Copyright @2003 Susan L. Hall - Not to be reproduced without permission. Assessment Louisiana Reading First Writer’s Workshop - August 25, 2003 Susan L

Copyright @2003 Susan L. Hall - Not to be reproduced without permission.

AssessmentLouisiana Reading First

Writer’s Workshop - August 25, 2003

Susan L. Hall (847) 955-0243


AssessmentLouisiana Reading First

Writer’s Workshop - August 25, 2003

Topics to be Covered• Four Types of Assessment in Reading First •Assessments Defined in Louisiana’s Plan•District Choices•Overview of DIBELS•Seeing the Potential of DIBELS

–Success Stories from Schools


Reading First Program Includes Multiple Components

Core Reading

CurriculumLeadership

AssessmentProfessional Development


Four Kinds of Assessments

• Outcome – Assessments that provide a bottom-line evaluation of the effectiveness of the reading program

• Screening – Assessments that are administered to determine which children are at risk for reading difficulty and need additional intervention

• Diagnosis – Assessments that help teachers plan instruction by providing in-depth information about students’ skills and instructional needs

• Progress Monitoring- Assessments that determine if students are making adequate progress or need more intervention to achieve grade level reading outcomes


How Can Assessments Help Our District Improve

Reading Outcomes?


Early Screening Identifies Children who Need Additional Intervention

• 201 randomly selected children from five elementary schools serving children from mixed SES and ethnic backgrounds– followed from the beginning of 1st grade to the end of 4th grade

• Children who scored low on phonemic awareness and letter knowledge at the beginning of first grade– Started with lower skills

– Made less progress

– Fell further and further below grade level as they progressed from first through fourth grade.

For example, in one longitudinal study:

Slide from Reading First Leadership Academy


Grade level corresponding to age 1 2 3 4

Re

ad

ing

gra

de

lev

el 4

3

2

1

5

2.5

5.2

At Risk on Early Screening

Early Screening Identifies Children At Risk of Reading Difficulty

Low Risk on Early Screening



Additional Instructional InterventionChanges Reading Outcomes

• Four years later, the researchers went back to the same school. Two major changes were implemented:

• First, a research-based comprehensive reading program was implemented for all students, and

• Second, children at risk for reading difficulty were randomly assigned to a control group or to a group receiving substantial instructional intervention.



Grade level corresponding to age 1 2 3 4

Re

ad

ing

gra

de

lev

el 4

3

2

1

5

2.5

5.2

Early Intervention Changes Reading Outcomes

At Risk on Early Screening

Low Risk on Early Screening

3.2

Control

With research-based core but without extra instructional intervention

4.9

Interventio

n

With substantial instructional intervention



Research-Based, Comprehensive Reading Program and Substantial

Instructional InterventionBoth a research-based comprehensive reading program and substantial instructional intervention were needed for children at risk of reading difficulty. Children receiving substantial additional instructional intervention beyond an effective comprehensive reading program:

– Progressed more rapidly than control students,– Had reading skills more like the low risk group than

the at risk group, and– Were reading about at grade level.



Improving the Reading Program by Adding Assessment and Intervention

• Hartsfield Elementary School Characteristics:– 70% Free and Reduced Lunch (increasing)– 65% minority (mostly African-American)

• Elements of Curriculum Change:– Movement to a more research-based reading curriculum

beginning in 1994-1995 school year for K-2 (incomplete implementation)

– Improved implementation in 1995-1996

• Implementation in Fall of 1996 of screening and more intensive small group instruction for at-risk students



Improved implementation of research-based comprehensive reading program

Screening at beginning of first grade, with additional instructional intervention for those in bottom 30-40%

1995 1996 1997 1998 1999

Proportion falling below the 25th percentile in word reading ability at the end of first grade 10

20

3031.8

20.4

10.96.7

3.7

Average Percentile 48.9 55.2 61.4 73.5 81.7for entire grade (n=105)

Hartsfield Elementary SchoolProgress Over Five Years



Progress Monitoring Assessment

• Children respond differently, even to instruction that is research based and usually effective.

• If we are to get all children at grade level, we must get each child at grade level -- and keep them there.

• We need to identify early when children begin to get off track and make necessary modifications to instruction or provide additional instructional intervention to keep them on track for at grade level reading outcomes.



Louisiana Reading First Districts Will Choose Some Assessments

Screening

Diagnostic ProgressMonitoring

Outcome

Phonemic Awareness

DIBELS

(K-1)District Choice

DIBELS

(K-1)

DIBELS

(K-1)

Phonics DIBELS

(K-2)District Choice

DIBELS

(K-2)

DIBELS

(K-1)

Fluency DIBELS

(1-3)District Choice

DIBELS

(1-3)

DIBELS

(1-3)

Vocabulary PPVT, 3rd edition (K-3)

District Choice

District Choice

PPVT, 3rd edition (K-3)

Comprehension GORT IV

(1-3)District Choice

District Choice

GORT IV

(1-3)

District Choice – using state-approved lists


What is DIBELS?


DIBELS is an Early Literacy Screening Tool

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

Free on Intranet – http://dibels.uoregon.edu

Developed by the Institute for the Development of Educational Achievement

University of Oregon, College of Education


Reading Trajectories are Remarkably Stable

(Good, Simmons, & Smith, 1998)

Students on a poor reading trajectory are at risk for poor academic and behavioral outcomes in school and beyond.


Reaching Benchmark at Each Stage Improves Odds of Reading

Winter Kindergarten

Spring Winter

First Grade

Spring

Phoneme Segmentation Fluency

35 pspmInitial Sound Fluency

25 ispm

Nonsense Word Fluency

50 graphemes pm

Oral Reading Fluency

40 wpm


DIBELS Assesses the 5 Essential Components of Reading Instruction

Pre-K K 1 2 3

X XX

XX XXX

XXX X

XX XXX X

XXX XXX XXX XXX XXX

X X XXX XXX

X X XXX XXX

ISF

PSF

LNF

NWF

WUFORF

Retell

Phonemic Awareness

Phonics

Vocabulary

Fluency

Comprehension


Dynamic Indicators of Basic Early Literacy SkillsUniversity of Oregon

Initial Sound Fluency -Sample Practice

This is mouse, flowers, pillow, letters (point to each picture while saying its name).Mouse begins with the sound /m/ (point to the mouse). Listen: /m/, mouse. Which one begins with the sounds /fl/?

DIBELS Initial Sound Fluency (ISF)


DIBELS Phoneme Segmentation Fluency (PSF)

bad that mine coat meet wild woke fat side jet land beach

/b/ /a/ /d/ /TH/ /a/ /t/ /m/ /ie/ /n/ /k/ /oa/ /t/ /m/ /ea/ /t/ /w/ /ie/ /l/ /d/ /w/ /oa/ /k/ /f/ /a/ /t/ /s/ /ie/ /d/ /j/ /e/ /t/ /l/ /a/ /n/ /d/ /b/ /ea/ /ch/

lock pick noise spin ran dawn sign wait yell of wheel globe

/l/ /o/ /k/ /p/ /i/ /k/ /n/ /oi/ /z/ /s/ /p/ /i/ /n/ /r/ /a/ /n/ /d/ /o/ /n/ /s/ /ie/ /n/ /w/ /ai/ /t/ /y/ /e/ /l/ /o/ /v/ /w/ /ea/ /l/ /g/ /l/ /oa/ /b/

Total

______/6 ______/6 ______/6 ______/7 ______/6 ______/7 ______/6 ______/6 ______/6 ______/5 ______/7 ______/7 ______/75

I am going to say a word. After I say it, you tell me all the sounds in the word. So, if I say, “sam,” you would say /s/ /a/ /m/. Let’s try one. (one second pause). Tell me the sounds in “mop”

Ok. Here is your first word.


Nonsense Word PRACTICELook at this word (point to the first word on the practice probe). It’s a make-believe word. Watch me read the word: /s/ /i/ /m/ “sim” (point to each letter then run your finger fast beneath the whole word). I can say the sounds of the letters, /s/ /i/ /m/ (point to each letter), or I can read the whole word “sim” (run your finger fast beneath the whole word).

sim lut

Practice Items


DIBELS Nonsense Word Fluency (NWF)

Here are some more make-believe words (point to the student probe). Start here (point to the first word) and go across the page (point across the page). When I say “begin”, read the words the best you can. Point to each letter and tell me the sound or tell me the whole word. Put your finger on the first word. Ready, begin.

tob dos et tuf kej

mun ik saf naf mid

jag vof biv sel yic

liv hef zis jom vaj

raj ak kuj rit hik

buj vog kap daf doz

sig zog meb kag lin

mup tik zok eg fub

hoc wik fup reg yem

toj mam en zez hij

zuz fez dut nas wus

nos yez neg ek jal

ak vib ic tak hul

kan hez piv az vuv

tej wiv pik fif koj

lef fem fot zim ad


Example of Classroom Reports

Classroom reports enable us to see the recommended level of support for each students, based on national norms for benchmark. The two levels of additional support are Strategic Support and Intensive Support.


DIBELS Scores Fall Into 3 Groups

Benchmark

Strategic Support

Intensive Support

Intensive Support

•20 - 30 minutes per day

•Small groups possibly out of classroom (aides)

•3 students to 1 instructor

Strategic Support

•15 minutes per day

•Center time in the classroom

•Classroom teacher

Each school will have a different way of delivering support. All benchmark students are screened 3 x per year to make sure they stay on

track.


The Value of DIBELS is

Using the Data to Inform Instruction and

Monitor Progress


Progress Monitoring- Is Instructional Support Sufficient Now?

10

20

30

40

Dec.Scores

Feb.Scores

Jan.Scores

M archScores

AprilScores

MayScores

JuneScores

60

50

Ph

on

eme

Seg

men

tati

on

Flu

ency

Aimline


Reviewing Outcomes - School Level 1998 – 99 First Grade

ReadingCBM Reading

0

10

20

30

40

50

60

Correct Words

Fre

qu

en

cy

28% Established Readers57% Emerging Readers15% Non-Readers


Reviewing Outcomes - School Level 1999 – 00 First Grade

ReadingCBM Reading

0

20

40

60

80

100

120

140

Correct Words

Fre

qu

en

cy

57% Established Readers36% Emerging Readers6% Non-Readers


Role of Mid First Alphabetic Principle

0

20

40

60

80

100

120

0 10 20 30 40 50 60 70NWF in Feb of 1

CB

M R

ead

ing

in M

ay

of

1s

t

Established Alphabetic PrincipleEmerging APDeficit in AP


Are groups making adequate progress?

• High, Middle, and Low groups are making progress, but only the high group is attaining midyear goals predictive of successful reading outcomes Letter-Sound Correspondence

0

10

20

30

40

50

60

70

Benchmark Time

Le

tte

r-S

ou

nd

s

Benchmark goal for all students in winter of first grade: 40 or more correct letter-sounds per minute.

Sep Oct Nov Dec Jan Feb Mar Apr May Jun

Modified to 50


Why Look at Success Stories?

2 Reasons:

1. Provide a Vision for What Can be Achieved in Your School

2. Help to Visualize What Intervention Groups Could Look Like in Your School


Success Stories:Examples of Schools Using DIBELS Data &

Intervention Groups

• 2 schools in the NW suburbs of Chicago

• School in NW Indiana

Each school tends to develop its own way of organizing intervention


Overview of School A’s ImplementationYear 1 – 2000-01Oct Feb May

Year 2 – 2001-02Oct Feb May

All students screened

Staff develops PA activities

Whole class PA activities

Small Intervention Groups Receive PA activities

X X X X X X

K 1

K

K

K

K

K

Progress Monitoring X X

1


Kindergarten Intervention for Children Whose Skills are Below Benchmark

• Whole Class– Phonological awareness activities included

• At-risk Students– Receive extra intervention– 1 time per week for 1 hour – on Fridays– All students go to multi-purpose room– Stations set up and children rotate 3 times during hour– Instruction provided by multiple personnel– Students grouped by skill deficits– Groups can be across grade level also


Kindergarten Intervention5 “stations”

Listening Activities

Auditory Blending

Segmenting Phonemes

Manipulating Phonemes

Syllabication

The at-risk students rotate to 3 stations during the hour – once every 20 minutes. Children work at 3 skill deficit areas.


Examples of Activities at StationsNot Complex or Costly

SyllabicationClap, Tap and Snap

– Using the same deck of cards with class pictures, children draw a card and then choose to clap, tap or snap the syllables in someone’s name

Listening ActivitiesSoundtracks Bingo

– Children listen to tape recorded environmental sounds (e.g. fire engine siren) and match the sound to a picture on a “bingo” card


Activities, cont.

Phoneme ManipulationWhat’s Left?

• This is a phoneme deletion task. Words are read aloud and the children repeat the word. Then they are asked to repeat the word, but omit the first sound (e.g. say “bike”. Now say it again without the /b/ sound. “ike”)

Phoneme SegmentationUnifix Cube

• The students are given unifix cubes of different colors. The teacher models how to segment words into phonemes using the cubes and the children think of new words to segment.


Results of Kindergarten Intervention1st Measure - Initial Sound

Fluency

0

5

10

15

20

25

30

35

Fall Spring

Year 1Year 2

Year 1 Intervention only provided from Feb to May. Year 2 Intervention from October to May.


2nd Year – Added 1st Grade Intervention

• Some whole group instruction in classes

• Intervention Groups– 2 times per week (Mon. and Wed. – 9-10:00)

0

10

2030

40

50

60

7080

90

Before End Yr. 1

ORF


Another School (School X) in Chicago Area

• Problem – Approximately 30% of 3rd graders were referred

for testing for reading difficulties

• Question:– Is the current reading curriculum “working” for

most of the students?– Is the problem that too many students are not

catching up from K on?


Early Intervention Plan of School X

• All Kindergarten Students– Structured daily reading instruction (20 mins)

• Phonemic Awareness

• Alphabetic Principle

• “At-risk” K-2nd Grade Students– Supplementary daily strategic intervention (20 mins.)

• Phonemic Awareness

• Alphabetic Principle

• Continuous Monitoring of Early Literacy Skills with DIBELS


Results of School XKindergarten – Phoneme Segmentation Fluency

05

101520253035404550

Fall Winter

No SupportSupport

Intervention Groups from October to January. The gap was more than closed during this partial year intervention.

Benchmark


Videos and Pictures of Intervention Groups

Plus DIBELS Progress Monitoring Results for Sample Intervention

Group


DIBELS Progress Monitoring for 3 Girls in Intervention Group

First Grade Group

0

10

20

30

40

50

60

70

Sept Nov Dec Jan

LexyKatieLacey


How do We Link Instructional Decisions to the Data?

DATA Instructional Strategies


What Does It Take for My Staff to Use DIBELS to its

Fullest?• Leadership from the Principal

•Resources to Deliver Intervention Groups

•Excellent Training

•Follow-up with Coaching and Support

Documents

Copyright @2003 Susan L. Hall - Not to be reproduced without permission. Assessment Louisiana Reading First Writer’s Workshop - August 25, 2003 Susan L