DIAGNOSING READING PROBLEMS: WHAT DO YOUR STUDENTS NEED?For Kindergarten and 1st Grade

TRAINING OVERVIEW

RTI model of reading Taking DIBELS to the next level (using DIBELS

as diagnostic tool) Error analysis for PSF, NWF, and ORF

Grouping students for instructional decisions Next steps

LEARNING TARGETS

I say say what RTI means. I can use Dibels to find students that need

extra instruction. I know what my next steps are for

administering an intervention model in my classroom or building.

RTI MODEL

RTI

RTI is not a program, it’s a philosophy/tool/framework

RTI stands for Response To Intervention (sometimes Response to Instruction)

In the past, we’ve had a “wait to fail” model. RTI is Preventative Model

RTI CORE PRINCIPLES

Use all available resources to teach all students – minimize silos

Universal screening for prevention instead of waiting for intervention

Multi-tier model of service delivery Explicit & systematic instruction Data based decisions using a problem solving

or standard protocol approach Monitor student progress frequently Multiple assessment measures Monitoring implementation fidelity

3 TIERED MODEL

Tier 3: Students who need

intensive or individualized support.

5%

Tier 2:Students who do not make

progress in Tier 1 are provided with more intensive

interventions 15%

Tier 1:

All students receive high quality instruction as well as regular

progress monitoring

80%

Reading Street/Read Well

Replacement Core

Interventions

3 TIERED MODEL

Tier 3:

Tier 2:

Tier 1:District Adopted Curriculum (Read Well or Reading Street)

90 minutes at Instructional LevelScientifically Based Practices

Data Driven Decision Making (Progress Monitoring)Differentiated Instruction

3 TIERED MODEL

Tier 3:

Tier 2:Pull aside

Added practice outside the 90 minutes20-30 minute additional instruction

Data Driven Decision Making (progress monitoring)Scientifically based practices

District Adopted Intervention MaterialsUse data to make decisions

Tier 1:

3 TIERED MODEL

Tier 3:Replacement “Core”

Scientifically based practicesData Driven Decision Making

(progress monitoring)

Tier 2:

Tier 1:

RTI

In an RTI/Intervention model, students do not stay in intervention groups forever. Every 4-6 weeks, use assessment to re-group.

Kids receive the services they need. The nature of the intervention changes at

each tier, becoming more rigorous as the student moves through the tiers

Students move up and down the tiers depending on need

WHY WE’RE REALLY DOING THIS

Students speak to us through their data. It is up to us to hear what they are telling us and do something about it!

USING DIBELS TO HELP DETERMINE STUDENT NEEDS

WHAT ARE THE SUBTESTS?

Dibels Indicators 5 Essential Components

Letter Naming Fluency (LNF) Tied to Alphabetic Principle

Initial Sound Fluency (ISF) Phonemic Awareness

Phoneme Segmentation Fluency (PSF)

Phonemic Awareness

Nonsense Word Fluency (NWF) Phonics

Oral Reading Fluency (ORF) Fluency

Retell Fluency Comprehension**

WHAT DO THE SCORES MEAN?

Reading fluently with comprehension is the ultimate goal.

DIBELS uses early skills (LNF, PSF, NWF, ORF) to predict how likely it is a child will be a strong reader later.

Students must achieve or exceed goals on time to be on track for successful reading.

WHAT DO THE SCORES MEAN?

When you see a DIBELS report, you will see a raw score for each student as well as:

A child’s score will determine if they are Intensive, Strategic, or Benchmark.

Intensive At Risk Deficit

Strategic Some Risk Emerging

Benchmark Low Risk Established

DIBELS MARKINGS IN TACOMA

Timing Hesitation Prompt Discontinue Scoring Tips* Marking

Letter Naming Fluency (LNF)

Start timing after saying “Begin” and stop at 1 minute. (])

After 3 seconds, provide the correct letter name and point to the next letter and say, “What letter?” (prompt may be repeated)

“Remember to tell me the letter name and not the sound.” (One time only)

No letters correct in the first row (10 letters).

Draw a line through a skipped row and do not count in scoring.

t L s u

Initial Sound Fluency (ISF)

Start timing after question and stop when student responds.

After 5 seconds, score as 0 and present next question.

“Remember to tell me the picture that begins with the sound ___.”

Score of 0 on first 5 questions.

Record number of seconds and calculate the fluency score.

0 1

Phoneme Segmentation

Fluency

(PSF)

Start timing when first word is presented and stop at 1 minute. (])

After 3 seconds, provide next word.

“Remember to tell me the sounds in the word.”

No correct sound segments in first 5 words.

If student repeats the entire word with no segmentation, circle the word and do not give any points.

/t/ /r/ /i/ /k/ 4/4

/k/ /a/ /t/ 2/3

/t/ /r/ /i/ /k/ 0/3

Nonsense Word Fluency (NWF)

Start timing after saying “Begin” and stop at 1 minute. (])

After 3 seconds, score the sound/word as incorrect and provide the correct sound/word. If necessary, point to the next sound/word, and say, “What sound/word?”* Depends on whether student is reading “sound by sound” or “word by word”.

No correct sounds in first 5 words.

Draw a line through a skipped row and do not count in scoring.

tob 3/3

t o b 3/3

t o b 2/3

DIBELS Oral Reading Fluency

(DORF)

Start timing after student says first word and stop at 1 minute. (])

After 3 seconds, provide the next word.

No words read correct in first row.

Three passages administered and median (middle) score recorded.

It was a live fish. 4/5

It was a live fish. 4/5

DIBELS Scoring Cheat Sheet

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THE IMPORTANCE OF ACCURACY IN OLDER GRADES

Accuracy is a piece/ one aspect used to determine instructional decisions.

Why do we look at accuracy? Research and examples DIBELS ORF scores at the end of 1st grade.

(Benchmark is 40 wcpm.) Billy reads 35 wcpm with no errors. Sally reads 52 wcpm with 8 errors. Which student is more likely to have strong

comprehension? Which student is more likely to have decoding issues?

WHO NEEDS HELP IN LNF?

Looking at the class list report.

LETTER NAMING FLUENCY: DIAGNOSIS

Our Turn Your Turn

Where are the greatest areas of need for this student?

WHO NEEDS MORE HELP IN PSF?

Looking at the class list report.

PHONEME SEGMENTATION: DIAGNOSIS

DIBELS Phoneme Segmentation – Error Analysis Testing Period F W S

(1st Grade – Fall, Winter, Spring KINDER – Winter, Spring) STUDENT NAME VOWEL

sound error I NI TI AL

sound error ENDI NG sound

error BLENDS Other error patterns

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

PHONEME SEGMENTATION: DIAGNOSIS

Our Turn Your Turn

Where are the greatest areas of need for this student?

WHO NEEDS MORE HELP IN NWF?

Looking at the class list report.

NONSENSE WORD FLUENCY: DIAGNOSIS

DIBELS Nonsense Word Fluency – Error Analysis Testing Period F W S

(1st Grade - Fall, Winter, Spring KINDER - Winter, Spring 2nd Grade – Fall) STUDENT NAME VOWEL

sound error I NI TI AL

sound error ENDI NG sound

error REVERSALS Other error patterns # read as

words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

NONSENSE WORD FLUENCY: DIAGNOSIS

Our Turn Your Turn

Where are the greatest areas of need for this student?

USING READ WELL ASSESSMENT TO DETERMINE STUDENT NEED

WHO NEEDS HELP IN READ WELL?

Determine which students are not passing their assessments.

DIAGNOSING ORF ISSUES

Accuracy Rate Median (Middle) score ______________ Median score’s accuracy _________ *Accuracy = words read correctly/total words read

Diagnosing Fluency Issues Using DIBELS ORF

Student Name:_ _ _ _ _ _ _ _ _ _ _ __ __ _ F W S Student Grade Level:_ _ _ _ _ _

Charting Errors: Note the assessment # where the student misread a word. Write the word “as read” and the correct passage word. Place an “x” in each block that applies to the error.

Word as Read Assess. #

Passage Word

Hig

h

Frequenc

y W

ord

?

Erro

r Eff

ect

M

eanin

g?

Init

ial

Sound

Erro

r?

Mid

dle

So

und

Erro

r?

Endin

g

Sound

Erro

r?

M

ult

i-sylla

bic

?

Totals:

Developed by Martha Teigen for WA Reading First, October 2005 (adapted from work of Haggar, Dimino, Windmueller, Project Plus) Adapted by Kelly Pruitt, Tacoma School District

ORF: DIAGNOSIS

Our Turn Your Turn

Where are the greatest areas of need for this student?

GROUPING STUDENTS BASED ON NEED

RATE AND ACCURACY

If a student has been placed in the At Risk category for LNF, but has named all letters correctly, should they be placed in the same group as a child who has named all letters on the page, but only scored 3 correct?

If a child scores 23 (benchmark is 24) on NWF in 1st grade and made no mistakes, should she be placed in the same group as a child who is emerging, but scored 14 with 60% accuracy?

Consider both rate and accuracy when determining groups and recommendations

GROUPING STUDENTS USING DIBEL’S SCORES: MODIFIED PILE PROTOCOL

Look at the class list report we’ve been working with:

1. Highlight/Identify students who are some risk or at risk for Letter Naming Fluency.

Error analysis for LNF

2. Highlight/Identify students who scored deficit or emerging for PSF.

Error analysis for PSF

3. Highlight/Identify students, who were not identified in the LNF or PSF group, who scored deficit or emerging for NWF.

Error analysis for NWF

GROUPING CONSIDERATIONS FOR TIER 2 IN PRIMARY GRADES

The best instruction is 1st instruction. Intervention CAN happen in the 90 minutes. LNF difficulties can be addressed in the

whole group reading instruction. Small pull asides or quick interventions with

groups of students can occur in the 90 minute block.

GROUP SHARING

Get into a mixed group In your group discuss the following questions

(post answers and be ready to share):1. How do you incorporate intervention into

your initial (1st tier) instruction now?2. If you use walk to read at your building,

share how it works with the group. 3. If you don’t walk to read, how do you

address differing student needs?

HOW TO GROUP STUDENTS AND DETERMINE INSTRUCTIONAL RECOMMENDATIONS FOR INTERVENTIONS?

Look at what the data tells us about similarities and difficulties to form groups and develop instructional recommendations

Form groups based on needs of students and staff resources

FORMING GROUPS: A SCENARIO

Mythical School’s 1st grade team wants to start an intervention group. They have 2 classroom teachers ready to start. Ms. Sally’s class has 8 students who need short vowel decoding work (based on the Dibels Error Analysis). Mr. Jones’ class has 7 students who need help with PSF and sight words. They decide to spend 25 minutes before lunch every day “walking to intervention”. Mr. Jones takes the 15 students who need decoding and PSF help and forms a small group. Ms. Sally takes her remaining students and Mr. Jones’ students and works on deeper comprehension and vocabulary skills using the Read Well lessons she never gets to.

FORMING GROUPS: A SCENARIO Storybook School’s Kindergarten team consists of

one classroom teacher, Ms. Blue. Ms. Blue’s class has 15 students who need help with their letters (based on Dibels), 5 students who need work on Phoneme Segmentation and the rest of her students are at benchmark. Ms. Blue asks one of her student’s grandma (who is a retired school bus driver) to come into class for 20 minutes every day. Grandma Green takes the 5 students who need PSF work and plays phonemic awareness games with them in the back of the room. Ms. Blue decides since so many of her students need letter naming work, she is going to incorporate a letter naming template into her 90 minute instruction. She wants to make sure she makes it to all the letters by January.

GROUP PROBLEM SOLVING Gather with your grade level team from your

building. Discuss the following:

What human-resources are available at your building to provide interventions? (Think of all of them: parents, volunteers, high school older brothers, grandparents, community members, lunch ladies, office staff with a “free” 20 minutes a day)

What small bits of time do you have as a team if you wanted to “walk to intervention”? What small bits of time do you have if you need to do intervention on your own?

What are some possible scenarios you can develop for your team?

What needs to happen next at _________ in order for you to implement an RTI model that includes systematic Tier 2 instruction?

INTERVENTION NEXT STEPS

NOW THAT YOU HAVE SOME KNOWLEDGE, USE IT!

Look at student’s scores and DIBELs booklets Use diagnostic tools for those who need it. Determine which areas your students need

the most assistance.

All Staff: Diagnosing and identifying Reading Problems

Using the Diagnostic Tool/I've Dibeled Now What?

Phonemic Awareness

Tem

pla

te

Road t

o t

he C

ode

Phonem

ic A

ware

ness

in

youn

g C

hild

ren

SIP

PS

Begin

nin

g

ELI

Str

ate

gie

s

Phonics

Tem

pla

tes

Road t

o t

he C

ode

SIP

PS

Sylla

board

s

Phonic

s fo

r R

eadin

gELI

Str

ate

gie

s and

Readin

g S

treet

Fluency

Tem

pla

tes

6 m

inu

te s

olu

tion

Ski

ll B

uild

ers

ELI

Str

ate

gie

s and

Readin

g S

treet

Vocabulary

Maki

ng M

eanin

g

stra

tegie

sR

eadin

g S

treet

Voca

b

Book

ELI

Str

ate

gie

s

Comp-rehension

Maki

ing M

eanin

g

Str

ate

gie

sELI

Str

ate

gie

s a

nd

Readin

g S

treet

Reading Intervention Materials Training Matrix

A FINAL THOUGHT…

“You can have the results you say you want, or you can have the reasons why you can’t have them. But you can’t have both.

Reasons or results. You get to choose.”

-Susan ScottFierce Conversations

EXIT SLIP

Please Reflect on the learning targets for tonight: I say what RTI means. I can use Dibels to find students that need extra

instruction. I know what my next steps are for administering

an intervention model in my classroom or building.