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LPLC Tier II Reading Intervention, Winter 2011 Tier II Reading Intervention Evelyn Johnson, Ed.D. Margo Healy, M.Ed. Cristianne Lane, M.Ed. Lee Pesky Learning.

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Presentation on theme: "LPLC Tier II Reading Intervention, Winter 2011 Tier II Reading Intervention Evelyn Johnson, Ed.D. Margo Healy, M.Ed. Cristianne Lane, M.Ed. Lee Pesky Learning."— Presentation transcript:

1 LPLC Tier II Reading Intervention, Winter 2011 Tier II Reading Intervention Evelyn Johnson, Ed.D. Margo Healy, M.Ed. Cristianne Lane, M.Ed. Lee Pesky Learning Center

2 LPLC Tier II Reading Intervention, Winter 2011 Agenda Benefits of Strong Tier 1 and Tier 2 Instruction Entry Criteria The Four BIG Questions – Identifying the Issues English Language Learners The Journey!

3 LPLC Tier II Reading Intervention, Winter 2011 What is at stake? What are the benefits to a student, school or community when students are proficient readers?

4 LPLC Tier II Reading Intervention, Winter 2011 “From the first day of kindergarten to the last day of elementary school, children substantially define themselves as readers, and this has enormous influence on their development as learners and members of society. Those who succeed in becoming fluent, strategic, and joyful readers are not guaranteed success in school or in life, but they are well on their way. However, those who do not succeed in reading, or who become reluctant readers, face long odds in achieving success in school and life” Slavin, Lake, Chambers, Cheung & Davis, 2009

5 LPLC Tier II Reading Intervention, Winter 2011 RTI is a System of Instruction Tier I instruction is strong and comprehensive (80% proficient). Tier II interventions focus on specific components of reading to respond to the specific needs of individual students. Students are usually taught in small groups, but identified individually by reliable formal and informal assessments. RTI

6 LPLC Tier II Reading Intervention, Winter 2011 The “Simple View” of Reading “Reading comprehension is the product of decoding and listening comprehension.” Gough and Tunmer

7 LPLC Tier II Reading Intervention, Winter 2011 Big Picture of Reading Cognition: Thinking Comprehension Vocabulary Decoding: Reading Words Phonics Phonemic Awareness Oral Language Fluency RTI

8 LPLC Tier II Reading Intervention, Winter 2011 Isolating the Reading Issues Going back to the simple definition of reading we can use a series of 4 questions to group students and plan interventions. 1.Can the student read grade-level text? 2.Is there a decoding problem? 3.Does the student comprehend text? 4.What if the student is not making progress?

9 LPLC Tier II Reading Intervention, Winter 2011 Question #1: Does the student read grade-level text? Screeners: ISAT reading scores ORF* measures IRI measures Oral reading fluency (also known as R-CBM) Assessment

10 LPLC Tier II Reading Intervention, Winter 2011 Reality Check! What do you already know about these students (grades, etc.)? What information are you passing to the next grade? What is your system for collecting and sharing student level data?

11 LPLC Tier II Reading Intervention, Winter 2011 Normal Distribution Curve

12 LPLC Tier II Reading Intervention, Winter 2011 AIMSweb AIMSweb National Norm Tables will translate an R-CBM score to a percentile rank. For example, a student scoring a “2” on the first grade fall IRI (LSF), could be anywhere from the 20 th -48 th percentile.

13 LPLC Tier II Reading Intervention, Winter 2011

14 LPLC Tier II Reading Intervention, Winter 2011 Normal Distribution Curve

15 LPLC Tier II Reading Intervention, Winter 2011 AIMSweb Average = 26 th -75 th percentile Below Average = 11 th -25 th percentile High risk = Below the 11 th percentile Decision Point

16 LPLC Tier II Reading Intervention, Winter 2011 “Take Aways...” Regarding resources, our systems must be efficient and inform our decisions regarding who receives further testing and intervention services.

17 LPLC Tier II Reading Intervention, Winter 2011 Establish a Data Management System At the district level At the school level At the classroom level

18 LPLC Tier II Reading Intervention, Winter 2011

19 LPLC Tier II Reading Intervention, Winter 2011 Question #1: Can the student read grade level text? What are you using for screeners? What is your criteria for determining which students need additional assessments?

20 LPLC Tier II Reading Intervention, Winter 2011 Question #1: Does the student read grade-level text? YES Administer a decoding intervention. NO Is there a decoding problem? YES Continue with core instruction. Process

21 LPLC Tier II Reading Intervention, Winter 2011 Question #2: Is there a decoding problem? Diagnostic Tools: – ORF miscue analysis – Phonics/decoding surveys (example: CORE*) – San Diego Quick – Phonological awareness tests (K-2...) – Other (program placement tests, Words Their Way spelling inventories) *Consortium on Reading Excellence, Inc. Tools

22 LPLC Tier II Reading Intervention, Winter 2011 Big Picture of Reading Cognition: Thinking Comprehension Vocabulary Decoding: Reading Words Phonics Phonemic Awareness Oral Language Fluency RTI

23 LPLC Tier II Reading Intervention, Winter 2011 Simulation #1 An oral reading fluency “miscue analysis” can help a teacher better understand a student’s decoding abilities and other skills as well. These can be quite informal... or formal.

24 LPLC Tier II Reading Intervention, Winter 2011

25 LPLC Tier II Reading Intervention, Winter 2011 Question #2: Is there a decoding problem? Diagnostic Tools: – ORF miscue analysis – Phonics/decoding surveys (example: CORE) – San Diego Quick – CORE* phonological awareness tests (K-2...) – Other (program placement tests, Word Their Way spelling inventories) *Consortium on Reading Excellence, Inc. Tools

26 LPLC Tier II Reading Intervention, Winter 2011 CORE Phonics Survey Part A: letter names (uppercase) Part B: letter names (lowercase) Part C: consonant sounds Part D: long and short vowel sounds Part E: short vowels Part F: consonant blends with short vowels Part G: short vowels, digraphs, trigraphs

27 LPLC Tier II Reading Intervention, Winter 2011 Part H: R-controlled vowels Part I: long vowel spellings Part J: variant vowels Part K: low frequency vowel and consonant spellings Part L: multisyllabic words

28 LPLC Tier II Reading Intervention, Winter 2011 Reality Check! Be efficient... What do you already know about this student? What information do you need?

29 LPLC Tier II Reading Intervention, Winter 2011 Question #2: Is there a decoding problem? Diagnostic Tools: – ORF miscue analysis – Phonics/decoding surveys (example: CORE*) – San Diego Quick – Phonological awareness tests (K-2...) – Other (program placement tests, Words Their Way spelling inventories) *Consortium on Reading Excellence, Inc. Tools

30 LPLC Tier II Reading Intervention, Winter 2011 Question #2: Is there a decoding problem? Diagnostic Tools: – ORF miscue analysis – Phonics/decoding surveys (example: CORE*) – San Diego Quick – Phonological awareness tests (K-2...) – Other (program placement tests, Words Their Way spelling inventories) *Consortium on Reading Excellence, Inc. Tools

31 LPLC Tier II Reading Intervention, Winter 2011 Evidence-based Intervention Model Direct, systematic, explicit decoding instruction What is the recipe? Resources: IES Practice Guides on Reading (WWC) CORE Manual Instruction

32 LPLC Tier II Reading Intervention, Winter 2011 Simulation #2 ## ) ( * w

33 LPLC Tier II Reading Intervention, Winter 2011 Lesson Examples Example

34 LPLC Tier II Reading Intervention, Winter 2011 Progress Monitoring Progress monitoring (R-CBM) Progress monitoring is a scientifically based practice that is used to assess a student’s academic performance and evaluate the effectiveness of instruction. Progress monitoring can be used at the district, school, classroom and student level. Program measures are assessments that teachers use to assess skills taught in the intervention program. Growth charts are graphs or charts that document progress relative to the exit criteria (the target). Definitions

35 LPLC Tier II Reading Intervention, Winter 2011 Question #2: Is there a decoding problem? What is your system for identifying students with decoding problems? What is the plan once students are identified?

36 LPLC Tier II Reading Intervention, Winter 2011 Big Picture of Reading Cognition: Thinking Comprehension Vocabulary Decoding: Reading Words Phonics Phonemic Awareness Oral Language Fluency RTI

37 LPLC Tier II Reading Intervention, Winter Can the student read grade-level text? YES Administer a decoding intervention. NO 3. Does the student comprehend text? YES Administer fluency Intervention. NO Administer comprehension/ vocabulary intervention. NO 2. Is there a decoding problem? YES Continue with core instruction. Process

38 LPLC Tier II Reading Intervention, Winter 2011 Question #3: Does the student comprehend the text? Possible indicators that students are struggling: Miscue analysis/ errors when reading Low R-CBM and/or inaccurate R-CBM Low standardized test scores Poor ISAT reading scores Low grades Poor performance on assignments Observations Low language skills Misbehavior Low MAZE scores Assessment

39 LPLC Tier II Reading Intervention, Winter 2011 Simulation #3 How do you know when students can’t comprehend? What don’t/can’t they do? Example

40 LPLC Tier II Reading Intervention, Winter 2011 Evidence-based Intervention Model Direct, explicit instruction in vocabulary Direct, explicit instruction in comprehension strategies Instruction

41 LPLC Tier II Reading Intervention, Winter 2011 Vocabulary Recommendations (www.LPLearningCenter.org) 1. Select vocabulary wisely (Beck and McKeown) 2. Explicitly teach vocabulary (Beck, Marzano, CORE) 3. Teach students strategies for unlocking unfamiliar words (Graves) Instruction

42 LPLC Tier II Reading Intervention, Winter 2011 The simple view of strategies! 1. Look within the word (word parts) 2. Look around the word (use context) 3.Look to what you already know (background knowledge) 4. Look for resources (people, resources) Instruction

43 LPLC Tier II Reading Intervention, Winter 2011 Reciprocal Teaching Model RT is widely used as a Tier I comprehension model. It is also an effective, powerful instructional strategy for Tier II intervention with a strong evidence base (WWC). Instruction

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45 LPLC Tier II Reading Intervention, Winter 2011

46 LPLC Tier II Reading Intervention, Winter 2011 Model, Guided Practice, Independent Practice

47 LPLC Tier II Reading Intervention, Winter 2011 Video Clip: Middle School Video Clip: Summarization 6 Reciprocal Teaching Part 1

48 LPLC Tier II Reading Intervention, Winter 2011 Progress Monitoring Back to the indicators Program measures R-CBM (with high accuracy) Unprompted retells System

49 LPLC Tier II Reading Intervention, Winter 2011 Question #3: Does the student comprehend? What is your system for identifying students with comprehension problems? What is the plan once students are identified?

50 LPLC Tier II Reading Intervention, Winter 2011 Big Picture of Reading Cognition: Thinking Comprehension Vocabulary Decoding: Reading Words Phonics Phonemic Awareness Oral Language Fluency RTI

51 LPLC Tier II Reading Intervention, Winter 2011 Can the student read grade-level text? YES Administer a decoding intervention. NO Does the student comprehend text? When ORF is low, also administer fluency Intervention. YES Administer fluency intervention. NO Administer comprehension/ vocabulary intervention. NO Is there a decoding problem? YES Continue with core instruction.

52 LPLC Tier II Reading Intervention, Winter 2011 “Extra Time on Text” If decoding, comprehension and vocabulary have been eliminated, then the student mostly likely needs fluency practice. Instruction

53 LPLC Tier II Reading Intervention, Winter 2011 Intervention Models Repeated readings (with comprehension checks) Partner reading (Timothy Rasinski) Instruction

54 LPLC Tier II Reading Intervention, Winter 2011 Progress Monitoring R-CBM Rubrics Read at a good pace Made few mistakes Attended to punctuation Read smoothly

55 LPLC Tier II Reading Intervention, Winter 2011 Question #3, Part 2: Fluency Practice What is your system for identifying students with fluency problems? What is the plan once students are identified?

56 LPLC Tier II Reading Intervention, Winter Can the student read grade-level text? YES Administer a decoding intervention. NO 3. Does the student comprehend text? When ORF is low, also administer fluency Intervention. YES Administer fluency intervention. NO Administer comprehension/ vocabulary intervention. NO 2. Is there a decoding problem? YES Continue with core instruction. Process 4. What if the student is not making progress?

57 LPLC Tier II Reading Intervention, Winter 2011 Question #4: What if the student is not making progress?

58 LPLC Tier II Reading Intervention, Winter 2011 Question #4: What if the student is not making progress? Examine Tier I instruction Review the components of strong Tier 2 instruction (strong/weak chart from first training) Consider attendance Solicit help from parents Consider how peers are progressing Eliminate physical problems Document behaviors/strategies that may impact progress

59 LPLC Tier II Reading Intervention, Winter 2011 Recommendations for English Language Learners

60 LPLC Tier II Reading Intervention, Winter 2011 Big Picture of Reading Cognition: Thinking Comprehension Vocabulary Decoding: Reading Words Phonics Phonemic Awareness Oral Language Fluency RTI

61 LPLC Tier II Reading Intervention, Winter 2011 ELL Evidence-based Recommendations * Provide focused, intensive small-group interventions for English learners determined to be at risk for reading problems. Although the amount of time in small-group instruction and the intensity of this instruction should reflect the degree of risk, determined by reading assessment data and other indicators, the interventions should include the five core reading elements (phonological awareness, phonics, reading fluency, vocabulary, and comprehension). Explicit, direct instruction should be the primary means of instructional delivery. * IES Practice Guide (What Works Clearinghouse)

62 LPLC Tier II Reading Intervention, Winter 2011 Continued Provide high-quality vocabulary instruction throughout the day. Teach essential content words in depth. In addition, use instructional time to address the meanings of common words, phrases, and expressions not yet learned.

63 LPLC Tier II Reading Intervention, Winter 2011 Continued Ensure that teachers of English learners devote approximately 90 minutes a week to instructional activities in which pairs of students at different ability levels or different English language proficiencies work together on academic tasks in a structured fashion. These activities should practice and extend material already taught.

64 LPLC Tier II Reading Intervention, Winter 2011 Wrap-Up What did today’s training validate for you? With your group, identify your next steps in this important journey...

65 LPLC Tier II Reading Intervention, Winter 2011 Thank You! Contact: Dr. Evelyn Johnson Cristianne Lane

66 Statewide Special Education Technical Assistance (SESTA ) Gina Hopper, Director Katie Bubak, Statewide Consultant Training materials can be found at

67 Project Sponsor Idaho Department of Education Special Education Division Richard Henderson, Director


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