not to advance is to drop back." chinese proverb "learning is like rowing upstream;
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not to advance is to drop back."
—Chinese proverb
"Learning is like rowing upstream;
Traditional Fragmented Approach Traditional Fragmented Approach To ReadingTo Reading
Core Reading Program
In- Class Interventions
School Wide Interventions
System for handling individual needs
Each teacher creates their own reading program
Some teachers create In –class Interventions
No Schoolwide Intervention
No system for
individual solutions
Data driven in- class interventions
Systems Approach to Reading Systems Approach to Reading ProgramsPrograms
Researched based core reading program for all
students
Schoolwide Intervention
System for individual solutions
Core Reading Program
Strategic (In-Class) Interventions
School Wide Interventions
System for handling individual
needs
A professional A professional parallel…parallel…
Level I
Annual Check-up; Standard treatmentREGULAR physician; Screening data
Level II
Strategic, Supplemental CareTeam working with regular physician; Diagnostic data
Level III
Intensive Care TEAM of doctors, nurses, technicians, etc.; Monitoring data
Continuum of Time & Intensity & Data Collection
JJan an HHasbrouckasbrouck ,WSRI Executive Consultant T ,WSRI Executive Consultant T erry erry LLeppieneppien ,OSPI Director of Reading Washington State K-12 Reading Model,OSPI Director of Reading Washington State K-12 Reading Model
3 Levels 3 Levels of of InstructioInstructionn
Level ICore Instructional Level ALL Students
Level II Strategic InstructionApprox. 20-30 % Level III
Intensive Intervention Approximately 5-10%
Continuum of Time & Intensity & Data Collection
Adapted from the 3-Level Reading Model UT Center for Reading & Language Arts
26%
21%
53%
Reading InstructionReading Instruction
ExplicitExplicit
ModelingModeling
Prompts
StudentStudentEffortsEfforts
IndependentIndependentPractice
StudentStudentMasteryMastery
StudentStudentParticipationParticipation
Corrective Feedback
Knowledge & Skill
Ruth Gumm & Sheryl Turner Eastern Regional Reading First Reading First Technical Assistance Center
Cumulative Effects Cumulative Effects of of Intensity & Intensity & DurationDuration
7 2 0 d a y s
Stu
den
t Read
ing
Pro
ficiency
Ruth Gumm & Sheryl Turner Eastern Regional Reading First Reading First Technical Assistance Center
90 + minutes per d
ay at instru
ctional le
velT
acom
a Read
ing
Go
al by 3
rd grad
e
Gra
de
s K
-5 R
ea
din
g B
loc
kG
rad
es
K-5
Re
ad
ing
Blo
ck
Layers of intervention respond Layers of intervention respond to student needsto student needs
Each layer provides more intense Each layer provides more intense & supportive intervention& supportive intervention
Each layer aims at preventing Each layer aims at preventing reading disabilitiesreading disabilities
Excellent 1Excellent 1stst InstructionInstruction“The best intervention is effective instruction.”
- National Research Council
Ruth Gumm & Sheryl TurnerEastern Regional Reading First Reading First Technical Assistance Center
Excellent 1st Excellent 1st Instruction Instruction “The best intervention is effective instruction.”
- National Research Council
Benchmark testingBenchmark testing of students is conducted of students is conducted at least three at least three times a yeartimes a year to determine instructional needs. to determine instructional needs.
Whole group instructionWhole group instruction - core reading program- core reading program
Differentiated/ Strategic instructionDifferentiated/ Strategic instruction - small group rotations- small group rotations - core & supplementary reading programs- core & supplementary reading programs
- selected strategies and practices- selected strategies and practices
Differentiated classroom interventionDifferentiated classroom intervention - small, flexible group(s)- small, flexible group(s) - supplemental & intervention programs- supplemental & intervention programs
Ruth Gumm & Sheryl TurnerEastern Regional Reading First Reading First Technical Assistance Center
MythsMyths About Reading About Reading
No phonics after 1st
grade???
Give them time and they’ll catch
upVolunteers
Reading is a natural process
Joseph Torgesen, Florida Center for Reading ResearchJoseph Torgesen, Florida Center for Reading Research
AssessmentAssessment
Level I
Screening data
• Benchmark assessment (3x per year)
• Monitor progress (in-program assessments, unit tests,
daily performance)
Level II
Diagnostic data
Benchmark assessment (3x per year) • Diagnostic tests • Progress monitoring
(at least 2x monthly)
Level III
Monitoring dataBenchmark assessment (3x per year) • Diagnostic tests
• Progress monitoring (weekly is optimal)
Continuum of Data Collection
&
Progress MonitoringProgress Monitoring Students scoring in the Low Risk category on a Students scoring in the Low Risk category on a
subtest are likely to achieve the end of the year subtest are likely to achieve the end of the year benchmark.benchmark.
Students scoring in the Some Risk category on a Students scoring in the Some Risk category on a subtest may have limited skills in that area. These subtest may have limited skills in that area. These students will need strategic instruction in order to students will need strategic instruction in order to reach the end of the year benchmark.reach the end of the year benchmark.– This may include small group instruction within the classroom, This may include small group instruction within the classroom,
double dosing, and/or small group interventions.double dosing, and/or small group interventions.
Students scoring in the At Risk category on a Students scoring in the At Risk category on a subtest are at risk for difficulty in that area. These subtest are at risk for difficulty in that area. These students will need intensive intervention in order to students will need intensive intervention in order to reach the end of the year benchmark.reach the end of the year benchmark.
Classroom Data ActivityClassroom Data Activity At your grade level table, highlight your class At your grade level table, highlight your class
DIBELS data by subtest.DIBELS data by subtest.
Use Use pinkpink to highlight At Risk/Deficit scores in to highlight At Risk/Deficit scores in your classroom.your classroom.
Use Use yellowyellow to highlight Some Risk/Emerging to highlight Some Risk/Emerging scores in your classroom.scores in your classroom.
Use Use greengreen to highlight Low Risk/Established to highlight Low Risk/Established scores in your classroom.scores in your classroom.
•Add student names to the Data Analysis Worksheet.
•This will be what we use to help make intervention decisions.
•At your tables, talk about what the data is showing with regards to the interventions needed for your students.
•Now, transfer this information to the Intervention Planning sheet.
Intervention Activity
Progress MonitoringProgress Monitoring
PM done monthly for students who are Low Risk.PM done monthly for students who are Low Risk.– This is done at the student’s grade levelThis is done at the student’s grade level
PM done twice a month for Some Risk and At Risk PM done twice a month for Some Risk and At Risk students.students.– At the student’s instructional levelAt the student’s instructional level
Not all DIBELS subtests have PM assessmentsNot all DIBELS subtests have PM assessments– Other curriculum based materials can be used. Other curriculum based materials can be used.
The Who, Where, & WhenThe Who, Where, & When
PM will be completed by the 90 minute block teacher PM will be completed by the 90 minute block teacher for At Risk & Some Risk students. for At Risk & Some Risk students.– this would help W2R teachers make instructional this would help W2R teachers make instructional
decisions based on the datadecisions based on the data
Low Risk students can be monitored monthly either Low Risk students can be monitored monthly either
by the reading teacher or the homeroom teacher.by the reading teacher or the homeroom teacher.
Regardless of who does the PM sharing information Regardless of who does the PM sharing information is vital.is vital.
Passages available on line and on diskPassages available on line and on disk
Focus on accelerate above the aim line.Focus on accelerate above the aim line.
Check specific guidelines to determine the Check specific guidelines to determine the students instructional level for PM students instructional level for PM placementplacement
Progress Monitoring Nuts & BoltsProgress Monitoring Nuts & Bolts
Interventions should be organized in Interventions should be organized in levelslevels
•Layers of intervention Layers of intervention responds to student responds to student needsneeds
•Each level provides more Each level provides more intensive and supportive intensive and supportive interventionintervention
•Aimed at preventing reading difficultiesAimed at preventing reading difficulties
Level I
CORE
Level III
Intensive
Level II
Strategic
Level I: Core class instructionLevel I: Core class instruction
Core reading programCore reading program
Benchmark TestingBenchmark Testing
Ongoing professional Ongoing professional developmentdevelopment
Level I
CORE
What if students are not being What if students are not being successful in Level I?successful in Level I?
Full 90 minutes at instructional levelFull 90 minutes at instructional level 5 components5 components Explicit , systematic instructionExplicit , systematic instruction Repetition and pacing of skillsRepetition and pacing of skills Independent timeIndependent time Monitoring and AdjustingMonitoring and Adjusting
Level II: Supplemental instructionLevel II: Supplemental instruction
PPrograms, strategies, rograms, strategies, and procedures and procedures designed and designed and employed to employed to supplement, supplement,
enhance, and enhance, and support support Level I.Level I.
Level II
Strategic
Instructional features for Instructional features for interventionsinterventions
Provide opportunities for guided practice of new skillsProvide opportunities for guided practice of new skills
Increase the Increase the intensityintensity of instruction of instruction
Provide systematic cueing of appropriate strategies in Provide systematic cueing of appropriate strategies in contextcontext
FocusFocus systematic systematic and and explicitexplicit instruction on deficient instruction on deficient skillsskills
Interventions are more effective when Interventions are more effective when they:they:
Scaffold learning to apply new skillsScaffold learning to apply new skills
Joseph Torgesen, Florida Center for Reading ResearchJoseph Torgesen, Florida Center for Reading Research
Level III: Intensive interventionLevel III: Intensive intervention• Intensive, strategic, supplemental Intensive, strategic, supplemental instructioninstruction
• Designed and customized small-Designed and customized small-group or 1:1 group or 1:1
• Occurs during 90 minuteOccurs during 90 minute
instructional block and beyondinstructional block and beyond
Level III
Intensive
"There is little "There is little evidence that evidence that
children experiencing children experiencing difficulties learning to difficulties learning to readread, even those with , even those with identifiable learning identifiable learning
disabilities, disabilities, need need radically different radically different sorts of supports sorts of supports
than children at low than children at low riskrisk, although , although they they
may need much more may need much more intensive supportintensive support" "
(Snow, Burns, Griffin, pg 3, 1998)(Snow, Burns, Griffin, pg 3, 1998)
We know that interventions have We know that interventions have tended to tended to stabilizestabilize the relative the relative
deficit in reading skill rather than deficit in reading skill rather than remediateremediate it.it.
Joseph Torgesen, Florida Center for Reading ResearchJoseph Torgesen, Florida Center for Reading Research
What do struggling readers need to What do struggling readers need to work on?work on?
Motivation (pleasure, purpose, success)
Decoding ComprehensionWord
RecognitionStrategies
Fluency AcademicLanguage
ComprehensionStrategies
* concepts of print* phonemic awareness* phonics
* sight words* automaticity* prosody* accuracy
* background knowledge* vocabulary* syntax
*comprehension monitoring* text structures* cognitive strategies (e.g., paraphrasing)
(NRC Report, 1998) (NRC Report, 1998) Shefelbine (2001)
An Example of a Continuum of Interventions
Increasing in intensity
CORE
STRATEGIC
INTENSIVE
Supplementary Materials Plus Double Dose
1:1 Intensive instruction with a a specialized instructor
Before or after school instruction
Double Dose
Small group pull aside during CORE to work on specific skills
90 minutes 90 minutes 5 components5 componentsExplicit , Explicit , systematic systematic instructioninstructionRepetition Repetition and pacing of and pacing of skillsskills
Vignette #1
In September of 3rd grade, Joe read 65 WCPM on the DIBELS benchmark .
Vignette #2
In January of 1st grade, Jane scored 14 on PSF, 28 on NWF and a 7 on her ORF benchmarks.
Vignette #3
In September of 5rth
grade, Tim read 70 WCPM on the DIBELS benchmark .
Is further Diagnostic testing needed to plan instruction?
What skills will be tested?
Place in instructional level reading group and monitor progress.
NOYES
Place in instructional and intervention program.
What is the plan for intervention and progress monitoring schedule?
Activity
The Big Ideas for Preventing Reading FailureThe Big Ideas for Preventing Reading Failure
• Increase the quality and consistency of Increase the quality and consistency of instruction in every classroominstruction in every classroom
• Conduct timely and valid assessments of Conduct timely and valid assessments of reading growth to identify struggling readersreading growth to identify struggling readers
• Provide more intensive interventions to Provide more intensive interventions to “catch up” the struggling readers“catch up” the struggling readers
Joseph Torgesen, Florida Center for Reading ResearchJoseph Torgesen, Florida Center for Reading Research
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