Transcript Best Practices in Reading: A 3-Tiered, RtI Research-Based
QUESTION…
NOW THAT I HAVE ALL THIS BACKGROUND INFORMATION ON READING AND READING CURRICULA, NOW WHAT?
ANSWER...
SINCE YOU KNOW WHAT TO LOOK FOR AND EVALUATE FOR, YOU CAN NOW PROBLEM SOLVE MY READING NEEDS AT TIER 1.
Problem Solving Method
Problem Identification
Is there a problem? What is it?
Plan Evaluation
Did our plan work?
Problem Analysis
Why is it happening?
Plan Development
What shall we do about it?
Three Tier Problem Solving System
Plan Development General Education Supplemental With Support Tier 1 Core General Problem Problem Identification
Amount of Resources Needed To Benefit Severity of Educational Need or Problem
TIER 1. Problem Identification
Problem Identification
Is there a problem? A discrepancy? What is the problem?
Progress Monitoring
Did it work?
Problem Analysis
Why is it happening?
Intervention Planning
What should be done about it?
Identifying a Discrepancy…
Example of a
Universal
Problem
ACADEMIC
Area
Definitional Component
What Is Expected
Example All students reading at a national proficient benchmark
What Is Occurring The Situation
Only 60% of students are reading at a national proficient benchmark End of Grade 3 & 5
TIER III FRAMEWORK FOR READING ASSESSMENT PROGRESS MONITORING (ROI) SYSTEMATIC PROBLEM SOLVING PINPOINTING THE SPECIFIC AREA OF DIFFICULTY, DIAGNOSTIC INFORMATION
EVERY WEEK OR 2 MONTHLY
TIER II TIER I STRATEGIC MONITORING (ROI) 1. UNIVERSAL SCREENING
AND BENCHMARKING:
EARLY LITERACY MEASURES, AS DIBELS OR AIMSWEB CBM (KEY CRITICAL INDICATORS)
3 X PER YEAR
Screening Detects a Problem with Core Curriculum
• Classwide Intervention • Large Group • Most students will respond • Typically this is a general education responsibility Joe Witt, www.isteep.com/compcenters
How Do you KNOW if Core Instruction is Working: Screen-Many students not Learning at Tier 1 Grade Level Standard Kalisha in Red Seems to be a Problem Now does she look like a problem?
Universal Screening Identified School Wide Reading Deficits in Vail
Mastery Instructional At Risk Reading data- 1st grade
At what tier should problem solving occur?
After
Grade Wide
Intervention- No Systemic Problem
First Grade
Core Program
A Core Instructional Program of Validated Efficacy Adopted and Implemented Schoolwide
A core program is the “base” reading program designed to provide instruction on the essential areas of reading for the majority of students schoolwide.
In general, the core program should enable 80% or more of students to attain schoolwide reading goals.
Gap?
• A rate of 80% has been suggested by many researchers and policy makers nationally, as the rate needed for Core Instruction • Is there a discrepancy between what is expected (~80) and what is occurring (your school’s performance)
Intensive 5% We want these percentages: Targeted/ Supplemental 15% Tier 1.:
50% or better on Aimsweb norms.
Tier 3
.: 25% or lower on Aimsweb norms.
Tier 2
: Everyone in between.
Universal 80%
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 50 Fall '05 20 30 80 National 5 15 High Risk Some Risk Low Risk
At what tier should problem solving occur?
Tier 1.
Are the majority (80% or more) of students responding to the curriculum at each grade level and on each skill?
If “No”, then focus on Tier I
If “Yes”, consider Tier 2 interventions for some students
Step 1. Determine your Approach/Cut Score
1. Standards-Based Approaches
Illinois AIMSweb Standards (Cut Scores for ISAT and Minnesota State Test)
Oregon DIBELS Standards (Cut Scores for Oregon State Test) 2. Norm-Based Approaches
Percentile Rank Cut Scores
1. Standard-Based Approaches
• Illinois AIMSweb Standards Tied to ISAT and Minnesota State • Oregon DIBELS Standards
With a Standards Based Approach, Use Linkages to High Stakes Tests The desired outcome is to have the student meet standards on High Stakes Tests.
Illinois AIMSweb
Standards
(Cut Scores for ISAT)
Standards-Based Approaches and Universal Screening
Red = Highly Unlikely to Pass the State Test Green = Highly Likely to Pass Yellow = Uncertain to Pass
Creating Triangles from Benchmark Data: 4 th Grade R-CBM Scores Fall, 2005
6
4 th Grade ISAT Correlate Cut Scores Fall
Low Risk/Highly Likely = 105 (Green) High Risk/Highly Unlikely = 60 (Red)
20 total
# Low Risk = 10 % Low Risk =
50%
# Some Risk = 3 % Some Risk =
15%
# High Risk = 7 % High Risk =
35%
STANDARDS BASED TRIANGLES
USING ISAT CUT SCORES
4 th Grade Fall
35 15 50
Expectation
Tier 2 15% Tier 3 5% Tier 1 80%
Steps for determining percentages of risk categories Using a Standards-Based approach
• Low risk: Count the number of students scoring at the proficient no. or higher on ISAT correlates Determine percentage. Is it 80% or higher?
• High risk: Count the number of students scoring at the Below Basic on ISAT correlates.
Determine percentage. Is it 15% or higher?
• Some risk: Count the number of students between the Proficient and Below Basic no on ISAT correlates. Determine percentage. Is it 5% or higher?
2. Norm-Based Approaches
Percentile Rank Cut Scores
: Percentile rank scores are derived scores that indicate the percentage of people in the norming sample that scored at or below a given raw score. Percentile rank scores for at risk students typically are derived from local norms, but Aimsweb national norms can be used.
Examples of Percentile Rank Norms using Aimsweb aggregates
Steps for determining percentages of risk categories
• Low risk: Count the number of students scoring at the 50%ile or higher.
Determine percentage. Is it 80% or higher?
• High risk: Count the number of students scoring at the 25%ile or lower.
Determine percentage. Is it 15% or higher?
• Some risk: Count the number of students between the 50th and 25thile. Determine percentage. Is it 5% or higher?
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 40 Winter 33.5
26.5
80 National 5 15 High Risk Some Risk Low Risk
Ideal Ave. Oral Reading Fluency Risk Categories-current 3rd graders
100% 5 17 13 14 17 90% 23 15 80% 70% 48 45 37 34 21 30 46 60% 50% 23 40% 30% 24 62 80 50 47 52 20% 37 32 28 10% 0% Spring '05 Fall '05 Winter '05 Spring '06 Fall '06 Winter '07 Spring '07 Goal High Risk (Below 25th %ile) Some Risk (25th-50th %ile) Low Risk (Above 50th %ile)
Making the triangles in excel
• See attached triangle template as reference. See data template • Enter percentages into cells • Select all- including National and Grade cells • Go to chart wizard • For Chart Type, scroll to bottom and select pyramid • Select the 3-tier pyramid- top right option • NEXT>
Making triangles in excel (cont.)
• Series In: Select Rows • NEXT> • Title graph as you want • Go to data labels. Select Show Value • Select ‘New Sheet’ • You can change color of tiers to clicking on each tier and selecting new color
Aimsweb Feature!!
• See Aimsweb account
Activity #2.
Plan Analysis: Using Self Study tool
What is your Core reading program? What supplemental programs do you have to support the core? Estimate percentage of students is successful at Tier 1?
How well do these materials integrate the basic instructional content needed (5 big areas of reading) and basic design elements? Practice making Risk Triangles with sample data
_______
Problem Analysis Foundational Concepts – Tier 1
Tier 1. Problem Analysis
Problem Identification
What is the problem?
Progress Monitoring
Did it work?
Problem Analysis
Why is it happening?
Intervention Planning
What should be done about it?
If there is a Tier 1 concern…
There are generally 3 ways to address this concern: 1. Explore and adopt a new Core curriculum 2. Implement your Tier 1 curriculum with higher integrity (Use Instructional Planning Form, treatment integrity forms, and Principal Walk Throughs) 3. Supplement your Core curriculum with robust, research-based interventions and instructional enhancements
Potential Hypotheses
1. Core program is missing most instructional elements necessary for our students. (Adopt a new core.) 2. Core program is missing some instructional elements necessary for our students- more reinforcement and/or practice is needed. (Supplement your core.) 3. Core program is not implemented with fidelity. (Implement with higher integrity.)
Problem Analy sis Tool for Tier 1/Core Program
III. Instructional Programs and Materials
- The instructional programs and materials have documented efficacy, are drawn from research based findings and practices, align with state standards and benchmarks, and support the full range of learners. 1. A comprehensive or core reading program with documented research-based efficacy is adopted for use school wide (x 3). 2. The instructional program and materials provide explicit and systematic instruction on critical reading priorities (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension) (x 2). 3. The instructional materials and program align with and support state standards/scientifically based practices and provide sufficient instruction in essential elements to allow the majority of students to reach learning goals. 4. Supplemental and intervention programs of documented efficacy are in place to support students who do not benefit adequately from the core program (x 2). 5. Programs and materials are implemented with a high level of fidelity (x 3).
/22 Total Points % Percent of Implementation: 11 = 50% 18 = 80% 22 = 100%
Characteristics of Scientifically Based Reading Programs
★ Instructional Content ★ Empirical Evidence ★ Instructional Design
Are these present in your core program
Supplemental and Intervention Reading Programs Grades K-3: A Critical Elements Analysis
Deborah C. Simmons, Ph. D., Edward J. Kame’enui, Ph. D., Carrie Thomas Beck, Ph.D., Nicole Sherman Brewer, and Hank Fien Oregon Reading First Center, College of Education, University of Oregon •
Designed to assist states, districts, and schools in selecting research-based instructional tools
•
Documents and quantifies the content, design and delivery features of core reading programs
REVIEW :Evaluating Core Programs: Instructional Content (ingredients)
• Essential elements of scientifically based programs include: – phonemic awareness instruction – systematic, explicit phonics instruction – fluency instruction – vocabulary instruction – comprehension instruction
REVIEW : Design and Delivery (recipe)
• Features of well-designed programs include: – Explicitness of instruction for teacher and student • Making it obvious for the student – Systematic & coordinated instruction • Building and developing skills – Opportunities for practice with Cumulative review • Modeling and practicing the skill • Revisiting and practicing skills to increase strength – Aligned Student materials/Integration of Big Ideas • Linking essential skills
Choose Hypotheses
1. Core program is missing most instructional elements necessary for our students. (Adopt a new core.) 2. Core program is missing some instructional elements necessary for our students- more reinforcement and/or practice is needed. (Supplement your core.) 3. Core program is not implemented with fidelity. (Implement with higher integrity.)
Intervention Planning
Problem Identification
What is the problem?
Progress Monitoring
Did it work?
Problem Analysis
Why is it happening?
Intervention Planning
What should be done about it?
Potential Hypotheses
1. Core program is missing most instructional elements necessary for our students. (Adopt a new core.) 2.
Core program is missing some instructional elements necessary for our students- more reinforcement and/or practice is needed. (Supplement your core.) 3. Core program is not implemented with fidelity. (Implement with higher integrity.)
4 Block/Guided Reading/Balanced Literacy/Leveled Book Rooms
• • • • • WHICH OF THE FIVE BIG AREAS?
PHONEMIC AWARENESS PHONICS FLUENCY VOCABULARY COMPREHENSION
Examples of TIER 1: Benchmark/Core Reading Programs That Meet NRP Standards *
: Trophies (Harcourt School Publishers, 2003) The Nation’s Choice (Houghton Mifflin, 2003) Macmillan/McGraw-Hill Reading (2003) Open Court (SRA/McGraw-Hill, 2002) Reading Mastery Plus (SRA/ McGraw-Hill, 2002) Scott Foresman Reading (2004) Success For All (1998-2003)
*
Reviewed by
:
Oregon Reading First Review of Comprehensive Reading Programs
: Addressed all 5 areas and included at least Grades K-3 http://oregonreadingfirst.uoregon.edu/curriculum_r eview.php
~5% ~15% ~80% of Students
Open Court
Reading and writing program that uses a balanced approach of systematic direct instruction in phonemic awareness and phonics, grade level decodable text, and incorporation of language arts materials.
• • • • • WHICH OF THE FIVE BIG AREAS?
PHONEMIC AWARENESS PHONICS FLUENCY VOCABULARY COMPREHENSION
Scott Foresman Reading Street
Designed to help teachers build readers through motivating and engaging literature, scientifically research-based instruction, and a wealth of reliable teaching tools for instruction, pacing, assessments, and grouping WHICH OF THE FIVE BIG AREAS?
• PHONEMIC AWARENESS • PHONICS • FLUENCY • VOCABULARY • COMPREHENSION
Houghton Mifflin
Grounded in scientific research and proven effective, The Nation’s Choice meets the need of all learners in today’s diverse classrooms.
WHICH OF THE FIVE BIG AREAS?
• PHONEMIC AWARENESS • PHONICS • FLUENCY • VOCABULARY • COMPREHENSION
Harcourt Trophies
WHICH OF THE FIVE BIG AREAS?
• PHONEMIC AWARENESS • PHONICS • FLUENCY • VOCABULARY • COMPREHENSION
Reading Mastery Plus
WHICH OF THE FIVE BIG AREAS?
• PHONEMIC AWARENESS • PHONICS • FLUENCY • VOCABULARY • COMPREHENSION
Language!
WHICH OF THE FIVE BIG AREAS?
• PHONEMIC AWARENESS • PHONICS • FLUENCY • VOCABULARY • COMPREHENSION
Another way to organize and implement interventions
• Take same or similar comprehensive programs and use them at different tiers depending on the district population.
Tier 3 %
Tier 2 ____%
High SES Example
Tier 3 Intensive Interventions: Tier 2 Targeted Interventions:
Reading Mastery Corrective Reading (4-12) Language! (3-12) Read Well (1-3) Horizons
Tier 1 % Tier 1 Universal Interventions:
Four Block Guiding Reading Houghton Mifflin Harcourt
Middle SES Example
Tier 3 %
Tier 2 ____% Tier 1 % Tier 3 Intensive Interventions: Tier 2 Targeted Interventions:
Corrective Reading (4-12) Language! (3-12) Horizons Reading Mastery Language! (3-12)
Tier 1 Universal Interventions:
Harcourt Houghton Mifflin Open Court Read Well (1-3)
%
Tier 2 ____% Tier 1 _____%
Low SES Example
Tier 3 Intensive Interventions: Tier 2 Targeted Interventions: Tier 1 Universal Interventions:
Language! (3-12) Corrective Reading (4-12) Reading Mastery Corrective Reading (4-12) Language! (3-12) Reading Mastery Horizons Read Well (1-3) Open Court
What Criteria….
Differentiate High SES communities from Low SES communities??
Educationally, the main criteria are background knowledge and language development.
The lower the SES, the MORE systematic and explicit interventions need to be in all 5 big areas of reading.
Oregon Reading First website:
• Professional Development link http://oregonreadingfirst.uoregon.edu/pr ofdev.php
• Scroll about half way down: Selecting a Core Program
Potential Hypotheses
1. Core program is missing most instructional elements necessary for our students. (Adopt a new core.)
2. Core program is missing some instructional elements necessary for our students- more reinforcement and/or practice is needed. (Supplement your core.)
3. Core program is not implemented with fidelity. (Implement with higher integrity.)
FRAMEWORK for READING INTERVENTIONS TIER III.
Highly at-risk students Intensive interventions TIER II.
At-risk students Supplemental interventions TIER I .
SRA DI PROGRAMS READING MASTERY HORIZONS CORRECTIVE READING SOAR TO SUCCESS GREAT LEAPS /SLANT REWARDS, LIPS 6 MIN. SOLUTIONS K PALS, 1st Gr. PALS JOLLY PHONICS/GRAMMAR M. HEGGERTY EAROBICS GREAT LEAPS/ SLANT REWARDS, QUICK READS 6 MINUTE SOLUTIONS BRINGING WORDS TO LIFE ELEMENTS OF READING-VOCABULARY METACOGNITIVE STRAT. COLLABORATIVE STRATEGIC READING SOAR TO SUCCESS K PALS, 1st Gr. PALS, JOLLY PHONICS, JOLLY GRAMMAR M. HEGGERTY PROGRAM 6 MINUTE SOLUTIONS, QUICK READS, BRINGING WORDS TO LIFE ELEMENTS OF READING-VOCABULARY, SOAR TO SUCCESS METACOGNITIVE STRAT., COLLABORATIVE STRATEGIC READING,
FIVE BIG AREAS OF READING EVIDENCE/RESEAR CH-BASED INTERVENTIONS - K-6 PHONEMIC A WARENE SS
KPALS
Mi chael Heggerty Phonemi c Awareness Curri culum Great Leaps- K-2
Jolly Phonics Earobics, LIPS
PHONICS
KPALS, 1
s t Gr. PALS Great Leaps- Gr. K-2; 3-6
Jolly Phonics, Jolly Gra mmar
REWARDS -Gr. 3-5, Gr. 4-6
SLA NT, LIPS SRA Readin g Mastery, Horizons SRA Corrective Readin g- Decoding strand
FLUENCY
6 Minute Solutions-
Great Leaps- Gr. K-2, 3-6
REWARDS -Gr. 3-5, Gr. 4-6 Qui ck Reads Repeated Phrases Repeated Readings VOCABULARY
Mul tiLevel Vocabul ary Program
Bringing Wo rds to Life-Robust Vocabul ary Instruction
Elements of Readin g-Vocabulary
CORE V ocabul ary Handbook COMPREHENSION
Metacogni tive Strategi es/Think Al ouds
Col l aborati ve Strategi c Reading
Early Success, Soar to Success SRA Corrective Readin g- Comprehension strand Interventions in
BOLD
are low cost/low trainin g, high impact materials. Unbolded inter ventions are high impact, but are more expensi ve and require more training.
MATRIX OF EVIDENCE/RESEARCH-BASED READ ING INTERVENTIONS-
5 Big Areas of Phonemic Reading: Awareness Kindergar ten 1 st Grade
-KPALS -MHegg erty Program -Earobics -MHegg erty Program -1 st Gr. PALS -Great Leaps-K-2 -Earobics
2 nd Grade 3 rd Grade 4 th Grade
-Great Leaps- K-2 -MHegg erty Program -Great Leaps-K-2
Phonics Fluency Vocabulary Comprehension
-KPALS -MHegg erty Program -1 st Gr. PALS -Great Leaps-K-2 -SLANT -SRA Read.
Mastery -Great Leaps-K-2 -SLANT -SRA Read.
Mastery -Great Leaps,Gr.3-5 -REWARD S, Gr. 3 5 -SRA Read.
Mastery -Great Leaps,Gr.3-5 -REWARD S -1 -Great Leaps-K-2 -SLANT -6 Min.Solution s -Great Leaps, K-2 -SLANT -Repe ated Phrases -Repe ated Readings --6 Min.Solutions
-Great Leaps, Gr.3 5 REWARDS, Gr. 3 5 st Gr. PALS -Repe ated Phrases -Repe ated Readings -6 Min.Solution s -REWARD S -Bringing Words to Life -Elements of Reading-Vo cabulary -Bringing Words to Life -Elements of Reading-Vo cabulary -CORE Vocabu lary Handbook -Bringing Words to Life -Elements of Reading-Vo cabulary -CORE Vocabu lary Handbook -Bringing Words to Life -Elements of Reading-Vo cabulary -CORE Vocabu lary Handbook -Metacogni tive Strategies -Metacogni tive Strategies -Coll aborative Strategic Reading -Soar to Succ ess -Bringing Words to Life -Metacogni tive Strategies -Metacogni tive Strategies -Metacogni tive Strategies
5 th Grade
-Great Leaps ,Gr.3-5 -REWARD S -SRA Corrective Reading
6 th Grade
-Great Leaps ,Gr.3-5 -REWARD S -SRA Corrective Reading
7th Grade
-Great Leaps ,Gr.3-5 -REWARD S -SRA Corrective Reading -6 Min.Solutions
-REWARD S -Repe ated Phrases -Repe ated Readings -6 Min.Solutions
-REWARD S -Repe ated Phrases -Repe ated Readings -6 Min.Solutions
-REWARD S -Repe ated Phrases -Repe ated Readings -Bringing Words to Li fe -CORE Vocabu la ry Handbook MultiL eve l Vocab .
Prog ram -Bringing Words to Li fe -CORE Vocabu la ry Handbook MultiL eve l Vocab .
Prog ram -Bringing Words to Li fe -CORE Vocabu la ry Handbook MultiL eve l Vocab .
Prog ram
8th Grade
-Metacogni tive Strategies -Coll abo rative Strategic Reading -Soar to Succ ess -SRA Corrective Read. -Comp.
strand -Metacogni tive Strategies -Coll abo rative Strategic Reading -Soar to Succ ess -SRA Corrective Read. -Comp.
strand -Metacogni tive Strategies -Coll abo rative Strategic Reading -Soar to Succ ess -SRA Corrective Read. -Comp.
strand
LET’S LOOK AT THAT MENU OF IDEAS AGAIN FOR: • • • • •
5 BIG AREAS OF READING: Phonemic Awareness Phonics Fluency Vocabulary Comprehension
PHONEMIC AWARENESS
KPALS , 1ST GR. PALS MICHAEL HEGGERTY PROGRAM
PHONICS
KPALS 1 st Gr. PALS JOLLY PHONICS/GRAMMAR REWARDS-Gr. 3-5, or Gr. 4-8
SRA READING MASTERY, HORIZONS CORRECTIVE READING-Decoding
FLUENCY • •
•
1
st
Gr. PALS 6 MINUTE SOLUTIONS VOCABULARY THROUGH MORPHEMES QUICK READS READ NATURALLY REPEATED PHRASES
VOCABULARY
• • • • •
BRINGING WORDS TO LIFE (resource)
ELEMENTS OF READING-VOCABULARY
VOCABULARY THROUGH MORPHEMES
LANGUAGE FOR THINKING LANGUAGE FOR LEARNING
COMPREHENSION
•
METACOGNITIVE STRATEGIES/THINK ALOUDS
•
COLLABORATIVE STRATEGIC READING (CSR)
• •
EARLY SUCCESS (Gr. K-2) SRA CORRECTIVE READING COMPREHENSION STRAND
How to Use the Data…
Aimsweb literacy data can give us a lot of information that can be used to help plan instruction, which of 5 big areas of reading is deficit, and determine which students to put together in which intervention group. Remember -- hypotheses can always be confirmed with additional diagnostic assessment data!
DATA 5 BIG IDEAS
LINKING ASSESSMENT DATA INFORMING THE 5 BIG AREAS OF READING TO INSTRUCTION AND INTERVENTIONS Measures: 5 Big Areas: Interventions:
LNF
PHONEMIC AWARENE SS
KPALS LSF
PHONICS
MHEGGERTY PSF NWF ORF WRITING SPELLING
FLUENCY VOCABULAR Y COMPREHENSION
GREAT LEAPS REWARDS 6 MIN. SOLUTIONS COLLABORATIVE STRAT. READ 180
BIG IDEA
Use assessment data to determine student need and link that to research-based interventions that match the need.
DATA INFORMS NEED INTERVENTION
Criteria for intervention selection IN ONE DISTRICT
•
They are inexpensive to purchase:
• •
High Impact/Lower Cost/Effective//Easy to Implement There is little training required for implementation and high treatment integrity.
There can be flexibility with implementation, as
•
Multiple implementers are possible: reading specialists, resource specialists, general education teachers, paraprofessionals, and/or parents.
D122 FRAMEWORK for READING INTERVENTIONS TIER III.
Highly at-risk students Intensive interventions
Wilson
Reading Mastery Corrective Reading Language for Thinking/Language for Learning Horizons Great Leaps, REWARDS
Selected Interventions from Trophies
TIER II.
At-risk students Supplemental interventions
Vocabulary through Morphemes Heggerty Phonemic Awareness Curriculum The Six Minute Solution Collaborative Strategic Reading
Laanguage for Thinking/Language for Learning TIER I .
Harcourt Trophies Increase integrity Of implementation
Selected Interventions from Trophies Series KPALS, 1st Gr. PAL, 6 Minute Solution Vocabulary through Morphemes Heggerety Phonemic Awareness Curriculum, Collaborative Strategic Reading
Language for Thinking/ Language for Learning
FIVE BIG AREAS OF READING EVIDENCE/RESEARCH-BASED INTERVENTIONS PHONEMIC AWARENESS
KPALS
Michael Heggerty Phonemic Awareness Curriculum Great Leaps- K-2
Selected interventions from Trophies
PHONICS
KPALS
Great Leaps- Gr. K-2; 3-6
REWARDS-Gr. 3-5, Gr. 4-6
Selected interventions from Trophies Wilson
FLUENCY
6 Minute Solutions-
Great Leaps- Gr. K-2
Quick Reads REWARDS-Gr. 3-5, Gr. 4-6 Repeated Phrases VOCABULARY
Bringing Words to Life-Robust Vocabulary Instruction
Language for Learning/Language for Thinking
COMPREHENSION
Metacognitive Strategies/Think Alouds
Collaborative Strategic Reading
Quick Reads PROGRESS MONITORING
is also considered an intervention in itself as well as an avenue for measuring intervention effectiveness.
Mich ael Heggerty Phonemic Awareness Program (Phonemic Awareness)
This research -based curriculum is suited for K-2 students and contains daily phonemic awareness l esson plans developed on a systematic scope and sequence o f skills with e xplicit modeling . This curriculum is intended to be done with a whole c lass group and should take between 12 -15 minutes a day. S tudents who are struggling can benefit from multiple, repeated exposur es to these lesso ns in a small group setting.
Jolly Phonics (Phon emic Awareness, Phonics)
Jolly Phonics is a fun, multi -senso ry and child-centered approach to teachin g literacy. This research -based progr am provides systematic instruction of the 42 main letter sounds as well as digraphs. It uses different multi -sensory methods, children are taught how to form and write letters. As soon as the letter sounds are known, children are taught how to blend them to read and write words. Children are also taught how to hear the different soun ds in wor ds. Th is is an effective w ay of improving spell ing. Tricky words have irregular spellings and children are taught how to learn these separately. As thes e basic but e ssent ial phonic s skills are taught so rapidly, the children are able to move on to more cr eative writing processes faster and the higher order reading comprehension strategies can be taught earlier.
Great Leaps (Phonemic Awa reness, Phonics, Fluency)
Students work individuall y with an instructor and t he materia ls for less than ten minutes per day (three da ys per week minimum). The material s (one instruc tor's manual and one student notebook) ar e age appropriate and comprehe example, the high school book can take a non nsive. For -reading high school student to independent reading status. (Depend ing on the severity of the reading problem, one to two school years is the average length on intervention .) Great Leaps i s divided int o three major areas: ( 1) Phoni cs: developing and mastering essen tial sight -sound relation ships and/or sound awaren ess skills; (2) Sight Phrases: mastering sight words while de veloping and improvin g focusing skills; and (3) Reading Fluency: usin g age-appropriat e stories specifically designed to build reading fluency, reading motivation, and proper intonation.
www.fcrr.org
http://www.fcrr.org/FCRRReports Florida Center for Reading Research
Key: Summary Table for FCRR Reports
• • •
Type of Program
1 = Core Reading Program 2 = Supplemental or Intervention Program 3 = Technology-Based Program 4 = Program that may be implemented by a tutor or mentor 5 = Intervention or Remedial Program for students above third grade
Reading Component (PA = Phonemic Awareness, P = Phonics, F = Fluency, V = Vocabulary, C = Comprehension)
+ = some aspects of this component taught and/or practiced ++ = most aspects of this component taught and/or practiced +++ = all aspects of this component taught and/or practiced n/a = Not Addressed in this program. In other words, this element of reading is not a goal of this program.
Special Considerations
a. explicit b. systematic c. student materials aligned d. ample practice opportunities provided e. practice only f. oral language only g. phonemic awareness and phonics program h. phonics program i. fluency program j. vocabulary program k. comprehension program l. extensive professional development required m. expertise required to make informed curriculum decisions n. extensive organization of materials required o. school-wide implementation required
Potential Hypotheses
1. Core program is missing most instructional elements necessary for our students. (Adopt a new core.) 2. Core program is missing some instructional elements necessary for our students- more reinforcement and/or practice is needed. (Supplement your core.)
3. Core program is not implemented with fidelity. (Implement with higher integrity.)
INSTRUCTIONAL ENHANCEMENTS
Remember the focus must be on factors over which you have jurisdiction:
-Quality/type/intensity
of instruction & program implementation -Program & program
emphasis -Time
(opportunities to learn)
-Grouping
structures
Instructional Enhancements
(variables we can alter)
Alterable Components Specific Enhancements
Options Program Emphasis
1 2 3 4 5 Use core program & explicitly teach priority skills. Use extensions of the core program (e.g., add examples) Supplement core with reteaching or intervention components of core. Replace current core program with intervention program. Implement specially designed program
Time (Opportunities to Learn)
Schedule & deliver 90 minutes of daily reading instruction (minimum 30 minutes small group). Increase opportunities to respond during core instruction. Schedule core + supplemental period daily. (90 + 30 or 60 + 30) Schedule two intervention sessions daily (no less than 90 minutes total)
Grouping for Instruction
Check group placement & provide combination of whole & small group instruction. Schedule small group opportunity for specific practice Reduce group size Provide individual instruction
Increasing Intensity
TIER 1, 2, or 3 Instructional Planning Form
Instructional Strategies Skill Teaching Strategy Phonemic Awareness Phonics Materials Arrangement Time Motivational Strategies Assessment Procedures Fluency Vocabulary Comprehension 10/03 Adapted from the U of Oregon
Sample IPF:Second Grade
Student Name_______________________ Teacher Name________________ School Year ____________ Goal ___________________________________________________________________________________ Instructional Strategies Skill Decoding/Encoding (Phonics/Word Analysis)) Fluency Teaching Strategy Teacher-Led Instruction Teacher, Partner Reading Materials Harcourt Trophies Jolly Grammar 2 Harcourt Trophies 6 Minute Solution Arrangemen t 19:1 Independent 19:1 1:1 Time Motivational Strategies Assessment Procedures 30 mins. daily 20 min.
daily Verbal Praise Sticker System Fluency Self made charts Benchmarking Decodable probes Spelling Test Benchmarking Progress Monitoring Vocabulary Comprehension (Guided Reading Groups) Teacher-Led Instruction Independent Teacher-Led Small group Independent work Harcourt Trophies Elements of reading-Voab.
Leveled Book Think Alouds Metacognitive Strategies 19:1 Independent 3-6:1 Independent 20 mins. daily Verbal Praise Vocabulary Matching 40 min. daily Conferencing Positive Feedback Sticker System Conferencing 10/03 Adapted from the U of Oregon
Examining Treatment Integrity
1.
2.
3.
4.
– Teacher self-report/implementation logs: Teacher may be interviewed regarding steps followed during intervention or keep a log of the steps implemented – Ratings scales: Written step-by-step intervention plan can be used as a checklist & implementer would complete checklist – Direct Observation: Of teacher behavior could be conducted periodically during intervention (use of IPF) – Permanent Products: Teacher/student created products that would demonstrate the intervention components were implemented
5 Minute Walk Through Observation of Implementation Integrity (sample 1)
5 Minute Walk Through Observation of Implementation Integrity (sample 2)
Evaluation/Progress Monitoring
Problem Identification
What is the problem?
Evaluation/ Progress Monitoring
Did it work?
Intervention Planning
What should be done about it?
Problem Analysis
Why is it happening?
REMINDER…
• EMPHASIZING AND REMEMBERING THE ‘ROBUSTNESS’ OF YOUR DATA….
School-Wide Reading Improvement in a School Using Problem-Solving Courtesy of Christine Martin, Indian Prairie School District, IL
UNIVERSAL TIER 1: Benchmark/Core Programs
: ~5% 1.
2.
Trophies
(Harcourt School Publishers, 2003) The Nation’s Choice (Houghton Mifflin, 2003) 3. Macmillan/McGraw-Hill Reading (2003) 4. Open Court (SRA/McGraw-Hill, 2002) 5. Reading Mastery Plus (SRA/ McGraw-Hill, 2002) 6. Scott Foresman Reading (2004) 7. Success For All (1998-2003) ~15%
Reviewed by: Oregon Reading First
Comprehensive
: Addressed all 5 areas and included at least grades K-3 ~80% of Students
120 100 BEFORE
Effects of 6 Minute Solutions on 2nd grade on Oral Reading Fluency
100 AFTER 80 61 60 43 40 41 45 40 20 0 Fall No risk (>90) 27 16 15 11 Fall Mod. Risk (70-90) Fall High risk (<70) Spring No risk (>90)
Risk Categories
0 0 Spring Mod.
Risk (70-90) Spring High risk (<70) Intervention class Control Class
6 Minute Solution effects: Effects of increased oral reading fluency on reading comprehension Fall Mean scores
Fourth Grade-Winter MAZE ROI
0.6
0.5
0.4
0.3
0.2
0.1
0 0.27
Control Class 0.5
Intervention Class Winter Rates of Improvement
Monitoring Progress at Tier 1:
Benchmark Assessment to Measure Educational Need and Benefit for
All
Tier 1:
General Education Benchmark Assessment and
Progress Monitoring
Helps Understand Individual Student Problem or More Than 1?
Activity #3.
Do Tier 1 Problem Solving- going through each step of the process.
Use the attached Problem Analysis tool to assist you. Document your results on the attached Workbook form.
Problem Analy sis Tool for Tier 1/Core Progra m
III. Instructional Programs and Materials
- The instructional programs and materials have documented efficacy, are drawn from research based findings and practices, align with state standards and benchmarks, and support the full range of learners. 1. A comprehensive or core reading program with documented research-based efficacy is adopted for use school wide (x 3). 2. The instructional program and materials provide explicit and systematic instruction on critical reading priorities (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension) (x 2). 3. The instructional materials and program align with and supp ort state standards/scientifically based practices and provide sufficient instruction in essential elements to allow the majority of students to reach learning goals. 4. Supplemental and intervention programs of documented efficacy are in place to support students who do not benefit adequately from the core program (x 2). 5. Programs and materials are implemented with a high level of fidelity (x 3).
/22 Total Points % Percent of Implementation: 11 = 50% 18 = 80% 22 = 100%
Sch o ol______________________ Grade_______________________ TIER 1 - DA TA DISCUSS ION AND DECI SIONS Step 1: Identifying a problem: At the grade level, what percentage of students met the success criterion/benchmark target? Step 2: Analyzing the Problem: If less than 80% meet benchmark target, why is this occurring? Hypotheses: Essential and critical elements are missing from the curriculum in terms of content and design features. Begin adoption progress for new curriculum. Some elements are missing from content and design features. Supplement core curriculum with robust, research-based programs. Curriculum needs to be implemented with higher treatment integrity. Step 3: Planning the intervention Document steps you will take to address your hypothesis: Step 4: Evaluating What data will you use to evaluate your plan? Who? What? When? Where?