Teaching all children to Teaching all children to read: Critical elements at read: Critical elements at the school and classroom the school and classroom

levellevelDr. Joseph K. TorgesenDr. Joseph K. Torgesen

Florida Center for Reading Research at FSUFlorida Center for Reading Research at FSUDirector, Reading Strand, Center on InstructionDirector, Reading Strand, Center on Instruction

K-12 Literacy Seminar for Regional CentersK-12 Literacy Seminar for Regional Centers

1. Increase the quality, consistency, and 1. Increase the quality, consistency, and reachreach of instruction in every K-3 classroomof instruction in every K-3 classroom

2. Conduct timely and valid assessments of 2. Conduct timely and valid assessments of reading growth to identify struggling readersreading growth to identify struggling readers

3. Provide more intensive interventions to 3. Provide more intensive interventions to “catch up” the struggling readers“catch up” the struggling readers

The prevention of reading difficulties is a The prevention of reading difficulties is a school-level challenge – school leadership is school-level challenge – school leadership is criticalcritical

A broad, three pronged plan for meeting A broad, three pronged plan for meeting the needs of all studentsthe needs of all students

1. Increase the quality, consistency, and 1. Increase the quality, consistency, and reachreach of instruction in every K-3 classroomof instruction in every K-3 classroom

If lots of students in the school are at risk, the If lots of students in the school are at risk, the first level of interventionfirst level of intervention is spending is spending more timemore time and and improving qualityimproving quality of initial instruction- of initial instruction-everyone gets this – everyone gets this –

The The intervention continuumintervention continuum begins with differentiated begins with differentiated instruction offered by the classroom teacher during the instruction offered by the classroom teacher during the 90 minute block90 minute block

90 minute block is an 90 minute block is an interventionintervention

The The continuum of instructional powercontinuum of instructional power within the model for preventing reading within the model for preventing reading failurefailure

120 minute block is a stronger 120 minute block is a stronger interventionintervention

A common structure for the A common structure for the uninterrupted reading instructional blockuninterrupted reading instructional block

Initial, systematic, explicit instruction in Initial, systematic, explicit instruction in essential skills and knowledge – 30-60 essential skills and knowledge – 30-60 minutes minutes

Differentiated instruction in small groups Differentiated instruction in small groups targeted to the needs of individual students – targeted to the needs of individual students – 60-90 minutes60-90 minutes

To the extent time for this is increased, and To the extent time for this is increased, and instruction is more powerful, it is an “intervention instruction is more powerful, it is an “intervention for the whole group” for the whole group”

This is the beginning of intervention continuum (time This is the beginning of intervention continuum (time and focus and power) based on and focus and power) based on individualindividual student student need need

Classroom organization should be Classroom organization should be related to teaching objectivesrelated to teaching objectives

Classroom Organization: Learning Classroom Organization: Learning Centers for differentiated groupsCenters for differentiated groups

• Teacher-Led Center (for part of time)Teacher-Led Center (for part of time)- Small group instructionSmall group instruction

• Teaching “on purpose”Teaching “on purpose”• Careful observation of individual studentsCareful observation of individual students• Addresses particular individual needsAddresses particular individual needs• Opportunities for responsive scaffoldingOpportunities for responsive scaffolding

• Student Centers (for part of time)Student Centers (for part of time)

- Academically engaged- Academically engaged

- Accountability- Accountability

- Group, Pair, Cooperative, Individual- Group, Pair, Cooperative, Individual

Classroom Organization: Learning Classroom Organization: Learning Centers for differentiated groupsCenters for differentiated groups

Points of vulnerability with this systemPoints of vulnerability with this system

Students waste time at independent learning Students waste time at independent learning centers because they are not engaged and centers because they are not engaged and centers are not focused and leveled properlycenters are not focused and leveled properly

Effective independent student learning activities…Effective independent student learning activities…

Classroom Organization: Learning Classroom Organization: Learning Centers for differentiated groupsCenters for differentiated groups

Points of vulnerability with this systemPoints of vulnerability with this system

Students waste time at independent learning Students waste time at independent learning centers because they are not engaged and centers because they are not engaged and centers are not focused and leveled properlycenters are not focused and leveled properly

To download up to 240 independent student To download up to 240 independent student learning activities for K-1 classrooms, go tolearning activities for K-1 classrooms, go to

http://www.fcrr.org/activities/

Can also download instructions on classroom management Can also download instructions on classroom management during small group instruction, and soon, up to 70 minutes during small group instruction, and soon, up to 70 minutes of video trainingof video training

Classroom Organization: Learning Classroom Organization: Learning Centers for differentiated groupsCenters for differentiated groups

Points of vulnerability with this systemPoints of vulnerability with this system

Students waste time at independent learning Students waste time at independent learning centers because they are not engaged and centers because they are not engaged and centers are not focused and leveled properlycenters are not focused and leveled properly

Behavior management issues interfere with Behavior management issues interfere with teacher-led small group instructionteacher-led small group instruction

Small group instruction is not really differentiated Small group instruction is not really differentiated (time, frequency, focus) by student need(time, frequency, focus) by student need

A mistake we often make in education is to plan the curriculum materials very carefully, arrange all the instructional materials wall to wall, open the doors of the school, and then find to our dismay that they’ve sent us the wrong kids.

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)

Improving fidelity and consistency of classroom Improving fidelity and consistency of classroom instruction: Principal walkthroughsinstruction: Principal walkthroughs

Improving fidelity and consistency of classroom Improving fidelity and consistency of classroom instruction: Principal walkthroughsinstruction: Principal walkthroughs

Sept Dec Feb May

Screening or Progress monitoring assessment

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What are the critical elements of What are the critical elements of effective interventions?effective interventions?

Ways that instruction must be made more powerful for students “at-risk” for reading difficulties.

More instructional time

More powerful instruction involves:

Smaller instructional groups

Clearer and more detailed explanations

More systematic instructional sequences

More extensive opportunities for guided practice

More opportunities for error correction and feedback

More precisely targeted at right level

resources

skill

The Logic of Instructional IntensityThe Logic of Instructional Intensity

A child identified as “at risk” by DIBELS or any other A child identified as “at risk” by DIBELS or any other measure is already significantly behind.measure is already significantly behind.

To achieve grade level standards by third grade, “at To achieve grade level standards by third grade, “at risk children must acquire reading-related knowledge risk children must acquire reading-related knowledge and skill at a and skill at a fasterfaster rate than their peers who are rate than their peers who are performing at grade level.performing at grade level.

The most direct way to increase learning rate is by The most direct way to increase learning rate is by increasing the number of positive, or successful, increasing the number of positive, or successful, instructional interactions (pii) per school day. instructional interactions (pii) per school day.

What is a Positive Instructional Interaction (Pii)What is a Positive Instructional Interaction (Pii)

Teacher explains a concept clearly at the right level, Teacher explains a concept clearly at the right level, and the child is actually attending-processing the and the child is actually attending-processing the informationinformation

Teacher models a correct response and the child Teacher models a correct response and the child attends to the modelattends to the model

Teacher corrects students error in a way that Teacher corrects students error in a way that increases the chance for the student to respond increases the chance for the student to respond correctly the next timecorrectly the next time

Teacher reinforces a correct response in way that Teacher reinforces a correct response in way that increases probability child will respond correctly on increases probability child will respond correctly on future occasionsfuture occasions

TIER II InterventionsTIER II Interventions

Tier II is almost always given Tier II is almost always given in small groupsin small groups

TIER I

TIER III

TIER IITIER II

Tier II should always Tier II should always increase the intensity of increase the intensity of instructioninstruction

Tier II must be precisely Tier II must be precisely targeted at the right level on targeted at the right level on student’s most critical student’s most critical learning needslearning needs

Tier II must increase the Tier II must increase the explicitness of instructionexplicitness of instruction

Tier II interventions across Tier II interventions across the grade levelsthe grade levels

Kindergarten – 20 minutes, small group, push inKindergarten – 20 minutes, small group, push in

First grade – 30-45 minutes, small group, push in or First grade – 30-45 minutes, small group, push in or additional instruction outside the blockadditional instruction outside the block

One important way to enhance the power One important way to enhance the power of instruction during the 90 minute block of instruction during the 90 minute block is to have some of the small group is to have some of the small group instruction provided by another teacher instruction provided by another teacher or paraprofessionalor paraprofessional

Classroom teacher and group of 7

Independent Learning Activity (5)

Independent Learning Activity (6)

Resource teacher and group of 4

Tier II interventions across Tier II interventions across the grade levelsthe grade levels

Kindergarten – 20 minutes, small group, push inKindergarten – 20 minutes, small group, push in

First grade – 30-45 minutes, small group, push in or First grade – 30-45 minutes, small group, push in or additional instruction outside the blockadditional instruction outside the block

22ndnd and 3 and 3rdrd Grade – a different core, smaller class for Grade – a different core, smaller class for 90 minutes—”walk and read”90 minutes—”walk and read”

2-3 grades –30-45 minutes , small group, push in 2-3 grades –30-45 minutes , small group, push in plus plus another 30-45 minutes outside of reading blockanother 30-45 minutes outside of reading block

oror

Four Second Grade Classes

Intervention teacher

22 22 22 22

1525 24 24

Orderly movement between classes

Possible schedule for a 90 minute Possible schedule for a 90 minute intervention class in 2intervention class in 2ndnd and 3 and 3rdrd

gradegrade2 teachers -- 30 minute 2 teachers -- 30 minute rotationsrotationsGroup of 5 – decoding and fluency- low, mid, Group of 5 – decoding and fluency- low, mid, hihiGroup of 5 – fluency,comp, vocab – Group of 5 – fluency,comp, vocab – low,mid,hilow,mid,hi

Group of 5 – technology-learning centerGroup of 5 – technology-learning center

An interesting and informative An interesting and informative exercise for principals or coachesexercise for principals or coaches

Identify 2 struggling readers at each Identify 2 struggling readers at each grade level – 1-3grade level – 1-3

Shadow each struggling reader for ½ Shadow each struggling reader for ½ day, or during all reading instruction day, or during all reading instruction timestimesHow much high quality, direct instruction How much high quality, direct instruction

and closely monitored practice does child and closely monitored practice does child receive?receive?What can we do to increase the intensity What can we do to increase the intensity and quality of each child’s instruction?and quality of each child’s instruction?

After strong classroom instruction is in After strong classroom instruction is in placeplace, 8 keys to a strong prevention , 8 keys to a strong prevention system for K-3 studentssystem for K-3 students

1. Strong motivation and belief the part of teachers and school 1. Strong motivation and belief the part of teachers and school leaders to teach leaders to teach allall children to read children to read

2. A reliable system for identifying students who need intensive 2. A reliable system for identifying students who need intensive interventions in order to make normal progress in learning to interventions in order to make normal progress in learning to readread

3. A reliable system for monitoring the effectiveness of 3. A reliable system for monitoring the effectiveness of interventionsinterventions

4. Regular team meetings and leadership to enforce and 4. Regular team meetings and leadership to enforce and enable the use of data to adjust interventions as needed. enable the use of data to adjust interventions as needed.

Successful schools use data Successful schools use data effectively!effectively!

Eight keys to a strong prevention system Eight keys to a strong prevention system for K-3 students (cont.)for K-3 students (cont.)

6. Enough personnel to provide the interventions with sufficient 6. Enough personnel to provide the interventions with sufficient intensity (small group size and daily, uninterrupted intensity (small group size and daily, uninterrupted intervention sessions) intervention sessions)

8. Training, support, and monitoring to insure that intervention 8. Training, support, and monitoring to insure that intervention programs are implemented with high fidelity and quality. programs are implemented with high fidelity and quality.

7. Programs and materials to guide the interventions that are 7. Programs and materials to guide the interventions that are consistent with scientifically based research in reading consistent with scientifically based research in reading

5. Regular adjustments to interventions based on student 5. Regular adjustments to interventions based on student progress. The most frequent adjustments should involve progress. The most frequent adjustments should involve group size and time (intensity), but may also involve a group size and time (intensity), but may also involve a change of teacher or program. change of teacher or program.

The most significant challenges:The most significant challenges:

Raising the level of teacher knowledge Raising the level of teacher knowledge and skill so they know how to teach and skill so they know how to teach explicitly and systematicallyexplicitly and systematically

Broad and deep professional Broad and deep professional developmentdevelopmentProgram specific professional Program specific professional developmentdevelopmentPrincipals with literacy knowledge and Principals with literacy knowledge and

effective leadership skillseffective leadership skills

Teacher oversight and encouragementTeacher oversight and encouragement

Management of “school instructional Management of “school instructional delivery system” based on datadelivery system” based on data

The most significant challenges:The most significant challenges:

ResourcesResources to provide sufficiently to provide sufficiently powerful interventions for students with powerful interventions for students with low ability or poor preparation for low ability or poor preparation for learning to readlearning to read

Well trained teachers or Well trained teachers or paraprofessionalsparaprofessionalsEnough personnel to provide significant Enough personnel to provide significant increase in intensity of instructionincrease in intensity of instruction

Availability and effective use of Availability and effective use of technology to provide extra instruction technology to provide extra instruction and practiceand practice

A final concluding thought….A final concluding thought….

There is no question but that “leaving no There is no question but that “leaving no child behind in reading” is going to be a child behind in reading” is going to be a significant challenge…significant challenge…

It will involve extensive professional It will involve extensive professional development for teachers, school development for teachers, school reorganization, careful assessments, and a reorganization, careful assessments, and a relentless focus on the individual needs of relentless focus on the individual needs of every child…every child…

But, its not the most difficult thing we could But, its not the most difficult thing we could be faced with…be faced with…

Consider this task for example…Consider this task for example…

QuestionsQuestions//DiscussionDiscussion

ReferencesReferencesVaughn, S., & Linan-Thompson (2003). Group size and time allotted to intervention: Effects for Students with Reading Difficulties. In . In B. Foorman (Ed.). Preventing and Remediating Reading Difficulties: Bringing Science to Scale.(pp. 275-298). Parkton, MD: York Press.

Torgesen, J.K. (2004). Avoiding the devastating downward spiral: The evidence that early intervention prevents reading failure. American Educator, 28, 6-1

Elbaum, B., Vaughn, S., Hughes, M.T., & Moody, S.W. (1999). Grouping practices and reading outcomes for students with disabilities. Exceptional Children, 65, 399-415.

Foorman, B.R., Francis, D.J., Fletcher, J.M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37-55.

Fuchs, D., Fuchs, L.S., Mathes, P.G., & Simmons, D.C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to academic diversity. American Educational Research Journal, 34, 174-206.

ReferencesReferencesGaskins, I.W., Ehri, L.C., Cress, C., O’Hara, C., & Donnelly, K. (1997). Procedures for word learning: Making discoveries about words. The Reading Teacher. 50, 312-327.

Juel, C., & Minden-Cupp, C. (2000). Learning to read words: Linguistic units and instructional strategies. Reading Research Quarterly, 35, 458-492.

Torgesen, J.K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research and Practice, 15, 55-64.

Torgesen, J.K. (2005) A Principal’s Guyide to Intensive Reading Interventions for Strruggling Readers. http://www.readingfirstsupport.us/default.asp?article_id=10.

Fuchs, L., & Fuchs, D. (1999). Monitoring student progress toward the development of reading competence: A review of three forms of classroom-based assessment. School Psychology Review, 28, 659-671.