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Not to advance is to drop back." Chinese proverb "Learning is like rowing upstream;

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Presentation on theme: "Not to advance is to drop back." Chinese proverb "Learning is like rowing upstream;"— Presentation transcript:

1 not to advance is to drop back." Chinese proverb "Learning is like rowing upstream;

2 Traditional Fragmented Approach To Reading Each teacher creates their own reading program Some teachers create In –class Interventions No Schoolwide Intervention No system for individual solutions

3 Data driven in- class interventions Systems Approach to Reading Programs Researched based core reading program for all students Schoolwide Intervention System for individual solutions Core Reading Program Strategic (In-Class) Interventions School Wide Interventions System for handling individual needs

4 A professional parallel… Level I Annual Check-up; Standard treatment REGULAR physician; Screening data Level II Strategic, Supplemental Care Team working with regular physician; Diagnostic data Level III Intensive Care TEAM of doctors, nurses, technicians, etc.; Monitoring data Continuum of Time & Intensity & Data Collection Jan Hasbrouck,WSRI Executive Consultant T erry Leppien,OSPI Director of Reading Washington State K-12 Reading Model

5 3 Levels of Instruction Level I Core Instructional Level ALL Students Level II Strategic Instruction Approx % Level III Intensive Intervention Approximately 5-10% Continuum of Time & Intensity & Data Collection Adapted from the 3-Level Reading Model UT Center for Reading & Language Arts 26% 21% 53%

6 Reading Instruction Explicit Explicit Modeling Modeling Prompts StudentEfforts Independent Practice StudentMastery StudentParticipation Corrective Feedback Knowledge & Skill Ruth Gumm & Sheryl Turner Eastern Regional Reading First Reading First Technical Assistance Center

7 Cumulative Effects of Intensity & Duration d a y s Student Reading Proficiency Ruth Gumm & Sheryl Turner Eastern Regional Reading First Reading First Technical Assistance Center 90 + minutes per day at instructional level Tacoma Reading Goal by 3 rd grade Grades K-5 Reading Block

8 Layers of intervention respond to student needs Each layer provides more intense & supportive intervention Each layer aims at preventing reading disabilities Excellent 1 st Instruction The best intervention is effective instruction. - National Research Council Ruth Gumm & Sheryl TurnerEastern Regional Reading First Reading First Technical Assistance Center

9 Excellent 1st Instruction The best intervention is effective instruction. - National Research Council Benchmark testing of students is conducted at least three times a year to determine instructional needs. Benchmark testing of students is conducted at least three times a year to determine instructional needs. Whole group instruction Whole group instruction - core reading program - core reading program Differentiated/ Strategic instruction - small group rotations - small group rotations - core & supplementary reading programs - core & supplementary reading programs - selected strategies and practices - selected strategies and practices Differentiated classroom intervention - small, flexible group(s) - small, flexible group(s) - supplemental & intervention programs - supplemental & intervention programs Ruth Gumm & Sheryl TurnerEastern Regional Reading First Reading First Technical Assistance Center

10 Myths About Reading No phonics after 1 st grade??? Give them time and theyll catch up Volunteers Reading is a natural process Joseph Torgesen, Florida Center for Reading Research

11 Assessment Level I Screening data Benchmark assessment (3x per year) Monitor progress (in-program assessments, unit tests, daily performance) Level II Diagnostic data Benchmark assessment (3x per year) Diagnostic tests Progress monitoring (at least 2x monthly) Level III Monitoring data Benchmark assessment (3x per year) Diagnostic tests Progress monitoring (weekly is optimal) Continuum of Data Collection &

12 Progress Monitoring Students scoring in the Low Risk category on a subtest are likely to achieve the end of the year benchmark. Students scoring in the Low Risk category on a subtest are likely to achieve the end of the year benchmark. Students scoring in the Some Risk category on a subtest may have limited skills in that area. These students will need strategic instruction in order to reach the end of the year benchmark. Students scoring in the Some Risk category on a subtest may have limited skills in that area. These students will need strategic instruction in order to reach the end of the year benchmark. –This may include small group instruction within the classroom, double dosing, and/or small group interventions. Students scoring in the At Risk category on a subtest are at risk for difficulty in that area. These students will need intensive intervention in order to reach the end of the year benchmark. Students scoring in the At Risk category on a subtest are at risk for difficulty in that area. These students will need intensive intervention in order to reach the end of the year benchmark.

13 Classroom Data Activity At your grade level table, highlight your class DIBELS data by subtest. At your grade level table, highlight your class DIBELS data by subtest. Use pink to highlight At Risk/Deficit scores in your classroom. Use pink to highlight At Risk/Deficit scores in your classroom. Use yellow to highlight Some Risk/Emerging scores in your classroom. Use yellow to highlight Some Risk/Emerging scores in your classroom. Use green to highlight Low Risk/Established scores in your classroom. Use green to highlight Low Risk/Established scores in your classroom.

14 Add student names to the Data Analysis Worksheet. This will be what we use to help make intervention decisions. At your tables, talk about what the data is showing with regards to the interventions needed for your students. Now, transfer this information to the Intervention Planning sheet. Intervention Activity

15 Progress Monitoring PM done monthly for students who are Low Risk. PM done monthly for students who are Low Risk. –This is done at the students grade level PM done twice a month for Some Risk and At Risk students. PM done twice a month for Some Risk and At Risk students. –At the students instructional level Not all DIBELS subtests have PM assessments Not all DIBELS subtests have PM assessments –Other curriculum based materials can be used.

16 The Who, Where, & When PM will be completed by the 90 minute block teacher for At Risk & Some Risk students. PM will be completed by the 90 minute block teacher for At Risk & Some Risk students. –this would help W2R teachers make instructional decisions based on the data Low Risk students can be monitored monthly either by the reading teacher or the homeroom teacher. Low Risk students can be monitored monthly either by the reading teacher or the homeroom teacher. Regardless of who does the PM sharing information is vital. Regardless of who does the PM sharing information is vital.

17 Passages available on line and on disk Passages available on line and on disk Focus on accelerate above the aim line. Focus on accelerate above the aim line. Check specific guidelines to determine the students instructional level for PM placement Check specific guidelines to determine the students instructional level for PM placement Progress Monitoring Nuts & Bolts

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20 Interventions should be organized in levels Layers of intervention responds to student needsLayers of intervention responds to student needs Each level provides more intensive and supportive interventionEach level provides more intensive and supportive intervention Aimed at preventing reading difficultiesAimed at preventing reading difficulties Level I CORE Level III Intensive Level II Strategic

21 Level I: Core class instruction Core reading program Benchmark Testing Ongoing professional development Level I CORE

22 What if students are not being successful in Level I? Full 90 minutes at instructional level Full 90 minutes at instructional level 5 components 5 components Explicit, systematic instruction Explicit, systematic instruction Repetition and pacing of skills Repetition and pacing of skills Independent time Independent time Monitoring and Adjusting Monitoring and Adjusting

23 Level II: Supplemental instruction Programs, strategies, and procedures designed and employed to supplement, enhance, and support Level I. Level II Strategic

24 Instructional features for interventions Provide opportunities for guided practice of new skills Provide opportunities for guided practice of new skills Increase the intensity of instruction Provide systematic cueing of appropriate strategies in context Focus systematic and explicit instruction on deficient skills Interventions are more effective when they: Scaffold learning to apply new skills Joseph Torgesen, Florida Center for Reading Research

25 Level III: Intensive intervention Intensive, strategic, supplemental instruction Intensive, strategic, supplemental instruction Designed and customized small- group or 1:1 Designed and customized small- group or 1:1 Occurs during 90 minute instructional block and beyond Occurs during 90 minute instructional block and beyond Level III Intensive

26 "There is little evidence that children experiencing difficulties learning to read, even those with identifiable learning disabilities, need radically different sorts of supports than children at low risk, although they may need much more intensive support" (Snow, Burns, Griffin, pg 3, 1998)

27 We know that interventions have tended to stabilize the relative deficit in reading skill rather than remediate it. Joseph Torgesen, Florida Center for Reading Research

28 What do struggling readers need to work on? Motivation (pleasure, purpose, success) DecodingComprehension Word Recognition Strategies FluencyAcademic Language Comprehension Strategies * concepts of print * phonemic awareness * phonics * sight words * automaticity * prosody * accuracy * background knowledge * vocabulary * syntax * comprehension monitoring * text structures * cognitive strategies (e.g., paraphrasing) (NRC Report, 1998) (NRC Report, 1998) Shefelbine (2001)

29 An Example of a Continuum of Interventions Increasing in intensity CORECORE STRATEGICSTRATEGIC INTENSIVEINTENSIVE Supplementary Materials Plus Double Dose 1:1 Intensive instruction with a a specialized instructor Before or after school instruction Double Dose Small group pull aside during CORE to work on specific skills 90 minutes 5 components Explicit, systematic instruction Repetition and pacing of skills

30 Vignette #1 In September of 3 rd grade, Joe read 65 WCPM on the DIBELS benchmark. Vignette #2 In January of 1 st grade, Jane scored 14 on PSF, 28 on NWF and a 7 on her ORF benchmarks. Vignette #3 In September of 5 rth grade, Tim read 70 WCPM on the DIBELS benchmark. Is further Diagnostic testing needed to plan instruction? What skills will be tested? Place in instructional level reading group and monitor progress. NOYES Place in instructional and intervention program. What is the plan for intervention and progress monitoring schedule? Activity

31 The Big Ideas for Preventing Reading Failure Increase the quality and consistency of instruction in every classroomIncrease the quality and consistency of instruction in every classroom Conduct timely and valid assessments of reading growth to identify struggling readersConduct timely and valid assessments of reading growth to identify struggling readers Provide more intensive interventions to catch up the struggling readersProvide more intensive interventions to catch up the struggling readers Joseph Torgesen, Florida Center for Reading Research


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