Transcript A Blended Model for Reading Intervention

Presented by: Peter Cleary
Director of Professional Services, EPS
“Learning to read is critical to a child’s
overall well being. If a youngster does
not learn to read in a literacy driven
society, hope for a fulfilling, productive
life diminishes.”
G. Reid Lyon
Chief of the Child Development and
Behavior Branch of the National
Institute of Child Health and
Development
Blended Model Components
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Universal screening
Progress monitoring
Data-informed decision-making
Print and online reading intervention programs
Data collection and customization of instruction and
assessment are two major benefits of this approach.
Tier 3:
Intensive, Individual Interventions
Tier 2:
Targeted Group Interventions
5%
10%
Tier 1: Classroom Instruction and
Research Based Strategies
85%
Formative vs. Summative Assessments
Formative
Assessments
Summative
Assessments
Purpose
Improve instruction Measure student
& provide student
competency
feedback
When Administered Ongoing
End of each unit
How Students Use
Results
Self-monitor
understanding
Gauge progress
toward goals
How Teachers Use
Results
Check
understanding
Grades, promotion
Formative Assessment
Is a process that takes place ‘continuously’
during the course of teaching & learning to
provide teachers & students with feedback to
close the gap between current learning &
desired goals.
Formative assessment is
minute by minute, daily & weekly
assessments
Margaret Heritage, Formative Assessment
Formative Assessments
 Are ongoing assessments, reviews &
observations in a classroom
 Teachers use FA to improve instructional
methods & provide student feedback throughout
the teaching & learning process
 The results of FA are used to modify & validate
instruction
 FA creates “precision teaching” that is data
driven & provides feedback to students to monitor
their learning
PAST
PRESENT
Special Education
General Education
Reactive “Wait to Fail” Early Intervention
Services
Parent or Teacher
Data-Driven
Referral
Decisions
Aptitude Achievement Differentiated
Discrepancy Model
Instruction within
Tiers
School Support Team Response to
Intervention Team
Obtain a level playing field for students to
determine who is in most need of supplemental
assistance.
What is the purpose?
◦ Provides data to assist with decision-making
◦ Tells us which students need supplemental
instruction
Who participates?
◦ All students three times a year
Oral Reading procedure:
◦ quick
◦ easy to administer
◦ accurate and powerful indicator of overall
reading competence
Maze Procedure:
◦ measures comprehension
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Assessment three times a year
Quick and easy to administer
Repeatable testing of age appropriate skills
For all students
Given at grade level
Identifies students who need supplemental
instruction
Compares students to national or local norms
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Oral Reading Fluency WCPM Assessment
◦ three 1-minute readings at grade level
◦ quickly provides teachers with data
◦ fluency is used as a thermometer
Advantages
◦ dependable indicator of student’s academic well
being
◦ can be administered to multiple students at once
◦ recordings can be accessed for scoring at
teachers’ convenience
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Cloze Fluency- Maze at grade level
Measures students’ ability to apply contextual
clues in developing word meaning and
comprehension strategies
Raw score provided for grade level
Source: Path Driver for Reading
Source: Path Driver for Reading
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Create a schedule
Determine the capacity
Determine location
Ensure technical infrastructure is working
◦ Computers must be equipped to record sound
◦ Computers must have microphones
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Who will administer the universal screener?
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How many days will it take to administer
throughout the building?
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Who will train teachers on how to score? Who
will score? Who will evaluate the data?
Phrasing and expression plays a key role in
assessing reading fluency. Does your student:
Phrase words and use intonation, stress and
pauses?
Adhere to the author’s syntax?
Use expression by their tone?
Read most of the text smoothly?
Pay attention to punctuation marks?
Hesitate, sound out or repeat words or phrases?
Source: Path Driver for Reading
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Determines a benchmark before winter/spring
tests
Visually shows if a student is closing the gap
Determines the progress monitoring level
Aimsweb
H
Source: http://www.aimsweb.com
Once you have screening data, you need to determine what
kinds of intervention is best for targeted students.
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Once you have identified your “target”
students, and the appropriate interventions
are assigned, you need to know if the
interventions are working.
Progress Monitoring
Source: Path Driver for Reading
Progress Monitoring
Progress Monitoring
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Use a combination of online and print
supplemental materials that are researchbased.
Students will have a wide range of specific
needs.
This is a big challenge for educators.
• Allows the student to experience multiple
learning modalities and instructional
approaches
• Direct, one-on-one instruction, small group,
teacher led, individual, technology-based and
high engagement print
• Structured phonemic awareness exercises that build
from simple to complex
• Automaticity-based phonics training for permanent skill
development
• Direct vocabulary instruction that links to comprehension
• Scaffolded comprehension instruction that leads to
independent reading
• Comprehensive fluency practice that builds reading
proficiency
• Writing instruction that reinforces the reading-writing
connection
“Never, never think
outside the Box !”
Tier 3:
Intensive, Individual Interventions
Tier 2:
Targeted Group Interventions
5%
10%
Tier 1: Classroom Instruction and
Research Based Strategies
85%
EPS Learning Portal
Supporting all kinds of learner in reading
EPS Learning Portal
• What are you schools using for:
• Screening
• Progress Monitoring
• Interventions is reading
• What are some logistical challenges:
• Creating instructional groups
• Scheduling
• Capacity
Summary
Blended Intervention Model
should have these main
components:
• Universal screening
• Progress monitoring
• Data-informed decisionmaking
• Print and online reading
intervention programs