Grades 3-6 Assessment Decision Tree

Transcription

1 Grades 3-6 Assessment Decision Tree Vocabulary Knowledge Task (VKT) FAIR-FS Broad Screen/ Tool Reading Comprehension Task (RCT) = Probability of Literacy Success (PLS) Word Recognition Task (WRT) Vocabulary Knowledge Task (VKT) Reading Comprehension Task (RCT) IF a student s Probability of Literacy Success (PLS) score on the Broad Screen (BS) is 85% or higher, THEN focus on core instruction and consider individual students strengths and weaknesses in decoding, vocabulary, and comprehension for targeting small group instruction. IF a student s Probability of Literacy Success (PLS) score on the Broad Screen (BS) is 84% or lower, THEN administer the Syntactic Knowledge Diagnostic Task (SKT). Use the ability score to measure growth from one assessment to the next. If a student s Reading Comprehension Task (RCT) is 39 th percentile or lower AND IF student s Word Recognition Task (WRT), Vocabulary Knowledge Task (VKT) and Syntactic Knowledge Task (SKT) scores are ABOVE 30th percentile Provide enhanced core instruction incorporating collaborative structures and writing experiences where students interact with vocabulary and complex text utilizing strategies in order to deepen understanding. Consider individual students strengths and weaknesses in decoding, vocabulary, and comprehension for targeting and differentiating small group instruction and guided practice tasks. IF Word Recognition Task (WRT) score is BELOW 30th percentile Administer *DIBELS Next (ORF) grade level measure. Teacher monitors and documents student s reading behaviors and fluency (accuracy, expression, rate) while administering the measure. After reading, student responds orally to five comprehension questions. IF a student s ORF is at or above benchmark, THEN proceed with providing explicit instruction addressing language and/or comprehension weaknesses. Refer to Brevard Progression of Genres and Language Skills and Essential Components of Literacy documents for targeting instruction. Progress monitor growth using DIBELS Next Daze measure. IF a student s ORF is NOT at benchmark, THEN proceed with fluency interventions. Review data and determine whether student needs intervention addressing fluency and/or phonics deficiencies. Progress monitor fluency using the DIBELS Next (ORF) measures. IF decoding is determined to be area of deficiency, THEN administer Phonics Screener for Intervention (PSI) starting with Skill 10: Multisyllabic Words. Provide instruction in basic phonics and the written patterns of standard English. Progress monitor growth using the PSI and/or DIBELS Next (ORF) measures. *Teachers may choose to administer a running record if student is reading below level 30. IF Vocabulary Knowledge Task (VKT) score is BELOW 30 th percentile Provide explicit vocabulary instruction which addresses the recognition of morphological patterns in words, which can generalize to recognition of new words essential to building vocabulary depth. (Refer to Brevard Progression of Genres and Language Skills document.) IF student struggles with the meaning of words or word parts (morphemes), THEN provide instruction on how to construct new words building on a base or root (Greek and Latin) and how affixes (prefixes/suffixes) impact meaning. Progress monitor growth using FAIR Toolkit: Academic Word Inventory, Words Their Way tools, or Cloze Passages. IF Syntactic Knowledge Task (SKT) score is BELOW 30th percentile Provide explicit core instruction in sentence construction and determining how clauses and ideas relate to one another throughout a text. Consider use of mentor text and sentence imitation as models to teach students how to recognize and also produce syntactic elements: connectives (e.g., because, when, although), pronoun references (e.g., it, which), and verb tenses. (Refer to Brevard Progression of Genres and Language Skills document.) IF a student struggles with recognizing, creating, or understanding the grammatical rules of sentences, THEN provide explicit instruction in the formal relationships between words, including but not limited to, pronouns, subjects, verbs, indirect and direct objects. Progress monitor growth with Daze, writing rubrics or the FAIR-FS Open Response: Written Response diagnostic task. In Pursuant of section , Florida Statutes; State Board Rule 6A Student Reading Intervention Students that have been identified with a reading deficiency as determined on several pieces of data must be provided intervention beyond their core ELA Instruction until the deficiency is remedied. Data to be reviewed include but are not limited to, FCAT Reading Level 1 or 2, or previous year s academic performance, FAIR-FS data of present assessment window and previous year s AP 3 scores and initial assessments

2 Grades 7-12 Assessment Decision Tree If a student scores below Level 3 on ELA FSA, Administer FAIR-FS or Reading Plus Benchmark Broad Screen/ Tool FAIR-FS: (WKT, VKT, RCT and SKT) Reading Plus Benchmark: (Proficiency Index, Comprehension, Vocabulary, Rate (wpm)) IF a student s Reading Comprehension Task (RCT ) percentile rank on the FAIR-FS BS is 60 th percentile or higher, or Proficiency Index on Reading Plus Benchmark is at or above grade level, THEN provide instruction in high level reasoning skills, vocabulary, and reading comprehension strategies required to meet grade level standards. IF a student s Reading Comprehension Task (RCT) percentile rank on the FAIR-FS BS is below 60 th percentile, or Proficiency Index on Reading Plus Benchmark is below grade level, THEN review individual subtest data to determine appropriate interventions. FAIR FS Screening Tasks or Reading Plus Benchmark Data Analysis Word Recognition (FAIR-FS) score is ABOVE 30th or (Reading Plus) rate is at or above benchmark (Box 1) Provide enhanced core instruction in the high-level reasoning skills, vocabulary, and reading comprehension strategies required to read/understand complex text and meet grade level standards. WRT (FAIR-FS) is BELOW 30th percentile or rate (Reading Plus) is below benchmark (Box 2) Assess fluency (rate, accuracy, and expression) using an Oral Reading grade level measure. IF a student s ORF is at or above benchmark, THEN proceed with comprehension instruction. IF a student s ORF is NOT at benchmark, THEN proceed with fluency interventions. Review data and determine whether student needs intervention addressing fluency (rate and accuracy). IF student has a high error rate, provide instruction in basic decoding. If phonics is determined to be area of deficiency THEN administer Phonics Screener for Intervention (PSI) starting with Skill 10: Multisyllabic Words. Progress monitor growth using the PSI and/or FORF or FAIR-FS Open Response oral reading fluency measures or Reading Plus OPM. Vocabulary Knowledge (FAIR-FS) score is ABOVE 30th percentile or Vocabulary score (Reading Plus) is on grade level or above (Box 3) Provide enhanced core instruction in the high-level reasoning skills, vocabulary, and reading comprehension strategies required to read/understand complex text and meet grade level standards. VKT (FAIR-FS) is BELOW 30th percentile or Vocabulary score (Reading Plus) is below grade level (Box 4) IF WRT and VKT scores are below 30 th percentile, THEN administer Phonics Screener for Intervention (PSI) to determine focus of phonics intervention. IF only the VKT/Vocabulary score is below 30 th percentile, THEN provide instruction in prefixes/suffixes and other intensive vocabulary instruction. IF student struggles with *phonological or*orthographic skills, THEN provide instruction in basic phonics (letter/sound patterns, syllable types, etc.). IF student struggles with *morphological errors, THEN provide instruction in base/root words and prefixes/suffixes. Progress monitor growth using FORF FAIR-FS Open Response oral reading fluency measures, FAIR Toolkit measures, Reading Plus OPM or the Phonics Screener for Intervention (PSI). 1 P a g e

3 FAIR FS Diagnostic Task Syntactic Knowledge score is ABOVE 30th percentile (Box 5) Provide enhanced core instruction in the high-level reasoning skills, vocabulary, and reading comprehension strategies required to read/understand complex text and meet grade level standards. SKT score is BELOW 30th percentile (Box 6) IF only the SKT score is below 30 th percentile, THEN provide explicit instruction in sentence construction and determining how clauses and ideas relate to one another throughout a text. IF a student struggles with recognizing, creating, or understanding the grammatical rules of sentences, THEN provide explicit instruction in the formal relationships between words, including but not limited to, pronouns, subjects, verbs, indirect and direct objects. Use FCRR MAZE probes to monitor student progress between assessment periods. Instructional Implications For those students demonstrating a reading deficiency, multiple scores will be used to determine intervention placement. Scores to be reviewed include but are not limited to, FSA Level 1 or 2 (or other standardized assessments), or previous year s academic performance BGL for Reading, Reading Plus benchmark and OPM data from current year and end of previous year, FAIR-FS data of present assessment window and previous year s AP 2 & 3 scores and initial assessments. IF a student's score falls in Box 1, 3, & 5 THEN provide rigorous instruction using informational and complex grade level text. Students should be responding to texts through both conversation and writing and also be directed to reread text for multiple purposes. IF a student's score falls in Box 1 & 4, THEN the student might have a specific weakness in spelling that does not impact reading. Provide instruction in basic orthographic patterns of standard English and affixes/roots. (e.g. vowel team ---receive, grief) IF a student's score falls in Box 1 & 6, THEN the student might have a specific weakness in combining words into sentences that make sense grammatically; provide instruction in sentence construction and determining how clauses and ideas relate to one another throughout a text. IF a student's score falls in Box 2 & 3, THEN work on text reading efficiency (comprehension and fluency); automaticity at the phrase, sentence, and paragraph level, practice with repeated readings, teach using a comprehension focus during intervention instruction. IF a student's score falls in Box 2 & 4 THEN provide intensive intervention instruction in sight word recognition, phonics, word study or/and etymology work on applying decoding strategies to connected text to reinforce purpose of strategies, build fluency as accuracy increases, and focus on comprehension strategies. IF a student's score falls in Box 2 & 6 THEN provide intensive intervention instruction in phonics, word study or/and etymology and apply decoding strategies to connected text. Instruction should be prioritized by results of OPM for fluency and language in conjunction with comprehension instruction to reinforce purpose of strategies and build fluency. Instruction should also be provided in the grammatical rules that make up sentences, as well as the formal relationship between words. Resources to assist with providing appropriate phonics, comprehension, fluency and vocabulary interventions: FAIR Search Tool - Just Read Now! Strategy Lessons Empowering Teachers Intervention Lessons Reading Plus Learn- Teacher Resource site 2 P a g e

4 Multi-Tiered System of Support within Grades 7 12 Intensive Reading Core Instruction Core instruction should be based on grade-level standards and consist of effective instructional strategies for large group and small groups. Data collection within the core focuses on evaluating the results of instruction and gathering information that will help plan differentiated instruction focusing on diverse learners (skill/ability/interest groups). Effective and differentiated instruction should result in the majority of students in Intensive Reading meeting academic expectations of the course. Curriculum Resources Literacy Design Collaborative Modules that support Content Area Instruction: 7 th grade Social Studies 8 th grade Science 9 th grade World History 10 th grade American History 11 th /12 th grade- Teengagement Current Topics Building Vocabulary (Teacher Created Materials) American Reading Company Leveled Libraries for Independent Reading * Two high schools will pilot NGCATER & NGCARPD with a select group of students scoring at Level 2 on ELA FSA Literacy Design Collaborative Performance Task Writing Rubrics Embedded Literacy Design Collaborative Formative Assessments Building Vocabulary Pre/Post Assessment and Quizzes FAIR FS Independent Reading Level Assessment (IRLA) Reading Plus Benchmark Assessments Supplemental Instruction If data indicates further support is needed, instruction now focuses on the skill(s) that is a barrier. Diagnostic assessments are used to identify the area(s) of concern and develop an instructional plan. This change in instruction should include more explicit and direct instruction of the core as well as including intervention resources and ongoing progress monitoring (OPM). Supplemental instruction provided must be integrated with core content and performance expectations. Curriculum and Intervention Resources Phonics and Advanced Word Study (Multi-syllabic Words) - 95% Group, Lexia - 95% Group Phonics Lesson Library, Reading Plus Vocabulary- 95% Group Vocab Surge, Reading Plus Comprehension - Reading Plus, FAIR Toolkit P/A & Phonics - 95% Group, Lexia FAIR FS Optional Open Response DiagnosticTasks(ORF), Reading Plus, 95% Group, FORF passages, IRLA Vocabulary - Building Vocabulary, Reading Plus Comprehension - Reading Plus, FAIR FS Open Response Diagnostic Tasks (Open Response Reading Comprehension Questions) Curriculum and Intervention Resources Instruction includes Core and Supplemental curriculum and intervention resources with increased time, smaller group size, or more targeted instruction. Language Live, Voyager Journeys III and Achieve 3000 (ESOL) Intensive Instruction DAR FAIR FS Optional Open Response Diagnostic Tasks IRLA Achieve 3000 (ESOL), Language Live, Voyager Journeys III OPM 3 P a g e

5 How the Common Core Works Series 2013 Jim Wright 6 Curriculum-Based Measurement: Norms (Hasbrouck & Tindal, * CBM- assesses general reading performance (Espin et al., 2010), as well as reading speed. In an oral reading fluency assessment, the student reads aloud from a passage for 1 minute. The reading sample is scored for words read correctly (WRC) and errors. Grade Percentile Fall Winter Spring Weekly Growth 50%ile %ile %ile %ile %ile %ile %ile %ile %ile %ile %ile %ile %ile %ile %ile %ile %ile %ile %ile %ile %ile %ile %ile %ile