Who can take tomorrow Dip it in a dream Separate the sorrow and Collect up all the cream the candy m

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Who can take tomorrowDip it in a
dreamSeparate the sorrowand Collect up all the
cream the candy man can . . .
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The Public Health Triangle
5
15
80
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What Hurts?

• lessons from the medical model

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The doctor asks before he/she prescribes . .

• What is wrong what hurts?
• What are the symptoms?
• How long have the symptoms been there?
• Have you taken anything to try to help?
• Are you allergic to any medications?

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(No Transcript)
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I cant read . . .
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Is I dumb?
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She hurts no one asked the questions
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The Research
Report of the National Reading Panel (NICHD,
2000) Put Reading First (Partnership for
Reading, 2001) Adolescents and Literacy
(Alliance for Excellent Education, 2003) Reading
Next (Alliance for Excellent Education, 2004)
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What is 98.6?

• Alphabetic Principal
• Phonemic Awareness
• Vocabulary
• Fluency
• Comprehension

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The DIBELing reading heart beat

• Grade 1 - 40 wpm
• Grade 2 - 90 wpm
• Grade 3 - 110 wpm
• Grade 4 - 118 wpm
• Grade 5 - 124 wpm
• Grade 6 - 125 wpm

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The Hard Facts

• Reading level in first grade is a good predictor
  of high school reading achievement.
• One out of every four 12th grade students read
  below the basic level (NAEP).
• Proportion of students beyond 3rd grade who
  cannot read well enough to participate in grade
  level work is between 60 and 70 percent (Moats,
  DC).
• The rate of adult literacy - reading below 4th
  grade level is 37, the highest in the nation
  (Moats, DC).

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Struggling Readers the symptoms

• Reading is labored and unsatisfying
• Vocabulary is often unfamiliar and not understood
• Academic book language is difficult to understand
• Comprehension declines
• Poor spellers
• Poor writers
• Demonstrate weaknesses in phonological
  processing, word recognition speed and accuracy

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Last week our teacher said we were going on a
field trip to the fish hatchery. She gave us
permission letters to take home to be signed by
our parents before we could go. (34) _____ when
our _____ seen ____ ____ going in a _____
_____to the _____ ______. She _____ ____ ______
slips to _____ home to be ______ by ______
______ but we can go. (10)
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The RED FOLDER
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Where does it hurt? Our version of the doctors
questions.

• Whats wrong (learning/behavior or both)?
• What are the symptoms?
• How long has the problem existed?
• What has been tried? For how long?

• Be specific
• Be specific bring work samples and assessments
• Check records, etc.
• Talk with family
• PRIM, modifications, variety of resources

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In Jeopardy . . . .

• The right questions must be asked or else the
  contestant loses.

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Reading Diagnosis

• DIBELS (http//dibels.uoregon.edu)
• Running Record
• Vocabulary lists (Dolch)
• Tape recorded sample
• HM Theme (Unit Tests)
• Spelling Assessments
• Writing samples related to reading responses

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Reading Prescription for Keesha

• Listen to tape recorded DOLCH words for ten
  minutes a day check progress weekly.
• Partner with a buddy reader during free reading
  time.
• Teach short vowel pattern words using
  multisensory methods am, at, ag, ad, etc.
• Provide notebook for writing pattern words and
  sentences. Check progress by spelling test and
  sentence dictation weekly.
• Next scheduled SST meeting 4 weeks

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Your turn . . . .

• Think of a Red Folder student at your school.
• What type of information would the SST team want
  to see/need to see to help identify the symptoms
  of the problem?
• What questions would the SST team ask?
• What prescription (ABIS) would the SST team write
  for this student?
• How would the team support the teacher with
  implementation?
• How would the team check to make sure that the
  prescription is working?

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Who can help the childrenGive them true
concernFind a way to close the gapandTeach
them how to learn the sst can
. . .