Winston-Salem / Forsyth County Schools

1. Winston-Salem / Forsyth County Schools 2013-2014

2. Probes

3. Common Core

4. DIBELS Composite Score(replaces the Instructional Recommendation) • Green (At or Above Benchmark)- odds are in favor of student achieving later reading outcomes if s/he continues to receive core classroom instruction that is research-based • Yellow (Below Benchmark)- future reading outcome of student is harder to predict and should receive carefully targeted additional support and progress monitoring • Red (Well Below Benchmark)- student is unlikely to achieve subsequent reading goals without receiving additional, targeted instructional support. This support is something more or in addition to the core curriculum

5. DIBELS Composite Score(replaces the Instructional Recommendation) • Green (At or Above Benchmark)- odds are in favor of student achieving later reading outcomes if s/he continues to receive core classroom instruction that is research-based • Yellow (Below Benchmark)- future reading outcome of student is harder to predict and should receive carefully targeted additional support and progress monitoring • Red (Well Below Benchmark)- student is unlikely to achieve subsequent reading goals without receiving additional, targeted instructional support. This support is something more or in addition to the core curriculum

6. DIBELS Composite Score(replaces the Instructional Recommendation) • Green (At or Above Benchmark)- odds are in favor of student achieving later reading outcomes if s/he continues to receive core classroom instruction that is research-based • Yellow (Below Benchmark)- future reading outcome of student is harder to predict and should receive carefully targeted additional support and progress monitoring • Red (Well Below Benchmark)- student is unlikely to achieve subsequent reading goals without receiving additional, targeted instructional support. This support is something more or in addition to the core curriculum

7. Benchmark Goals

8. Assessment Calendar

9. On-line Tutorials

10. Letter Naming Fluency (LNF) • Phonics • Letter knowledge and rapid naming ability • Assessed beginning of Kindergarten through the beginning of First Grade • One minute timed task

11. First Sound Fluency (FSF) • Phonemic Awareness • Beginning sound identification tasks • Assessed through mid kindergarten • About 3 minutes to administer

12. Phoneme Segmentation Fluency (PSF) • Phonemic Awareness • Breaking 3 and 4 phoneme words into individual sounds • Assessed Mid-Kindergarten through the BOY of First Grade • One minute timed task

13. Nonsense Word Fluency (NWF) • Alphabetic Principle • Breaking 3 and 4 phoneme words into individual sounds • Assessed Mid-Kindergarten through the beginning of Second Grade • One minute timed task • Two scores- CLS and WWR

14. Dibels Oral Reading Fluency (DORF) • Fluency of all skills applied to reading • Accuracy and speed in oral reading of grade level passages • Assessed mid First Grade through end of Third Grade • Three one-minute timed passages

15. Dibels Oral Reading Fluency (DORF)

16. DAZE • Word-recognition skills • Background information and prior knowledge • Familiarity with syntax and morphology • Cause-and-effect reasoning skills • Group administered • Three minutes

17. Manually Recording DAZE scoresinto mClasshome

18. TRC Text Reading Comprehension

19. Preparing for Testing Read the Books in the Kit

20. Preparing for Testing • Use DIBELS Next scores, previous literacy data, and teacher judgment to “guess” the child’s instructional reading level. • Kindergarten- Start with Reading Behaviors* • First Grade- NWF- WWR and end of year K level • Second Grade- DORF and end of year 1st level • Third Grade- DORF and end of year 2nd level • First through Third- have students read a short passage and respond in writing to a TRC type question. • Use all of this information to “predict” the reading level to start assessment • Prepare a list of students and their levels

21. Assessment Materials • Benchmark Books • Ipad mini • Written Comprehension Question Sheets- Levels F-U • Pencils

22. Reading Behaviors • Kindergarten starts here • 5 out of 6- student moves to level B • 4 or less- student moves to Print Concepts • Basic reading behaviors • Title • Word Match • Left to Right Directionality • Return Sweep • Maintains Language Pattern • Uses Picture Support

23. Print Concepts • Book and Print Awareness Skills • Goal is 13 out of 16 • Cover of book • Print contains message • Directionality • Word match • Meaning of period • First and last parts of a sentence • Matching upper and lower case letters • Frames one and two letters • Frames one and two words • Frames first and last letters of word • Frames a capital letter

24. Criteria for Instructional Level

25. TRC Settings

26. Text Format

27. Recording Errors • Self Correction • Substitution • Insertion • Omission • Told

28. Recording Reading Behaviors • These are not errors • Capture the strategies used by the child • Includes repetitions

29. Repetition • Tap repetition button • Tap and drag to select the repeated word or words • Repeat steps for subsequent repetitions

30. Self-Correction • If the student says “mane, I mean, name” • Tap the word (name) • Write “mane” • Tap Sub • Tap SC • Tap Save

31. Substitution • If the child says “Everything looks fun” • Tap the word funny • Write “fun” • Tap Sub • Tap Save

32. Insertion • If the child says “It’s my best friend, Jill” • Tap the word after the insertion (friend) • Write “best” • Tap Insertion • Tap Save

33. Omission • If the student says, “I see living room” • Tap the omitted word • Tap omit

34. Told • If the student says “Things look di-, dif-” • Record any attempts • Wait five seconds • Say “different” • Tap the word you told the child • Tap told • Tap Save

35. Contractions • If the child says, “hadn’t” instead of “had not” • Tap the first word had • Write “hadn’t” • Tap Sub • Tap Save • Tap the second word not • Draw a line or a slash • Tap Save. Not will display in bold but does not count as an error

36. Running Record Results

37. TRC Retell- Level E and Below

38. TRC Oral Comprehension- Level D and Above

39. TRC Written Comprehension

40. Scoring Written Comprehension • Rubrics provided • http://www.amplify.com/northcarolina/resources

41. Error Analysis • Complete MSV on the Instructional Level text only • M- meaning (semantics) • S- structure (structure) • V- visual (graphophonic)

42. Assessment Window • September 16th-October 4th • Keep all written comprehension questions • K-2 students still assessed on High Frequency words using WSFCS list