New York State Reading First and Adolescent Literacy Conference I HAVE DATA….NOW WHAT? New York State Reading First and Adolescent Literacy Conference June 30-July 1, 2008 Sally Grimes, Ed.M. Grimesreadinginstitute.com 978-546-2144 - Rockport, MA

Agenda 1.What Happens When We Read? 2.Using Data and Research To Help Us Meet Readers Where They Are 3.The Resource Guide: ~Infrastructure Check List and General Principles ~Strategies for Each of Five Components ~Helpful Hints and “Hot” Websites

The Many Strands that are Woven into Skilled Reading (Scarborough, 2001) Skilled Reading- fluent coordination of word reading and comprehension processes LANGUAGE COMPREHENSION BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING LITERACY KNOWLEDGE increasingly strategic WORD RECOGNITION PHON. AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION increasingly automatic Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

Word Identification Comprehension Fluency Orthographic Processing Phonological Processing (Letter Processing) (Sound Processing) Letter/Sound Association—Phonics (Memory Storage/Retrieval/Rapid Naming) Automaticity Fluency Comprehension Semantics Syntax Morphology Pragmatics (Vocabulary/ (Grammar) (Word Structure) (Social Use) Higher Order Thinking) © Pamela E. Hook, Ph.D.

Poor Orthography: Failing This Sight Word Test smoak circus wagon first traid smoke cercus wagen ferst trade

More on Big Ideas:

Focus Instruction on Big Ideas Phonemic awareness Alphabetic principle Accuracy and fluency with connected text Vocabulary Comprehension

Why focus on BIG IDEAS? Intensive instruction means: teach less more thoroughly If you don’t know what is important, everything is. If everything is important, you will try to do everything.

DIBELS Assesses the Big Ideas Big Idea of Literacy DIBELS Measure Phonological Awareness Initial Sound Fluency Phoneme Segmentation Fluency Alphabetic Principle Nonsense Word Fluency Accuracy and Fluency with Connected Text Oral Reading Fluency Comprehension At least through grade 3: A combination of Oral Reading Fluency and Retell fluency Vocabulary- Oral language Word Use Fluency Indicator of Risk Letter Naming Fluency

Basic Early Literacy Skills What Are DIBELS™? Dynamic Indicators of 98.6 Basic Early Literacy Skills

Research on Early Literacy: What Do We Know? In sum: Catch up . . . doesn’t cut the mustard!

Letter Naming Fluency Examiner shows the student the page of letters. Student says the names of the letters. Score: Number of letters correctly named in 1 minute.

DIBELS™ Initial Sound Fluency (ISF) Examiner names the pictures and asks the student to point to a picture that begins with a specific sound. Examiner asks the student to say the first sound in a word.

Phoneme Segmentation Fluency (PSF) Examiner says a word. Student says the sounds in the word. Score: Number of correct sound segments student says in 1 minute.

DIBELS™ Nonsense Word Fluency Examiner shows page of nonsense words to student. Student reads the words. Score: Number of correct letter sounds student reads in 1 minute.

DIBELS™ Oral Reading Fluency (DORF) Examiner shows reading passage to student. Student reads the passage. Score: Number of words read correctly in 1 minute.

Screening or Progress monitoring assessment 96 Expected Progress 80 64 Correct words per minute 48 32 16 Sept Dec Feb May

Screening or Progress monitoring assessment in 2nd Grade 96 Expected Progress 80 64 Correct words per minute 48 32 16 Sept Dec Feb May

Progress Monitoring Learning is assessed throughout the school year and results are used to inform instructional practice, differentiate instruction, focus professional development efforts, and provide feedback to students and parents.

WCPM:. is a strong predictor. highly correlates w/ compre WCPM: *is a strong predictor *highly correlates w/ compre. *combines rate & accuracy (slow reading or poor accuracy can lead to poor comprehension)

Bobby and Jasmine- Grade 3 Bobby read 112 total words in a minute with 2 errors (98% accuracy). This =‘s 110 which is BELOW the benchmark. Jasmine read 141 words in a minute with 13 errors (91% accuracy). This =‘s 128 which EXCEEDS the benchmark. Bobby is more accurate and more likely to comprehend what he is reading.

When he saw Jan, dkfjkdjfk just kehedld and decided to leave the building. She has been erijndlkjd and that was not all. She has also poipoipoi the proposal and told Jan to eretrere. What a shock! It was time to do something about that. He felt kdkdkd and qkqkqk. Who could blame him? He called his friend, Joe, and the two of them went to ncfjbjdj for a drink. Later that night, his mtkdh asked him to have a much needed talk with her, and that was all he could take. Why did this have to be such a hard day? Is this instructional level: 91% Accuracy with Decoding

What was the main character’s name? What had Jan been doing? What did she tell the main character to do? How did he feel? Who asked him to have a talk that night?

5 Year Olds Before Learning To Read Right Left Right Left

Good Intervention Normalized Brain Activation Patterns Right Left Before Intervention normalized After Intervention

School -Wide Reading Improvement Model Goals Assessment Instructional Support Teams Instruction Leadership Support Professional Development Adapted from U Oregon; Ideal Consulting Services, Inc.

Interventions should be organized in tiers Layers of intervention responding to student needs TIER I Each tier provides more intensive and supportive intervention TIER II TIER III Here is a brief overview of the consensus about the most important features of effective interventions for children who are lagging behind. Aimed at preventing reading disabilities

Three Tier Model It is a framework for effective planning. Descriptive, not prescriptive Emphasizes ongoing data collection and immediate interventions and planning Can go with any SBRR program Requires flexible grouping Requires strong use of data as a guide

Response to Intervention Model -an assessment/intervention model that allows schools to deliver truly differentiated instruction to all students -a systematic and data based method for identifying, defining, resolving students academic and behavioral difficulties -requires collaboration across classrooms and between general and special ed

Putting it all together while thinking out of the box…