Transcript Slide 1

Students At-Risk for Reading
Difficulties: High and Low
Responders
Sharon Vaughn and Greg Roberts
Center on Instruction, University of Texas
Sylvia Linan-Thompson, Jeanne Wanzek
Christy Murray, Thea Woodruff,
Batya Elbaum
Multi-Tiered Intervention Approaches
Incorporate prevention and intervention
Include ongoing screening and progress monitoring to
identify student needs for designing instruction
Effective practices implemented class-wide in general
education (primary intervention)
Successive levels of support increasing in intensity and
specificity provided to students as needed
(secondary/tertiary intervention)
(Dickson & Bursuck, 1999; McMaster, Fuchs, Fuchs, & Compton, 2005; O’Connor, 2000; O’Connor, Fulmer, Harty, &
Bell, 2005; O’Connor, Harty, Fulmer, 2005; Vaughn, Linan-Thompson, & Hickman, 2003)
Tier I: Core Class Instruction
Focus
For all students
Program
Professional development, progress monitoring, in-class
Support
Grouping
Flexible grouping
Time
90 minutes or more per day
Assessment
Screening assessment at beginning, middle,
and end of the academic year
Interventionist
General education teacher
Setting
General education classroom
Tier II: Intervention
Focus
For students identified as at-risk for reading difficulties,
and who have not responded to Tier I efforts
Program
Specialized, research-based interventions
Grouping
Homogeneous small group
Time
20-30 minutes per day in small group in addition to
90 minutes of core reading instruction (50-100 sessions)
Assessment
Progress monitoring twice a month on target skill(s)
to ensure adequate progress and learning
Interventionist
Treatment group – trained researcher
Comparison group – school personnel
Setting
Appropriate setting designated by the school
Tier III: Instruction for Intensive Intervention
Focus
For students with marked difficulties in reading or
reading disabilities and who have not responded
adequately to Tier I and Tier II efforts
Program
Sustained, intensive, research-based reading programs
Grouping
Homogeneous – very small group
Time
50-minutes per day
Assessment
Progress monitoring twice a month on target skill to
ensure adequate progress and learning
Interventionist
Treatment – trained by research team
Comparison – provided by school
Setting
Appropriate setting designated by the school
Participants
General Information:
Six Title I elementary schools in one near-urban district
All first and second grade classroom teachers
participated in Tier I
First grade students met criteria for being at-risk for
reading difficulties in fall of first grade and were
randomly assigned to treatment and comparison groups
Followed the at-risk students who remained in the
district throughout the two-year period (first and second
grade)
Tier I
Students at risk
Students who did were randomly assigned to the
comparison group for Tier II rather than
researcher implemented Tier II
Findings reported here for students in
comparison condition who received Tier I
intervention only
What was Tier I?
On going professional development for teachers
(25 hours per year)
Progress monitoring
In class support as requested
Tier I Effect Sizes
When compared with historical control group,
Tier I Effect Sizes on WRMT for at risk
students in 1st grade:
WA
WI
RC
Cohort 3
.72
.67
.54
Cohort 2
.27
.19
-.15
Implications of Tier I findings
Guskey & Sparks (2000, 2002) advocate for
connecting professional development to student
outcomes.
Effective Tier I instruction allows for effective
implementation of RtI
Tier II and Tier III interventions should not be
used as alternatives to ineffective Tier I
instruction – boost Tier I.
Participants (cont’d)
High Responders
10-20 weeks of intervention was sufficient to meet exit
criteria
20 treatment (11 females; 9 males)
23 comparison (8 females; 15 males)
Low Responders
10-20 weeks of intervention was not sufficient to meet exit
criteria
Students received additional 20 weeks of intervention in
second grade
7 treatment (2 females; 5 males)
15 comparison (5 females; 10 males)
Criteria for Identifying Students At-Risk
Tier II Intervention
Screening Period
Fall First Grade
NWF<13 OR PSF<10 and NWF<24
Winter First Grade
NWF<30 and ORF<20 OR ORF<8
Tier III Intervention
Screening Period
Risk Criteria
Continued Risk Criteria
Fall Second Grade
ORF<27
Winter Second Grade
ORF<70
Tier II Research Intervention
Conducted in first grade
Daily, 30-minute sessions in addition to Tier I
instruction
Small groups (4-6 students)
Tutors hired and trained by research staff
Tier II Research Intervention (cont’d)
Instruction provided:
Phonics and word recognition (15 minutes)
Fluency (5 minutes)
Passage reading and comprehension (10 minutes)
Tier III Research Intervention
Participated in 1st and 2nd grade
Daily, 50-minute sessions in addition to Tier I
instruction
Very small groups (2-4 students)
Tutors hired and trained by research staff
Tier III Research Intervention
(cont’d)
Instruction provided:
Sound review (1-2 minutes)
Phonics and word recognition and vocabulary
(17-25 minutes)
Fluency (5 minutes)
Passage reading and comprehension (12-20 minutes)
High Responders
(Tier II Only)
WRMT-R - Word Identification
Fall 1st
Grade
Treatment
Comparison
Spring 1st
Grade
Spring 2nd
Grade
100.42
(9.29)
112.75
(8.50)
106.05
(7.42)
98.00
(9.15)
110.22
(10.53)
102.45
(8.76)
WRMT-Word Attack
Fall 1st
Grade
Spring 1st
Grade
Spring 2nd
Grade
Treatment
101.63
(8.49)
112.80
(5.42)
105.70
(14.20)
Comparison
95.29
(11.03)
107.00
(13.08)
103.09
(12.25)
WRMT-Passage Comprehension
Fall 1st
Grade
Spring 1st
Grade
Spring 2nd
Grade
Treatment
94.81
(12.31)
104.45
(6.18)
102.00
(6.55)
Comparison
86.95
(11.95)
101.96
(7.11)
99.18
(6.93)
Oral Reading Fluency
Winter 1st
Grade
Spring 1st
Grade
Spring 2nd
Grade
Treatment
16.00
(9.07)
40.70
(19.36)
82.65
(25.93)
Comparison
12.30
(7.20)
34.61
(8.81)
76.61
(18.48)
Low Responders
(Tier II and III)
WRMT-Word Identification
Treatment
Comparison
Mean Standard Score
105
100
95
90
85
80
75
Fall 1st
grade
Winter 1st Spring 1st
Grade
Grade
Fall 2nd
Grade
Winter 2nd Spring 2nd
Grade
Grade
WRMT-Word Identification
Treatment
Mean Standard Score
105
102.57
100
95
(9.48)
90
85
103.86
(12.08)
97.14
(11.39)
94.71
(11.25)
Comparison
91.4
(14.12)
91.47
(12.84)
86.07
97.14
(9.56)
89.27
86
99.86
(9.63)
91.6
(7.14)
(8.60)
(11.27)
(12.47)
80
75
Fall 1st
grade
Winter 1st Spring 1st
Grade
Grade
Fall 2nd
Grade
Winter 2nd Spring 2nd
Grade
Grade
WRMT-Word Attack
Treatment
Comparison
Mean Standard Score
110
105
100
95
90
85
80
75
Fall 1st
grade
Winter 1st Spring 1st
Grade
Grade
Fall 2nd
Grade
Winter 2nd Spring 2nd
Grade
Grade
WRMT-Word Attack
Treatment
Comparison
Mean Standard Score
110
106.57
105
100
90
85
101.43
(14.29)
93.13
(9.53)
(12.47)
95
91.14
102.71
(14.75)
101.43
(15.45)
90.8
(6.55)
95.13
(11.27)
(11.63)
101.43
(6.95)
(4.87)
92.8
91.6
(7.14)
84.8
(7.76)
80
75
Fall 1st
grade
Winter 1st Spring 1st
Grade
Grade
Fall 2nd
Grade
Winter 2nd Spring 2nd
Grade
Grade
WRMT-Passage Comprehension
Treatment
Comparison
Mean Standard Score
110
105
100
95
90
85
80
75
Fall 1st
grade
Winter 1st Spring 1st
Grade
Grade
Fall 2nd
Grade
Winter 2nd Spring 2nd
Grade
Grade
WRMT-Passage Comprehension
Treatment
Comparison
Mean Standard Score
110
105
100
95
95.57
90
90.29(12.47)
87.53
87.13
(10.26)
85
80
75
(9.13)
84.86
(8.84)
(6.67)
97
(9.57)
97.71
(5.22)
91.43
(10.78)
85.33
(7.63)
84.33
86.93
(9.59)
(9.53)
77.13(8.50)
Fall 1st
grade
Winter 1st Spring 1st
Grade
Grade
Fall 2nd
Grade
Winter 2nd Spring 2nd
Grade
Grade
Oral Reading Fluency
Words Correct Per Minute
Treatment
Comparison
50
45
40
35
30
25
20
15
10
5
0
Winter 1st
Grade
Spring 1st
Grade
Fall 2nd
Grade
Winter 2nd
Grade
Spring 2nd
Grade
Oral Reading Fluency
Words Correct Per Minute
Treatment
50
45
40
35
30
25
20
15
10
5
0
Comparison
46.57
(15.77)
35.71
(11.10)
24.6
17.71
12.53
(5.74)
7.43
3.93
(6.53)
Winter 1st
Grade
Spring 1st
Grade
(1.90)
29.47
(19.22)
(14.75)
15.71(8.20)
10.27
(6.94)
(3.24)
Fall 2nd
Grade
Winter 2nd
Grade
Spring 2nd
Grade
Gains Per Hour Intervention
Word ID Word Attack Read Comp
High
Responders
(~25 hrs.)
Low
Responders
(~130 hrs.)
.23
.16
.29
.04
.12
.10
Closing Comment
Learning to read for most students is a relatively
easy process that occurs so readily that as adults
they often can not even remember how they
learned to read. For other students the process is
significantly more challenging requiring ongoing interventions that may be in place well
past the third grade. We believe that the data
suggest that the needs of many of these
students can not be met solely by general
education and that they will require a special
education.
Prevailing Questions
Tier I is enhanced classroom instruction.
Tier II is 25-50 hours of small group
instruction
Tier III is > 125 hours of small group
instruction
Questions (cont’d)
1. When do we refer students for special
education?
a. After enhanced Tier I if they are different from
peers?
b. After 25 hours of Tier II (10 weeks at 30 min
daily)?
c. After 50 hours of Tier II (20 weeks)?
d. After Tier III (>125 hours of intervention)?
Questions (cont’d)
2. When do we consider students as “not
responding”?
3. If students are in the average range on
standardized tests (e.g. >90 standard score
on WA, WI, RC) but still very low ORF – do
we consider them “nonresponders”?
In other words, is referral to special
education based on extensive student need
rather than norm-based performance?
Questions (cont’d)
4. Assuming very low responders are placed in
special education. What should the special
education teacher’s intervention be?
a. More of what we know works for most students
even though it has not had much impact on them?
b. Something different like…..?
Individual Cases
Words Correct Per Minute
Andrea (Intervention Responder)
Juan (Intervention Nonresponder)
Nick (Comparison Nonresponder)
100
80
60
40
20
0
Fall 2nd Grade
Winter 2nd Grade Spring 2nd Grade
Case Study Information
Disabilities
Nick (comparison) is identified as speech impaired and OHI
Mobility
Andrea (responder) moved out of the district in the middle
of first grade but was in the district for all of 2nd grade
Juan (nonresponder) was present for the majority of first
grade and all of second grade
Nick (comparison) has been in the district since kindergarten
Case Study Information (cont’d)
PPVT
Andrea - not in district at time of testing
Juan = 77
Nick = 80
Tutor Notes
Andrea (responder) was motivated, enjoyed being challenged,
somewhat shy
Juan (nonresponder) processed information slowly and had
difficulty reading words automatically.
Nick (comparison) did not receive research intervention
Andrea (Intervent ion Studen t : Responder)
Fall of 2nd Grade
Benchmark 1.1
DIBELS Oral Reading Fluency
TM
MomÕs New Job
Yesterday my mom started her new job. Her job is to drive a
school bus every morning. She took driving classes to get ready
for her new job. She had to get a special license, too. She wears a
dark blue uniform wit h a yellow vest.
Now that she is driving a school bus, my mom has to get up
even earlier than we do. She has to be at work on time or the
children wonÕtget to school on time. She does her best to get
everyone to school on time.
When I came down to the kit chen for breakfast yest erday,
Dad and Mom were eat ing cereal and drinking coffee toget her.
Since Mom has to leave early, I knew she wouldnÕthave time to
make my breakfast anymore. I sat down and fixed myself a bowl
of cereal.
ŅDid you make my lunch, Mom?ÓI asked.
ŅI made it for you,Ósaid Dad. ŅI made momÕs and mine,
too.Ó
ŅWeÕre all going to take t urns making lunches,Ó Mom said.
ŅNext week youÕll get to make all three lunches.Ó
That afternoon when I came home from school, I smelled
somet hing good. T here was mom in the kitchen, taking chocolate
chip cookies out of the oven.
ŅI made a treat for our lunches tomorrow,Ó she as id. ŅHere,
you may have one.Ó
ŅHowwas your second day on the job, Mom?ÓI asked.
ŅJust great, honey. I love my new job,Ó she said.
Total:
13
24
39
46
60
75
88
93
103
113
126
138
140
148
160
161
171
180
190
200
206
217
221
232
242
9 D/C
Andrea (Intervent ion Studen t : Responder)
Winter of 2nd Grade
Benchmark 2.3
DIBELS Oral Reading Fluency
TM
Stars of the Sea
What fish looks like it belongs more in t he sky than in the
sea? T he answer is a starfish. Most starfish have five arms, but
some have many more. If a starfish loses an arm, it grows a new
one. A starfish can lose one or two arms and still be just fine.
A starfish can stretch its arms to as long as two feet. T he
st arfish uses it s arms to move through water or along rocks. A
st arfish has t iny tubes on the under sides of its arms. The tubes
are like st icky suction cups. The starfish can hold on to rocks
even in the waves. The tubes work like hundreds of t iny feet.
Starfish crawl along the ocean bot tom, but they donÕtmove very
fast .
A starfish eats tiny fish and plants. Its mouth is on t he
bot tom, in the center of the st ar. Their favorite food is shellfish,
and they can eat a lot. The starfish eats during high t ide, when
the waves bring in lot s of food. During low tide you might find
them holding onto the rocks and wait ing for t he t ide t o change.
Starfish come in many colors, including yellow, orange, red,
blue, purple, pink, and brown. They come in all sizes, from t iny
to very large. When many different ones are in the same area
they look like a rainbow under water.
Total:
13
25
39
53
66
78
91
103
115
126
127
139
151
164
177
189
198
210
222
229
37
Andrea (Intervent ion Studen t : Responder)
Spring of 2nd Grade
Benchmark 3.3
DIBELS Oral Reading Fluency
TM
My Drift Bot t le
I read a story about people who met because of a message
inside a bottle. A man put the message inside the bot t le and
tossed it in the ocean. Months later, a lady found the bot t le on a
beach far across the ocean.
I asked my teacher if we could t ry sending a message in a
bot t le . She said she would save a bot t le with a tight lid for me.
She said we could launch the bot t le on our next field t rip to the
beach. It was our class project. I wrot e a let ter about myself for
the bott le. Some of my friends wrot e let ters, also.
After we were done, we showed our let ters t o my teacher.
She said we could put all the let ters in the bot t le . We asked
whoever found the bot t le to write to us at our school. We wanted
to know how far t he bot t le would go . We took the bot t le along
on our next t rip to t he shore. We stood on the beach unt il t he t ide
st arted to go out. T hen I threw the bot t le as far as I could. We
watched it bob in the waves unt il we could not see it anymore.
Now every day I wonder if someone has found our message.
I wonder if the bot t le is st ill drift ing on the waves. I wonder if it
is traveling across the ocean and imagine the different countries
it might reach. I hope someday we find out where it went .
Total:
12
24
38
43
56
70
84
97
106
117
130
143
156
171
186
199
210
225
235
247
81
Juan (Int ervent ion Student: Non-Responder)
Fall of 2nd Grade
Benchmark 1.1
DIBELS Oral Reading Fluency
TM
MomÕs New Job
Yesterday my mom started her new job. Her job is to drive a
school bus every morning. She took driving classes to get ready
for her new job. She had to get a special license, too. She wears a
dark blue uniform wit h a yellow vest.
Now that she is driving a school bus, my mom has to get up
even earlier than we do . She has to be at work on time or the
children wonÕtget to school on t ime. She does her best to get
everyone to school on time.
When I came down to the kit chen for breakfast yest erday,
Dad and Mom were eat ing cereal and drinking coffee toget her.
Since Mom has to leave early, I knew she wouldnÕthave t ime to
make my breakfast anymore. I sat down and fixed myself a bowl
of cereal.
ŅDid you make my lunch, Mom?ÓI asked.
ŅI made it for you,Ósaid Dad. ŅI made momÕs and mine,
too.Ó
ŅWeÕre all going to take t urns making lunches,Ó Mom said.
ŅNext week youÕll get to make all three lunches.Ó
That afternoon when I came home from school, I smelled
somet hing good. T here was mom in the kitchen, taking chocolate
chip cookies out of the oven.
ŅI made a treat for our lunches tomorrow,Ó she as id. ŅHere,
you may have one.Ó
ŅHowwas your second day on the job, Mom?ÓI asked.
ŅJust great, honey. I love my new job,Ó she said.
13
24
39
46
60
75
88
93
103
113
126
138
140
148
160
161
171
180
190
200
206
217
221
232
242
Total: 9
D/C
Juan (Int ervent ion Student: Non-Responder)
Winter of 2nd Grade
Benchmark 2.3
DIBELS Oral Reading Fluency
TM
Stars of the Sea
What fish looks like it belongs more in t he sky than in the
13
sea? T he answer is a starfish. Most starfish have five arms, but
25
some have many more. If a starfish loses an arm, it grows a new
39
one. A starfish can lose one or two arms and still be just fine.
53
A starfish can stretch its arms to as long as two feet. T he
66
st arfish uses it s arms to move through water or along rocks. A
78
st arfish has t iny tubes on the under sides of its arms. The tubes
91
are like st icky suction cups. The starfish can hold on to rocks
103
even in the waves. The tubes work like hundreds of t iny feet.
115
Starfish crawl along the ocean bot tom, but they donÕtmove very 126
fast .
127
A starfish eats tiny fish and plants. Its mouth is on t he
139
bot tom, in the center of the st ar. Their favorite food is shellfish,
151
and they can eat a lot. The starfish eats during high t ide, when
164
the waves bring in lot s of food. During low tide you might find
177
them holding onto the rocks and wait ing for t he t ide t o change.
189
Starfish come in many colors, including yellow, orange, red, 198
blue, purple, pink, and brown. They come in all sizes, from t iny 210
to very large. When many different ones are in the same area
222
they look like a rainbow under water.
229
Total: 20
Juan (Int ervent ion Student: Non-Responder)
Spring of 2nd Grade
Benchmark 3.1
DIBELS Oral Reading Fluency
TM
If I Had a Robot
If I had a robot, he would do everything I donÕtlike t o do.
First, heÕd brush his teeth. Then, heÕd get dressed for school. I
would stay in bed. He would make my lunch. He knows pizza
and cookies are my favorite. My robot would carry my books
and lunch for me. He might even carry my friendÕsbooks.
At school, my robot would tell me all the right answers. He
would take my spelling t est for me and get all of the words right.
During recess, my robot would do extra credit while I played. I
would eat the lunch my robot made. Everyone would want to
t rade for my cookies. IÕdmake my robot eat everything I didnÕt
like.
When school was over, my robot would do my homework. It
would be perfect and in his best handwr it ing. I would play
outside with my dog. After dinner, my robot would do my
chores. He would pick up my clothes. He would empty the
garbage . He would feed t he cat and the dog. I would watch TV
and play chess with my dad. My robot would bring me a big
piece of chocolate cake.
My robot would take a bath and wash his hair. T hen my
robot would brush his teeth. I would hug my dad and kiss my
mom goodnight . My robot would have to hug my little brother.
Total:
14
26
38
49
60
72
86
98
109
121
133
144
155
166
179
192
196
208
221
232
24
Nick (Comparison Studen t )
Fall of 2nd Grade
Benchmark 1.1
DIBELSTM Oral Reading Fluency
MomÕs New Job
Yesterday my mom started her new job. Her job is to drive a
school bus every morning. She took driving classes to get ready
for her new job. She had to get a special license, too. She wears a
dark blue uniform wit h a yellow vest.
Now that she is driving a school bus, my mom has to get up
even earlier than we do. She has to be at work on time or the
children wonÕtget to school on time. She does her best to get
everyone to school on time.
When I came down to the kit chen for breakfast yest erday,
Dad and Mom were eat ing cereal and drinking coffee toget her.
Since Mom has to leave early, I knew she wouldnÕthave time to
make my breakfast anymore. I sat down and fixed myself a bowl
of cereal.
ŅDid you make my lunch, Mom?ÓI asked.
ŅI made it for you,Ósaid Dad. ŅI made momÕs and mine,
too.Ó
ŅWeÕre all going to take turns making lunches,Ó Mom said.
ŅNext week youÕll get to make all three lunches.Ó
That afternoon when I came home from school, I smelled
somet hing good. T here was mom in the kitchen, taking chocolate
chip cookies out of the oven.
ŅI made a treat for our lunches tomorrow,Ó she as id. ŅHere,
you may have one.Ó
ŅHowwas your second day on the job, Mom?ÓI asked.
ŅJust great, honey. I love my new job,Ó she said.
Total:
13
24
39
46
60
75
88
93
103
113
126
138
140
148
160
161
171
180
190
200
206
217
221
232
242
9 D/C
Nick (Comparison Studen t )
Winter of 2nd Grade
Benchmark 2.3
DIBELS Oral Reading Fluency
TM
Stars of the Sea
What fish looks like it belongs more in t he sky than in the
sea? T he answer is a starfish. Most starfish have five arms, but
some have many more. If a starfish loses an arm, it grows a new
one. A starfish can lose one or two arms and still be just fine.
A starfish can stretch its arms to as long as two feet. T he
st arfish uses it s arms to move through water or along rocks. A
st arfish has t iny tubes on the under sides of its arms. The tubes
are like st icky suction cups. The starfish can hold on to rocks
even in the waves. The tubes work like hundreds of t iny feet.
Starfish crawl along the ocean bot tom, but they donÕtmove very
fast .
A starfish eats tiny fish and plants. Its mouth is on t he
bot tom, in the center of the st ar. Their favorite food is shellfish,
and they can eat a lot. The starfish eats during high t ide, when
the waves bring in lot s of food. During low tide you might find
them holding onto the rocks and wait ing for t he t ide t o change.
Starfish come in many colors, including yellow, orange, red,
blue, purple, pink, and brown. They come in all sizes, from t iny
to very large. When many different ones are in the same area
they look like a rainbow under water.
Total:
13
25
39
53
66
78
91
103
115
126
127
139
151
164
177
189
198
210
222
229
23
Nick (Comparison Studen t )
Spring of 2nd Grade
Benchmark 3.2
DIBELS Oral Reading Fluency
TM
My Grandpa Snores
ItÕs hard to get a good nightÕsrest at my grandma and
grandpaÕs house because my grandpa snores. Grandma says he
snores so loudly t hat he almost snores his head off. Grandpa
sleeps in a bedroom all by himself because his snoring keeps
grandma awake.
GrandpaÕs snore is so loud he sounds like a big bu ll elephant .
He sounds like the largest lion in the zoo giving his loudest roar.
HeÕs as loud as a huge grizzly bear or an old moose. Anyway,
heÕs very loud.
Grandma says that when she wants to get a good nightÕs
sleep she just puts in her earplugs and shuts her bedroom door.
When I spent the night, I didn Õtget very much sleep. I tried
put t in g my pillow over my head. Then I got all the way under the
covers. Then I crawled under the bed. No mat ter what I did, I
could st ill hear grandpa. His snoring kept me awake almost all
night long.
By morning I was so t ired that I fell asleep at the breakfast
table. I almost hit my cereal bowl with my chin. Grandma had to
shake me awake.
ŅWake up, Will,Óshe said. ŅWake up, now youÕre the one
snoring.ÓWe all laughed. I guess I learned how from my
grandpa. Next t ime I sleep at Grandma and GrandpaÕshouse I
am going to bring earplugs so I can sleep t oo.
Total:
12
21
32
43
45
57
70
83
86
97
109
122
136
149
160
162
175
188
191
202
213
224
234
17