Secondary Reading Plan for Struggling Readers 20072008

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Secondary Reading Plan for Struggling Readers
2007-2008

• Tuesday, December 4, 2007
• Cheryl A. Young, Ph.D.
• Barbara Tobias
• Reading Division
• OSPI

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Purpose of SRPfSR

• Develop a statewide cadre of schools working in
  partnership with OSPI to increase percent of high
  school students who pass the Reading WASL.

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Year 1 (2007-2008)

• Provide professional development (PD) and site
  visit support to 10 schools who have high numbers
  of students who scored at Level 1 on the Reading
  WASL
• Invite 15 additional high schools to participate
  in the PD cycle
• Provide PD in reading content, instructional
  practices, assessment, and effective reading
  systems (six sessions)
• Collect data from participating schools to
  document student performance (optional for 15
  additional schools)

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Year I Cycle
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Purpose and Objectives of Today

• Review fluency data
• Address the administration of the Woodcock
  Reading Mastery Test-Revised (WRMT-R)
• Identify effective intervention reading programs
  using a rigorous selection process
• Continue gap analysis and action plans
  assessment, intervention and instruction

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Housekeeping

• Travel, lodging, substitutes funded by district
• OSPI pays for breakfast, lunch and parking
• Next meeting February 13, 2007 Yakima Convention
  Center
• Return CD with fluency data
• January Conference January 29, 30 and 31
• International Dyslexia Association October
  29-November 1, 2008 in Seattle

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Fluency Results
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Fluency Data

• Data from 12 schools
• Mix of Level 1 and Level 2
• All grades
• 367 students
• 187 students read at 4th grade level or below on
  a 4th grade reading passage
• 180 students read above the 4th grade level on a
  4th grade reading passage

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Fluency Data

• Range 25 WCPM to 200 WCPM on a 4th grade
  reading passage
• End of 4th grade norm is 123 WCPM
• Mean for all students is 121 WCPM

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High School in Washington

• See document camera

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Your School

• Count number of students who read at 4th grade
  level or below.
• Identify rate vs. accuracy problems
• If the student reads with 95 accuracy (95 out of
  100 words read correctly), then the difficulty is
  most likely fluency only.
• If the student reads with less than 95 accuracy,
  then the difficulty is most likely decoding.

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Talk with Table

• Summarize fluency results
• Discuss possible system interventions
• Discuss possible individual student interventions

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Fluency Progress Monitoring
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See New and Improved HS

• Document camera

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Other considerations

• What are other variables to consider when
  analyzing the data?
• (write on board)

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Four Possible Types of Students(as seen in LETRS
Modules 10)
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Four Possible Types of Students
Fluency difficulties may exist within any
section.
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Assessment
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Cycle of Teaching
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Types of Assessment under RTI

• Universal Screening Identify students at risk
  for reading failure
• Progress Monitoring Determine if students are
  learning critical skills at an adequate rate
• Diagnostic or Targeted Identify specific skills
  that will be targeted with intervention
• Outcome Evaluate the effectiveness of the
  reading instruction for meeting reading goals for
  all children
• Florida Center for Reading Research

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Additional Assessments

• Norm-referenced or norm-based informs the
  teacher how the student performs compared to
  his/her national grade level peers.
• Curriculum based helps to determine how the
  student is performing on specific school or class
  curriculum or skills.
• Progress monitoring can be norm-based and
  curriculum based.

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Woodcock Reading Mastery Test-Revised

• 7 minutes
• With your tablemates, peruse the Examiners
  Manual, Test Books, ASSIST, and protocol
• Explain purpose of each
• Identify some sections and explain structure or
  what you think is the structure

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Reported Scores

• Raw Score total number of items scored as
  correct
• By itself, is usually meaningless
• On standardized, norm-reference tests, raw scores
  are typically converted into standard scores,
  percentiles, grade equivalents, and/or stanines.

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Standard Scores

• Standard Score
• Most standardized, norm-reference tests
• Mean of 100 SD of 15
• Abbreviation - SS
• If a child scores a 100SS on the WISC-III and
  scores 1.5 SD below the mean in reading or
  78SS, there is often cause for concern

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Normal Distribution
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Percentile

• On a standardized, norm-referenced test
• Raw scores are converted into standard scores and
  percentiles.
• Given a mean of 100 and SD of 15, a percentile of
  50 correlates to a standard score of 100.
• If a child falls at the 12th percentile on Word
  Attack (WJ-III), that means that 88 of his peers
  scored as well as or better than he did on that
  test.

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Grade Equivalent

• On a standardized norm-reference test
• Average scores on a particular test for students
  who are at the same grade level (often age scores
  are provided)
• Grade equivalent scores tell you how a student in
  that grade performed compared to his/her grade
  level peers.
• GE scores are often reported as grade plus months
  (e.g., 5.2 the student scored at Grade 5, 2
  months)

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GE Cautions

• GE scores DO NOT tell you that a 2nd grader reads
  as well as a 6th grader.
• Concerns about achieving below grade level are
  quite varied, depending upon grade level and type
  of skill.
• E.g., We are NOT concerned about a 12th grader
  who spells at the 8th grade level
• We are VERY concerned about a first grader who
  scores at 1.0 GE in May.

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Composite Scores

• Includes the compilation of sub-test scores.
• Sub-tests are not individually normed.
• E.g., WISC-III or CTOPP
• Must include 2-5 sub-test scores to derive a
  composite score
• Sub-test scores are often reported on a scale of
  1-10 (stanine)

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Assessment List for SRPfSR

• Read Naturally Benchmark Assessor
• Grade 4 passages A, B, and C
• Woodcock Reading Mastery-Revised (WRMT)
• Letter-Word Identification
• Word Attack
• Passage Comprehension
• We recommend you evaluate other assessments that
  might provide you with information specific to
  your student population (see Diagnostic
  Assessment Guide coming soon!)

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Break-out Groups
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General Procedures

• With a partner, share general assessment
  procedures
• 2 minutes

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General Procedures

• Examiners who administer any norm-referenced test
  should have formal training in assessment
• Read and study the manual
• Practice the administration of the test (at least
  3 people).
• Practice scoring.

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General Procedures

• In general, administer the tests in the order in
  which they appear.
• Administer the practice items.

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General Procedures

• Engage in small talk to increase the comfort of
  the examinee however, limit your time.
• Have all necessary materials.
• Complete the protocol.
• Administer test in quiet, comfortable area.
• Feedback Provide feedback on practice items.
  Respond with objective comments during test
  items. Some tests allow feedback to ensure an
  understanding of the task.

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General Procedures

• Sit where you can see pointing responses.
• Stop testing if student is tired or off-task
• If there is a reason to believe that the results
  are invalid, destroy protocol and test at another
  time
• If there are areas of the test that results are
  questionable, note on protocol (e.g., student is
  identified as ELL)
• Maintain confidentiality

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Test Result Interpretation

• In general, scores below the 25 indicate at risk
  for reading failure
• Fuchs (year?) suggests using the 32 as a yellow
  flag and monitoring those students
• Most importantly, assessment results are tools to
  help qualified, knowledgeable people make sound
  instructional decisions
• Results from one test are only that one
  contributing piece of information to a whole
  picture

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How can the results of the WRMT be useful for
high schools?
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Child Study Team

• ensure that vision, hearing, medical issues are
  ruled out and then gather
• all assessment data
• student work samples
• teacher input (include progress monitoring from
  general education class)
• family member and student input
• language background information
• instructional setting/observation
• school history

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Woodcock Reading Mastery Tests-Revised

• Norm-referenced test
• Administer three tests
• Test 3 Word Identification (WI)
• Test 4 Word Attack (WA)
• Test 6 Passage Comprehension (PC)
• Two forms G and H (G in December, H in May)
• Read the Examiners Manual

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Word Identification

• Measures the ability to read single words in
  isolation
• Highly correlated to a learning disability in
  reading
• Suggested starting point is approximate grade
  level however, you may want to start at what you
  believe is the students instructional level
• Use 1 or 0 to indicate score

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Word Identification

• Basal Must read six consecutive words correctly.
  
• Ceiling six consecutive missed words
• During administration, have the student read the
  entire page even if s/he has missed six
  consecutive words
• Students receive credit for words read correctly
  past the ceiling (see page 22 of Examiners
  Manual)

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Word Identification

• With a partner, read each word out loud
• Make sure you are able to pronounce all words in
  this section
• Summarize the purpose of this test.

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Word Attack

• Measures the ability to decode single nonwords
  (pseudo-words) in isolation accurately
• Highly correlated to phonological processing
  deficits
• All examinees begin with Item 1.
• Ceiling six (6) consecutive missed words
• Examinee receives credit for missed words past
  ceiling.
• Score 1 or 0
• You must know how to pronounce all words

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Word Attack

• Turn to your partner
• Each take turns or read every other one
• Read all words out loud
• Summarize the purpose of this test.

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Word Attack

• See Sound Category
• Numbers on right indicate error type
• E.g., misses Item 11. Says, glake
• Go to numbers 26, 28, and 9 on page 9 of Protocol.

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Passage Comprehension

• Measures the ability to complete a cloze
  sentence.
• Has high content validity correlates to reading
  comprehension.
• Ceiling misses six (6) consecutive items
• Score 1 or 0
• Examinee receives credit for missed words past
  ceiling.

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Summary

• Explain how each test or data of all three tests
  will help you with placement and/or instructional
  decisions.

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Test Scoring

• Complete the protocol
• Can use computer software to enter and calculate
  data (yea!)
• See Protocol front page

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Summary of Scores

• Raw Score
• Grade Equivalent/Age Equivalent
• Relative Performance Index
• W Score
• Percentile
• Standard Score
• SEM Confidence Bands

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Grade 9.4, age 14-6Grade Based Norms
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Interpretation of Ima

• Based upon Imas fluency and WRMT scores, what
  conclusions might you draw?
• We do not have other sample items, but how do you
  think Ima is performing on spelling? writing?
  oral language?
• What recommendations would you make?

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Your Students

• Think of a student in your school who is a
  struggling reader. Estimate how that student
  might perform on the WRMT.
• Explain to your school group the students
  strengths and need areas.
• What other information do you need?

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Submit Assessment Template

• Fluency
• WRMT-R
• Administration Dates December 10-21
• Due by mail January 18, 2008
• Collect your CD from Cheryl
• See template

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Data Entry for Level 1

• Use NEW templates
• One template for fluency
• One template for WRMT-R
• Follow same sequence of data entry for December
  as you did for October students should be in
  same sequence
• If you entered Level 2 data, maintain assessment
  and data collection

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Data Entry Fluency

• Enter NEW data on Fluency chart
• M or F
• Race/Ethnicity
• Sp. Ed.
• WCPM
• Errors
• Median score

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Data Entry for WRMT-R

• Follow Examiners Manual
• Enter by Grade Level and for December
• TEST 3 Word Identification
• TEST 4 Word Attack
• TEST 6 Passage Comprehension
• Raw score (December)
• Percentile ()
• Standard Score (SS)

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Possible Formal Assessments

• GORT-4 Gray Oral Reading Test
• CTOPP -Comprehensive Test of Phonological
  Processing
• TWS-4 Test of Written Spelling
• DESD (Decoding-Encoding Screening for Dyslexia
  Pro-Ed)
• TOSWRF (Test of Silent Word Reading Fluency)

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Informal Assessments

• Sound check list (may be used as progress
  monitoring)
• Dolch Word List
• San Diego Quick Assessment
• Yopp-Singer Test of Phoneme Segmentation
• Analytical Reading Inventory (Woods and Moe)
• Qualitative Reading Inventory (QRI) (Lauren
  Caldwell)
• CBM/CBA

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Intervention Programs
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Five essential components of reading

• Effective intervention programs must include
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
• Five components must be integrated into a
  coherent instructional design.
• Program should be supported by scientifically
  based research

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Coherent Design

• Explicit instructional strategies
• Coordinated instructional sequences
• Ample practice opportunities
• Aligned student materials
• Assessment for diagnosing student needs and
  measuring progress
• Provide professional development

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What is SBRR?

• Scientifically based reading research
• Employs systematic, empirical methods that draw
  on observation or experiment
• Involves rigorous data analyses that are adequate
  to test the stated hypotheses and justify the
  general conclusions drawn

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What is SBRR?

• Relies on measurements or observational methods
  that provide valid data across evaluators and
  observers and across multiple measurements and
  observations
• Has been accepted by a peer-reviewed or approved
  by a panel of independent experts through a
  comparably rigorous, objective and scientific
  review

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Intervention Programs for Decoding

• Language! (Sopris West)
• Lindamood-Bell (Lindamood)
• Orton-Gillingham (EPS)
• Wilson Reading (Wilson Language)
• Slingerland
• Corrective Reading (SRA)
• others

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Some other intervention programs/materials

• Fluency
• REWARDS (Sopris West)
• Jamestown Readers (Jamestown)
• Vocabulary
• See EPS Pub.Co.
• Comprehension
• Edge (ESL) (Hampton-Brown)
• Corrective Reading (SRA)

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Remember to addressall literacy skills

• Oral language
• Phonemic awareness
• Phonics
• Word recognition
• Fluency
• Vocabulary
• Comprehension
• Spelling
• Handwriting
• Written expression

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There are worse crimes than burning books.One
of them is not reading them. Joseph Brodsky