If I have MOY 1st graders that are yellow in cls, red in wwr, and red-red in orf - my brain says I intervene at the decoding/ blending level , but I’m in Ohio with “Dyslexia” law, is my pm in just nwf or in nwf and orf for rcs
Intervene on letter-sounds and blending letter-sounds to read real CVC words. Teach the letter-sounds in an order that allows kids to read and spell words from the beginning. Teach blending along the way, not after the student knows all the letter sounds. Dyslexia law has no impact on this at all. PM with NWF with goals for CLS and WWR. No reason to PM ORF because it is too hard for these students. I would check their PSF scores. If they haven't met that goal, that might be the better PM measure initially, but instruction wouldn't be different from what I described aabove. Goof for you for digging into this!
Do you have any specific progress monitoring tools to recommend? I am struggling to find any that meet your criteria you said in another video, namely being fast to administer and many different forms so that they are different but same level each time.
I recommend Acadience Reading and Acadience Math. They meet all of the criteria to be used for screening and progress monitoring, and have 20 alternate forms at each level. They are free for download and have research-based scores that predict future reading and math performance. There are diagnostic assessments for all 5 essential early literacy skill areas (which are not free). acadiencelearning.org/
I love the idea of testing one child per day during the progress monitoring week. Thanks.
This will really maximize your instructional time.
If I have MOY 1st graders that are yellow in cls, red in wwr, and red-red in orf - my brain says I intervene at the decoding/ blending level , but I’m in Ohio with “Dyslexia” law, is my pm in just nwf or in nwf and orf for rcs
Intervene on letter-sounds and blending letter-sounds to read real CVC words. Teach the letter-sounds in an order that allows kids to read and spell words from the beginning. Teach blending along the way, not after the student knows all the letter sounds. Dyslexia law has no impact on this at all. PM with NWF with goals for CLS and WWR. No reason to PM ORF because it is too hard for these students. I would check their PSF scores. If they haven't met that goal, that might be the better PM measure initially, but instruction wouldn't be different from what I described aabove. Goof for you for digging into this!
Do you have any specific progress monitoring tools to recommend? I am struggling to find any that meet your criteria you said in another video, namely being fast to administer and many different forms so that they are different but same level each time.
I recommend Acadience Reading and Acadience Math. They meet all of the criteria to be used for screening and progress monitoring, and have 20 alternate forms at each level. They are free for download and have research-based scores that predict future reading and math performance. There are diagnostic assessments for all 5 essential early literacy skill areas (which are not free). acadiencelearning.org/