Download - Institute on Beginning Reading III Instructional Implications: Interpreting Student Performance Data
Institute on Beginning Institute on Beginning
Reading IIIReading III
Instructional Implications: Interpreting Instructional Implications: Interpreting
Student Performance DataStudent Performance Data
Simmons & Harn © 2004 2
AcknowledgmentsAcknowledgments
• Oregon Department of Education
• Institute for the Development of Educational
Achievement, College of Education, University
of Oregon
• U.S. Department of Education,
Office of Special Education Programs
Simmons & Harn © 2004 3
Content DevelopmentContent Development
Content developed by:
Deb Simmons, Ph.D. Roland Good, Ph.D. University of Oregon University of Oregon
Beth Harn, Ph.D.University of Oregon
Additional support:
Patrick Kennedy-PaineKatie Tate University of Oregon
Simmons & Harn © 2004 4
CopyrightCopyright
• All materials are copy written and should
not be reproduced or used without
expressed permission of Dr. Edward J.
Kame’enui or Dr. Deborah C. Simmons.
Selected slides were reproduced from
other sources and original references cited.
Simmons & Harn © 2004 5
Ongoing Progress Monitoring and Differentiated and
Individualized Instruction for Each Student
A Schoolwide Beginning Reading A Schoolwide Beginning Reading ModelModel
For Each
Student
Instruction
GoalsAssessment
For All Students
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Today’s Focus
IBR Guiding QuestionsIBR Guiding Questions
1. Goals: What outcomes do we want for our students in our
state, district, and schools?
2. Knowledge: What do we know and what guidance can
we gain from scientifically based reading research?
3. Progress Monitoring Assessment: How are we doing?
What is our current level of performance as a school? As
a grade? As a class? As an individual student?
4. Outcome Assessment: How far do we need to go to
reach our goals and outcomes?
5. Core Instruction: What are the critical components that
need to be in place to reach our goals?
6. Differentiated Instruction: What more do we need to do
and what instructional adjustments need to be made?
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The goals and objectives of this session:1. Conduct an overall analysis of class lists.
2. Analyze class lists for instructional samenesses and groupings.
3. Review DIBELS probes for diagnostic information.
4. Design and plan instruction using the alterable variables chart and create CSI maps.
Objectives: What You WillObjectives: What You WillLearn and DoLearn and Do
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Types of Reports to ExamineTypes of Reports to Examine
• All reports can be accessed or generated at http://dibels.uoregon.edu/
• Class & Student Level Reports:• Class List
• Class Progress Summaries
• Individual Student Profile
• Benchmark Probe Booklets (from your own school)
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• Different reports answer different questions:
• Class list/Teacher reports rank order students by
instructional recommendation status from highest
to lowest
• Grade list reports rank order students from highest
to lowest on the selected DIBELS measure
• Individual student performance reports all DIBELS
data collected on an individual student across
grades
How Do You Identify Students Needing How Do You Identify Students Needing Additional Instructional Support?Additional Instructional Support?
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DeficitAt RiskEmergingSome Risk
EstablishedLow Risk
Final Benchmark Goals and Later
Quarterly Benchmark Goals
Instructional Status TerminologyInstructional Status Terminology
Used for all measures except ORF!
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Kindergarten DIBELS Benchmark Kindergarten DIBELS Benchmark GoalsGoals
So how are we doing in Winter?
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First Grade DIBELS Benchmark First Grade DIBELS Benchmark GoalsGoals
So how are we doing in Winter?
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Second & Third Grade DIBELS Second & Third Grade DIBELS Benchmark GoalsBenchmark Goals
2nd Grade
3rd GradeSo how are we doing in Winter?
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4-Step Process for Interpreting 4-Step Process for Interpreting Reports & Planning InstructionReports & Planning Instruction
1. Overall Analysis: Review class list report to identify general patterns and levels of performance.
2. Instructional Analysis: Identify from class list reports students with similar instructional profiles (instructional sameness).
3. Diagnostic Analysis: For students who need intensive instructional support, review probes to determine current reading skills.
4. Instructional Planning: Review alterable variables chart and design interventions using CSI maps.
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• Class list reports provide the following information for each student:• Raw scores on all measures administered
• Percentiles: compares a child’s performance to other children in your school/district
• Skill status: Established, Emerging, Deficit or Low, Some, At-Risk
• Instructional Recommendation: Benchmark, Strategic, Intensive
Step 1: Overall Analysis of Class Step 1: Overall Analysis of Class List ReportsList Reports
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DIBELS Instructional DIBELS Instructional RecommendationRecommendation
• The Instructional Recommendation is created by analyzing a student’s performance across all of the measures administered.• Provides a general description of the instructional
intensity needed for the student to achieve the next benchmark goal.
• Instructional recommendation categories:• Benchmark: Established skill performance across all
administered measures.• Strategic: One or more skill areas are not within the
expected performance range.• Intensive: One or more skill areas are significantly at-
risk for later reading difficulty
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Reviewing Class ListsReviewing Class Lists
• Use the instructional recommendations as a guideline for instruction. • Remember the category is an approximation not
gospel. That is, use them but don’t treat scores on the cusp as definitive and verify any scores that don’t match instructional observations.
• Review the list to see how many logical instructional groupings there are.
• Determine which students have similar skills and can be taught together (use brackets to indicate possible groups).
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Step I: Overall Analysis Step I: Overall Analysis How to Use Class Lists How to Use Class Lists
• What are the measures and their critical values for the time period of the report?
• Are the scores typical of student performance? • What is the range of performance in your
classroom? • Which children are benefiting adequately from
core instruction? • Which children need increased instructional
support (supplemental or intensive intervention)?
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3rd Grade Winter Class List Report3rd Grade Winter Class List Report
NameOral Reading Fluency
Instructional RecommendationScore Percentile Status
Jason 12 1 At Risk Intensive - Needs Substantial Intervention
John 21 2 At Risk Intensive - Needs Substantial Intervention
Luis 37 7 At Risk Intensive - Needs Substantial Intervention
Wes 48 13 At Risk Intensive - Needs Substantial Intervention
Emily 51 16 At Risk Intensive - Needs Substantial Intervention
Kevin 64 22 At Risk Intensive - Needs Substantial Intervention
Corey 67 26 Some Risk Strategic - Additional Intervention
Michael 71 27 Some Risk Strategic - Additional Intervention
Amanda 75 31 Some Risk Strategic - Additional Intervention
Nathan 76 31 Some Risk Strategic - Additional Intervention
Anthony 77 32 Some Risk Strategic - Additional Intervention
Cynthia 86 40 Some Risk Strategic - Additional Intervention
Peter 87 41 Some Risk Strategic - Additional Intervention
Erica 89 43 Some Risk Strategic - Additional Intervention
Tanya 92 46 Low Risk Benchmark - At Grade Level
Ryan 93 48 Low Risk Benchmark - At Grade Level
Danielle 106 56 Low Risk Benchmark - At Grade Level
Devin 112 61 Low Risk Benchmark - At Grade Level
Jared 124 70 Low Risk Benchmark - At Grade Level
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Step 2: Instructional AnalysisStep 2: Instructional Analysis
• Review the following class list:• Identify groups of students who have similar instructional
profiles. • Draw brackets around groups of students who are likely
to benefit from the same type and amount of instruction. • Once you’ve identified groups, determine primary
instructional goal for students in each category: • Benchmark: ____________________________________
• Strategic: ______________________________________
• Intensive: ______________________________________
• Which children would likely benefit from a reading fluency intervention?
• Use the “Winter Worksheet” to document groups.
Comprehension and fluency
Fluency, comprehension, and advanced phonics
Phonics and fluency development
Step 3: Diagnostic AnalysisStep 3: Diagnostic Analysis
Use Probes And/Or Other Assessment Use Probes And/Or Other Assessment Data To Diagnose Difficulty: Data To Diagnose Difficulty:
What More Information do You Need & What More Information do You Need & Have?Have?
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Third Grade Example:Third Grade Example:Diagnosing Reading Diagnosing Reading
1. Is fluency an appropriate objective?
2. What types of errors are being made?
3. What type of instruction is needed?
17 / 26 = 65% accuracy
mess camp
17
Sight words and decoding errors
Continued phonics instruction, sight words, and attention to accuracy and fluency to improve comprehension
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home brought
sc
sc
sc
45
Third Grade Example:Third Grade Example:Diagnosing Reading Diagnosing Reading
1. Is fluency an appropriate objective?
2. What types of errors are being made?
3. What type of instruction is needed?
45 / 49 = 91% accuracy
Decoding errors that preserve meaning, many self-corrections
Continued phonics instruction but with a focus on fluency instruction
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Analysis of a Third Grade Analysis of a Third Grade Struggling ReaderStruggling Reader
• Following is the cover sheet for a 3rd grader showing reading performance from Fall and Winter• Is this child learning? • Is the child learning enough?
• Calculate Oral Reading Fluency growth need from Winter to
Spring.
• Spring Goal Score - Winter Score/15 (# weeks instruction)
• Analyze types of errors on the accompanying probe. • Use the CSI map and design an intervention plan for this
learner and ones like him/her in the same class (return to grade 3 class list).
110 – 59 = 51; 51/15= 3.1 word growth a week
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Third Grade - Student 1Third Grade - Student 1
Test of Reading Fluency(Children’s Educational Services, 1987)
Step 4: Instructional Step 4: Instructional
Planning Planning
Using Alterable Variables and CSI Using Alterable Variables and CSI MapsMaps
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Summary of Research FindingsSummary of Research Findings
• Use explicit, systematic reading program (select from supplemental & intervention list).
• Include word identification and reading fluency practice.
• Teach with small teacher/student ratios: 1/1 - 1/5.
• Teach intensively (1 hr per day with variety of aligned strategies).
• Provide extensive opportunities for practice and feedback.
• Double dose if possible.
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Alterable Variables to Intensify Alterable Variables to Intensify InstructionInstruction
AlterableComponents Level of Specific Enhancements
Options 1 2 3 4 5
ProgramEmphasis
Use coreprogram &explicitly teachpriority skills.
Useextensionsof the coreprogram(e.g., addexamples)
Supplementcore withreteaching orinterventioncomponentsof core.
Replacecurrent coreprogram withinterventionprogram.
Implementspeciallydesignedprogram
Time(Opportunities
to Learn)
Schedule &deliver 90minutes of dailyreadinginstruction(minimum 30minutes smallgroup).
Increaseopportunitiesto respondduring coreinstruction.
Schedulecore +supplemental perioddaily.(90 + 30 or60 + 30)
Schedule twointerventionsessions daily(no less than90 minutestotal)
Grouping forInstruction
Check groupplacement &providecombination ofwhole & smallgroup instruction.
Schedulesmall groupopportunityfor specificpractice
Reducegroup size
Provideindividualinstruction
Increasing Intensity
Increasing Intensity
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Alterable ElementsAlterable Elements
• Program: Is the learner likely to benefit from the
core? If not, what supplement or
intervention/acceleration program is available?
• Time: A minimum of 30 + 30 minutes of small
group intensive instruction in addition to typical
whole group instruction.
• Grouping/Organization: As small a group as
possible with the most skilled instructor
available
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CSI Map: Grade 3CSI Map: Grade 3
Goals Instructional Details AssessmentListed below are the high-priority goalsfor each big idea. Refer to thecurriculum maps for a complete list.
InstructionalNeed
Program/Materials Time/dayGrouping
Size
DIBELS Measure(based on Winter
progressivebenchmarks)
Core /Benchmark
Strategic
Vocabulary
¨ Learns and uses unfamiliarwords that are introduced instories and passages
¨ Increases knowledge ofvocabulary throughindependent reading
Intensive
No DIBELSbenchmark. Useprogram specific ordistrict/schooldeterminedmeasures.
Core /Benchmark
Strategic
Comprehension¨ Answers literal, inferential, and
evaluative questions¨ Answers questions about main
characters, setting, theme, plot¨ Distinguishes main idea/details;
fact/opinion; cause/effect¨ Uses structure of informational
text to aid understanding¨ Uses information in tables,
graphs, diagrams, maps, charts¨ Retells the main ideas of
stories or informational texts
Intensive
No DIBELSbenchmark. Useprogram specific ordistrict/schooldeterminedmeasures.
Core /Benchmark
Strategic
Spelling
¨ Spells phonetically regularwords correctly
Intensive
No DIBELSbenchmark. Useprogram specific ordistrict/schooldeterminedmeasures.
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CSI Map: Grade 3CSI Map: Grade 3
Goals Instructional Details AssessmentListed below are the high-priority goalsfor each big idea. Refer to thecurriculum maps for a complete list.
InstructionalNeed
Program/Materials Time/dayGrouping
Size
DIBELS Measure(based on Winter
progressivebenchmarks)
Core /Benchmark
Strategic
Alphabetic Principle
¨ Reads regular multisyllabicwords
Intensive
NWF Measuremay be helpful indeterminingalphabetic principleskills.
Core /Benchmark
ORF ≥ 92:Assess quarterly
Strategic67 ≤ ORF < 92:Assess once ortwice a month
Fluency with Connected Text¨ Reads 110-120 words per
minute by the end of the year
¨ Increases independent reading
END OF YEAR GOAL = 110 ORFIntensive
ORF < 67:Assess 2-4 timesmonthly
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ACore Programs
BSupplemental/Intensive
Programs
CTime/Grouping Conditions
Selected from Analysis ofCore Programs
To be Determined 30-45 minutes small groupteacher directed instruction
Supplement of 30 minutesprioritized readinginstruction
Small groups (4-5) orindividualized tutoring
Highly trained teachers withhigh quality implementation
Examples of Reading Program Examples of Reading Program Implementation: Grade 2/3Implementation: Grade 2/3
Simmons & Harn © 2004 36
Step I: Overall Analysis Step I: Overall Analysis How to Use Class Lists How to Use Class Lists
• What are the measures and their critical values for the period of the report?
• Are the scores typical of student performance? • What is the range of performance in your
classroom? • Which children are benefiting adequately from
core instruction? • Which children need increased instructional
support (supplemental or intensive intervention)?
Simmons & Harn © 2004 37
• Class List/Teacher Report, Winter Grade 1
NamePhoneme Segmentation
FluencyNonsense Word
FluencyOral Reading
Fluency Instructional Recommendation
Score %ile Status Score %ile Status Score %ile Status
Casey 8 N/A Deficit 11 N/A Deficit 1 N/A At Risk Intensive - Needs Substantial Intervention
Greg 55 N/A Established 20 N/A Deficit 8 N/A Some Risk Intensive - Needs Substantial Intervention
Cassie 30 N/A Emerging 26 N/A Deficit 2 N/A At Risk Intensive - Needs Substantial Intervention
Sandra 39 N/A Established 28 N/A Deficit 6 N/A At Risk Intensive - Needs Substantial Intervention
Rachel 66 N/A Established 32 N/A Emerging 14 N/A Some Risk Strategic - Additional Intervention
Ben 59 N/A Established 35 N/A Emerging 7 N/A At Risk Intensive - Needs Substantial Intervention
Jill 27 N/A Emerging 35 N/A Emerging 12 N/A Some Risk Strategic - Additional Intervention
Ivan 43 N/A Established 36 N/A Emerging 12 N/A Some Risk Strategic - Additional Intervention
Katie 18 N/A Emerging 39 N/A Emerging 37 N/A Low Risk Benchmark - At Grade Level
Erin 16 N/A Emerging 40 N/A Emerging 13 N/A Some Risk Strategic - Additional Intervention
Page 64 N/A Established 41 N/A Emerging 12 N/A Some Risk Strategic - Additional Intervention
Juanita 30 N/A Emerging 41 N/A Emerging 31 N/A Low Risk Benchmark - At Grade Level
Jose 59 N/A Established 44 N/A Emerging 0 N/A At Risk Intensive - Needs Substantial Intervention
Taylor 46 N/A Established 46 N/A Emerging 17 N/A Some Risk Strategic - Additional Intervention
Justin 37 N/A Established 56 N/A Established 21 N/A Low Risk Benchmark - At Grade Level
Sarah 78 N/A Established 67 N/A Established 56 N/A Low Risk Benchmark - At Grade Level
Analyzing Winter Grade 1Analyzing Winter Grade 1
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Step 2: Instructional AnalysisStep 2: Instructional Analysis
• Review the following class list:• Identify groups of students who have similar instructional
profiles. • Draw brackets around groups of students who are likely to benefit
from the same type and amount of instruction.
• Once you’ve identified groups, determine primary instructional goal for students in each category:
• Benchmark: • Strategic:• Intensive:
• Using the curricular maps and established early literacy goals, the instructional objectives would be one or more of the following:
• Fluency • Phonics• Phonological awareness
• Use the Winter Worksheet to document groups.
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Analyzing Patterns of PerformanceAnalyzing Patterns of Performance
• Class List/Teacher Report, Winter Grade 1
Name
Phoneme SegmentationFluency
Nonsense Word Fluency
Oral Reading Fluency Instructional Recommendation
Score %ile Status Score %ile Status Score %ile Status
Casey 8 N/A Deficit 11 N/A Deficit 1 N/A At Risk Intensive - Needs Substantial Intervention
Greg 55 N/A Established 20 N/A Deficit 8 N/A Some Risk Intensive - Needs Substantial Intervention
Cassie 30 N/A Emerging 26 N/A Deficit 2 N/A At Risk Intensive - Needs Substantial Intervention
Sandra 39 N/A Established 28 N/A Deficit 6 N/A At Risk Intensive - Needs Substantial Intervention
Rachel 66 N/A Established 32 N/A Emerging 14 N/A Some Risk Strategic - Additional Intervention
Ben 59 N/A Established 35 N/A Emerging 7 N/A At Risk Intensive - Needs Substantial Intervention
Jill 27 N/A Emerging 35 N/A Emerging 12 N/A Some Risk Strategic - Additional Intervention
Ivan 43 N/A Established 36 N/A Emerging 12 N/A Some Risk Strategic - Additional Intervention
Katie 18 N/A Emerging 39 N/A Emerging 37 N/A Low Risk Benchmark - At Grade Level
Erin 16 N/A Emerging 40 N/A Emerging 13 N/A Some Risk Strategic - Additional Intervention
Page 64 N/A Established 41 N/A Emerging 12 N/A Some Risk Strategic - Additional Intervention
Juanita 30 N/A Emerging 41 N/A Emerging 31 N/A Low Risk Benchmark - At Grade Level
Jose 59 N/A Established 44 N/A Emerging 0 N/A At Risk Intensive - Needs Substantial Intervention
Taylor 46 N/A Established 46 N/A Emerging 17 N/A Some Risk Strategic - Additional Intervention
Justin 37 N/A Established 56 N/A Established 21 N/A Low Risk Benchmark - At Grade Level
Sarah 78 N/A Established 67 N/A Established 56 N/A Low Risk Benchmark - At Grade Level
Step 3: Diagnostic AnalysisStep 3: Diagnostic Analysis
Use Probes to Diagnose Difficulty Use Probes to Diagnose Difficulty What More Information do You Need & What More Information do You Need &
Have?Have?
Simmons & Harn © 2004 41
Analysis of a First Grade Struggling Analysis of a First Grade Struggling ReaderReader
• Following are two different readers (Rachel & Greg) in Winter of first grade:
• Are they learning?
• Are they learning enough?
• Determine the level of intensity of instructional for both to reach the end-of-year first grade goal of 40 cwpm on ORF
• Analyze types of errors on the accompanying probes.
• Use the CSI map and design an intervention plan for these learners and ones like him/her in the same class (return to grade 1 class list).
Simmons & Harn © 2004 42
Diagnosing Reading: Diagnosing Reading: RachelRachel First First Grade Reader NWF Performance:Grade Reader NWF Performance:
1. Analyze strengths and areas of instructional need? Is the primary need accuracy or fluency of letter sounds?
2. What type of instruction is needed?
Fluency
Fluency in whole word recognition to aid in reading sentences
Simmons & Harn © 2004 43
Diagnosing Reading: Diagnosing Reading: RachelRachel First First Grade Reader ORF Performance:Grade Reader ORF Performance:
1. Analyze strengths and areas of instructional need? Is
the primary need accuracy or fluency?
2. What type of instruction is needed?
14
Fluency
Fluency in reading sight words and sentences.
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Diagnosing Reading: Diagnosing Reading: GregGreg First First Grade Reader NWF Performance:Grade Reader NWF Performance:
1. Analyze strengths and areas of instructional need? Is the primary need accuracy or fluency of letter sounds.
2. What type of instruction is needed?
20
13
7
Accuracy and then fluency
Letter sound instruction, blending, and fluency in blending
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8
ranbow bow
Diagnosing Reading: Diagnosing Reading: GregGreg First First Grade Reader ORF Performance:Grade Reader ORF Performance:
1. Analyze strengths and areas of instructional need? Is the primary need accuracy or fluency?
2. What type of instruction is needed?
Accuracy
Phonics instruction, blending whole words, and reading with accuracy to improve comprehension
Step 4: Instructional Step 4: Instructional
Planning Planning
Using Alterable Variables and CSI Using Alterable Variables and CSI MapsMaps
Simmons & Harn © 2004 47
AlterableComponents Level of Specific Enhancements
Options 1 2 3 4 5
ProgramEmphasis
Use coreprogram &explicitly teachpriority skills.
Useextensions ofthe coreprogram (e.g.,add examples)
Supplementcore withreteaching orinterventioncomponents ofcore.
Replacecurrent coreprogram withinterventionprogram.
Implementspeciallydesignedprogram
Time(Opportunities
to Learn)
Schedule &deliver 90minutes of dailyreadinginstruction(minimum 30minutes smallgroup).
Increaseopportunitiesto respondduring coreinstruction.
Schedule core+ supplementalperiod daily.(90 + 30 or 60+ 30)
Schedule twointerventionsessionsdaily (no lessthan 90minutes total)
Grouping forInstruction
Check groupplacement &providecombination ofwhole & smallgroup instruction.
Schedulesmall groupopportunity forspecificpractice
Reduce groupsize
Provideindividualinstruction
Alterable Variables to Intensify Alterable Variables to Intensify InstructionInstruction
Increasing Intensity
Increasing Intensity
Simmons & Harn © 2004 48
Examples of Reading Program Examples of Reading Program Implementation: Grade 1Implementation: Grade 1
ACore Programs
BSupplemental/Intensive
Programs
CTime/Grouping Conditions
Selected from Analysis ofCore Programs
To be Determined 30-45 minutes small groupteacher directed instruction
Supplement of 30 minutesprioritized readinginstruction
Small groups (4-5) orindividualized tutoring
Highly trained teachers withhigh quality implementation
Simmons & Harn © 2004 49
Prepare CSI MapsPrepare CSI Maps
1. Review your class lists.
2. Identify children who need intensive intervention and strategic intervention who can be taught in the same group. (Use winter worksheet attached).
3. Examine performance by big idea.
4. Determine the instructional program.
5. Designate and protect instructional time.
6. Select best possible instructor.
7. Keep group as small as possible.
8. Teach every day.
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Sample CSI Map: Grade 1 Phonological Sample CSI Map: Grade 1 Phonological AwarenessAwareness