Transcript Slide 1

Supporting READING skills
Classwide
Instruction
Models
for selecting individual interventions
Individual
Instruction
Background
• School psychology professor at Utah State
• Teacher school psychologist researcher
• Strategies to strengthen our responses to
learning and behavior problems.
• Pleased to Be at This Conference
Providing systematic support
TIER 3:
Individualized Intervention
Monitor 1 time a week
TIER 2 :
Strategic/Supplemental
Monitor monthly
UNIVERSAL TIER 1:
Core Programs
Monitor 3 to 4 times/ year
~5%
~15%
~80% of Students
With Progress monitoring ( CBM)
TRW=73
Omitted
Words=11
Errors=5
CRW=58
Tier 1 3 x year CBM OUTCOME 1
Tier 1 CBM Outcome 2
Reading classwide intervention
Beat the Buzzard Routine
Get READY
•
•
•
•
Quietly take out Demonstration Reading # 1
Write name on it.
Switch with a person next to you
Then look at me quietly.
LISTEN
I am a puppy. My name is Jackson. Today, I had a very happy day.
I saw all kinds of things, and had a lot of fun. First, I went swimming in the
pond in front of my house. I swam with all of the fish. I got very wet. I
shook to dry off. When I was tired of swimming, I took a nap on the
bank of the pond. When I woke up, I saw a bug flying by. I followed it
for a while to see where it went. It flew all over my yard. Then it landed
on a log. Next, I went into the woods to explore. I saw a lot of different
things. I saw many plants that did not grow in my yard. There were
many pretty flowers. There were also many birds in the trees. They all
sang pretty songs. I stopped to listen to them for a while. Their songs
were nice. When I finished playing in the woods, I went to the boy’s
house next door. We played fetch for a little while. Then we played ball.
Next we played with the frisbee. Then the boy had to go inside. I went
home. When I got there, my owner was home. He took me riding in the
back of his truck. We went very fast and the wind blew through my fur. I
had a great day!
PRACTICE for 2 minutes
• Partner 1 reads.
• Partner 2 LISTEN AND SAY misread and
stuck words until timer rings.
• DO NOT WRITE.
• Trade jobs
1 minute TIMED READING
• “GO” Partner 1 reads
• Partner 2 LISTEN and SAY and CIRCLE
misread or stuck words
• When timer rings, MARK last word read.
• Trade jobs
COUNT AND GRAPH
Demonstration 2
100
95
90
85
80
Number of words correct
75
70
65
60
55
Score
50
45
40
35
30
25
20
15
10
5
0
1
2
3
4
5
6
7
8
9
10 11 12 13 14 15
Practice day
READING PARTNERS
STEP 1: GET READY
Take out pencil, folder, one story, and chart.
Go into reading partner assigned seating
Write your name on story and trade stories.
STEP 2: LISTEN
Follow along as the teacher reads the story
STEP 3: PRACTICE 2 minutes
PARTNER 1 reads.
PARTNER 2 LISTEN AND SAY misread and stuck words.
Trade jobs when timer rings
STEP 4: 1 minute TIMED READING
PARTNER 1 reads
PARTNER 2 LISTEN and SAY and CIRCLE misread or stuck words
MARK last word read when timer rings.
Trade jobs
STEP 5: COUNT AND GRAPH
Count every word that is not circled.
Write the score on the story page and on your chart.
SETTING UP PAIRS
Step 1 SIGNAL FOR STUDENT ATTENTION.
(clapping, stare, count down)
Wait for students attention before going on to the next step.
Beat the Buzzard
IDEAL TIME:
< 2 MINUTES
Step 2 TELL THE STEPS THAT STUDENTS NEED TO DO.
I need for you to….
quietly take out folders, pencils
move to your reading partner assigned
look at me
Step 3 PROVIDE THE TIME LIMIT
Set timer for < 2 minutes amount of time.
Tell students they have 2 minutes to do task.
Step 4 MONITOR
Walk around the room.
Redirect/prompt students who are off task
Step 5 GIVE FEEDBACK
PRAISE COMPLIANCE
Great Job! I like how you got ready in less than 2 minutes!
PRACTICE NONCOMPLIANCE
Some of you did not get ready in the time provided.
Step 6 BEGIN THE INTERVENTION
Organize
1 two pocket folder per reading partner
Copy 15 -30 different stories (numbered) for each student
Put 2 sets of these stories per folder.
NAME: ________
DATE: _____
I am a puppy. My name is Jackson. Today, I had a very
happy day. I saw all kinds of things, and had a lot of fun.
First, I went swimming in the pond in front of my house. I
swam with all of the fish. I got very wet. I shook to dry
off. When I was tired of swimming, I took a nap on the
bank of the pond. When I woke up, I saw a bug flying by.
I followed it for a while to see where it went. It flew all
over my yard. Then it landed on a log. Next, I went into
the woods to explore. I saw a lot of different things. I saw
many plants that did not grow in my yard.
STORY # 1
NAME: ________
DATE: _____
I am a puppy. My name is Jackson. Today, I had a very
happy day. I saw all kinds of things, and had a lot of fun.
First, I went swimming in the pond in front of my house. I
swam with all of the fish. I got very wet. I shook to dry
off. When I was tired of swimming, I took a nap on the
bank of the pond. When I woke up, I saw a bug flying by.
I followed it for a while to see where it went. It flew all
over my yard. Then it landed on a log. Next, I went into
the woods to explore. I saw a lot of different things. I saw
many plants that did not grow in my yard.
STORY # 1
Results
Before
After 2 week 8 week
intervention intervention follow-up
Children below
benchmark
51%
14%
29%
100% treatment integrity when giving teachers scripts, materials, a classroom
training session, and weekly support.
97% of the students above benchmark before intervention also increased scores.
Response to Class-wide Intervention
Digits Correct in Two Minutes
Intervention
Baseline
120
100
m
a
s
t
e
r
y
80
60
40
instructional range
20
0
1
2
3
Sessions
4
5
Mary
Chiquita
Randy
Sandy
Brandy
Colvin
Jolisha
Daleesha
Kiera
Bradley
Jared
Alfred
Sienna
Jarian
Trey
Robert
Andrea
Ashley
Jaren
DECISION RULES
When class median has reached mastery, are there children with scores below red
line? YES
Given another week’s growth of their previous average growth score would not reach
instructional range in one more week?
YES
ACTION TO BE TAKEN: Participate in Performance/Skill Deficit Assessment.
Universal CBM OUTCOME 1
TIER 2: Strategic/Supplemental
1. Early (Soar to) Success (Houghton
Mifflin)
2. Read Well (Sopris West)
3. Reading Mastery (SRA)
4. Early Reading Intervention (Scott
Foresman)
5. Great Leaps (Diamuid, Inc.)
6. REWARDS (Sopris West)
7. Ladders to Literacy (Brookes)
8. Read Naturally
~5%
~15%
~80% of Students
http://www.fcrr.org
Tier 2 Monthly CBM DATA
80
70
Adam
60
James
50
Christina
40
Drew
30
Emi
20
Camy
10
Hector
Nina
0
1
2
3
Are 80% of the Tier 2 students responding?
YES  target those students who are not responding
NO  target program.
Matching intervention to student needs
TIER 3:
Individualized Intervention
TIER 2 :
Strategic/Supplemental
~5%
~15%
~80% of Students
Models for selecting an intervention
to match student needs
1. Target Skills
2. Common reasons
for poor performance
WON’T DO: Fluent skills but does not want to do it.
CAN’T DO: Inadequate skills to do it.
Not enough help to do it right (accuracy)
Not enough time doing it (fluency).
It is just too hard (instructional level).
3. Powerful Effective teaching
How To….
1)Select students for intervention using screening data
2)Identify Can’t do problems
3) Conduct reading level of assessment.
3) Set up progress monitoring. Select a measure, set a goal, etc.
4) Plan for implementation. Who will do what and when.
Are you a Won’t do or Can’t do?
Demonstration reading # 1
Listen to your goal.
Are you a Won’t do or Can’t do?
• DO a 1 minute TIMED READING
– Partner 1 reads for 1 minute
– Partner 2 LISTEN and SAY and CIRCLE
misread or stuck words
– When timer rings, MARK last word read.
• COUNT
• Did you beat last score?
Performance/Skill Deficit Assessment
PURPOSE OF DATA?
To rule out lack of motivation as a factor
HOW?
Administer CBM probe that student performed poorly on
during class assessment. This time give the student a
chance to earn reward for improved score.
OUTCOME?
When student’s score falls above instructional grade level
range, proceed to motivational intervention.
When student’s score falls below instructional, proceed to
an instructional intervention.
Can’t Do/Won’t Do Assessment
Without incentive: 8 children
With incentive:
5 children
Assessing READING Level
Fuchs rule of thumb:
If student reads 10-50 words correct in 1 minute but with
less than 85-90% accuracy, move to next lower level
3rd grade
15Words
2nd grade
25 words
10 errors
1st grade
39 words
1 errors
•Start at grade level passage.
•Give three 1-minute assessments on three different grade level stories.
•Score words read correctly in one minute.
•If middle score is not at instructional level, administer three 1-minute
reading assessments on next lower grade level.
Grade
3 story
Scores
Fourth
1. ___
2. ___
3. ___
Third
Second
First
1. ___
2. ___
3. ___
1. ___
2. ___
3. ___
1. ___
2. ___
3. ___
Middle
Score
Assessment
Decision
If 70 or more
STOP. Reading level
If less than 70
Continue to next lower grade
If 70 or more
STOP. Reading level
If less than 70
Continue to next lower grade
If 40 or more
STOP. Reading level
If less than 40
Continue to next lower grade
If 40 or more
STOP. Reading level
If less than 40
Teach phonemic awareness
skills
____
____
____
____
CBM Data & Can’t Do Reason
•
PHONEMIC AWARENESS PROBLEM
-READINGLEVEL AT 1st GRADE OR LOWER
• ACCURACY PROBLEM
– SLOW AND > 4 ERRORS
• FLUENCY PROBLEM
–
-SLOW AND < 4 ERRORS
• VOCABULARY PROBLEM
– LOW COMPREHENSION AND MANY CIRCLED
UNKNOWN WORDS
• COMPREHENSION PROBLEM
– FLUENT BUT FEW QUESTIONS ANSWERED
CORRECTLY, POOR RETELL
Keep it Simple
Selecting a Few Good Interventions
Won’t
Do
Reading
Accuracy
Fluency
Vocabulary
Comprehension
Listening
Preview
Repeated
Readings
Key words
Concept maps
Drill
Sandwich
Generate Q
before and
Summarize after
Error
correction
Reciprocal
teaching: what
know, what want
to know & what
found out
A FEW PROVEN OPTIONS
(skills + reason why + effective teaching)
Accuracy  Listening Passage Preview + Phase Drill.
Improve reading accuracy through modeling and error
correction
Fluency Repeated Readings. Four repeated reading trials
to increase fluency with increased practice opportunities
Vocabulary  Key Words. Help students to comprehend
unknown vocabulary words through presentation and
discussion of words definition and usage
Comprehension  Comprehension training (information,
summarize, inference, prediction) with fluency
READING INTERVENTIONS
BASED ON
1. Skill TARGET
2. Can’t DO
3. Effective Teaching STEPS
1. Accuracy (Slow and > 6 errors)
Listening Preview + Phase Drill
STEP 1: LISTEN
Follow along as the teacher reads the story
STEP 2: PRACTICE
Have the student read the passage aloud while you underline
errors (skips, mispronounces, hesitates 3 sec) on your copy.
Supply the words missed.
STEP 3: DRILL ERROR CORRECTION.
Show the student the underlined words. Say the word and
have the student read each sentence containing the error
word three times.
STEP 4: 1 minute TIMED READING
STEP 5: COUNT AND RECORD
Accuracy
Demonstration READING # 4
MODEL & LISTEN
I see a boy and a girl. They come by day after day. The
girl can eat a lot. She is little. The boy is big. He does
not talk to the girl. He plays with his dog. I like his
dog. I want a dog. The dog is very big. The boy will
read a book. The girl does not like to read. The girl will
run and play. She does not like to sit. She will run up
and down the street. She does like to talk. The girl will
talk to any boy or girl. She will talk all day. She will talk
all night. The girl and her mother talk a lot. I like to play
with the girl. The girl and I play all day.
14
28
41
55
67
82
94
107
119
129
GUIDED practice
The
I see a boy and a girl. They come by
3-sec
3-sec
day after day. The girl can eat a lot.
She is little. The boy is big. He does
pats
not talk to the girl. He plays with his
dog. I like his dog. The dog is very big.
ERROR Correction
The
I see a boy and a girl. They come by
3-sec
3-sec
day after day. The girl can eat a lot.
She is little. The boy is big. He does
pats
not talk to the girl. He plays with his
dog. I like his dog. The dog is very big.
INDEPENDENT PRACTICE
1 minute timing
Demonstration READING # 2
I see a boy and a girl. They come by day after day. The
girl can eat a lot. She is little. The boy is big. He does
not talk to the girl. He plays with his dog. I like his
dog. I want a dog. The dog is very big. The boy will
read a book. The girl does not like to read. The girl will
run and play. She does not like to sit. She will run up
and down the street. She does like to talk. The girl will
talk to any boy or girl. She will talk all day. She will talk
all night. The girl and her mother talk a lot. I like to play
with the girl. The girl and I play all day.
14
28
41
55
67
82
94
107
119
129
IMMEDIATE FEEDBACK
Graph
My best score or goal is: _______
My score on the timed test is: ________
Did I beat my score? _____
Weekly Progress Monitoring
Individually-administered
Materials:
Copy of the school-wide reading passage and
Copy of Screening scores
“Treasure chest”
Administer and score a 1-minute timed reading.
Provide a reward if child score on this reading
exceeds the screening score.
Rationale
Why the same probe?
Eliminates probe variability
Increases efficiency (1 probe verses 3 “cold” probes)
Poor readers who struggle on all reading are identified.
When students advance on 1 probe assessment, may
monitor with 3 probes and take median score to see
who should continue intervention another week.
Progress Monitoring
Grant's Reading Progress
70
WCPM
60
50
Intervention
40
Generalization
30
Can't/Won't
20
In-Class Probe
10
0
Baseline
4
8
Session
12
2. Fluency (Slow but < 4 errors)
Repeated Readings
STEP 1: GET READY
STEP 2: PRACTICE 3 TIMES
Teacher starts a timer and tells student to read passage
Student reads from one passage.
Teacher LISTENS and SAYS misread or stuck words
At the end of the passage, tell the student the time it took
to read the passage. Do this 3 times.
STEP 3: 1 minute TIMED READING
STEP 4: COUNT AND RECORD
Demo
1
2
3
1 min timing
Jeff’s mom is having a baby. Jeff is very happy. He will
have a new brother or sister. He does not know whether
the baby will be a boy or a girl. He will be happy with a
new little brother or sister. He will help the baby learn new
things. He will teach the baby how to crawl, and then how
to walk. He will help teach the baby how to talk. When the
baby gets older, he will play with the baby. If he gets a
little brother, the baby will be named James. When he is
old enough, he will teach the baby how to play tag and
football. He will ride bikes with the baby.
Same routine
• Peers and/or adult tutor
• Daily for 15 minutes
• Weekly CBM monitoring
3. Vocabulary and Fluency problem
Key Words
STEP 1: IDENTIFY KEY WORDS
Student circles any word that looks hard to read or understand.
STEP 2: LISTEN. Student follows along on one copy as teacher reads.
STEP 3: GUIDED PRACTICE.
Student reads with teacher help.
STEP 4: PRACTICE KEY WORDS
Write the first 5 circled words on erase board. (or select words that
were errors during practice or important words for story).
Read the five words to the student and student repeats words.
Define the words (verbal explanation, gestures and/or modeling).
Use the word in a sentence.
STEP 5: 1 minute TIMED READING
STEP 6: COUNT AND RECORD
Circle unknowns, key words
fresh
silver
prepare
brick
decide
4. Comprehension
STEP 1: PRIOR TO READING
Review a list of 6 to 10 questions that is to be completed.
Identify if the question is about material that will be right
there in the reading material, implied from material in the
text that needs to be searched and thought about, or
require you to predict or infer something after reading the
material.
Preview by scanning material and search for clues about
what the reading is about, what you may already know
about the material.
Comprehension
STEP 2: READ PASSAGE OUT LOUD with teacher help.
STEP 3: AFTER READING
Turn the reading passage over.
Without looking at the passage, answer the questions.
Check your answer with the teacher
Count the number of questions you got right. Write score on chart.
Comprehension
Option after reading for vocabulary practice:
Clinks
Write a few words
that seems to be
important to the
story
Clunks
Write words that
you do not
understand.
What does the Clunk mean?
Look up or ask teacher for help
Comprehension
Option after reading for main idea concept:
Write a “gist” sentence about the main idea in 10 or less words.
__________________________________________________
Write 2-3 important facts, ideas, or supporting details.
1. _______________________________________________
2. _______________________________________________
Phonics
• Programs to practice using phonic skill
– Basic Skill Builders program (Beck, Conrad, &
Anderson, 1995) -practice sheets that are
systematically sequenced for teaching brief units of
reading skills.
– www.starfall.com Free
– http://www.funnix.com/ (direct instruction)
– Read, Write and Type
http://www.talkingfingers.com/readwritetype/RWTlearning-system.html
– www.Headsprout.com (direct instruction)
Keep it Simple
Which Few Good Interventions will you select?
Reading
Phonics
Accuracy
Fluency
Vocabulary
Comprehension
Funnix
Listening
Preview
Repeated
Readings
Key words
Review questions
+ vocabulary
TEAM Support Planning
1. Match an intervention to the problem
2. Prepare materials and train.
3. Set up a routine. Set a daily 10 - 15
minute intervention routine 4 to 5 days a week
at a set location.
4. Monitor using a weekly CBM routine
Contact information
Donna Gilbertson, PhD
Utah State University
School Psychology Program
[email protected]