using literacy data tulsa public schools. phoneme segmentation fluency (psf) initial sound fluency...

Download USING LITERACY DATA TULSA PUBLIC SCHOOLS. Phoneme Segmentation Fluency (PSF) Initial Sound Fluency (ISF) Letter Naming Fluency (LNF) Nonsense Word Fluency

Post on 24-Dec-2015

215 views

Category:

Documents

0 download

Embed Size (px)

TRANSCRIPT

  • Slide 1
  • USING LITERACY DATA TULSA PUBLIC SCHOOLS
  • Slide 2
  • Phoneme Segmentation Fluency (PSF) Initial Sound Fluency (ISF) Letter Naming Fluency (LNF) Nonsense Word Fluency (NWF) Word Use Fluency (WUF) Oral Reading Fluency (ORF) Retell Fluency (RTF) DIBELS SUBTESTS
  • Slide 3
  • DIBELS DATA Principals: Completion Reports Compare Report Teachers: Small group advisor Send Home reports
  • Slide 4
  • COMPLETION REPORT
  • Slide 5
  • COMPARING MEASURES REPORT
  • Slide 6
  • SMALL GROUPS
  • Slide 7
  • SMALL GROUP ACTIVITIES
  • Slide 8
  • ITEM LEVEL ADVISOR
  • Slide 9
  • ITEM-LEVEL ADVISOR
  • Slide 10
  • DIBELS ARE INDICATORS DIBELS provides an efficient indicator of essential literacy skills acquisition like a toothpick provides an efficient way to tell if the cake is baked. If the toothpick has dough on it, what should we do? DIBELS is a toothpick DIBELS are not designed to provide an exhaustive assessment
  • Slide 11
  • BAKE THE WHOLE CAKE, DONT JUST COOK ONE PLACE! Using a torch to cook only the place we checked with the toothpick would not produce a very satisfying cake!
  • Slide 12
  • ALPHABETIC PRINCIPLE: TORCHING THE CAKE Artificial ways to raise the NWF score without actually teaching the skill are like torching the cake they dont lead to better reading outcomes. Memorizing and practicing the nonsense words on the next DIBELS assessment. Knowing tob dos et tuj kej does not help children learn to read better. Telling children not to recode (read the words as a word) but instead just to say the letter sounds as fast as they can. (Recoding is the point of NWF) Giving extra time or assistance
  • Slide 13
  • ACCURACY AND FLUENCY WITH CONNECTED TEXT: TORCHING THE CAKE Artificial ways to raise the ORF score without actually teaching the skill are like torching the cake they dont lead to better reading outcomes. Practicing the next DIBELS probe so they can read it fast does not help children learn to read better. Encouraging children to read only the words they know: The and a an . Telling children to read as fast as they can. Sending the passage home to practice. Start reading the passage at the third sentence. Giving extra time or assistance.
  • Slide 14
  • Instructional Progression for Decoding
  • Slide 15
  • PROGRESS MONITORING Weekly or biweekly assessments for those students who scored below benchmark and are receiving an intervention Progress monitoring provides data regarding the intervention and allows for immediate changes in instruction, if necessary. What to do when a students flat lines red Starting at a lower level, administer subtests to identify deficiencies Plan instruction to fill in gaps Progress monitor that subtest to measure growth
  • Slide 16
  • Instructional Progression for Decoding
  • Slide 17
  • LEXILE DATA
  • Slide 18
  • WHAT IS THE LEXILE FRAMEWORK? An educational tool that links text and readers under a common metric known as Lexiles. Allows educators to forecast the level of comprehension a reader is expected to experience with a particular text Most commonly used reading measure Over 19 million students receive Lexile scores through commercial and state assessments Over 100,000 books and tens of millions of article have Lexile measures
  • Slide 19
  • LEXILE MEASURE A Lexile is a standard score developed by MetaMetrics Matches a students reading ability with difficulty of text material Interpreted as the level of book that a student can read with 75% comprehension 75% comprehension is the level identified by experts as offering the reader a certain amount of comfort and yet still offering a challenge Reading Ability Text Complexity
  • Slide 20
  • THE LEXILE SCALE Lexiles typically range from 200 for beginning readers to 1700 for advanced readers Lexile text below 200L represents beginning-reading material, and a students Lexile score may have a number in the 100s or the code of BR. BR is a code that stands for Beginning Reading. Applies to both reader ability and text difficulty When reader and text measures are the same, the student is expected to read with 75% comprehension Can be used to track reading growth over time
  • Slide 21
  • SRI (LEXILE) IDENTIFIES Identify struggling readers. Apply as a universal screener and progress monitoring tool. Monitor progress toward AYP goals. Monitor effectiveness of instruction. Establish obtainable and realistic growth goals for students. Indicate expected performances on state tests.
  • Slide 22
  • HOW TO USE LEXILES It is recommended that readers choose texts within their Lexile range. A Lexile range is 50L above and 100L below a students reported Lexile measure. Practice with a variety of texts. Use Lexiles to set goals.
  • Slide 23
  • USING LEXILES IN THE CLASSROOM Teachers can use Lexiles to help them: Develop individualized or classroom reading lists tailored to provide appropriately challenging reading. Enhance thematic teaching by building a bank of titles at varying levels that support the theme, but also allows all students to participate successfully in the theme with material at their own reading level. Sequence materials, for example by increasing the difficulty of read-aloud books throughout the year. Source: http://www.lexile.com/m/uploads/downloadablepdfs/Lexiles-in-the-Classroom.pdf http://www.lexile.com/m/uploads/downloadablepdfs/Lexiles-in-the-Classroom.pdf
  • Slide 24
  • USING LEXILES IN THE CLASSROOM Teachers can use Lexiles to help them : Develop a reading folder that goes home with students and comes back for weekly review. Folder might contain: a reading list of books within the students Lexile range reports of recent assessments a form for parents to record reading that occurs at home. Vary reading difficulty of material to the situation: Choose texts lower in the students Lexile range when factors make the reading situation more challenging, threatening or unfamiliar. Select texts at or above the students range to stimulate growth when a topic is of extreme interest to a student, or when you will be giving additional support such as background teaching or discussion. Source: http://www.lexile.com/m/uploads/downloadablepdfs/Lexiles-in-the-Classroom.pdf http://www.lexile.com/m/uploads/downloadablepdfs/Lexiles-in-the-Classroom.pdf
  • Slide 25
  • Slide 26
  • THE FIND A BOOK TOOL HTTP://LEXILE.COM/FAB/ HTTP://LEXILE.COM/FAB/
  • Slide 27
  • WHAT IF A BOOK OR DOCUMENT ISNT IN THE LEXILE DATABASE? Use the Lexile Analyzer its free, but you must register. Create a text document (file extension is.txt) with multiple 175-word slices from the book or document. Submit via the Lexile Analyzer. http://lexile.com/analyzer/
  • Slide 28
  • MORE INSTRUCTIONAL USES OF LEXILES Teachers can use Lexiles to: Set measurable goals for instruction and special intervention programs Monitor progress of various reading programs Make parents partners to the classroom by giving them a tool for selecting appropriate reading material for their children (e.g., Summer Reading Lists, visiting library, etc.) Help students set goals for themselves and use annual OCCT results to see if they have progressed towards their goals. Source: http://www.lexile.com/m/uploads/downloadablepdfs/Lexiles-in-the-Classroom.pdf http://www.lexile.com/m/uploads/downloadablepdfs/Lexiles-in-the-Classroom.pdf
  • Slide 29
  • MORE INSTRUCTIONAL USES OF LEXILES Lexiles can help teachers: Adjust materials to the purpose of reading. For increased fluency and automaticity, teacher selects text that measures well below reader ability. As a strategy for teaching students how to attack hard text, the teacher selects text that measures above reader ability. Source: http://www.lexile.com/m/uploads/downloadablepdfs/Lexiles-in-the-Classroom.pdf http://www.lexile.com/m/uploads/downloadablepdfs/Lexiles-in-the-Classroom.pdf
  • Slide 30
  • MORE INSTRUCTIONAL USES OF LEXILES Teachers can use Lexiles to target fiction and non- fiction material to students abilities and thus promote learning of all subjects. Avoids student frustration when reading text is too difficult. Avoids undermining student self-confidence. Avoids the fostering of bad work habits and unrealistic self-expectations when a student is always presented with too easy material. Learning occurs best when the text material can be comprehended at a 75% rate. Source: http://www.lexile.com/m/uploads/downloadablepdfs/Lexiles-in-the-Classroom.pdf http://www.lexile.com/m/uploads/downloadablepdfs/Lexiles-in-the-Classroom.pdf
  • Slide 31
  • USING LEXILES IN MEDIA CENTERS AND PUBLIC LIBRARIES Media specialists and librarians can assist classroom instruction by Helping to develop individualized or classroom reading lists tailored to provide appropriately challenging reading. Guiding teachers in selecting a bank of titles at varying levels that support an instructional thematic unit. This allows all students to participate successfully in the theme with material at their own reading level. Locating and sequencing materials for classroom use. For example, increasing the difficulty of read-aloud books throughout the year. Source: https://d1jt5u2s0h3gkt.cl

Recommended

View more >