http miblsi cenmi org Tier 1 Elementary Strengthening

http: //miblsi. cenmi. org Tier 1 Elementary Strengthening Reading Implementation 1 st Grade Day 3 Insert Trainer(s) Names(s) Phonemic Awareness & Phonics

Acknowledgements The material for this training was based off the work of… Doug Carnine NRP Report Roland Good Linda Farrell Anita Archer John Hattie Ruth Kaminski Michael Hunter The material for this training day was developed with the efforts of… Sonia Lewis Tennille Whitmore Terri Metcalf Melissa Nantais Cathy Claes Kelly Tuomikoski 2

References & Resources Archer, A. , & Hughes, C. (2011). Explicit instruction: Effective and efficient teaching. New York: Guilford Press Carnine, D. W. , Silbert, J. , Kame’ enui, E. J. , & Tarver, S. G. (2010). Direct instruction reading (5 th Ed. ). Columbus, OH: Pearson DMG (dibels. org) & FCRR (www. fcrr. org) Hattie. J. , (2009). Visible Learning. London & NY: Routledge Kosanovich, M. , & Verhagen, C. (2012). Building the foundation: A suggested progression of sub-skills to achieve the reading standards: Foundational skills in the common core state standards. Portsmouth, NH: RMC Research Corporation, Center on Instruction National Reading Panel Report (2000) The Simple View of Reading (Gough & Tunmer, 1986) 3

Group Expectations • Be Responsible • • Attend to the “come back together” signal Actively participate • Be Respectful • Please allow others to listen • • Please turn off cell phones Please limit sidebar conversations Share “air time” Please refrain from email and internet browsing • Be Safe • Take care of your own needs 4

Purpose of Tier 1 Elementary Strengthening Reading Implementation K-1 To build classroom teachers’ and school leadership teams’ knowledge and skills in the what, why and how of phonemic awareness and phonics so that all students in your school district meet minimum benchmarks related to these critical early literacy skills 5

Tier 1 Elementary Strengthening Reading Implementation K-1 Days One & Two: • Link between the critical early literacy skills, the Common Core State Standards, and DIBELS Next • The “What, ” Why” & “How” of Phonemic Awareness & Phonics Instruction • Embedding Phonemic Awareness and Phonics Instruction and Practice into Daily Routines Day Three: • Using an Outcomes Driven Model to Strengthen Whole & Small-Group Core Instruction 6

Today’s Outcomes • Explain why the explicit and systematic instruction of the big ideas of reading is vital for a successful MTSS framework • Review and name the phonemic awareness and phonics instructional routines that should be emphasized during core instruction in the fall, winter, and spring • Use an outcomes driven model to strengthen whole and small-group phonemic and phonics core instruction 7

Agenda 1. 0 Big Ideas of Reading, CCSS, & MTSS 2. 0 Identify & Practice Core (Tier 1) Phonemic Awareness & Phonics Instructional Routines 3. 0 Use an Outcomes-Driven Model to Guide Whole & Small-Group Core Phonemic Awareness & Phonics Instruction 8

1. 0 Big Ideas of Reading, CCSS, & MTSS 9

The “Big Ideas” of Early Reading Instruction • • • Phonemic Awareness Phonics Fluency Vocabulary Comprehension 10

CCSS Connection Big Ideas of Reading • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension Foundational Skills • Print Concepts • Phonological Awareness • Phonics & Word Recognition • Fluency 11

Foundational Reading Standards Print Concepts (RF. K-1. 1) • Demonstrate understanding of the organization and basic features of print Phonological Awareness (RF. K-1. 2) • Demonstrate understanding of spoken words, syllables, and sounds (phonemes) Phonics and Word Recognition (RF. K-5. 3) • Know and apply grade-level phonics and word analysis skills in decoding words Fluency (RF. K-5. 4) • K – Read emergent-reader text with purpose and understanding • 1 -5 – Read with sufficient accuracy and fluency to support comprehension 12

Reading Comprehension Decoding Language Comprehension • Ability to accurately Fluency • Ability to understand oral language read familiar words • Ability to automatically (sight read text • Dependent on: words) and decode accurately, – Background unfamiliar words out at an Knowledge of context appropriate – Social context rate, with • Dependent on: – Vocabulary suitable – Phonemic – Text/Story prosody Awareness Structure – AP & Phonics – Verbal Reasoning

Big Idea of Reading DIBELS Next Indicator(s) CCSS Connection Phonemic Awareness • First Sound Fluency (FSF) • Phoneme Segmentation Fluency (PSF) RF. K-1. 2 Alphabetic Principle & Basic Phonics Nonsense Word Fluency (NWF) • Correct Letter Sounds (CLS) • Whole Words Read (WWR) RF. K-1. 3 Advanced Phonics DIBELS Oral Reading Fluency (DORF) • Accuracy RF. 1 -5. 3 Fluency of Connected Text DORF • Correct Words per Minute • Accuracy RF. 1 -5. 4 Reading Comprehension DORF • Correct Words per Minute • Retell & Quality of Response RL. 1 -5. 1 -3 & 10 RI. 1 -5. 1 -3, 8, 10 Daze Vocabulary * Word Use Fluency Revised RL. 3 -5. 1 -3 &10 RI. 3 -5. 1 -3, 8, 10 Language Strand 14

Interpretation of your DIBELS data is dependent on understanding what the Benchmark Goals mean! 15

Understanding Benchmark Goals have three critical components: 1. A skill 2. A level of performance 3. A point in time They represent the lowest level of okay for ALL students! Dynamic Measurement Group 16

How we can use Benchmark Goals 1. As a predictor: They tell us which students are likely to need more support 2. As a goal: We can use them as meaningful goals for intervention and instruction Benchmark Goals provide a framework for evaluating system goals and outcomes as well as individual student goals and outcomes Dynamic Measurement Group 17

Achieving the Benchmark Goal If a student achieves a Benchmark Goal, the odds are in favor of achieving later reading outcomes • At or Above Benchmark = 80% to 90% odds of achieving subsequent benchmark goals and important reading outcomes • Students should make this progress with continued high quality core instruction 18

Below the Benchmark Goal If a student is below a Benchmark Goal, the odds of achieving later reading outcomes decreases • Below Benchmark = 40% to 60% odds of achieving subsequent benchmark goals and important reading outcomes • Students here are likely to need strategic support to make adequate progress UNLESS WE DO SOMETHING!!! 19

Well Below the Benchmark Goal If a student is well below a Benchmark Goal, the odds are not in favor of achieving later reading outcomes • Well Below Benchmark = 10% to 20% odds of achieving subsequent benchmark goals and important reading outcomes • Students here are likely to need intensive support to make adequate progress UNLESS WE DO SOMETHING!!! 20

MTSS+CCSS+DIBELS= UNLESS! 21

Application With your partner, brainstorm and craft responses: 1) A mother contacts you about her son's DIBELS scores and asks, “Why is my son being assessed using DIBELS? I thought that the Common Core State Standards were what is most important. ” 2) A father emails you that he is very glad his daughter performed above benchmark on the DIBELS assessment and wants to know if this means she could possibly be “gifted. ” 3) A new teacher is concerned that several of her students scored Below Benchmark on NWF and wants to know if you have a good nonsense word list she can send home for practice. 22

Multi-Tier System of Supports Data-driven, prevention-based framework for improving learning outcomes for all students through a layered continuum of evidence-based practices & systems 23

Common MTSS Guiding Principles • Universal Screening • Focus on Successful Student Outcomes • Continuum of Evidence-Based Instructional Practices (core curriculum to specialized instruction) • Focus on Implementation Fidelity • Progress Monitoring • Problem Solving Model & Data-Based Decision Making (at all levels) (Adapted from Sugai, 2008) 24

We cannot intervene our way out of a core (tier 1) problem! 25

Check for Understanding Explain why the explicit and systematic instruction of the big ideas of reading is vital for a successful MTSS framework 26

Composite Score • For each grade and time of year, the DIBELS Next measures that correlate highly with later outcomes are combined into a Composite Score • Each measure is weighted so that all contribute approximately equally to the Composite Score • The Composite Score is highly correlated with a broad range of reading outcomes • They are useful to evaluate early literacy skills over time at the system level 27

1 st Grade Composite Calculations Fall LNF + PSF + NWF-CLS Winter NWF-CLS + NWF-WWR + DORF Words Correct + DORF Accuracy Spring NWF-WWR x 2 + DORF Words Correct + DORF Accuracy 28

Activity Now that we have reviewed MTSS, the Big Ideas of Reading, the CCSS and DIBELS Next benchmarks, let’s complete the first section of the Class Level Analysis Document to examine current student performance and set class level goals 29

2. 0 Identify & Practice Core (Tier 1) Phonemic Awareness & Phonics Instructional Routines 30

Review and Discussion of Critical Phonemic Awareness Routines 31

Explicit & Systematic Phonemic Awareness Instruction • Highly interactive lessons in which the teacher models blending and segmenting activities, provides group practice with scaffolded support , and asks individuals to perform the tasks independently • Phonemic awareness exercises should be aligned with phonics instruction so that phonemic oral blending and segmenting precedes the sounding out of written words composed of the same sounds 32

Phonemic Awareness instruction should be: • • • Few in number Explicitly and systematically taught Supported by concrete materials Connected to phonics Reinforced in small groups 33

Blending Segmenting Words Listen. I – like – hamburgers. Say the sentence. I like hamburgers. Clap after every word you hear in this sentence: I like hamburgers. (Students clap between each word while they repeat) I – like – hamburgers. Syllables (hold hand up) Listen. Put these parts together to make a word: buck…et (drop hand) bucket Listen. Bucket. Let’s clap and say the parts in bucket. buck – et (Students clap as they say each part. ) Onsetrimes (hold hand up) Listen. s--at What word? (drop hand) sat Listen. Let’s clap and say sat in two parts. s--at (Students clap as they say each part. ) Phonemes We’re going to play a say-the-word game. I’ll say the sounds, you say the word. (hold hand up) Listen. ssssaaaat What word? (drop hand) sat (AKA Phonemic Awareness) (Prerequisite/Scaffold Routines) Smooth Segmenting - We’re going to say words slowly. We’ll say a new sound each time I raise a finger. The word is sat. Say it slowly. (Signal each time students are to switch to the next sound. ) ssssaaaat Phoneme Isolation – B, M, E Separate Segmenting We’re going to say the sounds in a word. Fist in the air. Put up one finger for each sound. The word is sat. What word? Sat First sound? /sss/ Next sound? /aaa/ Last sound? /t/ (Put up a finger as you say each sound. ) What word? sat

PA Critical Skills & Core Routines Fall (September – November) • • Blend – connected to phonics skills Segment – connected to phonics skills PSF Goal: 40 sounds/minute Winter/Spring (December – May) • Segment connected to daily spelling and dictation (Will also continue to blend and segment syllables throughout the year when reading multisyllabic words) 35

Continuous Sounds a e f i l m n o r s u v w y z aaaa eeee ffff iiii llll mmmm nnnn oooo rrrr ssss uuuu vvvv wwww yyyy zzzz fat bet fill sit let mad nut not rat sell cut vet wet yes zoo Stop Sounds b c d g h j k p q (kw) t x (ks) big can did got his jet kiss pet quit top fox 36

Blending Sounds into Words 1. We’re going to play a say-the-word game. I’ll say the sounds slowly, then you say the word fast. 2. (hold hand up) Listen. ssssaaaat 3. What word? (drop hand) sat 4. (Repeat with 3 -4 more words. ) 5. (Repeat until firm. ) 6. (Give individual turns. ) * Remember to hold each continuous sound for one full second and do not stop between the sounds 37

Separate Segmenting 1. We’re going to say the sounds in a word. Fist in the air. Put up one finger for each sound. 2. The word is sat. What word? (Signal) sat 3. First sound? /sss/ Next sound? /aaa/ Last sound? /t/ (Put up a finger as you say each sound. ) What word? (Signal) sat 4. (Repeat with 3 -4 more words. ) 5. (Repeat until firm. ) 6. (Give individual turns. ) 38

Syllables/Parts Blending 1. (hold hand up) Listen. Put these parts together to make a word: buck…et 2. (drop hand) bucket Segmenting 1. Listen. Bucket. Let’s clap and say the parts in bucket. 2. Ready. buck – et (Students clap as they say each part. ) 39

Elkonin Boxes 40

Connect to PA to Phonics a m t 41

Discussion How did it go in YOUR classroom? 1. What questions do you have about the routines since implementing them? 2. Are there any routines you want modeled? 3. Are there any routines you want to teach the group and receive feedback on? 4. Find your Reflection & Action Plan handout and record which PA routine(s) you feel the most comfortable with and which one(s) you need continued practice 42

Review and Discussion of Critical Phonics Routines 43

Phonics Instruction 1) Associate letters and sounds 2) Blend sounds/parts to read words 3) Read words to build automaticity 4) Segment and spell words (dictation) 5) Read decodable text 44

Explicit & Systematic Phonics Instruction • Highly interactive lessons in which the teacher directly teaches students how to blend sounds to form words, apply what they learn about sounds and letters to spelling words, to keep their eyes on the letters in the word in order to “sound out” the words, and to apply their knowledge of phonics as they read words and decodable text • Letter-sound correspondences are taught in a clearly defined and research-based sequence 45

1 st Grade Phonics Skills & Routines 1) Associate letters and sounds • Letter-sound correspondences & combos • Discrimination format (discriminate between new and previously learned sounds 2) Blends sounds/parts to read words • Continuous (regular words including blends) • Spelling-Focused (precorrection procedure for medial vowels, consonant/vowel digraphs) • Whole Word Reading (intro & discrim for CVCe) • Common Endings (intro & regular format) • Loop (multisyllabic words) • Irregular Words (regular format) 46

1 st Grade Phonics Skills & Routines 3) Build word reading automaticity • Transition to sight word reading 4) Segment and Spell Words • Word Dictation • Multisyllabic Word Dictation • Sentence Dictation 5) Read decodable text • High Scaffolding for Decodable Text • Low Scaffolding for Decodable Text 47

1 st Grade Phonics Skills Basic skills: Two-Syllable: • • Letter-sound correspondence automaticity Regular words (short vowels with blends) Consonant digraphs Advanced skills: • • r-controlled VCe Vowel digraphs (ay) Common endings Regular: nap kin r-controlled: for est VCe: mis take Vowel digraphs: payment • Common endings: hoping Irregular Words 48

Sequence for Regular Words Word Type VC and CVC words that begin with a continuous sound Examples it, fan VCC and CVCC words that begin with a continuous sound CVC words that begin with a stop sound CVCC words that begin with a stop sound CCVC where both initial consonants are continuous CCVC where one of the initial sounds is a stop sound dust, hand CCVCC, CCCVC, and CCCVCC clamp, scrap, strict ask, lamp cup, tin snap, fled crib, skip 49

Phonics Benchmarks Related to Critical Skills & Routines Fall NWF Goals: 27 CLS/minute, 1 WWR/minute Winter NWF Goals: 43 CLS/minute, 8 WWR/minute DORF Goals: 23 Words Correct/min, 78% Accuracy Spring NWF Goals: 58 CLS/minute, 13 WWR/minute DORF Goals: 47 Words Correct/min, 90% Accuracy 50

Discrimination Format for Letter -Sound Correspondences a f d m f t 1. When I touch under a letter, you say the sound. Keep saying the sound as long as I touch it. 2. (Point to the first letter, pause 1 -2 seconds. ) What sound? (Slide finger under letter. Hold for 1 -2 seconds if a continuous sound or for an instant if it is a stop sound. ) ffff 3. (Teacher either corrects immediately or points to the next letter. ) 4. (Repeat until firm. ) 5. (Give individual turns. ) 51

Introductory Format for Letter-Combinations light 1. This word is light. What word? (Signal) light. The underlined letters are pronounced īīīī. What sound? (Signal) īīīī 2. Again (Point to the letters. ) What sound? (Signal) īīīī 3. (Correct errors immediately and repeat until firm. ) 4. (Give individual turns. ) 52

Discrimination Format for -Combinations igh ge ai ee igh kn Letter ay igh 1. When I touch under the letters, you say the sound. Keep saying the sound as long as I touch them. 2. (Point to the first letters, pause 1 -2 seconds. ) What sound? (Signal) īīīī 3. (Teacher either corrects immediately or points to the next letters. ) 4. (Repeat until firm. ) 5. (Give individual turns. ) 53

Continuous Blending fit trap last slump 1. (Model) I’m going to sound out this word. When I touch a letter, I’ll say its sound. I’ll keep saying the sound until I touch the next letter. I won’t stop between the sounds. (Slowly slide finger under each letter. ) /ffffiiiit/ 2. (Lead & Test) When I touch a letter, say its sound. Keep saying the sound until I touch the next letter. Don’t stop between the sounds. Get ready. (Slowly slide your finger under each letter. ) /ffffiiiit/ What word? fit 3. (Repeat with remaining words until firm. ) 4. (Give individual turns. ) 54

Spelling-Focused Blending bit bath farm rain 1. (Underline the letter(s) that make the sound being taught. ) 2. (Point to the underlined letters. ) What sound? (Signal). /iiii/ 3. (Point to the word. ) What word? (Signal) bit 4. (Repeat with remaining words until firm. ) 5. (Have students reread the list without the precorrection. ) 6. (Give individual turns. ) 55

Introductory Format for Word Blending like rope mine note Whole tape 1. An e at the end of a word tells us to say the name of this (pointing to vowel) letter. 2. (Point to like. ) Is there an e at the end of this word? (Signal. ) Yes 3. (Point to the vowel i. ) So do we say the name or the sound of this letter? (Signal. ) name 4. What is the name of this letter? (Signal. ) i 5. Get ready to tell me the word. (Signal. ) like 6. (Repeat until firm. ) 7. (Give individual turns. ) 56

Discrimination Format for Whole Word Blending made sit hope like mad hop 1. Remember, an e at the end of a word tells us to say the name (point to initial vowel) of this letter. 2. (Point to make. ) Is there an e at the end of this word? Yes 3. (Point to the vowel letter. ) So do we say the name or the sound of this letter? Name 4. What is the name of this letter? (Signal. ) a 5. Get ready to tell me the word. (Signal. ) made 6. (Repeat with both example/nonexample words. ) 7. (Have students reread the list without prompting. ) 8. (Repeat until firm. ) 9. (Give individual turns. ) 57

Introduction to Words with Common Endings taping tapping 1. (Point to the p in taping. ) When there is one p in the middle of the word, you say the name for this letter. (Point to the a. ) What is the name? (Signal) a 2. This word is taping. What is the word? (Signal) taping 3. (Point to the p’s in tapping. ) When there are two p’s in the middle of the word, you say the sound for this letter. (Point to the a. ) What is the sound? (Signal) /aaa/ 4. This word is tapping. What is the word? (Signal) tapping 58

Words with Common Endings hopping hoping sunny tiny 1. (Point to hopping) How many p’s? (Signal) two 2. Will you say the name or the sound for the letter o? (Signal) sound 3. What is the sound? (Signal) /ooo/ 4. Sound out the word to yourself. (Pause) What is the word? (Signal) hopping 5. (Repeat with remaining words until firm. ) 6. (Give individual turns. ) 59

Loop rabbit forest target mistake payment 1. (Draw loops to segment the multisyllabic word into decodable chunks and underline the vowel sounds. ) 2. (Point your finger under the first part. ) What sound? (Signal). /aaaa/ What part? (Signal). /rab/ 3. (Repeat for remaining parts. ) /iiii/ /bit/ 4. (Loop the whole word. ) What word? rabbit 5. Make it a real word. rabbit 6. (Repeat with remaining words. ) 7. (Give individual turns. ) 60

Loop rabbit forest target mistake payment 1. (Draw loops to segment the multisyllabic word into decodable chunks. ) 2. *(Point your finger under the first part. ) What part? (Signal). /rab/ 3. (Repeat for remaining parts. ) /bit/ 4. (Loop the whole word. ) What word? rabbit 5. Make it a real word. rabbit 6. (Repeat with remaining words. ) 7. (Give individual turns. ) *Scaffold by first having students sound out each part using continuous blending 61

Irregular Words have 1. This word is have. What word? (Signal) have 2. Spell have. (Signal) h-a-v-e 3. What word did you spell? (Signal) have 4. Yes, have. 5. (Repeat until firm. ) 6. (Give individual turns. ) 62

Transition to Sight Word Reading light tonight hike mistake 1. Touch the first word. Sound out this word to yourself. Put your thumb up when you can say the word. (Wait most thumbs are up. ) What word? light 2. Sound out the next word to yourself. Put your thumb up when you can say the word. (Wait until most thumbs are up. ) What word? tonight 3. (Repeat with remaining words. ) 5. (Give individual turns. ) 63

Word Dictation 1. 2. 3. 4. 5. 6. 7. 8. (Say the word. ) sat (Say the word in a sentence. ) I sat in a chair. What word? (Signal) sat Fist in the air. Put up one finger for each sound. First sound? /sss/ Next sound? /aaa/ Last sound? /t/ (Put up a finger as you say each sound. ) Now say each sound to yourself as you write the word. Go. (Write the word on the board or overhead when the majority of students are finished writing the word. ) If your word does not match mine, cross it out and rewrite it correctly. (Repeat with remaining words. ) 64

Multisyllabic Word Dictation 1. 2. 3. 4. 5. 6. 7. 8. (Say the word. ) rocket (Say the word in a sentence. ) The rocket took off. What word? rocket Fist in the air. Put up one finger for each part. First part? /rock/ Last part? /et/ (Put up a finger as you say each part. ) Now say each part to yourself as you write the word. Go. (Write the word on the board or overhead when the majority of students are finished writing the word. ) If your word does not match mine, cross it out and rewrite it correctly. (Repeat with remaining words. ) 65

Sentence Dictation 1. 2. 3. 4. 5. 6. Teacher says a sentence. Students repeat the sentence. Teacher dictates the first part of the sentence. Students repeat the first part of the sentence. Students write the first part of the sentence. Teacher moves around the classroom and monitors student work. 7. Teacher dictates the second part of the sentence. 8. Students repeat the second part of the sentence. 9. Students write the second part of the sentence. 10. Students reread their sentence and check the spelling of the words. 11. Teacher gives feedback on each word. 66

Reading Decodables (High Scaffolding) 1. We are going to read the story together. Touch the first word in the sentence. 2. Move your finger under the sounds and say the sounds to yourself. (Pause up to 3 seconds) What word? (Signal) (Repeat for remaining words in sentence. ) 3. (If students need more wait time than allowed or make an error, go back to the beginning of the sentence. ) 4. (Repeat with remaining words/sentences. ) 5. (Reread the story and ask a couple of text dependent questions. If in a small-group, call on individual students to read. If in a large group, reread chorally at a moderate. ) 6. (Have students partner read one page at a time. As they read, walk around and listen to individuals. ) 67

Reading Decodables (Less Scaffolding) 1. Have students whisper read the story independently. Monitor and give feedback. 2. Choral read the story. Pause and signal for students to sound out (in their head) the words containing the targeted sound-symbol correspondences. Focus on accuracy! 3. If students need more wait time than allowed or make an error, go back to the beginning of the sentence. 4. Reread the story, asking text dependent questions. If in a small-group, call on individual students to read. If in a large group, reread chorally. 5. Have students partner read one page at a time. Focus on expression. Monitor and give feedback. 68

Discussion How did it go in YOUR classroom? 1. What questions do you have about the routines since implementing them? 2. Are there any routines you want modeled? 3. Are there any routines you want to teach the group and receive feedback on? 4. Find your Reflection & Action Plan handout and record which AP/Phonics routine(s) you feel the most comfortable with and which one(s) you need continued practice 69

3. 0 Use an Outcomes-Driven Model to Guide Whole & Small-Group Core Phonemic Awareness & Phonics Instruction 70

Planning Tier 1 Instructional Supports Differentiation during Tier 1 instruction is anchored in core instruction Small skill-based groups result in improved academic achievement 71

General 90+ Minute Reading Block • Minimum of 30 -45 minutes of whole-group instruction (big ideas of reading) + • Minimum of 45 -60 minutes of *small-group differentiated instruction (related to core instruction) and **practice stations * Homogeneous scaffolded instruction targeted to students’ specific instructional needs in order to have access to and increase the probability of understanding and demonstrating mastery of the core curriculum ** May be heterogeneous 72

Emphasis of Big Ideas K 1 st Phonemic Awareness Blending & Seg Phonics Sounds/ Basic Phonics Fluency Sounds & Words Vocabulary Comprehension 2 nd 3 rd 4 th 5 th Spelling Dictation Advanced Phonics & Multisyllabic Multi. Syllabic & Word Study Words & Connected Text Listening & Reading 73

Outcomes Driven Model 1) Identify need for support 2) Validate instructional needs 3) Analyze data to plan and implement core whole & small-group instruction 4) Evaluate individual student progress 5) Review overall instructional support 74

Question(s) Data Identify Which students may need Classroom Report support? Validate Are we confident that the identified students need support? Progress Monitoring Probes, Classroom Performance What is the plan of Plan/ Implement support for each student, Initial Grouping Suggestions, Student including goals and booklets, additional progress monitoring data? diagnostic assessment Evaluate Is the support effective for Student Progress individual students? Monitoring Report Review Have identified students met their goals? Student Progress Monitoring Report & Effectiveness of Instructional Support 75

Outcomes-Driven Model Dynamic Measurement Group 76

1) Identify 1. Which students are below or well below the benchmark goal for the DIBELS Composite Score? 2. Which students are below or well below the benchmark goal on one or more of the DIBELS Next Measures at this time of year? 3. Are there any other students you are concerned about (e. g. , those just above the cutoff, those who perform inconsistently in class)? 77

Outcomes-Driven Model Dynamic Measurement Group 78

2) Validate 1. Are we reasonably confident the student needs instructional support? – Rule out reasons for unexpected performance: bad day, task confusion, ill, shy, error in administration or data entry 2. What data can be used to validate need? – Repeat DIBELS Next assessments using progress monitoring problems – In class performance and results from other formative and summative assessments 79

Activity • Examine data to determine if any students needs external validating • Write those names under “Needs Validating” on Reflection & Action plan This should happen PRIOR to sorting students into instructional groups 80

Outcomes-Driven Model Dynamic Measurement Group 81

3) Plan & Implement Instructional Grouping Sheets are based on two key indicators that relate to the critical skills BOY PSF NWF-CLS MOY DORF - WC NWF-WWR EOY DORF - WC NWF-WWR BOY – Beginning of Year MOY – Middle of Year EOY – End of Year 82

Use Grouping Sheets to Inform Whole-Group Instructional Needs 1. Do a large number of students in the class fall in any of the instructional grouping recommendations other than group 1? 2. If yes, which group(s)? 3. What is the instructional focus for the group(s)? 4. Is the number large enough to consider supplementing core instruction to address the corresponding skills? 83

Use Grouping Sheets to Inform Small-Group Instruction • Instructional groupings should be dynamic and flexible • May need additional info for placement and/or revise groups based on other data • Large groups should be subdivided • Students in the same group may not have the same instructional needs – thinking and problem solving are required! Did they not meet benchmark because they were inaccurate or because they were accurate but slow? Should divide into two subgroups based on these factors 84

Use Benchmark Booklets to Inform Small-Group Instruction • A helpful tip is to analyze response patterns from student booklets • PSF • NWF • DORF • May need further diagnostic assessment like DIBELS DEEP • Especially for those students who need Tier 2/3 supports in order to plan instruction matched to specific needs 85

Common PSF Response Patterns • • Repeats word Makes random errors Says initial sound only Says onset time Does not segment blends Add sounds Makes specific errors on consistent sounds 86

Common NWF Response Patterns • • • Says correct sounds out of order Makes random errors Says correct sound, does not recode Says correct sounds, recodes out of order Says correct sounds, recodes with incorrect sounds Says correct sounds and correctly recodes Doesn’t track correctly Tries to turn nonsense words into real words Makes consistent errors on specific letter sounds 87

Common DORF Response Patterns • Reads with appropriate phrasing, expression, and observed punctuation • Self-corrects/monitors meaning • Shows automaticity on reread words • Uses effective decoding strategies • Errors preserve passage meaning • Frequent errors on high frequency words (e. g. , I, was, and the, said, etc. ) • Frequent errors on irregular words • Frequently omits words or letters • Frequently adds words or letters 88 • Skips lines

Core Program Materials • If using a scientifically based core curriculum, examine the supplemental resources for enrichment and reteaching when planning small-group differentiated instruction • Check to ensure the critical skills are being targeted in the lessons • Examine lessons to see if they need to be intensified through the use of explicit instructional routines 89

Instructional Delivery • Need to also examine: • How much time is small group instruction? • How frequent is instruction? • How explicit is instruction? • Is instruction systematic? • Are there frequent opportunities for students responses and feedback? 90

Planning Activity 1. Transfer names from Initial Grouping sheets to the Small-Group column (split if groups are large and/or based on accurate but slow vs inaccurate skills) 2. Highlight skills in the Focus of Instruction column to target for the next week during smallgroup instruction 3. Examine next set of slides and revisit core routines for instructional material suggestions and then highlight what you will use in the Instructional Materials column for small-group instruction 4. Write in other resources you have that you plan to use under Instructional Materials 91

*Supplemental Routines Phonemic Awareness • Phonological awareness blending, isolating, and segmenting (see above) • Smooth segmenting (phonemic awareness) • Extra scaffolding for making phonemic awareness concrete & connecting to phonics Phonics • Heavily scaffolded sound by sound, continuous (on next slide), spelling-focused, and loop blending *In addition to pre/reteaching of current skills in a smaller group with guidance and feedback) 92

Blending on Worksheets 1. Everybody, touch the big ball of the arrow for the first word. Students touch ball of first arrow. 2. We are going to sound out the word. When I clap, touch the first little dot and say the sound above it. Keep saying it until I clap again, then move your finger and say the next sound. Don’t stop between sounds. 3. Get ready. (Pause for 1 second, then clap. ) Students say sound while pointing to the dot under the first letter. (After 1 second, teacher claps for next sound, and so on. ) Students continue to say the sounds without stopping between them while moving their finger to the next dot. 4. What word? (Signal) Students say the word at a normal rate while sliding their finger along the arrow. 5. Touch the big ball of the next arrow. (Teacher repeats routine for remainder of words. ) 93

What are my other students doing while I am teaching a small-group? 94

Ideas & Resources • Dependent on resources (parent volunteers, paraprofessionals, etc. ) • Practice Stations that review, reinforce, or extend previously taught skills (must teach and model procedures for practice stations) • Partner work • Independent work • Florida Center for Reading Research http: //www. fcrr. org/Curriculum/student. Center Activities. shtm 95

Word-Work/Practice Stations • Write/build words with rimes/endings • at (bat, cat) / ing (ring, sing) • Sorting words or pictures • • • /a/ and /e/ words or /ai/ and /ay/ words Pictures into groups with the same vowel sound Highlight and/or write words with targeted phonics skills in decodable • Elkonin Boxes with letter sounds • See picture/segment sounds • Partner reading of decodables 96

Outcomes-Driven Model Dynamic Measurement Group 97

4) Evaluate Student Progress • Monitoring student progress towards the instructional objectives and goals is the most effective and efficient way to determine if the instructional plan is working to improve student outcomes • Progress monitoring assessments should be sensitive to student growth over time so teachers make data-based decisions about the effectiveness of instruction and rate of student learning 98

Discussion Discuss the following with you partner: 1) Are you currently using progress monitoring within your school? 2) If so, how? 3) How does progress monitoring data get used in your school? 4) What issues are you currently experiencing? 99

Steps for Progress Monitoring 1) Select students for progress monitoring 2) Determine which DIBELS Next progress monitoring probes to use 3) Set appropriate goal(s) 4) Determine frequency of progress monitoring 5) Evaluate progress toward goal and modify instruction as needed 100

Select Students for Progress Monitoring • Those who scored below or well below the benchmark goal are candidates for progress monitoring • If there a large number of students below the benchmark, work on improving core instruction and carefully select the students who will be monitored (given current resources and time available) 101

Activity • Using your Classroom Report, review students who are in need of instructional support and determine who are in need of progress monitoring • Share your rationale with your partner • List their names on your Reflection & Action Plan 102

Determine which DIBELS Progress Monitoring Probes to Use • Progress monitoring materials need to be sensitive to growth • Not too easy • Not too difficult • Generally, progress monitor with the materials that match the lowest basic early literacy skill that the student has not yet mastered 103

Activity Carter is a student in the winter of first grade: What should be used for progress monitoring? DORF-WC 27 DORF-A 73% NWF-WWR 6 NWF-CLS 35 Benchmark Below Benchmark Note: PSF in BOY was above benchmark 104

Outcomes-Driven Model Dynamic Measurement Group 105

5) Review Overall Instructional Support How Effective is our Core Instruction? A Core Program is effective if it: • Meets the needs of at least 80 -90% of all students in kindergarten • At least 95% of students in the Low Risk range maintain their Low Risk status throughout the school year 106

Review Please put the following tasks in the correct sequence: a) Determine who, how often, when, and what skills should be progress monitored b) Complete initial instructional grouping sheets c) Identify students who may be at risk d) Review overall instructional effectiveness of instruction twice per year in the winter and spring e) Validate scores, retest if needed f) Teach core instruction (whole & small group) g) Decide if and how to supplement whole- group core instruction h) Plan for small-group instruction i) Evaluate PM data, adjust instruction if needed 107

End of Day Evaluation 108

2 -Part Evaluation • Retrospective Self Assessment • Feedback on the Session. . . both using the responders 109

Rate your knowledge / skills / competence for the following items this afternoon at 3: 20 p. m. 110

Rate your knowledge / skills / competence for the following items this afternoon at 3: 20 p. m. 1. I can explain why strong core reading instruction is integral within a multi-tier system of supports. 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. 111

Rate your knowledge / skills / competence for the following items this afternoon at 3: 20 p. m. 2. I can name the phonemic awareness and phonics instructional routines that should be emphasized during core instruction in the fall, winter, and spring. 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. 112

Rate your knowledge / skills / competence for the following items this afternoon at 3: 20 p. m. 3. I can describe the five steps in an outcomes-driven model. 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. 113

Rate your knowledge / skills / competence for the following items this afternoon at 3: 20 p. m. 4. I have the tools to use an outcomesdriven model to guide and inform my core reading instruction. 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. 114

Rate your knowledge / skills / competence for the following items this morning at 9: 00 a. m. 115

Rate your knowledge / skills / competence for the following items this morning at 9: 00 a. m. 1. I can explain why strong core reading instruction is integral within a multi-tier system of supports. 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. 116

Rate your knowledge / skills / competence for the following items this morning at 9: 00 a. m. 2. I can name the phonemic awareness and phonics instructional routines that should be emphasized during core instruction in the fall, winter, and spring. 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. 117

Rate your knowledge / skills / competence for the following items this morning at 9: 00 a. m. 3. I can describe the five steps in an outcomes-driven model. 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. 118

Rate your knowledge / skills / competence for the following items this morning at 9: 00 a. m. 4. I have the tools to use an outcomesdriven model to guide and inform my core reading instruction. 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. 119

Feedback on the Session 120

1. Today’s learning was a valuable use of my time. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help Mi. BLSi and presenters know whether the day was valuable to participants and a good investment of the resources invested. 121

2. I am leaving with tools and strategies to successfully complete the next steps (assignments, communication, activities) that were identified in today’s session. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help Mi. BLSi and presenters gauge whether the training/session is likely to result in implementation / application of the information. 122

3. The content included clearly defined outcomes for the day. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help Mi. BLSi and presenters know when the session goals need to be made clearer in the content or provided more clearly by the presenter(s). 123

4. The content and activities are well aligned with the goals and priorities of my District. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help Mi. BLSi and presenters to know if there was a good match between the session content and district goals/ priorities/ needs. 124

5. The trainer(s) presented the content in such a way that promoted active engagement, opportunities for processing, and time for participants to work together. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help Mi. BLSi and presenter(s) know whether the presenter(s) needs to use more strategies for active engagement and whether the content needs to facilitate this better. 125

6. The pacing and amount of material presented were appropriate for the time allocated. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help Mi. BLSi and presenters know how to adjust pacing and amount of content provided in the future. 126

7. The materials for the day facilitated my learning. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help Mi. BLSi and presenters know whether the quality, number, and organization of materials and handouts was appropriate. 127

8. The training space was acceptable for learning (comfortable temperature, good working space, functional technology). 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help Mi. BLSi make future decisions about training/ conference space reservations, room design, available technology. 128

Please take a moment to provide written feedback. Forms are provided at the back of your participant workbook. • The most valuable part of this session was. . . • This session could be improved if. . . 129

130

STATEMENT OF COMPLIANCE WITH FEDERAL LAW The Michigan Department of Education (MDE) complies with all federal laws and regulations prohibiting discrimination, and with all requirements of the U. S. Department of Education (USED). STATEMENT OF FUNDING This document was produced and distributed through an Individuals with Disabilities Education Act (IDEA) Mandated Activities Project (MAP) for the Michigan’s Integrated Behavior and Learning Support Initiative (Mi. BLSi) awarded by the Michigan Department of Education (MDE). The opinions expressed herein do not necessarily reflect the position or policy of the MDE, Michigan State Board of Education (SBE) or the U. S. Department of Education (USED), and no endorsement is inferred. This document is in the public domain and may be copied for further distribution when proper credit is given. COMPLIANCE WITH TITLE IX Title IX of the Education Amendments of 1972 is the landmark federal law that bans sex discrimination in schools, whether it is in curricular, extra-curricular or athletic activities. Title IX states: “No person in the U. S. shall, on the basis of sex be excluded from participation in, or denied the benefits of, or be subject to discrimination under any educational program or activity receiving federal aid. ” The Michigan Department of Education (MDE) is in compliance with Title IX of the Education Amendments of 1972, as amended, 20 U. S. C. 1681 et seq. (Title IX), and its implementing regulation, at 34 C. F. R. Part 106, which prohibits discrimination based on sex. The MDE, as a recipient of federal financial assistance from the U. S. Department of Education (USED), is subject to the provisions of Title IX. The MDE does not discriminate based on gender in employment or in any educational program or activity that it operates. State Board of Education John C. Austin, President Casandra E. Ulbrich , Vice President Nancy Danhof, Secretary Marianne Yared Mc. Guire, Treasurer Richard Zeile, NASBE Delegate Kathleen N. Straus Daniel Varner Eileen Lappin Weiser Ex-Officio Rick Snyder, Governor Michael P. Flanagan, Superintendent of Public Instruction For inquiries and complaints regarding Title IX, contact: Ms. Norma Tims, Office of Career and Technical Education, Michigan Department of Education, Hannah Building, 608 West Allegan, P. O. Box 30008, Lansing, MI 48909. 131

Lunch Time Activity Using your Reflection & Action Plan handout, discuss with your table partners: • Which phonemic awareness & phonics routines you feel the most comfortable with • Which routines you need more practice with Consider asking a colleague to be your “accountability buddy” and set up a time to practice in the next seven days 132