1. 1 Meeting the Needs of Some and High Risk Readers Oregon Reading First Outreach November 7, 2008 Jerry Silbert, Reading Consultant Elizabeth Jankowski, Center on Teaching and Learning, UO

2. 2 Meeting the Needs of High Risk Readers Objectives: Understand program options for high risk readers Discussion considerations for moving a student to an intervention core (replacement) reading program Understand the role of oral language in the development of reading skills Discuss the continuous feedback loop of assessment, instruction and evaluation Learn characteristics of effective instruction for some risk and high risk readers

3. 3 High Risk Readers: A Definition Students who typically: –Enter a grade level significantly below grade level –Have not learned many of the prerequisite skills assumed by the grade level comprehensive reading program –Need intensive accelerated instruction to bring them to grade level as quickly as possible

4. 4 Copyright All materials are copy written and should not be reproduced or used without the expressed permission of Trish Travers, coordinator of the Oregon Reading First Center. Selected slides may have been reproduced from other sources and original references cited.

5. 5 High Risk Readers Students who typically: –Have significant deficits in language development. Some students come to school with language development that is more than a year behind the norm for their grade. –Need explicit and systematic intervention to teach foundational language skills.

6. 6 Large language and vocabulary differences do develop before kindergarten… Why is oral language development so important?

7. 7 Children from Professional Families Children From Working-Class Families Children from WelfareFamilies Age of child in months Cumulative Vocabulary Words Hart & Risley, 1995 1100 700 500

8. 8 Developed vocabulary size in kindergarten is an effective predictor of reading comprehension in the middle elementary years. (Scarborough, 1998, 2001) Orally tested vocabulary at the end of Grade 1 is a significant predictor of reading comprehension 10 years later. (Cunningham & Stanovich, 1997) Children with restricted vocabulary by Grade 3 have declining comprehension scores in the later elementary years. (Chall et al., 1990) Why is it Important?

9. 9 Program Options: High Risk Readers Option 1: –Grade Level Comprehensive Reading Program with scaffolding –Extra small group instruction on both grade level content and skills gaps from previous grade(s). Option 2: –Intervention Core (Replacement) Reading Program –Supplement with vocabulary and comprehension concepts from Comprehensive Reading Program

10. 10 Sample Criteria to Consider When Deciding If and When to move a Student to an Intervention Core Reading Program *Use a convergence of data to make this decision. Not all criteria need to have been met. Progress Monitoring Decision rule (3-point or trendline analysis) indicates change is needed. Previous data-based changes to instruction have been made. Observations CRP and intervention materials are being used as designed. Behavior is not main barrier to student success. In-Program Unit Assessments Student is having difficulty mastering content of classroom instruction with poor performance on in- program unit assessments. Prior Variables Previously Put in Place (examples) preteaching and or reteaching increased instructional time intervention materials matched to skill gaps Peer Comparison Student is making significantly less growth than peers, e.g.,.75 words per week growth compared to average peer growth of 2.5 words per week. Diagnostic Information Student has significant skill gaps. The CRP and intervention materials do not match student’s current instructional needs.

11. 11 Take a minute to think about... How do you currently decide when a child should be “moved” to a replacement core reading program? Are there any criteria from the previous slide you would now use?

12. 12 Integrated Assessment, Intervention, Feedback Loop Plan Instructional Support Implement Instructional Support Evaluate Instructional Support

13. 13 K.0 K.51.0 1.52.0 2.53.0 3.5 Content to Cover Grade GL 1st grader SR 1st grader HR 1st grader GL 2nd grader HR 2nd grader SR 2nd grader Reaching/Maintaining Grade Level Performance

14. 14 Meeting the Needs of Some/High Risk Readers: Comprehensive Reading Program Kindergarten Some/High Risk –90 minutes daily initial instruction (maximize small groups if possible) –15 minutes of daily pre-teaching or re-teaching –15-30 minutes of supplemental phonemic awareness and phonics instruction (based upon student need) –ELL and other Academic Language Learners: 30 additional minutes daily of systematic language and vocabulary instruction

15. 15 Meeting the Needs of High Risk Readers: Replacement Core Reading Program Kindergarten –Two 30-45 minute small group lessons daily –30 additional minutes daily systematic language and vocabulary instruction

16. 16 Why is it so important to meet grade level status at the end of Kindergarten? End of Kindergarten NWF Predicting Performance in Grade 1 - Trend 1 End of K NWF Performance End of Grade 1: Percent Meeting ORF Benchmark Grade K All Students Beginning of K High Risk Beginning of K Moderate Risk Beginning of K Low Risk Below benchmark: <2529.623.236.153.2 At or above benchmark: > 2573.961.874.191.2 Lowest benchmark interval: 25- 29 54.047.755.271.4 80% benchmark interval: 45-4985.275.985.893.5 90% benchmark interval: 55-5992.886.092.298.7

17. 17 Meeting the Needs of Some/High Risk Readers: Comprehensive Reading Program First Grade Some Risk –90+ minutes daily initial instruction (maximize small group instruction as possible) –15 minutes of daily pre-teaching or re-teaching –30 minutes of teacher-directed, explicit small group instruction targeted at unmastered skills from previously lessons –Consider 30 minutes of explicit language and vocabulary instruction for ELL/Low Language learners

18. 18 Meeting the Needs of Some/High Risk Readers: Comprehensive Reading Program First Grade High Risk –90+ minutes daily initial instruction (maximize small group instruction as possible) –15 minutes of daily pre-teaching or reteaching –45-60 minutes of teacher-directed, explicit small group instruction targeted at unmastered skills from previously lessons –Consider 30 minutes of explicit language and vocabulary instruction for ELL/Low Language learners

19. 19 Meeting the Needs of Some/High Risk Readers: Replacement Core Reading Program First Grade High Risk –Two 30-45 minute small group lessons daily –15-30 minutes daily to “firm up” or practice skills to mastery –Additional 20 minutes of fluency instruction when students are at mid-first grade reading level –30 minutes in teacher-directed time for vocabulary and comprehension instruction from grade level materials

20. 20 Why set a goal of being at grade level status by the end of first grade? End of Grade 1 Predicting Performance in Grade 2 - Trend 1 End of Grade 1 ORF Performance End of Grade 1: Percent Meeting ORF Benchmark Grade 1 All Students Beginning of 1 High Risk Beginning of 1 Moderate Risk Beginning of 1 Low Risk Below benchmark: < 3918.413.919.130.5 At or above benchmark: > 3984.176.878.087.8 Lowest benchmark interval: 40- 44 56.860.456.355.1 80% benchmark interval: 55-5981.680.879.782.2 90% benchmark interval: 65-6994.191.795.894.0

21. 21 Meeting the Needs of Some/High Risk Readers: Comprehensive Reading Program Second/Third Grade Some Risk –90-150 minutes daily initial instruction in small groups if possible –15 minutes of daily pre-teaching or reteaching –30-60 minutes of teacher-directed, explicit small group instruction targeted at unmastered skills from previously lessons and grades

22. 22 Meeting the Needs of Some/High Risk Readers: Comprehensive Reading Program Second/Third Grade High Risk –90-150 minutes daily initial instruction in small groups if possible –15 minutes of daily pre-teaching or reteaching –60-90 minutes of teacher-directed, explicit small group instruction targeted at unmastered skills from previously lessons and grades Small group Explicit instruction Many opportunities to respond Distributed review Brisk pacing Immediate correction

23. 23 Meeting the Needs of Some/High Risk Readers: Replacement Core Reading Program Second/Third Grade High Risk –Two 30 to 45-minute small group lessons daily –15-30 minutes daily to “firm up” or practice skills to mastery –Additional 30 minutes for fluency instruction when students are at mid-first grade reading level –30 minutes teacher-directed time for vocabulary and comprehension instruction from grade level materials

24. 24 Time Considerations A Good Reference Annual Growth For All Students, Catch-up Growth For Those Who Are Behind Fielding, L., Kerr, N., Rosier, P. The New Foundation Press, Inc. 2007 The story of Kennewick, Washington

25. 25 Catch-up growth is essential!  Annual Growth  Grade-Level Students Year’s growth in a year’s time is the GOAL Considerations – Additional Time  Some-Risk and High-Risk Students Years growth in a year’s time guarantees a GAP

26. 26 Question: How many minutes of direct instructional time should a principal schedule for a student in second and third grade to reasonably assure that he makes annual growth plus enough catch-up growth to move from the 12th to the 50th percentile by the end of fourth grade? Annual Growth For All Students, Catch-up Growth For Those Who Are Behind (Fielding, et al., 2007)

27. 27 Each unit of 13 percentile points from the 50th percentile equals a year of growth. State standard in percentiles is 50th Student’s second grade status in percentiles is 12th The difference is 38 points Percentile point difference divided by 13 is 2.9 years Annual Growth For All Students, Catch-up Growth For Those Who Are Behind (Fielding, et al., 2007)

28. 28 Daily minutes of instruction required for –Annual third grade growth: 80 –Annual fourth grade growth: 80 Additional daily minutes to make the three additional years of growth: 240 Total daily minutes to catch up: 400 If you are three years behind at third grade, you will need 200 minutes of direct reading instruction daily each for two years, to reach the 50th %ile by the end of grade 4. Annual Growth For All Students, Catch-up Growth For Those Who Are Behind (Fielding, et al., 2007)

29. 29 Activity (15 minutes) Select one grade level Outline current programming for High Risk Students at that grade level Compare to recommended programming for that grade level What, if any, changes may be needed to the current plan for these students?

30. 30 Integrated Assessment, Intervention, Feedback Loop Plan Instructional Support Implement Instructional Support Evaluate Instructional Support

31. 31 Characteristics of Effective Intervention Instruction for Students at Some or High Risk Instruction is explicit. Clear models of what is to be learned are provided. Skill instruction is carefully scaffolded to provide support during initial skill acquisition. The introduction of skills is sequenced to facilitate student success. Adequate practice and review is provided to enable students to retain information.

32. 32 Characteristics of Effective Intervention Instruction for Students at Some or High Risk Assessment guides teachers in placing and maintaining students at their instructional levels. Frequent in-program and general outcome progress monitoring assessments are used to determine if students are mastering what is being taught. In-depth reteaching is provided for students who do not pass the assessments.

33. 33 Suggestions to Make DI Beginning Reading Implementations Produce More Student Learning Program coordination Professional development Goals based upon student performance Teaching to fidelity Lesson progress is carefully monitored Adjustment/Regrouping Alignment with special education

34. 34 Integrated Assessment, Intervention, Feedback Loop Plan Instructional Support Implement Instructional Support Evaluate Instructional Support

35. 35 Progress Monitoring Assessments  In-Program Assessments Analyzing Unit Assessments  Out-of Program RF Progress Monitoring Tool (DIBELS) Decision Making Rules

36. 36 In-Program Assessments Consider Individual Performance: –Who are the students who failed one test, two consecutive tests? –Which tests? –Reteach any areas not mastered. –Are the same students failing from time to time? –Does data indicate a possible need for change in grouping placement?

37. 37 Out-of-Program Progress Monitoring  In order to monitor progress toward a predetermined goal, the following components are necessary: Graph: Baseline Data--Goal--Aim Line Decision-Making Plan

38. 38 Graphing 101 - Review Baseline –Where are we starting from? Goal –Where do we want to be at the end of the goal period? Aim Line –How do we know if we are on track for meeting our goal?

39. 39 Sept Oct Nov Dec Jan Feb Mar Apr May 100 90 80 70 60 50 Words Correct Per Minute Aim Line Performance Goal Sample Individual Progress Monitoring Graph X X X Baseline

40. 40 Baseline  Baseline Middle of 3 scores Gathered within one week Use student’s instructional level to progress monitor Use student’s grade level for school-wide benchmarking purposes

41. 41 Goal Setting  Goal Setting For Grade Level and Some Risk Students:  Goals are set by school standards as well as established benchmark scores.

42. 42  Goal Setting For High-Risk Students: Grades K and 1 Set goals to achieve “Grade Level” status. Grade 2 and 3 If Grade Level status is not reasonably attainable, set goal to move to “Some Risk” status at student’s grade level at the end of the year. Goal Setting

43. 43 Aim Line  Connects baseline information to the goal.  Used to judge the rate at which a student is progressing.

44. 44 Sept Oct Nov Dec Jan Feb Mar Apr May 120 100 80 60 40 20 0 Words Correct Per Minute Begin Data Collection Goal Line Begin Data Collection X X X

45. 45 Analyzing Progress Monitoring Data  3-Point Decision Rule After plotting six weeks of data on the students’ graphs review the data using the following rules… National Center on Student Progress Monitoring, Advanced Applications of CBM in Reading, p.6. and Deno, et al Progress Monitoring - Study Group Content Module.

46. 46 Analyzing Progress Monitoring Data 3-Point Decision Rule If 3 consecutive data points are below the goal line, consider making an instructional change in the student’s program. If 3 consecutive data points are above the goal line, consider raising the goal. If the consecutive data points are neither all above or nor below the goal line, continue with the student’s instructional program and monitor progress.

47. 47 Sept Oct Nov Dec Jan Feb Mar Apr May 120 100 80 60 40 20 0 Words Correct Per Minute Begin Data Collection Goal Line X X X What is your instructional decision?

48. 48 Brianna is a first grade student at a new school. There are no previous records from Kindergarten. Recent screening information indicates that Brianna falls into the “High Risk” category of instructional need. Diagnostic information indicates that Brianna has not acquired phonemic awareness skills, she lacks beginning alphabetic skills (few letter-sound relationships), and recognizes few sight words. Brianna Student-Level Application

49. 49 Sept Oct Nov Dec Jan Feb Mar Apr May 60 50 40 30 20 10 Sounds Correct Per Minute - Sample Assessment XYZ Using the 3-Point Rule for Instructional Decision Making Goal Line X X X What is your instructional decision? Make an instructional change Brianna

50. 50 Sept Oct Nov Dec Jan Feb Mar Apr May 60 50 40 30 20 10 Sounds Correct Per Minute - Sample Assessment XYZ Consider Brianna… Goal Line X X X Make an instructional change What is your instructional decision? Brianna

51. 51 …and the loop continues. Plan Instructional Support Implement Instructional Support Evaluate Instructional Support

52. 52 Questions and Comments