using core, supplemental, and intervention reading programs to meet the needs of all learners carrie...
TRANSCRIPT
Using Core, Supplemental, and Intervention Reading Programs to
Meet the Needs of All Learners
Carrie Thomas Beck, Ph.D.
Oregon Reading First Center
COSA
June 22, 2007
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Components of a Schoolwide Beginning Reading Model
ProfessionalDevelopment
Administration/Organization/
Communication
DifferentiatedInstruction/Grouping/
Scheduling
InstructionalTime
InstructionalPrograms &
Materials
Assessment
Goals, Objectives &
Priorities
SchoolwideBeginningReadingModel
CSI Maps
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Instructional Programs & Materials
Core, Supplemental and Intervention Materials• Scientifically-based
• Provide explicit and systematic instruction on critical reading priorities
• Aligned to state standards
• Able to support the full range of students
• Implemented with a high level of fidelity
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Understanding the Purpose of Different Programs
Classifying Reading Programs:
What is the purpose of the program?
1. Core2. Supplemental3. Intervention
CoreReading Program
SupplementalReading Program
Core
Supplemental
Intervention
InterventionReading Program
Meeting the needs for most Supporting the Core Meeting the needs for each
Programs are tools that are implemented by teachers to ensure that children learn enough on time.
(Vaughn et al. 2001)
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Definitions:
CoreSupplementalIntervention
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Core Program
A core program is the “base” reading program designed
to provide instruction on the essential areas of reading
for the majority of students schoolwide. In general, the
core program should enable 80% or more of students to
attain schoolwide reading goals.
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One size does not fit all—
Period!We may need to supplement or modify, but we must do it judiciously.
Evaluating Core Programs: Identifying Gaps
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Supplemental Programs:
Support and extend the critical elements of a
core reading program.
Provide additional instruction in one or two
areas (e.g., phonological awareness, fluency)
and
Provide more instruction or practice in
particular area(s) of need.
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Intervention Programs:
Designed for children who demonstrate reading difficulty and are performing below grade level.
Provide more explicit, systematic instruction to accelerate learning and bring the learner to grade-level performance.
Focus on more than one area (e.g., phonics, fluency, and comprehension).
May focus exclusively on one essential reading area. Allow teachers to meet the needs of individual students who are
struggling in their classrooms. Specialized, intense, and typically delivered in small group settings.
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Scientifically-Based Materials
Oregon Reading First Center http://oregonreadingfirst.uoregon.edu/
Florida Center for Reading Research http://www.fcrr.org/
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Components of the Florida Reviews
What is __________? How is __________ aligned with Reading
First? Research support for ____________ Strengths and Weaknesses Which Florida districts have schools that
implement _____________? For more information References
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Instructional Time
Sufficient and effectively used instructional time• At minimum, 90 minutes of uninterrupted reading
instruction that is systematic and explicit
• Small group teacher directed instruction daily
• Additional time allocated for students who fail to make adequate reading progress
• Focused on skills and practices most highly correlated with reading success
Instructional Time
• “The amount of instructional time makes a huge difference in our student’s progress - also, the amount of instructional time at each individual’s level, being able to get what they need. We made the time.” - RF Coach
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Instructional Time
“We are determined to get all the instructional time we can. We test the first week. We collaborate and form groups. We begin ability group instruction in the first weeks. We teach to the end of the year. We tweak 15 more minutes for instruction by changing a transition. We are committed to getting the time our kids need. We keep looking at our schedule.”
- RF Coach
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Differentiated Instruction, Grouping, Scheduling Instruction that is tailored to individual students and
groups of students• Materials/programs matched to student performance levels
• Optimal group sizes
• Flexible, homogeneous groups to maximize opportunities to respond
• Group size, instructional time, and instructional programs are determined by and adjusted according to learner performance
• Use of cross-class and cross-grade grouping when appropriate
Using Core, Supplemental, and Intervention Reading Programs to
Meet the Needs of All Learners
Core, Supplemental, and Intervention Maps
CSI Maps
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Summary of CSI Map
School: Grade: TimeFrame/Year:InstructionalRecommend
Participation in Core
Curriculum:
Supplemental & Intervention Programs/Strategies: DeterminingInstructionalEffectiveness
Whole Small IW Curriculum 1: Curriculum2:
Curriculum3:
Curriculum4:
IndependentWork:
Out-of-ProgramTesting
Instructor: Instructor: Instructor: Instructor: Instructor: Instructor:
StudentsServed:
StudentsServed:
StudentsServed:
StudentsServed:
Group Size: Group Size:
Group Size: Group Size: Group Size: Group Size:
StudentsServed:
Test #1:
Frequency:
Activities: Activities: Activities: Activities:Activities: Activities: Activities:
__ w/inreading block__in additionto readingblock
_w/inreadingblock__ inaddition toreadingblock
__w/inreadingblock__in additionto readingblock
__w/inreadingblock__in additionto readingblock
Activities: Test #2:
Frequency:
Minutes: Minutes: Minutes: Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Subgroup 1:
n=
In-Program Te sts: In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
Minutes: Test #3:
Frequency:
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Ground Rules for CSI Maps
One page plan for each subgroup of students (e.g., benchmark, strategic, intensive)
All teachers in a grade level work off of the same map
Teachers use data to determine effectiveness of instructional maps (i.e., CSI Maps)
CSI Maps are adjusted on a regular basis to fine tune instruction to meet the needs of each subgroup of students.
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Summary of CSI Map
School: Grade: TimeFrame/Year:InstructionalRecommend
Participation in Core
Curriculum:
Supplemental & Intervention Programs/Strategies: DeterminingInstructionalEffectiveness
Whole Small IW Curriculum 1: Curriculum2:
Curriculum3:
Curriculum4:
IndependentWork:
Out-of-ProgramTesting
Instructor: Instructor: Instructor: Instructor: Instructor: Instructor:
StudentsServed:
StudentsServed:
StudentsServed:
StudentsServed:
Group Size: Group Size:
Group Size: Group Size: Group Size: Group Size:
StudentsServed:
Test #1:
Frequency:
Activities: Activities: Activities: Activities:Activities: Activities: Activities:
__ w/inreading block__in additionto readingblock
_w/inreadingblock__ inaddition toreadingblock
__w/inreadingblock__in additionto readingblock
__w/inreadingblock__in additionto readingblock
Activities: Test #2:
Frequency:
Minutes: Minutes: Minutes: Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
BenchmarkSubgroup 1:
n=
In-Program Te sts: In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
Minutes: Test #3:
Frequency:
Instructional Recommendation(label and number)
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InstructionalRecommend
Participation in Core
Curriculum:
Supplemental & Intervention Programs/Strategies: DeterminingInstructionalEffectiveness
Whole Small IW Curriculum 1: Curriculum2:
Curriculum3:
Curriculum4:
IndependentWork:
Out-of-ProgramTesting
Instructor: Instructor: Instructor: Instructor: Instructor: Instructor:
StudentsServed:
StudentsServed:
StudentsServed:
StudentsServed:
Group Size: Group Size:
Group Size: Group Size: Group Size: Group Size:
StudentsServed:
Test #1:
Frequency:
Activities: Activities: Activities: Activities:Activities: Activities: Activities:
__ w/inreading block__in additionto readingblock
_w/inreadingblock__ inaddition toreadingblock
__w/inreadingblock__in additionto readingblock
__w/inreadingblock__in additionto readingblock
Activities: Test #2:
Frequency:
Minutes: Minutes: Minutes: Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
BenchmarkSubgroup 2:
n=
In-Program Te sts: In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
Minutes: Test #3:
Frequency:
Describe participation in the core: whole group, small group, and independent work
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InstructionalRecommend
Participation in Core
Curriculum:
Supplemental & Intervention Programs/Strategies: DeterminingInstructionalEffectiveness
Whole Small IW Curriculum1:
Curriculum2:
Curriculum3:
Curriculum4:
IndependentWork:
Out-of-ProgramTesting
Instructor: Instructor: Instructor: Instructor: Instructor: Instructor:
StudentsServed:
StudentsServed:
StudentsServed:
StudentsServed:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
StudentsServed:
Test #1:
Frequency:
Activities: Activities: Activities: Activities:Activities: Activities: Activities:
__ w/inreadingblock__inaddition toreadingblock
_w/inreadingblock__ inaddition toreadingblock
__w/inreadingblock__inaddition toreadingblock
__w/inreadingblock__inaddition toreadingblock
Activities: Test #2:
Frequency:
Minutes: Minutes: Minutes: Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
StrategicSubgroup 2:
n=
In-Program Tests: In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
Minutes: Test #3:
Frequency:
Describe participation in supplemental and
intervention programs
(one per column)
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InstructionalRecommend
Participation in Core
Curriculum:
Supplemental & Intervention Programs/Strategies: DeterminingInstructionalEffectiveness
Whole Small IW Curriculum1:
Curriculum2:
Curriculum3:
Curriculum4:
IndependentWork:
Out-of-ProgramTesting
Instructor: Instructor: Instructor: Instructor: Instructor: Instructor:
StudentsServed:
StudentsServed:
StudentsServed:
StudentsServed:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
StudentsServed:
Test #1:
Frequency:
Activities: Activities: Activities: Activities:Activities: Activities: Activities:
__ w/inreadingblock__inaddition toreadingblock
_w/inreadingblock__ inaddition toreadingblock
__w/inreadingblock__inaddition toreadingblock
__w/inreadingblock__inaddition toreadingblock
Activities: Test #2:
Frequency:
Minutes: Minutes: Minutes: Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
IntensiveSubgroup 1:
n=
In-Program Tests: In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
Minutes: Test #3:
Frequency:
A place to record independent work for students in supplemental and intervention programs
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InstructionalRecommend
Participation in Core
Curriculum:
Supplemental & Intervention Programs/Strategies: DeterminingInstructionalEffectiveness
Whole Small IW Curriculum1:
Curriculum2:
Curriculum3:
Curriculum4:
IndependentWork:
Out-of-ProgramTesting
Instructor: Instructor: Instructor: Instructor: Instructor: Instructor:
StudentsServed:
StudentsServed:
StudentsServed:
StudentsServed:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
StudentsServed:
Test #1:
Frequency:
Activities: Activities: Activities: Activities:Activities: Activities: Activities:
__ w/inreadingblock__inaddition toreadingblock
_w/inreadingblock__ inaddition toreadingblock
__w/inreadingblock__inaddition toreadingblock
__w/inreadingblock__inaddition toreadingblock
Activities: Test #2:
Frequency:
Minutes: Minutes: Minutes: Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
StrategicSubgroup 1:
n=
In-Program Tests: In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
Minutes: Test #3:
Frequency:
List types of in-program tests administered in core and in
supplemental and interventionprograms.
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InstructionalRecommend
Participation in Core
Curriculum:
Supplemental & Intervention Programs/Strategies: DeterminingInstructionalEffectiveness
Whole Small IW Curriculum1:
Curriculum2:
Curriculum3:
Curriculum4:
IndependentWork:
Out-of-ProgramTesting
Instructor: Instructor: Instructor: Instructor: Instructor: Instructor:
StudentsServed:
StudentsServed:
StudentsServed:
StudentsServed:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
StudentsServed:
Test #1:
Frequency:
Activities: Activities: Activities: Activities:Activities: Activities: Activities:
__ w/inreadingblock__inaddition toreadingblock
_w/inreadingblock__ inaddition toreadingblock
__w/inreadingblock__inaddition toreadingblock
__w/inreadingblock__inaddition toreadingblock
Activities: Test #2:
Frequency:
Minutes: Minutes: Minutes: Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
IntensiveSubgroup 2:
n=
In-Program Tests: In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
Minutes: Test #3:
Frequency:
Room to list up to three out-of-program tests for each subgroup
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A First Grade Example
InstructionalRecommend
Participation in Core
Curriculum: Reading Mastery Plus
Supplemental & Intervention Programs/Strategies: DeterminingInstructionalEffectiveness
Whole Small IW Curriculum1:
Read Naturally
Curriculum2: ERI
Curriculum3: ? coachneeds to
determine(SPED)
Curriculum4:
IndependentWork:
Out-of-ProgramTesting
Instructor:classroomteachers
Instructor:classroomteachers,reading team
Instructor: IA+ parentvolunteer(classroomteachermonitors)
Instructor:Reading Team +other IAs
Instructor:SPED Teacherand IAs
Instructor:
StudentsServed:Intensivestudents whoscored at least 6or more on ORF
StudentsServed: Allintensivestudens untilthey score 50 onNWF and passERI end-of-program test
StudentsServed: SPEDstudents
StudentsServed:
Group Size:~23 students
Group Size:1-6 students
Group Size:homeroom class
Group Size:3-5
Group Size:coach needs todetermine
Group Size:
StudentsServed: Intensivestudents who score5 or less on ORF.
Test #1: DIBELS
Frequency:Every two weeks.
Activities:
Read Naturally.8 level
Activities:
ERI lessons
Activities: ? -coach needs todetermine
Activities:Activities:Language fromRM Plus, Level1
Activities:Reading fromRM Plus, Level1
Activities:Take-Homesfrom RM Plus,Level 1
__ w/inreading block_X_ inaddition toreading block
_w/inreadingblock_X_ inaddition toreadingblock
__w/inreadingblock_X_inaddition toreadingblock
__w/inreadingblock__inaddition toreadingblock
Activities:Finish Take-Homes fromLanguage/Read-inglesson or teacher-made seatwork
Test #2:
Frequency:
Minutes:30
Minutes:45-50
Minutes:10-15
Minutes: 30
Days PerWeek: 4
Minutes: 40
Days PerWeek: 3
Minutes: 30
Days PerWeek: 5
Minutes:
Days PerWeek:
IntensiveSubgroup 1:Non ELLIntensive
n=
In-Program Te sts: MTs and Check-outs - reading L70/L109 teacher developed assessments to matchprogram - language
In-ProgramTests: Studentsgraph cold/hotreads
In-ProgramTests: Part 1,2, 3, 4 tests
In-ProgramTests: ? -coach needs todetermine
In-ProgramTests:
Minutes: 30minutes,
Days PerWeek: 4
Test #3:
Frequency:
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A First Grade Example (cont.)
InstructionalRecommend
Participation in Core
Curriculum: Reading Mastery Plus
Supplemental & Intervention Programs/Strategies: DeterminingInstructionalEffectiveness
Whole Small IW Curriculum1:
Read Naturally
Curriculum2: ERI
Curriculum3: Trofeos(SpanishLiteracy)
Curriculum4: Avenues
IndependentWork:
Out-of-ProgramTesting
Instructor:classroomteachers
Instructor:classroomteachers,reading team
Instructor: IA+ parentvolunteer(classroomteachermonitors)
Instructor:Reading Team +other IAs
Instructor:ELL teacherand IA
Instructor:ELL teacher
StudentsServed:Intensivestudents whoscored at least 6or more on ORF(not includingthe 2 Russianstudents)
StudentsServed: Allintensivestudens untilthey score 50 onNWF and passERI end-of-program test
StudentsServed: 2intensive ELLstudents(Spanishspeaking) whoare notproficient inEnglish
StudentsServed: 2intensive ELLstudents(Russian)
Group Size:~23 students
Group Size:1-6 students
Group Size:homeroom class
Group Size:3-5
Group Size:2-7
Group Size:2
StudentsServed: Intensivestudents who score5 or less on ORF(not including 2Russian students).
Test #1: DIBELS
Frequency:Every two weeks.
Activities:
Read Naturally.8 level
Activities:
ERI lessons
Activities: ? -coach needs todetermine
Activities: ? -coach needs todetermine
Activities:Language fromRM Plus, Level1
Activities:Reading fromRM Plus, Level1
Activities:Take-Homesfrom RM Plus,Level 1
__ w/inreading block_X_ inaddition toreading block
_w/inreadingblock_X_ inaddition toreadingblock
__w/inreadingblock_X_inaddition toreadingblock
__w/inreadingblock_X_inaddition toreadingblock
Activities:Finish Take-Homes fromLanguage/Read-inglesson or teacher-made seatwork
Test #2:
Frequency:
Minutes:30
Minutes:45-50
Minutes:10-15
Minutes: 30
Days PerWeek: 4
Minutes: 40
Days PerWeek: 3
Minutes: 30
Days PerWeek: 5
Minutes: 30
Days PerWeek: 5
IntensiveSubgroup 2:ELLIntensive
n=
In-Program Te sts: MTs and Check-outs - reading L70/L109 teacher developed assessments to matchprogram - language
In-ProgramTests: Studentsgraph cold/hotreads
In-ProgramTests: Part 1,2, 3, 4 tests
In-ProgramTests: ? -coach needs todetermine
In-ProgramTests: ? -coach needs todetermine
Minutes: 30minutes,
Days PerWeek: 4
Test #3:
Frequency:
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Data Guides Instructional Support Plans
“If the plan is not working, we do whatever is
needed to change the plan. If it is not
working after two weeks or a month, you
need to change it. You need to make sure
the plan is working.
Failure is not an option.”-RF principal
Schools work to achieve healthy systems at each grade
level . . .
THENcan problem solve at the individual student level.
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Oregon Reading First Contact Information
Joni Gilles, Director of Oregon Reading First
• [email protected] Russ Sweet, Oregon Reading First Project Team Leader
• [email protected] Carrie Thomas Beck, Co-Director Oregon Reading First
Center
• [email protected] Scott Baker, Co-Director Oregon Reading First Center