Bremerton School District: Bremerton School District: Kari Terjeson, Gwen Lyon Kari Terjeson, Gwen Lyon Targeted Reading Intervention Targeted Reading Intervention for Secondary Students: for Secondary Students: Assessment as a Framework for Assessment as a Framework for Response to Intervention (RTI) Action Response to Intervention (RTI) Action
70
Embed
Targeted Reading Intervention for Secondary Students · PDF fileBremerton School District: Kari Terjeson, Gwen Lyon Targeted Reading Intervention for Secondary Students: Assessment
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon
Conclusion/QuestionsConclusion/Questions-- 10 min10 min
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen LyonBremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon
Adolescent LiteracyAdolescent Literacy““Ensuring adequate ongoing literacy Ensuring adequate ongoing literacy development for all students in the middle and development for all students in the middle and high school years is a more challenging task high school years is a more challenging task than ensuring excellent reading education in the than ensuring excellent reading education in the primary grades, for two reasons: first, primary grades, for two reasons: first, secondary school literacy skills are more secondary school literacy skills are more complex, more embedded in subject matters, complex, more embedded in subject matters, and more multiply determined; second, and more multiply determined; second, adolescents are not as universally motivated to adolescents are not as universally motivated to read better or as interested in schoolread better or as interested in school--based based reading as kindergartners.reading as kindergartners.”” Biancarosa & Snow, (2005)Biancarosa & Snow, (2005)
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen LyonBremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon
Adolescent LiteracyAdolescent Literacy
Based on what we currently know, efforts should Based on what we currently know, efforts should focus on three goals:focus on three goals:Improve overall levels of reading proficiency for Improve overall levels of reading proficiency for all students all students –– more level 4 and level 5 readersmore level 4 and level 5 readersInsure that students at Insure that students at ““grade levelgrade level”” in third in third grade are also at grade are also at ““grade levelgrade level”” in 10th gradein 10th gradeAccelerate development of students Accelerate development of students ““below below grade levelgrade level”” toward grade level standardstoward grade level standards
Torgeson (2006)Torgeson (2006)
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen LyonBremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon
Adolescent LiteracyAdolescent LiteracyAs an initial approximation, there are two broadly As an initial approximation, there are two broadly different groups of struggling readers for us to be different groups of struggling readers for us to be concerned aboutconcerned about
Students who are still struggling significantly with Students who are still struggling significantly with initial word reading skills (say, below the 3rd grade initial word reading skills (say, below the 3rd grade level)level)
Students who have Students who have ““adequateadequate”” word level skills word level skills (though not fully fluent), but struggle with (though not fully fluent), but struggle with vocabulary, knowledge, reasoning, comprehension vocabulary, knowledge, reasoning, comprehension strategies, and motivationstrategies, and motivation
Torgeson (2006)Torgeson (2006)
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon
Response to Intervention Response to Intervention &&
The Problem Solving ModelThe Problem Solving Model
““RTI is the practice of providing highRTI is the practice of providing high--quality quality instruction and/or intervention matched to instruction and/or intervention matched to student needs and using learning rate over time student needs and using learning rate over time and level of performance to make important and level of performance to make important educational decisionseducational decisions””(National Association of State Directors of Special Education In(National Association of State Directors of Special Education Inc, 2005)c, 2005)
Problem Solving ModelProblem Solving Model-- The process by which The process by which decisions are made within an RTI frameworkdecisions are made within an RTI framework
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon
WHAT?WHAT?
Sealing up the cracks: Sealing up the cracks: RTI allows students to receive needed RTI allows students to receive needed interventions without qualifying for special interventions without qualifying for special educationeducation
Eliminates the division of services (Title, LAP, Eliminates the division of services (Title, LAP, special education, and general education) special education, and general education) subsequently maximizing flexibility of servicessubsequently maximizing flexibility of services
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon
Name Reading WASL Math WASL ORF Who Am I?Sabrina 379 361 63
Pearl 354 370 45
Nick 418 388 70
Bill 381 318 121
Evan 381 350 99
Henley 418 376 102
Kevin 386 373 92
Marshall 350 355 72
ELL
Gen Ed
Quick Data Analysis
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon
Part 1Part 1What RTI Means To UsWhat RTI Means To Us
General Education ConstructGeneral Education Construct
Systems Building Philosophy Systems Building Philosophy
Preventative not ReactivePreventative not Reactive
Core plus more Core plus more (if possible)(if possible)
Intensive Intensive --100 minutes a 100 minutes a dayday
TIERIII
TIER III-54
students
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen LyonBremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon
ChallengesChallenges
WhoWho will administer & score?will administer & score?
WhatWhat tools should be used? tools should be used?
WhenWhen will assessments be administered?will assessments be administered?
WhereWhere will the assessment take place?will the assessment take place?
HowHow can we manage this?can we manage this?
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon
We Need Better than GoldWe Need Better than GoldSensitivity/SpecificitySensitivity/Specificity
SensitivitySensitivity-- You identify everyone that You identify everyone that needs interventionneeds intervention
Cost of low sensitivity: Students who need Cost of low sensitivity: Students who need help donhelp don’’t get itt get it
SpecificitySpecificity-- You ONLY identify those who You ONLY identify those who need interventionneed intervention
Cost of low specificity: Resources are used on Cost of low specificity: Resources are used on students who do not need helpstudents who do not need help
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon
Oral Reading Fluency
0
20
40
60
80
100
120
140
160
180
200
1 3 5 7 9 11 13 15 17 19 21 23 25 27
Student
WCP
M
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon
Quick Data AnalysisQuick Data Analysis
Look closely at the students identified for Look closely at the students identified for intervention using oral reading fluency intervention using oral reading fluency only.only.
How many students would be a case of How many students would be a case of over identification in this class?over identification in this class?
How many students would be a case of How many students would be a case of under identification in this class?under identification in this class?
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon
Oral Reading FluencyOral Reading Fluency
Sensitivity =0.8Sensitivity =0.8Specificity =0.6923076923076923Specificity =0.6923076923076923Positive Predictive Value =0.75Positive Predictive Value =0.75Negative Predictive Value=0.75Negative Predictive Value=0.75
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon
Kailee
177
1 6
2641
0
20
40
60
80
100
120
140
160
180
200
1 2 3 4 5
assessments
Series1
Wow!Right on track 136
Low errorsGreat!
Oh No!What is
happening here?
8
Oral Reading Fluency
ORF-Errors
Vocabulary
Spelling
Right on
track 25
Super!24
MAZE
Reading WASL
396
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon
113
4
14
27 27
0
20
40
60
80
100
120
1 2 3 4 5
Alarm136
Again…Not so good
Hey…How did you do that?
8
Not too bad! 24
More good stuff25
Reading WASL 08
425
Carter
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon
177
08
36 35
0
20
40
60
80
100
120
140
160
180
200
1 2 3 4 5
Great JobWell Above Benchmark
136
Perfect!
Oral Reading Fluency
Accuracy Vocabulary Spelling MAZE
On the right track!
8
Reading 08 WASL
425
Good Job24
Excellent
25
Courtney
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon
Vocabulary
0
2
4
6
8
10
12
14
16
1 3 5 7 9 11 13 15 17 19 21 23 25 27
Student
Raw
Sco
re
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon
Quick Data AnalysisQuick Data Analysis
Look closely at the students identified for Look closely at the students identified for intervention using vocabulary only.intervention using vocabulary only.
How many students would be a case of How many students would be a case of over identification in this class?over identification in this class?
How many students would be a case of How many students would be a case of under identification in this class?under identification in this class?
Bremerton School District: Bremerton School District: Kari Terjeson, Gwen LyonKari Terjeson, Gwen Lyon