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

2. 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

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

4. 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.

5. 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

6. 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.

7. 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

8. 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.

9. 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 .

10. 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.

11. What Are Our Goals?

12. 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.

13. 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.

14. 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.

15. 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.

16. 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

17. 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.

18. 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.

19. 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.

20. 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.

21. 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.

22. 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.

23. 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.

24. 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.

25. 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

26. 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!!! .

27. Supplemental Programs

28. Let’s look at some examples....

30. Touchphonics Video Clip

32. Phonics for Reading Video Clip

33. 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.

34. 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

35. 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.

36. Intervention Programs

37. Let’s look at some examples....

39. Early Reading Intervention Video Clip

41. 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

44. 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

46. Language for Learning Video Clip

48. Read Naturally Video Clip

50. Horizons Video Clip

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

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

53. 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)

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

55. 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):