Luisa Sanchez-Nilsen

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Introduction to Fluency Why Collect Data for
WRC

• Luisa Sanchez-Nilsen
• Shannon Skye

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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

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Student Tracking log
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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.

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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

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Who should complete the Tracking Log?

• Site Supervisor
• WRC/AmeriCorps Members
• Other trained staff

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When should we complete the WRC Tracking Log?

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

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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

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Student Achievementhelpful 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.

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Student Data Tracking Log
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Screen shot
Who to contact?

• OSPI-Luisa Sanchez-Nilsen Elementary Reading
  Specialist [phone] luisa.sanchez-n
  ilsen_at_k12.wa.us
• Supports implementation of the k-12 Reading
  Model
• Shannon Skye-WRC
• Program Coordinator Washington Service Corps-
  
• [phone] sskye_at_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
• [phone]
• christine.shaw_at_k12.wa.us
• Provides assistance to DACs with accessing and
  uploading to the SFTP Site

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Now what?

• Go to the link below and find your District
  Assessment Coordinator (DAC)
• http//www.k12.wa.us/TestAdministration/pubdocs/DA
  C_Contact_List.xls
• DACs 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).
• DACs can do this by using the districts CEDAR
  data, if not contact Christine Shaw at
  christine.shaw_at_k12.wa.us.

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Important dates

• October 31, 2011 Pre-test data due
• June 22, 2012 Post-test data due

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Introduction to Fluency
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Fluency

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

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Five Key Instructional Components

• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension Strategies
• National Reading Panel (2000)

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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

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The Bridge
1. Decode words 2. Word Recognition
Readers Monitor the meaning of text
Reading for meaning
Reading with Fluency
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What is Reading Fluency?

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

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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

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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

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Why to assess

• FINDING students who may need intervention
  assistance in reading
• DIAGNOSING fluency problems
• MONITORING PROGRESS to determine if reading
  skills are improving

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When to assess

• Benchmark
• 2-to-3 times per year K-12
• Progress monitoring
• Tier 2 K-12 every two-to-three weeks
• Tier 3 K-12 every week

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What is typically assessed

• Rate, accuracy and prosody
• Rate - how many words read per minute (typically)
• Accuracy - how many words read correctly
• Prosody words read with expression, appropriate
  phrasing, and attention to punctuation.

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MEASURING READING FLUENCY

• the number of words in text read correctly per
  minute (wcpm) or
• letters, sounds, words

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OSPI Reading FluencySample of Proficiency Goals

• Grade 1 50-65 words correct per minute
• Grade 2 90-100 wcpm
• Grade 3 110-120 wcpm
• Grade 4 115-125 wcpm
• Grade 5 125-135 wcpm
• Grade 6 up 145-155 wcpm

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Instruction

• Identify materials appropriate for the lower
  readers reading level (no more than 10 errors
  per 100 words the students 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.

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InstructionMAPPS

• Modeling Fluent Reading for Students
• Assisted Reading for Support
• Practice Reading, Wide and Deep
• Phrasing of Words in Meaningful Groups
• Synergy to Make the Whole Greater Than the Sum of
  Its Parts
• Rasinski Samuels, 2011

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Fluency is important

• It helps students read for meaning
• Motivates students to read
• Students will be eager to self-select books that
  are just right
• Just right books can be read and reread

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Focus on Fluency Osborn Lehr
www.prel.org FREE!
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Assessing Fluency Tim Rasinski
www.prel.org FREE!
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Questions?

• General program and AmeriCorps questions please
  contact
• Shannon Skye, Washington Service Corps, WRC
  Program Coordinator
• (e) sskye_at_esd.wa.gov (p) 360.486.5913
• Grant implementation questions, please contact
• Luisa Sanchez-Nilsen, Reading Specialist, OSPI
• (e) Luisa.Sanchez-Nilsen_at_k12.wa.us (p)
  360.725.6070

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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.

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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 teachers 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
• Teachers Guide for Student Success.
  123-136. Baltimore, Maryland.
• ISBN-101-55766-964-3

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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.

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Resources

• READ NATURALLY Reading Fluency Monitor.
• www.readnaturally.com 1-800-788-4085
  info_at_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