LUISA SANCHEZ-NILSEN

SHANNON SKYE

Introduction to Fluency& Why Collect Data for WRC

DISCLAIMER

The opinions and positions expressed herein are not intended to ensure compliance with any particular law or regulation pertaining to the provision of educational services for eligible students. This presentation and/or materials should be viewed and applied by users according to their specific needs. This presentation and/or materials represent the views of the presenter(s) regarding what constitutes preferred practice based on research available at the time of this publication. The presentation and/or materials should be used as guidance. Any references specific to any particular education product are illustrative, and do not imply endorsement of these products by OSPI, or to the exclusion of other products that are not referenced in the presentation materials. OSPI, Special Education, is not responsible for the content of those educational product(s) referenced in this presentation.

Douglas H. Gill, Ed.D.,Director, Special Education

Student Tracking log

Purpose●To demonstrate that struggling students are increasing their reading skills and becoming confident readers with the help of WRC program and that of their educators. ● Track an individualized tutoring plan for each student

referred to the WRC program.● Determine areas of improvement (reading attitude,

behavior, self confidence and academic achievements.

Data for the WRC Program●Maintain funding for the program and to demonstrate that struggling students are increasing their reading skills and becoming confident readers with the help of WRC program and that of their educators. ● Create adjustments ● Determine areas of improvement ●Demonstrate growth over time

Who should complete the Tracking Log?

Site Supervisor

WRC/AmeriCorps Members

Other trained staff

When should we complete the WRC Tracking Log?

Enter Data:When students receive tutoring services When pre- and post-test scores become available

What data is collected?

School: name, district information, and project name

Student: name, grade, state student identification #, and

teacher

Tutoring Plan: dates, time amounts, group size, pre- and

post-test scores, assessments used, and exit reason

Student Achievement: reading attitude, reading behavior,

self confidence, and benchmark achievement

Student Achievement~helpful hits~

Enter Yes, no, or unsure indicating whether the student improved his or her reading attitude, behavior, and self confidence.

Under student outcome, enter yes or no if the student gained at least one grade level, or met benchmark.

Use the notes column to provide additional information if the student did not improve reading abilities.

Student Data Tracking LogProject/School/District

Information Student Information Tutoring Plan Student Achievement

Screen shot

OSPI-Luisa Sanchez-NilsenElementary Reading Specialist(360) 725-6070luisa.sanchez-nilsen@k12.wa.us

Supports implementation of the k-12 Reading Model

Shannon Skye-WRC Program Coordinator

Washington Service Corps- (360) 486-5913

sskye@esd.wa.gov Provides technical assistance in completing the Student Tracking Log and with general program and AmeriCorps questions

OSPI-Christine Shaw

Administrative Assistant

Student Information

(360) 725-6346

christine.shaw@k12.wa.us Provides assistance to DAC’s with accessing and uploading to the SFTP Site

Who to contact?

Now what? Go to the link below and find your District Assessment Coordinator (DAC):

http://www.k12.wa.us/TestAdministration/pubdocs/DAC_Contact_List.xls

DAC’s will need to verify the state student identification number before

uploading to the STFP Site. (The state student identification number is

separate from the school student identification number).

DAC’s can do this by using the district’s CEDAR data, if not contact

Christine Shaw at christine.shaw@k12.wa.us.

Important dates:

October 31, 2011: Pre-test data due

June 22, 2012: Post-test data due

Introduction to Fluency

Fluency• Defined• Why do we assess fluency• When to assess• Reading levels• Students• End of year Fluency Proficiency Goals• Instruction• Free Resources

Five Key Instructional Components

• Phonemic Awareness• Phonics• Fluency• Vocabulary• Comprehension Strategies

National Reading Panel (2000)

Fluency• An essential component of reading instruction• Bridge from phonics to comprehension (Pikulski & Chard, 2005)• Relation to Comprehension

Automaticity in word recognition (LaBerge & Samuals, 1974)

Prosody or expressiveness in oral reading(Schrieber & Read, 1980)

• Automaticity is part of fluency as it connects to phonics and word recognition

Ability to decode words automatically

Leads to automatic word recognition

The Bridge

1. Decode words2. Word Recognition

Reading with Fluency

Readers Monitor the meaning of text

Reading for meaning

What is Reading Fluency?

The ability to read both orally and silently Accurately Automaticity (quickly) Prosody (with expression)

Student behaviors without Fluency

Struggle with words (word recognition) Read at a slower and laborious rate One to one word matching Ignore phrasing (read like a robot) Less cognitive energy is spent on comprehension

Connection to Comprehension

Is limited due to the focus on forming the word, not what the words are trying to say Fast reading is not comprehending As text complexity increases fluency rate decreases Vocabulary is limited Fluency rate with prosody show a direct correlation to comprehension

Why to assess

FINDING students who may need intervention assistance in readingDIAGNOSING fluency problemsMONITORING PROGRESS to determine if reading skills are improving

When to assess

Benchmark2-to-3 times per year K-12Progress monitoringTier 2 K-12 – every two-to-three weeksTier 3 K-12 – every week

What is typically assessedRate, accuracy and prosody

Rate - how many words read per minute (typically)Accuracy - how many words read correctlyProsody – words read with expression, appropriate phrasing, and attention to punctuation.

MEASURING READING FLUENCY

the number of words in text read correctly per minute (wcpm) or…

letters, sounds, words

OSPI Reading Fluency

Sample of Proficiency GoalsGrade 1: 50-65+ words correct per minuteGrade 2: 90-100+ wcpmGrade 3: 110-120+ wcpmGrade 4: 115-125+ wcpmGrade 5: 125-135+ wcpmGrade 6 & up: 145-155+ wcpm

InstructionIdentify materials appropriate for the lower reader’s

reading level (no more than 10 errors per 100 words – the student’s instructional level).

Use leveled passages and/or high interest/low vocabulary materials.

Have both partners read the same passage.Have enough materials selected for two new passages per

week.

InstructionMAPPS

Modeling Fluent Reading for StudentsAssisted Reading for SupportPractice Reading, Wide and DeepPhrasing of Words in Meaningful GroupsSynergy to Make the Whole Greater Than the Sum of Its

Parts

Rasinski & Samuels, 2011

Fluency is important

It helps students read for meaning Motivates students to readStudents will be eager to self-select books that are just

rightJust right books can be read and reread

Focus on Fluency

Osborn & Lehr

www.prel.org

FREE!

Assessing Fluency

Tim Rasinski

www.prel.org

FREE!

Questions?General program and AmeriCorps questions please contact:

Shannon Skye, Washington Service Corps, WRC Program Coordinator(e) sskye@esd.wa.gov (p) 360.486.5913

Grant implementation questions, please contact:Luisa Sanchez-Nilsen, Reading Specialist, OSPI(e) Luisa.Sanchez-Nilsen@k12.wa.us (p) 360.725.6070

Resources Chard, D., Vaughn, S., & Tyler, B.J. (2002). A synthesis of research on effective

interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 36(5), 386-406.

DIBELS (Dynamic Indicators of Basic Early Literacy Skills). http://idea.uoregon.edu/~dibels

Edformation http://www.edformation.com Fuchs, L., Fuchs, D., Hamlett, C., Walz, L., & Germann, G. (1993). Formative evaluation

of academic progress: How much growth? School Psychology Review, 22(1), 27-48. Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an

indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256.

Resources Hasbrouck, J.E., Ihnot, C., & Rogers, G. H. (1999). Read Naturally: A strategy to increase oral reading fluency. Reading Research & Instruction, 39(1), 27-38. Hasbrouck, J.E., Woldbeck, T., Ihnot, C., & Parker, R. I. (1999). One teacher’s use of curriculum-based measurement: A changed opinion. Learning Disabilities: Research & Practice, 14(2), 118-126. Hasbrouck, J. E. & Tindal, G. (Spring, 1992). Curriculum-based oral reading fluency norms for students in grades 2-5. Teaching Exceptional Children, 24(3), 41-44. Kamil, M., Person, P.D., Moje, E., Afflerbach, P., (2011). Handbook of Reading Research. Volume IV. 286-309. New York, New York. ISBN-13: 978-0-8058-5343-8 McCardle, P., Chhabra,V., & Kapinus, B. (2008) Reading Research in Action. A Teacher’s Guide for Student Success. 123-136. Baltimore, Maryland. ISBN-10:1-55766-964-3

Resources National Institute for Literacy, (June 2003). Put Reading First: The Research Building Blocks for Teaching Children to Read,2nd edition, 22-31

NATIONAL READING PANEL REPORT. (2000). Teaching children to read. An evidence-based assessment of scientific research literature on reading and its implications

for reading instruction. Washington, DC: National Institute for Child Health and Human Development. www.nationalreadingpanel.org

Osborn, J. & Lehr, F. A Focus on Fluency www.prel.org (free booklet)

Rasinski, T. Assessing Reading Fluency www.prel.org (free booklet)

Rasinski, T. & Samuels, J.(2011) “Reading Fluency: What It Is and What It Is Not.” What

Research Has to Say about Reading Instruction, 4th edition, 99-106.

Resources READ NATURALLY “Reading Fluency Monitor”. www.readnaturally.com 1-800-788-4085 info@readnaturally.com Shinn, M. R. (Ed.) (1989). Curriculum-Based Measurement: Assessing Special Children. NY: Guilford. ISBN: 0-89862231X SOPRIS WEST “6 Minute Solution”. www.sopriswest.com 1-800-547-6747