1. Instruction Goals Assessment For Each Student For All Students Institute on Beginning Reading II Planning Core/Benchmark, Strategic, & Intensive Interventions - Fall to Winter

2. Simmons, Kame'enui, & Harn © 2003 2 Acknowledgments  Oregon Department of Education  Institute for the Development of Educational Achievement, College of Education, University of Oregon  U.S. Department of Education, Office of Special Education Programs

3. Simmons, Kame'enui, & Harn © 2003 3 Content Development Content developed by: Edward J. Kame’enui, Ph. D.Deborah C. Simmons, Ph. D.Professor, College of EducationUniversity of Oregon Beth Harn, Ph.D.Michael D. Coyne, Ph. D. University of OregonUniversity of Connecticut David Chard, Ph. D. University of Oregon Additional support: Patrick Kennedy-Paine Katie TateNicole Sherman-Brewer University of OregonOregon Reading First

4. Simmons, Kame'enui, & Harn © 2003 4 Copyright  All materials are copy written and should not be reproduced or used without expressed permission of Dr. Edward J. Kame’enui or Dr. Deborah C. Simmons. Selected slides were reproduced from other sources and original references cited.

5. Simmons, Kame'enui, & Harn © 2003 5 Schoolwide: Each & All Prevention Oriented Scientifically Based Results Focused IBR Foundational Features: Translating Research into Practice

6. Simmons, Kame'enui, & Harn © 2003 6 Today’s Focus 1.Goals: What outcomes do we want for our students in our state, district, and schools? 2.Knowledge: What do we know and what guidance can we gain from scientifically based reading research? 3.Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student? 4.Outcome Assessment: How far do we need to go to reach our goals and outcomes? 5.Core Instruction: What are the critical components that need to be in place to reach our goals? 6.Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made? IBR Guiding Questions

7. Simmons, Kame'enui, & Harn © 2003 7 The objectives of today’s session are to: 1.Introduce the alterable variables used to enhance core instruction and learning. 2.Develop plans for core, strategic, and intensive (CSI) interventions for fall to winter. Objectives: What You Will Learn and Do

8. Simmons, Kame'enui, & Harn © 2003 8 Enhancing Instruction  Few core programs are adequate for all children.  Some children will need more examples, teacher support, and practice on selected skills.  A few children will need much more intensive intervention not provided in the core program.

9. Simmons, Kame'enui, & Harn © 2003 9 How Do We Enhance Instruction & Learning?  Remember the focus must be on factors over which you have jurisdiction:  Program & program emphasis  Time (opportunities to learn)  Grouping structures  Quality of instruction & program implementation Alter the fewest number of factors possible that provide the greatest return.

10. Simmons, Kame'enui, & Harn © 2003 10 Instructional Enhancements Increasing Intensity

11. Simmons, Kame'enui, & Harn © 2003 11 Planning Core/Benchmark Instruction: CSI Maps  Goals: Each big idea and high priority skills for months 1-5.  Instructional Need: DIBELS recommendation Instructional Details  Program/materials  Time/day  Grouping  Assessment: Progressive benchmark for fall.

12. Simmons, Kame'enui, & Harn © 2003 12 CSI Map: Kindergarten

13. Simmons, Kame'enui, & Harn © 2003 13 CSI Map: Kindergarten

14. Simmons, Kame'enui, & Harn © 2003 14 CSI Map: Grade 1

15. Simmons, Kame'enui, & Harn © 2003 15 CSI Map: Grade 1

16. Simmons, Kame'enui, & Harn © 2003 16 CSI Map: Grade 1

17. Simmons, Kame'enui, & Harn © 2003 17 CSI Map: Grade 2

18. Simmons, Kame'enui, & Harn © 2003 18 CSI Map: Grade 2

19. Simmons, Kame'enui, & Harn © 2003 19 CSI Map: Grade 3

20. Simmons, Kame'enui, & Harn © 2003 20 CSI Map: Grade 3

21. Simmons, Kame'enui, & Harn © 2003 21 CSI Map: Grade 1 Example  Following is a sample CSI map for Grade 1. The full example can be found in the materials for this section.

22. Simmons, Kame'enui, & Harn © 2003 22 Application Activity  Plan instruction for your core/benchmark students.  Meet with your grade-level team.  Document in each column: programs, time, grouping, and assessment the specific information that communicates your plan to teach all children to attain critical benchmarks by January.  If time permits, proceed to your plan for strategic & intensive intervention.