Diagnosing Reading Problems: What do your students need?

1. Diagnosing Reading Problems: What do your students need?

2. Training Overview • RTI model of reading • Taking DIBELS to the next level • Using new accuracy formula • Pile protocol • Using a diagnostic screener (DDS) • Administering & scoring the DDS • Using the data to diagnose specific areas of need • Next steps

3. Learning Targets • I can say what RTI means. • I can use the pile protocol to find students that need extra instruction. • I can administer and score the DDS diagnostic screener • I know what to do with theDDS diagnostic screener after I have my student’s scores. • I know what my next steps are for administering an intervention model in my classroom or building.

4. RTI Model

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 Core Principles • 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 Tiered Model Replacement Core Interventions Reading Street/Read Well

8. 3 Tiered Model

9. 3 Tiered Model

10. 3 Tiered Model

11. RTI • In an RTI/Intervention model, students do not stay in intervention groups forever. Every 4-6 weeks, use assessment to re-group. • RTI is not for everyone, it’s for the kids who need it. • 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. Why 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. Using DIBELS to Help Determine Student Needs

14. What are the Subtests?

15. What 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. What 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.

17. DIBELS Markings in Tacoma

18. The Importance of Accuracy • 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 second grade. (Benchmark is 90 wcpm.) • Billy reads 85 wcpm with no errors. • Sally reads 112 wcpm with 8 errors. • Which student is more likely to have strong comprehension?Which student is more likely to have decoding issues?

19. Accuracy Percentages 1st Grade 2nd Grade 3rd -5thGrade Frustration Instruction Independent

20. What do screening data tell us? • WCPM and accuracy scores below benchmark screening data indicate that a student may not be reading well enough to have strong comprehension. • Screening data answer the question: Is the student reading with appropriate rate and accuracy to indicate adequate comprehension? • The ‘Pile Protocol’ allows us to determine which students need further diagnostic assessment

21. Pile Protocol • Using DIBELS ORF scores and accuracy, you can make piles of student books based on the following criteria:

23. Pile Protocol: Practice Significant/Severe decoding issues Moderate Decoding Issues Mild Decoding Issues Slow Rate Readers Strong Readers

24. Further Diagnostic Assessment • Students who meet both WCPM and accuracy percentage benchmarks on the Oral Reading Fluency screening assessment (Strong Readers): • Do not need diagnostic assessment • Do not need intervention • Students who do not meet BOTH WCPM and accuracy percentage benchmarks (Moderate Decoding Issues and Significant/Severe Decoding Issues) should receive diagnostic assessment to pinpoint area(s) of weaknesses. • Areas of weakness will guide instructional planning and instruction.

25. Decoding Is Essential for Reading Comprehension at All Ages • Assess decoding abilities first • If students cannot decode well and easily, reading fluency and comprehension will be hindered even if the students have strong vocabularies and comprehension

26. What Do Your Students Do When They Don’t Know How to Decode? • Skip words • Add words • Misread vowels (bench for bunch) • Guess based on context (mom for mother) • Misread multi-syllabic words • Misread or skip articles (in, of, the, to, etc.) These errors will lead to comprehension mistakes…not always, but sometimes.

27. Why Students in Higher Grades Have Decoding Problems • Problems often don’t show up until higher grades because students guessed successfully in the early grades when words are easy to guess. • Older students experience less and less success with guessing as text becomes more difficult.

28. Begin Diagnosis of Reading Difficulties by Assessing Decoding Abilities • Even with WCPM and Accuracy Percentage scores, we don’t know why students are having difficulties. Comprehension Vocabulary Decoding Fluency

29. Students Need to Read Words in Isolation in Order to Identify Decoding weaknesses • Reading carefully selected real and nonsense words in isolation is an efficient diagnostic assessment. • Examine error patterns to determine the specific confusions and the depth of the weaknesses.

30. Check In • Turn to your partner and tell them how you’ve met these learning targets so far: • I say what RTI means. • I can use the accuracy formula and pile protocol to find students that need extra instruction.

31. Administering the Diagnostic Decoding Survey

32. Diagnostic Decoding Surveys • Your Diagnostic Decoding Surveys includes: • Beginning and Advanced Decoding Surveys • Summary Directions for Administration and Scoring • Blank Recording Forms • Student Pages

33. Beginning Decoding Survey • Beginning Decoding Skills • Beginning decoding skills include the ability to read words with: • Short vowels • Digraphs • Blends • The Beginning Decoding Survey also includes high frequency words that do not have short vowels.

34. Beginning Decoding Survey • 50 Very Easy, One-Syllable Words • 5 high frequency words • 5 real words with short vowels & 3 letters • 5 real words with short vowels & 4 letters (digraphs) • 5 real words with short vowels & 4 letters (blends) • 22 one-syllable words in sentences: • short vowels & high frequency words • 8 nonsense words with short vowels • 4 with 3 letters • 4 with 4 letters (digraphs) • Words and Sentences to Read • Set 1 • see one they you are • rag lid dot hum bet • rich shop tack quit moth • dust step trip pond brag • _____________________________________________________ • Set 2 • The cat hid in a box. • The fresh fish is still on the wet grass. • Six flat shells were in my bath. • _____________________________________________________ • Set 3 • vopyudzinkeb • Shapthidchutweck

35. Words and Sentences to Read • Administering and Scoring The Beginning Decoding Survey • (Summary directions are available in your DDS) • Administering the Survey: • Ask the student to read the words and sentences on the Student Page. • Use the Recording Form to record student’s responses: • Put a check by words the student reads correctly. • Write exactly what the student says when reading a word incorrectly. • Scoring the Survey: • Total the number of words read correctly. • Complete the Error Grid by marking all columns that describe the student’s error when reading a word. You can complete the grid after the student reads the words and sentences. • Total the marks in each error column. Recording Form

36. Error Types - Error types are listed at the top and bottom of the columns on the • Error Grid • No Try: Mark only when a student does not attempt to read a word. • Sight Word: Mark when a student misreads a sight word. • Sound Added or Omitted: Mark when a student attempts to read a word, but adds or omits a sound. This is a ‘guesser’ column because students only add or omit sounds when they are guessing. • Initial Consonant: Mark when a student misreads or omits the initial consonant. • Final Consonant: Mark when a student misreads or omits the final consonant. This is a ‘guesser’ column because students who are confused by the vowel often guess at the final consonant sounds. • Short Vowel: Mark when a student misreads a short vowel. • Consonant Digraph & qu: Mark when a student misreads or omits a digraph or qu. • Blend: Mark when a student misreads or omits reading any part of a blend.

37. Digraphs and Blends Reminders • Digraphs are two letters that spell one sound. • Common consonant digraphs on the Surveys: • sh – sh e • ch – chap • wh – whip • th – th en OR thumb • ck – back • Blends are two consonant letters together, each with its own sound. • A few blends on the Surveys are: • st – mu st, st op • tr – trap • nd – band • br – br at

38. Scoring Rules – Single High Frequency Words • Check (√) words read correctly. • Write NT (for no try) if the student does not attempt the word. • Put ‘x’s in both the “No Try” and the “Sight Word” boxes on the grid. • If student misreads a word, write the response. • Put an ‘x’ in the “Sight Word” box on the grid, and do not put ‘x’s in any other boxes. • If the student responds twice, write both responses and put one ‘x’ in the “Sight Word” box on the grid. • Write ‘SC’ if the student self-corrects. • Self-corrections count as errors. • Put an ‘x’ in the “Sight Word” box on the grid.

39. Scoring rules – Single Decodable Words • Check (√) words read correctly. • If students misread words, write all responses. • If the student responds twice, write both responses. • Put ‘x’s in Error Grid boxes for all errors in both words. • Write NT (for no try) if the students does not attempt the word. • Put an ‘x’ in the “No Try” box on the Error Grid. (No ‘x’ is in the Sound Added/Omitted box because that column is for Sounds Added/Omitted within a word.) • Put ‘x’s in all applicable boxes on the Error Grid. (These boxes have ‘x’s because the student did not read any part of the word. • Write SC if the student self-corrects. • Self-corrections count as errors when totaling number of Words Read Correctly. • Mark all errors in the misread words, even if the student self-corrects.

40. Scoring Rules – Prompt Once if the Student Does Not Attempt to Say the Word #1 • When a student does not attempt to read a word, prompt the student once to try to read the word. • If the student attempts to read the word, do not mark a NT and score as if that is the student’s first response. • If the student does not attempt to read “quit”, ask the student to try. If the student reads “quite”, write quite and mark the errors for quite.

41. Scoring Rules – Prompt Once if the Student Does Not Attempt to Say the Word #2 • When a student does not attempt to read a word, prompt the student once to try to read the word. • If the student still doesn’t read the word, mark NT and score as a no try. • If the student does not attempt to read ‘dust’, ask the student to try. If the student still makes no attempt, mark NT and core the errors for a No Try.

42. Scoring Rules – Prompt Once if the Student Does Not Attempt to Say the Word #2 • When a student does not attempt to read a word, prompt the student once to try to read the word. • If the student reads the word correctly after the prompt, mark the work as read correctly. • If the student does not attempt to read ‘step’, ask the student to try. If the student reads the word correctly, place a check next to the word and count it as correct.

43. Scoring Rules – Sentences (Decodable Words) • Put a check (√) above words read correctly. • If the student misreads the word, put a slash through the word and write what the student says above the word. • If the student omits the word, put a slash through the word • Put an ‘x’ in the No Try box on the Error Grid. (no X goes in the Sounds Added/Omitted box because that column is for sounds added and/or omitted within a word.) • Put ‘x’s in all applicable boxes on the Error Grid. (These boxes have ‘x’s because the student did not read any part of the word.)

44. Scoring Rules – Sentences (Sight Words) x • NOTE –Sight Words are in italics on the Recording Form. • If the student misreads a Sight Word in italics, put a slash through the word and write what the student says. • Mark an ‘x’ in the Sight Word box on the Error Grid. • If the student omits a Sight Word, put a slash through the word. • Put ‘x’s in both the No Try and the Sight Word boxes on the Error Grid.

45. Other Scoring Rules • Gray boxes (NA) on the grid are not applicable for scoring. • If a student reads the word correctly, then reads it incorrectly, put a check (√) by the word, then write what the student says when he/she misreads. • Mark errors in all words a student reads incorrectly. • One error can cause more than one box on the grid to be marked. • brag read as rag warrants ‘x’s in 3 boxes: Sounds Added/Omitted, Initial Consonants, & Blends. • Digraphs do not count as Initial or Final Consonants • A missed digraph is marked in the digraph column. • When totaling the number correct, each word missed counts as one error –regardless of the number of times the student attempted the word. • If students blend a word correctly, count it as one error for Words Read Correctly, but do not mark errors across the page.

46. Observations • Certain characteristics that might be observed as the student reads are listed in the Observation section in the upper right hand corner of the Error Grid. • Check a box if you observe any of the characteristics. • For b/d or b/p errors, put a check every time you notice the error, which may indicate the severity of the issue.

47. Your Turn • Practice scoring Beginning Decoding Survey with presenter. • With a partner, administer and score the Beginning Decoding Survey. • Remember to make mistakes, so your partner can score. • Each person should have a chance to be the scorer.

48. Donald’s Beginning Decoding Survey Handout #1 What are Donald’s strengths & weaknesses?

49. What Do We Know about Donald? • Strengths • He reads beginning and ending consonants, blends, and digraphs well. • He reads real words quite accurately. (Missed one vowel: read reach for rich.) • Weaknesses • Short vowels are his most basic difficulty. • He guesses when he reads even very simple sentences. • His lack of ability to read nonsense words tells us he does not understand basic letter-sound correspondences, especially with vowels.

50. Looking at Reading Difficulties • Look at the presenter’s Beginning Decoding Survey. What is your presenter’s reading difficulties? • Look at your partner’s Beginning Decoding Survey. What is your partner’s reading difficulties?