luisa sanchez-nilsen shannon skye introduction to fluency & why collect data for wrc
TRANSCRIPT
LUISA SANCHEZ-NILSEN
SHANNON SKYE
Introduction to Fluency& Why Collect Data for WRC
DISCLAIMER
The opinions and positions expressed herein are not intended to ensure compliance with any particular law or regulation pertaining to the provision of educational services for eligible students. This presentation and/or materials should be viewed and applied by users according to their specific needs. This presentation and/or materials represent the views of the presenter(s) regarding what constitutes preferred practice based on research available at the time of this publication. The presentation and/or materials should be used as guidance. Any references specific to any particular education product are illustrative, and do not imply endorsement of these products by OSPI, or to the exclusion of other products that are not referenced in the presentation materials. OSPI, Special Education, is not responsible for the content of those educational product(s) referenced in this presentation.
Douglas H. Gill, Ed.D.,Director, Special Education
Student Tracking log
Purpose●To demonstrate that struggling students are increasing their reading skills and becoming confident readers with the help of WRC program and that of their educators. ● Track an individualized tutoring plan for each student
referred to the WRC program.● Determine areas of improvement (reading attitude,
behavior, self confidence and academic achievements.
Data for the WRC Program●Maintain funding for the program and to demonstrate that struggling students are increasing their reading skills and becoming confident readers with the help of WRC program and that of their educators. ● Create adjustments ● Determine areas of improvement ●Demonstrate growth over time
Who should complete the Tracking Log?
Site Supervisor
WRC/AmeriCorps Members
Other trained staff
When should we complete the WRC Tracking Log?
Enter Data:When students receive tutoring services When pre- and post-test scores become available
What data is collected?
School: name, district information, and project name
Student: name, grade, state student identification #, and
teacher
Tutoring Plan: dates, time amounts, group size, pre- and
post-test scores, assessments used, and exit reason
Student Achievement: reading attitude, reading behavior,
self confidence, and benchmark achievement
Student Achievement~helpful hits~
Enter Yes, no, or unsure indicating whether the student improved his or her reading attitude, behavior, and self confidence.
Under student outcome, enter yes or no if the student gained at least one grade level, or met benchmark.
Use the notes column to provide additional information if the student did not improve reading abilities.
Student Data Tracking LogProject/School/District
Information Student Information Tutoring Plan Student Achievement
Screen shot
OSPI-Luisa Sanchez-NilsenElementary Reading Specialist(360) [email protected]
Supports implementation of the k-12 Reading Model
Shannon Skye-WRC Program Coordinator
Washington Service Corps- (360) 486-5913
[email protected] Provides technical assistance in completing the Student Tracking Log and with general program and AmeriCorps questions
OSPI-Christine Shaw
Administrative Assistant
Student Information
(360) 725-6346
[email protected] Provides assistance to DAC’s with accessing and uploading to the SFTP Site
Who to contact?
Now what? Go to the link below and find your District Assessment Coordinator (DAC):
http://www.k12.wa.us/TestAdministration/pubdocs/DAC_Contact_List.xls
DAC’s will need to verify the state student identification number before
uploading to the STFP Site. (The state student identification number is
separate from the school student identification number).
DAC’s can do this by using the district’s CEDAR data, if not contact
Christine Shaw at [email protected].
Important dates:
October 31, 2011: Pre-test data due
June 22, 2012: Post-test data due
Introduction to Fluency
Fluency• Defined• Why do we assess fluency• When to assess• Reading levels• Students• End of year Fluency Proficiency Goals• Instruction• Free Resources
Five Key Instructional Components
• Phonemic Awareness• Phonics• Fluency• Vocabulary• Comprehension Strategies
National Reading Panel (2000)
Fluency• An essential component of reading instruction• Bridge from phonics to comprehension (Pikulski & Chard, 2005)• Relation to Comprehension
Automaticity in word recognition (LaBerge & Samuals, 1974)
Prosody or expressiveness in oral reading(Schrieber & Read, 1980)
• Automaticity is part of fluency as it connects to phonics and word recognition
Ability to decode words automatically
Leads to automatic word recognition
The Bridge
1. Decode words2. Word Recognition
Reading with Fluency
Readers Monitor the meaning of text
Reading for meaning
What is Reading Fluency?
The ability to read both orally and silently Accurately Automaticity (quickly) Prosody (with expression)
Student behaviors without Fluency
Struggle with words (word recognition) Read at a slower and laborious rate One to one word matching Ignore phrasing (read like a robot) Less cognitive energy is spent on comprehension
Connection to Comprehension
Is limited due to the focus on forming the word, not what the words are trying to say Fast reading is not comprehending As text complexity increases fluency rate decreases Vocabulary is limited Fluency rate with prosody show a direct correlation to comprehension
Why to assess
FINDING students who may need intervention assistance in readingDIAGNOSING fluency problemsMONITORING PROGRESS to determine if reading skills are improving
When to assess
Benchmark2-to-3 times per year K-12Progress monitoringTier 2 K-12 – every two-to-three weeksTier 3 K-12 – every week
What is typically assessedRate, accuracy and prosody
Rate - how many words read per minute (typically)Accuracy - how many words read correctlyProsody – words read with expression, appropriate phrasing, and attention to punctuation.
MEASURING READING FLUENCY
the number of words in text read correctly per minute (wcpm) or…
letters, sounds, words
OSPI Reading Fluency
Sample of Proficiency GoalsGrade 1: 50-65+ words correct per minuteGrade 2: 90-100+ wcpmGrade 3: 110-120+ wcpmGrade 4: 115-125+ wcpmGrade 5: 125-135+ wcpmGrade 6 & up: 145-155+ wcpm
InstructionIdentify materials appropriate for the lower reader’s
reading level (no more than 10 errors per 100 words – the student’s instructional level).
Use leveled passages and/or high interest/low vocabulary materials.
Have both partners read the same passage.Have enough materials selected for two new passages per
week.
InstructionMAPPS
Modeling Fluent Reading for StudentsAssisted Reading for SupportPractice Reading, Wide and DeepPhrasing of Words in Meaningful GroupsSynergy to Make the Whole Greater Than the Sum of Its
Parts
Rasinski & Samuels, 2011
Fluency is important
It helps students read for meaning Motivates students to readStudents will be eager to self-select books that are just
rightJust right books can be read and reread
Focus on Fluency
Osborn & Lehr
www.prel.org
FREE!
Assessing Fluency
Tim Rasinski
www.prel.org
FREE!
Questions?General program and AmeriCorps questions please contact:
Shannon Skye, Washington Service Corps, WRC Program Coordinator(e) [email protected] (p) 360.486.5913
Grant implementation questions, please contact:Luisa Sanchez-Nilsen, Reading Specialist, OSPI(e) [email protected] (p) 360.725.6070
Resources Chard, D., Vaughn, S., & Tyler, B.J. (2002). A synthesis of research on effective
interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 36(5), 386-406.
DIBELS (Dynamic Indicators of Basic Early Literacy Skills). http://idea.uoregon.edu/~dibels
Edformation http://www.edformation.com Fuchs, L., Fuchs, D., Hamlett, C., Walz, L., & Germann, G. (1993). Formative evaluation
of academic progress: How much growth? School Psychology Review, 22(1), 27-48. Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an
indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256.
Resources Hasbrouck, J.E., Ihnot, C., & Rogers, G. H. (1999). Read Naturally: A strategy to increase oral reading fluency. Reading Research & Instruction, 39(1), 27-38. Hasbrouck, J.E., Woldbeck, T., Ihnot, C., & Parker, R. I. (1999). One teacher’s use of curriculum-based measurement: A changed opinion. Learning Disabilities: Research & Practice, 14(2), 118-126. Hasbrouck, J. E. & Tindal, G. (Spring, 1992). Curriculum-based oral reading fluency norms for students in grades 2-5. Teaching Exceptional Children, 24(3), 41-44. Kamil, M., Person, P.D., Moje, E., Afflerbach, P., (2011). Handbook of Reading Research. Volume IV. 286-309. New York, New York. ISBN-13: 978-0-8058-5343-8 McCardle, P., Chhabra,V., & Kapinus, B. (2008) Reading Research in Action. A Teacher’s Guide for Student Success. 123-136. Baltimore, Maryland. ISBN-10:1-55766-964-3
Resources National Institute for Literacy, (June 2003). Put Reading First: The Research Building Blocks for Teaching Children to Read,2nd edition, 22-31
NATIONAL READING PANEL REPORT. (2000). Teaching children to read. An evidence-based assessment of scientific research literature on reading and its implications
for reading instruction. Washington, DC: National Institute for Child Health and Human Development. www.nationalreadingpanel.org
Osborn, J. & Lehr, F. A Focus on Fluency www.prel.org (free booklet)
Rasinski, T. Assessing Reading Fluency www.prel.org (free booklet)
Rasinski, T. & Samuels, J.(2011) “Reading Fluency: What It Is and What It Is Not.” What
Research Has to Say about Reading Instruction, 4th edition, 99-106.
Resources READ NATURALLY “Reading Fluency Monitor”. www.readnaturally.com 1-800-788-4085 [email protected] Shinn, M. R. (Ed.) (1989). Curriculum-Based Measurement: Assessing Special Children. NY: Guilford. ISBN: 0-89862231X SOPRIS WEST “6 Minute Solution”. www.sopriswest.com 1-800-547-6747