Planning Core/Benchmark, Strategic, and Intensive Interventions

Report
Institute on Beginning Reading II
Planning Core/Benchmark, Strategic,
& Intensive Interventions - Fall to Winter
For
Each
Student
Assessment
For All
Students
Instruction
Goals
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, Kame'enui, & Harn © 2003
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Content Development
Content developed by:
Edward J. Kame’enui, Ph. D.
Professor, College of Education
University of Oregon
Deborah C. Simmons, Ph. D.
Professor, College of Education
University of Oregon
Beth Harn, Ph.D.
University of Oregon
Michael D. Coyne, Ph. D.
University of Connecticut
David Chard, Ph. D.
University of Oregon
Additional support:
Patrick Kennedy-Paine
Katie Tate
University of Oregon
Nicole Sherman-Brewer
Oregon Reading First
Simmons, Kame'enui, & Harn © 2003
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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, Kame'enui, & Harn © 2003
4
IBR Foundational Features:
Translating Research into Practice
Simmons, Kame'enui, & Harn © 2003
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IBR Guiding Questions
1.
2.
3.
Today’s
4.
Focus
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, Kame'enui, & Harn © 2003
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Objectives: What You Will
Learn and Do
The objectives of today’s session are to:
1. Introduce the alterable variables used to enhance
core instruction and learning.
2. Develop plans for core, strategic, and intensive
(CSI) interventions for fall to winter.
Simmons, Kame'enui, & Harn © 2003
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Enhancing Instruction
 Few core programs are adequate for all children.
 Some children will need more examples, teacher
support, and practice on selected skills.
 A few children will need much more intensive
intervention not provided in the core program.
Simmons, Kame'enui, & Harn © 2003
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How Do We Enhance Instruction &
Learning?
Alter the fewest number of
factors possible that provide the
greatest return.
 Remember the focus must be on factors over
which you have jurisdiction:
 Program & program emphasis
 Time (opportunities to learn)
 Grouping structures
 Quality of instruction & program implementation
Simmons, Kame'enui, & Harn © 2003
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Instructional Enhancements
Alterable
Components
Options
Specific Enhancements
1
2
3
4
Use
Supplement
extensions of core with
the core
reteaching or
program
intervention
(e.g., add
components
examples)
of core.
Replace
current core
program with
intervention
program.
Time
(Opportunities to
Learn)
Schedule &
deliver 90
minutes of
daily reading
instruction
(minimum 30
minutes
small group).
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
group size
Grouping for
Instruction
Check group
placement &
provide
combination
of whole &
small group
instruction.
Provide
individual
instruction
Program
Emphasis
Implement
specially
designed
program
Increasing Intensity
Use core
program &
explicitly
teach priority
skills.
5
Increasing Intensity
Simmons, Kame'enui, & Harn © 2003
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Planning Core/Benchmark
Instruction: CSI Maps
 Goals: Each big idea and high priority skills for
months 1-5.
 Instructional Need: DIBELS recommendation
Instructional Details
 Program/materials
 Time/day
 Grouping
 Assessment: Progressive benchmark for fall.
Simmons, Kame'enui, & Harn © 2003
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CSI Map: Kindergarten
Goals
Instructional Details
Instructional
Need
Program/M aterials
Time/day
Assessment
Grouping
Size
DIBELS
Measure (based
on fall progressive
benchmarks)
Phonological Awareness
 Identifies First Sound in Words
 Segments individual sounds in
words
Core /
Benchmark
ISF  8: Assess
quarterly
Strategic
4 ² IS F < 8:
Assess once or
twice a m onth
Intensive
ISF < 4:
Assess 2-4 tim es
monthly
Alphabetic Principle

Says the m ost comm on sound
associated with the individual
letters

Blends letter sounds in 1syllable words
Core /
Benchmark
LNF ³ 8: Assess
quarterly
Strategic
2 ² LN F < 8:
Assess once or
twice a m onth
Intensive
LNF < 2
Assess 2-4 tim es
monthly
Simmons, Kame'enui, & Harn © 2003
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CSI Map: Kindergarten
Goals
Instructional Details
Instructional
Need
Vocabulary
 Nam es pictures of common
concepts
Program/M aterials
Time/day
Core /
Benchmark
 Uses words to describe
location, size, color, and shapes
 Uses names and labels of basic
concepts
Assessment
Grouping
Size
DIBELS
Measure (based
on fall progressive
benchmarks)
No DIBELS
benchmark. Use
program s pecific or
district/school
determined
measures.
Strategic
 Learns new vocabulary through
stories and instruction
Intensive
Com prehension
 Answers who, where, and what
questions after l istening to a
sentence or short paragraph
Core /
Benchmark
No DIBELS
benchmark. Use
program s pecific or
district/school
determined
measures.
 Retells a fam iliar story with a
book
Strategic
Intensive
Simmons, Kame'enui, & Harn © 2003
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CSI Map: Grade 1
Goals
Instructional Details
Instructional
Need
Program/M aterials
Time/day
Phonological Awareness
 Blends 3-4 phonem es into a
whole word
 Segments 3- and 4-phoneme,
1-syllable words
Core /
Benchmark
Assessment
Grouping
Size
DIBELS
Measure (based
on fall progressive
benchmarks)
PSF  35:
Assess quarterly
*Based on end of K
benchmark
Strategic
10 ² PSF > 35:
Assess once or
twice a m onth
Intensive
PSF < 10:
Assess 2-4 tim es
monthly
Alphabetic Principle







Produces letter-sound
correspondences (1/sec)
Produces sounds to common
letter combinations
Decodes words with consonant
blends
Decodes words with letter
com binations
Reads regular 1-syllable words
fluently
Reads words with comm on
word parts
Reads comm on sight words
autom atically
Core /
Benchmark
NWF ³ 24:
Assess quarterly
Strategic
13 ² N WF < 24:
Assess once or
twice a m onth
Intensive
NWF < 13:
Assess 2-4 tim es
monthly
Simmons, Kame'enui, & Harn © 2003
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CSI Map: Grade 1
Goals
Instructional Details
Instructional
Need
Fluency with Connected T ext
 Reads accurately (1 error in 20
words)

Time/day
Core /
Benchmark
Reads fluently (1 word per 2-3
sec mid year; 1 word per sec
end of year)
Vocabulary
 Learns and uses unfamiliar
words introduced in stories and
inform ational passages

Program/M aterials
Increases knowledge of word
meanings and uses new
vocabulary in speaking and
writing
Assessment
Grouping
Size
DIBELS
Measure (based
on fall progressive
benchmarks)
ORF: There is no
ORF benchmark for
fall of Grade 1. If
students have
reached the winter
NWF benchmark of
50 yo u may want to
use ORF.
Strategic
No ORF fall
progressive
benchmark.
Intensive
No ORF fall
progressive
benchmark.
Core /
Benchmark
No DIBELS
benchmark. Use
program s pecific or
district/school
determined
measures.
Strategic
Intensive
Simmons, Kame'enui, & Harn © 2003
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CSI Map: Grade 1
Goals
Instructional Details
Instructional
Need
Com prehension
 Answers who, what, when,
where, and how questions after
listening to or reading
paragraph(s)
 Tel ls the m ain idea of a simple
story or topic of an informational
passage
Program/M aterials
Time/day
Core /
Benchmark
Assessment
Grouping
Size
DIBELS
Measure (based
on fall progressive
benchmarks)
No DIBELS
benchmark. Use
program s pecific or
district/school
determined
measures.
Strategic
 Identifies and answers
questions about characters,
settings, and events
Intensive
 Retells the main idea of simple
stories
Spellin g
 Writes letters associated with
each sound in 1-syllable,
phonetically regular words
 Spells single-syllable regular
words correctly and
independently
Core /
Benchmark
Strategic
Intensive
Simmons, Kame'enui, & Harn © 2003
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CSI Map: Grade 2
Goals
Instructional Details
Instructional
Need
Program/M aterials
Time/day
Assessment
Grouping
Size
DIBELS
Measure (based
on fall progressive
benchmarks)
Alphabetic Principle

Produces dipthongs and
digraphs

Uses advanced phonic
elements to recognize words

Reads m ultisyllabic words

Reads m ore sight words
accurately
Core /
Benchmark
NWF Measure may be
helpful in determining
alphabetic principle
skills.
Strategic
Intensive
Fluency with Connected T ext
 Reads 90 - 100 words per
minute by the end of the year
Core /
Benchmark
ORF ³ 44:
Assess quarterly
Strategic
26 ² OR F < 44:
Assess once or
twice a m onth
Intensive
ORF < 26:
Assess 2-4 tim es
monthly
Simmons, Kame'enui, & Harn © 2003
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CSI Map: Grade 2
Goals
Instructional Details
Instructional
Need
Vocabulary
 Learns and uses unfamiliar
words that are introduced in
stories and texts

Increases knowledge of
vocabulary through
independent reading
Program/M aterials
Time/day
Core /
Benchmark
Assessment
Grouping
Size
DIBELS
Measure (based
on fall progressive
benchmarks)
No DIBELS
benchmark. Use
program specific or
district/school
determined measures.
Strategic
Intensive
Com prehension
 Answers questions about main
characters, settings and events
 Answers what-if, why, and how
questions
 Distinguishes main idea/details;
fact/opinion; cause/effect
 Retells explicit and im plicit m ain
ideas
 Identifies the correct sequence
of events
 Draws conclusions based on
content
Spellin g
 Spells previously-studied
phonetically regular words
correctly

Uses phonetic strategies to
spell unfamiliar words
Core /
Benchmark
No DIBELS
benchmark. Use
program specific or
district/school
determined measures.
Strategic
Intensive
Core /
Benchmark
Strategic
Intensive
Simmons, Kame'enui, & Harn © 2003
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CSI Map: Grade 3
Goals
Instructional Details
Instructional
Need
Program/M aterials
Alphabetic Principle

Produces comm on word parts

Reads regular multisyllabic
words
Core /
Benchmark
Time/day
Assessment
Grouping
Size
DIBELS
Measure (based
on fall progressive
benchmarks)
NWF Measure may be
helpful in determining
alphabetic principle
skills.
Strategic
Intensive
Fluency with Connected T ext
 Reads 110-120 words per
minute by the end of the year

Core /
Benchmark
ORF ³ 77:
Assess quarterly
Strategic
53 ² OR F < 77:
Assess once or
twice a m onth
Intensive
ORF < 53:
Assess 2-4 tim es
monthly
Increases independentreading
Simmons, Kame'enui, & Harn © 2003
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CSI Map: Grade 3
Goals
Instructional Details
Instructional
Need
Vocabulary
 Learns and uses unfamiliar
words that are introduced in
stories and passages

Increases knowledge of
vocabulary through
independent reading
Program/M aterials
Time/day
Core /
Benchmark
Assessment
Grouping
Size
DIBELS
Measure (based
on fall progressive
benchmarks)
No DIBELS
benchmark. Use
program specific or
district/school
determined measures.
Strategic
Intensive
Com prehension
 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 inform ation in tables,
graphs, diagrams, maps, charts
 Retells the main ideas of stories
or informational texts
Spellin g
 Spells phonetically regular
words correctly
Core /
Benchmark
No DIBELS
benchmark. Use
program specific or
district/school
determined measures.
Strategic
Intensive
Core /
Benchmark
Strategic
Intensive
Simmons, Kame'enui, & Harn © 2003
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CSI Map: Grade 1 Example
 Following is a sample CSI map for Grade 1. The full
example can be found in the materials for this section.
Goals
Instructional Details
Instructional
Need
Phonological Awareness
 Blends 3-4 phonemes into a
whole word
 Segments 3- and 4phoneme, 1-syllable words
Core /
Benchmark



Strategic





Intensive
Time/day
Grouping
Size /
Deliv ery
Use Core program.
Supplement with daily practice on
blending & segmentation of 3-4
phoneme words.
Add more examples
Time in Core
+ 3-5 min. in
small group.
Use whole
class & small
group.
Benchmark plan above
+ Targeted practice on segmentation
with 3-phoneme words then 4phoneme words.
Use program prov ided to reteach
materials.
Integrate with spelling and reading.
Add 3-5
minutes daily
Small group
(< 6 students)
10 ² PSF > 35:
Assess once or
twice a month
Determine whether Core is
appropriate.
Use program prov ided intervention
materials.
Review PSF to identif y nstructional
i
adjustment.
Focus on blending & segment 3phoneme words using counters or
fingers.
Increase opportunities to produce
sounds.
Add two 3-5
min. periods
daily
Small group
(< 4 students)
PSF < 10:
Assess 2-4 times
monthly
Program/Materials




Assessment
DIBELS Measure
Simmons, Kame'enui, & Harn © 2003
(based on fall to
winter progressive
benchmarks)
PSF  35: Assess
Quarterly
*Based on end of K
benchmark
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Application Activity
 Plan instruction for your core/benchmark
students.
 Meet with your grade-level team.
 Document in each column: programs, time,
grouping, and assessment the specific
information that communicates your plan to
teach all children to attain critical benchmarks
by January.
 If time permits, proceed to your plan for
strategic & intensive intervention.
Simmons, Kame'enui, & Harn © 2003
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