1. Intensifying Interventions: Maximize ELA Success for All Learners
Welcome
WV Capacity Building Institute
July 2019

2. ELA Proficiency rates WVGSA 2018
I want to start by going over some smple data…. Here are the overall ELA prof rates for the WVGSA last year. Keep in mind this is aggragate data – includes SPED and general. Overall ELA which includes reading informational, reading narrative, and writing. So you can see we average somewhere just hovering under 50 percent proficient.

3. Out of your class of 10 students,
which 4 or 5 of them deserve to read?
So ask yourself.

4. So what’s the solution?
Whats the solution? Maybe,..

5. You could buy a reading program.
Maybe you could just buy a reading program.,…but if that worked, wouldn’t everybody have high scores?

6. Maybe you could hope and wish harder.
Or just pray.

7. OR we could… Deliver explicit instruction
Increase practice turns and feedback
Differentiate and specially design instruction
Work collaboratively as a multi-tiered system
…implement evidence-based literacy practices
What Works Clearinghouse (WWC) – National Center on Improving Literacy (NCIL) – Institute of Education Sciences (IES) – Center on Instruction
Explicit instruction means overtly teaching the steps or processes needed
to understand a construct, apply a strategy, and/or complete a task. Explicit
instruction includes teacher presentation of new material, teacher modeling, and
step-by-step instruction to demonstrate what is expected so that students can
accomplish a learning task. Research has associated interventions incorporating
explicit instruction with improved outcomes for students with learning
difficulties for both basic skills and higher-level concepts (Baker, Gersten, &
Lee, 2002; Biancarosa & Snow, 2004; Gersten et al., 2009; National Reading
Panel, 2000; Swanson, 2000; Vaughn, Gersten, & Chard, 2000). For example, a
synthesis of research on mathematics interventions for low-achieving students
noted that explicitly teaching math concepts and procedures improved students’
math achievement (Baker et al., 2002). Explicit instruction is warranted during
initial instruction of new content and when teaching students to generalize
known content to new situations (Fuchs et al., 2003).
Educators can blend self-regulation strategies with explicit instruction
of new content.

8. Education with intention matters deeply to building the world we want to see.
Every student serves our best intentions. Every student deserves access to literacy.
Every student deserves a great teacher. not by chance, but by design.

9. Intention  Intensification

10. Intensification for Students…. Which Students?
Non-responders
Students who have not responded adequately to universal instruction
Students who have not responded adequately to universal instruction and initial targeted intervention
Students who have not responded to intensive intervention
Students reading substantially below grade level
Students – especially in grades 2 and above – who are well below grade level; immediate intense intervention may be better than systematic increases in intensity

11. Remember… We can Intensify Instruction Across Tiers of Support
The primary purpose of:
Differentiating reading instruction during universal instruction
Implementing targeted supplemental reading interventions and
Implementing intensive reading interventions
is to accelerate reading achievement.
Some people hear intensification and think oh that’s not my job. I just deliver core instruction. Or…only the interventionist needs to intensify interventions. Well we actually need to intensify across all tiers.

12. Intensive Intervention Practice Categories
Change intervention dosage or time
Change the learning environment to promote attention and engagement
Combine cognitive processing strategies with academic learning
Modify delivery of instruction
We have 4 intensive intervention practice categories published by the NCII
(National Center on Intensive Intervention, 2019)

13. Intensification Practice Category #1: Change Dosage or Time
Increase daily intervention time
Increase duration/number of sessions
Increase frequency of sessions (e.g. 2x/day)
Provide extended instruction (e.g. after school)

14. Think about it…
How did you learn to ride a bike? What two things did you need? Turn and tell someone next to you.

15. Accelerate Learning When you increase…
amount of time trying to learn something
rate of learning in a fixed period of time
…you accelerate learning
- more fluency practice
- longer instructional periods
guide students and others in what they can do to help students make better use of their time on activities that could enhance reading
Example – when I learned how to ride a bike. My younger sister learned before I did.

16. Practices Needed to Store a Concept
More Practice
Practices Needed to Store a Concept
Average learner
4-14 times
Everybody else
times
Truly disabled
times
Concepts can be concrete or content-based, like multiplication tables. Concepts can be abstract, like empathy.

17. Intensification Practice Category #2: Change the Learning Environment to Promote Attention and Engagement
Reduce group size
Create homogenous groups
Change the instructional setting
Reduce noise and other distractions to promote academic engagement
Other ?

18. Alterable Variables for Practice Category #2
Planning Factor
Example
Instructional grouping
Some students in the group are ready to move ahead in the curriculum, although others make many errors. Teachers move students to other groups so all students in each group are reading at about the same level.
Interventionist facilitating the group
A general education teacher with extensive reading experience takes over a reading intervention group that a more novice teacher previously taught.

19. Instructional Setting: Gain and Maintain Attention
Gain attention
Elicit responses from students
Maintain a perky pace
Maintain close proximity to students
Connect with students
Eye contact
Smile
Name
Monitor
Add delight and humor
Teach with enthusiasm

20. Intensification Practice Category #3: Combine Cognitive Processing Strategies with Academic Learning
Memory
Self-regulation and self-monitoring
Attribution
Other ?

21. What is Working Memory?
…preservation of information while simultaneously processing same or other information.
It is characterized by:
The amount of information individuals can process at roughly the same time to perform complex tasks
Mental multitasking
Making distinctions between what is and isn’t important
You are able to drive and carry on a conversation at the same time because of your working memory.

22. Intensify by Integrating Writing
Major overlaps between phonological and orthographic aspects of reading and writing in the primary grades
Encourage invented spelling
“Before we practice reading words in our word list, let’s warm-up some of the letters we’ll be seeing in our words. After writing the letters, we’ll practice saying the letter name and sound.”
Writing about text is more powerful than just reading it or reading it and rereading it/studying it/discussing it

23. Intensify by Integrating Writing
Self-Regulated Strategy Development

24. Intensify by How to Remember Key Information During Learning
Review prior learning before presenting new information
Repeat instructions, key words, etc. (and have student write key words)
Develop mnemonic devices to help students remember information
POW
TIDE
TREE
Check for understanding frequently
Teach students to self-check for understanding and ask clarifications
Other ideas?
Thesis reason evidence end

25. Self-regulation is taking ownership of learning.

26. Self-regulation is taking ownership of learning.
Planning and setting goals
Monitoring learning and progress toward goals
Regulation of language and memory to support learning (i.e. self-talk and strategies)
Attention

27. Self-Talk

29. “I did poorly on the spelling test because I’m stupid.”
Positive Attribution
…Requires a growth-based mindset.
“I did poorly on the spelling test because I’m stupid.”
I know my strategies and I can use them when I’m sounding out new words.
An example from a teacher’s classroom.

30. Self-Efficacy Linked to a Growth-based Mindset
I know what to do and how to do it. I am confident when reading because I have a strategy for…
When reading, I know how to figure out words I don’t know.
When reading an informational text, I know how to find the key ideas and details.
When writing a report, I know how to organize my ideas.
When retelling a story, I know what parts to include.
When writing a story, I know how to elaborate on my ideas in well-constructed sentences.

31. Intensify by Modeling “Think Aloud” Strategies
Prepare to lead a think aloud by observing students’ common challenges
Be intentional
Set purpose: transparency
“Notice the words I say to myself, so I can self-regulate when I write.”
Model self-regulation: cognitive , behavior , and affect
Have students discuss what they saw
Create self-regulation plan (SRP)

33. Intensify by Modeling “Think Aloud” Strategies
Phonemic segmentation “We are going to practice saying the sounds in words. I am going to remember to hold up a finger for each sound. Ok, /d/, /o/, /g/ ….”

34. Intensify by Modeling “Think Aloud” Strategies
Vocabulary “We just read that bear was slumbering. I’m not sure what slumbering means. I’m going to reread this page to see if I can figure out what slumbering means.”

35. Intensify by Modeling “Think Aloud” Strategies
Comprehension “I am going to retell the story The Three Little Pigs. [teacher models the retell…] Now, I want to reflect on how I did. Did I include all the story information in my retell? Did I tell who the main character was, what happened first, what happened next, and what happened at the end? Yes! I can mark off all my parts.”

36. Intensify by Incorporating Procedural Checklists and Prompt Sheets
Step 1
Discover the Context
Step 2
Isolate the prefix
Step 3
Separate the suffix
Step 4
Say the stem
Step 5
Examine the stem
Step 6
Check with someone
Step 7
Try the dictionary
Word identifications strategy DISSECT

37. Intensify by Helping Students Focus on Goals
Involve students in goal setting and monitoring
Have students keep track of how many trials it takes for a student to achieve mastery of a new skill
Teach students to ask themselves questions to determine if they are working well and making progress
Other ideas?

38. Intensification Practice Category #4: Modify Delivery of Instruction
Content
Systematic and explicit instruction
Precise, simple, replicable language
Feedback and error correction
Other?

39. Content Example Task factors that influence difficulty:
Instructional materials must be carefully designed based on:
Letters in words
Complexity of words
Letters in words for initial blending (soundout-out) instruction should:
Consist of continuous sounds (e.g., m, s, l, a f)
Be familiar
Be visually and auditorily dissimilar (i.e., do not teach /b/ and /d/ together)
Occur in a large number of words so they will be of high utility
Carnine, Silbert & Kame’ennui, 1997

40. Remember
If you keep doing what you’re doing, you’ll keep getting what you’re getting.

41. More intensity means more…
…explicit instruction …modeling …practice with …monitoring and feedback …time

42. Intensive Intervention Practice Categories
Change intervention dosage or time
Change the learning environment to promote attention and engagement
Combine cognitive processing strategies with academic learning
Modify delivery of instruction
(National Center on Intensive Intervention, 2019)

43. Thank you! Resources Maggie Luma https://improvingliteracy.org/
Coordinator, Office of Special Education
State Lead for Campaign for Grade Level Reading
@maggie_luma
readiness/support-for-ccrs/