Jim Wright It Ti T Linterventioncentral
Response to InterventionHow to Use CurriculumBased Measures inSecondary Classrooms toAssess and MeasureProgress on StudentBasic Academic SkillsJim Wrightwww.interventioncentral.orgi ttit lwww.interventioncentral.org
Response to InterventionIntervention Centralwww interventioncentral ral.org
Response to Interventionwww.interventioncentral.org4
Response to InterventionWorkshopp PPTs and handout available at:http://www interventioncentral .org/fairfieldschoolswww.interventioncentral.org
Response to InterventionCBM in Secondary Classrooms: ActivityAt your tables: Identify how you currently monitor the performanceof students with IEPs on: Reading fluency Reading comprehension Math computation (math facts & basic whole-numberoperations) Written expressionBe prepared to share the main points of your discussion.www.interventioncentral.org6
Response to InterventionEducational Decisions and Corresponding Types ofAssessment SCREENING/BENCHMARKING DECISIONS: Tier 1: Brief screeningsto quickly indicate whether students in the generalgeneral-educationeducationpopulation are academically proficient or at risk.PROGRESS-MONITORING DECISIONS: At Tiers 1, 2, and 3,ongoing ‘formative’ assessments to judge whether students onintervention are making adequate progress.INSTRUCTIONAL/DIAGNOSTIC DECISIONS: At any TierTier, detailedassessment to map out specific academic deficits , discover theroot cause(s) of a student’s academic problem.OUTCOME DECISIONS: Summative assessment (e.g., state tests) toevaluate the effectiveness of a program.Source: Hosp, M. K., Hosp, J. L., & Howell, K. W. (2007). The ABCs of CBM: A practical guide to curriculum-basedmeasurement. New York: Guilford Press.www.interventioncentral.org7
Response to InterventionRTI : Assessment & Progress-Monitoring To measure student ‘response to instruction/intervention’ effectively,the RTI model measures students’ academic performance andprogress on schedules matched to each studentstudent’ss risk profile andintervention Tier membership.Benchmarking/Universal Screening. All children in a grade level areassessed at least 3 times per year on a common collection ofacademic assessments (e.g., reading, math).Strategic Monitoring.Monitoring Students placed in Tier 2 (supplemental)reading groups are assessed 1-2 times per month to gauge theirprogress with this intervention.Intensive Monitoring. Students who participate in an intensive,individualized Tier 3 academic intervention are assessed at least onceper week.weekSource: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools:Procedures to assure scientific-based practices. New York: Routledge.www.interventioncentral.org8
Response to InterventionHow-to-Teach Questions: See How theSt d t RespondsStudentRd tot IInstructiont ti“It is best to decide how to teach by using data showingtrends in student learning. This is referred to asprogress data. Do not attempt to answer how-to-teachquestionstiwithith front-loadedf t l d d ttechniquesh iliklike llearningistyles inventories. They do not work . Instead, try toget an image of how the student actually responds toinstruction over time. There are two ways to do this: bytakingg a ggood instructional historyy to find out what hasworked in the past or by using progress-monitoring (i.e.,formative) data to compare the student’s response tovariedi d iinstructionali l conditions.”di i”Source: Howell, K. W., Hosp, J. L., & Kurns, S. (2008). Best practices in curriculum-based evaluation. In A. Thomas & J. Grimes (Eds.),Best practices in school psychology V (pp.349-362). Bethesda,MD: National Association of School Psychologists. p. 360www.interventioncentral.org9
Response to InterventionLow-Stakes, High-Stakes: The Quality of StudentD t ShouldDataSh ld MatchM t h CostsC t off ‘B‘Beingi WWrong’’“[In[In school problem-solving],problem-solving] the greater the costsassociated with being wrong, the greater the needfor sufficient information of high quality.quality If theconsequences of being wrong are not too severe,we can afford to collect a little information or useinformation of questionable quality. On the otherhand if the cost of being wrong is great,hand,great multipleforms of evidence need to be collected andinformation must be used that is of high quality.quality ”Source: Hosp, J. L. (2008). Best practices in aligning academic assessment with instruction. In A. Thomas & J. Grimes (Eds.), Bestpractices in school psychology V (pp.363-376). Bethesda,MD: National Association of School Psychologists. p. 365www.interventioncentral.org10
Response to InterventionRTI ‘Pyramid ofInterventions’Tier 3Tier 2Tier 1Tier 3: Intensive interventions.interventionsStudents who are ‘nonresponders’ to Tiers 1 & 2 arereferred to the RTI Team for moreintensive interventions.Tier 2 Individualizedinterventions. Subset ofstudents receive interventionstargeting specific needs.Tier 1: Universal interventions.interventionsAvailable to all students in aclassroom or school. Can consistof whole-group or individualstrategies or supports.www.interventioncentral.org11
Response to InterventionIEP Assessment: Use Non-Commercial Toolsto Get Information Relevant to Programming“A mistake IEP teams often make is to assume that they canuse only standardized, norm-referenced tests during theassessment pprocess. This notion is absolutelyy false. Whereassuch tests can be valuable for eligibility determination, they arenot particularly useful for determining educational programs orfor monitoring student progress.Instead noncommercial tools,tools such as classroomclassroom-basedbasedassessments, direct observation, and CBM, should be used toprovide information that leads directly to programming.programming.”Source: Yell, M. L., & Stecker, P. M. (). Developing legally correct and educationally meaningful IEPs using curriculum-basedmeasurement. Assessment for Effective Intervention 28(3&4), 73-88. p. 77www.interventioncentral.org12
Response to InterventionCurriculum-Based Measurement.What are examples of data collectionthat can track student growth in basicacademic skills?www.interventioncentral.org13
Response to InterventionCCSS: Grade 4 ELA FluencyGoalCCSS: Grade 4 Math FluencyGoalSource: New York State P-12 Common Core LearningStandards for English Language Arts & Literacy. (2010).Retrieved fromfhttp://www.p12.nysed.gov/ciai/common core standards/pdfdocs/p12 common core learning standards ela.pdf p. 24Source: New York State P-12 Common Core LearningStandards for Mathematics (2010). Retrieved fromhttp://www.p12.nysed.gov/ciai/common core standards/pd//12/ //fdocs/nysp12cclsmath.pdfp. 27www.interventioncentral.org14
Response to InterventionBig Ideas: The Four Stages of Learning Can BeS mmed Up in the ‘InstructionalSummed‘Instr ctional HierarchHierarchy’’(Haring et al., 1978)Student learning can be thought of as a multimulti-stagestage processprocess. Theuniversal stages of learning include: Acquisition: The student is just acquiring the skill. Fluency:FlTheTh studentt d t can performfththe skillkill bbuttmust make that skill ‘automatic’. Generalization: The student must pperform the skillacross situations or settings. Adaptation: The student confronts novel taskdemands that require that the student adapt acurrent skill to meet new requirements.The type of academic intervention selected shouldmatch a student’sstudent s ‘stage’stage of learning.learningSource: Haring, N.G., Lovitt, T.C., Eaton, M.D., & Hansen, C.L. (1978). The fourth R: Research in the classroom. Columbus,OH: Charles E. Merrill Publishing Co.www.interventioncentral.org15
Response to InterventionCurriculum-BasedCurriculumBased Measurement: What It Is Curriculum-Based Measurement (CBM) is a family ofbrief timed measures that assess basic academic skills.brief,skillsCBMs have been developed to assess a considerablenumber of academic competencies, including oralreading fluency, reading comprehension, mathcomputation, and written expression.These measures are quick and efficient to administer;alignli withith ththe curriculumi l off mostt schools;h l hhave goodd‘technical adequacy’ as academic assessments; anduse standard procedures to prepare materials,materialsadminister, and score.www.interventioncentral.org16
Response to InterventionCurriculum-Based Measurement: Advantages as a Set of Tools toMonitor RTI/Academic Cases Aligns with curriculum-goals and materials Is reliable and valid (has ‘technical adequacy’) Is criterion-referenced: sets specific performance levels for specifictasks Uses standard procedures to prepare materials,materials administer,administer andscore Samples student performance to give objective, observable ‘lowi finference’’ iinformationfti aboutb t studentt d t performancef Has decision rules to help educators to interpret student data andmake appropriate instructional decisions Is efficient to implement in schools (e.g., training can be done quickly;the measures are brief and feasible for classrooms, etc.) Provides data that can be converted into visual displays for ease ofcommunicationSource: Hosp, M.K., Hosp, J. L., & Howell, K. W. (2007). The ABCs of CBM. New York: Guilford.www.interventioncentral.org17
ResponseCurriculum-Based Measures(CBMs)to InterventionCBMSkill AreaActivityyOral ReadingFluencyue cyReadingFluencyue cy1 Minute: Student reads aloud from a textpassage.passageReadingComprehensionFluency (Maze)Reading3 Minutes: Student reads silently from aComprehension Maze passage and selects correct word ineach choice item that restores meaning tothe passage.ComputationFluencyMath FactFluencyWrittenExpression4 Minutes: Student reads a story-starterMechanics/Conventions of (sentence stem), then produces a writingsamplep that can be scored for TotalWritinggWords Written, Correctly SpelledWords, Correct Writing Sequences.2 Minutes: Student completes math factsand receives credit for each correct digit.www.interventioncentral.org18
Response to InterventionCBM: Oral Reading Fluencywww.interventioncentral.org
Response to InterventionReading Speed: Oral Reading Fluency The speed and accuracy of a student reading aloud iscorrelated with increased comprehension and overallreading skill.www.interventioncentral.org20
Response to InterventionFive Core Components of Reading “Phonemic Awareness: The ability to hear andmanipulate sounds in words.words Alphabetic Principle: The ability to associate soundswith letters and use these sounds to form words. Fluency with Text: The effortless, automatic ability toread words in connected text. Vocabulary: The ability to understand (receptive) anduse (expressive) words to acquire and convey meaning. Comprehension: The complex cognitive processinvolving the intentional interaction between reader andtext to conveyy meaning.”gSOURCE: Big ideas in beginning reading. University of Oregon. Retrieved September 23, 20012, entioncentral.org21
Response to InterventionNational Reading Panel Report (2000): Conclusions RegardingIImportancetoff OOrall RReadingdi Fluency:Fl“AnAn extensive review of the literature indicates thatclassroom practices that encourage repeated oralreading with feedback and guidance leads tomeaningful improvements in reading expertise forstudents—forstudentsfor good readers as well as those who areexperiencing difficulties.”-p. 3-3www.interventioncentral.org22
Response to InterventionCBM-ORF: DescriptionCBM-ORF measures a student's reading fluency by havingthat student read aloud for 1 minute from a prepared passage.During the student's reading,reading the examiner makes note of anyreading errors in the passage. Then the examiner scores thepassage by calculating the number of words read correctly.correctlywww.interventioncentral.org23
Response to InterventionCBM-ORF: MaterialsThe following materials are needed to administer a CBM-ORFpassage: Student and examiner copies of a CBM-ORF passage Stopwatch CCBM-ORF:OPreparation Passages used to assess ORF should be at least 250 words inl th Passageslength.Pselectedl t d shouldh ld nott containt i ttoo muchh didialogland should avoid an excessive number of foreign words orphrases In addition,phrases.addition only prose passages should be used inCBM assessments.www.interventioncentral.org24
Response to InterventionCBM-SampleOral ReadingFluency Passagewww.interventioncentral.org25
Response to InterventionCBM-ORF: Directions for Administration (Hosp, Hosp, &HHowell,ll 20072007; WWright,i ht 2007)1. The examiner and the student sit across the table from eachother The examiner hands the student the unnumbered copyother.of the CBM reading passage. The examiner takes thenumbered copy of the passagepassage, shielding it from the student'sstudent sview.2. The examiner says to the student: "WhenWhen I say, 'begin',begin , startreading aloud at the top of this page. Read across the page[demonstrate by pointing]. Try to read each word. If you cometo a word you don't know, I'll tell it to you. Be sure to do yourbest reading. Are there any questions? [Pause] Begin."www.interventioncentral.org26
Response to InterventionCBM-ORF: Directions for Administration (Cont.)3. The examiner starts the stopwatch when the student says thefirst word. If the student does not say the initial word within 3seconds,d theth examineri says theth wordd andd startst t ththestopwatch.4 As the student reads along in the text,4.text the examiner recordsany errors by marking a slash (/) through the incorrectly readword If the student hesitates for 3 seconds on any word,word.word theexaminer says the word and marks it as an error.55. Att tthee eendd oof 1 minute,ute, thet e examinere a e says, "Stop"Stop aandd marksa sthe student's concluding place in the text with a bracket ( ] ).www.interventioncentral.org27
Response to InterventionCBM-ORF: Directions for Administration (Cont.)6. Initial Assessment: If the examiner is assessing the studentf theforth firstfi t time,titheth examineri administersd i i t a totalt t l off 3 readingdipassages during the session using the above procedures andtakes the median (middle) score as the best estimate of thestudent's oral reading fluency.Progress-Monitoring: If the examiner is monitoring studentgrowth in oral reading fluency (and has previously collectedORF ddata),) onlyl one readingdi passage iis giveniiin theh session.iwww.interventioncentral.org28
Response to InterventionCBM-ORF: Scoring GuidelinesReading fluency is calculated by first determining the total wordsattempted within the timed reading probe and then deductingffromthatth t totalt t l theth numberb off incorrectlyitl readd words.d WordsWd readd correctlyl are scoredd as correct:Self-corrected words are counted as correct.Repetitions are counted as correct.Examples of dialectical speech are counted as correct.Inserted words are ignored.www.interventioncentral.org29
Response to InterventionCBM-ORF: Scoring Guidelines (Cont.) Words read to the student by the examiner after 3 seconds arecounted as errors. Mispronunciations are counted as errors. Substitutions are counted as errors. Omissions are counted as errors. Transpositions of word-pairs are counted as a single error.ExampleTText:SheSh lookedl k d at theh bbright,i h shininghi i fface off theh sun.Student: "She looked at the shining, bright face of the sun."www.interventioncentral.org30
Response to InterventionCBM Reading Assessment:CComputingti CCorrectlytl RReadd WWordsdNumber of correctly read words (CRW) iscalculated by: subtracting number of errors (E) from total read words (TRW) during timed minute -words read up to end bracket in passagewww.interventioncentral.org
Response to InterventionCBM Reading Assessment:CComputingti CCorrectlytl RReadd WWordsd www.interventioncentral.orgTRW 74Errors 5Errors 5CRW 69
Response to InterventionCBM Reading Assessment:O itt d TextOmittedT t AdjAdjustment:tt1 Count up the number of words omitted in a1.segment of a passage2 Subtract2.S bt t allll bbutt one off ththose omitteditt d wordsd ffromthe total word count (TRW)3. Repeat for additional omitted passages4 Count each omission as single error when4.calculating correctly read words (CRW)www.interventioncentral.org
Response to InterventionCBM Reading Assessment:S i Example/OmittedScoringEl /O itt d TTextt www.interventioncentral.orgTRW 74OmittedWords 10New TRW 64TRW 64Errors 6CRW 58
Response to InterventionCBM ORF: Group-StudypyIn your groups: Review the directions foradministering & scoring CBMOral Readingg Fluencyy pprobes(pp. 9-10). Discuss any questions thatyou have about theseprocedures. Bring up any unansweredquestions to the large group.www.interventioncentral.org35
Response to InterventionCBM ORF: Practice RunPair off: Open the MAIN handout to the ORFdirections on p. 9. Open the SUPPLEMENTAL handoutto the sample reading passages onpp. 2-4. Choose 1 in your pair to role-play theexaminer, 1 as the student. Administer and score one of thepassages. Trade roles and repeat!www.interventioncentral.org36
Response to Intervention Oral Reading Fluency [1 Minute]. The student reads aloud from apassage with the reading sample scored for words read correctlypassage,(WRC) anderrors.p 12p.www.interventioncentral.org
Response to Intervention Oral Reading Fluency [1 Minute]. The student reads aloud from apassage with the reading sample scored for words read correctlypassage,(WRC) anderrors.p. 12www.interventioncentral.org
Response to InterventionOnline Resources: Oral Reading Fluency Free ORF passages and national norms forgradesd 11-66 are availableil bl ffat:tDIBELS NEXT:NEXT https://dibels.org/next/htt //dib l/ t/ EasyCBM: http://www.easycbm.comNOTE: Users create a free account to downloadand print ORF passages.www.interventioncentral.org39
Response to InterventionReadingRdi FluencyFlPassages GeneratorEnter a user-selectedpassage to format asan Oral ReadingFluency Probe forreading fluencyassessment.tURL: ntral.orggenerator
Response to InterventionOral Reading Fluency: Sample Interventionwww.interventioncentral.org41
Response to InterventionGroup-Based Repeated Reading(A il bl on Conference(AvailableC fWebW bPPage))An effective ggroupp repeatedpreadingg intervention(Klubnik & Ardoin, 2010) has been developed thatallows a tutor to work on reading fluency with up to 3studentst d t ini a group format.ft ThisThi tutoringt t i packagekincludes several components, with repeated reading asthe 'engine'engine that drives student growth in readingfluency. A tutoring session using this group interventionwill last about 15 minutes.Source: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention packageon generalization materials: Individual versus group implementation.Journal of Behavioral Education, 19, 7-29.www.interventioncentral.org42
Response to InterventionGroup-BasedGroupBased Repeated ReadingPreparation.pTo ppreparep for each tutoringg session, thetutor creates or obtains these materials: 1 student reading passage: This passage should be 150words or longer and at students' instructional level.Instructional as defined here means that students are ablet correctlytotl readd att leastl t 90% off ththe wordsd ini theth passage.Copies of the passage are made for each student and thetutor.tutor 1 copy of the Group Repeated Reading InterventionBehavior Rating Scale (two versions of which appear laterin this document).Source: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention packageon generalization materials: Individual versus group implementation.Journal of Behavioral Education, 19, 7-29.www.interventioncentral.org43
Response to InterventionGroup-BasedGroupBased Repeated ReadingProcedure. The ggroupp repeatedpreadingg intervention has 4components: passage preview, repeated readings, phrasedrill error correction, and contingent reward:1. Passage Preview. The tutor reads the practice passagealoud once while students follow along silently, trackingth i placetheirlwithith an iindexd finger.fiDuringD i thithis iinitialiti l readdthrough, the tutor stops several times at unpredictablepoints and asks a student selected at random to read thenext word in the passage. (NOTE: This 'assisted cloze'strategygy -- Homan, Klesius, & Hite,1993--ensures thatstudents pay close attention to the tutor's modeling of text.)Source: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention packageon generalization materials: Individual versus group implementation.Journal of Behavioral Education, 19, 7-29.www.interventioncentral.org44
Response to InterventionGroup-BasedGroupBased Repeated ReadingProcedure.2. Repeated Readings. The tutor next has the students readthe practice passage aloud 3 times . For each read-aloud,th studentsthet d t engage ini sequentialti l reading,di withith ththe processcontinuing in round-robin fashion until the passage iscompleted When a student misreads or hesitates incompleted.reading a word for 3 seconds or longer, the tutor states thecorrect word. At the beginninggg of each repeatedpreading,g thetutor selects a different student, to ensure that by the end ofthe 3 readings, each student will have read each sentencei theinth passage once.Source: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention packageon generalization materials: Individual versus group implementation.Journal of Behavioral Education, 19, 7-29.www.interventioncentral.org45
Response to InterventionGroup-Based Repeated ReadingProcedure.Pd3. Phrase Drill Error Correction. At the end of each reading, thetutor reviews error words (misreads or hesitations for 3seconds or longer) with students. The tutor points to each errorword ensures that students are looking at the word,word,word and asksthem to read the word aloud in unison.If students misread or hesitate for 3 seconds or longer, thetutor pronounces the error word and has students read thewordd aloudl d ttogetherth (choral( h l responding).di ) ThenTh theth tutort t hashstudents read aloud a phrase of 2-3 words that includes theerror word--performing this action twice.twiceSource: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention packageon generalization materials: Individual versus group implementation.Journal of Behavioral Education, 19, 7-29.www.interventioncentral.org46
Response to InterventionGroup-Based Repeated ReadingProcedure.Pd4. Contingent Reward. At the start of each tutoring session, thetutor reviews with the group the 3 behavioral expectations fromthe Group Repeated Reading Intervention Behavior RatingScale:– When asked to read aloud, I did my best reading.– When others were reading,reading I paid close attention.attention– I showed good behaviors and followed all directions quickly.The tutor reminds the students that they can earn a reward ifthey observe these behavioral expectations.expectationsSource: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention packageon generalization materials: Individual versus group implementation.Journal of Behavioral Education, 19, 7-29.www.interventioncentral.org47
Response to Interventionwww.interventioncentral.org
Response to Interventionwww.interventioncentral.org
Response to InterventionGroup-Based Repeated ReadingProcedure.Pd4. Contingent Reward (Cont.) At the end of the session, the tutorrates each student's behavior on the Group Repeated ReadingIntervention Behavior Rating Scale. Any student who earns atop score (3 points) on all rating items receives a modestreward.Source: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention packageon generalization materials: Individual versus group implementation.Journal of Behavioral Education, 19, 7-29.www.interventioncentral.org50
Response to InterventionCBM ORF: Group-StudypyIn your groups: Review the directions foradministering & scoring CBMOral Readingg Fluencyy pprobes(pp. 9-10). Discuss any questions thatyou have about theseprocedures. Bring up any unansweredquestions to the large group.www.interventioncentral.org51
Response to InterventionCBM ORF: Practice RunPair off: Open the MAIN handout to the ORFdirections on p. 9. Open the SUPPLEMENTAL handoutto the sample reading passages onpp. 2-4. Choose 1 in your pair to role-play theexaminer , 1 as the student. Administer and score one of thepassages. Trade roles and repeat!www.interventioncentral.org52
Response to InterventionCBM-Reading Comprehension:Mazewww.interventioncentral.org
Response to InterventionReading Comprehension: Maze Efficient student understanding of text is a culminatingskill in reading and the foundation for academicsuccess in the secondary grades.www.interventioncentral.org54
Response to InterventionFive Core Components of Reading “Phonemic Awareness: The ability to hear andmanipulate sounds in words.words Alphabetic Principle: The ability to associate soundswith letters and use these sounds to form words. Fluency with Text: The effortless, automatic ability toread words in connected text. Vocabulary: The ability to understand (receptive) anduse (expressive) words to acquire and convey meaning. Comprehension: The complex cognitive processinvolving the intentional interaction between reader andtext to conveyy meaning.”gSOURCE: Big ideas in beginning reading. University of Oregon. Retrieved September 23, 20012, entioncentral.org55
Response to InterventionCBM-Maze: Description (Espin et al., 2010).CBM-Maze passages are timed (3-minute) readingcomprehensionh i assessments withi h a multiple-choicel i l h i responseformat. The student reads and completes the passage silently.CBM Maze can be administered to a single studentCBM-Mazestudent, a smallgroup, or an entire class.www.interventioncentral.org56
Response to InterventionCBM-Maze: MaterialsThe following materials are needed to administer CBM-Mazepassages: Student and examiner copies of CBM Maze passage Stopwatch Pencils for studentswww.interventioncentral.org57
Response to InterventionCBM-Maze: PreparationBefore administering CBM-Maze, the teacher creates or obtains aMaze passage, using these guidelines (Espin et al., 2010): PassagesPusedd forf MazeMshouldh ld beb at leastl300 wordsd llong. The first sentence of the Maze passage is left intact. In the text following the first sentence, every seventh word isselected to be incorporated into a response item that consistsof the original word plus two foils (words that would not makesense if substituted in the passage in place of the original,correct word).word) These three choices are randomly arranged andinserted back into the text.Here is a sample of a Maze response item: The rain (sang,cement, fell) on the garden.www.interventioncentral.org58
Response to InterventionCBM-SamplepMaze Passagewww.interventioncentral.org59
Response to InterventionCBM-Maze: Directions for Administration (adapted fromSSarasti,ti 2009)1. The examiner distributes copies of CBM Maze probes to allthe students in the group.group2. The examiner says: "When I say 'begin', start reading thestory silently.silently Wherever you come to a group of 3 wordwordchoices, circle the word that makes sense. Work as fast asyou can but do your best work. If you finish the first page, goto the next page and continue working until I tell you to stop."y "Ready?y Begin"g and starts the3. The examiner says:stopwatch.www.interventioncentral.org60
Response to InterventionCBM-Maze: Directions for Administration (adapted fromSSarasti,ti 2009)4. After 3 minutes, the examiner stops the stopwatch andsays:"Stop Pencils down".says:"Stop.down"5. These directions are repeated for each Maze passageadministered in a session.session The examiner then collects andscores the passages.www.interventioncentral.org61
Response to InterventionCBM-Maze: Directions for Administration (adapted fromSSarasti,ti 2009)6. Initial Assessment: If the examiner is assessing the studentfor the first time,time the examiner administers a total of 3 Mazeprobes during the session, using the above procedures andtakes the median (middle) score as the best estimate of thestudent's reading-comprehension skills.Progress-Monitoring: If the examiner is monitoring studentgrowth in computation (and has previously collected Mazed t ) onlydata),l one MazeMprobeb isi giveniini theht session.iwww.interventioncentral.org62
Response to Intervention Maze Passage [3 Minutes]. The student silently reads a speciallyformatted passage with multiplemultiple-responseresponse format appearing onevery 7th word and—for each item-- circles the word that 'restores'the meaningg of that section of the ppassage.gp 20p.www.interventioncentral.org
Response to InterventionOnline Resources: Maze Free Maze passages and national norms forgradesd 33-66 are availableil bl ffrom DIBELS NEXT at:thtt //dib lhttps://dibels.org/next// t/NOTE: Users create a free account to downloadand print Maze passages (called ‘DAZE’ byDIBELS).www.interventioncentral.org64
Response to InterventionMaze PassageMPGeneratorEnter a user-selectedpassage to format asa Maze passage forreadingcomprehensionassessment.tURL: ntral.org
Response to Interventio
Fluency Reading Fluency 1 Minute:Student reads aloudfrom a text ue cy ue cy passage. Reading Comprehension Reading Comprehension 3 Minutes: Student reads silently from a Maze passage and selects correct word in Fluency (Maze) each choice item that restores meaning to the passage. Computation Fluency MathFact Fluency 2 Minutes:Student completes .
Clark State College _ Accounting Associate of Applied Business to Wright State University _ Organizational Leadership Bachelor of Science Wright Path Articulation Agreement ( CREATED September 8, 2021) 1. Students interested in Wright Path program benefits will apply to the program through Wright State website at. wright.edu/wrightpath .
TOUR.VIRGINIAREP.ORG 2022 Virginia Repertory Theatre THE WRIGHT STUFF 2 STUDY GUIDE A Timeline of the Wright Brothers 1867: Wilbur Wright is born on a farm not far from New Castle, Indiana. 1871: Orville Wright is born in Dayton, Ohio. 1889: The Wright brothers open a printing business in Dayton, Ohio. 1892: The Wright brothers open a bicycle business in Dayton, Ohio.
Figure 1 shows the U.S. Census Bureau's worker in-flow and out-flow estimates1 for Wright County. 68.6% (41,237) of Wright County workers live in Wright County but are employed outside of Wright County based on 2019 estimates. This translates to a net outflow of workers of 29,632 people. Figure 1: Inflow/Outflow Counts Wright County 2019
LeonJ. Testas ltestas@wright.edu . Assistant Directors Ellen Reinsch Friese . efriese@wright.edu Lori Gabriel lgabriel@wright.edu . Grants and Contracts Specialist Jackie A . Frederick jafreder@wright.edu Secretary for Compliance RSPStaff Christine Piekkola cpiekkol@wright.edu . Sponsored Programs Assistants . Cheryl Nickoson cnickoso@wright.edu
Frank Lloyd Wright is born in Richland Center, Wisconsin, to Anna Lloyd Jones and William Carey Wright. Unity Chapel was completed by architect Joseph Lyman Silsbee and apprentice Wright at age 18. Wright's "Home Building" for the Hillside Home School, run by Wright's aunts, Jane and Nell, is
Celebrating George Wright: A Retrospective on the 20 th Anniversary of the GWS 14 The George Wright FORUM Jerry Emory Pamela Wright Lloyd George Melendez Wright 1904-1936: A Voice on the Wing I arrived at Cracker Lake shortly after ten. Over the west wall great shafts of sunlight from t
Wright Delta Frame Hybrid Stryker Hoffman 3 Pin to Bar Ankle Fracture Wright Ankle Fx LP Plating System Wright Dart-Fire Cannulated Screw System Wright SynchFix Syndesmotic Repair Calcaneus Fracture Wright CLX MIS Plate Stryker Variax 2 Calc Fx Perimeter Plate 2.7/4.5 Darco Cannulated Screw System Metatarsal Fracture
TO WRIGHT STEPP . Wright State University received a major donation from General Motors Corporation to support the WRIGHT STEPP Program. The 200,000 contribution will be made in equal installments over five years, from 1995 to 1999. WRIGHT STEPP was created in 1988 to increase the numbers of under-rep resented students entering mathematics and (
