Identifying and Referring
Students At Risk in Reading
©Rochester Public Schools
December, 2003
Mary Barrett
Mayo High School
1420 S.E. 11th Avenue
Rochester, MN 55904
These materials may be duplicated for non-profit, educational use.
Identifying and Referring Students at Risk in Reading1
Reading K-12 Key Student Understandings in Reading
Primary / Intermediate / Middle School / High SchoolDecoding/Vocabulary
Make sense of words and comprehend meaning by decoding words and integrating cueing systems / Decoding/Vocabulary
Make sense of words and comprehend meaning by decoding words through the use of vowel patterns, complex word families, syllabication, root words, and affixes; and by using word structure and context / Decoding/Vocabulary
Make sense of words in order to comprehend meaning by using context clues; derivations such as roots, prefixes, and suffixes; word origins; and by interpreting figurative language, literary devices, and imagery in fiction selections / Decoding/Vocabulary
Make sense of words and improve comprehension by using strategies that include context clues and derivation; and interpret figurative language and imagery in nonfiction selections
Engagement With Text
Set a purpose; activate prior knowledge; monitor and use self-correction strategies; reflect on the meaning of and respond to text; and read fluently both aloud and silently
Use information from illustrations, charts, graphs, and oral and media presentations to enhance comprehension / Engagement With Text
Set a purpose; activate prior knowledge; preview the selection; use specific strategies to clear up confusing parts of the text; and read fluently both aloud and silently
Use information from illustrations, charts, graphs, maps, media, and oral presentations; and use text cues, such as titles and bold-faced headings, to enhance comprehension / Engagement With Text
Set various purposes for reading; activate prior knowledge; monitor and clarify understanding of a selection; adjust rate for purpose and difficulty in text; and identify transitional words
Use information from illustrations, charts, graphs, maps, media, and oral presentations; use text cues such as bold-faced headings, margin notes, italics, color, and introductions and summaries to enhance comprehension; and interpret presentations of data in a selection / Engagement With Text
Set various purposes for reading; activate prior knowledge; preview selections; monitor and clarify understanding; adjust rate based on purpose, familiarity, and difficulty of text; and identify transitional words in print and non-print selections
Interpret presentations of data and text cues in connection with other information in the selection
Primary / Intermediate / Middle School / High School
Comprehension/Interpretation
Understand fiction and nonfiction, and interpret fiction and nonfiction by making and supporting inferences / Comprehension/Interpretation
Read literary and nonfiction selections from a variety of genres and reflect on the meaning of and respond to the selection; summarize print and non-print selections; make inferences and draw conclusions that are supported with information from the selection / Comprehension/Interpretation
Read and evaluate literary, nonfiction, and technical selections from a variety of genres; paraphrase events, ideas, or steps in sequence; recognize and analyze genres; interpret ideas, such as main idea and conclusions, not explicitly stated; and draw conclusions and make predictions by using prior knowledge or information and clues in the selection / Comprehension/Interpretation
Read and evaluate nonfiction and technical selections; restate and summarize important ideas, events, and steps; draw conclusions and make predictions from multiple selections on the same topic; interpret presentations of data in connection with other information in selections; and interpret figurative language, imagery, and literary devices used in non-fiction
Organizational Structure
Critically read fiction and nonfiction selections by comparing and contrasting elements, for example characters, settings, ideas, and actions / Organizational Structure
Compare and contrast information on the same topic from different sources; distinguish fact from opinion; identify author's purpose / Organizational Structure
Organize information to show the hierarchy of ideas within selections; evaluate various genres of fiction according to pre-established criteria; and determine the pattern of organization in nonfiction, including cause/effect, compare/contrast, topical, chronological and technical selections / Organizational Structure
Organize information to clearly show the hierarchy of ideas; and differentiate persuasive patterns of nonfiction such as problem/solution, opinion/ reason, and thesis/evidence
Primary / Intermediate / Middle School / High School
Question/Evaluate
Formulate questions pertaining to selections / Question/Evaluate
Formulate questions pertaining to selections / Question/Evaluate
Compare and contrast information on the same topic from different types of sources; identify source documentation, author, and evidence in non-fiction selections; identify author's purpose and point of view; and formulate critical questions pertaining to selections / Question/Evaluate
Determine whether the evidence given is appropriate, adequate, and accurate; evaluate the credibility of the source; evaluate bias and logic of reasoning; evaluate author's point of view, intended audience, and authority; formulating critical, evaluative questions relevant to selections; and evaluate how the type of communication shapes or limits the information
Technical Application
Apply information by using multiple-step instructions to perform an action / Technical Application
Apply information by using multiple-step instructions to perform an action / Technical Application
Follow step-by-step directions using appropriate tools and procedures; and identify information in a selection that is needed to complete a task or make a decision / Technical Application
Follow step-by-step directions, using appropriate tools and procedures; select relevant information in order to determine a course of action; and select relevant information in order to complete an application
NOTE: The skills and strategies on this chart are hierarchical; that means if skills are identified for mastery at the intermediate level, teachers would continue to emphasize those skills at the middle and high school levels even though they might not be directly teaching those skills. If a skill is explicitly repeated, the teacher would need to provide additional instruction because the skill is either at a more sophisticated level or the materials on which students would practice would be more difficult. Contact or call 507.287.1973 for additional information or with questions.
Identifying and Referring Students at Risk in Reading1
Remedial Reading Program
1. Need for Remedial Pull-out Program
- How many students have you tested?
- How many students have a documented reading need that requires placement in a special reading remediation program?
- What standardized measures did you use? (Example: Gray Oral Reading Test – GORT-R; Stanford Diagnostic, ITBS, etc.)
- What anecdotal reporting measure did you use? (Please attach a copy.)
- How will the schedule need to be adapted to accommodate this program?
NEEDS SUMMARY for GRADE
# Students tested:# Students needing remediation:
Standardized Tests:
Anecdotal Assessment:
Schedule Adaptations:
2.Curriculum Proposals
How will you meet the needs of students in this special reading class? List all proposed curriculum materials. Be sure to include the research data that supports the proposed curriculum.
Phonemic Awareness:
Vocabulary Development:
Comprehension Strategies:
Organization of Nonfiction:
Study Strategies:
Learning Styles:
Time Management Skills:
3.COSTS
List all of materials and programs that you have previewed. For each, tell how the materials scored on the Kam’enui Consumer’s Guide:
Materials Cost
(Please include the cost of purchasing any assessments.)
TitlePublisherCost per UnitTotal Cost
Materials Total Cost:
4.Planning Time
Describe the amount of time you will need for planning. Give a rationale for the amount of time you are requesting:
PLANNING TIME COSTS:
Names# of Hours
Total # People: Total # Hours:
Planning Total Cost:
Staffing
How many sections of remedial reading do you anticipate?
How large will each section be? students
List any teacher who has expressed a willingness to develop materials for and teach this remedial reading class.
Staffing Total Cost:
Please summarize all the costs for providing a reading program:
Materials Costs:
Planning Costs:
Staffing Costs:
Total Cost:
Identifying and Referring Students at Risk in Reading1
Checklist for Reviewing Reading Materials
2002-2003
Name:Program Title:
JOB TITLE:
SCORING / Low / Adequate / High1 / 2 / 3 / 4 / 5
I. QUALITY OF READING MATERIAL
- The literature is appropriate developmentally.
- The vocabulary is appropriately controlled at K-2.
- The literature can be flexibly integrated with other disciplines.
- Multiculturalism and gender equity are evident in pictures, stories, authors, and illustrators.
- The program offers a balance of fiction, nonfiction, and technical reading in authentic reading selections.
- The program matches the district goals for reading education.
- Strategies and instructional methods reflect current best practice and research.
- The materials are visually appealing.
II.INTEGRATION OF LANGUAGE ARTS
- The program includes authentic examples and explicit instruction in comprehension of the following areas in an integrated manner:
- Narrative text
- Expository text
- Descriptive text
- Technical text
- Writing
- Listening skills
- Speaking
- Spelling
- Grammar and Conventions
SCORING / 1 / 2 / 3 / 4 / 5
- The program offers instruction in the writing process, including brainstorming, graphic organizers for planning and organizing writing, six-traits, and scoring rubrics.
- Daily Oral Language is a component of the program
- the program includes vocabulary acquisition strategies such as context clues and word analysis.
- The series includes instructional materials on comprehension strategies for use in the content area.
III.ASSESSMENT
- A variety of assessment methods is available, including performance assessment.
- A management system for documenting student progress is included.
- Assessment tools provide diagnostic information.
- A skills inventory is included.
- assessment materials are organized and easy to use.
- Assessment results can be used for graduation standards assessment and reporting.
IV.TEACHER’S MANUAL
- The teacher’s manual is clearly labeled for efficient lesson planning and organizing.
- Management tips help the teacher plan for both large group and flexible small-group instruction.
- The skills being tested are clearly identified.
V.SUPPLEMENTAL MATERIALS
- All recommended resource materials are complete and packaged for ease of use.
- The program has software available and other software suggestions are included.
- Multimedia resources are available in the program.
- Workbooks and activity sheets are available and have black line master alternatives.
- The program provides support.
- Technology is integrated into lessons.
SCORING / 1 / 2 / 3 / 4 / 5
VI.PREPARATION TIME
- The amount of time necessary to become familiar with materials is reasonable.
- The vendor provides on-site training in use of the program.
VII.PLEASE ADD YOUR OWN COMMENTS
Identifying and Referring Students at Risk in Reading1
STUDENT REFERRAL PROCESS
Student Name:
ID Number: DOB:
Family Information:
Parent/Guardian
Address
City/State/Zip
Home PhoneWork Phone
Assessment Instrument: Score
Gray Oral Reading Test
Stanford Diagnostic Reading Inventory
Other:
Anecdotal/Informal Assessment
Please attach test data and analysis to this form.
SUMMARY OF STUDENT DEFICIENCIES
Please summarize the needs of this individual student. Include results of assessment in phonemic awareness, word attack, comprehension, etc.
Summarize the student's current classroom achievement. Attach a copy of the student's most recent report card.
Please include current special placement information, such as special education or a 504B accommodation plan.
Briefly explain the accommodated curriculum that will be designed for this student's specific deficiencies.
We agree with the need for special program placement.
Parent Signature: Date:
Student Signature: Date:
Counselor Signature: Date:
Team Leader Signature: Date:
Identifying and Referring Students at Risk in Reading1
Staff Intervention & Referral Record Form
Teacher Name: Dates: to
Student Information / Date of Teacher ActionStudent Name / Hour / Grade / Nature of Concern / Student Conference / Phone Call Home / Refer to Counselor / Refer to Admin.
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Identifying and Referring Students at Risk in Reading1
Observed Student Performance Checklist
Student Name: Year of Graduation:
Evaluator’s Name: Date of Evaluation:
Course Name:
Please rate each observed behavior on a scale of 1 to 3.
1 = Not observed
2 = Partially observed
3 = Frequently observed
Academic Behavior / 1 / 2 / 3- Cooperates with teacher/tutor
- Participates in class discussion
- Participates in group work
- Pays attention
- Turns in assignments
- Other:
Academic Needs / 1 / 2 / 3
- Basic reading comprehension skills
- Basic mathematics skills
- Basic writing skills
- Critical reading skills
- Listening skills
- Materials management
- Note taking skills
- Test taking skills
- Time management skills
- Vocabulary development
- Other:
Academic Performance
- Assignments are up to date?
- Currently passing?
- Current grade:Letter: Percent:
COMMENTS:
Student Referral Form: Non-Academic and Academic
Student Name: Date:
Grade: 9 10 11 12 Course: Hour:
Referring Staff Member: Room #
Prep Hour: Phone: Current %/ Grade:
Check all of the following items that you have observed for this student:
ATTENDANCE Problems
Excessive unexcused absences Excessive unexcused tardiness
Please list dates:
Excessive excused absences Excessive excused tardiness
Please list dates:
ACADEMIC PERFORMANCE
Fails to complete and/or turn in homework; # missing assignments
Fails to complete and/or turn in classroom work
Apparently lacks understanding of concepts
Catches on slowly; needs additional time/practices
Has difficulty reading classroom materials
Lacks time management skills
Performs poorly on tests
BEHAVIOR
Shows inappropriate behavior/language/attitude toward teacher/staff member
Shows inappropriate behavior/language/attitude toward peers
Is a passive non-participant in class
Uses class time inappropriately (sleeps, chats, doodles, does other homework, etc.)
Additional Comments:
Counselor: Administrator:
Student Interview Date: Interviewer:
Referral:TOPS Date:
PALS: Date:
CM: Date:
Tutor's Name:
Hour: Place:
Other Intervention(s):
Comments:
Best Practices in Reading
The National Reading Panel (NRP) issued a report in 2000 that responded to a Congressional mandate to help parents, teachers, and policymakers identify key skills and methods central to reading achievement. The Panel was charged with reviewing research in reading instruction and identifying methods that consistently relate to reading success. Sponsored in part by the National Institute for Literacy, the National Institute of Child Health and Human Development, and the U.S. Department of Education, the findings of this research were published by the Partnership for Reading.
Embedded in the following survey are practices and strategies that were identified as building blocks for teaching children to read. Please take a few moments to reflect on these practices and the extent to which you do them in your classroom. The data will be used to make correlations regarding reading performance and practices that support it.
Phonemic Awareness / AlmostAlways / Frequently / Sometimes / Rarely / Staff Development Needed
Students isolate phonemes.
(Recognize individual sounds in a word, i.e., first, middle, last). / ◯ / ◯ / ◯ / ◯ / ◯
Students identify phonemes.
(Recognize the same sound in different words, i.e. fix, fall, fun). / ◯ / ◯ / ◯ / ◯ / ◯
Students categorize phonemes.
Recognize the word in a set that doesn’t belong. Ex., bus, bun, bat, bear, rug) / ◯ / ◯ / ◯ / ◯ / ◯
Students blend phonemes to form words.
(What word is /b/ /i/ /g/?) / ◯ / ◯ / ◯ / ◯ / ◯
Students segment words into phonemes.
(Break a word into separate sounds. Ex: how many sounds are in grab?) / ◯ / ◯ / ◯ / ◯ / ◯
Students delete or add phonemes to form new words. (Recognize the word that remains when adding or deleting a phoneme. Ex. smile without the /s/ is mile; add /s/ to the beginning of at and you have sat.) / ◯ / ◯ / ◯ / ◯ / ◯
Students substitute phonemes to make new words. (Change the /g/ in bug to /n/ and you have bun.) / ◯ / ◯ / ◯ / ◯ / ◯
Teaching sounds along with the letters of the alphabet is important because it helps children to see how phonemic awareness relates to their reading and writing. I teach children to manipulate phonemes by using the letters of the alphabet. / ◯ / ◯ / ◯ / ◯ / ◯
Teaching the phonemic activities listed above is important to developing readers. I teach children by focusing on only one or two phonemic awareness activities during a lesson rather than all in one session. / ◯ / ◯ / ◯ / ◯ / ◯
Phonics Instruction / Almost
Always / Frequently / Sometimes / Rarely / Staff Development Needed
My plans for instruction include a carefully selected set of letter-sound relationships that re organized into a logical sequence. / ◯ / ◯ / ◯ / ◯ / ◯
The program I use provides me with precise directions for teaching these relationships. / ◯ / ◯ / ◯ / ◯ / ◯
Students in my classroom have opportunities to apply what they are learning about letters and sounds to the reading of words, sentences, and stories. / ◯ / ◯ / ◯ / ◯ / ◯
Fluency Instruction / Almost
Always / Frequently / Sometimes / Rarely / Staff Development Needed
In my classroom, I model fluent reading for my students. / ◯ / ◯ / ◯ / ◯ / ◯
Students in my classroom engage in repeated oral reading. / ◯ / ◯ / ◯ / ◯ / ◯
I use student fluency data to evaluate instruction and set future goals for instruction. / ◯ / ◯ / ◯ / ◯ / ◯
Vocabulary Instruction / Almost
Always / Frequently / Sometimes / Rarely / Staff Development Needed
In my classroom, students engage in daily oral language. / ◯ / ◯ / ◯ / ◯ / ◯
My students listen to adults read to them. / ◯ / ◯ / ◯ / ◯ / ◯
My students read extensively on their own. / ◯ / ◯ / ◯ / ◯ / ◯
I explicitly teach some words for students to learn. / ◯ / ◯ / ◯ / ◯ / ◯
I teach students new word-learning strategies. / ◯ / ◯ / ◯ / ◯ / ◯
Comprehension Instruction / Almost
Always / Frequently / Sometimes / Rarely / Staff Development Needed
I set a purpose for reading. / ◯ / ◯ / ◯ / ◯ / ◯
I teach students how to monitor comprehension (restating a passage in their own words, recognizing areas of difficulty) / ◯ / ◯ / ◯ / ◯ / ◯
I teach readers to use comprehension strategies such as: asking questions about text, summarizing, clarifying, and predicting. / ◯ / ◯ / ◯ / ◯ / ◯
I explain to students why the strategy helps comprehension and when to apply it. / ◯ / ◯ / ◯ / ◯ / ◯
I model how to apply the strategy. / ◯ / ◯ / ◯ / ◯ / ◯
I guide and assist students as they learn how and when to apply the strategy. / ◯ / ◯ / ◯ / ◯ / ◯
I help students practice the strategy until they can apply it independently. / ◯ / ◯ / ◯ / ◯ / ◯
I teach students to recognize story structure (the way the content and events of a story are organized into a plot). / ◯ / ◯ / ◯ / ◯ / ◯
I teach students to recognize how expository text is organized by teaching such patterns as cause/effect, compare/ contrast, topical, and chronological order. / ◯ / ◯ / ◯ / ◯ / ◯
Identifying and Referring Students at Risk in Reading1