1. RTI Institute: Reading Module for Elementary Schools Carroll County Schools Sharon Rinks, Psy.D. Lisa Sirian, Ph.D. Michelle Avila Bolling, Ed.S., NCSP Carroll County Schools

2. Team Contact Person Please make sure we get the email address of a contact person for each team. Write it on an index card and turn it in to a facilitator. ALSO, write down the number of team members that require a substitute.

3. Agenda Process the Application Activity Process SARTII if info is available Evidence-based RTI practices in reading BREAK (10 min) Practice progress monitoring administration Oral Reading Fluency Maze Progress monitoring & data entry Practice data entry Review decision making for each case Case Studies Discuss Application Activity

4. Processing the Application Activity How comfortable/confident do you feel about the level of consensus in your school? What kinds of things did your group find out when you talked about core curriculum issues? Does anyone feel really good about how their school assesses fidelity of the core curriculum? What kinds of changes did completing this activity spur you to make at your school?

5. Exploring Evidence-Based Interventions for Reading

6. Research in Reading 5% of children learn to read effortlessly 20-30% learn relatively easily once exposed to reading instruction For 60% of children learning to read is a much more formidable task For at least 20-30% of children, reading is one of the most difficult tasks that they will have to master. For 5% of students even with explicit and systematic instruction, reading will continue to be a challenge. MacKenzie (2000), citing statistics from Lyon, Kamme’enui, Simmons, et al.

7. Research in Reading Literacy levels are not declining– demands are simply getting higher (Torgesen, 2001) Standards are higher in school Literacy requirements are higher in employment settings 38% of 4 th graders and 29% of 8 th graders cannot read well enough to effectively accomplish grade-level work (National Center for Educational Statistics, 2005) These numbers are even higher for states with larger populations of low income students.

8. Research in Reading Poor readers at the end of first grade almost never catch up by the end of Elementary School (Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher; Juel, 1988, Torgesen and Burgess, 1998) Verbal ability in children can be dramatically increased by effective reading instruction (Torgesen, Alexander, et.al., 2001)

9. Prerequisite Beliefs Regarding Reading Instruction The goal of reading instruction is for the child to acquire skills necessary to understand and learn from the written text. There are two general skills necessary to be a good reader Language comprehension Accurate and fluent identification of words

10. The National Reading Panel Issued a report in 2000 Responded to a mandate from Congress about concern over literacy skills in American schools Reviewed over 100,000 research studies on reading Inspired an evidence-based approach to reading instruction Summarized the following “BIG FIVE” critical skills for reading

11. Big Five #1: Phonemic Awareness The ability to notice, think about and work with the individual sounds in spoken words. Phonemic awareness is not phonics Phonemic awareness is auditory and does not involve words in print Phonemic awareness can be taught. Training in phonemic awareness improves reading and spelling (NRP, 2000) Approximately 20 hours of phonemic awareness instruction is sufficient for most early readers. (NRP, 2000)

12. Big Five #1: Phonemic Awareness Phonemic Awareness is a subset of Phonological Awareness focusing on individual sounds It is the highest level of Phonological Awareness Essential to later recognition and comprehension of printed text (Torgesen & Mathes, 2000) Phonemic Awareness helps children learn to spell (NRP, 2000) Phonological Awareness predicts reading skill better than IQ (Vellutino, Scanlon & Lyon, 2000) Phonemic Awareness Phonological Awareness

13. Big Five #1: Phonemic Awareness Examples of phoneme manipulation activities Alliteration Isolation Identification Categorizing Blending [/b/ /a/ /t/… what word is that?] Segmenting [what sounds are in the word bat?… /b/ /a/ /t/] Adding, deleting, and substituting Instruction that focuses on one or two phoneme manipulation activities (specifically blending and segmenting) rather than more, results in greater gains in reading and spelling.

14. Big Five #2: Phonics The relationship between the letters (graphemes) and the sounds (phonemes) in order to read and write words. Differs from phonemic awareness Phonemic awareness focuses on the speech sounds in words Phonics focuses on the letters and letter patterns used to represent those speech sounds

15. Big Five #2: Phonics The alphabetic principle Denotes the systematic and predictable relationship between written letters and spoken sounds Helps with word recognition and decoding Phonics Instruction is most effective when it is: Systematic- carefully selected set of letter- sounds relationships organized in a logical sequence Explicit- precise directions for the teaching of these relationships

16. Big Five #2: Phonics Children who are delayed in phonemic awareness do not benefit as much from phonics instruction. Phonemic awareness establishes the context and structure for phonics. Phonics skills significantly contribute to reading comprehension. Phonics instruction is beneficial regardless of SES and most effective when introduced early. (NRP, 2000) Approximately 2 years of phonics instruction is sufficient for most readers. (NRP, 2000)

17. Big Five #3: Fluency The ability to read a text accurately and quickly To read expressively involves dividing the text into meaningful chunks. Provides a bridge between word recognition and comprehension Often been neglected Fluent readers recognize words ad comprehend at the same time Develops gradually over time and with practice

18. Big Five #3: Fluency What causes dysfluent reading? Low sight word vocabulary Slow processing speed of known words Low speed when decoding unfamiliar words Using context to read words Slow processing of word meanings (Moats, 2002)

19. Big Five #3: Fluency One of the strongest findings in reading research is the positive relationship between fluency and comprehension. Fluent reading frees up cognitive resources to dedicate to making sense of what you’ve read. Measuring oral reading fluency can serve as a substitute for measuring overall reading proficiency. One minute reading fluency probes are considered the best measures of overall reading ability. (Hall, 2006)

20. Big Five #4: Vocabulary Knowledge of words we need to communicate effectively Oral vocabulary- words we use, recognize and understand in speaking and listening Reading vocabulary- words we use, recognize and understand in print Most vocabulary is learned indirectly Some MUST be taught directly

21. Big Five #4: Vocabulary Language has been found to be a function of SES Lower SES students hear approximately 32 million fewer words by K than children of higher SES (professional) families. There is a difference of 1500 fewer words/hour spoken in lower SES than professional families. In lower SES families words are used for direction and punishment rather than discussion and sharing. (Hart & Risley, 1995)

22. Big Five #4: Vocabulary Lack of language is a difficult hurdle to overcome. Children with low levels of language need to be in language enriched classes early on. Vocabulary instruction should: Teach specific words Teach students to learn words independently Foster an appreciation and enjoyment of words

23. Big Five #5: Comprehension The reason for reading The ultimate goal of reading instruction Purposeful and active reading that occurs during passages rather than at the end Instruction in comprehension strategies CAN improve reading comprehension Involves making connections between prior knowledge and the current text

24. Big Five #5: Comprehension Instruction should: Be explicit & direct (Armbruster, et al, 2001) Direct explanation Modeling Guided practice Application Tell students: When and why to use strategies What strategies to use How to apply them Use strategies flexibly and in combination

25. Big Five #5: Comprehension Focus should be placed on comprehension right from the start, rather than waiting until the basics have been mastered Four things influence comprehension Reader Task Text Context (RAND Reading Study Group, 2002)

26. Task Analysis READING Accurate and Fluent Word Identification Phonics Fluency Language Phonemic Awareness Vocabulary Reading Comprehension

27. Universal Screening in Reading Tier 1 – all students screened for reading progress Conducted 3 times per year Early fall, midwinter & spring Provides mechanism for identifying students at-risk for failure Slightly over-identifies (false positives) Allows schools to intervene early, before intensive intervention is necessary

28. Characteristics of Quality Screening Instruments Brief and easily administered Research-based Highly correlated to reading Predictive of future performance High reliability and validity Sensitive to small increments of change Alternate forms available Data analysis and reporting available

29. Case Study- Tier 1 In your teams, look at the school-level data for reading. What steps will your DAT take?

30. School-Level Data Analysis

31. Research on Universal Screening Use of multiple measures in a screening battery approach minimizes false positives (Jenkins & O’Connor, 2002) At-risk and typically developing kindergarteners were differentiated better by using a screening battery approach (Letter Name Fluency, Phonemic Segmentation, and Syllable Elision) than by using any single universal screening measure (O’Connor & Jenkins,1999)

32. Universal Screening in Reading Not expected to assess ALL of the BIG Five. Reading comprehension is a mixture of complex abilities; however, research helps provide us a direction for universal screening. Oral Reading Fluency (ORF) Assesses a child's skill in reading connected text of grade-level material using one-minute fluency probes The most researched, efficient and standardized measure of reading proficiency Measuring oral reading fluency can serve as a substitute for measuring overall reading proficiency, especially in the lower grades.

33. Universal Screening in Middle Grades At the middle grades: ORF typically plateaus around 150 words correct per minute (Torgesen et al., 2007) Predictive value declines Utility for progress monitoring diminishes (Yovanoff, Duesbery, Alonzo, and Tindal, 2005) It is important to identify which students have not reached the plateau; in this case, ORF is still an appropriate measure to use. Benchmark assessments may be used to identify the lowest performing 20%

34. Available Universal Screeners DIBELS Free to download at www.dibels.uoregon.eduwww.dibels.uoregon.edu For grades K-6 Has a Spanish version (IDEL) Measures ISF: Initial Sounds Fluency LNF: Letter Naming Fluency PSF: Phoneme Segmentation Fluency NWF: Nonsense Word Fluency ORF: Oral Reading Fluency RTF: Retell Fluency WUF: Word Use Fluency May over identify false positives District data analysis indicates that it is strongly predictive of performance on the CRCT.

35. Available Universal Screeners Curriculum Based Measurement - Free Letter-Name Fluency Letter-Sound Fluency Initial-Sound Fluency Phoneme Segmentation Fluency Nonword Reading Fluency Oral Reading Fluency Oral Retell Fluency Maze Fluency Vocabulary Probes Some CBM probe generators are available at http://www.interventioncentral.org/htmdocs/interventi ons/cbmwarehouse.php http://www.interventioncentral.org/htmdocs/interventi ons/cbmwarehouse.php

36. Available Universal Screeners Scholastic Reading Inventory Grades 1-12 (should be used only if students are already reading) Cost- $2950/200 students + $299/additional 50 Get a 50% discount if you switch from STAR reading May be beneficial especially for older grades (7-12) http://teacher.scholastic.com/products/sri/ 4Sight- Reading / Success for All Grades 3-11 http://successforall.com/elementary/4sight.htm Aimsweb Uses CBM in: ORF, Maze, Early Literacy, Spelling, Early Numeracy, Written Expression, and Math www.aimsweb.com Grades K-8 for universal screening $3/student for just reading $5/student complete (reading, language arts and math computation)

37. Available Universal Screeners GKAP/GKIDS For Kindergarten GRADE- Group Reading Assessment and Diagnostic Evaluation Ages 4-25 Cost- $210-$329/ set depending on grade level Complete pricing information http://www.sedl.org/cgi- bin/mysql/rad.cgi?searchid=217 http://www.sedl.org/cgi- bin/mysql/rad.cgi?searchid=217 STEEP- System to Enhance Educational Performance K-12 Materials for purchase http://www.isteep.com/index.html

38. Considerations in Selection What goals do you have for universal screening for next year? Three years from now? What type of information do you hope to collect about student progress in reading? What approach will you use? What resources are available? Time Money Personnel Technology How will teachers be trained and provided with ongoing support?

39. Team Activity Discuss your current procedures for universal screening in reading. What changes do you need to make? What are your first steps?

40. Interventions Five areas Phonemic Awareness Phonics Vocabulary Fluency Comprehension

41. Interactive Table of Contents

42. Phonemic Awareness Interventions

43. Sound Boxes Sound Sorts Kinesthetic Activities All Aboard! Blending Sounds Activities Segmenting Sounds Activities Oops Wrong Rhyme Phonemic Activities for Reading Readiness Phoneme Identification with the ABC Chart Rhyming Picture Sort

44. Oops! Wrong Rhyme (Hall, 2006) Example: Teacher points to a hat and says, “This is a cat.” Students and teacher together say, “Oops! Wrong rhyme!” Students say the correct word, “hat” Teacher affirms rhyme May be implemented individually or in small groups Can use different themes, like objects in the room or body parts (e.g., hand/sand, chin/pin, eye/pie) Conduct for brief periods (approx. 10-15 minutes) daily Progress monitoring should focus on phonological awareness

45. Kinesthetic Activities to Increase Phonological Awareness Sound Detectives - Can be done at the word, syllable or phoneme level - Students are given a word, specific syllable (e.g., prefix or suffix), or sound to listen for - Teacher reads a sentence and the students count the number of times they heard the target sound/word - Any manipulative may be used for them to keep track or they can use the Sound Detectives work sheet - On this sheet the children use a pencil to connect the dots each time they hear the target

46. Sound Boxes Example: Teacher places a picture of a cat above a picture of three connected squares (or boxes) – the number of sounds heard in a word indicates the number of connected boxes and tokens given Teacher models for the student by slowly articulating the word and placing a token on each box as each sound of the word is pronounced Then, student articulates the word while teacher places the tokens on the connected boxes Finally, student articulates the word while placing the tokens on the connected boxes Teacher gives feedback, correcting mistakes or modeling the task again Teaches students to: Identify sequential phoneme segments within a word Realize discrete sounds within a word

47. Sound Boxes – A Variation In the Positional Analysis phase, teacher places tokens to the side of the connected boxes Teacher says a word and has the student identify a certain segment of that word, indicating understanding by placing a token on the corresponding box For example, the teacher asks the student to identify the /c/ sound in the word cat and the student places a token on the first box

48. All Aboard! Provide each participant with a blank train and 5 to 10 picture cards which will be used for sorting. Lay out the picture cards and name each one. Students should repeat each word when you point to the picture. Since sorting by initial sound will be the first task, students should isolate some beginning sounds. For example, “Everyone say snake. (the children say snake) Now lets say snake really slowly…. /Sssssssss/nnnnnn/aaaaaaaa/k/ (hold all sounds that can be held for a few seconds- in this case /k/ is the only sound that cannot be drawn out). What sound does snake start with? /sssssss/. Good! Let’s try another one.” Once the children are able to isolate some beginning sounds, they progress to the sorting activity. For example, “Let’s find all the pictures with the /f/ sound… Ready... okay, all aboard!” The children look for pictures that begin with /f/ sound and place them on the train. Repeat with other sounds. Rename the pictures for the children and help as necessary. Introduce and practice sounds in a systematic and direct way.

49. Phonics Interventions

50. Fill in the Sound Beginning Sounds Beach Ball Practicing Word Families Letter-Sound Association Cards Making Words Touch and Say Syllable Puzzles Word Chains Flexing Syllables for Multisyllabic Words

51. Practicing Word Families Can be used to teach children how to read many words by emphasizing letters in sequence that typically make the same sound in many different words Focuses on phonics and emphasizes onsets (beginning sounds in words) and rimes (from the vowel to the end of the word) For example, words in the /all/ word family include ball, call, fall, stall, hall, etc. A variety of different materials may be used for this activity including letter tiles, letter cards, or plastic letters, printed strips, or wipe boards Students take turns placing different onsets before the rime stimulus and reads each “new” word Use single sound onsets as well as blends and digraphs Once the child demonstrates mastery with one rime, another rime may be added to the practice

52. Practicing Word Families Almost 500 words can be derived from the following 37 rimes: (Joseph, 2006) -ack-ain-ake-ale-all-ame -an-ank-ap-ash-at-ate -aw-ay-eat-ell-est-ice -ick-ide-ight-ill-in-ine -ing-ink-ip-ir-ock-oke -op-or-ore-uck-up-ump -unk

53. Beginning Sounds Beach Ball (Hall, 2006) Incorporates kinesthetic learning, phonological awareness and phonics all at the same time Using a permanent marker, write the letters of the alphabet (upper- and lower-case) on a beach ball Students sit in a circle and teacher tosses or rolls the ball to the first child When the child catches it, she looks at the letter that her hand is touching, then says the sound, states the name of the letter, and gives a word that begins with that letter sound The child then throws or rolls the ball back to the teacher who selects the next student Continue until all students have a turn to practice

54. Fill In the Sound (Catts & Olsen, 2003; Hall, 2006) Helpful to practice sounds as they are being introduced Child begins decoding by filling in the initial sounds in three- letter, phonetically-spelled words Place a sheet with Elkonin boxes in front of the child Fill in the ending sounds to make the rime, for example: ___ a t Place four letter cards, tiles or plastic letters in front of the child, such as b, c, r, and s Review the letter sounds and names Ask the student to select a letter for the missing space from those four letters provided Have the student read the new word Have the student then identify the sound and name of each letter individually after they have read the whole word

55. Vocabulary Interventions

56. Semantic Word Webs Word Meaning Sorts 5 Steps for Building Vocabulary Flash Card Practice Traditional Drill and Practice The Spiral Notebook Front and Back Flashcards Photo Flashcards The Recipe Word Box Scaling Antonym Pairs Vocabulary Map Semantic Feature Analysis Human Word Web If it Fits SWGC

57. Semantic Feature Analysis Teacher places two or three similar objects in front of the student (e.g., pencil, pen, highlighter) Students are given a chart that lists the three objects across the top Students then think of features of objects to list down the side (lead, gray, eraser, etc…) Students compare the two or three objects by adding + or – signs in columns to determine which objects have the stated features Then a definition is created, based on the different features that help distinguish each object For example, a pencil has lead in it, has an eraser, and is used to write CatDog Animal++ Barks-+ Furry++ Meows+- Whiskers++

58. Scaling Antonym Pairs Students choose two words from a list of antonym pairs These words are placed on either end of a spectrum Working alone or in teams, students try to figure out what words could fit in between these two antonyms, and place them in the right space along the continuum For example: Furious --- Displeased --- Unhappy --- Happy --- Pleased --- Excited

59. Spiral Notebook 4 th – 12 th graders A vocabulary-building activity that can be engaged in throughout the year, whenever there are new vocabulary words A 3” x 5” spiral note card book is cut vertically down the center Vocabulary words are listed on the stack to the left Their definitions are listed on the stack to the right The student can review the words and, if he can’t remember the definition, he can consult the stack on the right

60. Selecting Interventions Oral Reading Fluency and Maze Fluency Very low scores suggest a need to focus intervention on decoding and word identification Somewhat low scores suggest a need to focus on fluency Average scores suggest that ongoing vocabulary instruction and text comprehension strategies are appropriate

61. Fluency Interventions

62. Assisted Reading Practice Error Correction Kids as Reading Helpers Listening, Practice, Preview Paired Reading Repeated Reading Choral Reading Duet Reading Repeated Oral Readings Radio Reading Word Study/ Speed Sorting Poetry Coffee House Flash Card Drill & Practice Memorizing Nonphonetic Heart Words

63. Repeated Reading (Rasinski, 2003) For any age Requires a student to read aloud a selection that is at or near the student’s current instructional reading level until criterion reading rate achieved Reading passage should be 50 – 500 words, at or near student’s instructional reading level Once student has achieved target criterion level, assign a new passage that is as difficult as or slightly more difficult than the passage just mastered Use Repeated Reading Log to keep track of the passages the student is working on daily and the dates they are mastered

64. Repeated Reading Log (Rasinski, 2003)

65. How to Determine the Difficulty Level of a Passage Adapted Fry Method: Determine the average number of syllables per sentence in the target passage. Count the number of syllables in the words in the first 10 sentences. Divide the total number of syllables by 10 (or just move the decimal point one place to the left). Compare your figure against the chart below. Grade Level Syllables per Sentence 1less than 8.4 28.5-11.8 311.9-14.5 414.6-16.3 516.4-18.1 618.2-2.9 722.0-26.7 826.8-29.4 929.5-33.6 1033.7-37.4 1137.5-37.8 1237.9-39.3

66. Memorizing Nonphonetic “Heart Words” Can be use to help readers memorize non-phonetically spelled words or “sight words” Teacher assists the children with identifying the pieces of words that must be memorized “by heart” Word cards or white boards with markers can be used Variation: cut hearts out of red cellophane A think aloud dialogue should be used with each word to identify which parts of the word follow normal patterns and which parts require memorization – to know them “by heart” Example: The word “friend” f r ie n d The ‘ie’ in friend must be memorized, or learned by heart.

67. Choral Reading (Rasinski, 2003) Three or more participants of any age Provide each student appropriate text Have students read text independently first Then read all together, pointing to the word as it is spoken, reading known words aloud Hearing others read aloud at the same time helps “fill in the blanks” Variations: alternate slow and fast, loud and soft lines, emphasize key lines, clap at end of lines, etc.

68. Choral Reading Checklist (Rasinski, 2003) Did you... (circle your answer) 1) read aloud all the words that you knew how to pronounce? YES NO 2) try to say words you did not know when you heard others? YES NO 3) speak loudly enough to be heard, but not too loudly? YES NO 4) use an expressive voice? YES NO 5) pause at the punctuation? YES NO 6) follow the pace set by the instructor or model student? YES NO 7) point at the words as they were being spoken? YES NO 8) make an effort to improve your performance? YES NO

69. Comprehension Interventions

70. Keywords: A Memorization Strategy Main Idea Maps Mental Imagery: Improving Text Recall Oral Recitation Lessons Prior Knowledge: Activating the Known Question Generation Reciprocal Teaching Text Lookback Question Generation/Question Answering Response Cards PQ4R

71. Comprehension Interventions PQ4R Advanced Story Maps Question-Answer-Relationship (QAR) Green, Yellow and Red Question Cards 5W’s and 1H Click and Clunk Self-Monitoring Reading Comprehension Graphic Organizers for Comprehension Cornell Note Making KWL RAP-Q RUD-PC

72. Click or Clunk? (www.interventioncentral.com) Provide students with something to read Instruct students that when they come to: The end of a sentence, they should ask themselves, “Did I understand this sentence?” If they did understand, they say “Click!” and keep reading If they did not understand, they say “Clunk!” and refer to Reading Check Sheet The end of a paragraph, they should ask themselves, “What did the paragraph say?” The end of each page, they should ask themselves, “What do I remember?”

73. Click or Clunk: Reading Check Sheet (www.interventioncentral.com)

74. Self-Monitoring Reading Comprehension (Joseph, 2006) Can be adapted for all ages Self-monitoring can be direct or indirect, quantitative or qualitative For example, self-monitoring duration: Students are given a Duration Tracker Students are instructed to read the assigned text Once reading is completed, students are timed on how long it takes them to retell the story Students keep track of their results and are encouraged to increase the length of their retold stories

75. Duration Tracker (Joseph, 2006) Passage 1Passage 2Passage 3 Passage 4Passage 5Passage 6

76. Green, Yellow & Red Question Cards Asking students to answer a series of questions before, during and after reading increases their cognitive involvement, focuses attention on important concepts and facilitates active engagement with the text. GREEN- Pre-Reading What does the title tell me about the story? What do the pictures tell me? What do I already know about …? (the topic) YELLOW- During Reading Who is this about? What’s going on? (state the problem) When is this happening? Where is this happening? Why did … happen? (describe why something happened) How was the problem solved? What will happen next? (predict) RED- After Reading Tell about the characters. Tell about the setting. What was the problem? How was the problem solved?

77. Progress Monitoring Reading

78. Progress Monitoring (PM) in Reading Frequent teacher assessment of student performance using brief measures Catches potential false positives from universal screening Is not meant to be diagnostic Tier 2 – conduct PM every 2-3 weeks Tier 3- conduct PM every 1-2 weeks Tier 4- conduct PM of IEP Goals Goals and schedule established by IEP committee Assist in establishing instructional goals Help make intervention decisions

79. Progress Monitoring (PM) in Reading Meant to be Fast Inexpensive School-friendly Provides continuous measurement of performance Measures rate of growth Can often be accomplished using alternate forms of your universal screener With adequate training, may be administered by pararprofessionals

80. Advantages PM versus norm referenced data Based on district curriculum Students are compared against their own progress versus state or national norms Compared against students own grade level peers Continuous measure of direct performance Highly sensitive to growth or lack thereof Teacher and parent friendly

81. Guidelines for PM All the probes are different, but should assess the same skills at the same grade level PM data must be graphed to easily make decisions Ambitious goals lead to greater improvement

82. Progress Monitoring Measures DIBELS (free) AIMSWEB CBM (free) Edcheckup Monitoring Basic Skills STAR CTB/McGraw-Hill Yearly Progress Pro

83. ● Met criteria ○ Did not meet

84. Important Notes on ORF Even though ORF is frequently used to monitor progress: Kids reading faster is not the ultimate goal of reading instruction. We use it to gauge if kids are becoming better readers ORF is an overall indicator of reading competence Students who have higher ORF rates Are better decoders Are better at sight vocabulary Are better comprehenders ORF correlates highly with high stakes tests

85. Useful Websites for PM Info National Center on Student Progress Monitoring www.studentprogress.orgwww.studentprogress.org Research Institute on Progress Monitoring www.progressmonitoring.org www.progressmonitoring.org Curriculum Based Measurement Warehouse http://www.interventioncentral.org/htmdocs/int erventions/cbmwarehouse.php http://www.interventioncentral.org/htmdocs/int erventions/cbmwarehouse.php

86. DIBELS (Dynamic Indicators of Basic Early Literacy Skills) Standardized, individually administered measures of early literacy development Short (one minute) measures Based on the National Reading Panel (2000) and National Research Council (1998) reports Assesses phonological awareness, alphabetic understanding, automaticity and fluency Reliable and valid Predictive of later reading proficiency Provides comprehensive data management and reports for district, school, grade, class, and individual student level (costs $1/student)

87. Initial Sounds Fluency This is what an ISF Probe looks like: This is what the ISF measure sounds like: This is mouse, flowers, pillow, letters. Mouse begins with the /m/ sound. Listen, /m/, mouse. Which one begins with the sounds /fl/? Pillow begins with eth sound /p/. Listen, /p/, pillow. What sound does letters begin with? Here are some more pictures. Listen carefully to the words.

88. Letter Naming Fluency This is what the LNF probe looks like: This is what it sounds like: Here are some letters" (point). "Tell me the names of as many letters as you can. When I say 'begin', start here" (point to first letter in upper left hand corner), "and go across the page" (point). "Point to each letter and tell me the name of that letter. Try to name each letter. If you come to a letter you don't know, I'll tell it to you. Put your finger on the first letter. Ready?"

89. This is what you (the examiner) look at  There is NO PROBE for the student to look at. Phoneme Segmentation Fluency

90. Nonsense Word Fluency This what the student probe looks like: This what the examiner record looks like:

91. Oral Reading Fluency This is what the examiner booklet looks like  The student sees the passage copied on an 8 ½ by 11 sheet of paper.

92. CBM Scientifically validated Based on 30 years of research Sources of CBM Materials The ABCs of CBM: A Practical Guide to Curriculum- Based Measurement (Guilford Publishing) AIMSweb/Edformation DIBELS Edcheckup McGraw-Hill Pro-Ed, Inc. Vanderbilt University

93. CBM Probes Letter-Name Fluency Letter-Sound Fluency Initial-Sound Fluency Phoneme Segmentation Fluency Nonword Reading Fluency Oral Reading Fluency Oral Retell Fluency Maze Fluency Vocabulary Probes

94. CBM Maze Fluency Probes Given a grade level passage from which every 7 th word has been deleted, the student selects a word from three choices provided. Scoring requires counting the number of words replaced correctly in 2.5 minutes May be group or individually administered

95. CBM Maze Probes Place the silent reading passage in front of each student and say: “When I say ‘begin’ I want you to read a story. You will have 2.5 minutes to read the story. Some of the words in the story are replaced with a line that has 3 words under it. Your job is to circle the one (1) word that makes the most sense in the story. Only one (1) word is correct.” “When I say ‘begin’ turn to the first story and start reading silently. When you come to a group of three words, circle the one (1) word that makes the most sense. Work as quickly as you can without making mistakes…”

96. Vocabulary Matching Probes Sample broad vocabulary domains Typically 60 words with definitions 20 words and definitions per page on 3 pages Five minutes per probe May use academic vocabulary or topic specific/technical vocabulary May establish local benchmarks by randomly administering to a sample of successful students (Espin et al, 2005)

97. Vocabulary Matching a. Chirp b. Enchanted c. Charming d. Melody e. Dew f. Donkey g. Grasshopper h. Possess 1. A small green insect 2. Small drops of water 3. Delightful, fascinating 4. An animal like a small horse with big ears 5. To have, to own 6. Make a short, sharp sound 7. A song, a tune 8. Strongly attracted

98. Possible cut-off scores for CBM GradeCBM ProbeCut-off KindergartenLetter Sound Fluency< 10 letters/minute Grade 1Word Identification Fluency < 15 words on list/minute Grade 2Passage Reading Fluency< 15 words in text/minute Grade 3Passage Reading Fluency< 50 words in text/minute Grade 4Maze Fluency< 10 Maze replacements/ 2.5 minutes Grade 5Maze Fluency< 15 Maze replacements/ 2.5 minutes Grade 6Maze Fluency< 20 Maze replacements/ 2.5 minutes (Mellard, 2008)

99. Goals for Academic Growth (ORF) GradeRealisticAmbitious 1 st 2 words/week3 words/week 2 nd 1.5 words/week2 words/week 3 rd 1 word/week1.5 words/week 4 th 0.85 words/week1.1 words/week 5 th 0.5 words/week0.8 words/week 6 th 0.3 words/week0.65 words/week (Fuchs & Fuchs, 1993)

100. Goals for Academic Growth (Maze) GradeRate of Improvement 1 st 0.4 maze replacements/week 2 nd 0.4 maze replacements/week 3 rd 0.4 maze replacements/week 4 th 0.4 maze replacements/week 5 th 0.4 maze replacements/week 6 th 0.4 maze replacements/week

101. CBM End of Year Goals K: 40 correct letter sounds per min (LSF) 1: 60 words correct from list per min (WIF) 1: 50 words correct from text per min (ORF) 2: 75 words correct from text per min (ORF) 3: 100 words correct from text per min (ORF) 4: 20 replacements to text per 2.5 min (MAZE) 5: 25 replacements to text per 2.5 min (MAZE) 6: 30 replacements to text per 2.5 min (MAZE) LSF= Letter Sound Fluency, WIF= Word Identification Fluency, ORF= Oral Reading Fluency, MAZE= Maze Fluency

102. Case Study- Tier 2 In your groups look at the grade-level data provided for reading.

103. Class-Level Data-Analysis Entire Grade Teacher 1 Teacher 2 Teacher 3 Teacher 4 Teacher 5 Teacher 6 Teacher 7 Teacher 8 Based on this first grade data How well does your core address phonemic awareness? How well does your core address phonics? How does it come together in ORF? Look at these teachers what can we learn here? Look at these two teachers How can we help them?

104. Progress Monitoring & Graphing Data Please turn on your laptop.

105. Research on Progress Monitoring In making decisions about instruction, the use progress monitoring results in: Increased student achievement Better decision-making Greater student awareness of their progress (Fuchs, Deno, Mirkin, 1984; Fuchs, Fuchs, Hamlett, & Ferguson, 1992; Stecker, Fuchs, & Fuchs, 2005)

106. Progress Monitoring Your Intervention Plan You have to monitor your plan to make sure that it is having the desired results. This helps you make decisions about your plan. The Excel data tool on your CD will allow you to graph progress. Ideally, the majority of the progress monitoring data will be collected and entered by the student’s teacher(s).

107. Progress Monitoring in an RTI Framework

108. Step 1: In the Progress Monitoring Folder, open “Progress Monitoring_MB.xls”

109. Important Points to Highlight Progress Monitoring in an RTI Framework

110. Enter correct intervention Tier Progress Monitoring in an RTI Framework

111. Enter student information. Progress Monitoring in an RTI Framework

112. Specify the intervention. Progress Monitoring in an RTI Framework

113. Establish the goal. Progress Monitoring in an RTI Framework

114. Writing Goals for Progress Monitoring Set the target for outcome Realistic, yet challenging The minimum expected performance Example for 6 th grade student: reading 52 wcm at baseline (August) GOAL to read 120 wcm by Midwinter (December) Do NOT wait until the next Universal Screening or Benchmark Assessment Prorate your goal by doing a little math.

115. Writing Goals for Progress Monitoring Subtract the baseline rate (52) from the goal (120) and divide by # of weeks until benchmark assessment to get ROI. 120-52= 68 wcm 17 wks until midwinter assessment Rate of Improvement (ROI)= 4 wcm/wk ROI x number of intervention weeks (6) = 24 GOAL = 52 (baseline) + 24 = 76 wcm

116. Goal Example Fall benchmark = 55 wcm on 9/1 Winter Expectation = 105 on 12/1 Number of weeks from 9/1 – 12/1 = 17 weeks GOAL = baseline + (ROI)(6) What is the needed ROI to meet winter expectation? What should the Goal be for the intervention period?

117. A possible format In (time frame), (student) will (describe what they will do) on (name the progress monitoring measure), to achieve (desired performance level). Example In six weeks, Michelle will read second grade text on DIBELS Oral Reading Fluency probes, to achieve a rate of 76 words correct per minute. Writing Goals for Progress Monitoring

118. Don’t Worry… We will show you how you might go about establishing and writing goals for the other areas: Writing Math And Behavior in our future modules.

119. Write your goal in the “Goal” box. Progress Monitoring in an RTI Framework

120. Specify your intervention. Progress Monitoring in an RTI Framework

121. Enter end date and outcome goal. Progress Monitoring in an RTI Framework

122. Note the goal line has moved. Progress Monitoring in an RTI Framework

123. Enter your baseline data. Progress Monitoring in an RTI Framework

124. Data points automatically graph. Progress Monitoring in an RTI Framework

125. Notice the aim line in red.

126. Intervention is definitely needed. Progress Monitoring in an RTI Framework

127. Begin your intervention.

128. Enter progress monitoring data. Progress Monitoring in an RTI Framework

129. Enter progress monitoring data.

130. Continuously evaluate progress. Progress Monitoring in an RTI Framework

131. Make a data-based decision.

132. Data-Based Decision Making When the trend line is above the aim line, adequate progress is being made When the trend line is below the aim line (or flat), instructional changes are necessary Other rules of thumb 3-4 consecutive data pts below the aim line may indicate a need for change If 6 consecutive data points are above the aim line, the goal is likely too low and should be increased.

133. Enter committee decision. Progress Monitoring in an RTI Framework

134. What if it looked like this? Progress Monitoring in an RTI Framework

135. Note the different decision. Progress Monitoring in an RTI Framework

136. Team Work Take a moment to enter the data from one of the case studies. Let all team members participate so you all are comfortable with the graphing tool. Discuss the data and make a decision about your intervention.

137. Example #1- Annaliese

138. Example #2- Jason

139. Example #3- Barry

140. Example #4- April

141. Example #5- Ruth

142. There are other ways to graph data. DIBELS Intervention Central Paper & Pencil

145. Progress monitoring in Math and Writing You can make graphs just like the DIBELS ones by hand. Just make sure you have the essential data on it. You can also go to http://www.jimwrightonline.com/php/chartdog _2_0/chartdog.php#obsv0 to make a chart for progress monitoring just about anything. http://www.jimwrightonline.com/php/chartdog _2_0/chartdog.php#obsv0

146. Chart Dog graphs will look like this. The trouble is there is no goal or aim line, so you’ll have to draw these on it.

147. I’ve added them. Is the child making adequate progress?

148. You don’t need anything fancy. Graph paper and a pencil will do. Remember to include: Y axis (what you are measuring) X axis (dates of data points) Baseline (where the student started – before you began intervention) Goal (where the child needs to be) Aim line (connects baseline to goal) Data points (one every 2 weeks)

149. Progress Monitoring Data points should be collected not less than every 2-3 weeks for students who are having difficulty. Every 1-2 weeks is best for students who are having a lot of difficulty. Students who are at benchmark do not need frequent progress monitoring. (1x/mo if cautious or even the 3x/year benchmarks are fine)

150. Important Points Progress monitoring is used to see if interventions are working. You must be able to Identify the intervention period Date began: _____ Date ended: ________ Identify the evidence-based intervention ______________________ Identify the schedule of the intervention ______minutes, _______ times per week Identify the intensity of the intervention # ____students: __ teacher/parapro

151. Team Work: Case Studies Tier 3 Look at the individual student data in the case studies. Use your CD and team knowledge to complete a Tier 3 intervention plan for one of the students.

152. Class-Level Student Data Analysis Data for Teacher 1’s Class for Reading Fluency This is a first grade class. 89% of students were at Benchmark (40 wcm) 11% of students (2 students) were below benchmark Student #1 Midwinter Benchmark (Baseline) 12/12/2007- 9 wcm, 8 wcm, 10 wcm Student #2 Midwinter Benchmark (Baseline) 12/12/2007- 0 wcm, 0 wcm, 0 wcm

153. Student #1- Tier 2 Intervention Form

154. Student #2- Tier 2 Intervention Form

155. Application Activity Select a student with a reading concern Collect baseline data using an appropriate progress monitoring tool Establish a goal Enter the data into the Excel graphing tool Determine the intervention strategy and the schedule of implementation Determine who will do it Establish a method and schedule for progress monitoring Document on the appropriate Tier Intervention Form Begin the intervention

156. Resources To generate progress monitoring reading probes visit OKAPI http://www.interventioncentral.org/htmdocs/too ls/okapi/okapi.php http://www.interventioncentral.org/htmdocs/too ls/okapi/okapi.php To generate progress monitoring reading probes for letter identification and word list/Dolch idenitification probes visit http://www.interventioncentral.org/htmdocs/too ls/cbaprobe/cba.php http://www.interventioncentral.org/htmdocs/too ls/cbaprobe/cba.php