Project PASS: A Model System for Early Prevention of Reading and Behavioral

Failure

©Scott, 2002

Academic Difficulties CreateBehavior Problems

Poverty

Poor Modeling

Reading Deficits

School SafetyIssues

School Exclusion

Life-Long Failure

RISK FACTORS OUTCOMES

(Scott, Nelson, & Liaupsin, 2001)

Model Demonstration Schools• J. Williams J. Williams

ElementaryElementary400 Pre-K - 5 400 Pre-K - 5 gradersgraders86% 86% free/reduced free/reduced lunchlunch85% nonwhite85% nonwhite61% 3rd graders 61% 3rd graders @ benchmark @ benchmark on FCATon FCAT

• M. Terwilliger M. Terwilliger ElementaryElementary 425 Pre-K - 5 425 Pre-K - 5 gradersgraders50% free 50% free reduced lunchreduced lunch46% nonwhite46% nonwhite66% 3rd graders 66% 3rd graders @ benchmark @ benchmark on FCATon FCAT

• Littlewood Littlewood ElementaryElementary600 Pre-K - 5 600 Pre-K - 5 gradersgraders50% free 50% free reduced lunchreduced lunch42% nonwhite42% nonwhite71% 3rd graders 71% 3rd graders @ benchmark @ benchmark on FCATon FCAT

Multi-tier Model

National Association of State Directors of Special Educators Inc

UFLI Small-Group InstructionCarbo Recorded Books

Read NaturallyWaterford Early Reading Program

Individualized Tutoring

LiteracyCenters

Leveled booksWritingListeningResearch

Success for AllHarcourt Trophies

IndividualizedTutoringSpecial

Education

Reading

Lane, 2001

IndividualizedSocial Skills InstructionFunctional Assessment

SpecialEducation

School-wide Positive Behavior Support

Small Group social skills instructionSelf-monitoring

Check in/Check out

Behavior

Adapted from Lane, 2001; PBIS.org

Using Office Discipline Referrals

The five BIG questions1. Where are problem behavior events occurring?2. When are problem behavior events occurring?3. Why are problem behavior events occurring?4. What are the problems behaviors?5. Are there specific students who are contributing

to the problem behavior events?

PBIS.org

J. W. Elementary

• Referrals by Location

142

36

6

123

15 10

0

20

40

60

80

100

120

140

playground restroom hallway free time instruction cafeteria field

Classroom problems!

J. W. Elementary

End of Reading!

Time of Infraction Frequency

11

19

26

24

1617

12 12

15

12

8

1617

0.00

5.00

10.00

15.00

20.00

25.00

30.00

7:30-8:00

8:00-8:30

8:30-9:00

9:00-9:30

9:30-10:00

10:00-10:30

10:30-11:00

11:00-11:30

11:30-12:00

12:00-12:30

12:30-1:00

1:00-1:30

1:30-2:00

Nu

mb

er

of

Infr

acti

on

s

Secondary Interventions: Reading• UFLI Small Group Instruction• Literacy Centers

– Carbo Recorded Books– Magnetic Letters/Word Work– Foam Phonics Boards– Language Master– Phonics Phones

• Individualized Tutoring

What is UFLI?What is UFLI?

One-on-One TutoringOne-on-One Tutoring Gaining FluencyGaining Fluency

Measuring ProgressMeasuring Progress

Writing for ReadingWriting for Reading

Reading a New BookReading a New Book

Extending LiteracyExtending Literacy

Small Group ModificationSmall Group Modification Book IntroductionBook Introduction Coaching Through BookCoaching Through Book Manipulative Letter WorkManipulative Letter Work Rereading BookRereading Book OROR Reread familiar text and Reread familiar text and

measure progressmeasure progress Manipulative letter workManipulative letter work Introduce and coach through Introduce and coach through

New Book New Book Writing for ReadingWriting for Reading

Hayes, Lane, & Pullen, 1998

Foam Phonics

Phonics/Whisper Phones

• Students can listen to themselves as they read a story, list of words, or review letter sounds

• Good independent activity with feedback built in

• Student can move at his/her own pace

The Carbo Recorded-Book Method™

• Designed to increase reading fluency.• Books are recorded a few pages on each side of

tape at a slower than usual pace.• Recorded books available for reading levels PP-8.• Assists struggling readers to integrate rhythm, pace

and natural flow of language necessary for comprehension.

Carbo Books: Implementation

• Assign books and tapes to reading groups or individuals.

• Student should listen to a tape side 2-3 times while following along in book.

• Read the passage aloud to teacher, volunteer, or peer.

• Discuss content of story then move on to next tape side.

Secondary Interventions: Behavior• Small Group Social Skills Instruction• Self Monitoring• Check in/Check out

Teacher: _______________________________________________ Student: _______________________________________________ During your scheduled reading time, does the studentÉ

fail to remain engaged in class work?

use materials inappropriately?

get easily distracted by others?

distract others?

leave their desk during independent seatwork?

fail to complete work?

fail to have materials ready at the beginning of the lesson?

ask for help inappropriately?

wait for help inappropriately?

fail to choose an appropriate activity when finished with work?

fail to self- correct when reading?

fail to use strategies to recognize words?

make comments unrelated to activity?

fail to work cooperatively?

score at the intensive or strategic level on DIBELS?

Checklist

Adapted from Skillstreaming the Elementary School Child Skill Cards (McGinnis & Goldstein, 1997)

Behavior Recording FormObserver____________________________ Student_____________________________ Date____________________ Classroom/Activity________________________________ + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - On task means:

1. remains engaged in class work 2. uses materials appropriately 3. does not get distracted by others 4. does not distract others 5. does not leave desk during independent seatwork 6. completes work 7. has materials ready at beginning of lesson 8. asks for help appropriately 9. waits for help appropriately 10. chooses an appropriate activity when finished with work

Method: Instructional ProceduresProcedural Steps Used in Social Skills Instruction

1. Introduction of the skill. “Today we are going to talk about asking for help. Can you

think of a reason why asking for help is an important skill to have in reading?”

Discussion of skill rationale and purpose took place with researcher and teacher

involved. The student was then presented with the skill card.

2. Model the skill. Researcher models the metacognitive strategy of “thinking aloud”

with the steps listed on the skill card.

3. Practice the skill with feedback. The student practiced the skill listed on the skill card

using the think aloud strategy. The researcher and teacher provided feedback on the

student’s performance.

4. Test the skill. The student returned to his desk to test the skill with the teacher

providing prompts for skill use.

5. Review of point sheet on skill card.

6. Student performance reinforced at end of day.

Method: Prompt CardAsking for Help

1. Ask yourself, “Can I do this alone?” 2. If not, raise your hand. 3. Wait. Say to yourself, “I know I can wait without talking or playing.” 4. Ask for help in a friendly way.

8:05 – 9:40 12:15 - 1:00 9:45 – 10:45 1:00 - 1:30 11:15 – 12:15 Total Points 3 = Excellent 2 = Satisfactory 1 = Fair

Adapted from Skillstreaming the Elementary School Child Skill Cards (McGinnis & Goldstein, 1997

Tertiary Interventions: Reading

• Individualized Tutoring– UFLI One-on-One Tutoring– Specialized Tutoring

• Special Education

Tertiary Interventions: Behavior

• Individualized Social Skills Instruction• Functional Behavior Assessment• Special Education

Data Driven Instruction

• With the model in place, we needed a method of determining which students needed secondary and tertiary interventions…

DIBELSOffice discipline referrals

DIBELS: Dynamic Indicators of Basic Early Literacy Skills

• 5 brief measures of important skills that form the basis for early success in reading.

– Letter naming fluency– Initial sound fluency– Phonemic segmentation fluency– Nonsense word fluency– Oral reading fluency

Instructional Patterns of DIBELS ScoresIntensive: All measures are at high risk, or All measures are at

high risk, or Majority are at high risk with others at moderate risk

Majority are at high risk with others at moderate riskStrategic: One measure at high risk and others at moderate risk,

or or Majority are at high risk with one at low risk, or Majority

are at high risk with one at low risk, or All risk levels represented in measures All risk levels

represented in measuresInitial (or Benchmark) All at low risk

DIBELS

Intensive

Strategic

Benchmark

I ntensive <20%

Strategic <40%

Benchmark >40%

ESE Referrals

0

5

10

15

20

25

30

35

Williams Terwilliger Littlewood

Year 1

Year 2

Year 3

Year 4

39% 32% 31%