An Overview of CurriculumBased EvaluationReading

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An Overview of Curriculum-Based EvaluationReading

• Based on the book,
• Curriculum-Based Evaluation Teaching and
  Decision Making by Howell, Fox, and Morehead

Special thanks to Kerry Bollman and NSSED

• 2/15/05
• LADSE
• Institute Day
• Presented by Sue Gallagher Barb Curl

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Problem Analysis of Reading
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A.K.A. How to figure out what is going on
here...
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FALL 02-03 Words Read Correctly
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By the end of this session, you will

• Have a framework for systematic problem analysis
  in reading
• Have introductory knowledge of evidence-based
  interventions targeting the 5 big areas of reading

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Background

• What is assessment?
• Focused and meaningful assessment
• Moving from least intrusive to most intrusive

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Convergent Data

• Reality check - Are these scores consistent with
  what I would have predicted?
• Seek out convergent data - What additional data
  is available that supports this finding?
• Rule of thumb you want at least two pieces of
  convergent data to confirm a problem
• Examples permanent products, observations of
  reading, teacher interview, past teacher reports

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Sources of Convergent Data
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What is CBE?

• Problem analysis
• Survey level assessment
• Specific level assessment
• Assessment linked to intervention

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Problem Analysis

• Question Why is the problem occurring?
• A. Review RIOT data, and collect any additional
  RIOT data you need to
• B. Differentiate between skill problem and
  performance problem (e.g., cant do vs. wont
  do).
• C. Determine situations in which the problem
  behavior is most likely and least likely to
  occur.
• D. Generate hypotheses for why a problem is
  occurring considering multiple factors.
• E. Narrow down to the most validated and
  alterable hypothesis.

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Steps of Problem-Solving
2. Problem Analysis
1. Problem Identification
5. Plan Evaluation
3. Plan Development
4. Plan Implementation
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When will you do CBE?

• Universal screening data shows a problem
• Classroom teacher has tried some interventions
• Student is still not making progress
• You need a more careful problem analysis
• TO DESIGN AN INTERVENTION

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What Students Need...

• Universal Interventions
• Are what we do for and with all students
• Risk status is not considered
• Selected Interventions
• Are what we do for some students
• At-risk status is identified for small groups
• Intensive Interventions
• Are what we do for a few students
• High-risk status is identified for individuals

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Analysis of Reading Concerns

• Understanding the components of reading
• Four major research syntheses
• Marilyn Jager Adams (1990)
• The National Research Council (1998)
• National Reading Panel Report (2000)
• Shaywitz (2003)

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Five Big Ideas of Reading

• Text Comprehension
• Vocabulary
• Fluency
• Phonics
• Phonemic Awareness

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Comprehension
Vocabulary
Fluency
Phonics
Phonemic Awareness
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Five Big Ideas of Reading

• Text Comprehension
• Vocabulary
• Fluency
• Phonics
• Phonemic Awareness

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• Phonemic Awareness
• Ability to hear, identify, and manipulate
  individual sounds (phonemes) in spoken words
• Improves childrens word reading, reading
  comprehension, and spelling

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Importance of Phonemic Awareness in Early Literacy

• One of the most compelling and well-established
  findings in the research on beginning reading is
  the important relationship between phonemic
  awareness and reading acquisition (Kaneenui,
  1997)

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Phonological Awareness is a broad term that
includes phonemic awareness. In addition to
phonemes, phonological awareness activities can
involve work with sound identification and
localization, sentences, compound words, and
syllables, (CIERA, 2001)
Phonemic Awareness vs. Phonological Awareness
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• Phonics
• Understanding of the relationships between the
  letters (graphemes) of written language and the
  individual sounds (phonemes) of spoken language
  (alphabetic principle)
• The ability to associate sounds with letters and
  use these sounds to form words.
• Improves word recognition, spelling, and
  comprehension.

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Phonemic Awareness vs. Phonics An Important
Distinction

• Phonemic awareness is not phonics
• Phonemic awareness is auditory and does not
  involve words in print.

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• Fluency
• The effortless automatic ability to read words in
  connected text.
• The ability to read a text accurately and
  quickly. Fluent readers read aloud effortlessly
  and with expression.
• Fluent reading frees students to understand what
  they read.

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• Vocabulary
• The ability to understand (receptive) and use
  (expressive)words to acquire and convey meaning.
• Knowledge of specific word meaning in text.
• Necessary for text comprehension.

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• Comprehension
• The complex cognitive process involving the
  intentional interaction between reader and text
  to convey meaning.
• The ability to understand or gain meaning from
  text.
• This is the reason for reading!

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Question
How will you determine whether the student
demonstrates acceptable reading rate, accuracy,
and comprehension?
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Northern Suburban Special Education District
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Northern Suburban Special Education District
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Northern Suburban Special Education District
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Questions?

• How do you conduct a survey-level assessment?
• What are acceptable rates of reading?

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Northern Suburban Special Education District
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Further Analysis in Early Literacy Skills

• Blending, Segmenting and Manipulating of
• Phonemes
• Syllables
• Words
• Identifying
• Initial, Medial, Final sounds
• Rhyming
• Concepts of print
• Page Conventions
• Word/Sentence/Book Length Boundaries
• Environmental Print/Logos

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• Determine if the student can blend, segment, or
  manipulate sounds at any level
• Blending
• Im going to say a word. It will be in parts. I
  want you to put the parts back together to make a
  word. For example /sh//i/ is shy.
• Segmenting
• I am going to tell you a word. I want you to
  tell me all the
• sounds you hear in the word. For example, the
  sounds in fat are /f//a/ /t/
• Manipulating (Deletion)
• I am going to say a word and then ask you to say
  what word would be left if you took off a sound.
  For example, what word would be left if I said
  cat without the /k/?

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Supplemental Research Based Reading Interventions

• PHONEMIC AWARENESS
• Ladders to Literacy (1)
• Phonemic Awareness in Young Children (2)
• Phonological Awareness Training for Children (3)
• Earobics (4)
• KPALS
• 1st Gr. PALS (5)
• Great Leaps- K-2 (6)
• PHONICS
• ?KPALS
• ?Great Leaps- Gr. K-2 Gr. 3-6
• ?REWARDS (7)
• FLUENCY
• ?1st Gr. PALS
• ?PALS- Gr. 2-6
• ?Repeated Readings (8)
• ?Partner Reading (9)
• ?Great Leaps Gr. 3-6
• ?Repeated Phrases (10)

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Five Big Ideas of Reading

• Text Comprehension
• Vocabulary
• Fluency
• Phonics
• Phonemic Awareness

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Phonological Awareness Activities
Phoneme blending segmentation
more complex
Onset rime segmentation blending
Syllable segmentation blending

• CURRICULA/PROGRAMS
• Early Reading Intervention
• PALS (K First)
• Ladders to Literacy
• Phonemic Awareness in Young Children
• Phonological Awareness Training for Reading
• Road to the Code
• Sound Partners
• Stepping Stones to Literacy

Sentence segmentation
Rhyming song
less complex
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Ladders to Literacy A Kindergarten Activity Book
(1)
Rollanda E. OConnor, Angela Notari-Syverson,
Patricia F. Vadasy
Author(s)
Paul H. Brookes Publishing Company
Publisher
Ladders to Literacy A Kindergarten Activity Book
contains activities which help children develop
the following critical early literacy skills
print awareness, phonological awareness and oral
language. Guidelines for adapting an activity
are provided so children with diverse learning
needs can participate and learn. These
activities can be integrated into established
teaching routines and are appropriate for large
or center-based teaching arrangements. Home
links are provided to help parents reinforce the
concepts/skills children learn at school.
Specific training is not necessary.
Description Training
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Phonemic Awareness in Young Children (2)
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Phonological Awareness Training for Reading (3)
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Other Phonemic Awareness Interventions

• EAROBICS (4)
• KPALS
• 1ST GRADE PALS (5)
• GREAT LEAPS (6)

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Northern Suburban Special Education District
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Five Big Ideas of Reading

• Text Comprehension
• Vocabulary
• Fluency
• Phonics
• Phonemic Awareness

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Fluency(8)
From Lovitt, T. C. (1995). Tactics for Teaching
(2nd Edition). ColumbusMerrill.
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Partner Reading (9)
From Anita Archer (many peer-mediated
arrangements use a form of this procedure)

• Using this procedure, the reader and the coach
  will sit side-by-side with one book between
  them.
• The reader will
• Read a paragraph, a page, or will read for a
  given amount of time.
• Touch under the words and whisper-read.
• The coach will
• Encourage and support the reader.
• If the reader asks for a word, the coach will say
  the word.
• If the reader makes a mistake, the coach will
  correct the error using the following steps
• Point to the word and say, Can you figure out
  this work?
• If the reader can not figure out the word in five
  seconds, say, This word is _____________.
• Have the reader repeat the word and reread the
  sentence.
• With very young children or children with special
  needs, have the coach read under the words.
• If you select to have students sit lap to lap
  so they can have eye contact and answer each
  others questions, each student will need a book.
• If you have a student who is not an accurate or
  fluent reader and reads below the grade level of
  the material, the following alternatives can be
  used
• Same material Have higher reader read first.
  Then have the lower reader read the same
  material.
• Choral partner reading The partners read
  together.
• Triad Place the low reader in a triad. Have
  one 1 and two 2s. Have the 2s read
  chorally.

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Another Fluency Building Intervention

• REPEATED PHRASES (10)

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Northern Suburban Special Education District
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Determine if student has skills to correct errors
using the pencil tap test (assisted
monitoring)Whenever you make an error, Im
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
  self-monitoring strategies.

• 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.

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Rachel Pencil Tap Test

• Becky didnt want to go to sleep. She tried as
  hard as she
• could to stay awake. She knew that if she fell
  asleep, she
• would miss seeing Santa Claus. Becky thought
  that the
• old man with whiskers was wonderful. In all her
  books,
• he appeared so jolly and kind. Some of the
  students in
• Beckys kindergarten class said that Santa was
  just a fairy
• tale. Janie was one of Beckys friends. She was
  a sassy
• little girl with red hair. She said that parents
  try to make
• kids believe in Santa so they behave. She
  thought Santa
• was a big trick. Becky didnt believe Janie.
  Santa was a
• real person, and tonight...

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Rachels Results

• 113 WRC, 13 errors
• Given pencil tap cue, Rachel self-corrects 3 of
  her errors, but needs more assistance to correct
  the other 10
• Conclusion This is not a helpful strategy for
  Rachel ...

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Rachels Results

• Table tapping was not helpful for Rachel.
• What if it were?
• Heres an example of a self-monitoring strategy
  -

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Accuracy(11)
From Kerry Bollman
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Northern Suburban Special Education District
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Analyzing Errors in Reading

• 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.

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Error Analysis

• Review miscues or errors and look for patterns
• Accuracy
• Mispronunciations (clusters, digraphs, prefixes,
  suffixes etc.)
• Insertions
• Omissions
• Fluency/Automaticity
• Repetition
• Hesitations
• Prosodic Features of Text
• Punctuation
• Intonation

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What Error Pattern Exists Here?

• Becky didnt want to go to sleep. She tried as
  hard as she
• could to stay awake. She knew that if she fell
  asleep, she
• would miss seeing Santa Claus. Becky thought
  that the
• old man with whiskers was wonderful. In all her
  books,
• he appeared so jolly and kind. Some of the
  students in
• Beckys kindergarten class said that Santa was
  just a fairy
• tale. Janie was one of Beckys friends. She was
  a sassy
• little girl with red hair. She said that parents
  try to make
• kids believe in Santa so they behave. She
  thought Santa
• was a big trick. Becky didnt believe Janie.
  Santa was a
• real person, and tonight...

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Five Big Ideas of Reading

• Text Comprehension
• Vocabulary
• Fluency
• Phonics
• Phonemic Awareness

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Phonics Interventions

• KPALS, 1st Gr. PALS
• GREAT LEAPS K-2, GR. 3-5
• REWARDS (7)

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Great Leaps Reading Program (6)
Kenneth U. Campbell
Author(s)
Diarmuid, Incorporated
Publisher
The Great Leaps Reading Program is a
supplementary reading tutorial program for
students in kindergarten through grade 12. The
purpose of the program is to develop automaticity
through repeated oral readings in phonics, sight
phrases, and one-page short stories. The program
incorporates the use of a charting system, so
learners can see their progress. Instructions
for use of the program are included in each Great
Leaps binder. These instructions are sufficient
for program implementation however, qualified
trainers are available in many parts of the
country.
Description Training
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Northern Suburban Special Education District
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Tools for Further Analysis of Comprehension

• Question Development
• Maze/Cloze
• Oral Retell

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Further Analysis of Comprehension Skills

• Prior to reading, can the student
• Activate prior knowledge on a given topic
• Develop questions or make plausible predictions
  for text
• While reading, can the student
• Attend to prosodic features of text
• Adjust reading pace to difficulty level
• Self correct meaning violating miscues
• After reading can the student
• Summarize text
• Answer explicit and/or implicit questions
  regarding text

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• Determine in which aspects of reading
• comprehension a student struggling
• Reading Comprehension Survey
• Is the student an active reader?
• Does the student monitor meaning?
• Does the student adjust for task difficulty?
• Does this student connect text to prior
  knowledge?
• Does the student clarify?
• Does the student have adequate decoding skills?
• Does the student know needed vocabulary?
• Does the student use proper syntax?
• Does the student have adequate prior knowledge?

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Five Big Ideas of Reading

• Text Comprehension
• Vocabulary
• Fluency
• Phonics
• Phonemic Awareness

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Vocabulary Strategies

• Definition Plus From Anita Archer
• Vocabulary for_________________________ Name_____
  ______________________
• Date____________________________
• Vocabulary Definition (Critical
  Attributes)
  Sentence/Example/Picture

• Keyword Strategy from Margo A. Mastropieri
• Best for Unfamiliar Vocabulary
• Recode unfamiliar word to a acoutically similar
  but familiar word or keyword
• Relate the keyword in an interactive picture with
  the to-be-remembered information
• Retrieve the new definition by thinking of the
  keyword and what was happening in the interactive
  picture.
• lago lake (log)

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Other Vocabulary Interventions

• FLIP-A-CHIP VOCABULARY BUILDING (12)
• WORD BUILDING INTERVENTION (13)
• BRINGING WORDS TO LIFE ROBUST VOCABULARY
  INSTRUCTION (14)

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Five Big Ideas of Reading

• Text Comprehension
• Vocabulary
• Fluency
• Phonics
• Phonemic Awareness

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Comprehension

• Teaching specific comprehension strategies
  improves comprehension
• Promotes understanding
• Helps to remember
• Helps communicate

• Six Strategies
• Monitoring comprehension
• Graphic organizers
• Answering questions
• Generating questions
• Recognizing story structure
• Summarizing

• Making use of prior knowledge and mental
  imagery have some research support

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The METACOGNITION part of Comprehension

• Metacognition is the awareness of ones own
  thinking. It involves the recognition when one
  doesnt understand, and the awareness of being
  able to regulate ones own thinking - to shift
  strategies when needed.
• Research is now documenting (Flavell) that
  metacognition is an important and critical
  process of reading comprehension.

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Looking Beneath the SurfaceMetacognition

• What is a key, underlying component to reading
  comprehension?
• Being aware of your own thoughts while you read
  and knowing whether or not you are grasping the
  meaning.

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Comprehension(15)
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Other Comprehension Interventions

• FROM CLUNK TO CLICK COLLABORATIVE STRATEGIC
  READING (16)
• PALS- GR. 2-6 (17)

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Discuss with your neighbor

• Do we understand when and how to use
• Comprehension Survey
• Pencil Tap Test
• Miscue Analysis
• Re-Reading
• Survey-Level Assessment

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Discuss with your neighbor

• Do we understand when and how to use
• Comprehension Survey rate accuracy
• Pencil Tap Test rate accuracy -
• Miscue Analysis accuracy - self corrects -
• Re-Reading rate - accuracy
• Survey-Level Assessment rate - accuracy -

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Case Studies
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Case Example 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 doesnt
  remember what she reads
• Observe
• Test
• Fall Reading CBM Scores
• Grade 4 text - 61 WRC, 10 errors
• 50th percentile scores 131 WRC, 3 errors

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Case Example Bart, Grade 2

• Review
• No previous reading services, no teacher comments
  on past report cards regarding reading.
• Interview
• Parents havent noticed a concern, and 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

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Case Example Jack, Grade 5

• 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, 4 errors
• 50th percentile 142, 1 error

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Case Example Rachel, Grade 3

• Review
• Old DIBELS data never met criteria for Nonsense
  Word Fluency (sim/lut)
• Report card comments star reader in grade 1
• Has received speech therapy since 3 years old
• Interview
• 2nd grade teacher noted that Rachel liked to be a
  good fast reader.
• Observe
• Test
• Fall CBM Scores
• 107 WRC, 11 errors
• 50th percentile 102 WRC, 3 errors

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Case Example Henry, Grade 1

• (R) Previous records
• Kindergarten screening results appeared normal
• Teacher comments on report card indicate
  difficulty with 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 gt 35, Winter NWF gt
  50
• 50th percentile scores LNF 42, PSF 36, NWF
  27

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Case Example Carly Kindergarten

• Review
• Carly did not recognize any letters at her Fall
  Kindergarten screening
• Interview
• Teacher notes that Carlys 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

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Other Information in Packet

• MATRIX OF SUPPLEMENTAL READING INTERVENTIONS,
  ADDRESSING THE FIVE BIG AREAS OF READING A
  STANDARD PROTOCOL APPROACH (18)
• SUMMARY OF SUPPLEMENTAL INTERVENTIONS FROM
  FLORIDA RESEARCH CENTER
• INSTRUCTIONAL PLANNING FORM (21)

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Resources (20

• Web Sites
• www.nationalreading panel.org www.texasreading.or
  g http//dibels.uoregon.org
• http//reading.uoregon.edu http//idea.uoregon.ed
  u http//idea.uoregon.edu16080/ncite
• http//oregonreadingfirst.uoregon www.fcrr.org
  www.readingrockets.org
• www.interventioncentral.org www.aimsweb.com www.
  ku-crl.org
• http//kc.vanderbilt.edu/kennedy/pals/ http//curr
  y.eduschool.virginia.edu/go/readquest/strat/
• Books
• Howell, K. W. Nolet, V. (2000).
  Curriculum-Based Evaluation Teaching and
  Decision Making. Belmont, CAWadsworth/Thomson
  Learning.
• Flugum, K., Hagen, J. , Kurns, S., Robinson,
  W. (1996). Curriculum-Based Evaluation Reading.
  Johnston, IA Heartland Area Education Agency
  11.
• Lovitt, T. C. (1995). Tactics for Teaching.
  Englewood Cliffs, NJ Prentice Hall, Inc.
• Beck, I. L. 7 McKeown, M. G. (2002). Bringing
  Words to Life Robust Vocabulary Instruction.
  Guilford Publications, Inc.

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Curricula/Programs Archer, A. Gleason, M.
Skills for School Success. North Billerica, MA
Curriculum Associates, Inc. Archer, A. Gleason,
M. Advanced Skills for School Success. North
Billerica, MA Curriculum Associates,
Inc. Archer, A., Gleason, M. Vachon. Rewards.
Longmont, COSopris West. Archer, A., Gleason, M.
Vachon. Rewards Plus. Longmont, COSopris
West. Sprick, M., Jones, S. V., Dunn, R.,Gunn, B.
Read Well Level K. Longmont, COSopris
West. Sprick, M., Howard, L. Fidanque, A. Read
Well Level One. Longmont, COSopris West. Fuchs,
Mathes, Fuchs. Peer-Assisted Learning PALS.
Vanderbilt University Klingner, J. K., Vaugh, S.,
Dimino, J., Schumm, J. S. Bryant, D.
Collaborative Strategic Reading Strategies for
Improving Instruction. Longmont, COSopris
West. Greenwood, C., Delquadri, J. C., Carta, J.
Together We Can. Longmont, COSopris West. Beck,
R., Anderson, P., Conrad, D. One-Minute
Fluency Builders. Longmont, COSopris
West Simmons, D. C. Kameenui, E. J. Early
Reading Intervention. Scott Foresman University
of Kansas Strategic Instruction Model, Lawrence,
KS Campbell, K. U. Great Leaps for Reading.
Diamuid, Inc.
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Thank you!
Thank you!
Thank you!
Thank you!