1. D IAGNOSING R EADING P ROBLEMS : W HAT DO YOUR STUDENTS NEED ? For Kindergarten and 1 st Grade

2. T RAINING O VERVIEW 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

3. L EARNING T ARGETS 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.

4. RTI M ODEL

5. 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

6. RTI C ORE P RINCIPLES 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

7. 3 T IERED M ODEL 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

8. 3 T IERED M ODEL Tier 3: Tier 2 : Tier 1: District Adopted Curriculum (Read Well or Reading Street) 90 minutes at Instructional Level Scientifically Based Practices Data Driven Decision Making (Progress Monitoring) Differentiated Instruction

9. 3 T IERED M ODEL Tier 3: Tier 2: Pull aside Added practice outside the 90 minutes 20-30 minute additional instruction Data Driven Decision Making (progress monitoring) Scientifically based practices District Adopted Intervention Materials Use data to make decisions Tier 1:

10. 3 T IERED M ODEL Tier 3: Replacement “Core” Scientifically based practices Data Driven Decision Making (progress monitoring) Tier 2: Tier 1:

11. 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

12. W HY 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!

13. U SING DIBELS TO H ELP D ETERMINE S TUDENT N EEDS

14. W HAT ARE THE S UBTESTS ? Dibels Indicators5 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 FluencyComprehension**

15. W HAT 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.

16. W HAT 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. IntensiveAt RiskDeficit StrategicSome RiskEmerging BenchmarkLow RiskEstablished

17. DIBELS M ARKINGS IN T ACOMA

18. T HE I MPORTANCE OF A CCURACY 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 1 st 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?

19. W HO NEEDS HELP IN LNF? Looking at the class list report.

20. L ETTER N AMING F LUENCY : D IAGNOSIS Our Turn Your Turn Where are the greatest areas of need for this student?

21. W HO NEEDS MORE HELP IN PSF? Looking at the class list report.

22. P HONEME S EGMENTATION : D IAGNOSIS

23. Our Turn Your Turn Where are the greatest areas of need for this student?

24. W HO NEEDS MORE HELP IN NWF? Looking at the class list report.

25. N ONSENSE W ORD F LUENCY : D IAGNOSIS

26. Our Turn Your Turn Where are the greatest areas of need for this student?

27. U SING R EAD W ELL A SSESSMENT TO DETERMINE S TUDENT NEED

28. W HO NEEDS HELP IN R EAD W ELL ? Determine which students are not passing their assessments.

29. D IAGNOSING ORF I SSUES

30. ORF: D IAGNOSIS Our Turn Your Turn Where are the greatest areas of need for this student?

31. G ROUPING S TUDENTS BASED ON N EED

32. R ATE AND A CCURACY 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 1 st 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

33. G ROUPING S TUDENTS USING D IBEL ’ S S CORES : M ODIFIED P ILE P ROTOCOL 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

34. G ROUPING CONSIDERATIONS FOR T IER 2 IN P RIMARY G RADES The best instruction is 1 st 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.

35. G ROUP S HARING 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 (1 st 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?

36. H OW T O G ROUP S TUDENTS AND D ETERMINE I NSTRUCTIONAL R ECOMMENDATIONS 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

37. F ORMING G ROUPS : A SCENARIO Mythical School’s 1 st 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.

38. F ORMING G ROUPS : 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.

39. G ROUP P ROBLEM S OLVING 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?

40. I NTERVENTION N EXT S TEPS

41. N OW 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.

42. All Staff: Diagnosing and identifying Reading Problems Using the Diagnostic Tool/I've Dibeled Now What? Phonemic Awareness Template Road to the Code Phonemic Awareness in young Children SIPPS Beginning ELI Strategies Phonics Templates Road to the Code SIPPS Syllaboards Phonics for Reading ELI Strategies and Reading Street Fluency Templates 6 minute solution Skill Builders ELI Strategies and Reading Street Vocabulary Making Meaning strategies Reading Street Vocab Book ELI Strategies Comp- rehension Makiing Meaning Strategies ELI Strategies and Reading Street Reading Intervention Materials Training Matrix

43. A F INAL T HOUGHT … “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 Scott Fierce Conversations

44. E XIT S LIP 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.