Reading Instruction: Alterable Variables Bethel School District 2009.

Reading Instruction: Alterable Variables

Bethel School District2009

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TWO PRONG APPROACH

READINGINSTRUCTION

CONTENTLITERACY

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Bethel School DistrictMiddle School Delivery Model

Grouping Design Design Time

Intensive

Low Emerging/Emerging

Emerging/Established

Advanced

• Corrective Reading (Decoding A)• Wilson Reading Program• Language!• Phonics for Reading

• Open Court• Prentice Hall (adapted version)• Reading Mastery Plus (V & VI)• REWARDS (Between B2 & C)• Corrective Reading (Decoding B1, B2 & C)

• Other Core program• Open Court• Prentice Hall (regular version)• McDougal-Littell• Glencoe• REWARDS Plus

• Junior Great Books• Novels

• (comprehension) • (vocabulary)• Fluency• Decoding Short Words• Phonemic Awareness

• (writing)• Comprehension• Vocabulary• Fluency• Decoding Long Words

• Writing • Comprehension• Vocabulary• (fluency)• (decoding)

•Writing•Comprehension•Vocabulary

90 – 120 mins

60 – 90 mins

45 – 60 mins

45 – 60 mins

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Intensive



Advanced









90 – 120 mins

60 – 90 mins

45 – 60 mins

45 – 60 mins

5



Intensive



Advanced









90 – 120 mins

60 – 90 mins

45 – 60 mins

45 – 60 mins

6



Intensive



Advanced









90 – 120 mins

60 – 90 mins

45 – 60 mins

45 – 60 mins

7



Intensive



Advanced

Initial Grouping• Rank students from low to high based on most recent EasyCBM fluency

scores

• “Chunk” students into categories of performance by fluency– below 10th percentile– 10-20th percentile– 20-50th percentile– 50th percentile and above (you could chunk this group more)

• Add other measures and considerations (EasyCBM comprehension scores, OAKS data, SWIS data, teacher judgment)

• Identify students on reading IEPs

• Identify students in need of placement tests

8th Grade Example Rank low to high

Student Name EasyCBM (ORF)

Ginger 114

Lori 116

Drew 123

Rhonda 126

Erika 130

Monique 132

Mindy 136

Lisa 136

Mike 139

Daniel 146

Tereasa 150

Dianne 151

Amanda 178

Kim 187

Charlotte 205

Nola 209

Deb 215

8th Grade Example “Chunk” by performance

Student Name EasyCBM (ORF)

Ginger 114

Lori 116

Drew 123

Rhonda 126

Erika 130

Monique 132

Mindy 136

Lisa 136

Mike 139

Daniel 146

Tereasa 150

Dianne 151

Amanda 178

Kim 187

Charlotte 205

Nola 209

Deb 215

< 10th percentile

10-20th percentile

21-50th percentile

> 50th percentile

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EasyCBM Progress Monitoring Score Interpretations Guidelines

Passage Reading Fluency5th Grade

Fall Winter Spring

10%ile 61 74 83

20%ile 79 92 101

50%ile 110 127 139

75%ile 139 156 168

90%ile 166 182 194

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Fall Winter Spring

10%ile 61 74 83

20%ile 79 92 101

50%ile 110 127 139

75%ile 139 156 168

90%ile 166 182 194

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Fall Winter Spring

10%ile 100 110 118

20%ile 118 127 140

50%ile 137 148 160

75%ile 170 189 200

90%ile 206 214 220

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Fall Winter Spring

10%ile 118 120 121

20%ile 130 137 145

50%ile 160 167 175

75%ile 200 201 202

90%ile 204 209 224

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Fall Winter Spring

10%ile 120 133 142

20%ile 140 145 151

50%ile 176 178 179

75%ile 200 201 202

90%ile 211 212 225

8th Grade Example Add other measures

Student Name EasyCBM (ORF) OAKS ELA

Ginger 114 224

Lori 116 217

Drew 123 238

Rhonda 126 228

Erika 130 228

Monique 132 222

Mindy 136 232

Lisa 136 237

Mike 139 231

Daniel 146 236

Tereasa 150 222

Dianne 151 217

Amanda 178 228

Kim 187 226

Charlotte 205 247

Nola 209 236

Deb 215 234

8th Grade Example Identify students w/IEPs


Ginger 114 224

Lori 116 217

Drew 123 238

Rhonda 126 228

Erika 130 228

Monique 132 222

Mindy 136 232

Lisa 136 237

Mike 139 231

Daniel 146 236

Tereasa 150 222

Dianne 151 217

Amanda 178 228

Kim 187 226

Charlotte 205 247

Nola 209 236

Deb 215 234

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Group Size

• Students with intensive needs receive instruction in smallest groups (4-12 students)

• Students with established reading skills receive instruction in the largest groups (35+ Students)

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Flexible Grouping

• Changes in grouping are made based on student performance– How often

• Minimally after each universal screening

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Intensive



Advanced





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Intensive



Advanced









Resources forCurriculum Selection

• Florida Center for Reading Research http://www.fcrr.org/

• Stupski Foundationhttp://www.stupski.org/documents/Secondary_Literacy_Instruction_Intervention_Guide.pdf

http://www.fcrr.org/

http://www.stupski.org/documents/Secondary_Literacy_Instruction_Intervention_Guide.pdf

8th Grade Example Placement tests


Ginger 114 224

Lori 116 217

Drew 123 238

Rhonda 126 228

Erika 130 228

Monique 132 222

Mindy 136 232

Lisa 136 237

Mike 139 231

Daniel 146 236

Tereasa 150 222

Dianne 151 217

Amanda 178 228

Kim 187 226

Charlotte 205 247

Nola 209 236

Deb 215 234

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Intensive



Advanced









90 – 120 mins

60 – 90 mins

45 – 60 mins

45 – 60 mins

Scheduling

• Middle School Examples– Cascade Middle School, Bethel School District– Briggs Middle School, Springfield School District

Cascade Middle School - Bethel SDDaily Schedule

PERIOD TIME1 8:00 - 8:50 Reading Period2 8:54 - 9:39 3 9:43 - 10:28 4 10:32 - 11:17 5A 11:21 - 12:06

(second lunch 12:06 - 12:37) 5B 11:52 - 12:37

(first lunch 11:17 - 11:48) 6 12:41 - 1:26 7 1:30 - 2:15

Scheduling

• High School Examples– Willamette High School, Bethel School District– Cottage Grove High School, Cottage Grove SD– Generic examples from around Oregon– Stupski Foundation suggestions

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TWO PRONG APPROACH

READINGINSTRUCTION

CONTENTLITERACY

31



Intensive



Advanced









90 – 120 mins

60 – 90 mins

45 – 60 mins

45 – 60 mins

ACCE

SSACCESS

Reading Instruction: Alterable Variables Bethel School District 2009.

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