Supplemental and Intervention Programs Oregon Reading First Cohort B Supplemental and Intervention Programs September 27, 2005

Oregon Reading First Institutes on Beginning Reading Content developed by: Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D. Professor, College of Education Professor, College of Education University of Oregon University of Oregon Michael D. Coyne, Ph. D. Beth Harn, Ph. D University of Connecticut University of Oregon Prepared by: Patrick Kennedy-Paine Katie Tate

Cohort B, Supplemental and Intervention Programs, Content Development Content developed by: Patricia Travers Additional support: Katie Tate

Copyright All materials are copy written and should not be reproduced or used without expressed permission of Dr. Carrie Thomas Beck, Oregon Reading First Center. Selected slides were reproduced from other sources and original references cited.

Cohort B IBRs: Year 01 IBR I June 23 Aug 23-25 Aug 26 IBR II Sept. 27 Selecting a Core Program Schoolwide Model, SBRR/5 Big Ideas, DIBELS Foundations, The 90 Minute Reading Block DIBELS Administration IBR II Sept. 27 Sept. 28 or Sept. 29 S-I Program Overview Identify Students Who Need Support/Plan Support IBR III Feb. 1 or Feb. 2 Evaluating Support Models IBR IV May 30-June 9 (1 day - regional) Evaluating and Planning held for teachers, mentor coaches, principals, and other personnel involved in Reading First implementation aligned to the Grade 3 Reading Standards and K-2 Optional Curriculum organized and delivered by the Oregon Reading First Center provided four times in Year 01 for Cohort B

Goal of the Institute on Beginning Reading (IBR) The overall goal of the Institute on Beginning Reading is to “Build the capacity, communication, and commitment to ensure that all children are readers by Grade 3” Building capacity means creating the infrastructure and systems schoolwide that can support and sustain effective reading practices for all students. Building communication means developing a common language surrounding beginning reading and establishing channels of communication schoolwide, among teachers and administrators, and across classrooms and grades. Building commitment means developing a consensus that beginning reading is the top priority schoolwide and dedicating the resources necessary to meet the goal of ensuring that all children are readers by Grade 3. Build the capacity, communication, and commitment to ensure that all children are readers by Grade 3.

A Schoolwide Beginning Reading Model Ongoing progress monitoring and instructional adjustments that allow for differentiated and individualized instruction for each student For Each Student Assessment Goals For All Students  This graphic represents the critical dimension of the Schoolwide Beginning Reading Model: The base of the triangle represents a schoolwide framework or infrastructure that supports comprehensive and coordinated reading goals, assessment and instruction for all students. The top of the triangle represents ongoing progress monitoring and instructional adjustments that allow for differentiated and individualized instruction for each student. Instruction Schoolwide framework or infrastructure that supports comprehensive and coordinated reading goals, assessment and instruction for all students

What Are Our Goals? Guiding questions: What Outcomes Do We Want for Our Students? For Each Student Instruction Goals Assessment For All Students The guiding question: “What outcomes do we want for our students in our state, district, and schools?” corresponds with the “Goals” dimension in the graphic of the Schoolwide Model.

What Are Our Goals? Essential Components in Reading Effective, comprehensive, reading instruction includes instruction in each of the essential components: Phonological Awareness Phonics Reading Comprehension Fluency Vocabulary SBRR is not about 5 big ideas. it is about explicit, systematic instruction in 5 big ideas An example of a coordinated instructional sequence with three different instructional activities (phonological awareness, connecting sound-spelling, and practice/apply) with the letter/sound m first students practice oral blending focusing on the /m/ sound then students learn to connect the sound with the letter m finally, students read words which include the /m/ sound .

What Are Our Goals? Planning & Evaluation Tool PET The next slides introduce the Planning and Evaluation Tool (PET). The completed PET will be used to formulate a school-specific Reading Action Plan (RAP) during Day 4 of the IBR.

What Are Our Goals?

What Are Our Goals? Curriculum-based or Standards-based 180-day Pacing Maps Component: “Curriculum-based or standards-based 180-day pacing maps.” To be most useful, goals should provide specific, user-friendly information about what to teach, when to teach it, and what students should know at every grade level, month by month. Goals should provide a detailed map to direct instruction and assessment. This curriculum map is shown just as an example – the complete set of curriculum maps will be discussed in greater detail later in Day 1.

What Are Our Goals? Clear Goals and Expectations for Each Grade Component: “Clear Goals and Expectations for Each Grade.” To be most useful, goals should provide specific, measurable benchmark goals for critical beginning reading skills at predetermined points in time. These benchmark goals should be predictive of later reading achievement and allow teachers to determine which students are at risk for experiencing reading difficulties. These second grade benchmark goals for oral reading fluency are shown just as an example – benchmark goals will be discussed in greater detail later in Day 1 and during Day 2.

How Are We Doing? Guiding questions: How are we doing? What is our current level of performance as a school? as a grade? as a class? as an individual student? How far do we need to go to reach our goals and outcomes? For Each Student Instruction Goals Assessment For All Students The second set of guiding questions are: “How are we doing? What is our current level of performance as a school? as a grade? as a class? as an individual student? How far do we need to go to reach our goals and outcomes?” These questions correspond to the “assessment” dimension in the schoolwide model.

How Are We Doing? Three Levels of Instructional Support Instructional Recommendations Are Based on Performance Across All Measures Benchmark: Established skill performance across all administered measures Strategic: One or more skill areas are not within the expected performance range Intensive: One or many skill areas are within the significantly at-risk range for later reading difficulty Students who require Benchmark instruction should benefit from the current instructional program (e.g., core program). The odds are in these students’ favor (i.e, 80% or greater) to meet the next benchmark goal with the current instructional program. Students who require Strategic instruction need the current instructional program intensified or modified to some degree (e.g., time, grouping size, intensity, etc.). See the alterable variable table discussed in Day 1 for additional ideas for modification. These students should also have their progress monitored more frequently (e.g., monthly) to ensure that they are growing fast enough to meet the next critical benchmark. We cannot predict with confidence whether these students will meet the next benchmark goal without additional support. Students who require Intensive instruction need the current instructional program intensified or changed significantly. These students should have their progress monitored frequently (e.g., weekly or every other week) to ensure the intervention is properly meeting their needs. It is very unlikely that these students will meet the next benchmark goal without intensive intervention.

How Are We Doing? Three Levels of Instructional Support School-Level Report: Histogram A histogram summarizes the distribution of scores of all children in a grade within a school/district. It provides information on both the number and percentage of children performing at specified values. Oral Reading Fluency 44% Low risk for reading difficulties 25% Some risk for reading difficulties 31% At risk for reading difficulties

How Are We Doing? Three Levels of Instructional Support A class list provides a report of children’s performance on all measures administered at a given benchmark period in relation to established goals. Fall of First Grade Phoneme Segmentation Fluency Letter Naming Fluency Nonsense Word Fluency Student Score %ile Status Instructional Recommendation Sam 22 10 Emerging 3 1 At risk 5 Intensive Jill 19 9 14 8 13 20 Some risk Strategic Susan 47 58 Established 2 Ken 67 95 31 38 26 Kim 40 36 46 75 Low risk 27 49 Benchmark Jose 41 39 44 70 90 This class list shows student performance in fall of first grade. After collecting DIBELS data in the fall, each classroom teacher will receive a class list displaying student data in this fashion.  Class reports provide information that can be used to answer important instructional questions.

How Do We Get There? Guiding question: What are the critical components that need to be in place to reach our goals? For Each Student Instruction Goals Assessment For All Students The next guiding question is: “What are the critical components that need to be in place to reach our goals?” This question corresponds to the “Instruction” dimension in the schoolwide model. In the Schoolwide Model, the Instruction dimension has three parts: Instructional programs, Instructional time, and Instructional grouping.

How Do We Get There? Why Focus on a Reading Program? Aligning what we know and what we do to maximize outcomes. Unprecedented convergence on skills children need to be successful readers Much classroom practice is shaped by reading programs Publishers have responded to the research and redesigned programs. A program provides continuity across classrooms and grades in approach. Many state standards are using research to guide expectations Convergence of knowledge on essential skills: The common findings from the research are a solid guide as to what all children need to be readers. If we use the research we will come closer to improving the reading outcomes for all. The power of the reading program: The most recently published core reading programs have used the research in developing and designing the content and delivery of their materials to a far greater extent than in the past. By having all teachers using the same program improves continuity which positively impacts: Communication amongst teachers both within and across grades as it provides a common approach and direction of instruction. This common approach enables easier differentiation to better meet the needs of all students because of the common use of materials and delivery. Student understanding of instruction. Having a common and consistent instructional approach to teaching reading increases coherence for students as they are taught in different settings.

How Do We Get There? Types of Reading Programs Classifying Reading Programs Core Reading Program (Benchmark) Supplemental Reading Program (Strategic) Intervention Reading Program (Intensive) ONE OF THE FIRST STEPS TO TEACHING ALL KIDS TO READ IS TO DESIGN AN EFFECTIVE READING PROGRAM The core reading program is a school’s primary reading program and is designed to meet the needs of most students. ABOUT 80% OF CHILDREN LEARN HOW TO TRANSFORM PRINTED SYMBOLS INTO PHONETIC CXODE OR MORE SIMPLY PUT CAN BREAK THE READING CODE WITHOUT MUCH DIFFICULTY, GIVEN A GODD STRONG CORE (COMPREHENSIVE ) PROGRAM. THESE WILL BE YOUR BENCHMARK STUDENTS ON YOUR DIBELS ASSESSMENT Supplemental programs SERVE TWO PURPOSES ONE IS TO SUPPORT THE CORE PROGRAM. NO CORE PROGRAMIS PERFECT. EVEN THOUGH THEY ARE NOW MUCH BETTER THAN THEY WERE, SINCE NRP REPORT, THEY STILL HAVE GAPS OR HOLES. SUPPLEMENTAL PROGRAMS, WILL HELP FILL IN THOSE HOLES. TYPICALLY PROVIDE ADDITIONAL INSTRUCTION. (The key here is more practice. IN ONE OR TWO AREAS I.E FLUENCY OR PA AND PHONICS. SOME PROGRAMS HAVE MORE HOLES THAN OTHERS, AS YOU WILL SEE A BIT TODAY AND MORE AT OUR FIRST SESSION THIS SUMMER. THE SECOND PURPOSE IS ABOUT 15% OF STUDENTS WILL NEED ADDITIONAL INSTRUCTONAL SUPPORT BEYOND THE CORE Supplemental programs are used to support and extend the critical elements of a core reading program. Typically, supplemental programs provide additional instruction in one or two areas (e.g., phonological awareness, fluency) and provide more instruction or practice in the particular area(s) of need. These programs can often be effective in supporting an identified gap in an otherwise strong core reading program. For example, if the core program does not provide enough fluency in reading connected text, a supplemental program could be implemented to support the core. Intervention programs are designed specifically for children who demonstrate reading difficulty and are performing below grade level. All of our energy should be on these programs. They need the best programs with lots of scaffolds (supports) like I do we do you do. The purpose of these programs is to provide more explicit, systematic instruction to accelerate learning and bring the learner to grade-level performance. In general, intervention programs focus on more than one area (e.g., phonics, fluency, and comprehension). In some cases, a particular intervention program may focus explicitly and exclusively on one essential reading area (e.g., phonemic awareness.) Intervention programs allow teachers to meet the needs of individual students who are struggling in their classrooms. They are specialized, intense, and typically delivered in small group settings. A supplemental or intervention program may be designed for a specific grade (e.g., kindergarten) or span across several grades (e.g., K/1 or 1/2, etc.). Intervention programs are intensive program’s designed to meet the needs of “each” or individuals who need additional intensive reading instruction. The core, supplemental, and intervention programs have to work together to support each other and student learning Will discus each of these a bit more in next slides All three should cover 99% of kids. 1% with more significant disabilities (alternate assessment???) may need something else. Teaching tools implemented to ensure children learn enough on time. 80% 15% 5% Vaughn et al, 2001. CORE, 2003.

How Do We Get There? Types of Reading Programs Core Reading Programs: Provide instruction on the essential areas of reading for the majority of students Supplemental Programs: Provide additional instruction in one or more areas of reading (e.g., phonological awareness, fluency, etc.) to support the core Intervention Programs: Provide additional instruction to students performing below grade level on one or more essential instructional skills (e.g., increasing structure and time to accelerate learning). Core Reading Programs—A “comprehensive or core reading program” is designed to be the base of instruction . If well designed, it will systematically teach all the essential reading components adequately for the majority of students. Supplemental Programs: A program specifically designed to teach one or two essential skills. These programs can often be effective in supporting an identified gap in a otherwise good core reading program. For example, if the core does not provide enough fluency in reading connected text, a supplemental program could be implemented to support the core program. Intervention Programs: A very specialized and intense reading program designed to catch students up as quickly as possible to where they need to be. Typically delivered as additional reading instruction time in small group settings.

Three Levels of Support, Instruction, and Assessment The Big Picture....... LEVEL OF SUPPORT INSTRUCTIONAL PLAN ASSESSMENT PLAN Benchmark (Core) SBRR Core Reading Program-minimum 90 minutes daily Progress Monitoring: Three times per year- All students In-Program Assessments Screening & Outcome Assessment LEVEL OF SUPPORT INSTRUCTIONAL PLAN ASSESSMENT PLAN Strategic (Supplemental) SBRR Core Reading Program Plus Supplement minimum 90 minutes daily Progress Monitoring: Monthly In-Program Assessments Screening & Outcome Assessment LEVEL OF SUPPORT INSTRUCTIONAL PLAN ASSESSMENT PLAN Intensive (Intervention) SBRR Core Reading Program Plus Intervention or Supplant Core with Intervention Program minimum 90 minutes daily Progress Monitoring: Every 2 weeks In-Program Assessments Screening & Outcome Assessment This is our model for differentiated instruction. Change configuration if not working Theme skills tests- Did they learn what I taught them? DIBELS- Are they learning broad skills over time? Be judicious about supplemental programs. Our schools showing better data, are only purchasing 1 or 2 supplemental programs like Read Naturally and Touchphonics.

How Do We Get There? Getting to 100% requires going through the bottom 20%. Children who are at reading risk face the “tyranny of time” (Kame’enui, 1998). Assuming students will ‘catch up’ with practice as usual is not wise. Catching up is a low probability occurrence. The bottom 20% will require a very different kind of effort in both the short and long run. Teaching all students to read requires teaching each student to read. This includes the bottom 20% of students, students who will have an extremely difficult time learning to read. These children’s difficulties will only increase over time. In other words, they will not “catch up” to their peers without explicit, intensive, systematic, and relentless instruction. This instruction must begin immediately and be sustained over time. Especially for these students, teaching reading is not only essential for success, but also extremely urgent.

How Do We Get There? Strategic Level of Instructional Support Addressing the needs of some students. . . Level of Support INSTRUCTIONAL PLACEMENT ASSESSMENT PLAN Strategic (Supplemental) Core Reading Program Plus Supplement/Enhancement minimum 90 minutes daily Progress Monitoring: Monthly In-Program Assessments Screening & Outcome Assessment Change configuration if not working Be judicious about supplemental programs. Our schools showing better data, are only purchasing 1 or 2 supplemental programs like Read Naturally and Touchphonics.

Instructional Adjustments  Animation of an example of an instruction adjustment There are many types of instructional adjustments can be make along a number of dimensions. Supplement core with appropriate materials

Supplemental Reading Programs Support and extend the critical elements of a core reading program. Provide additional instruction in one or two areas (i.e., fill the gaps for phonological awareness, fluency). Provide more instruction or practice in particular area(s) of need. Can often be effective in supporting an identified gap in an otherwise strong core reading program May include large group, small group, one-on-one instruction. Provide more teacher scaffolding. Provide more explicit and systematic instruction. MORE PRACTICE!!! .

Supplemental Programs

Let’s look at some examples....

Touchphonics Video Clip

Phonics for Reading Video Clip

How Do We Get There? Intensive Level of Instructional Support Addressing the needs of each student. . . Level of Support INSTRUCTIONAL PLACEMENT ASSESSMENT PLAN Intensive (Intervention) K-1: Beginning of the year-Core Program plus intervention Program Middle of the year: Intervention Program 2-3: Beginning of the year- Intervention Program Progress Monitoring: Every 1 to 2 weeks In-Program Assessments Screening & Outcome Assessment . Change configuration if not working. Does not mean throwing the program out. Change may be subtle increasing time to more extreme as having a certified teacher teach the program instead of the para.

Instructional Adjustments  Animation of an example of an instruction adjustment There are many types of instructional adjustments can be make along a number of dimensions. Supplement or Replace core with appropriate materials or program

Intervention Reading Programs Designed for children who demonstrate reading difficulty and are performing significantly below grade level. Provide more explicit, systematic instruction to accelerate learning and to bring the learner to grade-level performance. Have a high criterion level of performance. Lessons are taught to mastery Typically focus on more than one area (e.g., phonics, fluency, and comprehension). Specialized, intense, and typically delivered in small group settings. Kameenui says small groups are a proxy for more practice opportunities.

Intervention Programs

Let’s look at some examples....

Early Reading Intervention Video Clip

Reading Mastery Video Clip High light teacher models ( I do) then students practice in unison and followed by individual turns. Reading checkouts after every 5th lesson mastery based

Read Well Video Clip whole group: alphabet chant and read aloud fast paced engaging Small group differentiate instruction choral read and individual turns habitat already taught, but reviewing with children

Language for Learning Video Clip

Read Naturally Video Clip

Horizons Video Clip

One Final---But Critical Note.......

Choose programs with “good bones,” but once you’ve chosen the program don’t assume good outcomes will follow.

Reading Programs Must be Implemented with High Fidelity Programs are only as good as the level of implementation To optimize program effectiveness: Implement the program everyday with fidelity Deliver the instruction clearly, consistently, and explicitly Provide scaffolded support to students Provide opportunities for practice with corrective feedback Implement the program using a qualified/highly trained interventionist Follow the recommendations for initial training and ongoing professional development. Implement the program everyday with fidelity (i.e., the way it was written) Deliver the instruction clearly, consistently, and explicitly (e.g., model skills and strategies) Discuss effective teaching cycle-Carol Sue Englert Provide scaffolded support to students (e.g., give extra support to students who need it I.e pictures) Provide opportunities for practice with corrective feedback (e.g., maximize engagement and individualize feedback)

For a reading program to be balanced, it must be differentiated to meet the needs of each child. -Vaughn, 2002

Activity: Identify the instructional design features that are present and not present in the video clips by circling YES or NO and, if possible, provide examples. Program:___________________________________________ YES NO Teacher provides modeled example(s) prior to student practice. Example: YES NO Teacher provides opportunities for student responses. YES NO Teacher Provides practice and review for mastery of new skill/strategy. YES NO Teacher provides specific corrective feedback. YES NO Student(s) are actively engaged in the lesson. Program:___________________________________________ YES NO Teacher provides modeled example(s) prior to student practice. Example: YES NO Teacher provides opportunities for student responses. YES NO Teacher Provides practice and review for mastery of new skill/strategy. YES NO Teacher provides specific corrective feedback. YES NO Student(s) are actively engaged in the lesson. Example(s):