1. 1 DIBELS: The Rest of the Story READING FIRST 2007-2008 Statewide Rollout GARF Statewide Team Amanda Beaty Pamela Gay Carol Hartley Wanda Oliver

2. Dealing with Issues (LNF) 2 Why is LNF not included in the major benchmarks? Letter naming is a very, very strong predictor—but no research has shown that by teaching letter names we bring students closer to being able to read on grade level by Grade 3. (Obviously, children need to learn the alphabet and we need to teach it—but apparently it is not a critical step in learning to read.)

3. Dealing with Issues (PSF) 3 I teach blends when I am teaching sounds to my first graders; I don’t understand why children have to say the individual sounds. Blends and rimes (chunks) are good ways to teach reading, but for PA children need to segment to the phoneme level. This helps spelling and gives children the full range of flexibility in applying phonics skills.

4. Dealing with Issues (PSF) 4 As our children get further along in reading, their PSF scores actually begin to drop. Is this a cause for concern? No. As children progress in reading, they begin to learn to chunk sounds in order to read more efficiently. If they have demonstrated the ability to segment to the phoneme earlier, then we know that that skill is there and that students will be able to use it to spell when they need it.

5. Dealing with Issues (NWF) 5 My students say /s/a/m/, /Sam/ because of the way the instructions are presented. Can I tell them to pick one or the other? It slows them down and it looks like they are moving backwards. If they are still at the sounding out stage, they are not as confident. These fluency measures do not only measure accuracy and rate, they also measure confidence. Kids aren’t 100% confident if they’re giving both the sounds and the “word.” As instruction increasingly focuses on whole word (as it should), they will shift automatically to giving you the whole word.

6. Dealing with Issues (RTF) 6 How do we know what is good enough? Generally, look for a score of approximately ½ of the ORF score. So if a child has an ORF of 60, then a RTF of approximately 30 would be okay. Remember that this is an indicator, not a diagnostic or rock solid evaluation. If the child has a retell of 5, that would raise a red flag.

7. Using DIBELS™ Data DIBELS™ Assess the Big Ideas 7

8. Critical Benchmarks Winter K25 Initial Sound Fluency Spring K35 Phoneme Segmentation Fluency Winter 150 Nonsense Word Fluency Spring 140 Oral Reading Fluency Spring 290 Oral Reading Fluency Spring 3110 Oral Reading Fluency Note that GPS sets the goal at: 60 for 1 ST and 120 for 3 rd. 8

9. Critical Benchmarks Spring 4118 Oral Reading Fluency Spring 6 125 Oral Reading Fluency Spring 5 124 Oral Reading Fluency 9

10. Fourth to Sixth Grade Benchmark Goals and Progressive Benchmarks © 2005, Dynamic Measurement Group 10

11. Planning Support: What skills should we teach? 11 Focus on the Big Ideas: Low on Initial Sound Fluency and Phoneme Segmentation Fluency? – Teach Phonemic Awareness MBFH Low on Nonsense Word Fluency? – Teach Alphabetic Principle MBFH Low on Oral Reading Fluency? – Teach Accuracy and Fluency with Connected Text MBFH Low on ORF + Retell Fluency? – Teach Comprehension MBFH Low on Word Use Fluency? – Teach Vocabulary MBFH MBFH = More Better Faster Harder

12. 12 Assessments Required with Reading First WhatWhy Screening & Outcome Is there a problem? Has it been resolved? Informal Diagnostic What should the teacher teach during the small- group differentiated instructional time? Formal Diagnostic What exactly is the nature of this student’s lack of progress? Should formal placement be considered? Progress Monitoring Is the current course of action sufficient to ensure a satisfactory outcome for this student? OutcomeWhat has been the outcome of this year for this student? Has s/he met expectations for this year?

13. 13 Assessments Required with Reading First PurposeTypeValidityWhenWhat Screening & Outcome Benchmark Valid and Reliable Fall, Winter, Spring DIBELS, Aimsweb, TPRI, PALS Informal Diagnostic As indicated by screening and progress monitoring Not necessarily valid and reliable For instructional decision making in Tier II BLT, Yopp-Singer, Core Phonics or PA Inventory, Developmental Spelling Inventory, DRA Formal Diagnostic As indicated for due process Valid and Reliable Tier IVYopp-Singer, WRMT- R, GORT IV, PPVT, ITBS, etc. Progress Monitoring Frequency determined by need Valid and Reliable Throughout yearDIBELS, Aimsweb, TPRI, PALS OutcomeSummative Evaluation Valid and Reliable SpringITBS CRCT (reliability not yet determined)

14. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Reading Comprehension Background Knowledge of Structure Vocabulary Knowledge of Strategies

15. School-wide System of Instruction and Support: Three Levels 15 Core Curriculum Intensive Support 80% 15% 5% All Students Students Who Need More Small Number of Students Who Need Most Supplemental Support

16. Walpole, S. & McKenna, M.C., Differentiated Reading Instruction. Gilford Press, 2007, p. 17. 16

17. If the child can segment fully, but not quickly Then use sound boxes, choosing 5 or 6 different CVC words each day Then use sound boxes, choosing words that differ only by medial vowel Then use sound boxes to segment onset-rime Then teach to recognize syllable and then rhymes If the child can segment to the onset-rime but not to the phoneme If the child can only identify initial sounds If the child has no demonstrable phonological awareness Provide targeted practice with sound boxes.

18. If the child can decode nonsense word sound by sound, but not in larger chunks Work with sounding and blending initial consonants with several high-frequency vowel spelling patterns each day; ask students to write them Work with sounding and blending several high- frequency vowel patterns each week; ask students to write them Then reteach the letter sounds In small sets, using the same scope and sequence as in the Core; ask students to write them If the child can produce accurate consonant sounds but not vowel sounds If the child does not know consonant sounds in isolation Provide targeted phonics reteaching

19. If you have presented word meanings in whole-group core lessons Reteach and review those words, helping each student to generate a personal context Reteach and review those words, helping each student to generate a personal context Reteach and review those words, helping each student to generate a personal context If you have presented word meanings in a piece of children’s literature If you have taught new concepts in science and social studies Provide targeted vocabulary reteaching 19

20. If caregivers are able to read aloud at night Allow children to bring home narrative and information trade books from the class or school library Allow children to take home books and audio recordings and equipment to listen to books read aloud If caregivers are not able to read aloud at night Provide increased vocabulary exposure 20

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22. The Premise of The Preventive Approach 22 1.All but a few children can be taught to read proficiently. 2. Prevention of reading difficulties in kindergarten through third grade is far more cost effective and efficient than remediation in later grades. 3.Relying upon research findings about assessment tools and the components of effective instruction can prevent reading failure. ***Refer to page 1 of Hall’s I’ve DIBELed Now What***

23. ***Refer to table 1.1 on pg.14 of Hall’s I’ve DIBELed Now What*** Study, Discuss and Respond 23 U.S. Department of Education 2002 Research Study

24. Reprinted from page 14 of I’ve DIBELed, Now What? 24 At the end of 1 st grade, the at risk children are at about 1.2 At the end of 4 th grade, these children are only at 2.5 At the end of 4 th grade, the low risk children are at 5.2 Intervention

25. DIBELS can be used in three primary ways: 25 Screening Assessment Progress Monitoring Assessment Outcome Assessment ***Refer to pages 30-31 of Hall’s I’ve DIBELed Now What***

26. Remember, DIBELS is NOT a diagnostic tool!!!!! 26 ***Refer to page 33 of Hall’s I’ve DIBELed Now What***

27. Grouping Factors to Consider 27 Homogeneous groups Grouping is not always straightforward Grouping needs to be based on a variety of indicators Group size ***Refer to pages 54-55 of Hall’s I’ve DIBELed Now What***

28. Recommended Websites 28  DIBELS  http://dibels.uoregon.edu/  Big IDEAS in Beginning Reading  http://reading.uoregon.edu/ http://reading.uoregon.edu/  Oregon Reading First  http://oregonreadingfirst.uoregon.edu http://oregonreadingfirst.uoregon.edu  Reading Rockets  http://readingrockets.org http://readingrockets.org  Florida Center for Reading Research  http://www.fccr.org http://www.fccr.org  Vaughn Gross Center for Reading and Language Arts  http://www.texasreading.org

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