CSI Maps

Randee Winterbottom & Tricia Curran

Assessment Programs

Florida Center for Reading Research

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?

Guiding Questions

Implementation of Research-Based Reading Programs That Support the Full Range of

Learners

Instruction

A core instructional program of validated efficacy adopted

and implemented schoolwide

Supplemental and intervention programs to support core

program

Programs and materials emphasize big ideas

Programs implemented with high fidelity

Core Program

A core program is the “base” reading program designed to provide instruction on the essential areas of reading for the majority of students schoolwide. In general, the core program should enable 80% or more of students to attain schoolwide reading goals.

A Core Instructional Program of Validated Efficacy Adopted and Implemented Schoolwide

Supplemental and Intervention Programs to Support the Core

A School’s Continuum of Programs and Materials

Core: Programs and materials designed to enable 80% or

more of students to attain schoolwide reading goals.

Supplemental: Programs and materials designed to support

the core program by addressing specific skill areas such

as phonemic awareness or reading fluency.

Intervention: Programs and materials designed to provide

intensive support for students performing below grade

level.

Understanding the Purpose of Different Programs

Classifying Reading Programs:

What is the purpose of the program?

1. Core2. Supplemental3. Intervention

CoreReading Program

SupplementalReading Program

Core

Supplemental

Intervention

InterventionReading Program

Meeting the needs for most Supporting the Core Meeting the needs for each

Programs are tools that are implemented by teachers to ensure that children learn enough on time.

(Vaughn et al. 2001)

Thinking About What We Are Teaching

Instructional Curriculum Thinking Maps

If we want to think about instruction, where do we start?

Curriculum Maps (Simmons & Kame’enui, 1999)

Organized by “big ideas” for each grade level Provide curriculum-based 180-day pacing maps Provide specific goals and outcomes for each grade

(i.e., what to teach and when) Based on research in beginning reading

“Big Idea”

Skill Outcomes

Instructional Emphasis

Measurable Benchmark

How to Read Curriculum Maps

Months

A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction,

Assessment, and Learning

Curriculum Maps

Sample Curriculum Maps k-3 “BIG IDEAS”

Share what you are thinking as you review these sample maps?

A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction,

Assessment, and Learning

Goals

The Curriculum Maps are only one example of schoolwide reading goals

Other examples include state or local reading standards or frameworks

How do your state and/or local standards or frameworks compare to the Curriculum Maps? How are they similar – different?

Differentiated Instruction Based On Data

Using The Results of Assessment To Plan Instruction

Assessment Results

Instructional Implication

One Benchmark/LowRisk/Established

Core Reading

Two

Strategic/Some Risk/Emergent

Core Program + Additional Teaching

Three Intensive/At Risk/Deficit

Core Reading + iii

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Benchmark 1Nonsense Word Fluency

]

25

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Benchmark 1Nonsense Word Fluency

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25

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Benchmark 1Nonsense Word Fluency

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25

Adequate, Prioritized, and Protected Time for Reading Instruction and Practice

Instruction: Time

Schoolwide plan established to allocate sufficient reading

time and coordinate resources

Additional time allocated for students not making adequate

progress (supplemental & intervention programs)

Reading time prioritized and protected

from interruption

Instruction, Grouping, and Scheduling That Optimizes Learning

Instruction: Grouping

Differentiated instruction aligned with student

needs

Creative and flexible grouping used to maximize

performance

Differentiated Instruction Aligned With Student Needs

Examples

Students are grouped based on assessment results

Specified supplemental and intervention programs are

implemented depending on student needs and profiles

Groups are constantly reorganized based on progress

monitoring data

Early identification and frequent monitoring of students experiencing reading difficulties

Progress Monitoring

Performance monitored frequently for all students who are at risk of reading difficulty

Data used to make instructional decisions

Example of a progress monitoring schedule Students at low risk: Monitor progress four times a year

Students at some risk: Monitor progress every month

Students at high risk: Monitor progress every other week

Ongoing Instructional Adjustments Based on Assessment Data to Meet the Needs of Each Student

Instructional Adjustments

Instructional programs, grouping, and time are adjusted and intensified according to learner performance and needs.

Making instruction more responsive to learner performance

Using Data To Plan Instruction

Core/Benchmark, Strategic, & Intensive Curriculum Maps

Content Development

Content developed by:

Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D.Professor, College of Education Professor, College of EducationUniversity of Oregon University of Oregon

Beth Harn, Ph.D. Michael D. Coyne, Ph. D. University of Oregon University of Connecticut

David Chard, Ph. D.University of Oregon

Additional support:

Patrick Kennedy-PaineKatie Tate Nicole Sherman-Brewer University of Oregon Oregon Reading First

How Do We Enhance Instruction & Learning?

Remember the focus must be on factors over which you

have jurisdiction:

Program & program emphasis

Time (opportunities to learn)

Grouping structures

Quality of instruction & program implementation

Alter the fewest number of factors

possible that provide the greatest return.

Planning Core/Benchmark Instruction: CSI Maps

Goals: Each big idea and high priority skills for months

1-5 and months 5-9

Instructional Need: DIBELS recommendation Instructional Details

Program/materials

Time/day

Grouping

Assessment: Progressive benchmark for fall and winter

CSI Map: Grade 1Goals Instructional Details Assessment

InstructionalNeed Program/Materials Time/day

GroupingSize

DIBELSMeasure (basedon fall progressive

benchmarks)

Core /Benchmark

PSF 35:Assess quarterly*Based on end of Kbenchmark

Strategic10 ² PSF > 35:Assess once ortwice a month

Phonological Awareness

Blends 3-4 phonemes into awhole word

Segments 3- and 4-phoneme,1-syllable words

IntensivePSF < 10:Assess 2-4 timesmonthly

Core /Benchmark

NWF ³ 24:Assess quarterly

Strategic13 ² N WF < 24:Assess once ortwice a month

Alphabetic Principle

Produces letter-soundcorrespondences (1/sec)

Produces sounds to commonletter combinations

Decodes words with consonantblends

Decodes words with lettercombinations

Reads regular 1-syllable wordsfluently

Reads words with commonword parts

Reads common sight wordsautomatically

IntensiveNWF < 13:Assess 2-4 timesmonthly

Student Name

Student Name

Sequence of InstructionSequence of InstructionBig IdeasBig Ideas

CSI Map: Grade 1Goals Instructional Details Assessment

InstructionalNeed Program/Materials Time/day

GroupingSize

DIBELSMeasure (basedon fall progressive

benchmarks)

Core /Benchmark

ORF: There is noORF benchmark forfall of Grade 1. Ifstudents havereached the winterNWF benchmark of50 you may want touse ORF.

Strategic

No ORF fallprogressivebenchmark.

Fluency with Connected Text Reads accurately (1 error in 20

words)

Reads fluently (1 word per 2-3sec mid year; 1 word per secend of year)

Intensive

No ORF fallprogressivebenchmark.

Core /Benchmark

No DIBELSbenchmark. Useprogram specific ordistrict/schooldeterminedmeasures.

Strategic

Vocabulary Learns and uses unfamiliar

words introduced in stories andinformational passages

Increases knowledge of wordmeanings and uses newvocabulary in speaking andwriting

Intensive

Big IdeasBig IdeasSequence of InstructionSequence of Instruction

Student Name

Student Name

CSI Map: Grade 1Goals Instructional Details Assessment

InstructionalNeed Program/Materials Time/day

GroupingSize

DIBELSMeasure (basedon fall progressive

benchmarks)

Core /Benchmark

No DIBELSbenchmark. Useprogram specific ordistrict/schooldeterminedmeasures.

Strategic

Comprehension Answers who, what, when,

where, and how questions afterlistening to or readingparagraph(s)

Tells the main idea of a simplestory or topic of an informationalpassage

Identifies and answersquestions about characters,settings, and events

Retells the main idea of simplestories

Intensive

Core /Benchmark

Strategic

Spelling Writes letters associated with

each sound in 1-syllable,phonetically regular words

Spells single-syllable regularwords correctly andindependen tly

Intensive

Big IdeasBig Ideas Sequence of InstructionSequence of Instruction Student Name

Student Name

Application Activity

At School: Application Activity

Plan instruction for your core/benchmark students. Meet with your grade-level team. Document in each column: programs, time,

grouping, and assessment the specific information that communicates your plan to teach all children to attain critical benchmarks by January/June.

If time permits, proceed to your plan for strategic & intensive intervention.

Websites

Institute for the Development of Educational Achievement (IDEA)

IDEA Beginning Reading

Florida Center for Reading Researchhttp://fcrr.org

http://reading.uoregon.edu/

http://idea.uoregon.edu/

Professional Development

Effective PD practices for reading results include: providing training that is:

focused, high quality, on-going providing training for all (teachers, specialists)

principal,coach, district, assistants, parents providing training follow-up (coaching and supervision)

that is differentiated & empowering

The best leaders bring out the best in the people around them.

Operationalizing What Works: Creating a Culture of Success

A culture of success for reading results includes: belief in the possibility commitment to priorities & results awareness of urgency visibility of the focus culture of collaboration tone of empowerment

It’s not about getting the money. It’s about getting the results.

The ultimate goal of reading instruction is to enable children to read fluently with good comprehension!

Questions?