1. QUESTION… NOW THAT I HAVE ALL THIS BACKGROUND INFORMATION ON READING AND READING CURRICULA, NOW WHAT?

2. ANSWER... SINCE YOU KNOW WHAT TO LOOK FOR AND EVALUATE FOR, YOU CAN NOW PROBLEM SOLVE MY READING NEEDS AT TIER 1.

3. Problem Solving Method Plan Evaluation Did our plan work? Plan Evaluation Did our plan work? Problem Analysis Why is it happening? Problem Analysis Why is it happening? Problem Identification Is there a problem? What is it? Problem Identification Is there a problem? What is it? Plan Development What shall we do about it? Plan Development What shall we do about it?

4. Three Tier Problem Solving System General Education Special Education General Education With Support Severity of Educational Need or Problem Amount of Resources Needed To Benefit Tier 1 Core Tier 2 Supplemental Tier 3 Intensive Plan Evaluation Problem Identification Problem Analysis Plan Development

5. TIER 1. Problem Identification Problem Identification Is there a problem? A discrepancy? What is the problem? Problem Analysis Why is it happening? Progress Monitoring Did it work? Intervention Planning What should be done about it?

6. Identifying a Discrepancy…

7. Universal Example of a Universal Problem ACADEMIC Area Definitional ComponentExample What Is ExpectedAll students reading at a national proficient benchmark What Is OccurringOnly 60% of students are reading at a national proficient benchmark The SituationEnd of Grade 3 & 5

8. 1. UNIVERSAL SCREENING AND BENCHMARKING: EARLY LITERACY MEASURES, AS DIBELS OR AIMSWEB CBM (KEY CRITICAL INDICATORS) FRAMEWORK FOR READING ASSESSMENT STRATEGIC MONITORING (ROI) PROGRESS MONITORING (ROI) SYSTEMATIC PROBLEM SOLVING PINPOINTING THE SPECIFIC AREA OF DIFFICULTY, DIAGNOSTIC INFORMATION TIER III TIER II TIER I 3 X PER YEAR MONTHLY EVERY WEEK OR 2

9. Screening Detects a Problem with Core Curriculum Classwide Intervention Large Group Most students will respond Typically this is a general education responsibility Joe Witt, www.isteep.com/compcenters

10. Kalisha in Red Seems to be a Problem Now does she look like a problem? How Do you KNOW if Core Instruction is Working: Screen-Many students not Learning at Tier 1 Grade Level Standard

11. Instructional At Risk Universal Screening Identified School Wide Reading Deficits in Vail Reading data- 1st grade Mastery

12. At what tier should problem solving occur?

13. After Grade Wide Intervention-- No Systemic Problem First Grade

14. 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. A Core Instructional Program of Validated Efficacy Adopted and Implemented Schoolwide

15. Gap? A rate of 80% has been suggested by many researchers and policy makers nationally, as the rate needed for Core Instruction Is there a discrepancy between what is expected (~80) and what is occurring (your school’s performance)

16. Targeted/ Supplemental 15% Universal 80% Intensive 5% We want these percentages: Tier 1.: 50% or better on Aimsweb norms. Tier 3.: 25% or lower on Aimsweb norms. Tier 2: Everyone in between.

18. At what tier should problem solving occur? Tier 1.Are the majority (80% or more) of students responding to the curriculum at each grade level and on each skill? If “No”, then focus on Tier I If “Yes”, consider Tier 2 interventions for some students

19. Step 1. Determine your Approach/Cut Score 1. Standards-Based Approaches Illinois AIMSweb Standards (Cut Scores for ISAT and Minnesota State Test) Oregon DIBELS Standards (Cut Scores for Oregon State Test) 2. Norm-Based Approaches Percentile Rank Cut Scores

20. 1. Standard-Based Approaches Illinois AIMSweb Standards Tied to ISAT and Minnesota State Oregon DIBELS Standards With a Standards Based Approach, Use Linkages to High Stakes Tests The desired outcome is to have the student meet standards on High Stakes Tests.

21. Illinois AIMSweb Standards (Cut Scores for ISAT)

22. Standards-Based Approaches and Universal Screening Red = Highly Unlikely to Pass the State Test Green = Highly Likely to Pass Yellow = Uncertain to Pass

23. 4 th Grade R-CBM Scores Fall, 2005 4 th Grade ISAT Correlate Cut Scores Fall Low Risk/Highly Likely = 105 (Green) High Risk/Highly Unlikely = 60 (Red) # Low Risk = # Some Risk = # High Risk = 10 3 7 % Low Risk = % Some Risk = % High Risk = 50% 15% 35% 20 total Creating Triangles from Benchmark Data: 6

24. 50 15 35 4 th Grade Fall Tier 3 5% Expectation Tier 2 15% Tier 1 80% STANDARDS BASED TRIANGLES USING ISAT CUT SCORES

25. Steps for determining percentages of risk categories Using a Standards-Based approach Low risk: Count the number of students scoring at the proficient no. or higher on ISAT correlates Determine percentage. Is it 80% or higher? High risk: Count the number of students scoring at the Below Basic on ISAT correlates. Determine percentage. Is it 15% or higher? Some risk: Count the number of students between the Proficient and Below Basic no on ISAT correlates. Determine percentage. Is it 5% or higher?

26. 2. Norm-Based Approaches Percentile Rank Cut Scores: Percentile rank scores are derived scores that indicate the percentage of people in the norming sample that scored at or below a given raw score. Percentile rank scores for at risk students typically are derived from local norms, but Aimsweb national norms can be used.

27. Examples of Percentile Rank Norms using Aimsweb aggregates

28. Steps for determining percentages of risk categories Low risk: Count the number of students scoring at the 50%ile or higher. Determine percentage. Is it 80% or higher? High risk: Count the number of students scoring at the 25%ile or lower. Determine percentage. Is it 15% or higher? Some risk: Count the number of students between the 50th and 25thile. Determine percentage. Is it 5% or higher?

31. Making the triangles in excel See attached triangle template as reference. See data- template Enter percentages into cells Select all- including National and Grade cells Go to chart wizard For Chart Type, scroll to bottom and select pyramid Select the 3-tier pyramid- top right option NEXT>

32. Making triangles in excel (cont.) Series In: Select Rows NEXT> Title graph as you want Go to data labels. Select Show Value Select ‘New Sheet’ You can change color of tiers to clicking on each tier and selecting new color

33. Aimsweb Feature!! See Aimsweb account

34. Activity #2. Plan Analysis: Using Self Study tool What is your Core reading program? What supplemental programs do you have to support the core? Estimate percentage of students is successful at Tier 1? How well do these materials integrate the basic instructional content needed (5 big areas of reading) and basic design elements? Practice making Risk Triangles with sample data

35. _______

36. Problem Analysis Foundational Concepts – Tier 1

37. Tier 1. Problem Analysis Problem Identification What is the problem? Problem Analysis Why is it happening? Progress Monitoring Did it work? Intervention Planning What should be done about it?

38. If there is a Tier 1 concern… There are generally 3 ways to address this concern: 1. Explore and adopt a new Core curriculum 2. Implement your Tier 1 curriculum with higher integrity (Use Instructional Planning Form, treatment integrity forms, and Principal Walk Throughs) 3. Supplement your Core curriculum with robust, research-based interventions and instructional enhancements

39. Potential Hypotheses 1. Core program is missing most instructional elements necessary for our students. (Adopt a new core.) 2. Core program is missing some instructional elements necessary for our students- more reinforcement and/or practice is needed. (Supplement your core.) 3. Core program is not implemented with fidelity. (Implement with higher integrity.)

41. Characteristics of Scientifically Based Reading Programs ★ Instructional Content ★ Instructional Design ★ Empirical Evidence Are these present in your core program

42. A Consumer’s Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis Deborah C. Simmons, Ph.D. Edward J. Kame’enui, Ph.D. Designed to assist states, districts, and schools in selecting research-based instructional tools Documents and quantifies the content, design and delivery features of core reading programs

43. REVIEW:Evaluating Core Programs: Instructional Content (ingredients) Essential elements of scientifically based programs include: –phonemic awareness instruction –systematic, explicit phonics instruction –fluency instruction –vocabulary instruction –comprehension instruction

44. REVIEW: Design and Delivery (recipe) Features of well-designed programs include: –Explicitness of instruction for teacher and student Making it obvious for the student –Systematic & coordinated instruction Building and developing skills –Opportunities for practice with Cumulative review Modeling and practicing the skill Revisiting and practicing skills to increase strength –Aligned Student materials/Integration of Big Ideas Linking essential skills

45. Choose Hypotheses 1. Core program is missing most instructional elements necessary for our students. (Adopt a new core.) 2. Core program is missing some instructional elements necessary for our students- more reinforcement and/or practice is needed. (Supplement your core.) 3. Core program is not implemented with fidelity. (Implement with higher integrity.)

46. Intervention Planning Problem Identification What is the problem? Problem Analysis Why is it happening? Progress Monitoring Did it work? Intervention Planning What should be done about it?

47. Potential Hypotheses 1. Core program is missing most instructional elements necessary for our students. (Adopt a new core.) 2. Core program is missing some instructional elements necessary for our students- more reinforcement and/or practice is needed. (Supplement your core.) 3. Core program is not implemented with fidelity. (Implement with higher integrity.)

48. WHICH OF THE FIVE BIG AREAS? PHONEMIC AWARENESS PHONICS FLUENCY VOCABULARY COMPREHENSION 4 Block/Guided Reading/Balanced Literacy/Leveled Book Rooms

49. Examples of TIER 1: Benchmark/Core Reading Programs That Meet NRP Standards*: Trophies (Harcourt School Publishers, 2003) The Nation’s Choice (Houghton Mifflin, 2003) Macmillan/McGraw-Hill Reading (2003) Open Court (SRA/McGraw-Hill, 2002) Reading Mastery Plus (SRA/ McGraw-Hill, 2002) Scott Foresman Reading (2004) Success For All (1998-2003) ~80% of Students ~15% ~5% *Reviewed by: Oregon Reading First Review of Comprehensive Reading Programs: Addressed all 5 areas and included at least Grades K-3 http://oregonreadingfirst.uoregon.edu/curriculum_r eview.php

50. WHICH OF THE FIVE BIG AREAS? PHONEMIC AWARENESS PHONICS FLUENCY VOCABULARY COMPREHENSION Open Court Reading and writing program that uses a balanced approach of systematic direct instruction in phonemic awareness and phonics, grade level decodable text, and incorporation of language arts materials.

51. WHICH OF THE FIVE BIG AREAS? PHONEMIC AWARENESS PHONICS FLUENCY VOCABULARY COMPREHENSION Scott Foresman Reading Street Designed to help teachers build readers through motivating and engaging literature, scientifically research-based instruction, and a wealth of reliable teaching tools for instruction, pacing, assessments, and grouping

52. WHICH OF THE FIVE BIG AREAS? PHONEMIC AWARENESS PHONICS FLUENCY VOCABULARY COMPREHENSION Houghton Mifflin Grounded in scientific research and proven effective, The Nation’s Choice meets the need of all learners in today’s diverse classrooms.

53. WHICH OF THE FIVE BIG AREAS? PHONEMIC AWARENESS PHONICS FLUENCY VOCABULARY COMPREHENSION Harcourt Trophies

54. WHICH OF THE FIVE BIG AREAS? PHONEMIC AWARENESS PHONICS FLUENCY VOCABULARY COMPREHENSION Reading Mastery Plus

55. WHICH OF THE FIVE BIG AREAS? PHONEMIC AWARENESS PHONICS FLUENCY VOCABULARY COMPREHENSION Language!

56. Another way to organize and implement interventions Take same or similar comprehensive programs and use them at different tiers depending on the district population.

57. High SES Example

58. Middle SES Example

59. Low SES Example

60. What Criteria…. Differentiate High SES communities from Low SES communities?? Educationally, the main criteria are background knowledge and language development. The lower the SES, the MORE systematic and explicit interventions need to be in all 5 big areas of reading.

61. Oregon Reading First website: Professional Development link http://oregonreadingfirst.uoregon.edu/pr ofdev.php http://oregonreadingfirst.uoregon.edu/pr ofdev.php Scroll about half way down: Selecting a Core Program

62. Potential Hypotheses 1. Core program is missing most instructional elements necessary for our students. (Adopt a new core.) 2. Core program is missing some instructional elements necessary for our students- more reinforcement and/or practice is needed. (Supplement your core.) 3. Core program is not implemented with fidelity. (Implement with higher integrity.)

63. SRA DI PROGRAMS- READING MASTERY HORIZONS CORRECTIVE READING SOAR TO SUCCESS GREAT LEAPS /SLANT REWARDS, LIPS 6 MIN. SOLUTIONS K PALS, 1st Gr. PALS JOLLY PHONICS/GRAMMAR M. HEGGERTY EAROBICS GREAT LEAPS/ SLANT REWARDS, QUICK READS 6 MINUTE SOLUTIONS BRINGING WORDS TO LIFE ELEMENTS OF READING-VOCABULARY METACOGNITIVE STRAT.- COLLABORATIVE STRATEGIC READING SOAR TO SUCCESS K PALS, 1st Gr. PALS, JOLLY PHONICS, JOLLY GRAMMAR M. HEGGERTY PROGRAM 6 MINUTE SOLUTIONS, QUICK READS, BRINGING WORDS TO LIFE ELEMENTS OF READING-VOCABULARY, SOAR TO SUCCESS METACOGNITIVE STRAT., COLLABORATIVE STRATEGIC READING, FRAMEWORK for READING INTERVENTIONS TIER I. TIER II. At-risk students- Supplemental interventions TIER III. Highly at-risk students Intensive interventions

66. 7th Grade 8th Grade

67. LET’S LOOK AT THAT MENU OF IDEAS AGAIN FOR: 5 BIG AREAS OF READING: Phonemic Awareness Phonics Fluency Vocabulary Comprehension

68. PHONEMIC AWARENESS  KPALS,  1ST GR. PALS  MICHAEL HEGGERTY PROGRAM

69. PHONICS  KPALS  1 st Gr. PALS  JOLLY PHONICS/GRAMMAR  REWARDS-Gr. 3-5, or Gr. 4-8  SRA READING MASTERY, HORIZONS  CORRECTIVE READING-Decoding

70. FLUENCY  1 st Gr. PALS  6 MINUTE SOLUTIONS VOCABULARY THROUGH MORPHEMES QUICK READS READ NATURALLY  REPEATED PHRASES

71. VOCABULARY BRINGING WORDS TO LIFE (resource) ELEMENTS OF READING-VOCABULARY VOCABULARY THROUGH MORPHEMES LANGUAGE FOR THINKING LANGUAGE FOR LEARNING

72. COMPREHENSION METACOGNITIVE STRATEGIES/THINK ALOUDS COLLABORATIVE STRATEGIC READING (CSR) EARLY SUCCESS (Gr. K-2) SRA CORRECTIVE READING- COMPREHENSION STRAND

73. How to Use the Data… Aimsweb literacy data can give us a lot of information that can be used to help plan instruction, which of 5 big areas of reading is deficit, and determine which students to put together in which intervention group. Remember -- hypotheses can always be confirmed with additional diagnostic assessment data! 5 BIG IDEAS INTERVENTION DATA INTERVENTION

74. JOLLY PHONICS ELEMENTS OF READ-VOCAB. COLLABORATIVE STRAT. READ.

75. BIG IDEA Use assessment data to determine student need and link that to research-based interventions that match the need. DATAINFORMS NEEDINTERVENTION

76. Criteria for intervention selection IN ONE DISTRICT They are inexpensive to purchase: High Impact/Lower Cost/Effective//Easy to Implement There is little training required for implementation and high treatment integrity. There can be flexibility with implementation, as Multiple implementers are possible: reading specialists, resource specialists, general education teachers, paraprofessionals, and/or parents.

77. D122 FRAMEWORK for READING INTERVENTIONS TIER I. Harcourt Trophies- Increase integrity Of implementation TIER II. At-risk students- Supplemental interventions TIER III. Highly at-risk students Intensive interventions Selected Interventions from Trophies Series KPALS, 1st Gr. PAL, 6 Minute Solution Vocabulary through Morphemes Heggerety Phonemic Awareness Curriculum, Collaborative Strategic Reading Language for Thinking/ Language for Learning Wilson Reading Mastery Corrective Reading Language for Thinking/Language for Learning Horizons Great Leaps, REWARDS Selected Interventions from Trophies Vocabulary through Morphemes Heggerty Phonemic Awareness Curriculum The Six Minute Solution Collaborative Strategic Reading Laanguage for Thinking/Language for Learning

80. www.fcrr.org

81. http://www.fcrr.org/FCRRReports Florida Center for Reading Research

82. Key: Summary Table for FCRR Reports Type of Program 1 = Core Reading Program 2 = Supplemental or Intervention Program 3 = Technology-Based Program 4 = Program that may be implemented by a tutor or mentor 5 = Intervention or Remedial Program for students above third grade Reading Component (PA = Phonemic Awareness, P = Phonics, F = Fluency, V = Vocabulary, C = Comprehension) + = some aspects of this component taught and/or practiced ++ = most aspects of this component taught and/or practiced +++ = all aspects of this component taught and/or practiced n/a = Not Addressed in this program. In other words, this element of reading is not a goal of this program. Special Considerations a. explicit b. systematic c. student materials aligned d. ample practice opportunities provided e. practice only f. oral language only g. phonemic awareness and phonics program h. phonics program i. fluency program j. vocabulary program k. comprehension program l. extensive professional development required m. expertise required to make informed curriculum decisions n. extensive organization of materials required o. school-wide implementation required

83. Potential Hypotheses 1. Core program is missing most instructional elements necessary for our students. (Adopt a new core.) 2. Core program is missing some instructional elements necessary for our students- more reinforcement and/or practice is needed. (Supplement your core.) 3. Core program is not implemented with fidelity. (Implement with higher integrity.)

84. Remember the focus must be on factors over which you have jurisdiction: -Quality/type/intensity of instruction & program implementation -Program & program emphasis -Time (opportunities to learn) -Grouping structures INSTRUCTIONAL ENHANCEMENTS

85. Instructional Enhancements (variables we can alter) Increasing Intensity

86. TIER 1, 2, or 3 Instructional Planning Form Instructional StrategiesMaterialsArrangementTimeMotivational Strategies Assessment Procedures SkillTeaching Strategy Phonemic Awareness Phonics Fluency Vocabulary Comprehension 10/03 Adapted from the U of Oregon

87. Sample IPF:Second Grade Instructional StrategiesMaterialsArrangemen t TimeMotivational Strategies Assessment Procedures SkillTeaching Strategy Decoding/Encoding (Phonics/Word Analysis)) Teacher-Led Instruction Harcourt Trophies Jolly Grammar 2 19:1 Independent 30 mins. daily Verbal Praise Sticker System Benchmarking Decodable probes Spelling Test FluencyTeacher, Partner Reading Harcourt Trophies 6 Minute Solution 19:1 1:1 20 min. daily Fluency Self- made charts Benchmarking Progress Monitoring VocabularyTeacher-Led Instruction Independent Harcourt Trophies Elements of reading-Voab. 19:1 Independent 20 mins. daily Verbal PraiseVocabulary Matching Comprehension (Guided Reading Groups) Teacher-Led Small group Independent work Leveled Book Think Alouds Metacognitive Strategies 3-6:1 Independent 40 min. daily Conferencing Positive Feedback Sticker System Conferencing Student Name_______________________ Teacher Name________________ School Year ____________ Goal ___________________________________________________________________________________ 10/03 Adapted from the U of Oregon

88. Examining Treatment Integrity 1.Teacher self-report/implementation logs: –Teacher may be interviewed regarding steps followed during intervention or keep a log of the steps implemented 2.Ratings scales: –Written step-by-step intervention plan can be used as a checklist & implementer would complete checklist 3.Direct Observation: –Of teacher behavior could be conducted periodically during intervention (use of IPF) 4.Permanent Products: –Teacher/student created products that would demonstrate the intervention components were implemented

89. 5 Minute Walk Through Observation of Implementation Integrity (sample 1)

90. 5 Minute Walk Through Observation of Implementation Integrity (sample 2)

91. Evaluation/Progress Monitoring Problem Identification What is the problem? Problem Analysis Why is it happening? Evaluation/ Progress Monitoring Did it work? Intervention Planning What should be done about it?

92. REMINDER… EMPHASIZING AND REMEMBERING THE ‘ROBUSTNESS’ OF YOUR DATA….

93. School-Wide Reading Improvement in a School Using Problem-Solving Courtesy of Christine Martin, Indian Prairie School District, IL

94. UNIVERSAL TIER 1: Benchmark/Core Programs: 1.Trophies (Harcourt School Publishers, 2003) 2.The Nation’s Choice (Houghton Mifflin, 2003) 3.Macmillan/McGraw-Hill Reading (2003) 4.Open Court (SRA/McGraw-Hill, 2002) 5.Reading Mastery Plus (SRA/ McGraw-Hill, 2002) 6.Scott Foresman Reading (2004) 7.Success For All (1998-2003) Reviewed by: Oregon Reading First Comprehensive: Addressed all 5 areas and included at least grades K-3 ~80% of Students ~15% ~5%

95. BEFORE AFTER

96. Fall Mean scores Winter Rates of Improvement 6 Minute Solution effects: Effects of increased oral reading fluency on reading comprehension

97. Monitoring Progress at Tier 1: Benchmark Assessment to Measure Educational Need and Benefit for All

98. Tier 1: General Education Benchmark Assessment and Progress Monitoring

99. Helps Understand Individual Student Problem or More Than 1?

100. Activity #3. Do Tier 1 Problem Solving- going through each step of the process. Use the attached Problem Analysis tool to assist you. Document your results on the attached Workbook form.