lplc tier ii reading intervention, winter 2011 tier ii reading intervention evelyn johnson, ed.d....
TRANSCRIPT
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LPLC
Tier II Reading Intervention, Winter 2011
Tier II Reading Intervention
Evelyn Johnson, Ed.D.Margo Healy, M.Ed.
Cristianne Lane, M.Ed.
Lee Pesky Learning Center
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LPLC
Tier II Reading Intervention, Winter 2011
Agenda
• Benefits of Strong Tier 1 and Tier 2 Instruction
• Entry Criteria• The Four BIG Questions
– Identifying the Issues
• English Language Learners• The Journey!
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LPLC
Tier II Reading Intervention, Winter 2011
What is at stake?
What are the benefits to a student, school or community when students are proficient readers?
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LPLC
Tier II Reading Intervention, Winter 2011
“From the first day of kindergarten tothe last day of elementary school, children substantially define themselves as readers, and this has enormous influence on their development as learners and members of society. Those who succeed in becoming fluent, strategic, and joyful readers are not guaranteed success in school or in life, but they are well on their way. However, those who do not succeed in reading, or who become reluctant readers, face long odds in achieving success in school and life”
Slavin, Lake, Chambers, Cheung & Davis, 2009
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LPLC
Tier II Reading Intervention, Winter 2011
RTI is a System of Instruction
Tier I instruction is strong and comprehensive (80% proficient).
Tier II interventions focus on specific components of reading to respond to the specific needs of individual students. Students are usually taught in small groups, but identified individually by reliable formal and informal assessments.
RTI
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LPLC
Tier II Reading Intervention, Winter 2011
The “Simple View” of Reading
“Reading comprehension is the product of decoding and listening comprehension.”
Gough and Tunmer
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LPLC
Tier II Reading Intervention, Winter 2011
Big Picture of Reading
Cognition: Thinking
Comprehension
Vocabulary
Decoding: Reading Words
Phonics
Phonemic Awareness
Oral Language
Flue
ncy
RTI
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LPLC
Tier II Reading Intervention, Winter 2011
Isolating the Reading Issues
Going back to the simple definition of reading we can use a series of 4 questions to group students and plan interventions.
1. Can the student read grade-level text?2. Is there a decoding problem?3. Does the student comprehend text?4. What if the student is not making progress?
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LPLC
Tier II Reading Intervention, Winter 2011
Question #1: Does the student read grade-level text?
Screeners:•ISAT reading scores•ORF* measures •IRI measures
Oral reading fluency (also known as R-CBM)
Assessment
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LPLC
Tier II Reading Intervention, Winter 2011
Reality Check!
What do you already know about these students (grades, etc.)?What information are you passing to the next grade?What is your system for collecting and sharing student level data?
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LPLC
Tier II Reading Intervention, Winter 2011
Normal Distribution Curve
50 25 10
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LPLC
Tier II Reading Intervention, Winter 2011
AIMSweb
AIMSweb National Norm Tables will translate an R-CBM score to a percentile rank.
For example, a student scoring a “2” on the first grade fall IRI (LSF), could be anywhere from the 20th-48th percentile.
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LPLC
Tier II Reading Intervention, Winter 2011
![Page 14: LPLC Tier II Reading Intervention, Winter 2011 Tier II Reading Intervention Evelyn Johnson, Ed.D. Margo Healy, M.Ed. Cristianne Lane, M.Ed. Lee Pesky Learning](https://reader035.vdocument.in/reader035/viewer/2022062515/56649c895503460f94942ec7/html5/thumbnails/14.jpg)
LPLC
Tier II Reading Intervention, Winter 2011
Normal Distribution Curve
50 25 10
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LPLC
Tier II Reading Intervention, Winter 2011
AIMSweb
Average = 26th-75th percentile
Below Average = 11th-25th percentile
High risk = Below the 11th percentile
Decision Point
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LPLC
Tier II Reading Intervention, Winter 2011
“Take Aways...”
Regarding resources, our systems must be efficient and inform our decisions regarding who receives further testing and intervention services.
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LPLC
Tier II Reading Intervention, Winter 2011
Establish a Data Management System
• At the district level• At the school level• At the classroom level
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LPLC
Tier II Reading Intervention, Winter 2011
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LPLC
Tier II Reading Intervention, Winter 2011
Question #1: Can the student read grade level text?
What are you using for screeners?
What is your criteria for determining which students need additional assessments?
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LPLC
Tier II Reading Intervention, Winter 2011
Question #1: Does the student read grade-level text?
YESAdminister a decoding intervention.
NOIs there a decoding problem?
YESContinue with core instruction.
Process
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LPLC
Tier II Reading Intervention, Winter 2011
Question #2: Is there a decoding problem?
Diagnostic Tools:– ORF miscue analysis – Phonics/decoding surveys (example:
CORE*)– San Diego Quick – Phonological awareness tests (K-2...)– Other (program placement tests, Words
Their Way spelling inventories)
*Consortium on Reading Excellence, Inc.
Tools
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LPLC
Tier II Reading Intervention, Winter 2011
Big Picture of Reading
Cognition: Thinking
Comprehension
Vocabulary
Decoding: Reading Words
Phonics
Phonemic Awareness
Oral Language
Flue
ncy
RTI
![Page 23: LPLC Tier II Reading Intervention, Winter 2011 Tier II Reading Intervention Evelyn Johnson, Ed.D. Margo Healy, M.Ed. Cristianne Lane, M.Ed. Lee Pesky Learning](https://reader035.vdocument.in/reader035/viewer/2022062515/56649c895503460f94942ec7/html5/thumbnails/23.jpg)
LPLC
Tier II Reading Intervention, Winter 2011
Simulation #1
An oral reading fluency “miscue analysis” can help a teacher better understand a student’s decoding abilities and other skills as well.
These can be quite informal... or formal.
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LPLC
Tier II Reading Intervention, Winter 2011
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LPLC
Tier II Reading Intervention, Winter 2011
Question #2: Is there a decoding problem?
Diagnostic Tools:– ORF miscue analysis – Phonics/decoding surveys (example: CORE)– San Diego Quick – CORE* phonological awareness tests (K-2...)– Other (program placement tests, Word Their Way
spelling inventories)
*Consortium on Reading Excellence, Inc.
Tools
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LPLC
Tier II Reading Intervention, Winter 2011
CORE Phonics Survey
Part A: letter names (uppercase)Part B: letter names (lowercase)Part C: consonant soundsPart D: long and short vowel soundsPart E: short vowelsPart F: consonant blends with short vowelsPart G: short vowels, digraphs, trigraphs
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LPLC
Tier II Reading Intervention, Winter 2011
Part H: R-controlled vowelsPart I: long vowel spellingsPart J: variant vowelsPart K: low frequency vowel and consonant
spellingsPart L: multisyllabic words
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LPLC
Tier II Reading Intervention, Winter 2011
Reality Check!
Be efficient...What do you already know about this student?What information do you need?
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LPLC
Tier II Reading Intervention, Winter 2011
Question #2: Is there a decoding problem?
Diagnostic Tools:– ORF miscue analysis – Phonics/decoding surveys (example: CORE*)– San Diego Quick – Phonological awareness tests (K-2...)– Other (program placement tests, Words Their Way spelling
inventories)
*Consortium on Reading Excellence, Inc.
Tools
![Page 30: LPLC Tier II Reading Intervention, Winter 2011 Tier II Reading Intervention Evelyn Johnson, Ed.D. Margo Healy, M.Ed. Cristianne Lane, M.Ed. Lee Pesky Learning](https://reader035.vdocument.in/reader035/viewer/2022062515/56649c895503460f94942ec7/html5/thumbnails/30.jpg)
LPLC
Tier II Reading Intervention, Winter 2011
Question #2: Is there a decoding problem?
Diagnostic Tools:– ORF miscue analysis – Phonics/decoding surveys (example: CORE*)– San Diego Quick – Phonological awareness tests (K-2...)– Other (program placement tests, Words Their Way spelling
inventories)
*Consortium on Reading Excellence, Inc.
Tools
![Page 31: LPLC Tier II Reading Intervention, Winter 2011 Tier II Reading Intervention Evelyn Johnson, Ed.D. Margo Healy, M.Ed. Cristianne Lane, M.Ed. Lee Pesky Learning](https://reader035.vdocument.in/reader035/viewer/2022062515/56649c895503460f94942ec7/html5/thumbnails/31.jpg)
LPLC
Tier II Reading Intervention, Winter 2011
Evidence-based Intervention Model
Direct, systematic, explicit decoding instruction
What is the recipe?
Resources:IES Practice Guides on Reading (WWC)CORE Manual
Instruction
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LPLC
Tier II Reading Intervention, Winter 2011
Simulation #2
##
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*
w
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LPLC
Tier II Reading Intervention, Winter 2011
Lesson Examples
Example
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LPLC
Tier II Reading Intervention, Winter 2011
Progress Monitoring
Progress monitoring (R-CBM) Progress monitoring is a scientifically based practice that is used to assess a student’s academic performance and evaluate the effectiveness of instruction.
Progress monitoring can be used at the district, school, classroom and student level.
Program measures are assessments that teachers use to assess skills taught in the intervention program.
Growth charts are graphs or charts that document progress relative to the exit criteria (the target).
Definitions
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LPLC
Tier II Reading Intervention, Winter 2011
Question #2: Is there a decoding problem?
What is your system for identifying students with decoding problems?
What is the plan once students are identified?
![Page 36: LPLC Tier II Reading Intervention, Winter 2011 Tier II Reading Intervention Evelyn Johnson, Ed.D. Margo Healy, M.Ed. Cristianne Lane, M.Ed. Lee Pesky Learning](https://reader035.vdocument.in/reader035/viewer/2022062515/56649c895503460f94942ec7/html5/thumbnails/36.jpg)
LPLC
Tier II Reading Intervention, Winter 2011
Big Picture of Reading
Cognition: Thinking
Comprehension
Vocabulary
Decoding: Reading Words
Phonics
Phonemic Awareness
Oral Language
Flue
ncy
RTI
![Page 37: LPLC Tier II Reading Intervention, Winter 2011 Tier II Reading Intervention Evelyn Johnson, Ed.D. Margo Healy, M.Ed. Cristianne Lane, M.Ed. Lee Pesky Learning](https://reader035.vdocument.in/reader035/viewer/2022062515/56649c895503460f94942ec7/html5/thumbnails/37.jpg)
LPLC
Tier II Reading Intervention, Winter 2011
1. Can the student read grade-level text?
YESAdminister a decoding intervention.
NO3. Does the student comprehend text?
YESAdminister fluencyIntervention.
NOAdminister comprehension/vocabulary intervention.
NO2. Is there a decoding problem?
YESContinue with core instruction.
Process
![Page 38: LPLC Tier II Reading Intervention, Winter 2011 Tier II Reading Intervention Evelyn Johnson, Ed.D. Margo Healy, M.Ed. Cristianne Lane, M.Ed. Lee Pesky Learning](https://reader035.vdocument.in/reader035/viewer/2022062515/56649c895503460f94942ec7/html5/thumbnails/38.jpg)
LPLC
Tier II Reading Intervention, Winter 2011
Question #3: Does the student comprehend the text?
Possible indicators that students are struggling:Miscue analysis/ errors when readingLow R-CBM and/or inaccurate R-CBMLow standardized test scoresPoor ISAT reading scoresLow gradesPoor performance on assignmentsObservations Low language skillsMisbehaviorLow MAZE scores
Assessment
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LPLC
Tier II Reading Intervention, Winter 2011
Simulation #3
How do you know when students can’t comprehend?
What don’t/can’t they do?
Example
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LPLC
Tier II Reading Intervention, Winter 2011
Evidence-based Intervention Model
• Direct, explicit instruction in vocabulary
• Direct, explicit instruction in comprehension strategies
Instruction
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LPLC
Tier II Reading Intervention, Winter 2011
Vocabulary Recommendations(www.LPLearningCenter.org)
1. Select vocabulary wisely (Beck and McKeown)
2. Explicitly teach vocabulary (Beck, Marzano, CORE)
3. Teach students strategies for unlocking unfamiliar words (Graves)
Instruction
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LPLC
Tier II Reading Intervention, Winter 2011
The simple view of strategies!
1. Look within the word (word parts)
2. Look around the word (use context)
3.Look to what you already know (background knowledge)
4. Look for resources (people, resources)
Instruction
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LPLC
Tier II Reading Intervention, Winter 2011
Reciprocal Teaching Model
RT is widely used as a Tier I comprehension model.
It is also an effective, powerful instructional strategy for Tier II intervention with a strong evidence base (WWC).
Instruction
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LPLC
Tier II Reading Intervention, Winter 2011
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LPLC
Tier II Reading Intervention, Winter 2011
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LPLC
Tier II Reading Intervention, Winter 2011
Model, Guided Practice, Independent Practice
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LPLC
Tier II Reading Intervention, Winter 2011
Video Clip: Middle School
Video Clip: Summarization 6 Reciprocal Teaching Part 1
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LPLC
Tier II Reading Intervention, Winter 2011
Progress Monitoring
• Back to the indicators• Program measures• R-CBM (with high accuracy)• Unprompted retells
System
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LPLC
Tier II Reading Intervention, Winter 2011
Question #3: Does the student comprehend?
What is your system for identifying students with comprehension problems?
What is the plan once students are identified?
![Page 50: LPLC Tier II Reading Intervention, Winter 2011 Tier II Reading Intervention Evelyn Johnson, Ed.D. Margo Healy, M.Ed. Cristianne Lane, M.Ed. Lee Pesky Learning](https://reader035.vdocument.in/reader035/viewer/2022062515/56649c895503460f94942ec7/html5/thumbnails/50.jpg)
LPLC
Tier II Reading Intervention, Winter 2011
Big Picture of Reading
Cognition: Thinking
Comprehension
Vocabulary
Decoding: Reading Words
Phonics
Phonemic Awareness
Oral Language
Flue
ncy
RTI
![Page 51: LPLC Tier II Reading Intervention, Winter 2011 Tier II Reading Intervention Evelyn Johnson, Ed.D. Margo Healy, M.Ed. Cristianne Lane, M.Ed. Lee Pesky Learning](https://reader035.vdocument.in/reader035/viewer/2022062515/56649c895503460f94942ec7/html5/thumbnails/51.jpg)
LPLC
Tier II Reading Intervention, Winter 2011
Can the student read grade-level text?
YESAdminister a decoding intervention.
NODoes the student comprehend text?
When ORF is low, also administer fluency Intervention.
YESAdminister fluency intervention.
NOAdminister comprehension/vocabulary intervention.
NOIs there a decoding problem?
YESContinue with core instruction.
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LPLC
Tier II Reading Intervention, Winter 2011
“Extra Time on Text”
If decoding, comprehension and vocabulary have been eliminated, then the student mostly likely needs fluency practice.
Instruction
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LPLC
Tier II Reading Intervention, Winter 2011
Intervention Models
Repeated readings (with comprehension checks)
Partner reading
(Timothy Rasinski)
Instruction
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LPLC
Tier II Reading Intervention, Winter 2011
Progress Monitoring
R-CBMRubrics
Read at a good pace
Made few mistakes
Attended to punctuation
Read smoothly
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LPLC
Tier II Reading Intervention, Winter 2011
Question #3, Part 2: Fluency Practice
What is your system for identifying students with fluency problems?
What is the plan once students are identified?
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LPLC
Tier II Reading Intervention, Winter 2011
1. Can the student read grade-level text?
YESAdminister a decoding intervention.
NO3. Does the student comprehend text?
When ORF is low, also administer fluency Intervention.
YESAdminister fluencyintervention.
NOAdminister comprehension/vocabulary intervention.
NO2. Is there a decoding problem?
YESContinue with core instruction.
Process
4. What if the student is not making progress?
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LPLC
Tier II Reading Intervention, Winter 2011
Question #4: What if the student is not making
progress?
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LPLC
Tier II Reading Intervention, Winter 2011
Question #4: What if the student is not making progress?
• Examine Tier I instruction• Review the components of strong Tier 2
instruction (strong/weak chart from first training)• Consider attendance• Solicit help from parents• Consider how peers are progressing• Eliminate physical problems• Document behaviors/strategies that may impact
progress
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LPLC
Tier II Reading Intervention, Winter 2011
Recommendations for English Language Learners
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LPLC
Tier II Reading Intervention, Winter 2011
Big Picture of Reading
Cognition: Thinking
Comprehension
Vocabulary
Decoding: Reading Words
Phonics
Phonemic Awareness
Oral Language
Flue
ncy
RTI
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LPLC
Tier II Reading Intervention, Winter 2011
ELL Evidence-based Recommendations*Provide focused, intensive small-group interventions for English learners determined to be at risk for reading problems. Although the amount of time in small-group instruction and the intensity of this instruction should reflect the degree of risk, determined by reading assessment data and other indicators, the interventions should include the five core reading elements (phonological awareness, phonics, reading fluency, vocabulary, and comprehension). Explicit, direct instruction should be the primary means of instructional delivery.
* IES Practice Guide (What Works Clearinghouse)
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LPLC
Tier II Reading Intervention, Winter 2011
Continued
Provide high-quality vocabulary instruction throughout the day. Teach essential content words in depth. In addition, use instructional time to address the meanings of common words, phrases, and expressions not yet learned.
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LPLC
Tier II Reading Intervention, Winter 2011
Continued
Ensure that teachers of English learners devote approximately 90 minutes a week to instructional activities in which pairs of students at different ability levels or different English language proficiencies work together on academic tasks in a structured fashion. These activities should practice and extend material already taught.
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LPLC
Tier II Reading Intervention, Winter 2011
Wrap-Up
What did today’s training validate for you?
With your group, identify your next steps in this important journey...
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LPLC
Tier II Reading Intervention, Winter 2011
Thank You!
Contact:
Dr. Evelyn [email protected]
Cristianne [email protected]
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Statewide Special Education Technical Assistance (SESTA)
Gina Hopper, Director
208.426.4363
Katie Bubak,Statewide
Consultant
208.426.3257
Training materials can be found at www.idahotc.com
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Project Sponsor
Idaho Department of EducationSpecial Education Division
Richard Henderson, [email protected]