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RtI: Spanish Progress Monitoring Tools for Reading

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RtI: Spanish Progress Monitoring Tools for Reading Jennifer Chavez, Lorena Gueny, Yuliana Manriquez, and Jon Jagemann October 2014 Sentence Fluency Rate Scoring ... – PowerPoint PPT presentation

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Title: RtI: Spanish Progress Monitoring Tools for Reading


1
RtI Spanish Progress Monitoring Tools for Reading
Jennifer Chavez, Lorena Gueny, Yuliana Manriquez,
and Jon Jagemann October 2014
2
Learning Intention
  • How to administer, collect progress monitoring
    data, and locate Spanish progress monitoring
    tools in order to present this information to
    bilingual staff members at your school.

3
Success Criteria
  • Review the logistics of how to use Spanish
    progress monitoring tools
  • Identify where Spanish progress monitoring
    resources are located
  • Begin to create an action plan for how Spanish
    progress monitoring tools will be presented to
    the bilingual staff members at your school

4
Teaching the CHILD
  • http//www.youtube.com/watch?v1wuSaNCIde4

5
a process for achieving higher levels of academic
and behavioral success for all students
RtI Process
6
Why Progress Monitor?
  • We CAN change outcomes for students.
  • Progress monitoring is one part of a system.
  • Progress monitoring serves as an indicator.
  • Focus is to teach the Basic Early Literacy Skills
    explicitly and thoroughly.
  • Monitor progress frequently and efficiently.

7
Basic Early Literacy Skills
Phonics
  • Phonemic Awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Comprehension

Phonemic Awareness
Fluency
Vocabulary
Comprehension
Focus on specific literacy skills can improve a
childs ability to read.
8
Spanish Interventions for Students in the
Bilingual Program
  • If a student is an English Language Learner
    (ELL), formal academic interventions are to be
    used to assess a students academic progress.
  • Should be based on a students academic
    deficiency, not lack of second language
    development
  • Teachers and school teams should use the ELL
    Language of Academic Intervention Considerations
    (handout) when considering what language would be
    of academic intervention.
  • adapted from Culturally and Linguistically
    Responsive RtI2 Planning Form WIDA Consortium

9
Please Keep in Mind
  • The purpose of this presentation is to share the
    progress monitoring tools that are to be used
    with students in a bilingual program that have
    been identified for tier 2/3 interventions.
  • Students identified for tier 2/3 interventions
    should be progress monitored at instructional
    level.
  • This presentation will not be referring to
    specifics relating to the SLD referral process.

10
Please Keep in Mind
  • K4 - 2nd grades should use PALS Español and/or
    easyCBM Spanish Literacy Benchmark results in the
    screening process of aid in identifying students
    for interventions.
  • These results can also help guide teachers in
    determining which basic early literacy skill
    students need support
  • Other formative and summative data should be used
    taken into consideration such as Spanish Tesoros
    Verifications, unit/weekly assessments, etc.

11
Please Keep in Mind
  • The following progress monitoring tools come in
    two forms
  • Spanish Reading Progress Monitoring Packets
  • easyCBM Probes
  • References/content of Spanish Reading Progress
    Monitoring Packets
  • Combination of Tesoros, IDEL, and DIBELS
    resources
  • Teachers should refrain from using the A Nivel
    Cuaderno de Práctica fluency passages as
    classwork/homework/etc. since they are used as
    progress monitoring tools now

12
Letter Sounds - Overview
Area of Concern Letter Sounds
Basic Early Literacy Skill Phonics
Instructional Levels Available K
Progress Monitoring Tool Spanish Progress Monitoring Letter Sounds
EXCEED Template Name Spanish Letter Sounds
Frequency of Progress Monitoring After every 5 intervention sessions
13
Letter Sounds - Directions
Timing 1 minute
Score Student receives 1 point for each correct letter sound in a minute.
Scoring Rules Leave blank any letter sound a student said correctly. The lower case L may look like an upper case I. Give student point for either saying the sound of an L or I. Put a slash (/) over any incorrect letter sound. Inserted sounds and repeated sounds are ignored and not counted as errors. A sound is scored as incorrect if it is initially misread, but if the student self-corrects within 3 seconds, mark SC above the letter and score as correct. If a student skips a row cross out the entire row and count the omitted sounds as errors.
Wait Rule No response within 3 seconds, say the sound cue them to say the next sound
Discontinue Rule Zero correct sounds in the first five letters
14
Letter Sounds - Scoring and Baseline
Calculating Final Score Add total sounds read correctly within the minute and record it next to Total Correct.
Determining Baseline Before implementing any intervention, students baseline must be calculated Administer (3) Letter Sounds Progress Monitoring lists. Determine Total Sounds Correct for each list. Choose the Total Sounds Correct MEDIAN (middle) score for the baseline. For example, if a student scored a 10, 13, 11. Put in order from least to greatest and choose the middle score Baseline would be 11.
15
Letter Sounds samples
16
Letter Sounds scoring example
23
S.C.
S.C

17
Phoneme Segmentation Fluency - Overview
Area of Concern Phoneme Segmentation Fluency (identifying sounds in a word)
Basic Early Literacy Skill Phonemic Awareness
Instructional Levels Available K-1 grade
Progress Monitoring Tool easyCBM Probes Spanish Syllable Segmenting
EXCEED Template Name Spanish Phonemic Segmentation Fluency
Frequency of Progress Monitoring After every 10 intervention sessions
18
Phoneme Segmentation Fluency - Directions
Timing 1 minute
Score Student receives 1 point for each syllable said correctly in a minute.
Scoring Rules Underline each syllable the student says correctly Put a slash through each syllable the student misses. Students are not penalized for saying extra words.
Wait Rule No response within 3 seconds, say the word in syllables and student continues to next word
Discontinue Rule Zero correct sound segments in the first five words
19
Phoneme Segmentation Fluency - Scoring and
Baseline
Calculating Final Score Add total syllables said correctly within the minute and record it next to Correct.
Determining Baseline Before implementing any intervention, students baseline must be calculated Find percentile of probe score Path 1 above the 50th percentile, doesnt support need for intervention in that area Path 2 between the 10th and 50th percentile, use the probe percentile score as baseline Path 3 below the 10th percentile, use lower level probe making adjustments until the student is scoring between the 10th and 50th percentile, use the probe percentile score as baseline.
20
Phoneme Segmentation Fluency Sample
21
Phoneme Segmentation Fluency Scoring Example
2
2
2
2
2
2
1
2
1
1
17
22
Basic Phonics - Overview
Area of Concern Basic Phonics Skills (vowels and syllables)
Basic Early Literacy Skill Phonics
Instructional Levels Available K-1 grade
Progress Monitoring Tool easyCBM Probes- Spanish Syllable Sounds
EXCEED Template Name Spanish Phonemic Basic Phonics
Frequency of Progress Monitoring After every 10 intervention sessions
23
Basic Phonics - Directions
Timing 1 minute
Score Student receives 1 point for each correct syllable sound in a minute.
Scoring Rules Self corrects, write S.C. above syllable and count as correct. Says incorrect syllable, slash through syllable, write the response above and count as incorrect. Skips syllable, circle the syllable and count as incorrect Clearly loses his/her place, point to the next syllable. Says one of the multiple correct syllable sounds, count as correct. Example for the syllable ra, either /ra/ or /rra/ is acceptable. Place a bracket () after the last word read.
Wait Rule No response within 3 seconds, say the syllable and count as incorrect.
Discontinue Rule Zero correct sound syllables out of the first five
24
Basic Phonics Scoring and Baseline
Calculating Final Score Add total syllables read correctly within the minute and record it next to Correct.
Determining Baseline Before implementing any intervention, students baseline must be calculated Find percentile of probe score Path 1 above the 50th percentile, doesnt support need for intervention in that area Path 2 between the 10th and 50th percentile, use the probe percentile score as baseline Path 3 below the 10th percentile, use lower level probe making adjustments until the student is scoring between the 10th and 50th percentile, use the probe percentile score as baseline.
25
Basic Phonics Sample
26
Basic Phonics Scoring Example
ti
S.C.
S.C

35
27
Reading Words - Overview
Area of Concern Reading Words (applying phonics skills to decode)
Basic Early Literacy Skill Phonics
Instructional Levels Available 1-2 grades
Progress Monitoring Tool easyCBM Probes Spanish Word Reading
EXCEED Template Name Spanish Real Word Reading
Frequency of Progress Monitoring After every 10 intervention sessions
28
Reading Words - Directions
Timing 1 minute
Score Student receives 1 point for each correct word read in a minute.
Scoring Rules If a student self corrects, write S.C. above the word and count it as correct. If they say an incorrect word, mark a slash through the word and count it as incorrect. If the students skips a word, circle the word and count it as incorrect.
Wait Rule No response within 3 seconds, say the word (mark as incorrect) cue them to say the next word.
Discontinue Rule Zero correct sound segments in the first five words
29
Reading Words- Scoring and Baseline
Calculating Final Score Add total words read correctly within the minute and record it next to Correct.
Determining Baseline Before implementing any intervention, students baseline must be calculated Find percentile of probe score Path 1 above the 50th percentile, doesnt support need for intervention in that area Path 2 between the 10th and 50th percentile, use the probe percentile score as baseline Path 3 below the 10th percentile, use lower level probe making adjustments until the student is scoring between the 10th and 50th percentile, use the probe percentile score as baseline.
30
Reading Words - Example
31
Reading Words Scoring Sample
S.C.

19
32
Sentence Fluency Rate Overview
Area of Concern Sentence Fluency Rate
Basic Early Literacy Skill Fluency
Instructional Levels Available 1-2 grades
Progress Monitoring Tool easyCBM Probes Spanish Sentence Reading
EXCEED Template Name Spanish Sentence Fluency Rate
Frequency of Progress Monitoring After every 10 intervention sessions
33
Sentence Fluency Rate Directions
Timing 1 minute
Score Student receives 1 point for each correct word read in a minute.
Scoring Rules If a student self corrects, write S.C. above the word and count it as correct. If they say an incorrect word, mark a slash through the word and count it as incorrect. If the students skips a word, circle the word and count it as incorrect. Place a bracket () after the last word read.
Wait Rule No response within 3 seconds, say the next word
Discontinue Rule Zero correct sound segments in the first five words
34
Sentence Fluency Rate Scoring and Baseline
Calculating Final Score Add total sounds read correctly within the minute and record it next to Total Correct.
Determining Baseline Before implementing any intervention, students baseline must be calculated Find percentile of probe score Path 1 above the 50th percentile, doesnt support need for intervention in that area Path 2 between the 10th and 50th percentile, use the probe percentile score as baseline Path 3 below the 10th percentile, use lower level probe making adjustments until the student is scoring between the 10th and 50th percentile, use the probe percentile score as baseline.
35
Sentence Fluency Rate Sample
36
Sentence Fluency Rate Scoring Example
S.C.
S.C.

28
2
26
37
Passage Fluency Rate Overview
Area of Concern Passage Fluency Rate
Basic Early Literacy Skill Fluency
Instructional Levels Available 3-6 grades
Progress Monitoring Tool Spanish Progress Monitoring Leveled Fluency
EXCEED Template Name Spanish Passage Fluency Rate
Frequency of Progress Monitoring After every 5 intervention sessions
38
Passage Fluency Rate Directions
Timing 1 minute
Score Student receives 1 point for each correct word read in a minute.
Scoring Rules To be counted as a correctly read word, the whole word must be read, not just sounds. Inserted words, repeated words, and phrases are ignored and not counted as errors. A word is scored as incorrect if it is initially misread, but if the student self-corrects within 3 seconds, mark SC above the word and score as correct. Proper nouns read with correct pronunciation or with any reasonable phonetic pronunciation are counted as correct. Put a slash (/) through any errors. Errors include -Words read incorrectly -Substitutions -Omitted words -Hesitations more than 3 seconds -Words read out of order -Words that are sounded out, but not read as a whole word If the students skips a word, circle the word and count it as incorrect. If a student skips a row cross out the entire row and count the omitted words as errors.
Wait Rule If no response in 3 seconds, say the word and mark it as incorrect. If necessary, indicate for the student to continue reading.
Discontinue Rule If no words are read correctly in the first line, say PARA, record a score of 0. If student earns a score of 0, then progress monitor at the next instructional level below.
39
Passage Fluency Rate Scoring and Baseline
Calculating Final Score Add total sounds read correctly within the minute and record it next to Total Correct.
Determining Baseline Before implementing any intervention, students baseline must be calculated Administer (3) Letter Sounds Progress Monitoring lists. Determine Total Sounds Correct for each list. Choose the Total Sounds Correct MEDIAN (middle) score for the baseline. For example, if a student scored a 10, 13, 11. Put in order from least to greatest and choose the middle score Baseline would be 11.
40
Passage Fluency Rate Sample
41
Passage Fluency Rate Scoring Example
42
3
39
S.C.
S.C.

42
Comprehension Overview
Area of Concern Reading Comprehension
Basic Early Literacy Skill Comprehension
Instructional Levels Available 2-6 grades
Progress Monitoring Tool Spanish Progress Monitoring Leveled Comprehension
EXCEED Template Name Spanish Monitoring Comprehension
Frequency of Progress Monitoring After every 5 intervention sessions
43
Comprehension Directions
Retelling Guidelines Students may read passage to self or aloud. Reading strategies of referring back to the text and repeated readings may be practiced and encouraged during reading intervention instruction. In order to monitor the effectiveness of these strategies in enhancing student comprehension, student should read the passage once and while retelling, student should not have the passage in front of them for general or explicit reference.
Score Use rubric found below the comprehension passage to determine final score.
Scoring Rules Quality of Response (Note If the student provides only a main idea, it is considered one detail) 0 Cannot provide any details about the story. 1 Provides 2 or fewer details. 2 Provides 3 or more details. 3 Provides 3 or more details in a meaningful sequence. 4 Provides 3 or more details in a meaningful sequence that captures the main idea.
Wait/Reminder If a student has not said anything at all, provides a very limited response, or provides an off-track response, ask Puedes decirme algo sobre lo que leíste? or Me puedes dar más detalles o información importante sobre lo que acabas de leer?
Discontinue Rule After the reminder, if the student does not say anything, say Gracias and discontinue the task. If student gets off-track, repeat the directions.
44
Comprehension Scoring and Baseline
Calculating Final Score Use rubric found below the comprehension passage to determine final score.
Determining Baseline Before implementing any intervention, students baseline must be calculated Administer (3) Comprehension Progress Monitoring Passages. Determine the rubric score for each passage. Find the MEDIAN (middle) score for the baseline. For example, if a student scored a 1, 2, 1. Put in order from least to greatest and choose the middle score Baseline would be 1.
45
Comprehension Sample
46
Comprehension Scoring Example
Example -Se trata de niños que juegan y hombres
que están preparando una canoa. Las mujeres
cocinan también. It is about children who are
playing and men who are preparing a canoe. The
women cook, too. (Student gives three details,
but not in a meaningful sequence)
47
Grades 7th 8th
  • These progress monitoring tools are to be used
    for students that are in 7th or 8th grade and
    have been identified for Spanish Reading
    intervention.

48
Additional Resources - handouts
  • Bilingual Reading RtI Instructional Resources
  • An overview of the multi-level tiers of support
    in Spanish Reading
  • Bilingual (Spanish) Literacy RtI Alignment
  • Aligns area of concern, progress monitoring tool,
    instructional levels available, EXCEED templates
    and frequency of progress monitoring. 
  • Bilingual (Spanish) Literacy Baseline/Goal Guide
  • Provides a quick guide to baseline setting and
    goal setting for all the progress monitoring
    tools. Also provides passage fluency rates.
  • easyCBM Percentile Table
  • Concise list of easyCBM Spanish literacy progress
    monitoring scores converted into percentiles
  • Bilingual Literacy Intervention EXCEED BASICS
  • Direction in how to create an EXCEED plan using
    bilingual (Spanish) EXCEED template

49
Locating Progress Monitoring Resources
  1. Go to the MPS Homepage
  2. Click on Families
  3. Click on RtI PBIS

50
Locating Progress Monitoring Resources Cont.
  1. On the right side of the RtI PBIS homepage,
    click on Resources

51
Locating Progress Monitoring Resources Cont.
  • Scroll down to Spanish Bilingual Resources
  • Click here for documents directly related to
    Progress monitoring Resources
  • Click here to find all Spanish Progress
    Monitoring Tools

52
Locating Progress Monitoring Resources Cont.
53
Locating Progress Monitoring Resources Cont.
  • Scroll down to Literacy Resources
  • Click here for documents directly related to
    easyCBM
  • For any EXCEED resources

54
SLD Process
  • If a student is moving toward a process of a SLD
    determination, intervention progress monitoring
    must occur at grade-level and weekly.
  • For more information on the SLD determination
    process as it relates to a RtI, contact your
    school psychologist.

55
Next Steps Action Planning
  • Guiding Questions
  • How and when will this information be shared with
    all bilingual staff members?
  • How and when will bilingual teachers be offered
    Spanish progress monitoring resource support
    after information is initially shared?
  • Any additional questions about these
  • progress monitoring tools? Please contact your
    RtI/PBIS Coach ?

56
RtI Spanish Progress Monitoring Tools for Reading
MPS Board of School Directors Michael Bonds,
Ph.D., President, District 3 Meagan Holman, Vice
President, District 8 Mark Sain, District 1 Jeff
Spence, District 2 Annie Woodward, District
4 Larry Miller, District 5 Tatiana Joseph, Ph.D.,
District 6 Claire Zautke, District 7 Terrence
Falk, At-Large
Senior Team Darienne B. Driver, Ed.D.,
Superintendent Erbert Johnson, CPA, Chief of
Staff Tina Flood, Chief Academic Officer Karen
Jackson, Ph.D., Chief Human Capital Officer Ruth
Maegli, Acting Chief Innovation Officer Michelle
Nate, Chief Operations Officer Gerald Pace, Esq.,
Chief Financial Officer Keith Posley, Ed.D.,
Chief School Administration Officer Sue Saller,
Executive Coordinator, Superintendents
Initiatives
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