1. JCPS-Bellarmine Literacy Project
OPED 663: Advanced Diagnostics and Interventions for Struggling Learners
Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty, and a building block of development, an essential complement to investments in roads, dams, clinics and factories. Literacy is a platform for democratization, and a vehicle for the promotion of cultural and national identity. Especially for girls and women, it is an agent of family health and nutrition. For everyone, everywhere, literacy is, along with education in general, a basic human right.... Literacy is, finally, the road to human progress and the means through which every man, woman and child can realize his or her full potential. - Kofi Annan
JCPS-Bellarmine Literacy Project
Mary K. Morgan

2. Class Agenda Welcome! Review of the Literacy Project Essentials
Teaching and Learning Cycle- Fluency Practice Deepening Teacher Background Knowledge
Lexile Leap Heuristic
Diagnostic Reading Case Study – Peer Reviews
Work Time
Diagnostic Reading Case Study
CAP #2
ELA CRI Action Plan
Wrap-Up and Adjourn for the day!

3. Class I seek equity of voice.
I am willing to talk about sensitive issues.
I listen for understanding.
I appreciate the strengths and contributions of others.
I bring positive energy and encouragement to the team.
I take 100% responsibility.
I take my issues to the source.
I am a professional and my actions reflect that role.
I come prepared to each class and participate as a learner.

4. JCPS-Bellarmine Literacy Project
Equity in Education Young people in this country—regardless of wealth, home language, zip code, gender, sexual orientation, race or disability—must have the chance to learn and achieve. Education must provide a path to a thriving community and society for all. Our national identity and our economic strength depend on it.

5. JCPS-Bellarmine Literacy Project
A Capacity-Building Model for Teacher Development (Cooter & Cooter, 2003) in Research Based, Culturally Relevant Reading Instruction
Deep content knowledge of the reading process and reading instruction (Knowledge)
Research-Based, Culturally Relevant Reading Instruction (Skill)
Growth vs. fixed mindset (Dispositions)
Teacher Agency
Global Thinkers

6. Question: What is the primary ingredient in the recipe for every child’s reading success? Answer: An effective classroom teacher who has the ability to teach reading to a group of children that have a variety of abilities and needs (e.g., Snow, Griffin, & Burns, 2005; Strickland, Snow, Griffin, Burns, & McNamara, 2002).

7. Effective Teachers of Reading…
Must understand literacy well enough to
Understand the literacy strengths and needs of individual learners
Adapt instruction to meet individual needs
Be culturally responsive in their reading instruction
(Briggs, Perkins, & Walker-Dalhouse, 2010)

8. Effective Teachers of Reading…
Observe
Inquire
Diagnose
Design
Assess Student Learning
Teach

9. The 5 Essential Components of Effective Reading Instruction
DECODING/WORD RECOGNITION
COMPREHENSION
Vocabulary
Phonics
Phonemic Awareness
Fluency
Comprehension Strategies

10. Culturally Responsive Instruction: Approach to Teaching
Connecting to students’ backgrounds
Building on students’ home dialects
Planning for dialogic instruction
Maintaining a rigorous curriculum
Attending to classroom discourse
Be explicit & Scaffold
(I-do, We-do, You-do)

11. Research-Based Reading Instruction
National Reading Panel (2000) Report and the “Big Five” (what to teach, content)
Research-based reading instructional strategies (how to teach, pedagogy)
experimental studies used to develop a strong research base
proven to raise student achievement
What Works Clearinghouse
TEACHING CHILDREN TO READ:  An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction

12. Word Work (PA, Phonics, and Vocabulary)
BLP Reading Instruction Delivery Model When and how do I teach? Purpose: To provide differentiated reading instruction that targets students’ ZPDs and incorporates all of the big 5 (as relevant to student needs).
Guided Reading
Independent reading
Writing about your Reading
Closure/Share time
Mini lesson
Read aloud/think aloud
Shared Reading
Literature and informational standards
Mini Lesson
Differentiated word work practice
20-40% of allocated time
Whole Class Choral Reading
Differentiated fluency practice
5-10% of allocated time
Fluency Practice
Word Work (PA, Phonics, and Vocabulary)
Refining Reading (R²)
Time
Comprehension
Comprehensive Reading Instruction Action Plan using BLP Delivery Model

13. Organizing for Effective Reading Instruction
Students find comfort in familiar instructional routines and schedules in a well-organized classroom.
Children need to experience a variety of interactive settings: whole class, small groups, and individually each day.
Groups should be flexible, meet the needs of students, and involve research-based instructional practices.
Daily planned, intentional, and explicit instruction of all literacy skills and strategies is essential.
A variety of assessments play a key role in instructional decisions that meet the developmental needs of students.

14. Effective Teachers of Reading Plan Instruction in this Manner
Knowledge of the learners and how they learn and develop within social contexts (reading development and how it occurs in the classroom)
Conceptions of curriculum content and goals – understanding the subject matter and skills to be taught in light of the social purposes of education (reading process and reading skills)
Understand teaching in light of the content and learners to be taught, as informed by assessment and supported by productive classroom environments (how do I teach reading skills)
(Darling-Hammond & Bransford, 2005)

16. The Reading Model Test of Word Reading Efficiency Total Words Read
(TOWRE)
Total Words Read
Miscues
Sightword
Reading
SWE
Word
Reading
Accumaticity
Comprehension
Phonological
Decoding
PDE
Questions From the Passages
CCSS Leveled Reading Passages by Grade

17. Deepening Teacher Background Knowledge
The Teaching and Learning Cycle
Deepening Teacher Background Knowledge
Systematic Assessment: Classroom Based and Diagnostic Standardized Reading Assessments
Differentiate Instruction and Intervention
Strategize/Teach
Comprehensive Reading Instruction:
Word Work
Fluency Practice
Comprehension
Refining Reading (R²) Time
BLP Reading Instruction Delivery Model

19. Diagnostic Reading Case Study
Learning Outcomes:
Learned process for diagnosing and helping our most struggling readers (ie. eliminating instruction as a factor) – Multi-Tiered System of Support (MTSS) for Reading Instruction
Understanding the role of assessment in MTSS for Reading Instruction
Creation of an targeted intervention plan with progress monitoring

20. Diagnostic Reading Case Study
Implementing the Cycle of Inquiry
Identify the problem of meaning
Develop questions and examine assumptions
Gather data
Analyze and interpret the data
Action Plan
Identify a struggling reader
Why is the student struggling with learning how to read?
TOWRE
GORT
CTOPP
Classroom based reading asseemsnt
Analyze and interpret the data
Implications for Teaching and Reflection
What does the research say?

21. Diagnostic Reading Case Study Multi-Tier System of Support in Reading Instruction Implementation Steps
Step 1: Administer Universal Screeners – Identify a potential Tier 2 or 3 Learner Step 2: Administer Diagnostic Assessments Step 3: Develop an Intervention Plan, Implement over the Year Step 4: Progress Monitoring and Data Analysis

22. Diagnostic Reading Case Study
Step 1: Administer Universal Screeners – Identify a potential Tier 2 or 3 Learner
Based on the Universal Screeners, who is a potential Tier 2 or 3 learner in reading instruction? Cross-check between the TOWRE, CCSS Fluency Passages (Accumaticity), DSA Screener

23. Diagnostic Reading Case Study
Step 2: Administer Diagnostic Assessment
**Refer to the Training PPTs for each Diagnostic Assessment

26. Comprehensive Test of Phonological Processing – CTOPP2
Four purposes:
To help identify those students who are significantly below their peers in important phonological abilities
To determine strengths and weaknesses among developed phonological processes
To document individual’s progress in phonological processing as a consequence of special intervention programs
To serve as a measurement device in research studies investigating phonological processing

27. Gray Oral Reading Test-GORT5
Four purposes:
To help identify those students who are significantly behind their peers in oral reading and determine the degree of the problem
To discover oral reading strengths and weaknesses within individual students
To monitor students’ progress in special intervention programs
To be used in research studying reading in school aged students.
Norm-referenced, reliable test that yields results for:
Oral reading rate
Accuracy
Fluency
Comprehension

28. Reporting of Diagnostic Assessment Results Assessment Reporting Table
Standard Scores and Percentiles by Assessment Instrument
CTOPP
TOWRE-2
Phonological Awareness
Phonological Memory
Rapid Naming
GORT-5
PDE
SWE
Elision
Blending
Words
Phoneme
Isolation
Memory for Digits
Nonword
Repetition
Rapid Digit Naming
Rapid Letter Naming
Rate
Accuracy
Accumaticity
Comp
Standard Score
Percentile
Phonological
Awareness
Memory
Rapid
Naming
Composite Score
Scaled Score

29. Diagnostic Reading Case Study Literature Review
Question #1 to be addressed in the review:
What reading skills are essential for an early reader to acquire?
A discussion should revolve around the acquisition of phonemic awareness, phonic knowledge, early fluency, vocabulary, and comprehension development.

30. Diagnostic Reading Case Study Literature Review
Question #2 to be addressed in the review:
What factors have been demonstrated in the research to cause a child to struggle with learning how to read?
A discussion should revolve around low SES populations, ELLs and language development, and neurological and biological factors.

31. Diagnostic Reading Case Study Literature Review
Question #3 to be addressed in the review:
Discuss best practices for changing the trajectory of struggling readers.
A discussion should revolve around best practices for having strong core reading instruction informed by assessment, how to differentiate using the MTSS, and culturally responsive instruction.

32. Diagnostic Reading Case Study Literature Review
See class wiki for resources!!
Appropriate resources:
Scholarly and professional resources
Make a list of all possible resources…

33. Example of a Paragraph in a Review
Growing up in poverty circumstances may have an impact on the development of one’s oral language. Research conducted by Hart and Risley (1995, 2002) showed children from professional families would have had experiences with 42 million words, working-class family children would have had experience with 26 million words, and welfare family children would have had experience with 13 million words. Parents who consistently read aloud to their children and expose them to a variety of print materials are positively impacting their child’s oral language development (Reutzel & Cooter, 2011). In addition to reading, playing and interacting with children at a young age and using a wide range of vocabulary plays a significant role in their child’s development of oral language skills (Beck & Mckeown, 2011).

34. Diagnostic Reading Case Study CAP #2 ELA CRI Action Plan

36. HOMEWORK ASSIGNMENT No Reading for this week
Bring your fluency assessment results to class next week.
CAP #2 Due Session 13
Diagnostic Reading Case Study Part 1 Due Session 14
ELA CRI Action Plan Due Session 15