Transcript Julex After-School Reading Program

The Design and Implementation of
Scientifically-based, Technology-enabled
Reading Interventions for RTI
Presentation for
Raising Student Achievement Conference
St. Charles, Illinois
December 4, 2007
1:45 – 2:45pm (Jade Room)
Presenter
Chris Cook, Ph.D.
VP - Curriculum Services
CSC Learning, Chicago
[email protected]
630-880-8430
Agenda
I. Essential elements necessary to effectively
implement the Three-Tier Model/RTI
II. Criteria for evaluating scientifically-based,
technology-enabled interventions
III. Specific Examples of Design Elements
•
•
•
Headsprout Early Reading
Soliloquy Reading Assistant
Lexia Learning
IV. Case Studies from Illinois Districts
RtI Core Principles
• We can effectively teach all children
• Intervene early
• Use a multi-tier model of service
delivery
• Use a problem-solving methodology
RTI Essential Components
(NASDSE)
1. High-quality Instruction
– Scientifically-based instruction
– Matched to student needs
2. Learning rate and level of performance
– Learning rate = growth in performance over time
– Level of performance = relative standing compared to expected
levels (criterion or norm-referenced)
3. Educational decisions based on individual student response
data
– Adjust level of intensity
– Decisions regarding need for more intense intervention
(including special ed referrals) based on data
The Three-tier Intervention Model
Tier I – Early Prevention
• Core Curriculum in general education classroom
• Universal Screening 3x/year using Curriculumbased Measures (e.g. DIBELS, AIMSweb,etc.)
• Early Prevention for at-risk students
– 15-30 minutes/day, 3-5x/week
– Supplement, not supplant core curriculum
– Differentiated instruction, flexible grouping
Tier 2 - Targeted Intervention
•
•
•
•
•
For students who fall below benchmark on universal screening
20-30 minutes/day, 3-5x week
Frequent (weekly or bi-weekly) progress monitoring
Small group instruction and flexible grouping
Student response to interventions interpreted by school-based
problem-solving team
Tier 3 - Intensive Intervention
• For students who do not respond to
Tier 2 interventions and/or fall far
below benchmark
• 30-60 minutes/day, 5x week
• Frequent progress monitoring
• Individualized or small group
instruction by intervention specialist
(Title I, ELL, Special Education, or
other)
• If Tier 3 is not successful, the
student may be considered for
special education
RTI…A System for Success
Through the multi-tier system of school supports
and a systematic decision-making process that uses
performance data to guide decision-making…
…RTI serves as a general problem-solving model to
ensure the success of all students...
…not just those in special education!
Technology-based Support for the
Nine Essential Elements of RTI
____________________________________
Criteria for Evaluation
Scientifically-based Reading Interventions
1.
2.
3.
4.
5.
6.
7.
8.
9.
Formative Research Foundation
Five Essential Elements of Reading
Independently Reviewed
Multi-sensory and differentiated instruction
Adapts level of intensity
Data-driven progress monitoring
Support for flexible grouping
Summative research on effectiveness
Engaging for struggling readers
Scientifically-based Intervention:
1. Formative Research Foundation
Methodologies extensively studied with struggling readers,
ELL, special education
Design process utilized feedback loops to engineer success
National-renowned reading scientists
Findings published in peer-reviewed journals
Scientifically-based Intervention:
2. Five Essential Components of Reading
(National Reading Panel, 2000)
•
•
•
•
•
Phonemic awareness
Phonics
Fluency
Vocabulary
Comprehension
Scientifically-based Intervention:
3. Independently Reviewed
Florida Center for Reading Research
• http://www.fcrr.org/fcrrreports/table.asp
University of Oregon
• http://oregonreadingfirst.uoregon.edu/curriculu
m_review.php
Technology-enabled Intervention:
4. Multi-sensory Learning and Differentiated Instruction
• Auditory
• Visual
• Kinesthetic
Technology-based Intervention:
5. Adapts Level of Intensity to
Match the Needs of Each Learner
1.
2.
3.
4.
5.
Instructional time
Group size
Homogeneous grouping
Pace
Opportunities for practice, review, for
automaticity and fluency
6. Opportunities for correction and feedback
7. Scaffolding by using, then fading cues
8. Instruction that is direct, explicit and systematic
Scientifically-based Intervention:
6. Data-driven Progress Monitoring
Scientifically-based Intervention:
7. Flexible Grouping
Classroom
A. 1-on-1
B. Small Group
Home
C. Whole Group
Scientifically-based Intervention:
8. Summative Research on Effectiveness
Implementation Results
2004-2006
Darwin Elementary,
Chicago
Darwin ISAT Improvement
80
70
60
Student Population
Caucasian: 2%
African-American: 12%
Hispanic: 85%
ELL: 32%
Low SES: 94%
Findings
The percent of students
meeting/exceeding
standards
increased by :
83% (gr.3),
61% (gr.5),
93% (gr. 8).
50
% Meets/Exceeds 40
30
20
10
0
2004
2005
2006
3rd Grade
36.7
36.5
67.5
5th Grade
32.9
40
53
8th Grade
49.4
69
77.9
“I am proud of our students’ and teachers’
commitment to school improvement. Lexia
and CSC are important contributors and
partners in this process.”
- Graciela Shelley, Principal,
Darwin Elementary School
Years
Scientifically-based Intervention:
9. Engaging for Struggling Readers
Age appropriate content and interest level
Variable challenge levels
Game and fantasy element
Student control
Clear goals and feedback
Examples of Design Elements:
Scientifically-based,Technology-enabled
Reading Intervention
1. Headsprout Early Reading
•
•
Balanced approach for 5 essential
elements of reading
Grades preK-2
2. Soliloquy Reading Assistant
•
•
Oral fluency, vocabulary, comprehension
Grades 2-12 (Levels 2-10)
3. Lexia Learning
•
•
Phonemic awareness, phonics, decoding,
word analysis, fluency, vocabulary
Grades 1-12 (Levels 1-6)
Headsprout Early Reading
Research-based, proven effective, & kids love it too!


Headsprout Early Reading™ is a research-based
online reading program that teaches
non-readers and struggling readers from
Pre-K through Grade 3
Covers all five essential elements:
Phonemic Awareness, Phonics, Fluency, Vocabulary,
and Comprehension
Engineering 100% Success
Through Formative Research
Headsprout’s
Educational Wind Tunnel
Headsprout Early
Reading was tested and
retested by children!
Is it effective?
Is it engaging?
Layng, T. V. J., Johnson, K., Twyman, J. S. Ford, V., Layng, M. P., Gilbert, M., & Stikeleather, G. (2003). Teaching method and system, U.S. Patent No.
6,523,007. Washington, DC: U.S. Patent and Trademark Office.
Scientific Research &
Development
Process
Testing and Evaluation:
Every portion of Headsprout Early Reading has been measured and evaluated, from the
most basic level of instruction through the complete interlocking sets of skills and strategies.
This time consuming and painstaking process is essential to our guaranteed effectiveness.
Headsprout Works across Grades &
Needs
Title I Elementary School - Seattle, WA
Headsprout Early Reading: Part I (Reading Basics - Episodes 1 - 40)
Woodcock Johnson Letter-Word Identification Subtest
Pre- and Post Test Scores
Pre Test
0.4
Kindergarten (A)
Post Test
1.2
0.3
Kindergarten (B)
1.5
0.9
ESL (early)
1.9
1.7
ESL (3rd Grade +)
3.3
0.0
0.5
Kindergarten
1.0
1.5
First Grade
Grade Equivalent
2.0
2.5
Second Grade
3.0
3.5
Woodcock-Johnson Outcome Scores
Headsprout Early Reading (Episodes 1 - 80)
Woodcock-Johnson Word Identification Subtest
Learners Who Completed the Program in Summer 2003
Scores Prior
to Entering
(Fall 2003):
Kindergarten
2.1
1st Grade
3.0
0.0
0.5
1.0
1.5
2.0
2.5
Grade Level Equivalent - After Headsprout
3.0
3.5
ITBS: Reading Total Outcome Scores
Headsprout Early Reading (Episodes 1 - 80)
Iowa Test of Basic Skills: Reading Total - Grade Equivalent
Learners Who Completed the Program in Summer 2003
Scores Prior
to Entering
(Fall 2003):
Kindergarten
1.6
1st Grade
2.3
0.0
0.5
1.0
1.5
2.0
Grade Level Equivalent - After Headsprout
2.5
Independent Program Review
It’s in
your
folder!
The FCRR is a nationallyrecognized research center
"The sole purpose of FCRR
Reports is to be a reliable
resource for teachers and
administrators as they
evaluate the alignment of
instructional materials to
Reading First guidelines and
determine the degree to
which programs are
consistent with current
scientific research in reading.”
- From the FCRR web site
www.fcrr.org
Research Support for Headsprout Early Reading
“In sum, the content and design of Headsprout Early Reading reflect scientific research with
an abundance of instructional strategies in phonemic awareness, phonics, fluency, vocabulary
and comprehension. The developers of Headsprout Early Reading have produced a wide array
of evidence that most children who work with the program acquire the specific skills it is
designed to teach.”
Weaknesses Noted: None.
Product Components
Online Instruction
80 online individualized episodes
Automated Assessment and
Performance Reports
Email and telephone instructional and technical support
Educational Print Materials
Optional Technical Materials
Technical Coordinators’ Guide
Headsprout Bandwidth Optimizer
12 full-color Headsprout Readers
Blackline Master of 80 “ready-to-read”
stories
Progress Map and Stickers
Completion Certificates
Classroom Progress Wall Charts
Benchmark Reading Assessments
Teachers’ Guide
Constructing the reading repertoire
Lessons 1 – 23 “Crack the Code”
•
letters represent sounds
•
•
sounds go together to make words
•
reading vocabulary up to 50 words
•
10 print stories as part of their lessons
critical strategies of:
finding sounds in words (segmenting),
saying contiguous sounds (blending), and
saying the word based upon hearing themselves say blended sounds
Lessons 24 – 40 “Reading Makes Sense”
•
•
students learn in one lesson what previously took two or three lessons
•
stories increase in length and complexity
•
•
reading vocabulary up to 500 words
sounds make up words, words make sentences and stories
20 more print stories
Constructing the reading repertoire
Lessons 41 – 56 “Accelerate and Diversify”
•
the pace of the program again quickens
•
multiple individual sounds are learned and applied in
the very same lesson
•
•
practices segmenting decoding with compound and nonsense words
•
11 stories are read that contain new vocabulary,
decodable words, and themes
greater emphasis on comprehension
Lessons 57 - 80 “Reading for Meaning and Enjoyment”
•
one to two stories are read per lesson
•
poetry and expository text are introduced
•
•
more challenging comprehension and critical thinking activities
•
vocabulary up to 5,000 words
•
39 more stories, including chapter books
passage reading fluency is greatly extended
Learning that Letters Represent
Sounds
Interactive example:
Click graphic to begin.
The worm moves
forward 1 hole for
each correct selection
of the sound “an” -- a
visual indicator of the
mastery criteria of 5
consecutive correct.
Ensuring Learning: Tracking every
click
Beginning Comprehension
Soliloquy Reading Assistant
Overview & Research
Foundations
What is Reading Fluency?
Marilyn Jager Adams, Chief Scientist
Fluency is not Words Correct Per Minute
(WCPM)
Fluency is the ability to read with
sufficient ease and accuracy that one can
focus attention on the meaning and
message of text.
How is Fluency Achieved?
Guided Oral Reading is the only
research-proven method of
developing reading fluency
National Reading Panel 2000
But, one-on-one guided oral reading is
not practical!
Soliloquy Reading Assistant
Increasing Time Spent Reading…
• Guided oral reading using the computer as a patient
supportive listener
• Uses Speech Recognition to help students become
proficient, fluent readers
• Develops fluency, vocabulary and comprehension while
students read
• Engages students with interactive support and private
play back
An Extra 10 Minutes has a Big Impact

Marilyn Jager Adams
Cunningham & Stanovich. (1998) What reading does for the mind. American Educator,
Spring/Summer, pp. 8-15. From Anderson,Wilson,& Fileding (1988). Growth in reading
and how children spend their time outside of school.RRQ,23,285-303.
Primary Content
for Reading Assistant
• Grade Levels 1-5
• Content drawn
from authentic
literature
Middle and High School Content
for Reading Assistant
• Grade Levels 5Adult
• Content based on
Science & Social
Studies standards
Soliloquy Reading Assistant
Data Analysis & Reports
Data & Reports
• Predictive
reports
• Real-time
data
• Supports
both
formative
and
summative
evaluation
Predictive Reporting
Average WCPM By Month
Trend Line and Goal
Class List with
Most Recent Reading Selection
Session Detail
Color Words with Audio Portfolio
Student Report
Average WCPM
Problem Words Report
Sequential, Systematic and Motivating
Reading Intervention for Grades K-12
History & Research Foundations
Orton Gillingham Approach
– Jointly developed by a neurologist (Orton) and an
educator (Gillingham) for dyslexic children
– Validated over 70 years by studies conducted by 17
universities and the NIH
Orton-Gillingham Approach
Structured and Sequential
• English Language has 44 sounds represented by 150
letter combinations!
– 85% is regular (follows phonetic rules/patterns)
– 15% irregular
• Structured, sequential
– Concrete to abstract
– Simple to complex
– Regular to irregular
• Directly teaches phonics,
decoding, word analysis,
vocabulary
– Symbol-to-sound
– Sound-to-symbol
– Word study
Etc.
Syllabication
Vowel-r
combinations
Vowel
combinations
Long vowel
sounds
Short vowel
sounds
Orton-Gillingham Approach
Multi-sensory Learning
Multiple pathways
are use simultaneously…
• Auditory
• Visual
• Kinesthetic-tactile
Orton-Gillingham Approach
Cumulative & Mastery Based
• New learning connected to prior learning
• Differentiated instruction adapts to each
individual learner
– Self-paced
– Sophisticated branching
• Practice and Reinforcement
– Automaticity
– Fluency
Orton-Gillingham Approach
Progress Monitoring for Students/Teachers
Orton-Gillingham Approach
Motivating Activities and Challenge Levels
Program Overview
Lexia Early Reading
Ages 4-6
– Introduces phonological principles and the alphabet, helping
students master critical early literacy skills
Primary Reading
Ages 5-8
– Ensures mastery of basic phonological skills and introduces
more advanced phonics principles
Strategies for Older Students
Ages 9-Adult
– Sophisticated, age appropriate user interface engages older
students with extensive practice in a wide range of skills,
from basic phonological awareness to advanced word attack
and vocabulary
Lexia Early Reading®
Level
1
Develops phonemic and phonological
awareness. Activities reinforce the precursors to
reading; rhyming, word segmentations, and
sound blending. The activities in this level do not
require alphabetic knowledge.
Level
2
Introduces alphabet skills. There are five
activities; three activities introduce consonants,
one activity focuses on short vowels and one
activity introduces letter combinations.
Students are asked to listen for beginning and
ending sounds, including digraphs.
Lexia Primary Reading
TM
Level
1
Transition to decoding.
phonemic awareness, sound-symbol
correspondence, basic decoding.
Level
2
Short Vowel Words:
Short-vowel words; including CVC, blends, and
digraphs.
Level
3
Silent-e:
long-vowel (silent-e) words, sound segmenting,
contextual information.
Level
4
Vowel Combinations, Vowel-r:
Vowel combinations,vowel-r words, word-attack strategies and conceptual reasoning.
Level
5
Review:
Words in context (sentences and paragraphs)
Lexia Strategies for Older Students
TM
Level
1
Develops automatic recognition of short
vowel, one-syllable words. Phonological
awareness of sound segments in initial, medial
and final positions, including digraphs.
Level
2
Short vowel words with blends and
digraphs and long vowel words. Develop
word-attack strategies, sound segmentation,
short and long vowel sounds, practice in context.
Decoding two-syllable words. Advanced
word-attack strategies and reinforce
phonological awareness.
Level
3
Level
4
Word-attack strategies for multi-syllable words. Open, closed and consonantle syllables. Single word, sentences and paragraphs in contextual material.
Level
5
Structural analysis as a means of word-attack. Anglo-Saxon, Greek and Latin
Word roots as well as special accents.
Criteria for Evaluating
Scientifically-based Reading Interventions
Definitely
Meets
1. Formative Research Foundation
2. Five Essential Elements of Reading
3. Independently Reviewed
4. Multi-sensory and Differentiated
Instruction
5. Adapts Level of Intensity to Match
the Needs of Each Learner
6. Data-driven Progress Monitoring
7. Support for Flexible Grouping
8. Summative Research on Effectiveness
9. Engaging for Struggling Readers
Meets
Somewhat
Meets
Does not
Meet
RTI Case Studies in Illinois
Goals, Results, Best Practices
Over 20 I-ASPIRE Schools across Illinois
Indian Prairie SD 204
Naperville SD 203
Saucedo Academy, Darwin Elementary School
Chicago Public Schools SD 299
Arlington Heights SD 59
Jacobs High School, Carpentersville SD 300
Oak Park River Forest High School
Waukegan SD 60
Guidelines for Effective Implementation to
Support School Reading Intervention Strategy
1.
Identify students struggling due to phonics, word analysis, fluency,
vocabulary, comprehension
•
•
•
2.
3.
4.
Provide training/coaching for reading specialists
Group students flexibly and strategically
Schedule to allow adequate time-on-task
•
•
5.
6.
7.
Strategically connected to SIP
Develop written plan
Define interventions and roles of members of the problem solving team
Tier 1: 20-30 minutes, 2-3x per week
Tier 2-3: 20-30 minutes, 4-5x per week
Observe and monitor students
Meet with students to discuss progress/goals
Use (interpret and share) performance data
The Design and Implementation of
Scientifically-based, Technology-enabled
Reading Interventions
Presentation IAASE Conference
Tinley Park, Illinois
September 27, 2007
1:00 to 3:15 pm – St. Andrews Room