Winston-Salem / Forsyth County Schools - PowerPoint PPT Presentation

winston salem forsyth county schools n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Winston-Salem / Forsyth County Schools PowerPoint Presentation
Download Presentation
Winston-Salem / Forsyth County Schools

play fullscreen
1 / 42
Winston-Salem / Forsyth County Schools
204 Views
Download Presentation
britanni-hyde
Download Presentation

Winston-Salem / Forsyth County Schools

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Winston-Salem / Forsyth County Schools 2013-2014

  2. Probes

  3. Common Core

  4. DIBELS Composite Score(replaces the Instructional Recommendation) • Green (At or Above Benchmark)- odds are in favor of student achieving later reading outcomes if s/he continues to receive core classroom instruction that is research-based • Yellow (Below Benchmark)- future reading outcome of student is harder to predict and should receive carefully targeted additional support and progress monitoring • Red (Well Below Benchmark)- student is unlikely to achieve subsequent reading goals without receiving additional, targeted instructional support. This support is something more or in addition to the core curriculum

  5. DIBELS Composite Score(replaces the Instructional Recommendation) • Green (At or Above Benchmark)- odds are in favor of student achieving later reading outcomes if s/he continues to receive core classroom instruction that is research-based • Yellow (Below Benchmark)- future reading outcome of student is harder to predict and should receive carefully targeted additional support and progress monitoring • Red (Well Below Benchmark)- student is unlikely to achieve subsequent reading goals without receiving additional, targeted instructional support. This support is something more or in addition to the core curriculum

  6. DIBELS Composite Score(replaces the Instructional Recommendation) • Green (At or Above Benchmark)- odds are in favor of student achieving later reading outcomes if s/he continues to receive core classroom instruction that is research-based • Yellow (Below Benchmark)- future reading outcome of student is harder to predict and should receive carefully targeted additional support and progress monitoring • Red (Well Below Benchmark)- student is unlikely to achieve subsequent reading goals without receiving additional, targeted instructional support. This support is something more or in addition to the core curriculum

  7. Benchmark Goals

  8. Assessment Calendar

  9. On-line Tutorials

  10. Letter Naming Fluency (LNF) • Phonics • Letter knowledge and rapid naming ability • Assessed beginning of Kindergarten through the beginning of First Grade • One minute timed task

  11. First Sound Fluency (FSF) • Phonemic Awareness • Beginning sound identification tasks • Assessed through mid kindergarten • About 3 minutes to administer

  12. Phoneme Segmentation Fluency (PSF) • Phonemic Awareness • Breaking 3 and 4 phoneme words into individual sounds • Assessed Mid-Kindergarten through the BOY of First Grade • One minute timed task

  13. Nonsense Word Fluency (NWF) • Alphabetic Principle • Breaking 3 and 4 phoneme words into individual sounds • Assessed Mid-Kindergarten through the beginning of Second Grade • One minute timed task • Two scores- CLS and WWR

  14. Dibels Oral Reading Fluency (DORF) • Fluency of all skills applied to reading • Accuracy and speed in oral reading of grade level passages • Assessed mid First Grade through end of Third Grade • Three one-minute timed passages

  15. Dibels Oral Reading Fluency (DORF)

  16. DAZE • Word-recognition skills • Background information and prior knowledge • Familiarity with syntax and morphology • Cause-and-effect reasoning skills • Group administered • Three minutes

  17. Manually Recording DAZE scoresinto mClasshome

  18. TRC Text Reading Comprehension

  19. Preparing for Testing Read the Books in the Kit

  20. Preparing for Testing • Use DIBELS Next scores, previous literacy data, and teacher judgment to “guess” the child’s instructional reading level. • Kindergarten- Start with Reading Behaviors* • First Grade- NWF- WWR and end of year K level • Second Grade- DORF and end of year 1st level • Third Grade- DORF and end of year 2nd level • First through Third- have students read a short passage and respond in writing to a TRC type question. • Use all of this information to “predict” the reading level to start assessment • Prepare a list of students and their levels

  21. Assessment Materials • Benchmark Books • Ipad mini • Written Comprehension Question Sheets- Levels F-U • Pencils

  22. Reading Behaviors • Kindergarten starts here • 5 out of 6- student moves to level B • 4 or less- student moves to Print Concepts • Basic reading behaviors • Title • Word Match • Left to Right Directionality • Return Sweep • Maintains Language Pattern • Uses Picture Support

  23. Print Concepts • Book and Print Awareness Skills • Goal is 13 out of 16 • Cover of book • Print contains message • Directionality • Word match • Meaning of period • First and last parts of a sentence • Matching upper and lower case letters • Frames one and two letters • Frames one and two words • Frames first and last letters of word • Frames a capital letter

  24. Criteria for Instructional Level

  25. TRC Settings

  26. Text Format

  27. Recording Errors • Self Correction • Substitution • Insertion • Omission • Told

  28. Recording Reading Behaviors • These are not errors • Capture the strategies used by the child • Includes repetitions

  29. Repetition • Tap repetition button • Tap and drag to select the repeated word or words • Repeat steps for subsequent repetitions

  30. Self-Correction • If the student says “mane, I mean, name” • Tap the word (name) • Write “mane” • Tap Sub • Tap SC • Tap Save

  31. Substitution • If the child says “Everything looks fun” • Tap the word funny • Write “fun” • Tap Sub • Tap Save

  32. Insertion • If the child says “It’s my best friend, Jill” • Tap the word after the insertion (friend) • Write “best” • Tap Insertion • Tap Save

  33. Omission • If the student says, “I see living room” • Tap the omitted word • Tap omit

  34. Told • If the student says “Things look di-, dif-” • Record any attempts • Wait five seconds • Say “different” • Tap the word you told the child • Tap told • Tap Save

  35. Contractions • If the child says, “hadn’t” instead of “had not” • Tap the first word had • Write “hadn’t” • Tap Sub • Tap Save • Tap the second word not • Draw a line or a slash • Tap Save. Not will display in bold but does not count as an error

  36. Running Record Results

  37. TRC Retell- Level E and Below

  38. TRC Oral Comprehension- Level D and Above

  39. TRC Written Comprehension

  40. Scoring Written Comprehension • Rubrics provided • http://www.amplify.com/northcarolina/resources

  41. Error Analysis • Complete MSV on the Instructional Level text only • M- meaning (semantics) • S- structure (structure) • V- visual (graphophonic)

  42. Assessment Window • September 16th-October 4th • Keep all written comprehension questions • K-2 students still assessed on High Frequency words using WSFCS list