Archive

Posts Tagged ‘reading program placement’

Reading Program Placement

Far too often grades 4-12 students are placed in reading intervention classes where they don’t belong. Far too often students are not placed in reading intervention programs where they do belong. In the following article I will discuss a common sense criteria for reading program placement and a few pitfalls to avoid. I will also provide three complete reading program placement assessments with audio files and recording matrices.

First of all, a caveat. No criteria for reading program placement are perfect. Students meeting reading program placement criteria will be placed in reading intervention classes only to be filtered out, once subsequent diagnostic assessments have been evaluated. Some students may miraculously master reading program placement tests who do need to be placed into reading assessment classes upon further observation by classroom teachers or specialists. We are dealing with human beings here, and although our assessments may be reliable, kids most certainly are not.

Secondly, a disclaimer. I am the publisher of Teaching Reading Strategies, a reading intervention program which I will promote at the end of the article.

Common Sense Criteria and Pitfalls to Avoid with Reading Program Placement

  1. The program placement criteria must match the class. A reading intervention class with curriculum and delivery designed to teach explicit and systematic phonics, structural analysis, and fluency to increase vocabulary, improve reading comprehension, and improve spelling must have placement assessments which match what the program teaches. Using PAARC or SBAC “Standard Not Met” overall English-language arts/literacy scores to place students into reading intervention programs makes zero sense. Using a qualitative spelling inventory because “poor spellers tend to be poor readers” when spelling is not a key instructional component makes less than zero sense.
  2. Use teachable tests. Assessments take time to administer and correct. If instructional time is allocated to assessment, the assessments need to provide data that teachers will be able to use. A common sense guideline should be “If you can’t teach to it, don’t test it.” For students who do qualify for reading program placement, the program placement assessments should provide comprehensive data that teachers can “teach to.” What use is a random sample test or spelling/phonics inventory that cannot be used beyond program placement? Far too often, expensive reading intervention programs use separate random sample tests for program placement and then require more instructional time for additional diagnostic tests (and correction/recording/analysis) once program placement is made. For students who do not qualify for reading program placement, the program placement assessments should still provide teachable data to help teachers differentiate instruction. For example, if a student demonstrates mastery of all phonics elements other than the and w-controlled vowels, is at or above grade level fluency norms but fails to pause at commas, and has mastered 90% of spelling patterns, that student will not meet criteria for reading program placement; however, the regular classroom teacher will still derive teachable data from each of those three assessments.
  3. (Most) All students need to be assessed. Using teacher recommendations, past grades, past program placements, and cum file reviews are notoriously unreliable program placement indicators. Teachers and schools have divergent views as to what does and does not constitute reading proficiency. If the program placement assessments provide usable data for all students, using a “first-sort” or “multi-tiered” batch of assessments (which all too often weed out students who need to be placed in reading intervention) is unnecessary. Now let’s use some common sense here. Gifted and talented students, honor course students, etc. can “take a pass”; however, having taught at elementary, middle, high school, and community college levels I have often found interesting anomalies. When in doubt, always assess.
  4. Use common sense data analysis. Students are snowflakes. Each reading intervention candidate will have certain strengths and weaknesses, and as a side note: the reading intervention program can’t be a cookie-cutter, lock-step, A-Z curriculum which treats all students the same. Most reading specialists recommend 80% mastery criteria on multiple measure assessments. Using the three reading program placement assessments which I recommend (and are provided below), two of the three assessments not mastered at the 80% criteria would place a student in a Tier II instructional setting; all three of the assessments not mastered at that level would place a student in a Tier I instructional setting. As another aside, the Teaching Reading Strategies program incorporates both Tier I and II instructional delivery within the same reading intervention class.
  5. Include behavioral criteria for reading program placement. Positive Behavior Interventions and Supports (PBIS) need to be in place alongside of Response to Intervention (RtI) to form a cohesive (MTSS) Multi-Tiered System of Supports for these students. Once reading program placements have been administered and a student meets the criteria for reading intervention placement, site level decision-making regarding proper placement is key. One or two behaviorally-challenged students can disrupt the instructional delivery and prevent success in any reading intervention class.

Three Effective Reading Program Placement Assessments (for a reading intervention class with curriculum and delivery designed to teach explicit and systematic phonics, structural analysis, and fluency to increase vocabulary, improve reading comprehension, and improve spelling)

  1. Phonics Assessments (vowels: 10:42 audio file, print copy and consonants: 12:07 audio fileprint copy)
  2. Diagnostic Spelling Assessment (22.38 audio file, print copy)
  3. Individual Fluency Assessment (2 minute individual assessment print copy).

Note that these placement tests provide assessment-based instructional data to inform the teacher’s selection of Tier 2 (small group of 5−8 students) and Tier 3 (individualized) instruction for each student. A built-in management system provides the instructional resources which allow the teacher to simultaneously supervise small group and individualized instruction. Nine additional diagnostic assessments (audio files) are administered during the first two weeks of instruction: syllable awareness, syllable rhyming, phonemic isolation, phonemic isolation, phonemic blending, phonemic segmenting, outlaw words, rimes, and sight syllables. Flexible Tier 2 and Tier 3 instruction is assigned according to the assessment data. All reading diagnostic data are recorded on a one page recording matrix. All spelling patterns diagnostic data are recorded on a multi-page recording matrix. The matrix facilitates assignment of small group workshops and individualized worksheets. The matrix also serves as the progress monitoring source.

Why not check out the author’s Teaching Reading Strategies Introductory Video (15:08)?

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading StrategiesIn addition

Pennington Publishing's Teaching Reading Strategies

Teaching Reading Strategies

to the diagnostic and formative assessments, the program offers blending and syllabication activitiesphonemic awareness, and phonics workshops, SCRIP comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube, 586 game cards, posters, activities, and games. Teachers access five online training videos to learn how to teach each instructional component.

Also get the accompanying Sam and Friends Phonics Books. These eight-page Sam and Friends Phonics Books take-home readers are decodables and include sight words, word fluency practice, and phonics instruction aligned to the instructional sequence found in Teaching Reading Strategies. Each book is illustrated by master cartoonist, David Rickert. The cartoons, characters, and plots are designed to be appreciated by both older remedial readers and younger beginning readers. The teenage characters are multi-ethnic and the stories reinforce positive values and character development. Your students (and parents) will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug.

Uncategorized , , , , , , , , , , , , , , , , , , , , ,