need…

given available resources

11 Students who are not accurate and not fluent

How many intervention groups?

VocabularyReading Comprehension

Phonemic Awareness

Phonics(Alphabetic Principle)

Oral ReadingFluency & Accuracy

NotNot Accurate & Accurate & NotNot Fluent: Fluent: Instructional Need?Instructional Need?

Step 2: Group students Step 2: Group students according needs within the according needs within the

Big 5Big 5Group students by instructional need…

given available resources

6 students who are accurate but not fluent

How many intervention groups?

VocabularyReading Comprehension

Phonemic Awareness

Phonics(Alphabetic Principle)

Oral ReadingFluency & Accuracy

Accurate & Accurate & NotNot Fluent: Fluent: Instructional Need?Instructional Need?

Step 3: Further determine Step 3: Further determine specific instructional needsspecific instructional needs

Not Accurate & Not Fluent

Additional Assessments?

• Quick Phonics Screener• Error Analysis• In-program assessments

Group and teach to specific decoding/phonics needs. Pair with fluency practice at instructional level

Step 3: Further determine Step 3: Further determine specific instructional needsspecific instructional needs

Accurate & Not Fluent

Additional Assessments?

• May need to verify accuracy• Other classroom data

Build reading fluency practice with modeling of fluency and opportunities for repeated practice.

Fluency ContinuumFluency Continuum

Instruction/Practice needs to occur at the appropriate level(s)

Connected Text

Phrase Level

Word Level

Letter & Letter-Sound

Correspondence

Step 3: Further determine Step 3: Further determine specific instructional needsspecific instructional needs

Accurate & Fluent but not comprehending

Additional Assessments?

• Daze, Retell• Ensure phonics and oral reading fluency

and accuracy are established• Vocabulary?• Classroom assessments

Focus on specific comprehension strategies

VocabularyReading Comprehension

Phonemic Awareness

Phonics(Alphabetic Principle)

Oral ReadingFluency & Accuracy

PSF

Step 1: Determine specific Step 1: Determine specific areas of needareas of need

FSF

NWF CLS

NWF WWR

ORF Acc %

ORF Acc %

ORF CWPM

ORF CWPM

Daze

RTF

Kindergarten DataKindergarten Data