1. Dyslexia: To Screen or Not to Screen Wendy Stovall, Ed.S., Keri Horn, Ed.S., Amber Broadway, Ed.S., & Mary Bryant, Ed.S. Crowley’s Ridge Education Service Cooperative October 2015

2. Who needs to be screened O All K-2 – DIBELS and Rapid Naming O All 3-12 who are referred by their teachers/parents for concerns O Can begin the process at any level and move forward

3. Universal Screening O Screening of all students to find those in the category of “some risk” or “at-risk” O DIBELS is required by the Dyslexia law O Rapid Naming O AR Rapid Naming Screener O Local Norms – Excel or SPSS

4. Examples of Universal or Level 1 Screeners

5. Sources for additional screeners O Sources for additional screeners: https://dibels.org/dibelsnext.html https://dibels.org/dibelsnext.html O http://www.rti4success.org/resources/tools- charts/screening-tools-charthttp://www.rti4success.org/resources/tools- charts/screening-tools-chart O http://www.sedl.org/reading/rad/chart.htmlhttp://www.sedl.org/reading/rad/chart.html O http://www.sde.ct.gov/sde/lib/sde/pdf/curricul um/cali/elementary_assessments_4-9-12.pdf http://www.sde.ct.gov/sde/lib/sde/pdf/curricul um/cali/elementary_assessments_4-9-12.pdf O http://www.sde.ct.gov/sde/lib/sde/pdf/curricul um/cali/secondary_assessments_4-9-12.pdf http://www.sde.ct.gov/sde/lib/sde/pdf/curricul um/cali/secondary_assessments_4-9-12.pdf

6. After Universal Screening O After students are identified through universal screening to be some risk/at-risk O Monitor progress (level 1) and intervene with skill deficits O May move on to therapy/intervention if RTI committee determines it is warranted O May also move directly to level 2 screening if warranted. O Local control/RTI team control

7. Deciding when to go for Level 1 screening O If, through progress monitoring and appropriate intervention, the student is not showing improvement the RTI team should gather data for a Level 1 screening

8. Level 1 screening

9. Adequate Intelligence or the Ability to Learn? O Check to see if they’ve had a speech/language screening – Pass or Fail O If you have a speech evaluation can look at listening comprehension skills – average LC equates to average cognitive abilities O Average math calculation skills, poor reading may affect math problem solving (word problems)

10. Assembling Your Level 1 Screener O Personalize your Level 1 Screening using what you have available to you in your district

11. Level 1 Screening

13. Do I Mark Yes or N0? O Is my student consistently receiving scores in the some risk/at-risk range of scores on the DIBELS? Then mark Yes O Is my student now, after receiving intervention, achieving scores in the expected range for their grade? Then mark No

14. Level 1 Screening O If the consensus of the Level 1 screening data table indicates the possible presence of dyslexia then a Level 2 screening should be conducted – Do you have more yes’s than no’s? Do you have yes’s that are concerning and warrant more investigation? O Phonological awareness difficulties – blending, segmenting, rhyming, phoneme isolation, word find issues, alphabet knowledge, etc. O Word reading/decoding issues O Spelling difficulty

15. Level 2 screening O The Level 2 Dyslexia Screening is a more detailed process for identifying a pattern of strengths and weaknesses documenting the characteristics of dyslexia. - See Level 2 Table O Meant to be norm-referenced meaning that you will be obtaining standard scores, scaled scores, and/or percentiles – See Bell Curve handout

16. Level 2 Screening O The specific skills to be tested include O phonological awareness, O rapid naming, O word reading, O decoding, O fluency, O spelling and O reading comprehension.

17. Assembling Your School’s Level 2 Battery O Get in Small groups or individually O Use Assembling Your Schools Level 2 Battery handout O Complete your Level 2 battery form to determine if you have all needed materials to screen for level 2 O Discussion… help topics

18. Appendix G of the DRG UNDERLYING CAUSE PHONOLOGICAL AWARENESS O CTOPP - 2 (Comprehensive Test of Phonological Processing) - Phonological Awareness Composite - Elision, Blending Words and Phoneme Isolation or Sound Matching subtests make up this composite O PAT - 2 (Phonological Awareness Test - 2) - first six subtests O KTEA-3 (Kaufman Test of Educational Achievement - 3rd edition) O WRMT - Ill (Woodcock Reading Mastery Test Ill) - Phonological Awareness O WJ-IV(Woodcock-Johnson Tests of Oral Language - 4th edition) - Segmentation and Sound Blending

19. Appendix G UNDERLYING CAUSE RAPID NAMING O CTOPP - 2 - Rapid Naming Composite O KTEA-3 - Rapid Automatized Naming, Letter Naming Facility and/or Object Naming Facility O WRMT - III - Rapid Automatic Naming O WJ-IV Tests of Oral Language** - Rapid Picture Naming O RAN/RAS (Rapid Automatized Naming and Rapid Alternating Stimulus) Letter Knowledge O PAT - 2 - Graphemes O WRMT - III - Letter Identification O WJ-IV (Woodcock-Johnson Tests of Achievement - 4th edition)- Spelling of Sounds (Phoneme knowledge)

20. Appendix G CHARACTERISTICS DECODING O PAT - 2 - Decoding O KTEA-3 - Nonsense Word Decoding O WIAT - III (Wechsler Individual Achievement Test - 3rd edition) - Pseudoword Decoding O WJ-IV Ach- Word Attack O WRMT – III - Word Attack

21. Appendix G CHARACTERISTICS WORD RECOGNITION O KTEA-3 Letter & Word Recognition O WIAT - Ill - Word Reading O WJ-IV Ach - Letter-Word Identification O WRAT - 4 (Wide Range Achievement Test - 4th edition) - Reading O WRMT - III - Word Identification

22. Appendix G CHARACTERISTICS FLUENCY Oral Reading Accuracy O GORT - 5 (Gray Oral Reading Test - 5th edition) - Accuracy score O Oral Reading Rate GORT - 5 - Rate score

23. Appendix G CHARACTERISTICS Oral Reading Fluency (Rate and Accuracy as a Composite only) O KTEA-3 Word Recognition Fluency, Associational Fluency, Silent Reading Fluency O TOWRE - 2 (Test of Word Reading Efficiency- 2nd edition) - Sight Word Efficiency, Phonemic Decoding Efficiency, and Total Word Reading Efficiency O WIAT- III - Oral Reading Fluency O WJ-IV Ach - Oral Reading Fluency, Sentence Reading Fluency O WRMT – III - Oral Reading Fluency

24. Appendix G CHARACTERISTICS SPELLING O KTEA-3 - Spelling Orthographic Processing Cluster - Spelling, Letter Naming Facility, and Word Recognition Fluency O TWS - 5 (Test of Written Spelling - 5th edition) - Spelling O WIAT - Ill - Spelling O WJ-IV Ach - Spelling O WRAT - 4 - Spelling

25. Appendix G OUTCOMES READING COMPREHENSION O GATES (Gates-MacGinitie Reading Tests) - Silent reading comprehension O GORT-5 - Oral reading comprehension O GSRT (Gray Silent Reading Tests) - Reading comprehension O KTEA-3- Reading Comprehension O WIAT – III Reading comprehension O WJ-IV Ach- Passage Comprehension O WRAT - 4 - Sentence Comprehension O WRMT - III - Passage Comprehension

26. Appendix G OUTCOMES Written Expression O KTEA-3 Written Expression O TOWL - 3 (Test of Written Language - 3rd edition) - Overall writing quotient O WIAT - Ill - Written Expression O WJ-IV Ach - Writing Samples

27. You’ve Tested and Gathered Data for a Level 2… now what? O See Level 2 Dyslexia Table handout O Plug your data in to the table to visually see the profile.

28. Level 2 Step 1

29. Level 2 Profile Step 1

30. Level 2 Step 2

31. Level 2 Profile Step 2

32. Level 2 Step 3

33. Level 2 Profile Step 3

34. Dyslexia: Yes or No? O Case Study Data O Questions