multiple tiers of instruction and intervention to leave … tiers of instruction and intervention to...

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

Beginning with the End in

Mind:

Our Ultimate Goal for

Prevention of Reading

Difficulties

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. 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)

Value of the principal’s walkthrough




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





http://www.fcrr.org/

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)




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)


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 –


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

http://www.fcrr.org/Curriculum/studentCenterActivities.htm

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



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

Budgeting for Success



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

Successful schools use data effectively


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

Schedule Video

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



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 –


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


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


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)

30

7075th

50th

25th

October January May

Nat

iona

l Per

cent

ileGrowth in Word Reading Ability

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……..

Thank Thank YouYou

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