Advanced Problem Analysis in Reading: Curriculum Based Evaluation & other functional academic assessments Indian Prairie District 204 Problem Solving October,

Advanced Problem Analysis in Reading:

Curriculum Based Evaluation & other functional academic assessments

Indian Prairie District 204Problem Solving

October, 2008

Acknowledgements

• Kerry Bollman: NASP & Flex West CBE presentations

• Sue Gallagher: Flex West CBE presentations• Madi Phillips: NSSED presentations• Heartland AEA 11, Des Moines, Iowa• Ken Howell & Victor Nolet : CBE book• Joe Witt: STEEP Model/1 minute Academic

Assessment• Ed Shapiro: Academic Skills Problems• Ed Daly: Functional Analysis of Academics

Objectives

• State the fundamental components of functional academic assessment, including CBE

• Be introduced to some of the basic skills involved in CBE and advanced problem analysis in reading

• Practice the thought process through training exercises

Agenda

• Overview of CBE as thought process 12:00-

12:45– How is this similar to or different from your previous thinking related to CBE?

• Jigsaw Activity 12:45-

1:45

– In letter group – read sections, create summary with visuals– In number group – jigsaw through each section, teaching the other members of your

group

• The Flowcharts 1:45-2:30

• Examples Activity 2:15-

3:30

Taking a temperature

• Medically, temperature general indicator of health

• Academically, CBM as GOM

Sometimes you need more information . . .

• Some Tier 2• Most Tier 3• More in-depth

Problem Analysis

The Problem Solving Process

• Implement Plan

Carry out the intervention

• EvaluateDid our plan

work?

• Define the Problem

What is the problem and why is it happening?

• Develop a PlanWhat are we going to do?

Curriculum Based Evaluation• A process of evaluation and decision making

that may use CBM or other derivations of CBA with the goal of maximizing student learning.

• Core components – comparison, judgment, and problem-solving - not measurement

• Decision-making framework for thinking • A network of curriculum-driven if/then precepts

• Howell, Hosp, & Kurns (2008), BPV Chapter 20.

CBE and CBM: How they work together within problem solving

The Problemexpecte

dactual

CB

ECBM

Mon

itor

Why?Problem AnalysisWhy?

Intervention

CBM

CBE Within a Problem Solving Process

What is the problem and why is it happening?

Assessment Guidelines1. Must be aligned with the curriculum2. Must be easy to use3. Must have clearly defined purposes4. Should be standardized5. Should sample clearly defined content domains6. Should assess relevant types of knowledge7. Some should collect rate data8. Should collect an adequate sample9. Should use appropriate scoring rules10. Some should be complex and interactive

– Howell & Nolet (2000) p 148

Procedures for Assessing Academic Skills

Structured Teacher Interview & Rating Scales

Direct Classroom

Observation

StudentInterview

PermanentProductReview

Curriculum-Based Assessment of Academic Skills

Ed Shapiro (2004)

Can’t Do vs. Won’t Do1. Obtain 3 previously completed assignments. Each

should be one which the student has performed much below expectations.2. Present first assignment (answers removed) with incentive. If increases score by 25% or scores 80% or above, then move to next step.3. Have student choose reinforcers (teacher approved) that he/she would like to work for in the future.4. Test by presenting another assignment with a reinforcer to the student. 5. Evaluate outcomes. If student markedly increases performance when offered incentives, likely WON’T DO.6. Create incentive plan.

Joe Witt & Ray Beck, 2001Ed Daly, 1999

Adding in Can’t Do vs. Won’t DoStep 1: Can’t DoAssess thru Review

Low Performance?

No?Stop

Yes?Step 2: Won’t Do

InterviewReassess

Motivator

PerformanceImproved?

Yes?Stop

No?Step 3: CIE

Assess Curriculum,Instruction,

Environment

Step 4: SLA’sSurvey Level &

Specific Level Assessments

Needs?

No?Stop

Yes?Provide appropriate intervention

C.Martin, 2005

CBE

The CBE Process of Inquiry

• Step 1: Fact-Finding & Problem Validation

• Step 2: Develop Assumed Causes

• Step 3: Validating

• Step 4: Summative Decision Making

• Step 5: Formative Decision Making

Howell, Hosp, & Kurns (2008), BPV Chapter 20

Can you define

the problem?

Can you validate

the problem?

Summarize results

Select & conduct

screening assessments

Yes No

No

Set the goal(s)

Can you plan instruction?

Generate assumed

causesPlan &

conduct assessments Summarize

results

No

Yes

Were assumed

causes validated?

Yes

No

Yes

Design & implement instruction Progress monitor

Make formative decisions

Problem Identification

Hypothesis

Test Hypothesis

Hypothesis true?Design Instruction

Progress Monitor& Plan Evaluation

Appropriate Development of Assumed Cause

Fact Assumed Cause

Test Result

Difference between what student is doing and what’s expected

What we think the reason for the problem might be

How we will confirm the assumed cause

Was the assumed cause confirmed?

F AC T R

Rules for Developing Assumed Causes

• Clarify the purpose– If entitlement, then

student-to-group comparison needed

– If what to teach, then current performance to expected performance comparison needed

– If how to teach, then formative data needed to determine effectiveness

• Target relevant information– Alterable variables– Essential characteristics

• Think about instruction– Information/data can’t

focus exclusively on student

– ICEL– Formative

Howell, Hosp, & Kurns (2008), BPV Chapter 20

• Think about the Curriculum– Skill sequences– Proficiency– Response type– Conditions

• Think about Types of Knowledge & Beyond Knowing How– When, why, & under what

circumstances skill should be used

• Check the Student’s Awareness of Skills– Self-monitoring, self-

control, metacognition– Ask to rate task difficulty

before doing

• TEST DOWN/TEACH UP– Expected level first– Then work backward

Rules for Developing Assumed Causes

Howell, Hosp, & Kurns (2008), BPV Chapter 20

• Pick the Most Likely Targets First– The most likely

explanation for the student’s lack of proficiency with a skill, or the most likely solution for the problem, should be checked before going on to those that are more complex or exotic.

Rules for Developing Assumed Causes

Howell, Hosp, & Kurns (2008), BPV Chapter 20

READING

Early Reading Advanced Reading

Fluency + Accuracy +

Comprehension +

Fluency + Accuracy +

Comprehension -

Fluency +

Accuracy –

Fluency –

Accuracy +

Fluency –

Accuracy –

Re-Screen In 4 Mos. MAZE Pencil Tap Re-Read SLA

K.Bollman, 2006

Maze Reread

Table Tap Survey Level Assessment

Review R-CBM At Grade Level

Activity• Beginning Reading - “Learning to Read”

– Group 1: Read “Phonological Awareness” pp.378-380 & “Phoneme Segmentation Fluency” p.385; Review curriculum maps

– Group 2: Read “Alphabetic Principle” pp.380-381 & “Letter Sound Fluency” & “Nonsense Word Fluency” p. 385; Review curriculum maps

– Group 3: Read “Accuracy & Fluency” pp.381 & “Word Identification Fluency” & “Oral Reading Fluency” pp. 385-386; Review curriculum maps

• Advanced Reading - “Reading to Learn”– Group 1: Read “Content of the Reading-Decoding Strand”, “Content of the

Prior/Background Knowledge Strand” pp.400-401 & “Cloze and Maze”, “ORF” pp.404-405

– Group 2: Read “Content of the Vocabulary Strand” pp.400-402, “Review of Text-Dependent Grades and Assignments” pp.405-405, “Vocabulary Matching” p.406

– Group 3: Read “Content of the Comprehension Strategy Strand” pp.402-403, Written and Oral Retell Measures, Think-Aloud Interview pp.406-407

Early Reading FlowchartAre reading

skills acceptable?

R – Curriculum, Permanent Products I – TeacherO – Student while readingT – Using CBM

Are oral reading

skills acceptable?

Go to Comprehension

K-2 or older student

who decodes

few words?

Survey Early Literacy

Skills

Missing early

literacy skills?

Is oral reading accurate

but slow? Do Rereading

assmt

Did rate increase?

Build Fluency

w/ rereading

yes

noyes

no

yes

Do Error Sample & Analysis

no

Do Pencil Tap

Did accuracy improve?

Build Self Monitoring

no

yes

noMore errors on harder passages?

Provide Balanced

Instruction

noCategorize errors yes

Are there patterns? no

Correct Patterns

Yes, whole word

Evaluate phonics

Yes, Phonics patterns

Primary Measures for Early Reading

• Phoneme Segmentation Fluency• Letter Sound Fluency• Nonsense Word Fluency• Word Identification Fluency• R-CBM (ORF)

R-CBM for general reading measureCriteria:

Grade Pass Unsure No-PassEarly 1st +35 wrc 25-35 wrc - 25 wrcLate 1st +50 wrc 40-50 wrc - 40 wrcEarly 2nd +70 wrc 50-70 wrc - 50 wrcLate 2nd +100 wrc 80-100 wrc - 80 wrcEarly 3rd +120 wrc 100-120 wrc - 100 wrcLate 3rd &above

+140 wrc 100-140 wrc - 100 wrc

Accuracy + 95% 90-95% - 90%

Basic Reading & Comprehension

Early Reading Risk IndicatorsCritical Reading Element

High-priority skill Assessmt Benchmark Time of Benchmark

Risk indicator in fall

Phonemic awareness

Phoneme segmenting

PSF 35 cppm Spring of K <10

Alphabetic principle

Letter soundsLetter sounds/decoding

LSFNWF

40 clspm40 clspm

Spring of KWin of 1st

<10<30

Accuracy & Fluency

Sight word reading

WIF 60 cwpm Spring of 1st <15

General Assessment Guide Slow Rate & Poor Accuracy = Survey Level Assessment & Phonics/Phonemic Aw Assessments Slow Rate but Adequate Accuracy = Reread Assessmt Adequate Rate but Poor Accuracy = Pencil Tap Assessmt Adequate Rate & Adequate Accuracy, Rdg Comp but Poor Comprehension = Survey & Rdg

Assessmt Guide

Testing down grade levels using R-CBM until student is at or above 25th%-ile

Basic Reading

Reading at least 40 wrc in 1st grade material?

YESProvide instruction

at instructional level withemphasis on phonics & fluency

NOProvide intensive phonicsand phonemic awareness

instruction

Early Reading

Intervention suggestions

Direct Instruction•Corrective Reading•Horizons•Reading Mastery

REWARDSRead Well

Early Literacy Skills

•Phonemic awareness•Blending•Segmenting•Manipulation

•Identifying•Sounds•Rhyming

•Concepts of print•Page conventions•Word/sentence/book length & boundaries•Environmental print/logos

Phonological Awareness Assessment

Rhyming & song

Sentence segmentation

Syllable segmentation & blending

Onset rime segmentation & blending

Phoneme blending & segmentation

Less complex

Morecomplex

Intervention suggestions

EarobicsSounds & LettersK-PALSGreat LeapsRoad to the CodeScott Foresman Early Reading InterventionLindamood Bell LiPS Program

Checking for Decoding Skill…• Have the student read a grade level

passage aloud

• Write down each incorrectly read word on a piece of paper

• Have the student attempt to read each incorrectly read word in isolation from your paper

• Can the student correctly decode words in isolation?

Analyzing Errors in Reading

• Select a passage you estimate that the student will read with about 80-85% accuracy. – Remember: 80% accuracy = 1 error every 5

words!– Try different levels of passage until you find

the right fit– You will need at least 50 errors for kids

grades 2 & above (25 errors for grade 1) • Passage will need to be 250 words or more

Pattern of Error Types

• Compare each error in the passage with the Error Pattern Checklist

• Make a mark next to the category in which the error seems to fit

• Come up with a total of all errors

• Identify the categories in which most errors occur

Re-read strategyStudent reads for 2-minutes, note # wrc at end of the 1st minute.Say, NOW READ AGAIN AS QUICKLY AND ACCURATELY AS YOU CAN.Student reads for 1-minute, determine wrc.Compare 1st read to 2nd read scores

Basic Reading

Rate improved by approximately 25%?

YESUse a fluency building

Intervention(re-reading)

NORecheck phonics

Needs andCan’t Do/Won’t Do

Basic Reading

Intervention suggestions

Re-reading techniquesSoar to SuccessRead NaturallyPALSGreat LeapsSix Minute SolutionQuick ReadsChoral readingCloze reading

Pencil Tap• Using passage where student is approximately 85% accurate, tell student to try and fix the word every time you tap the table• Count the number of self-corrections student makes• Compare to total number of errors

Basic Reading

Determine if student has skills to correct errors using the pencil tap test (assisted monitoring)

“Whenever you make an error, I’m going to tap the table with my pen. When I tap the table,

I want you to fix the error.”

• If student can fix errors when you point them out, you know he/she has the decoding skills to read the passage, but needs assistance learning to self-monitor for accuracy. Intervene with strategies for self-monitoring decoding.

• If the student cannot fix errors when you point them out, a skill deficit in decoding may be indicated. Further analyze errors to isolate patterns of difficulty, and intervene with targeted decoding strategies.

Self-corrected majority of errors?

YESUse self-monitoring

intervention

NOReassessCan’t Do/Won’t Do

Basic Reading

Interventions

Design an intervention to increase attentionto accuracy.

•Does this make sense?•Does it match what is on the page?•Reinforcement for accuracy•Goal setting & progress monitoring

If did not make more errors on more difficult passages,use intensified balanced instruction.If did make more errors, categorize the errors, look forpatterns, and correct.

Interventions (cont.)

Spelling through MorphographsWord sorting/word studyGreat LeapsREWARDSMaking sense of phonicsPhonics and Spelling through Grapheme MappingSoundabet

Primary Measures for Advanced ReadingMeasure Survey-Level Purpose •Specific-Level Purpose •Domains Sampled

Expository Maze & Close Qtrly benchmark measureScreening

•Check decoding•Check background knowledge•Text leveling & selection•Assessing vocab knowl•Assessing lang skills relative to text demands

•Comprehension•Vocabulary•Decoding•Syntax

R-CBM (ORF) ScreeningInitial indication of understanding

•Check decoding•Text leveling & selection•To rule out decoding problems

•Decoding•Comprehension

Review of grades & feedback on text-dependent tests & classes

Initial indication of understandingScreeningQtrly benchmark measure

•Pattern recognition by text type or assignment type•To discriminate global from subject-specific problems

•Application of advanced reading•Metacognitive strategy use

Vocabulary matching •Check vocabulary accuracy•Find level of academic words•Find level of subject-specific words•Assessing vocab knowledge•Progress monitoring

•Vocabulary

Retell Initial indication of understanding

•Check embedded strategy knowledge•Look for pattern in attention to sample use of terminology

•Prior background knowledge•Comprehension•Decoding•Vocabulary•Metacognitive strategy

Think-aloud sessions •Check embedded strategy knowledge•Check metacognitive knowledge•Strategy evaluation•Evaluation of metacognitive content

•Metacognitive strategy•Task-specific strategy

Vocabulary Matching

Research Behind the Vocabulary-Matching Measures

Christine Espin – University of MinnesotaOur research team at the University of Minnesota has conducted a series of studies to examine the reliability and validity of vocabulary matching as an indicator of content-area learning. The results of this research show that the vocabulary-matching measure is a valid and reliable indicator of performance and progress in social studies and science. Performance on the vocabulary-matching measure is related to performance on other content-area tasks, including research-made content tests, content-area subtests of standardized achievement tests, and teacher-made content measures. In addition, students who grow more on the vocabulary-matching measures score higher on criterion measures of content-area performance. As an aside, our research also shows that students must read the measures themselves (as opposed to having the measures read to them by the examiner) to obtain reliable and valid growth rates.

http://www.teachingld.org/expert_connection/cbm.html

Creating Vocabulary-Matching Probes•Create a pool of potential vocabulary terms. Develop a pool of important vocabulary terms from the content to be covered over the entire school year (or semester if the class is offered on a semester basis.) Terms can be selected from the classroom textbook, from teacher notes and lectures, or from both sources. Selected terms should be germane to the content being covered. If the textbook is fairly representative of the content being covered, the terms can be created from the glossary of the textbook or from terms in the text that are highlighted or italicized.•Develop definitions for each term. For each term, develop a short definition. The easiest method for developing definitions is to use the glossary of the textbook. Other methods are to rely on teachers' notes and lectures or to use a school-based dictionary. Limit the length of each definition to approximately 15 words. Make them clear and unambiguous.•Create weekly measures that are similar. For each measure, randomly select 20 terms and definitions from the pool created in steps 1 and 2. In addition, select two definitions that do not match any of the terms. Thus, each probe will have 20 terms and 22 definitions.

One practical way to develop the measures is to write each vocabulary term on the front of an index card with its definition on the back. For each measure, shuffle all of the cards, and randomly select terms and definitions. Place the terms on the left-hand side of the page and the definitions in random order on the right-hand side. Number the terms, leaving a blank space by each term; put letters by each definition. The students write the letter for the correct definition in the blank next to each term.

http://www.teachingld.org/expert_connection/cbm.html

Excerpts from example of teacher selected word lists

Grade Level: 6thDepartment: Language Arts

Word Definition

Ambiguous Having two or more meanings

Archenemy A chief rival

Benevolence An inclination to do good

Biopic A film dramatizing the life of a famous person

Cyclical Occurring in cycles

Deviate To turn away from a course, path, or topic

Digress To stray from the subject in speaking or writing

Aqueduct A bridge-like structure that carries water

Department: Math

Word Definition

Circumference Measure of the distance around a circle

Transversal A line that crosses two or more other lines

Decagon A closed figure with ten sides and ten angles

Perimeter The measure of the distance around a figure

Diameter A line segment that divides a circle into two equal parts

Academic Vocabulary

http://language.massey.ac.nz/staff/awl/

Probe Generator Template

11. Go to: DataSort. Sort by ‘(2)Leave Blank! and make sure Ascending his clicked. Hit ok.

12. Now your definitions are in random order. Don’t worry, the correct word has been moved with it.

Probe Generator Template

Retell

Reader retelling profile

• Student reads a complete passage at instructional level

• Student then orally or in writing retells the passage content

• Examiner uses matrix for scoring the components retold

Think Aloud

Comprehension Status Sheet• Information gathering tool to assist with identifying

causes of comprehension concern– Anyone with direct knowledge of the student’s skills may be

invited to a meeting to discuss this status sheet– Purpose of the meeting is to limit the field of inquiry by ruling

out what we already know about the student’s skills• In interview/discussion format, go through each of the

primary categories and mark the appropriate status (pass, unsure, no pass)– Indicators listed below each category exist only to

help define the categories• You can still mark pass for a category if not all indicators

accurately describe the student; you can still mark no pass for a category even if some indicators accurately describe the student

Does the Student Monitor Meaning?

Does the student display selective attention to text?

Does the student adjust for task difficulty?

Does the student connect text to prior knowledge?

Does the student clarify?

YES NO UNSURE YES NO UNSURE YES NO UNSURE YES NO UNSURE YES NO UNSURE

Student self-corrects errors that violate the meaning of the text

Student self-corrects errors that violate the meaning of the text

Student self-corrects errors that violate the meaning of text

Student answers best title and main idea questions accurately

Student self corrects errors that violate the meaning of the text

Student rereads confusing portions of material

Student adjusts reading pace for task difficulty

Student can identify purpose for reading (i.e., information vs. entertainment)

Student retells story with emphasis on major points

Student adjusts reading pace for task difficulty

Student makes logical predictions about upcoming text

Student connects information from current text with prior knowledge

Student adjusts reading pace for task difficulty

Student can describe authorÕs purpose for writing

Student can answer text dependent questions not based on prior knowledge

Student can identify when additional information is needed

Student makes use of what he already knows or believes about the information in the text to sort portions of the message for reflection and storage

Student can locate information in passages to answer questions without rereading whole passage

Student identifies characters, descriptions, actions, conflicts, resolutions, important details

Student can accurately judge the value or credibility of the information source (entertainment vs. informative)

Student uses multiple strategies to decode words

Student asks for help when necessary

Student reads with appropriate expression

Student is able to disregard material that is not critical to the focus of the passage

Student employs comprehension monitoring strategies in the face of difficult or poorly written text

Student can identify supporting information Student can use multiple

strategies to determine the meaning of text (create questions, reread, take notes, underlineÉ)

Metacognitive Strategies Status Sheet

Status Sheet Interpretation

• Assume that those categories marked Pass are skill areas in which problems do not exist.– Monitoring for maintenance and generalization

may be done, but no other action is indicated• Categories marked No Pass are those

where interventions should be developed• Categories marked Unsure are those

where additional information is required to evaluate the student’s skill - proceed to CBE specific level procedures

Reading Comprehension

Monitoring Meaning

Retell

Awareness of Reading

Prior Knowledge

Vocabulary

Knowledge of Text Structure & Grammar

Analyzing Errors in Meaning

• Have the student read the passage out loud to you

• Keep careful notes of all errors made & exactly what the student said

• It may be helpful to tape record so you can go back and fill in your notes.

Analyzing Errors in Reading

• Three types of analyses

– What % of errors are meaning violating

– What pattern of reading error types are

made

– What pattern of decoding content errors

are made

% Meaning Violating Errors

• Review existing data to determine if errors violate meaning

Example text:

“They are such smiling happy girls.”

Meaning preserving error:

“They are such smiley happy girls.”

Meaning violating error:

“They are such smelling happy girls.”

% Meaning Violating Errors

• Tally each error as:– Meaning Violating– Meaning Preserving– Not Sure

• Circle the tally mark if the student self corrected

• Use pencil tap to determine self-corrects

Intervention suggestions

Pencil tap as interventionRepeated readingsStudents ask

•Does this make sense?•Does it fit with what I have been reading?•Does it fit with what is on the page?

Awareness of Reading Process

Metacomprehension Strategy Index

• Student completes index

• Compare answers to the key

Intervention suggestions

Before, during, and after strategiesTeach reading as active process

Prior Knowledge

• Collect 4 reading maze or cloze passages.• Administer first two using standard format• Average the scores• Administer second two after discussing the topic (do not teach the content – just try to prime student’s recall about the topic)• Average these scores• If student’s scores improve by at least 50% or if meet criterion (85% maze; 50% cloze), then prior knowledge is likely impacting comprehension

Intervention suggestions

Teach active and reflective readingPre-reading questioningAnticipation guides

Vocabulary

• Ask student to identify important vocabulary words prior to reading passage

• Test the student’s knowledge of academic vocabulary

Intervention suggestions

Soar to SuccessBe careful of decontextualized programsNot dictionariesNot decodable booksStart with basic words, then high frequency words,then low frequency

Knowledge of Text Structure/Grammar

• Check oral language skills

• Does student accurately make predictions?

• Does he/she know what words such as he, she, or their refers to?

• Has student been exposed to a variety of text structures?

Intervention suggestions

• Highlight important features of text• Mark up passages to show what words pronouns refer to• Language interventions• Provide exposure to a variety of text structures

Reading Examples/Practice

Carly - Kindergarten

•Review•Carly did not recognize any letters at her Fall Kindergarten screening

•Interview•Teacher notes that Carly’s class has been working on various literacy activities with one new letter per week for 30 minutes per day since the beginning of the school year

•Observe•Test

•Winter Kindergarten screening update•Carly does not recognize any letters

Henry, Grade 1•(R) Previous records:

•Kindergarten screening results appeared normal•Teacher comments on report card indicate difficulty letter identification (end of year had 16 letters mastered), but note good rhyming skills

• (I) Teacher:•Henry currently receives 30 minutes/day systematic phonics instruction based on word families

•(O) Henry in class:•On task time during teacher led instruction and independent seat work is commensurate with peers

•(T) Fall DIBELS Scores•LNF = 18, PSF = 48, NWF = 1•Criterion for Fall = PSF > 35, Winter = NWF > 50•50th percentile scores: LNF = 42, PSF = 36, NWF = 27

Bart, Grade 2•Review

•No previous reading services, no teacher comments on past report cards regarding reading.

•Interview•Parents haven’t noticed a concern, but note that Bart “never chooses” to read at home•Teacher states that Bart successfully uses decoding strategies

•Observe•Bart during a round robin reading activity in class. Bart self corrects all but 1 error across 3 paragraphs he reads.

•Test•Fall Reading CBM scores

•48 WRC, 1 error•50th percentile = 77 WRC, 2 errors

Rachel, Grade 3

•Review•Old DIBELS data: never met criteria for Nonsense Word Fluency •Report card comments “star reader” in grade 1•Has received speech therapy since 3 years old

•Interview•2nd grade teacher noted that Rachel likes to be a “good fast reader.”

•Observe•Test

•Fall CBM scores•107 WRC, 11 errors•50th percentile = 102, 3 errors

Ellie, Grade 4•Review

•Report card history indicates difficulty in reading•Participated in “high flyers” reading support group in 1st

and 2nd grades•Low scores on current reading comprehension class work

•Interview•Ellie reports she is an “ok reader”, but doesn’t remember what she reads

•Observe•Test

•Fall Reading CBM scores:•Grade 4 text – 61 WRC, 10 errors•50th percentile scores = 131 WRC, 3 errors

Jack, Grade 6•Review

•Past testing indicates adequate listening comprehension skills

•Interview•Teacher reports that Jack does not seem to remember anything that he reads

•Observe•When Jack reads in class, it sounds very mechanical and unnatural

•Test•Fall CBM scores

•160 WRC, 4 errors•50th percentile = 142, 1 error

Jeff, Grade 7•Review

•Good attendance, has attended school in same district since 2nd grade, average to below average grades

•Interview•Teacher says that he reads at 3rd grade level, difficulties in all areas but listening comprehension is fine, Jeff says he likes reading silently better than reading aloud

•Observe•Jeff got no time to read with feedback during a language arts class

•Test•Fall CBM scores

•58 WRC, 7 errors•50th percentile = 136 wrc