question… now that i have all this background information on reading and reading curricula, now...
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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 SOLVEMY READING NEEDS
AT TIER 1.
Problem Solving Method
Plan Evaluation
Did our plan work?
Plan Evaluation
Did our plan work?
Problem AnalysisWhy is it happening?Why is it happening?
Problem AnalysisWhy is it happening?Why is it happening?
Problem IdentificationIs there a problem? What is it?Is there a problem? What is it?Problem IdentificationIs there a problem? What is it?Is there a problem? What is it?
Plan DevelopmentWhat shall we do about it?What shall we do about it?Plan DevelopmentWhat shall we do about it?What shall we do about it?
Three Tier Problem Solving System
General Education
Special Education
General EducationWith Support
Severity of Educational Need or Problem
Amount ofResourcesNeededTo Benefit
Tier 1Core
Tier 2Supplemental
Tier 3Intensive
Problem Identification
Problem Analysis
Plan Evaluation
Plan Development
TIER 1. Problem Identification
Problem Identification
Is there a problem? A discrepancy? What is the problem?
Problem Analysis Why is it happening?
Progress MonitoringDid it work?
Intervention PlanningWhat should be done about it?
Identifying a Discrepancy…Identifying a Discrepancy…
Example of a UniversalUniversal ProblemACADEMIC Area
Definitional Component Example
What Is Expected All students reading at a national proficient benchmark
What Is Occurring Only 60% of students are reading at a national proficient benchmark
The Situation End of Grade 3 & 5
1. UNIVERSAL SCREENINGAND BENCHMARKING: EARLY LITERACY MEASURES, AS
DIBELS OR AIMSWEBCBM
(KEY CRITICAL INDICATORS)
FRAMEWORK FOR READING ASSESSMENT
STRATEGIC MONITORING (ROI)
PROGRESS MONITORING
(ROI)SYSTEMATIC PROBLEM SOLVING
PINPOINTING THE SPECIFIC AREA OF DIFFICULTY,
DIAGNOSTIC INFORMATION
TIER III
TIER II
TIER I 3 X PER YEAR
MONTHLY
EVERY WEEK OR 2
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
Kalisha in Red Seems to be a Problem
Now does she look like a problem?
How Do you KNOW if Core Instruction is Working: Screen-Many students not Learning at Tier 1
Grade Level
Standard
Instructional
At Risk
Universal Screening Identified School Wide Reading Deficits in Vail
Reading data- 1st grade
Mastery
At what tier should problem solving occur?
After Grade Wide Intervention--No Systemic Problem
First Grade
Core Program
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.
A Core Instructional Program of Validated Efficacy Adopted and Implemented Schoolwide
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)
Targeted/Supplemental
15%
Universal80%
Intensive5%
We want these percentages:
Tier 1.: 50% or better on Aimsweb norms.
Tier 3.: 25% or lower on Aimsweb norms.
Tier 2: Everyone in between.
50
30
20
80
15
5
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall '05 National
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 IIf “Yes”, consider Tier 2 interventions for
some students
Step 1. Determine your Step 1. Determine your Approach/Cut ScoreApproach/Cut Score
1. Standards-Based ApproachesIllinois AIMSweb Standards (Cut Scores for ISAT
and Minnesota State Test)Oregon DIBELS Standards (Cut Scores for Oregon
State Test)
2. Norm-Based ApproachesPercentile Rank Cut Scores
1. Standard-Based 1. Standard-Based ApproachesApproaches
• Illinois AIMSweb Standards Tied to ISAT and Minnesota State
•Oregon DIBELS StandardsWith a Standards Based Approach, Use With a Standards Based Approach, Use Linkages to High Stakes TestsLinkages 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 TestGreen = Highly Likely to PassYellow = Uncertain to Pass
4th Grade R-CBM Scores Fall, 2005 4th Grade ISAT Correlate Cut Scores Fall
Low Risk/Highly Likely = 105(Green)
High Risk/Highly Unlikely = 60(Red)
# Low Risk =
# Some Risk =
# High Risk =
10
3
7
% Low Risk =
% Some Risk =
% High Risk =
50%
15%
35%20 total
Creating Triangles from Benchmark Data:
6
50
15
35
4th Grade FallTier 3
5%
Expectation
Tier 215%
Tier 180%
STANDARDS BASED TRIANGLES USING ISAT CUT SCORES
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 correlatesDetermine 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 Approaches2. 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?
40
26.5
33.5
80
15
5
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Winter National
High Risk
Some Risk
Low Risk
28
24
48
32
23
45
37
46
17
50
37
13
47
30
23
52
34
14
62
21
17
80
15
5
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percentage
Spring '05 Fall '05 Winter '05 Spring '06 Fall '06 Winter '07 Spring '07 Goal
Ideal Ave. Oral Reading Fluency Risk Categories-current 3rd graders
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?
Problem Analysis Why is it happening?
Progress MonitoringDid it work?
Intervention PlanningWhat 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 curriculum2. 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.)
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%
Problem Analysis Tool for Tier 1/Core Program
Characteristics of Scientifically Based Reading Programs
★Instructional Content
★Instructional Design
★ Empirical Evidence
Are these present in your core program
A Consumer’s Guide to Evaluating
Supplemental and Intervention Reading ProgramsGrades 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 FienOregon Reading First Center, College of Education, University of Oregon
A Consumer’s Guide to Evaluating a Core Reading ProgramGrades K-3: A Critical Elements Analysis
Deborah C. Simmons, Ph.D.Edward J. Kame’enui, Ph.D.
•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?
Problem Analysis Why is it happening?
Progress MonitoringDid it work?
Intervention PlanningWhat 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.)
WHICH OF THE FIVE BIG AREAS?• PHONEMIC AWARENESS• PHONICS• FLUENCY• VOCABULARY• COMPREHENSION
4 Block/Guided Reading/Balanced
Literacy/Leveled Book Rooms
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)
~80% of Students
~15%
~5%
*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_review.php
WHICH OF THE FIVE BIG AREAS?• PHONEMIC AWARENESS• PHONICS• FLUENCY• VOCABULARY• COMPREHENSION
Open CourtReading 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 MifflinGrounded 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!
Another way to organize and implement interventions
• Take same or similar comprehensive programs and use them at different tiers depending on the district population.
High SES ExampleTier 3
Intensive Interventions:
• Readin g Mastery • Corrective
Readin g (4-12) • Language! (3-12)
Tier 2
Targeted Interv :entions
• Read Well (1-3) • Horizons
Tier 1 Univer sal
Interv :entions
• Four Block Guiding Reading
• Houghton Mifflin • Harcourt
Tier 2
____%
Tier 1
%
Tier 3 %
Middle SES Example
Tier 3 Intensive
Interventions:
• Corrective Readin g (4-12)
• Language! (3-12)
Tier 2 Targeted
Interv :entions
• Horizons • Readin g Mastery • Language! (3-12)
Tier 1 Univer sal
Interv :entions
• Harcourt • Houghton Mifflin • Open Court • Read Well (1-3)
Tier 2
____%
Tier 1
%
Tier 3 %
Low SES Example
Tier 3 Intensive
Interventions:
• Language! (3-12) • Corrective
Readin g (4-12)
Tier 2 Targeted
Interv :entions
• Readin g Mastery • Corrective
Readin g (4-12) • Language! (3-12)
Tier 1 Univer sal
Interv :entions
• Readin g Mastery • Horizons • Read Well (1-3) • Open Court
Tier 2
____%
Tier 1
_____%
Tier 3 %
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/profdev.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.)
SRA DI PROGRAMS-READING MASTERY HORIZONSCORRECTIVE READINGSOAR TO SUCCESSGREAT LEAPS /SLANTREWARDS, LIPS 6 MIN. SOLUTIONS
K PALS, 1st Gr. PALSJOLLY PHONICS/GRAMMARM. HEGGERTYEAROBICSGREAT LEAPS/ SLANTREWARDS, QUICK READS6 MINUTE SOLUTIONSBRINGING WORDS TO LIFEELEMENTS OF READING-VOCABULARYMETACOGNITIVE STRAT.- COLLABORATIVE STRATEGIC READINGSOAR TO SUCCESS
K PALS, 1st Gr. PALS, JOLLY PHONICS, JOLLY GRAMMARM. HEGGERTY PROGRAM6 MINUTE SOLUTIONS, QUICK READS, BRINGING WORDS TO LIFEELEMENTS OF READING-VOCABULARY, SOAR TO SUCCESSMETACOGNITIVE STRAT., COLLABORATIVE STRATEGIC READING,
FRAMEWORK for READING INTERVENTIONS
TIER I.
TIER II.At-risk students-Supplemental interventions
TIER III.Highly at-risk studentsIntensive interventions
FIVE BIG AREAS OF READING EVIDENCE/RESEARCH-BASED INTERVENTIONS- K-6
PHONEMIC AWARENESS
• KPALS • Michael Heggerty Phonemic Awareness Curriculum • Great Leaps- K-2 • Jolly Phonics • Earobics, LIPS
PHONICS • KPALS, 1st Gr. PALS • Great Leaps- Gr. K-2; 3-6 • Jolly Phonics, Jolly Grammar • REWARDS-Gr. 3-5, Gr. 4-6 • SLANT, LIPS • SRA Reading Mastery, Horizons • SRA Corrective Reading- Decoding strand
FLUENCY
• 6 Minute Solutions- • Great Leaps- Gr. K-2, 3-6 • REWARDS-Gr. 3-5, Gr. 4-6 • Quick Reads • Repeated Phrases • Repeated Readings
VOCABULARY • MultiLevel Vocabulary Program • Bringing Words to Life-Robust Vocabulary Instruction • Elements of Reading-Vocabulary • CORE Vocabulary Handbook
COMPREHENSION • Metacognitive Strategies/Think Alouds • Collaborative Strategic Reading • Early Success, Soar to Success • SRA Corrective Reading- Comprehension strand
Interventions in BOLD are low cost/low training, high impact materials. Unbolded interventions are high impact, but are more expensive and require more training.
MATRIX OF EVIDENCE/RESEARCH-BASED READING INTERVENTIONS-
5 Big Areas of PhonemicReading: Awareness
Phonics Fluency Vocabulary Comprehension
Kindergarten -KPALS-MHeggertyProgram-Earobics
-KPALS -Bringing Words toLife-Elements ofReading-Vocabulary
-MetacognitiveStrategies
1st Grade -MHeggertyProgram-1st Gr. PALS-Great Leaps-K-2-Earobics
-MHeggertyProgram-1st Gr. PALS-Great Leaps-K-2-SLANT-SRA Read.Mastery
-1st Gr. PALS-Great Leaps-K-2-SLANT
-Bringing Words toLife-Elements ofReading-Vocabulary-CORE Vocabu laryHandbook
-MetacognitiveStrategies
2nd Grade -Great Leaps- K-2-MHeggertyProgram
-Great Leaps-K-2-SLANT-SRA Read.Mastery
-6 Min.Solutions-Great Leaps, K-2-SLANT-Repeated Phrases-Repeated Readings
-Bringing Words toLife-Elements ofReading-Vocabulary-CORE Vocabu laryHandbook
-MetacognitiveStrategies
3rd Grade -Great Leaps-K-2 -Great Leaps,Gr.3-5-REWARDS, Gr. 3-5-SRA Read.Mastery
--6 Min.Solutions-Great Leaps, Gr.3-5REWARDS, Gr. 3-5-Repeated Phrases-Repeated Readings
-Bringing Words toLife-Elements ofReading-Vocabulary-CORE Vocabu laryHandbook
-MetacognitiveStrategies-CollaborativeStrategic Reading-Soar to Success
4th Grade -Great Leaps,Gr.3-5-REWARDS
-6 Min.Solutions-REWARDS
-Bringing Words toLife
-MetacognitiveStrategies
5th Grade -GreatLeaps,Gr.3-5-REWARDS-SRACorrectiveReading
-6Min.Solutions-REWARDS-RepeatedPhrases-RepeatedReadings
-BringingWords to Life-COREVocabu laryHandbook -MultiLevelVocab .Program
6th Grade -GreatLeaps,Gr.3-5-REWARDS-SRACorrectiveReading
-6Min.Solutions-REWARDS-RepeatedPhrases-RepeatedReadings
-BringingWords to Life-COREVocabu laryHandbook -MultiLevelVocab .Program
-MetacognitiveStrategies-CollaborativeStrategicReading-Soar to Success -SRACorrectiveRead.-Comp.strand
-GreatLeaps,Gr.3-5-REWARDS-SRACorrectiveReading
-6Min.Solutions-REWARDS-RepeatedPhrases-RepeatedReadings
-BringingWords to Life-COREVocabu laryHandbook -MultiLevelVocab .Program
-MetacognitiveStrategies-CollaborativeStrategicReading-Soar to Success-SRACorrectiveRead.-Comp.strand-MetacognitiveStrategies-CollaborativeStrategicReading-Soar to Success-SRACorrectiveRead.-Comp.strand
7th Grade
8th Grade
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 1st Gr. PALS JOLLY PHONICS/GRAMMAR REWARDS-Gr. 3-5, or Gr. 4-8
SRA READING MASTERY, HORIZONS CORRECTIVE READING-Decoding
FLUENCY
1st Gr. PALS6 MINUTE SOLUTIONS• VOCABULARY THROUGH
MORPHEMES• QUICK READS• READ NATURALLYREPEATED 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!
5 BIG IDEAS INTERVENTIONDATA INTERVENTION
LINKING ASSESSMENT DATA INFORMING THE 5 BIGAREAS OF READING TO INSTRUCTION AND
INTERVENTIONS
Measures: 5 Big Areas: Interventions:LNF PHONEMIC AWARENE SS KPALS
LSF PHONICS MHEGGERTY
PSF FLUENCY GREAT LEAPS
NWF VOCABULARY SLANT
ORF COMPREHENSION REWARDS
WRITING 6 MIN. SOLUTIONS
SPELLING READ NATURALLY
READ 180
JOLLY PHONICS
ELEMENTS OF READ-VOCAB.
COLLABORATIVE STRAT. READ.
BIG IDEAUse assessment data to determinestudent need and link that to research-based interventions thatmatch 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 I.Harcourt Trophies-Increase integrityOf implementation
TIER II.At-risk students-Supplemental interventions
TIER III.Highly at-risk studentsIntensive interventions
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
Wilson
Reading Mastery
Corrective Reading
Language for Thinking/Language for Learning
Horizons
Great Leaps, REWARDS
Selected Interventions from Trophies
Vocabulary through Morphemes
Heggerty Phonemic Awareness Curriculum
The Six Minute Solution
Collaborative Strategic Reading
Laanguage 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 MONIT ORING is also considered an intervention in itself as well as an avenue for measuring intervention effectiveness.
Michael Heggerty Phonemic Awareness Program (Phonemic Awareness) This research-based curriculum is suited for K-2 students and contains daily phonemic awareness lesson plans developed on a systematic scope and sequence of skills with explicit 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 exposures to these lessons in a small group setting. Jolly Phonics (Phonemic Awareness, Phonics) Jolly Phonics is a fun, multi -sensory and child-centered approach to teachin g literacy. This research-based program 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 words. This is an effective w ay of improving spelling. Tricky words have irregular spellings and children are taught how to learn these separately. As these basic but e ssential phonics 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 Awareness, Phonics, Fluency) Students work individuall y with an instructor and t he materials 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 nsive. For example, the high school book can take a non -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) Phonics: developing and mastering essential sight-sound relationships and/or sound awareness skills; (2) Sight Phrases: mastering sight words while developing and improving focusing skills; and (3) Reading Fluency: usin g age-appropriate 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 Program1 = Core Reading Program2 = Supplemental or Intervention Program3 = Technology-Based Program4 = 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 practicedn/a = Not Addressed in this program. In other words, this element of reading is not a goal of this program.
• Special Considerationsa. explicitb. systematicc. student materials alignedd. ample practice opportunities providede. practice onlyf. oral language onlyg. phonemic awareness and phonics programh. phonics programi. fluency programj. vocabulary programk. comprehension programl. extensive professional development requiredm. expertise required to make informed curriculum decisions n. extensive organization of materials requiredo. 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.)
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
Instructional Enhancements(variables we can alter)
Alterable Components Specific Enhancements
Options 1 2 3 4 5
Program Emphasis
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 re spond 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 & smal l group instruction.
Schedule small group opportunity for specific practice
Reduce group size
Provide individual instruction
Increasing Intensity
Increasing Intensity
TIER 1, 2, or 3Instructional Planning Form
Instructional Strategies Materials Arrangement Time Motivational Strategies
Assessment Procedures
Skill Teaching Strategy
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
10/03 Adapted from the U of Oregon
Sample IPF:Second Grade
Instructional Strategies Materials Arrangement
Time Motivational Strategies
Assessment ProceduresSkill Teaching
Strategy
Decoding/Encoding(Phonics/Word
Analysis))
Teacher-Led Instruction
Harcourt Trophies
Jolly Grammar 2
19:1Independent
30 mins. daily
Verbal PraiseSticker System
BenchmarkingDecodable
probesSpelling Test
Fluency Teacher, Partner Reading
HarcourtTrophies 6 Minute Solution
19:11:1
20 min.daily
Fluency Self-made charts
Benchmarking Progress
Monitoring
Vocabulary Teacher-Led Instruction
Independent
HarcourtTrophies
Elements of reading-Voab.
19:1Independent
20 mins. daily
Verbal Praise VocabularyMatching
Comprehension (Guided Reading
Groups)
Teacher-Led Small groupIndependent
work
Leveled BookThink AloudsMetacognitive
Strategies
3-6:1Independent
40 min. daily
ConferencingPositive
FeedbackSticker System
Conferencing
Student Name_______________________ Teacher Name________________ School Year ____________Goal ___________________________________________________________________________________
10/03 Adapted from the U of Oregon
Examining Treatment Integrity1. Teacher self-report/implementation logs:
– Teacher may be interviewed regarding steps followed during intervention or keep a log of the steps implemented
2. Ratings scales:– Written step-by-step intervention plan can be used as a
checklist & implementer would complete checklist
3. Direct Observation:– Of teacher behavior could be conducted periodically during
intervention (use of IPF)
4. 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?
Problem Analysis Why is it happening?
Evaluation/Progress Monitoring
Did it work?
Intervention PlanningWhat should be done about it?
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:
1. Trophies (Harcourt School Publishers, 2003)2. 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)
Reviewed by: Oregon Reading FirstComprehensive: Addressed all 5 areas
and included at least grades K-3 ~80% of Students
~15%
~5%
Effects of 6 Minute Solutions on 2nd gradeon Oral Reading Fluency
4341
16
100
0 0
40
45
15
61
27
11
0
20
40
60
80
100
120
Fall No risk(>90)
Fall Mod. Risk(70-90)
Fall High risk(<70)
Spring No risk(>90)
Spring Mod.Risk (70-90)
Spring High risk(<70)
Risk Categories
% of students in Risk Categories
Intervention classControl Class
BEFORE AFTER
Fourth Grade-Fall ORF and MAZE
149
18
119
19
0
20
40
60
80
100
120
140
160
Fall ORF Fall MAZE-Comp.
ControlClass
InterventionClass
Fourth Grade-Winter MAZE ROI
0.27
0.5
0
0.1
0.2
0.3
0.4
0.5
0.6
Control Class InterventionClass
Weekly ROI on
Comprehension Indicator
Fall Mean scores Winter Rates of Improvement
6 Minute Solution effects: Effects of increased oral reading fluency on reading comprehension
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 UnderstandIndividual 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.
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%
Problem Analysis Tool for Tier 1/Core Program
School______________________ 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?
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