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Multiple tiers of instruction and Multiple tiers of instruction and intervention to leave no child behind intervention to leave no child behind
in readingin reading
Dr. Joseph K. TorgesenDr. Joseph K. TorgesenFlorida Center for Reading ResearchFlorida Center for Reading Research
Houston Branch, International Dyslexia Assoc., February, 2007Houston Branch, International Dyslexia Assoc., February, 2007
Each year, to have more students at every Each year, to have more students at every grade level from 1grade level from 1stst on up able to:on up able to:
Pick up a piece of fiction and read it with enjoyment and Pick up a piece of fiction and read it with enjoyment and good comprehension of plot, characters, and actiongood comprehension of plot, characters, and action
Read expository, or nonRead expository, or non--fiction text and grasp the main fiction text and grasp the main ideas as well as their connection to supporting details ideas as well as their connection to supporting details so that new concepts and information are understood so that new concepts and information are understood and learned.and learned.
Read text written at their grade level with Read text written at their grade level with good comprehension and fluencygood comprehension and fluency
Examples:Examples:
What we know about the factors that What we know about the factors that affect reading comprehensionaffect reading comprehension
Proficient comprehension of text is influenced by:Proficient comprehension of text is influenced by:
Accurate and fluent word reading skillsAccurate and fluent word reading skillsOral language skills (vocabulary, linguistic comprehension)Oral language skills (vocabulary, linguistic comprehension)
Extent of conceptual and factual knowledgeExtent of conceptual and factual knowledge
Knowledge and skill in use of cognitive strategies to Knowledge and skill in use of cognitive strategies to improve comprehension or repair it when it breaks down.improve comprehension or repair it when it breaks down.
Reasoning and inferential skillsReasoning and inferential skills
Motivation to understand and interest in task and Motivation to understand and interest in task and materialsmaterials
Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE
LANGUAGE STRUCTURES
VERBAL REASONING
LITERACY KNOWLEDGE
PHON. AWARENESS
DECODING (and SPELLING)
SIGHT RECOGNITION
SKILLED READING:fluent execution andcoordination of word recognition and textcomprehension.
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasinglystrategic
Skilled Reading-fluent coordination of
word reading and comprehension
processes
1. Difficulty learning to 1. Difficulty learning to read wordsread words accurately and accurately and fluentlyfluently
2. Insufficient vocabulary and conceptual 2. Insufficient vocabulary and conceptual knowledge to support knowledge to support comprehensioncomprehension of textof text
3. Absence or loss of initial motivation to read, or 3. Absence or loss of initial motivation to read, or failure to develop a mature appreciation of the failure to develop a mature appreciation of the rewards of reading.rewards of reading.
Three potential stumbling blocks to Three potential stumbling blocks to becoming a good readerbecoming a good reader (NRC Report, 1998)(NRC Report, 1998)
1. Difficulty learning to 1. Difficulty learning to read wordsread words accurately and accurately and fluentlyfluently
2. Insufficient vocabulary and conceptual 2. Insufficient vocabulary and conceptual knowledge to support knowledge to support comprehensioncomprehension of textof text
3. Absence or loss of initial motivation to read, or 3. Absence or loss of initial motivation to read, or failure to develop a mature appreciation of the failure to develop a mature appreciation of the rewards of reading.rewards of reading.
Three potential stumbling blocks to Three potential stumbling blocks to becoming a good readerbecoming a good reader (NRC Report, 1998)(NRC Report, 1998)
1. Difficulty learning to 1. Difficulty learning to read wordsread words accurately and accurately and fluentlyfluently
2. Insufficient vocabulary and conceptual 2. Insufficient vocabulary and conceptual knowledge to support knowledge to support comprehensioncomprehension of textof text
3. Absence or loss of initial motivation to read, or 3. Absence or loss of initial motivation to read, or failure to develop a mature appreciation of the failure to develop a mature appreciation of the rewards of reading.rewards of reading.
Three potential stumbling blocks to Three potential stumbling blocks to becoming a good readerbecoming a good reader (NRC Report, 1998)(NRC Report, 1998)
1. They have had less exposure to print and the 1. They have had less exposure to print and the alphabetalphabet
2. They are behind in the development of phonemic 2. They are behind in the development of phonemic sensitivitysensitivity
3. Their vocabulary us usually less well developed 3. Their vocabulary us usually less well developed ––½½ size in poor childrensize in poor children
We know that poor, and minority children often We know that poor, and minority children often come to school unprepared in these areas:come to school unprepared in these areas:
5. They sometimes do not have good models of 5. They sometimes do not have good models of reading or support for academics in their homesreading or support for academics in their homes
4. Their range of experience and conceptual 4. Their range of experience and conceptual knowledge is often limited or different compared to knowledge is often limited or different compared to other studentsother students
Relationship of “school challenge” to student performance100
90
80
70
60
50
40
30
20
10
0
Level of School Challenge based on % of students qualifying for FR lunch
% o
f 1-3
Stu
dent
s Per
form
ing
At G
rade
Lev
el at
the E
nd o
f Yea
r1 2 3 4 5 6
Increasing ChallengeIncreasing Challenge72
61 5853 51
66
Decreasing Performance
Decreasing Performance
0 1 2 3 4 5 6
Average % at GL
587 RF schools in Florida
The Adult Learning and Performance Gap100
90
80
70
60
50
40
30
20
10
0
1 2 3 4 5 6
59
1 2 3 4 5 6
84
53
80
49
75
45
71
41
66
38
65
Low 15% schools
Top 15% Schools
Approx. 25%
1 6
Level of School Challenge based on % of students qualifying for FR lunch
% o
f 1-3
Stu
dent
s Per
form
ing
At G
rade
Lev
el at
the E
nd o
f Yea
r
The essential elements for success
From the “science of reading”
Information about theindividual components
of instruction and assessment that are
most effective in preventing reading
difficulties.
What should comprehension instruction be What should comprehension instruction be instruction of? instruction of? -- Mike PressleyMike Pressley
1. Teach decoding skills1. Teach decoding skills2. Encourage the development of sight words2. Encourage the development of sight words3. Teach students to use semantic context cues to 3. Teach students to use semantic context cues to
evaluate whether evaluate whether decodingsdecodings are accurateare accurate4. Teach vocabulary meanings4. Teach vocabulary meanings5. Encourage extensive reading5. Encourage extensive reading
6. Teach self6. Teach self--regulated use of comprehension strategiesregulated use of comprehension strategies
Pressley, M. (2000). What should comprehension instruction be thPressley, M. (2000). What should comprehension instruction be the instruction of? e instruction of? In M.L. In M.L. KamilKamil, , P.B.MosenthalP.B.Mosenthal, P.D. Pearson, & R. Barr (Eds.), , P.D. Pearson, & R. Barr (Eds.), Handbook of reading Handbook of reading research research (vol. III, pp. 545(vol. III, pp. 545––561).Mahwah, NJ: Erlbaum.561).Mahwah, NJ: Erlbaum.
The essential elements for success
Practices from Practices from SchoolsSchools
Making SignificantMaking SignificantGains Gains
Suggests to leaders the school and
classroom systems that are effective in
improving achievement.
From the “science of reading”
Information about theindividual components
of instruction and assessment that are
most effective in preventing reading
difficulties.
1. Increase the quality, consistency, and 1. Increase the quality, consistency, and reachreach of of instruction in every Kinstruction in every K--3 classroom3 classroom
2. Conduct timely and valid assessments of reading 2. Conduct timely and valid assessments of reading growth to identify struggling readers. Use this data growth to identify struggling readers. Use this data to improve school level and instructional planningto improve school level and instructional planning
3. Provide more intensive interventions to help 3. Provide more intensive interventions to help struggling readers struggling readers ““catch upcatch up”” to grade level to grade level standards in each grade Kstandards in each grade K--3.3.
The prevention of reading difficultiesThe prevention of reading difficulties: three areas in : three areas in which we must become stronger each yearwhich we must become stronger each year
1. Efforts to help increase the quality, consistency, 1. Efforts to help increase the quality, consistency, and and reachreach of instruction in every Kof instruction in every K--3 classroom3 classroom
Points of Maximum Impact and Leadership Points of Maximum Impact and Leadership Focus in Successful High Challenge SchoolsFocus in Successful High Challenge Schools
a. Insuring teachers have excellent professional a. Insuring teachers have excellent professional development, including strong training in use of development, including strong training in use of the core program to guide instructionthe core program to guide instruction
b. Monitoring and supporting classroom instruction b. Monitoring and supporting classroom instruction through principal walkthroughsthrough principal walkthroughs
Improving fidelity and consistency of classroom Improving fidelity and consistency of classroom instruction: Principal walkthroughsinstruction: Principal walkthroughs
Purposes of the walkthroughPurposes of the walkthrough
The purpose of a classroom visit is to help The purpose of a classroom visit is to help teachers improve their instruction and teachers improve their instruction and identify the best teaching practices in your identify the best teaching practices in your school. Observation visits reflect your school. Observation visits reflect your interest in instruction and in your staff's interest in instruction and in your staff's professional growth. professional growth. (Blase & Blase, 1998; (Blase & Blase, 1998; Scholastic, 2005)Scholastic, 2005)
1. Efforts to help increase the quality, consistency, 1. Efforts to help increase the quality, consistency, and and reachreach of instruction in every Kof instruction in every K--3 classroom3 classroom
Points of Maximum Impact and Leadership Points of Maximum Impact and Leadership Focus in Successful High Challenge SchoolsFocus in Successful High Challenge Schools
a. Insuring teachers have excellent professional a. Insuring teachers have excellent professional development, including strong training in use of development, including strong training in use of the core program to guide instructionthe core program to guide instruction
b. Monitoring and supporting classroom instruction b. Monitoring and supporting classroom instruction through principal walkthroughsthrough principal walkthroughsAre teachers providing explicit, systematic, and motivating Are teachers providing explicit, systematic, and motivating
whole group instruction?whole group instruction?Is small group instruction differentiated appropriately by Is small group instruction differentiated appropriately by
student need?student need?
Increasing the quality and power of teacherIncreasing the quality and power of teacher--led, smallled, small--group, differentiated instructiongroup, differentiated instruction
Instruction should be differentiated to meet the needs Instruction should be differentiated to meet the needs of individual students in at least of individual students in at least fourfour waysways
Frequency and duration of meeting in small groupsFrequency and duration of meeting in small groups ––every day, three times per week, etc.every day, three times per week, etc.Size of instructional groupSize of instructional group –– 3 students, 6 students, 8 3 students, 6 students, 8 students, etc.students, etc.Focus of instructionFocus of instruction –– work in phonemic awareness in work in phonemic awareness in phonics, work in fluency and comprehension, etc.phonics, work in fluency and comprehension, etc.Lesson formatLesson format –– guided reading vs. skills focused guided reading vs. skills focused lessonslessons
Download at:
http://www.fcrr.org/assessment/pdf/smallGroupAlternativeLessonStructures.pdf
Or, just go to the FCRR website (www.fcrr.org) and its listed on the home page under the new stuff
Four good, books for instructional ideasFour good, books for instructional ideas
Bringing Words to Bringing Words to Life:RobustLife:Robust Vocabulary Vocabulary InstructionInstructionBeck, Beck, McKeownMcKeown, & , & KucanKucan: Guilford (2002): Guilford (2002)
Comprehension Process Instruction:Comprehension Process Instruction:Creating Success in Grades KCreating Success in Grades K--33Block, Rogers, & Johnson (2004)Block, Rogers, & Johnson (2004)
Making Sense of Making Sense of Phonics:ThePhonics:The HowsHows and Whysand WhysIsabel Beck: Guilford (2006)Isabel Beck: Guilford (2006)
Vocabulary HandbookVocabulary HandbookConsortium on Reading Excellence(2006)Consortium on Reading Excellence(2006)
1. Efforts to help increase the quality, consistency, 1. Efforts to help increase the quality, consistency, and and reachreach of instruction in every Kof instruction in every K--3 classroom3 classroom
Points of Maximum Impact and Leadership Points of Maximum Impact and Leadership Focus in Successful High Challenge SchoolsFocus in Successful High Challenge Schools
a. Insuring teachers have excellent professional a. Insuring teachers have excellent professional development, including strong training in use of development, including strong training in use of the core program to guide instructionthe core program to guide instruction
b. Monitoring and supporting classroom instruction b. Monitoring and supporting classroom instruction through principal walkthroughsthrough principal walkthroughsAre teachers providing explicit, systematic, and motivating Are teachers providing explicit, systematic, and motivating
whole group instruction?whole group instruction?Is small group instruction differentiated appropriately by Is small group instruction differentiated appropriately by
student need?student need?Are other students engaged in independent learning Are other students engaged in independent learning
activities that are appropriate and engagingactivities that are appropriate and engaging
Organization of a classroom during small group Organization of a classroom during small group instructioninstruction
Classroom teacher and group of 4
Independent Learning Activity (4)
Independent Learning Activity (4)
Resource teacher and group of 3
Something that might be helpful: FCRR has developed 240 ISA’s for K-2 and 170 for 2-3 –
Independent Learning Activity (3)
Are these students working productively on appropriate practice activities?
Effective independent student learning activitiesEffective independent student learning activities……
A source for high quality independent A source for high quality independent student learning activitiesstudent learning activities
To download up to 240 independent student To download up to 240 independent student learning activities for Klearning activities for K--1 classrooms, and up to 1 classrooms, and up to 170 activities for students in grades 170 activities for students in grades gradesgrades 22--3, 3, go togo to
http://www.fcrr.org/Curriculum/studentCenterActivities.htmhttp://www.fcrr.org/Curriculum/studentCenterActivities.htm
There is also a teacher resource manual providing directions There is also a teacher resource manual providing directions for classroom management during small group instruction, for classroom management during small group instruction, and approximately 70 minutes of video trainingand approximately 70 minutes of video training
Points of Maximum Impact and Leadership Points of Maximum Impact and Leadership Focus in Successful Reading First SchoolsFocus in Successful Reading First Schools
2. Be sure school2. Be sure school--level assessment plan is working, level assessment plan is working, and provide leadership in use of data to plan and provide leadership in use of data to plan instruction at the school and classroom levelinstruction at the school and classroom level
Beginning of the year screening testsBeginning of the year screening tests
Progress monitoring tests during the yearProgress monitoring tests during the year
Diagnostic testsDiagnostic tests
EndEnd--ofof--year outcome testsyear outcome tests
http://www.centeroninstruction.org/files/K-3%20reading%20assessment.pdf
Guidance on how to establish a comprehensive assessment plan for grades K-3
Points of Maximum Impact and Leadership Points of Maximum Impact and Leadership Focus in Successful Reading First SchoolsFocus in Successful Reading First Schools
2. Be sure school2. Be sure school--level assessment plan is working, level assessment plan is working, and provide leadership in use of data to plan and provide leadership in use of data to plan instruction at the school and classroom levelinstruction at the school and classroom level
1. School level planning involves identifying needs 1. School level planning involves identifying needs for materials, personnel, time for materials, personnel, time –– takes place in takes place in spring or early summerspring or early summer--has budget implicationshas budget implications
Two important uses of student dataTwo important uses of student data
Points of Maximum Impact and Leadership Points of Maximum Impact and Leadership Focus in Successful Reading First SchoolsFocus in Successful Reading First Schools
2. Be sure school2. Be sure school--level assessment plan is working, level assessment plan is working, and provide leadership in use of data to plan and provide leadership in use of data to plan instruction at the school and classroom levelinstruction at the school and classroom level
1. School level planning involves identifying needs 1. School level planning involves identifying needs for materials, personnel, time for materials, personnel, time –– takes place in takes place in spring or early summerspring or early summer--has budget implicationshas budget implications
Two important uses of student dataTwo important uses of student data
2. Provide leadership for the use of data to make 2. Provide leadership for the use of data to make adjustments and increase power of instruction adjustments and increase power of instruction for those who need it for those who need it ––attend important data attend important data meetingsmeetings
Points of Maximum Impact and Leadership Points of Maximum Impact and Leadership Focus in Successful Reading First SchoolsFocus in Successful Reading First Schools
3. Provide powerful interventions to students who 3. Provide powerful interventions to students who need them for as long as they need themneed them for as long as they need themA. Developing a school schedule that allows sufficient A. Developing a school schedule that allows sufficient
time for interventionstime for interventions
Example of Staggered Reading Blocks with “Walk and Read”
Team Reading Writing Math Science/SS
SpecialArea
Lunch
K 8:45-10:30
10:30-11:30
1:35-2:35
12:15-12:50
12:50-1:35
11:30-12:15
1 8:45-10:30
12-1 1-2 2-2:30 11:15-12 10:30-11:15
2 10:30-12:15
9:45-10:30 8:45-9:45
1:15-1:40 1:40-2:25 12:30-1:15
3 10:30-12:15
9:30-10:30 1-2 2-2:30 8:45-9:30 12:15-1
4 12:45-2:30
8:45-9:35 10:20-11:20
11:20-11:55
9:35-10:20
11:55-12:40
5 12:45-2:30
9:45-10:25 8:45-9:45
11:50-12:35
10:25-11:10
11:10-11:50
Organization of a classroom during small group Organization of a classroom during small group instructioninstruction
Classroom teacher and group of 4
Independent Learning Activity (4)
Independent Learning Activity (4)
Resource teacher and group of 3
Something that might be helpful: FCRR has developed 240 ISA’s for K-2 and 170 for 2-3 –
Independent Learning Activity (3)
Are these students working productively on appropriate practice activities?
One principal’s comments about scheduling interventions during the small-group time of the reading block
3) provided additional learning opportunities for the regular classroom teacher who is able to occasionally observe the intervention teacher working with a group of struggling readers
1) reduced student travel time to intervention classes
2) increased coordination between the regular classroom and intervention teacher
Points of Maximum Impact and Leadership Points of Maximum Impact and Leadership Focus in Successful Reading First SchoolsFocus in Successful Reading First Schools
A. Developing a school schedule that allows sufficient A. Developing a school schedule that allows sufficient time for interventionstime for interventions
B. Identifying or providing sufficient personnel to deliver B. Identifying or providing sufficient personnel to deliver the intervention instructionthe intervention instruction
C. Providing appropriate programs and materials to C. Providing appropriate programs and materials to support the intervention instructionsupport the intervention instruction
Will need something for fluency growthWill need something for fluency growth
Will need something for early reading accuracyWill need something for early reading accuracy--phonicsphonics
Will also likely need a supplement for vocabularyWill also likely need a supplement for vocabulary
3. Provide powerful interventions to students who 3. Provide powerful interventions to students who need them for as long as they need themneed them for as long as they need them
Points of Maximum Impact and Leadership Points of Maximum Impact and Leadership Focus in Successful Reading First SchoolsFocus in Successful Reading First Schools
A. Developing a school schedule that allows sufficient A. Developing a school schedule that allows sufficient time for interventionstime for interventions
B. Identifying or providing sufficient personnel to deliver B. Identifying or providing sufficient personnel to deliver the intervention instructionthe intervention instruction
C. Providing appropriate programs and materials to C. Providing appropriate programs and materials to support the intervention instructionsupport the intervention instruction
D. Oversight, energy, followD. Oversight, energy, follow--up up –– use data meetings to use data meetings to ask about students, make decisions to increase ask about students, make decisions to increase support, etc.support, etc.
3. Provide powerful interventions to students who 3. Provide powerful interventions to students who need them for as long as they need themneed them for as long as they need them
http://www.centeroninstruction.org/files/Principals%20guide%20to%20intervention.pdf
Guidance on essential procedures for implementing effective interventions with young children
Obtain copy at:
http://www.fcrr.org/Interventions/pdf/teachingAllStudentsToReadComplete.pdf
Or,
Go to www.fcrr.org
Click on Interventions for struggling readers (in right column)
You will see the title of the document
Evidence from one school that we Evidence from one school that we cancan do do substantially better than ever beforesubstantially better than ever before
School Characteristics:School Characteristics:70% Free and Reduced Lunch (going up each year)70% Free and Reduced Lunch (going up each year)65% minority (mostly African65% minority (mostly African--American)American)
Elements of Curriculum Change:Elements of Curriculum Change:
Movement to a more balanced reading curriculum Movement to a more balanced reading curriculum beginning in 1994beginning in 1994--1995 school year (incomplete 1995 school year (incomplete implementation) for Kimplementation) for K--2, then improved implementation 2, then improved implementation in 1995in 1995--19961996
Implementation in Fall of 1996 of screening and more Implementation in Fall of 1996 of screening and more intensive small group instruction for atintensive small group instruction for at--risk studentsrisk students
Proportion falling below the 25th percentilein word reading ability at the end of first grade
10
20
3031.8
20.4
10.96.7
3.7
1995 1996 1997 1998 1999Average Percentile 48.9 55.2 61.4 73.5 81.7for entire grade (n=105)
Hartsfield Elementary Progress over five years
Screening at beginning of first grade, with extra instruction for those in bottom 30-40%
Proportion falling below the 25th Percentile
10
20
30
Proportion falling below the 25th Percentile 10
20
30
31.8
20.4
10.96.7
3.7
1995 1996 1997 1998 1999Average Percentile 48.9 55.2 61.4 73.5 81.7
14.59.0
5.4 2.4
Hartsfield Elementary Progress over five years
1996 1997 1998 1999
Hartsfield Elem. State Average
10
15
20
25
30
35
40Level 2Level 1
FCAT Performance in Spring, 2003FCAT Performance in Spring, 2003
http://www.fcrr.org/TechnicalReports/Hartsfieldnew.pdf
Design of Study in which intervention occurredDesign of Study in which intervention occurred1. Most 1. Most ““at riskat risk”” first graders from five elementary school first graders from five elementary school --
PPVT above 70PPVT above 70
2.Instruction provided in 45 min. sessions every day from 2.Instruction provided in 45 min. sessions every day from October through May in groups of 3 or 5 by experienced October through May in groups of 3 or 5 by experienced teachers or wellteachers or well--trained paraprofessionals trained paraprofessionals
3. Used a structured (scripted) reading program that 3. Used a structured (scripted) reading program that contained instruction and practice in phonemic contained instruction and practice in phonemic awareness, phonics, fluency, and comprehensionawareness, phonics, fluency, and comprehension
4. Used a number of methods to achieve fidelity of 4. Used a number of methods to achieve fidelity of implementationimplementation
3 days of initial training3 days of initial trainingWeekly supervisory visitsWeekly supervisory visits
Monthly Monthly inserviceinservice (3 hours)(3 hours)
Changes in percent of students with serious reading difficultiesfrom end of first year to end of third year in 318 Reading FirstSchools
25
1815
23
1816
0
5
10
15
20
25
30
Kindergarten 1st Grade
2003-04 2004-05 2005-06
DIBELS SAT10
Changes in percent of students with serious reading difficultiesfrom end of first year to end of third year in 318 Reading FirstSchools
23
1916
2725
19
0
5
10
15
20
25
30
2nd Grade 3rd Grade
2003-04 2004-05 2005-06
SAT10 FCAT
Changes in % identified as learning disabled across time in RF schools
Cohort 1 0304 0405 0506Kindergarten 2.1% 1.5% .4%
1st Grade 4.9% 3.5% 1.6%
2nd Grade 7.4% 5.9% 3.5%
3rd Grade 10.4% 8.8% 6.0%
Conclusion:
The goal we are pursuing is very challenging:
It will require:More effective school leadershipConsistent, high quality professional development for teachersMore effective instruction by every teacher
More focused allocation of school resources, and perhaps more resources in the end
But there is no question that the goal is critically
important
A reason for working toward continuous A reason for working toward continuous improvementimprovement……..