Informal Academic Diagnostic Assessment Using Data to Guide

Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction Part 3: Skills Analysis

Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction Administering Academic Progress Monitoring Data Reviewing Progress Monitoring Data Analyzing Errors Identifying Target Skills 2

Purpose and Objectives Purpose: Introduce the use of skills analysis to identify academic skill needs for instructional planning. Objectives: § Learn how to analyze student spelling errors. § Learn how to analyze mathematics computation errors. 3

Analyzing errors within the data-based individualization (DBI) process 4

Purpose of Analyzing Errors Student errors can be analyzed to: § Describe academic strengths and weaknesses. § Help align instructional adaptations with student need. 5

Consider the Current Intervention First Before analyzing errors, consider the following: § Has the intervention been implemented as planned? § Is the student engaged in the intervention? § Is the progress monitoring tool appropriate for measuring student progress? 6

Possible Implementation Issues § Intervention • Fidelity • Intensity § Dosage • Duration of intervention • Session length • Missed sessions 7

Possible Motivation Issues § Student attention to instruction § Student effort during intervention § Student effort and attention during assessment § Others? 8

Skills Analysis in Reading/Spelling 9

Spelling and Reading Connection Research on the connection between spelling and reading shows that: § Proficiency in spelling actually supports reading. § Learning to spell and learning to read rely on much of the same underlying knowledge. (Ehri, 2000; Moats, 2005; Moats, Foorman, & Taylor, 2006; Snow, Griffin, & Burns, 2005) 10

Spelling and Reading Connection § Spelling requires the integration of: • Phonological knowledge: The ability to attend to, discriminate, remember, and manipulate sounds at the sentence, word, syllable, and phoneme (sound) levels • Orthographic knowledge: Knowledge or understanding of the phonemegrapheme correspondence system of English, and/or the written syllable patterns in English and their assembly in longer words • Morphological knowledge: Awareness of morphemes (meaningful units of language) and the representation of morphemes in English orthography (Ehri, 2000; Moats, 2005; Moats, Foorman, & Taylor, 2006; Snow, Griffin, & Burns, 2005) 11

Spelling and Reading Connection Recommendations for providing effective reading instruction also include addressing these three spelling components: • Phonological knowledge • Orthographic knowledge • Morphological knowledge (Ehri, 2000; Moats, 2005; Moats, Foorman, & Taylor, 2006; Snow, Griffin, & Burns, 2005) 12

Importance of Spelling Assessment Assessing phonological, orthographic, and morphological errors can help to: § Understand children’s reading and spelling strengths and weaknesses. § Identify next steps for reading and spelling intervention. (Moats, 2005; Moats, Foorman, & Taylor, 2006) 13

Analyzing Spelling Errors § Gather a short writing sample from a student. § Document/count errors by the following categories: • Phonological • Orthographic • Morphological 14

Phonological Errors in Spelling § Examples of phonological errors include— • Vowel substitutions (brash/brush) • Vowel omissions (dring/during) • /r/ or /l/ errors: (gaj/garage) • Other consonant errors: (haner/hanger, westerday/yesterday) 15

Phonological Errors: Intervention Next Steps Numerous errors in the phonological category indicate that intervention should emphasize Explicit and systematic instruction in consonant and phoneme vowel identification 16

Orthographic Errors § Examples of orthographic errors include— • Vowel teams (skreach/screech or thot/thought) • Vce or open/closed vowel confusions (hait/hate or rouls/rules) • Vowel-r spellings: (dring/during) • Complex consonants (skool/school) • Digraphs/trigraphs (spondge/sponge) • Syllable juncture (strapt/strapped) 17

Orthographic Errors: Intervention Next Steps Numerous errors in the orthographic category indicate that intervention should emphasize Systematic instruction in spelling patterns within words and between syllables 18

Morphological Errors § Examples of morphological errors include— • Roots/combining forms (desision/decision) • Prefix identification (inprove, improve) • Suffixes (classis/classes or fames/famous) 19

Morphological Errors: Intervention Next Steps Numerous errors in the morphological category indicate that intervention should emphasize Prefixes, base words, both kinds of suffixes (inflections and derivational suffixes), combining forms, word origin, and the relationship between meaning and spelling 20

Let’s Practice § Step 1: Gather a short writing sample from a student. Yesterday we had a party at skool. We had balones because it was almost sumer. We played a game. It had lots of rouls but I thot it was fun. It will be vakashan soon. 21

Let’s Practice § Step 2: Document/count errors by error type. Phonological: none Orthographic: • Complex consonants: skool for school • Vowel team/Syllable juncture: balones for balloons • Consonant doubling: sumer for summer • Vce or Open/closed vowel confusions: rouls for rules • Vowel team: thot for thought Morphological: • Suffixes: vakashan for vacation 22

Let’s Practice § Step 3: Decide next steps for intervention Given the numerous errors in the______ orthographic category, intervention should emphasize Systematic instruction in spelling patterns within words and between syllables 23

Error and Skills Analysis in Mathematics 24

Analyzing Computation Errors § How wrong is a wrong answer? § Evaluate each numeral in the answer to look for patterns in correct and incorrect digits. § Further analyze student work when shown. 25

Computation Scoring Review: Addition, Subtraction, and Multiplication Score each correct digit in the answer from right to left. Example: Correct answer is 417. Student Answer Correct Digits 417 3 415 2 47 1 26

Scoring Review: Division Score each correct digit in the answer from left to right, with remainders scored from right to left. #R# Correct Answer 36 R 13 Student Answer Correct Digits 37 R 1 1 26 R 23 2 27

Scoring Review: Decimals Start at the decimal point and work outward in both directions. . # # Correct Answer Student Answer Correct Digits 83. 76 8. 6 0 84. 7 2 28

Scoring Review: Fractions Score correct digits in each part of problem (whole number, numerator, and denominator) from right to left, then add them for total correct digits. Correct Answer Student Answer Correct Digits 2 2 29

Jim’s Multidigit Addition: Example 1 Correct Answer: Jim’s Answer: __ Two correct digits (CDs) What does this answer tell us about Jim’s skills? 30

Jim’s Multidigit Addition: Example 2 Correct Answer: Jim’s Answer: _ _ Two CDs How did Jim do on this problem? What instructional recommendations would you make? 31

Comparing Different Answers to the Same Problem: Subtraction What might Student B know that Student C does not? _ __ _ Student A: 4 CDs _ _ _ Student B: 3 CDs _ _ Student C: 2 CDs How might your instructional decisions differ for these students? 32

Martha’s Multiplication With Decimals Correct Answer: Martha’s Answer: 4 CDs 0 CDs How would you help Martha? 33

Let’s Practice § Score the correct digits in each student response to complete the table on page 1 of the handout. § Answer the questions on page 2 of the handout. See handout: Computation Error Analysis Practice. 34

Scoring Check: Items 1– 3 Item Correct Answer Student 1 Answer CD Student 2 Answer CD 1 4206 4196 2 4207 3 2 7164 7244 2 7264 3 3 81 18 0 82 1 35

Scoring Check: Items 4– 6 Item Correct Answer Student 1 Answer CD Student 2 Answer CD 4 5 1/3 4 4/6 0 4 4/3 1 5 27 R 2 27 2 21 R 2 2 6 8. 2 7. 12 0 7. 2 1 36

What does this analysis tell us? § Whose errors were more significant? § What would be your instructional recommendations for each student? § What additional data would help plan instruction? 37

Item 1 Correct Answer: Student 1: Student 2: What does Item 1 tell us about each student? 38

Item 2 Correct Answer: Student 1: Student 2: 39

Item 3 Correct Answer: Student 1: Student 2: 40

Item 4 Correct Answer: Student 1: Student 2: 41

Item 5 Correct Answer: 2 38 6 2 2 7 R 2 3 3 1 2 Student 1: 27 3 83 Student 2: 2 1 R 2 38 3 3 8 0 6 2 42

Item 6 Correct Answer: Student 1: Student 2: 43

What could additional data tell us? § Is this error type consistent? § Why does the student make this type of error? 44

Instructional Targets Student 1 Both Student 2 • Regrouping strategies • Adding fractions • Decimal place values • Multiplication • Division with remainders • Checking work to make sure that answers make sense • Basic facts accuracy • Consistency in regrouping • Reducing mixed fractions 45

Instructional Recommendations § Explicit instruction in • Consistent error types • Underlying skills (e. g. , single -digit computation) § Additional practice with • Corrective feedback • Varied response formats 46

In Summary Skills Analysis Identified Student Needs Individualized Intervention 47

Disclaimer This module was produced under the U. S. Department of Education, Office of Special Education Programs, Award No. H 326 Q 110005. Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or polices of the U. S. Department of Education. No official endorsement by the U. S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred. 48

National Center on Intensive Intervention 1000 Thomas Jefferson Street NW Washington, DC 20007 -3835 866 -577 -5787 www. intensiveintervention. org ncii@air. org 49