1. 1 1 Introduction to RTI and the School-Wide Reading Model For Each Student Instruction Goals Assessment For All Students

2. 2 2 Oregon Department of Education Statewide K-3 Literacy Outreach: Introduction to RTI and the School-wide Reading Model

3. 3 3 Acknowledgments and Permissions Oregon Reading First Institutes on Beginning Reading Original Content developed by: Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D. Michael D. Coyne, Ph. D Beth Harn, Ph. D Carrie Thomas Beck, Ph.D. All ORRF materials are copy written and should not be reproduced or used without expressed permission of Trish Travers, Oregon Reading First Center. Selected slides were reproduced from other sources and original references cited.

4. 4 4 Oregon K-12 Literacy Framework and K-3 Statewide Outreach This framework is designed to provide teachers, administrators, parents, and other stakeholders with a blueprint of what districts and schools in Oregon can and must do to help students learn how to read and move toward reading to learn. As Outreach sessions are intended to support districts and schools in their implementation of the Oregon Literacy Framework, each of the Modules has been designed to target one or more of the Framework components. This framework is organized around the following components: Goals (Module 1) Assessment (Modules 1, 2, and 3) Instruction (Modules 1, 4, 5, and 6) Leadership (Module 7) Professional Development (All Modules) Commitment Today’s Session For additional information about the Oregon K-12 literacy framework, including details about the implementation of each component, please visit the Oregon Department of Education website at http://state.or.us

5. 5 5 Oregon Beacon Schools The Oregon Department of Education and Oregon Reading First Center have identified three Beacon Schools to serve as demonstration sites throughout the state: Humboldt Elementary (Portland) Jefferson Elementary (Medford) Lincoln Street Elementary (Hillsboro) Beacon Schools were selected on the basis of the progress they made in demonstrating high quality implementation of effective reading practices and strong student outcomes. Beacon Schools are currently accepting visitors! For more information on who to contact to schedule your visit, please visit the Oregon Reading First Center website at http://oregonreadingfirst.uoregon.edu/beacon_schools.html

6. 6 6 Objectives Understand the components of the School-wide Reading Model. Identify Commonalities of A School-Wide Reading Approach and Response to Intervention (RTI) Understand the roles of a core, supplemental and intervention reading programs. Identify ways to optimize and coordinate assessment, instructional time, scheduling, and grouping school-wide.

7. 7 7 What is A Schoolwide Reading Model? The goal of this schoolwide reading model is to help individual schools build the capacity to support the adoption and sustained use of research-validated practices while still acknowledging and honoring their unique and characteristic differences. The schoolwide reading model will maximize your ability to ensure all your children will read at grade level or above by the end of Grade 3.

8. 8 8 A Schoolwide Reading Model Schoolwide framework or infrastructure that supports comprehensive and coordinated reading goals, assessment and instruction for all students Ongoing progress monitoring and instructional adjustments that allow for differentiated and individualized instruction for each student For Each Student Instruction Goals Assessment For All Student s

9. 9 9 Definition of “Response to Intervention (RTI)” –providing high-quality instruction and intervention matched to student need, –monitoring progress frequently to make decisions about change in instruction or goals and –applying child response data to important educational decisions. (NASDSE, 2005)

10. 10 Core Principles of RTI (National Association of State Directors of Special Education, 2006) 1.We can effectively teach all children using SBRR 2.Intervene early and strategically 3.Use a multi-tier model of service delivery 4.Use a problem-solving approach to make decisions within a multi-tiered model 5.Use research-based, scientifically validated interventions/instruction to the extent available 6.Monitor student progress to inform instruction 7.Use data to make decisions 8.Use assessment for comprehensive purposes

11. 11 Commonalities between SWRM and RTI: A Three-Tier Prevention Model Primary Prevention: to reduce the number of new cases (incidence) of severe difficulty learning to read Secondary Prevention: to reduce the duration of existing cases (prevalence) of severe difficulty learning to read Tertiary Prevention: to reduce complications from established cases of severe difficulty learning to read

12. 12 Sanford (2008) 12 Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success Three Tiered Model Note. Adapted from Walker, H. M., Horner, R. H., Sugai, G. Bullis, M., Sprague, J. R., Bricker, D. & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 194 – 209.

13. 13 Comparing the School-Wide Reading Model And RTIComponents Schoolwide Reading Model RTI Reading Instruction based on SBRR for ALL   Multi-Tiered System   Implement research validated intervention programs and intensify when necessary   Universal Screening System   Progress monitoring System   Data-based decision making   Systems level problem identification and problem solution  Student level problem identification and problem solution  Alternative Special Education Eligibility Determination 

14. 14 Both…  Establishes a tiered approach for addressing student needs, (i.e., Benchmark, Strategic and Intensive).  Maximizes the use of regular and special education resources for the benefit of all students.  Adopts interventions and instructional practices that are based in scientific research  Uses assessment for the purpose of instructional decision making (screening, diagnostic, and progress monitoring)

15. 15 How Do We Establish a School-Wide/RTI Approach to Reading ? First, Acknowledge Teaching Reading is URGENT As early as kindergarten, “meaningful differences” exist between students’ literacy knowledge and experience (Hart & Risley, 1995). In a sample of 54 students, Juel found that there was a 88% probability of being a poor reader in fourth grade if you were a poor reader in first grade (Juel, 1988). 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. –Getting to 100% requires going through the bottom 20%.

16. 16 Research on Early Literacy: What Do We Know? Words Per Minute Reading Trajectory for Second-Grade Reader

17. 17 Middle and Low Trajectories for Second Graders Words Per Minute

18. 18 Third Grade Oral Reading Fluency and Oregon Statewide Assessment Test scores Odds of “meets expectation” on OSAT given 3rd grade TORF of 110 : 90 of 91 or 99%. Odds of “meets expectation” on OSAT given 3rd grade TORF below 70: 4 of 23 or 17%. r =.73 53% of Variance Meets Does not meet Expectations Exceeds Good, 2003

19. 19 –0 school assemblies –Attendance every day from Grade 1 to end of Grade 3 Teaching Reading is Urgent 540 Days Assuming that during reading instruction there are: – 0 absences – 0 field trips – 0 interruptions

20. 20 Why Third Grade? All students will read at or above grade level by the end of Grade 3. Learning to Read Educational Timeline PreK K 1 2 3 4 5 6 7 Infinity Reading to Learn Transitioning

21. 21 How Do We Establish a School-Wide/RTI Approach to Reading? Second, Acknowledge Teaching Reading is Complex Three Complex Systems: –Symbolic System: Alphabetic writing system –Organizational System: Schools as complex host environments –Expert Knowledge System: High quality professional development

22. 22 Symbolic System: Complex Alphabetic Code

23. 23 Three Major Sources of Scientific Knowledge Beginning To Read: Thinking And Learning About Print (Adams, 1990). Preventing Reading Difficulties In Young Children (National Research Council, 1998). Teaching Children To Read: An Evidence-based Assessment Of The Scientific Research Literature On Reading And It’s Implications For Reading Instruction (National Reading Panel, 2000). Teaching Reading Should be Guided by a Scientific Knowledge Base

24. 24 Summary Teaching reading is both essential and urgent. Teaching reading is complex. Teaching reading requires expertise. Teaching reading should be guided by a scientific knowledge base. What do we know and what guidance can we gain from scientifically based reading research?

25. 25 The Planning and Evaluation Tool- Revised (PET-R) is designed to help schools “take stock” of their strengths and areas of improvement in developing a schoolwide beginning reading plan. The items and criteria in the PET-R represent the “ideal” conditions and total to 100 points. Score reflects how you are currently doing as a school in your instructional practices. This tool is designed to assist in your planning and implementation. PET Planning & Evaluation Tool (Simmons & Kame’enui, 2003)

26. 26 Overview of the PET-R Evaluation Sections reflect critical components of a Schoolwide Model: I. Goals, Objectives, Priorities II. Assessment III. Instructional Program and Materials IV. Instructional Time V. Differentiated Instruction/Grouping/Scheduling VI. Administration/Organization/Communication VII. Professional Development Scoring/Summary Sections: –Individual Summary Score (pg 11) –Average Schoolwide Overall Scores (pg 13) –Narrative Summary

27. 27 Completing the PET-R PET-R can be completed individually or in school teams: Evaluation Criteria: Each item has a value of 0, 1, or 2 to indicate the level of implementation. –Some items are designated with a factor, (e.g., x 2). Items with this designation are considered more important in the overall reading program. Multiply your rating by the number in parentheses and record that number in the blank to the left of the item. Documentation of Evidence: In the right-hand column of the table for each section, document the evidence to support your rating for each item. –Ex. What does it look like? How would an outsider know?

28. 28 School Summary Score 1.After your team evaluates current practices on all 7 elements, proceed to page 11 in the PET. 2.Summarize the total score for each element and write that score plus the percent attained of the possible total in the spaces provided. 3.Sum your total school score and percentage. 4.Retain a copy of this document for planning.

29. 29 Planning and Evaluation Tool for Effective Schoolwide Reading Programs Individual Summary Score Directions: Return to each element (e.g, goals, assessment) and total the scores at the bottom of the respective page. Transfer each elements’ number to the designated spaces below. Sum the total scores to compute your overall evaluation of the schoolwide reading program. The total possible value is 100 points. The total score can be used to evaluate the overall quality of the school’s reading program. Evaluate each element to determine the respective quality of implementation. For example, a score of 11 in Goals/ Objectives/ Priorities means that in your estimation the school is implementing approximately 80% of the items in that element. ElementScorePercent I. Goals/Objectives/Priorities12/1486% II. Assessment14/2080% III. Instructional Practices and Materials18/2282% IV. Instructional Time8/1457% V. Differentiated Instruction / Grouping8/1080% VI. Administration / Organization / Communication 8/1267% VII. Professional Development6/875% Total Score76/10076%

30. 30 Institute on Beginning (IBR) Reading Action Plan (RAP) Name of School, DistrictCity, State Reading Goals and Priorities 1. What: _________________________________________________________ _________________________________________________________________ Who: ____________________________________________________________ When: ___________________________________________________________ 2. What: _________________________________________________________ _________________________________________________________________ Who: ____________________________________________________________ When: ___________________________________________________________ 3. What: _________________________________________________________ _________________________________________________________________ Who: ____________________________________________________________ When: ___________________________________________________________ Committee Members: ___________________ _______________________

31. 31 Reading Action Plans 1.Locate the Reading Action Plan (RAP) at the end of the PET. 2.With your team, review the scores on the PET Individual Summary to identify three areas in which you want to focus for the coming school year. 3.Example goals include: Establish and implement a schoolwide assessment system. Refine and prioritize reading goals & objectives for grades K-3. Select, adopt, and implement a core reading program. 4.Once refined, document the goal (what), who will be responsible, and when the goal will be accomplished.

32. 32 PET-R Section I: Goals, Objectives, Priorities Goals for reading achievement are clearly defined, anchored to research, prioritized in terms of importance to student learning, commonly understood by users,consistently employed as instructional guides by teachers of reading.

33. 33 Planning and Evaluation Tool for Effective Schoolwide Reading Programs Internal/External Auditing Form 012 Not in placePartially in placeFully in place Evaluation CriteriaDocumentation of Evidence 1. Goals, Objectives, and Priorities - Goals for reading achievement are clearly defined, anchored to research, prioritized in terms of importance to student learning, commonly understood by users, and consistently employed as instructional guides by all teachers of reading. Goals and Objectives: ______ 1. Are clearly defined and quantifiable at each grade level ______ 2. Are articulated across grade levels ______ 3. Are prioritized and dedicated to the big ideas (I.e. phonemic awareness, phonics, fluency, vocabulary, and comprehension) in reading (x 2). _____ 4. guide instructional and curricular decisions (e.g., time allocations, curriculum program adoptions) (x 2). _____ 5. are commonly understood and consistently used by teachers and administration within and between grades to evaluate and communicate student learning and improve practice. ____/14 Total Points ________% Percent of Implementation: 7 = 50% 11 = 80% 14 = 100%

34. 34 Goals Specific goals that include targeted, measurable, outcomes with a precise time frame. Reading and literacy goals aligned with “big ideas” in beginning reading Curriculum-based or standards-based 180-day pacing maps Clear goals and expectations for each grade Reliance on research to determine what to teach and when to teach it A Set of Strategic, Research-Based, & Measurable Goals To Guide Instruction, Assessment, and Learning

35. 35 Beginning Reading Goals: –Tell you what to teach and when –Provide a framework for determining whether students are learning enough –Provide a framework for determining whether instruction is meeting the needs of all students In beginning reading, specific goals provide a detailed map to guide instruction, assessment and learning.

36. 36 Goals Aligned With “Big Ideas” in Beginning Reading 1.Phonemic Awareness: The ability to hear and manipulate sound in words. 2.Alphabetic Principle: The ability to associate sounds with letters and use these sounds to read words. 3.Accuracy and Fluency with Connected Text: The effortless, automatic ability to read words in isolation (orthographic coding) and connected text. 4.Vocabulary Development: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. 5.Comprehension: The complex cognitive process involving the intentional interaction between reader and text to extract meaning.

37. 37 Phonological Awareness The ability to hear and manipulate sounds in words.

38. 38 Definitions Continuous sounds Stop sounds Onset-rime Phoneme Phoneme Blending Phoneme Segmentation Phonemic Awareness Phonics Phonological Awareness

39. 39 Activity Please take out your Phonological Awareness Definitions activity sheet Partner up! Read the examples and definitions. Find the idea that matches the definition or example from the word bank. Write it in the box next to the definition or example. Use your definitions sheet to help you if you get stuck

40. 40 WordDefinition or Example A. Stop sound A. /t/ B. Onset-Rime B. /r/-/ipple/ C. Phonics C. mapping sounds to print D. Phoneme D. The smallest unit of sound E. Phoneme segmentation E. taking a word apart into all of it’s sounds F. Continuous sound F. /mmm/ G. Phonological awareness G. The understanding that words are composed of sounds, and the ability to hear and manipulate those sounds H. Phonemic awareness H. The awareness of the individual sounds that comprise words I. Phoneme blending I. putting sounds together to make a word WordDefinition or Example A. A. /t/ B. B. /r/-/ipple/ C. C. mapping sounds to print D. D. The smallest unit of sound E. E. Taking a word apart into all of it’s sounds F. F. /mmm/ G. G. The understanding that words are composed of sounds, and the ability to hear and manipulate those sounds H. H. The awareness of the individual sounds that comprise words I. I. Putting sounds together to make a word

41. 41 Phonological Awareness Sequence of Instruction Continuum Concept of Word—comparison and segmentation Rhyme—recognition and production Syllable—blending, segmentation, deletion Onset/Rime—blending, segmentation Phoneme—matching, blending, segmentation, deletion, and manipulation

42. 42 Alphabetic Principle The ability to associate sounds with letters and use these sounds to form words. –The understanding that words in spoken language are represented in print. –Sounds in words relate to the letters that represent them. Liberman & Liberman, 1990)

43. 43 Why Teach a Strategy? If we teach a child to read: Then she can read: 10 words 10 letter-sounds and blending 720 3-sound words 4,320 4-sound words 23,600 5-sound words If we teach a child to read: Then she can read: 10 words 10 letter-sounds and blending Watkins & Slocum, 2003

44. 44 What Skills Does Alphabetic Principle Include? Letter-Sound Correspondences: Knowing the sounds that correspond to letters (the sound of b is /b/, the sound of a is /aaa/) Regular Word Reading/Spelling: Reading/spelling words in which each letter represents its most common sound (mat, sled, fast) Irregular Word Reading/Spelling: Reading/spelling words in which one or more letter does not represent its most common sound (the, have, was) Advanced Word Analysis Skills: Reading/spelling words that include letter patterns and combinations (make, train, string) Structural Analysis: Reading/spelling multisyllabic words and words with prefixes and suffixes (mu-sic, re-port, tall-est, Wis-con-sin)

45. 45 anterior Broca’s area Inferior frontal gyrus (articulation) Parieto-temporal (word analysis, meaning processor) Occipito-temporal (word form, letter identification) Reading and the Brain

46. 46 What the Research Says About Alphabetic Principle (AP) A primary difference between good and poor readers is the ability to use letter-sound correspondences to identify words. (Juel, 1991) Difficulties in decoding and word recognition are at the core of most reading difficulties. (Lyon, 1997) Students who acquire and apply the alphabetic principle early in their reading careers reap long-term benefits. (Stanovich,1986) Because our language is alphabetic, decoding is an essential and primary means of recognizing words. There are simply too many words in the English language to rely on memorization as a primary word identification strategy. (Bay Area Reading Task Force, 1996)

47. 47 Frustration: How it Feels to Read Without Fluency

48. 48 Fluency “may be almost a necessary condition for good comprehension and enjoyable reading experiences” (Nathan & Stanovich, 1991, pg. 176). If a reader has to spend too much time and energy figuring out what the words are, she will be unable to concentrate on what the words mean (Coyne, Kame’enui, & Simmons, 2001). Repeated reading procedures that offer guidance and feedback are effective for improving word recognition, fluency, comprehension, and overall reading achievement through grade 5. ( National Reading Panel, 2000) Why is Fluency Instruction Important?

49. 49 Qualitative Difference In one minute, we can obtain a reliable indicator of early reading proficiency. The two students require substantially different instruction toward the goal of being lifelong readers. What are the skill differences between the two readers? Source: Simmons, Harn, Kaame’enui. 2003.

50. 50 Fluent readers: Focus their attention on understanding the text Synchronize skills of decoding, vocabulary, and comprehension Read with speed and accuracy Interpret text and make connections between the ideas in the text Nonfluent readers: Focus attention on decoding Alter attention to accessing the meaning of individual words Make frequent word reading errors Have few cognitive resources left to comprehend What the Research Says About Fluency

51. 51 GradePercentileFall WCPMWinter WCPMSpring WCPM 1 90 75 50 25 10 81 47 23 12 6 111 82 53 28 15 2 90 75 50 25 10 106 79 51 25 11 125 100 72 42 18 142 117 89 61 31 3 90 75 50 25 10 128 99 71 44 21 146 120 920 62 36 162 137 107 78 48 National ORF Rates by Grade Level Tindal and Hasbrouck, 2004

52. 52 ORF Growth Rates

53. 53 Vocabulary Knowledge What is it?... –Expressive Vocabulary: Requires a speaker or writer to produce a specific label for a particular meaning. –Receptive Vocabulary: Requires a reader or listener to associate a specific meaning with a given label as in reading or listening.

54. 54 The Vocabulary Gap Children who enter with limited vocabulary knowledge grow more discrepant over time from their peers who have rich vocabulary knowledge (Baker, Simmons, & Kame’enui, 1997) The number of words students learn varies greatly. 2 vs. 8 words per day 750 vs. 3000 per year

55. 55 Meaningful Differences Words heard per hour Words heard in a 100-hour week Words heard in a 5,200 hour year 4 years Welfare 61662,0003 million13 million Working Class 1,251125,0006 million26 million Professional 2,153215,00011 million45 million Hart & Risley 1995, 2002

56. 56 Activity: Factors that Impact Reading Comprehension Reader Based Factors Text Based Factors Big Ideas in Beginning Reading, Univ. of Oregon http://reading.uoregon.edu/comp/comp_why.php Instructional Factors

57. 57 Research on Reading Comprehension tells us that... Readers who comprehend well are also good decoders. Implications: Teach decoding and word recognition strategies. Time spent reading is highly correlated with comprehension. Implications: Provide for lots of in-class reading, outside of class reading, independent reading. Encourage students to read more, read widely, and help them develop a passion for reading. Big Ideas in Beginning Reading, Univ. of Oregon http://reading.uoregon.edu/comp/comp_why.php

58. 58 What Are the Key Comprehension Strategies to Teach? Activating and Using Background Knowledge Generating and Asking Questions Making Inferences Predicting Summarizing Visualizing Comprehension Monitoring

59. 59

60. 60 For More on Big Ideas:

61. 61 Curriculum Maps (Simmons & Kame’enui, 1999) Goals Organized by “big ideas” for each grade level Provide curriculum-based 180-day pacing maps Provide specific goals and outcomes for each grade (i.e., what to teach and when) Based on research in beginning reading

62. 62 “Big Idea” Skill Outcomes X Instructional Emphasis Measurable DIBELS Benchmark How to Read Curriculum Maps Months

63. 63 Example: Kindergarten Phonemic Awareness

64. 64 School Team Activity: Curriculum Map Practice Complete Curriculum Map Breakout Activity Work in grade level teams. Answer the following questions for each of the big ideas using the curriculum map for your grade –What is a high priority skill in my grade level for a specific instructional priority (i.e., phonemic awareness)? –During what months should instruction focus on this skill? –Is there a measurable DIBELS benchmark associated with this skill?

65. 65 Goals The Curriculum Maps are only one example of schoolwide reading goals Other examples include state or local reading standards or frameworks How do your state and/or local standards or frameworks compare to the Curriculum Maps? How are they similar – different?

66. 66 PET-R Section II: Assessment Instruments and procedures for assessing reading achievement are: clearly specified,measure essential skills, provide reliable and valid information about student performance, inform instruction in important, meaningful, and maintainable ways.

67. 67 Assessment is the collection of data to make decisions. (Salvia & Ysseldyke, 1997)

68. 68 Examples of Assessment that Your District Might be Using: End of Unit Tests DIBELS CBM OSAT What others?What others?

69. 69 Taking Stock: What Reading Assessments Are Currently Being Used in your district or school?

70. 70 Data Used to Make Instructional Decisions Are we meeting our goals? Did we do better this year than last year? Is our core curriculum and instruction working for most students? How do we match instructional resources to educational needs? Which children need additional resources to be successful? Which children need which skills? How well is intervention/instruction working? Is instruction working for some groups but not others? Is intervention effective?

71. 71 A Valid and Reliable Schoolwide Assessment System To Monitor Progress in the Early Grades  Assessment linked to big ideas  Schoolwide assessment system includes screening, diagnostic, progress monitoring, and outcome measures that are established and maintained  Dynamic Indicators of Basic Early Literacy Skills (DIBELS)  Assessment used to monitor progress for all students 3 times per year  To enable early identification Assessment

72. 72 How do we find evidence that an assessment instrument is reliable and valid? Possible Sources of Information: –Assessment Manual –Technical Reports –Peer Reviewed Research ….but you have to know how to critique the technical adequacy of the measures! Expert Summaries and Analysis: –National Center on Progress Monitoring www.studentprogress.org –Analysis of Reading Assessment Analysis for K-3 http://idea.uoregon.edu/assessment/index.html

73. 73 Reading Assessment for Different Purposes An effective, comprehensive reading program includes reading assessments for four purposes: –Outcome - Provides a bottom-line evaluation of the effectiveness of the reading program in relation to established performance levels. –Screening - Designed as a first step in identifying children who may be at high risk for delayed development or academic failure and in need of further diagnosis of their need for special services or additional reading instruction.

74. 74 Reading Assessment for Different Purposes An effective, comprehensive reading program includes reading assessments for four purposes: –Diagnosis - Helps teachers plan instruction by providing in- depth information about students’ skills and instructional needs. –Progress Monitoring - Determines through frequent measurement if students are making adequate progress or need more intervention to achieve grade-level reading outcomes.

75. 75 Progress Monitoring in an Outcomes Driven Model Identify Need for Support Validate Need for Support Plan Instructional Support Evaluate Support Implement Instructional Support Review Outcomes Good, R.H., Gruba, J., & Kaminski, R. (2002). Best practice in using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in an outcomes-driven model. In A. Thomas & Grimes (Eds.), Best practices in school psychology IV (pp. 699-720). Bethesda, MD: National Association of School Psychologists. Provide Instructional Support Based on Integrated Assessment – Intervention Feedback Loop or in other words Progress monitoring Benchmark Assessment Further diagnostic assessment and other data sources

76. 76 Outcomes Driven Model in a Picture Nonsense Word Fluency Mid-year cutoff at risk Mid-year cutoff low risk Increase intensity of Intervention: 1) Increase intervention fidelity 2) Increase time 3) Smaller Group Size 1. Identify Need for Support2. Validate Need for Support3. Plan and Implement Support4. Evaluate and Modify Support5. Review Outcomes Outcomes Driven Model in a Picture Implement a Research-Based Intervention Good, 2007

77. 77 Where are we? What is our goal? What course should we follow? How are we doing? Actual Course Desired Course Our Goal We are Here

78. 78 Creating A Coordinated and Integrated Approach: Avoid: Using Multiple Assessments for the Same Purpose Using Assessments without Established Reliability and Validity Collecting Data Without Using It Collecting Data Without Knowing Why

79. 79 Creating a Coordinated and Integrated Assessment Road Map: What does this mean for us? Where are multiple assessments being used for the same purpose? Where are assessments being used without evidence of reliability and validity? Where are additional assessments needed? How could the data management coordination be improved? How could the communication of assessment results be improved?

80. 80 What Are DIBELS™? Dynamic 98.6 Indicators of Basic Early Literacy Skills

81. 81 Height and Weight are Indicators of Physical Development

82. 82 The Need for Results-Focused Assessment Instructional Time is Precious: Need to spend time teaching, not testing –DIBELS measures do not assess all aspects of reading –Short duration fluency-based measures Some Skills are More Important Than Others: –Assesses skills predictive of later reading proficiency –Provides timely feedback to schools and teachers to enable responsive instruction –Allows early identification of students who need instructional support –Assesses whether children are learning enough

83. 83 DIBELS Stepping Stones to Literacy Reading Difficulty and Failure Phonemic Awareness Awareness Alphabetic Principle Principle Reading Fluency Reading Fluency Vocabulary and Comprehension Comprehension Reading and Literacy © Good & Fierro Vocabulary and Comprehension Comprehension Vocabulary and Comprehension Comprehension

84. 84 Stepping Stones: Dr. Roland Good

85. 85 A Schoolwide Assessment System Each measure has a research-based goal –Two parts to every goal: How much / How well? By when? MeasureHow Much?By When? Initial Sounds Fluency 25 or moreMiddle of K Phonemic Segmentation Fluency 35 or moreEnd of K Nonsense Word Fluency 50 or moreMiddle of First Oral Reading Fluency 1st: 40 or more 2nd: 90 or more 3rd: 110 or more 1st: End of Year 2nd: End of Year 3rd: End of Year

86. 86 Relation of DIBELS to Purposes of Assessment Utility of DIBELS Purpose of AssessmentUtility ScreeningYes Progress MonitoringYes DiagnosticPossibly with expert teachers OutcomeSelected measures

87. 87 “Why are we doing this?” Assessment Tool Purpose(s) DIBELS Screening Diagnostic Progress Monitoring Outcomes End of Unit Tests Screening Diagnostic Progress Monitoring Outcomes OSAT Screening Diagnostic Progress Monitoring Outcomes Other:__________ Screening Diagnostic Progress Monitoring Outcomes

88. 88 How to Collect Schoolwide Data http://dibels.uoregon.edu/logistics.php

89. 89 Considerations Goal: To collect valid and reliable benchmark data as efficiently and economically as possible, with minimal disruption. Before deciding on an approach to use, consider: –Number of students to be assessed –School calendar and events –Timeline for completion of assessment –Availability of resources

90. 90 Developing a Plan To Collect Schoolwide Data Who will collect the data? How long will it take? How do we want to collect the data? What materials does the school need? How do I use the DIBELS Website? How will the results be shared with the school? More details are available in the document entitled “Approaches and Considerations of Collecting Schoolwide Early Literacy and Reading Performance Data” on DIBELS web.

91. 91 How Will the Results Be Shared With the School? Schedule time soon after data collection to share and distribute results –School-level: Staff meeting –Grade-level: Team meetings Determine a method of addressing concerns –Identifying at-risk students –Answering questions about the results –Re-thinking the data collection approach

92. 92 Taking Stock of Assessment Assessment Name GradePurpose of Assessment (circle) Where do you find evidence of reliability and validity? Data Management Plan Strengths/ Weaknesses Screening Diagnostic Progress Monitoring Outcome Screening Diagnostic Progress Monitoring Outcome Screening Diagnostic Progress Monitoring Outcome Screening Diagnostic Progress Monitoring Outcome Reading Math

93. 93 Taking Stock of Assessment: Example Assessment Name GradePurpose of Assessment (circle) Where do you find evidence of reliability and validity? Data Management Plan Strengths/ Weaknesses DIBELS K-5 Screening Diagnostic Progress Monitoring Outcome National Center for Progress Monitoring DIBELS Tech Report DIBELS Data System Screening Diagnostic Progress Monitoring Outcome Screening Diagnostic Progress Monitoring Outcome Screening Diagnostic Progress Monitoring Outcome Reading Math

94. 94 Taking Stock of Assessment: Assessment Name GradePurpose of Assessment (circle) Where do you find evidence of reliability and validity? Data Management Plan Strengths/ Weaknesses Screening Diagnostic Progress Monitoring Outcome Screening Diagnostic Progress Monitoring Outcome Screening Diagnostic Progress Monitoring Outcome Screening Diagnostic Progress Monitoring Outcome Reading

95. 95 PET-R Section III: Instructional Programs and Materials The instructional programs and materials have documented efficacy, are drawn from research- based findings and practices, align with state standards and benchmarks, and support a full range of learners.

96. 96 Types of Reading Programs Vaughn et al, 2001. CORE, 2003. Provide essential areas of reading instruction for the majority of students. Core Reading Program (Benchmark) Provide additional instruction in one or more areas of reading to support the core. Supplemental Reading Program (Strategic) Provide additional instruction to students performing below grade level on one or more essential instructional skills. Intervention Reading Program (Intensive) 80% 15% 5% Classifying Reading Programs

97. 97 Advantages of Implementing a Core Program Increasing communication and learning Improving communication –Teachers within and across grades using common language and objectives Improving learning –Provides students a consistent method or approach to reading which is helpful for all students –Provides teachers an instructional sequence of skill presentation and strategies to maximize student learning –Provides more opportunity to differentiate instruction when necessary

98. 98 Architecture of Quality Programs Features of well-designed programs include: –Explicitness of instruction for teacher and student Making it obvious for the student –Systematic & supportive instruction Building and developing skills –Opportunities for practice Modeling and practicing the skill –Cumulative review Revisiting and practicing skills to increase strength –Integration of Big Ideas Linking essential skills

99. 99 Changing Emphasis of Big Ideas Comprehension Vocabulary Automaticity and Fluency with the Code Alphabetic Principle Phonological Awareness 321K Listening Reading Listening Reading Multisyllables Letter Sounds & Combinations

100. 100 Quality Programs in the Hands of Effective Teachers To optimize program effectiveness: 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) Provide scaffolded support to students (e.g., give extra support to students who need it) Provide opportunities for practice with corrective feedback (e.g., maximize engagement and individualize feedback)

101. 101 Diverse Student Populations Source: Simmons, Kame’enui, Harn & Coyne, 2003. Kindergarten Instruction Write down two things you observed Mr. Lee do that positively impacted student learning:

102. 102 The “Consumers Guide” provides a common metric for evaluating core programs: 1.Scope of program and prioritization of skills 2.Quality and nature of the delivery of instruction Examining Program Content

103. 103 TOOL: Consumer’s Guide to Evaluating a Core Reading Program Developers: Drs. Deborah C. Simmons and Edward J. Kame’enui, University of Oregon Why Developed: To assist states, districts and schools in the selection of research-based tools When Developed: As part of National Center to Improve the Tools of Educators’ scope of work (1990-2000) Purpose: To document and quantify the design and delivery features of core reading programs.

104. 104 Consumer’s Guide: Criteria Used to Evaluate Programs Programs Evaluated by Grade Within Grade by Big Idea Criteria Drawn from Scientifically Based Effective Interventions and Science of Reading and Learning Theory Uses the following criteria for each critical element: = Program consistently meets/exceeds criterion = Program partially meets/exceeds criterion = Program does not satisfy the criterion

105. 105 http://oregonreadingfirst.uoregon.edu/curriculum_review.php

106. 106 PET-R Section IV: Instructional Time A sufficient amount of time is allocated for instruction and the time allocated is used effectively.

107. Instructional Time –“The amount of instructional time makes a huge difference in our student’s progress - also, the amount of instructional time at each individual’s level, being able to get what they need. We made the time.” - RF Coach 107

108. Instructional Time “We are determined to get all the instructional time we can. We test the first week. We collaborate and form groups. We begin ability group instruction in the first weeks. We teach to the end of the year. We tweak 15 more minutes for instruction by changing a transition. We are committed to getting the time our kids need. We keep looking at our schedule.” - RF Coach 108

109. 109 LEVEL OF SUPPORTINSTRUCTIONAL 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 SUPPORTINSTRUCTIONAL 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 LEVEL OF SUPPORTINSTRUCTIONAL PLAN ASSESSMENT PLAN Strategic (Supplemental) SBRR Core Reading Program Plus Strategies/Supplements minimum 90 minutes daily Progress Monitoring: Monthly In-Program Assessments Screening & Outcome Assessment Three Levels of Support, Instruction, and Assessment The Big Picture.......

110. 110 CSI Map - Instructional Action Plan

111. 111 Instructional Recommendation (label and number)

112. 112 Describe participation in the core: whole group, small group, and independent work

113. 113 Describe participation in supplemental and intervention programs (one per column)

114. 114 A place to record independent work for students in supplemental and intervention programs

115. 115 List types of in-program tests administered in core and in supplemental and intervention programs.

116. 116 Room to list up to three out-of-program tests for each subgroup

117. 117 PET-R Section V: Differentiated Instruction/ Grouping/ Scheduling Instruction optimizes learning for all students by tailoring instruction to meet current levels of knowledge and prerequisite skills and organizing instruction to enhance student learning.

118. 118 Instruction, Grouping, and Scheduling That Optimizes Learning Instruction: Grouping Differentiated instruction aligned with student needs Creative and flexible grouping used to maximize performance

119. 119 Ongoing Instructional Adjustments Based on Assessment Data to Meet the Needs of Each Student Instructional Adjustments To effectively differentiate instruction, schools need to: –use assessment results to determine student needs and profiles –Group students based on instructional needs How do we use assessment results to group students effectively?

120. 120 Instructional Adjustments Grouping: Reduce group size

121. 121 Instructional Adjustments Program Efficacy: Preteach components of core program

122. 122 Instructional Adjustments Coordination of Instruction: Meet frequently to examine progress

123. 123 Grouping Options Students: Within class, across class, across grade Size: Whole class, small group (e.g. 3-8), one-on-one Organization: Teacher led, peer tutoring, cooperative learning Location: In classroom, outside of classroom Creative and Flexible Grouping Used to Maximize Performance

124. 124 PET-R Section VI: Administration/ Organization/ Communication Strong instructional leadership maintains a focus on high-quality instruction, organizes and allocates resources to support reading, and establishes mechanisms to communicate reading progress and practices.

125. 125 What are the most essential parts of the principal’s role in the schoolwide beginning reading model? 1.Setting high expectations 2.Being visible and involved in the reading program 3.Supporting use of data to adjust instruction 4.Actively collaborating with the coach and teachers to support students’ reading success

126. 126 “I am not an expert in reading, but with the training and coaching we’ve had, I’ve been able to learn right along with the teachers. Now I can walk in and take a teacher’s group for a few minutes and know what to do.” - RF Principal

127. 127 Leadership Example

128. 128 PET-R Section VII: Professional Development Adequate and ongoing professional development is determined to support reading instruction.

129. 129 An Integrated System of Research-Based Professional Development and Resource Allocation Professional Development Ongoing professional development established to support teachers in the implementation of programs Time allocated for educators to analyze, plan, and refine instruction Professional development efforts explicitly linked to scientifically based programs and practices

130. 130 Your school has had strong outcomes. To what do you attribute that success? devoting more time to reading instruction monitoring student performance and adjusting instruction as indicated having benchmark targets and goals setting and following up on high expectations - RF Principals

131. 131 What advice would you give to another school considering implementing a program like this? the principal needs to lead, to set expectations and to support others to meet those expectations be flexible and creative about grouping and scheduling learn from other schools consistent curriculum and use of data are very important you have nothing to lose and everything to gain - RF Principals

132. 132 “ We have not succeeded in answering all of our questions. Indeed, we often feel we have not completely answered any of them The answers we have found only serve to raise a whole set of new questions. In some ways, we feel we are as confused as ever, but we believe we are confused on a much higher level, and about more important things.”

133. 133 GEOMETRIC REVIEW What “squared” with what you already knew? What do you see from a new angle? What completed a circle of knowledge? Of what do you now have a more complete understanding?