Effective Literacy Instruction

Problem Solving Process Problem ID-Types of data sources, measure intensity, group like needs Problem Analysis-generate hypothesis based on skill deficit (e.g., lack of skill, motivation) Plan, Develop & Implement-consider options for intensifying instruction, ID interventions matched to need Evaluate-How will progress be defined? What PM assessment will be used? How will fidelity be ensured?

Tiered Supports

Remember…Tier 1 Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students. Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction. Tier I: Begins with clear goals: What exactly do we expect all students to learn ? How will we know if and when they’ve learned it? How you we respond when some students don’t learn? How will we respond when some students have already learned?

Effective Literacy Instruction

Literacy More than just the ability to read and write

Literacy Instruction for Adolescents Provide direct, explicit instruction and supportive practice with effective comprehension strategies throughout the school day Increase the amount and quality of open, sustained discussion of reading content Set and maintain high standards for text, conversation, questions and vocabulary Increase students’ motivation and engagement with reading Teach essential content knowledge, so all students master critical concepts

Literacy Instruction for Adolescents Ensure: sequencing, drill-repetition-practice procedure, segment information into parts for later synthesis control task difficulty through prompts and cues technology problem solving small interactive groups

Adolescent Literacy . Identify students’ literacy needs Align resources for support Evaluate programs Raise literacy expectations across grades and curricula Build educators’ capacity to provide adolescent literacy instruction Extend time for literacy Assess performance continually

Tier 1 Screen students for reading related skills at the beginning of the year and again in the middle of the year who display concerns. Regularly monitor the progress of students at risk at each grade level. Differentiate reading instruction for all students to ensure mastery of standards.

Screen Students

FAIR-FS Initial Screening <.85? Diagnostic Test Additional Diagnostic Test Word Recognition STOP STOP Diagnostic Test NO NO Compute PLS Score Take optional tasks? <.85? Vocabulary Knowledge YES YES Syntactic Knowledge Oral Reading Fluency Presenter: Two-step process: First fly-in, “Initial screening to identify those students who need extra help. Second fly-in, After completing the 3 screening tasks, a “probability of literacy success” score is calculated. This score indicates the probability (likelihood/chance) that a student will reach end-of-year expectations. Those students whose likelihood of passing is below .85 will take the Syntactic Knowledge task in order to obtain additional information regarding that skill set. Teachers have the options to have all students take this task. Fourth fly-in, Diagnostic tests to provide a profile of literacy strengths and weaknesses If the teacher wishes to get even more information about a given student’s performance, the open response tasks (oral reading fluency, oral response, & written response) may be administered. These optional tasks are completely up to the teacher’s discretion.” Reading Comprehension Oral Response Written Response Computer Administration Paper/Pencil Administration FAIR-FS Train-the-Trainer July 2014

Choosing Effective Progress Monitoring & Literacy Support

Dig In… …ensure you’re matching support to student needs.

What Works Clearinghouse Please Note: These examples are for illustrative purposes only; we are not endorsing any specific products. Click on an intervention report of interest, and you will find a summary of all the available research on the particular intervention and the quality of that research. Here, I have pulled up the report summary for LANGUAGE!, an intervention for 3-12th grade students struggling with reading. On the left side of the screen, there is a brief summary on the program’s effectiveness, program information, and the research. You can also click on the arrow icon to read the full report.

NCII Academic Intervention

CPALMS Presenter: “This is a comprehensive site that offers: The Florida Standards Course descriptions PD programs Resources and much more”

ELFAS/ Florida English Language Arts Formative Assessment Project https://portal.fldoesso.org/PORTAL/Sign-on/SSO-Home.aspx Florida English Language Arts Formative Assessment Project Formative Assessment Tasks Professional Development Toolkits Family Resources Professional Development Modules Presenter: “The graphic represents additional resources available for teacher, and families. The Professional Development Toolkit, Professional Development Modules and Family Resources are available currently. We encourage teachers to view the Professional Development Toolkits and Modules that support the implementation of the LAFS as a first step to understanding and utilizing the ELA Formative Assessments and formative instructional practices in their classrooms. The Professional Development Toolkits contained within the ELFAS provide teachers with access to teaching strategies, lesson suggestions, supplemental materials and information about formative assessments. The toolkits are modular: Module I focuses on the LAFS, and the Instructional Shifts and Module II focuses on Formative Assessments. The Florida English Language Arts Formative Assessment System (ELFAS) is an instructional resource created to support the statewide implementation of the Language Arts Florida Standards (LAFS). Designed for teachers in Florida, this resource is a database of K-8 formative assessment tasks and professional development information. Additional Notes: The ELFAS Formative Assessment Tasks is another resource for teachers that will be available in the near future. These tasks are: based on Language Arts Florida Standards written by teachers for teachers reviewed by experts in the field Grades K-8: 4 tasks per standard – 1492 total.

Instructional Resources ELFAS Resources The IRIS Center Instructional routines for Small Groups Learn Zillion Read Write Think Reading Rockets Teaching Channel Why Teach Spelling Webinar: Writing and Writing Instruction to Improve Reading: What We Have Learned from Research Latin and Greek Word Elements Persuasive Speeches: Planning a Lesson Series Presenter: “Here are some examples that you will find in the PD toolkit.” Additional information: Show Latin and Greek Word Elements

FLDOE Online Tools CPALMS: Collaborate, Plan, Align, Learn, Motivate, Share eIPEP: Electronic Institutional Program Evaluation Plans ELFAS: English Language Arts Formative Assessment System IBTP: Items Bank and Test Platform FSL: Florida School Leaders PMRN - Progress Monitoring and Reporting Network Presenter: “Two of the teacher resources available through the FLDOE SSO are CPALMS and English Language Arts Formative Assessment System. FAIR-FS Train-the-Trainer July 2014

Regularly Monitor Student Progress Determine whether or not students are responding adequately to their current instructional environment

http://www.fcrr.org/FAIR_Search_Tool/FAIR_Search_Tool.aspx

http://www.fcrr.org/curriculum/SCAindex.shtm

NCII Progress Monitoring Tool Charts

Summaries & Reflections Section 2: Lists, Charts, & Graphic Organizers What Are Formative Assessments and Why Should We Use Them? Using a Variety of Formative Assessments Types of Assessment Strategies How to Use the Assessments in This Book Keeping Track of the Data Differentiating Instruction in Response to Formative Assessments Formative Assessment Data Collection Designing Tiered Activities Gathering Multiple Sources of Evidence 25 Quick Formative Assessments: Quick Reference Section 1: Summaries & Reflections Section 2: Lists, Charts, & Graphic Organizers Section 3: Visual Representations of Information Section 4: Collaborative Activities Sample from book

Examples: Dry-Erase Boards

Resources Use of Ongoing Progress Monitoring to Improve Reading Instruction: http://www.fcrr.org/forf_mazes/pdf/OPM_improve_reading_instruction.pdf Easy CBM: www.easyCBM.com<http://www.easyCBM.com> CBA Manual: http://programevaluation.org/docs/cbamanall.pdf CBM Manual: http://www.cbmnow.com/documents/cbaManualhand.pdf  The National Center on Student Progress Monitoring contains a CBM manual and information: http://www.studentprogress.org/weblibrary.asp#cbm_intro Oral Reading Fluency Passage Generator: http://www.interventioncentral.org/tools/reading-fluency-passage-generator

Differentiate Reading Instruction for All Students

http://www.diffcentral.com/model.html

Tier 1 Read case study and discuss effective strategies and supports to enhance core instruction.

Tier 2

Remember…Tier 2 Tier 2 instruction provided to students must be integrated with Tier 1 content and performance expectations. The impact should result in approximately 70% or more of the students achieving grade-level expectations or making significant growth in the case in which the typical student is performing below grade/subject standards. (i.e., gap is closing towards benchmark and/or progress monitoring standards). Where are the students performing now? Where do we want them to be? How long do we have to get them there? How much do they have to grow per year/monthly to get there? What resources will move them at that rate?

Tier 2 Provide up to 3 foundational reading skills to students who scored below benchmark on universal screening data. Instruction systematic, highly explicit and interactive on reading skills (phonological awareness, decoding, fluency and vocabulary). Small group instruction in homogeneous groups for 20-40 minutes for 3 to 5 days a week. Ensure ongoing progress monitoring data to regroup students after six weeks. Carefully monitor progress of students at least once a month. More focused, targeted instruction – supplemental support aligned with standards.

Reading

Assisting Students Struggling with Reading Systematic Highly Explicit Highly Interactive Small homogeneous groups 20-40 min, 3-5 times per week Phonemic awareness, phonics, vocabulary, fluency, comprehension Monitor progress regularly Interactive Systematic - building skills gradually first in isolation and then by integrating them with other skills. Explicit - step by step direct instruction-involves high level of teacher-student interaction that includes frequent opportunities for practice and feedback-making the “thinking” process public. Interactive - Build skills gradually and provide a high level of teacher-student interaction with opportunities for practice and feedback. IES Practice Guide – What Works Clearinghouse

Instructional Grouping Individual ability scores guide grouping Students in need of similar skill development should be grouped together Groups should be dynamic and modified as individual student needs change Students at high risk need to be placed in the smallest instructional groups Determine intervention type, frequency, and intensity Presenter: “We will take a few minutes to discuss general concepts to consider when forming small groups in order to adjust instruction. These are some guidelines to follow when adjusting instruction and grouping students. Present slide. FAIR-FS Train-the-Trainer July 2014

Instructional Grouping Mason is below 30th percentile on vocabulary and reading comprehension but on grade level for spelling. Mark is at risk on spelling but on grade level for reading comprehension and vocabulary. Molly is at risk on spelling, reading comprehension and word reading but at grade level on following directions. Makesia is at risk on following directions and vocabulary but at grade level on spelling. CHANGE TO STRENGTHS & WEAKNESSES Presenter: “For example, let’s review these scenarios about student scores. (Present slide.) How would you address the needs of these students in terms of grouping and instruction?

Instructional Grouping Individual ability scores guide grouping Students in need of similar skill development should be grouped together Groups should be dynamic and modified as individual student needs change Students at high risk need to be placed in the smallest instructional groups Determine intervention type, frequency, and intensity

Instructional Grouping No ONE correct way as to how groups should be formed Each group focus is different - based on instructional need Groups are fluid Monitor student progress regularly (curriculum based) Present slide.

Motivation Decoding Fluency Vocabulary Comprehension Commonality from research

MOTIVATION Motivation and engagement are critical for adolescent readers. If students are not motivated to read, research shows that they will simply not benefit from reading instruction.

Self Regulated Strategy Resources Graphic Organizers: Writing Instructional Chart Reading Quest: ReadWriteThink: Research and Reading: ReadWriteThink- Graphic Organizers: Presenter: “Here are some links of resources for strategies. The Writing Instructional Chart was created by the FCRR team to help teachers locate some of the evidenced-based strategies for writing.”

http://www.interventioncentral.org/home FEATURED TOOLS: Academic Intervention Planner Behavior Intervention Planner Bhavior Rating Scales ChartDog Graph Maker Dolch Wordlist Fluency Early Math Fluency Learning Disability Letter Name Fluency Math Work Worksheet Reading Fluency Self-Check Behavior Student Academic Success

DECODING Systematic, explicit, and direct instruction produce the best results High-frequency sound-spelling relationships and words should be the focus of instruction Instruction should be reflective Opportunities to practice identification of words in context should be frequent Connections among word analysis, word recognition, and semantic access should be emphasized Systematic, explicit, and direct instruction produce the best results (e.g., see Curtis and Chmelka, 1994; Curtis and McCart, 1992) High-frequency sound-spelling relationships and words should be the focus of instruction (Graham, Harris, and Loynachan, 1993; Blevins, 2001) Instruction should be reflective Opportunities to practice identification of words in context should be frequent Connections among word analysis, word recognition, and semantic access should be emphasized (e.g., see Henry, 1990).

Resources Assessment Strategies and Reading Profiles: Florida Standards – Professional Development Toolkit: Word Analysis: (Teach word analysis and practice) Presenter: “We have provided links to some resources that teachers may use for word recognition instruction.”

FLUENCY Fluency is defined as the ability to read quickly, accurately, and with appropriate expression. Close relationship between fluency and reading comprehension. For the studies of older students receiving guided oral reading instruction, the NRP reports that students showed the most significant improvements in reading accuracy. Oral reading instruction also resulted in improvements in reading fluency and reading comprehension.

Resources

VOCABULARY Explicit instruction may be useful in closing the gap between the students with the highest levels of vocabulary knowledge and those with the lowest. Repetition and rich support Meaningful tasks Active engagement Multimedia Taught directly and indirectly • explicit instruction (particularly of difficult words and words that are not part of pupils’ everyday experience), • indirect instruction (i.e. exposure to a wide range of reading materials), • multimedia methods (going beyond the text to include other medias such as visual stimulus, the use of the computer or sign language), • capacity methods (focusing on making reading an automatic activity), and • association methods (encouraging learners to draw connections between what they do know and unfamiliar words). Evidence from Apthorp (2006) supports and extends the National Reading Panel’s conclusions. She concluded that there was a solid evidence base supporting three key elements of vocabulary instruction: • defining and explaining word meanings; • arranging frequent encounters with new words (at least six exposures to a new word); and • encouraging pupils’ deep and active processing of words and meanings in a range of contexts.These kinds of activities are effective for vocabulary development and improved reading comprehension. • ensuring the learning environment is word rich; • addressing vocabulary learning as a distinct area in the curriculum; • careful selection of appropriate words for planned teaching and reinforcement (for example,words that have parts found in many other words, such as medicine/medical/medicate). Duke and Moses (2003) concluded that key factors in deciding which words to teach explicitly include how easily related they are to other words children know, and how much knowing the word will help them with the texts and experiences are likely to encounter in the future.

Resources English Language Roots: Vocabulary Instruction: Vocabulary building: Building Vocabulary: Prefixes, Roots, and Suffixes Common Content Area Roots and Affixes: Teaching Morphology: Enhancing Vocabulary Development and Reading Comprehension Improve your Vocabulary: Double Your Vocabulary in a Month via Latin & Greek roots: Presenter: “In addition to the ELFAS resources, many others are available. This slide and several of the following slides provide other links to useful instructional resources in the areas of vocabulary, comprehension and syntactic knowledge.” Additional Information: Show Vocabulary Instruction (PPT) Check: English Language Roots Vocabulary Building Building Vocabulary : Prefixes Roots and Suffixes Common Content Area roots and affixes Activities to build voc and word skills – dead link

Resources 4 Tools for Building Academic Vocabulary: Activities to Build Vocabulary & Word Skills: Building Vocabulary: Prefixes, Roots, and Suffixes Common Content Area Roots and Affixes: Double Your Vocabulary in a Month via Latin & Greek roots: English Language Roots: Improve your Vocabulary: Images of Vocabulary Activities: Teaching Morphology: Enhancing Vocabulary Development and Reading Comprehension Vocabulary building: Vocabulary Instruction: Visuwords: Word Generation Presenter: “We have provided links to some resources that teachers may use for vocabulary instruction.”

Comprehension Teach Students how to use reading comprehension strategies Teacher students to identify and use the text’s organizational structure to comprehend, learn, and remember context. Guide student through focused, high-quality discussion on the meaning of text. Select texts purposefully to support comprehension development. Establish an engaging and motivating context in which to teach reading comprehension.

Resources from Strategies That Work, Mosaic of Thought, and Reading with Meaning (Inferring and Determining Importance) Intervention Central: Learning Network: Reading Comprehension Strategies: Reading Strategies for the Secondary Classroom: ReadWriteThink: Research and Reading: Research to Practice Brief: Seven Strategies to Teach Students Text Comprehension: TeacherVision: Presenter: “We have provided links to some resources that teachers may use for comprehension instruction.”

Resources Graphic Organizers: Intervention Central: Learning Network: Reading Quest: ReadWriteThink: Research and Reading: Research to Practice Brief: Stem Starters: Reading Comprehension Strategies: TeacherVision: Seven Strategies to Teach Students Text Comprehension: Reading Strategies for the Secondary Classroom: ReadWriteThink- Graphic Organizers: Present slide. [Click on “Reading Comprehension Strategies] Additional information Maybe highlight one and show

Resources from Strategies That Work, Mosaic of Thought, and Reading with Meaning (Inferring and Determining Importance) Intervention Central: Learning Network: Reading Comprehension Strategies: Reading Strategies for the Secondary Classroom: ReadWriteThink: Research and Reading: Research to Practice Brief: Seven Strategies to Teach Students Text Comprehension: TeacherVision: Presenter: “We have provided links to some resources that teachers may use for comprehension instruction.”

Tier 2 Review Case Study and discuss strategies and supports to enhance Tier 2. Discuss alignment

Tier 3

Remember…Tier 3 Where is the student performing now? Where do we want him to be? How long do we have to get him there? What supports has he received? What resources will move him at that rate?

Tier 3 Provide daily targeted reading instruction very few students (one on one). Ensure feedback based on responses, teach to mastery, and plan instruction with instructional sequence. Implement concentrated instruction focused on a small, but targeted set of reading skills. Schedule multiple and extended instructional sessions. May require up to 30 more repetition as their peers.

Tier 3 Include opportunities for extensive practice and high quality feedback. Plan and individualize tier 3 instruction using input from school based team. Ensure mastery of reading skill or strategy prior to moving on. Based on individual student need, aligned with standards, instruction and supplemental supports.

Intensify Instructional Delivery Model with clear and detailed explanations Concrete learning opportunities (pictures, graphics, manipulatives, think-alouds) Tasks broken down into small steps Instruction broken down into simple segments Step-by-step strategies Support reduced over a period of time Center on Instruction, p.20

Intervention Support Provide instruction in academic language aligned with core instruction Teach strategies for interpreting unknown academic vocabulary independently Word Meaning: Focus at the the word and text level Improve knowledge of word means and concepts Comprehension: Provide instruction over a longer period of time Monitor progress

Designing and Delivering Intensive Interventions LEARN Review and understand research-based information on the design and delivery of intensive interventions. PLAN Collaboratively discuss considerations for designing and delivering intensive interventions and draft preliminary plans and action steps. IMPLEMENT Use information collected during the planning process to design and deliver intensive intervention lessons. http://www.centeroninstruction.org/designing-and-delivering-intensive-interventions-a-teachers-toolkit

Designing and Delivering Intensive Interventions REFLECT Examine the delivery of an intensive intervention lesson, consider its effectiveness, and identify strengths and areas for improvement. REFINE Use information gathered during the implementation of intensive interventions and subsequent reflection to improve instruction.

Lesson Reflection Template

Tier 3 Read case study and discuss effective strategies and supports to enhance Tier 3. Discuss alignment

Aligning Tiers

Aligning Tiers of Instruction Tiers 2 and 3 supports are provided to allow students to meet Tier 1 expectations Infrastructure necessary to align Tiers 1, 2, and 3: Leadership support Effective PLC Time for collaborative planning and communication Materials utilized as Tiers 2 and 3 supports align with/supplement materials utilized in Tier 1 Cross-training use of specific strategies to match student need Interventionists know core (Tier 1) expectations to provide strategies aligned (e.g., Interventionist should be a part of the PLC that unpacks standards, otherwise, collaborative conversations need to occur between the core teacher and interventionist)

http://www.intensiveintervention.org/ http://www.intensiveintervention.org/illustration-standards-relevant-instruction-across-levels-tiered-system

Alignment Read case study alignment and discuss effective strategies and supports aligned to core.

VIDEO EXTRAS!

Rigorous and Relevant Curriculum (Core) Higher order thinking is an expectation The understanding of concepts and skills is applied to real-world problems and contexts 5 minute video

Universal Design for Learning (Core) http://www.udlcenter.org/resource_library/videos/udlcenter/guidelines#video3 10:13 minutes

Core Students find missing words from classmates to complete analogies Questions to Consider: Why is setting a time limit essential to this activity? How can this activity be used as both a pre-teaching and review activity? What are the learning benefits of allowing students to be mobile? 5 minutes https://www.teachingchannel.org/videos/making-vocabulary-lesson-interactive Middle school

Core Lesson Objective Build vocabulary by examining Questions to Consider What scaffolds does the teacher put into place to get her students using new vocabulary? Which words are best suited for paint chips? How could you use paint chips in your classroom? 2 minute https://www.teachingchannel.org/videos/build-student-vocabulary High school

Word ID Tier 2   http://resources.buildingrti.utexas.org/CAP/Hints_and_Split_Strategy/multiscreen.html 14:24

Tier 3 Questions to Consider: How does "envisioning" help students understand the story? What methods are used to improve comprehension, vocabulary and reading speed? Why is reading stamina so important to a student's success? 5 minutes https://www.teachingchannel.org/videos/personalize-reading-workshop

Tier 1 Questions to Consider: How would using the, "I do it, We do it, You do it together, You do it alone," model change the way you plan your lessons? How do the post-its hold students accountable and push them to think about their own cognition? Beyond shifting the cognitive load, what are the benefits of structuring lessons in this way? 5 minutes Lesson Objective Explore the "gradual release" instructional model with Sarah as she tries it in her class

Tier 2 20;52

Tier 3 6:47 http://www2.nefec.org/learn/