Presentation on theme: "Using Core, Supplemental, and Intervention Reading Programs to Meet the Needs of All Learners Carrie Thomas Beck, Ph.D. Oregon Reading First Center COSA."— Presentation 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
2 Components of a Schoolwide Beginning Reading Model Schoolwide Beginning Reading Model Goals, Objectives & Priorities Assessment Instructional Programs & Materials Instructional Time Differentiated Instruction/ Grouping/ Scheduling Administration/ Organization/ Communication Professional Development CSI Maps
3 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
4 Understanding the Purpose of Different Programs Classifying Reading Programs: What is the purpose of the program? 1. Core 2. Supplemental 3. Intervention Core Reading Program Supplemental Reading Program Core Supplemental Intervention Reading Program Meeting the needs for most Supporting the CoreMeeting the needs for each Programs are tools that are implemented by teachers to ensure that children learn enough on time. (Vaughn et al. 2001)
6 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.
7 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
8 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.
9 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.
10 Scientifically-Based Materials Oregon Reading First Center http://oregonreadingfirst.uoregon.edu/ Oregon Reading First Center http://oregonreadingfirst.uoregon.edu/ Florida Center for Reading Research http://www.fcrr.org/
22 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
23 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 24
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 25
26 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
29 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.
30 Instructional Recommendation (label and number)
31 Describe participation in the core: whole group, small group, and independent work
32 Describe participation in supplemental and intervention programs (one per column)
33 A place to record independent work for students in supplemental and intervention programs
34 List types of in-program tests administered in core and in supplemental and intervention programs.
35 Room to list up to three out-of-program tests for each subgroup
38 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... THEN can problem solve at the individual student level.
40 Oregon Reading First Contact Information Joni Gilles, Director of Oregon Reading First firstname.lastname@example.org Russ Sweet, Oregon Reading First Project Team Leader email@example.com Carrie Thomas Beck, Co-Director Oregon Reading First Center firstname.lastname@example.org Scott Baker, Co-Director Oregon Reading First Center email@example.com