CSI Maps
Randee Winterbottom & Tricia CurranAssessment Programs
Florida Center for Reading Research
1. Goals: What outcomes do we want for our students in our state, district, and schools?
2. Knowledge: What do we know and what guidance can we gain from scientifically based reading research?
3. Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student?
4. Outcome Assessment: How far do we need to go to reach our goals and outcomes?
5. Core Instruction: What are the critical components that need to be in place to reach our goals?
6. Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?
Guiding Questions
Implementation of Research-Based Reading Programs That Support the Full Range of
Learners
Instruction
A core instructional program of validated efficacy adopted and implemented schoolwide
Supplemental and intervention programs to support core program
Programs and materials emphasize big ideas
Programs implemented with high fidelity
Core Program
A core program is the “base” reading program designed to provide instruction on the essential areas of reading for the majority of students schoolwide. In general, the core program should enable 80% or more of students to attain schoolwide reading goals.
A Core Instructional Program of Validated Efficacy Adopted and Implemented Schoolwide
Supplemental and Intervention Programs to Support the Core
A School’s Continuum of Programs and Materials
Core: Programs and materials designed to enable 80% or more of students to attain schoolwide reading goals.
Supplemental: Programs and materials designed to support the core program by addressing specific skill areas such as phonemic awareness or reading fluency.
Intervention: Programs and materials designed to provide intensive support for students performing below grade level.
Understanding the Purpose of Different Programs
Classifying Reading Programs:
What is the purpose of the program?
1. Core2. Supplemental3. Intervention
CoreReading Program
SupplementalReading Program
Core
Supplemental
Intervention
InterventionReading Program
Meeting the needs for most Supporting the Core Meeting the needs for each
Programs are tools that are implemented by teachers to ensure that children learn enough on time.
(Vaughn et al. 2001)
Thinking About What We Are Teaching
Instructional Curriculum Thinking Maps
If we want to think about instruction, where do we start?
Curriculum Maps (Simmons & Kame’enui, 1999)
Organized by “big ideas” for each grade levelProvide curriculum-based 180-day pacing mapsProvide specific goals and outcomes for each grade (i.e., what to teach and when)Based on research in beginning reading
“Big Idea”
Skill Outcomes
Instructional Emphasis
Measurable Benchmark
How to Read Curriculum Maps
Months
A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction,
Assessment, and Learning
Curriculum Maps
Sample Curriculum Maps k-3 “BIG IDEAS”
Share what you are thinking as you review these sample maps?
A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction,
Assessment, and Learning
Goals
The Curriculum Maps are only one example of schoolwide reading goalsOther examples include state or local reading standards or frameworks
How do your state and/or local standards or frameworks compare to the Curriculum Maps? How are they similar – different?
Differentiated Instruction Based On Data
Using The Results of Assessment To Plan Instruction
Core Reading + iiiIntensive/At Risk/Deficit
Three
Core Program + Additional Teaching
Strategic/Some Risk/Emergent
Two
Core ReadingBenchmark/LowRisk/Established
One
Instructional ImplicationAssessment Results
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Benchmark 1Nonsense Word Fluency
]
25
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Benchmark 1Nonsense Word Fluency
]
25
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Benchmark 1Nonsense Word Fluency
]
25
Adequate, Prioritized, and Protected Time for Reading Instruction and Practice
Instruction: Time
Schoolwide plan established to allocate sufficient reading time and coordinate resources
Additional time allocated for students not making adequate progress (supplemental & intervention programs)
Reading time prioritized and protected
from interruption
Instruction, Grouping, and Scheduling That Optimizes Learning
Instruction: Grouping
Differentiated instruction aligned with student needs
Creative and flexible grouping used to maximize performance
Differentiated Instruction Aligned With Student Needs
ExamplesStudents are grouped based on assessment results
Specified supplemental and intervention programs are implemented depending on student needs and profiles
Groups are constantly reorganized based on progress monitoring data
Early identification and frequent monitoring of students experiencing reading difficulties
Progress Monitoring
Performance monitored frequently for all students who are at risk of reading difficulty
Data used to make instructional decisions
Example of a progress monitoring scheduleStudents at low risk: Monitor progress four times a yearStudents at some risk: Monitor progress every monthStudents at high risk: Monitor progress every other week
Ongoing Instructional Adjustments Based on Assessment Data to Meet the Needs of Each Student
Instructional Adjustments
Instructional programs, grouping, and time are adjusted and intensified according to learner performance and needs.
Making instruction more responsive to learner performance
Using Data To Plan Instruction
Core/Benchmark, Strategic, & Intensive Curriculum Maps
Content DevelopmentContent developed by:
Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D.Professor, College of Education Professor, College of EducationUniversity of Oregon University of Oregon
Beth Harn, Ph.D. Michael D. Coyne, Ph. D. University of Oregon University of Connecticut
David Chard, Ph. D.University of Oregon
Additional support:Patrick Kennedy-PaineKatie Tate Nicole Sherman-Brewer University of Oregon Oregon Reading First
How Do We Enhance Instruction & Learning?
Remember the focus must be on factors over which you have jurisdiction:
Program & program emphasis Time (opportunities to learn) Grouping structures Quality of instruction & program implementation
Alter the fewest number of factors possible that provide the greatest return.
Planning Core/Benchmark Instruction: CSI Maps
Goals: Each big idea and high priority skills for months 1-5 and months 5-9
Instructional Need: DIBELS recommendation Instructional Details
Program/materials
Time/day
Grouping
Assessment: Progressive benchmark for fall and winter
CSI Map: Grade 1Go als Inst ruct ional D eta ils Assessm ent
Ins truc tion alNeed Program /Ma teria ls Time /day Grou ping
Size
DIBELSMeasu re (ba sedon fall progress ive
benchm arks)
Core /Benc hmark
PS F ≥ 35:Asse ss qua rterly*Ba sed on e nd o f Kbenchm ark
Strateg ic10 ² PSF > 35:Asse ss once o rtwice a mon th
Phono log ical Awarenes s
Blend s 3-4 phoneme s into awhole word
Seg ment s 3- and 4 -phone me,1-syllab le wo rds
Inten sivePS F < 10:Asse ss 2 -4 time smonth ly
Core /Benc hmark
NWF ³ 24 :Asse ss qua rterly
Strateg ic13 ² N WF < 24:Asse ss once o rtwice a mon th
Alphabe tic Princ iple
Produ ces let ter-soundcorresponden ces (1/sec )
Produ ces sound s to com monletter combinat ion s
Decode s words with consonan tblend s
Decode s words with lettercomb ina tions
Reads regu lar 1-syllab le wo rdsfluent ly
Reads wo rds wi th commonword pa rts
Reads co mmon s igh t wordsau toma tica lly
Inten siveNWF < 13:Asse ss 2 -4 time smonth ly
Student Name
Student NameSequence of InstructionSequence of InstructionBig IdeasBig Ideas
CSI Map: Grade 1Go als Inst ruct ional D eta ils Assessm ent
Ins truc tion alNeed Program /Ma teria ls Time /day Grou ping
Size
DIBELSMeasu re (ba sedon fall progress ive
benchm arks)
Core /Benc hmark
OR F: There is noOR F be nchma rk forfall of Grade 1. Ifstude nts h avereach ed the winterNW F benchma rk of50 yo u ma y want touse O RF.
Strateg icNo ORF fallprogressivebenchm ark.
Fluenc y wi th Conne cted Te xt Reads ac curate ly (1 error in 20
words )
Reads f luen tly (1 word pe r 2-3sec m id yea r; 1 wo rd pe r secend of yea r)
Inten siveNo ORF fallprogressivebenchm ark.
Core /Benc hmark
No DIBEL Sbenchm ark. Useprogram s peci fic o rdistrict/schooldetermine dmeasures.
Strateg ic
Vo cabu lary Lea rns and use s un fam iliar
words int rodu ced in stories andinforma tiona l pa ssage s
Inc rea ses kno wledge o f wordmean ings and u ses newvocabu lary in spea king andwriti ng
Inten sive
Big IdeasBig Ideas Sequence of InstructionSequence of InstructionStudent Name
Student Name
CSI Map: Grade 1Go als Inst ruct ional Deta ils Assessm ent
Ins truc tionalNeed Program /Ma terials Time /day Grouping
Size
DIBELSMeasu re (ba sedon fall progress ive
benchm arks)
Core /Benchmark
No DIBEL Sbenchm ark. Useprogram s pecific o rdistrict/schooldetermine dmeasures.
Strateg ic
Comp rehen sion An swe rs who, wha t, when ,
where, and ho w que stion s afterlisten ing to or read ingpa rag raph (s)
Tell s the ma in idea o f a s implestory or top ic of an info rm at iona lpa ssage
Ident ifies and an swe rsque stion s abou t cha rac ters,set tings , and even ts
Rete lls the main idea of simplestories
Inten sive
Core /Benchmark
Strateg ic
Spe lling Writes letters associated with
ea ch sound in 1-syllab le,phone tica lly regu lar wo rds
Spe lls sing le-syllab le regu larwords co rrectly andindependen tly
Inten sive
Big IdeasBig Ideas Sequence of InstructionSequence of Instruction Student Name
Student Name
Application Activity
At School: Application Activity
Plan instruction for your core/benchmark students.
Meet with your grade-level team. Document in each column: programs, time, grouping, and assessment the specific information that communicates your plan to teach all children to attain critical benchmarks by January/June.
If time permits, proceed to your plan for strategic & intensive intervention.
Websites
Institute for the Development of Educational Achievement (IDEA)
IDEA Beginning Reading
Florida Center for Reading Researchhttp://fcrr.org
http://reading.uoregon.edu/
http://idea.uoregon.edu/
Professional Development
Effective PD practices for reading results include:providing training that is:
focused, high quality, on-goingproviding training for all (teachers, specialists)
principal,coach, district, assistants, parentsproviding training follow-up (coaching and supervision) that is differentiated & empowering
The best leaders bring out the best in the people around them.
Operationalizing What Works: Creating a Culture of Success
A culture of success for reading results includes:belief in the possibilitycommitment to priorities & resultsawareness of urgencyvisibility of the focusculture of collaborationtone of empowerment
It’s not about getting the money. It’s about getting the results.
The ultimate goal of reading instruction is to enable children to read fluently with good comprehension!
Questions?