Reading Interventions and RTI: Changing General Education

Reading Interventions and RTI: Changing General Education

Donna Scherr, Region XIV 325-675-8680 dscherr@esc14.net

RTI, Response to Intervention

• “RTI is a process where a student’s response to appropriate, high-quality, research-based instruction and intervention is documented across tiered levels of services.”

Dr. Jan Hasbrouck

The Goal of RTI: PREVENTION

• “Reduce the number of students with academic or behavior problems designated as “disabled.”

Dr. Jan Hasbrouck

How can RTI accomplish this goal?

Research has confirmed that we can PREVENT

• many, if not most, reading difficulties that are not brain based.

Dr. Jan Hasbrouck

• Therefore we can prevent incorrectly labeling a child.

Favorite Success Stories

• Reading First Leadership Summit, 2009

• Look at La Vega Elementary, Houston ISD or even our own Highland ISD.

• http://www.meadowscenter.org/vgc/pd/trfi/summit2009.asp

Reading First Leadership Summit

• Common Themes:

– Data

– Leadership

– Sustained Professional Development

– TIER I enhanced– Regular Team Meetings

Doing What Works

• Find lessons.

• Find video clips of interventions in action.

• http://dww.ed.gov/

– Learn what works.

– See how it works.

– Do what works.

•

Practice Guides

• What Works Clearinghouse

• http://ies.ed.gov/ncee/wwc/

• Practice Guides cover all subjects

NEW Research on Adolescent Literacy

• Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Success

• Final report from Carnegie Corporation of New York’s Council on Advancing Adolescent Literacy

• http://www.carnegie.org/literacy/tta/

Time to Act Findings

• Reading is developmental.

• Literacy must be taught across the core and by core content teachers who help students understand the vocabulary and increase the comprehension of the text within their own disciplines.

TALA

• TALA initiative teaches middle school teachers how to do this!

• Therefore, an excellent way to change TIER is to make sure that 6-8th grade social studies, math, science and ELA teachers attend TALA----and use the routines!

TALA Success Story

• Outside Evaluators reported to TEA that 6th grade EL learners and at-risk students, in schools with a high degree of TALA routines implementation, improved on their TAKS reading tests.

• TALA will therefore be funded for two more years!

Time to Act Success Story

• Duncan Polytechnical High School, Fresno, CA

• 91% free and reduced-price means

• 34% EL learners

Duncan Polytechnical High School, Fresno, CA

• Change started with strategies for effective textbooks, moved to writing across core, added 30 minutes of professional development daily.

• Leadership opportunities spread across the school and expected!

Duncan Success

• All content teachers must teach literacy of their content; they can’t say, “ ‘I am not a teacher of reading’ ” (pg.40).

Duncan Success

• Entering students receive foundation in technological literacy skills as well as strong foundation in math, reading and language arts.

Duncan Success

• SSR 20 minutes daily

• Summer Bridge Program for incoming freshman

• 9th grade reading class focused on advanced expository text and college level reading

Duncan Transformation

• Formerly “an occupational training school for dropouts or nonacademic students seeking the basics of vocation” (pg.39)

Today…

• 97% graduation rate/18% complete baccalaureate degree

• NASSP’s Breakthrough High School recognition

• U.S. News and World Report bronze medal

• Surpassed seven other schools within Fresno Unified School District

• One of CA’s highest achieving schools

TEA: Best Practices Clearinghouse

• http://ritter.tea.state.tx.us/bestprac/

• Our very own Wylie High School is highlighted for instruction in high school science!

Other Places to Find Success Stories

• Institute of Education Services

http://ies.ed.gov/

• National Center on Response to Intervention

http://www.rti4success.org/

• Building RTI Capacity

http://buildingrti.utexas.org/

More RTI Websites with Success Stories

• Center on Instruction

• http://www.centeroninstruction.org/

• IRIS Center, Vanderbilt University

• http://iris.peabody.vanderbilt.edu/

• RTI Action Network

• http://www.rtinetwork.org/

Research

• Regional Education Laboratory Program

http://ies.ed.gov/ncee/edlabs/

Why is Reading so difficult to teach?

National Reading Panel, 2000

• Educators have to address the five components of reading:

• Phonemic Awareness

• Phonics

• Fluency

• Vocabulary

• Comprehension

Intervention Planning: Step 1: Student and Campus Identification of needs

• Identify students and areas of difficulty through screening and diagnostic assessments.

• Identify individual students as well as campus level areas of difficulty.

• Decide on what data will be gathered and criteria to place a child in Tier II.

Step1: Set Criteria for Placement in Tier II

• http://ritter.tea.state.tx.us/curriculum/readingfirst/TPRIREADFIRSTTIER2CRITERIA.pdf

Sample for TPRI: GRADE 1 BOY • 1. Still Developing on TPRI GRADE 1 BOY SCREENING. MOY • 1. Listening Comprehension, OR • 2. Reading Story 1 or Story 2, OR• 3. Reading Story 3, 4, or 5 at a rate less than 40 WCPM. EOY • 1. Still Developing on TPRI GRADE 1 EOY SCREENING, OR • 2. Listening Comprehension, OR • 3. Reading Story 1 or Story 2, OR • 4. Reading Story 3, 4, or 5 at a rate less than 60 WCPM.

Step 2: Individual Students

• Match appropriate intervention to meet the area of difficulties identified in an individual student’s diagnostic assessments.

Step 2: Campus Level

• Make a plan to change Tier I instruction.

• Implement professional development.

• Create leadership opportunities.

• Implement changes.

Step 3: Intervention for Individual Students

• Tier II intervention taught in a direct, systematic, explicit and accelerated manner.

• Tier II taught with a sense of urgency.

• Goal is to return the child to Tier I instruction.

Step 3: Tier I Campus Level Instruction

• Support teachers as they teach Tier I in a more direct, systematic manner with attention to differentiated instruction.

• Support leadership.

• Support literacy across core-reading and writing in the various disciplines.

Step 4: Progress Monitor

• Progress Monitor students as well as campus plan for Tier I.

• Adjust instruction for students if needed.

• Provide on-going support for teachers.

• National Center on Student Progress Monitoring

• http://www.studentprogress.org/

A Good Reading Program

• K-3- give early identification assessment that is used to create Tiered instruction, i.e. small group instruction in Tier I, and criteria for students to be put in Tier II or Tier III

3 Tiered Model of Reading• http://ritter.tea.state.tx.us/curriculum/readi

ngfirst/instrucframe.html

As You Move into the Upper Grades

• Monitor Fluency, Comprehension and Vocabulary

• Goal is to have students reading 150 wcpm with comprehension during middle school.

• Use a diagnostic.

• Make sure the intervention targets the key areas.

Upper Grades

• ELL students may have to have instruction in phonemic awareness and phonics.

• Some middle school struggling readers need phonics and morphology (roots) in addition to fluency, vocabulary and comprehension.

All Grades

• Use combination of programs (software, direct instruction, etc..) Just match the program with the need. Don’t target just one need.

• For example, Read Naturally targets fluency. REWARDS targets phonics. Now, you would need something for morphology and comprehension.

Goal: Middle of 3rd grade

• According to research done on TPRI, students who were reading 90 wcpm with COMPREHENSION at the middle of third grade (MOY) were more than likely going to pass TAKS.

• Those who were not reading at this rate would more than likely fail.

• Use AIMSweb, STEEP, fluency probes to make sure your 3rd graders are on target.

What about 4th and 5th grade?

• If a child is unsuccessful on 3rd grade TAKS, they should automatically start 4th grade in Tiered Intervention.

• Diagnostic Tools: See “Commonly Used Assessments for Older Students” from Florida Center for Reading Research. (A personal response to me from the Director of Assessment Programs.)

5th Grade SSI Year

• If a child is unsuccessful on their first administration, BEST PRACTICE would be for the GPC to recommend that as part of the accelerated instruction in 6th (if the child goes to 6th), the student must be given the Texas Middle School Fluency Assessment, or TMSFA.

TMSFA

• This is the free, Texas-created diagnostic tool designed to help your teachers and interventionists diagnose why a student is failing reading.

TMSFA-Students will fail because:

A. They cannot decode multi-syllabic words such as determination, anxiety and quadrilateral, which is why they are dysfluent, and hence, why they do not comprehend.

B. They are dysfluent, which impedes their comprehension.

C. They can decode; they are fluent. But, they aren’t paying attention to the text. (Teachers name them “word callers.”)

Who Should be Given the TMSFA?

• Anyone in danger of failing. (They passed, but barely. They passed with 5 points.)

• Anyone who failed 5th, 6th or 7th grade Reading TAKS.

• Anyone in 6-8th who has never taken a TAKS test, including ELL students who will take TAKS for the first time.

• Students from other states. • Anyone you are worried about.

Who MUST Be Given the TMSFA?

• According to state law, all 7th grade students who were unsuccessful on 6th grade Reading TAKS.

• Why?

• To help with your 8th grade SSI year.

So,

• if it is a free diagnostic tool for use in 6th, 7th and 8th grade, use the tool to drive instruction and intervention.

Middle School and Acceleration

• A NOTE OF CAUTION:

• If a student is two grade levels behind or more in secondary, their intervention needs to be thought as Tier III.

• They need very direct, explicit, systematic instruction.

• The teachers need support in their training.

Reading Triangle Guidelines

Tier III: (Target: 5%) Special education, Dyslexia, and Tier III: (Target: 5%) Special education, Dyslexia, and Individuals with scale scores far below fellow students; Individuals with scale scores far below fellow students;

make individual decisions with these studentsmake individual decisions with these students

Tier II: Strategic: (Target 15%)Tier II: Strategic: (Target 15%) Identifying students who were unsuccessful Identifying students who were unsuccessful

on TAKS as well as kids who passed by getting on TAKS as well as kids who passed by getting 1-5 questions correct above the passing score1-5 questions correct above the passing score

Tier I: Core Instruction: (Target: 80%)Tier I: Core Instruction: (Target: 80%)

Think of it as: Top of Scale Think of it as: Top of Scale (2700/2800-2200(2700/2800-2200) or ) or 2200 and above2200 and above

Dr. Jan Hasbrouck’s RTI Model, Nov. 2009

Tier I: Everyone

80% of Students Successful

Tier II: Strategic 15%

Tier III: Intensive 5%

“INCREASING Time and Intensity and Data Collection and Expertise”

Grade

Universal

Screener

Diagnostic Progress Monitor

Components that Need to be Assessed

Current Intervention for Each Skill

Interventions Missing for Particular Skills

Person(s) Responsible for Researching New Interventions

K-3 TPRI

AIMSweb

DIBELS

TPRI

DIBELS

TPRI

AIMSweb

DIBELS

CBM

Phonemic Awareness

Phonics

Fluency

Vocabulary Comprehension

4-5 TAKS “Commonly Used Assessments for Older Students” from Florida Center for Reading Research; Time To Act; FCRR

AIMSweb

STEEP

DIBELS

CBM

(Phonemic Awareness*)

Phonics-Multi-Syllabic words Fluency

Vocabulary Comprehension

6-8 TAKS TMSFA (Texas Middle School Fluency Assessment)

TMSFA

AIMSweb

STEEP

DIBELS

CBM

Decoding of Multi-Syllabic Words:

Vocabulary & Phonics

Fluency

Comprehension

9-12 TAKS

EOC

“Commonly Used Assessments for Older Students”

DIBELS

CBM

Decoding of Multi-Syllabic Words: Vocabulary & Phonics

Fluency

Comprehension

Places to get Oral Reading Fluency Probes

• DIBELS

• Register on site and get oral reading fluency probes for free!

• https://dibels.uoregon.edu/

More Sources for Oral Reading Fluency

• Fluent Reader

• http://www.fluentreader.org/

• Easy CBM (curriculum based measurement)

• http://easycbm.com/

How does RTI identify students with learning disabilities?

• First, a tiered intervention model reduces the risk of students being assessed for special education who just need deeper instruction; they do not have a disability.

Second...

• a good RTI program will help students without learning disabilities grow towards appropriate targets.

Third…

• those with disabilities will be resistors, or in other words, not make as many gains as others.

• These students are more than likely the students with true learning disabilities.

Therefore…

• a good RTI program, according to Dr. Reid Lyon, formerly of the National Institutes of Health, will reveal the students with disabilities faster and more reliably.

Best Practice for Accelerated Instruction, pg 14, GPC Manual (italics and bold added.)

• Although not required by law, the following practices have proven effective in helping students achieve success. It is recommended that schools:

• identify target students and determine instructional priorities;

Best Practice, GPC Manual

• provide at least 30 minutes a day of additional systematic and explicit instruction;

• provide small-group instruction, i.e., one adult per three to four students;

Best Practice, GPC Manual

• provide a minimum of 60 sessions (12 weeks) of intervention help for students; and

• use highly trained professionals to deliver instruction and provide intervention.

Interactive Sites to Help Interventionists

• Doing What Works:

• http://dww.ed.gov/see/?T_ID=15&P_ID=31

Resources for Interventionists

Teaching Reading is Rocket Science by Louisa C. Moats

• http://www.aft.org/pubs-reports/downloads/teachers/rocketsci.pdf

How Spelling Supports Reading (And Why It Is More Regular and Predictable Than You May Think) by Louisa C. Moats

• http://www.aft.org/pubs-reports/american_educator/issues/winter05-06/Moats.pdf

Resources for Administrators

• What Principals Can Do to Help Students Become Good Readers

• http://www.ldonline.org/article/379

Florida Center For Reading Research

Reports on Intervention Programs• http://www.fcrr.org/FCRRReports/CRepor

tsCS.aspx?rep=supp• These programs are not the only

programs available. They were the ones that Florida teachers asked the center to review.

• http://www.fcrr.org/FCRRReports/index.aspx

www.texasreading.org

• Click on Materials or this link:

• http://www.meadowscenter.org/vgc/materials/primary.asp

• Many, many books on good reading and intervention strategies.

Tutoring Books Available at This Link

• Essential Reading Strategies for the Struggling Reader: Activities for an Accelerated Reading Program-Expanded Edition

• Supplemental Instruction for Struggling Readers, Grade 3-A Guide for Tutors

• Both of these are 30 minute Tier II lessons, meant to be delivered as soon as the need is identified.

Secondary Materials at texasreading.org

• Meeting the Needs of Struggling Readers: A Resource for Secondary English Language Arts Teachers

Crucial Secondary Materials at texasreading.org

• Effective Instruction for Middle School Students with Reading Difficulties: The Reading Teacher’s Sourcebook

• This is given to TALA ELA teachers.

• It explains how to organize a secondary intervention classroom, even prescribing how many minutes to spend on what component of reading based upon their TMSFA scores.

Great Source

• http://www.greatsource.com/store/ProductCatalogController?cmd=Browse&subcmd=LoadDetail&level1Code=01&level2Code=030&level3Code=051&frontOrBack=F&sortProductsBy=SEQ_TITLE&division=G01

Brookes Publishing

• http://www.brookespublishing.com/

• Interventions for Reading Success (Tier II) ISBN 978-1-55766-678-9

• Road to Reading (Tier I)

• ISBN 978-1-55766-904-9

• Road to the Code (Tier I/II, phonemic awareness) ISBN 1-55766-438-2

What about the Accelerated Instruction between Administrations?

• Try Region IV’s store

• http://www.region4store.com/

• http://www.region4store.com/Catalog.aspx?catid=347942

TAKS Reading Accelerated Curriculum

• Click here to view a sample: http://www.region4store.com/docs/samples/501-1416%20sample.pdf

• They also have math, science and social studies.

• They have many, many, excellent products.

Tips for Successful SSI and Intervention

• Clean shelves.

• Look before you buy.

• Ask who can teach what well.

• Let teachers train each other.

• Give them time now to preview materials.

• Identify interventionists early.

What did I forget?

• Questions, Comments, Issues?

How do you find this presentation?

Second Click

Third Click

Thank you!

• Donna Scherr

• dscherr@esc14.net

• 325-675-8680

• Reading Consultant

• Dyslexia Contact