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Classwide Instruction
Individual Instruction
Models for selecting individual interventions
Supporting READING skills
Background
• School psychology professor at Utah State
• Teacher school psychologist researcher
• Strategies to strengthen our responses to learning and behavior problems.
• Pleased to Be at This Conference
UNIVERSAL TIER 1: Core Programs
Monitor 3 to 4 times/ year
~80% of Students
~15%
~5%
TIER 2 :Strategic/Supplemental
Monitor monthly
TIER 3: Individualized Intervention
Monitor 1 time a week
Providing systematic support
With Progress monitoring ( CBM)
TRW=73Omitted Words=11Errors=5CRW=58
Tier 1 3 x year CBM OUTCOME 1
Tier 1 CBM Outcome 2
Reading classwide intervention
Beat the Buzzard Routine
Get READY
• Quietly take out Demonstration Reading # 1
• Write name on it.
• Switch with a person next to you
• Then look at me quietly.
LISTEN
I am a puppy. My name is Jackson. Today, I had a very happy day.
I saw all kinds of things, and had a lot of fun. First, I went swimming in the
pond in front of my house. I swam with all of the fish. I got very wet. I
shook to dry off. When I was tired of swimming, I took a nap on the
bank of the pond. When I woke up, I saw a bug flying by. I followed it
for a while to see where it went. It flew all over my yard. Then it landed
on a log. Next, I went into the woods to explore. I saw a lot of different
things. I saw many plants that did not grow in my yard. There were
many pretty flowers. There were also many birds in the trees. They all
sang pretty songs. I stopped to listen to them for a while. Their songs
were nice. When I finished playing in the woods, I went to the boy’s
house next door. We played fetch for a little while. Then we played ball.
Next we played with the frisbee. Then the boy had to go inside. I went
home. When I got there, my owner was home. He took me riding in the
back of his truck. We went very fast and the wind blew through my fur. I
had a great day!
PRACTICE for 2 minutes
• Partner 1 reads.
• Partner 2 LISTEN AND SAY misread and stuck words until timer rings.
• DO NOT WRITE.
• Trade jobs
1 minute TIMED READING
• “GO” Partner 1 reads
• Partner 2 LISTEN and SAY and CIRCLE misread or stuck words
• When timer rings, MARK last word read.
• Trade jobs
COUNT AND GRAPHDemonstration 2
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Practice day
Num
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f wor
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Score
READING PARTNERS READING PARTNERS STEP 1: GET READY Take out pencil, folder, one story, and chart. Go into reading partner assigned seating Write your name on story and trade stories.
STEP 2: LISTEN Follow along as the teacher reads the story
STEP 3: PRACTICE 2 minutes PARTNER 1 reads. PARTNER 2 LISTEN AND SAY misread and stuck words. Trade jobs when timer rings
STEP 4: 1 minute TIMED READING PARTNER 1 reads PARTNER 2 LISTEN and SAY and CIRCLE misread or stuck words MARK last word read when timer rings. Trade jobs
STEP 5: COUNT AND GRAPH Count every word that is not circled. Write the score on the story page and on your chart.
SETTING UP PAIRS
Step 1
SIGNAL FOR STUDENT ATTENTION. (clapping, stare, count down) Wait for students attention before going on to the next step.
Step 2
TELL THE STEPS THAT STUDENTS NEED TO DO. I need for you to…. quietly take out folders, pencils move to your reading partner assigned look at me
Step 3
PROVIDE THE TIME LIMIT Set timer for < 2 minutes amount of time. Tell students they have 2 minutes to do task.
Step 4
MONITOR Walk around the room. Redirect/prompt students who are off task
Step 5
GIVE FEEDBACK PRAISE COMPLIANCE Great Job! I like how you got ready in less than 2 minutes! PRACTICE NONCOMPLIANCE Some of you did not get ready in the time provided.
Step 6
BEGIN THE INTERVENTION
Beat the Buzzard
IDEAL TIME: < 2 MINUTES
Organize 1 two pocket folder per reading partner Copy 15 -30 different stories (numbered) for each student Put 2 sets of these stories per folder.
NAME: ________ DATE: _____
I am a puppy. My name is Jackson. Today, I had a very happy day. I saw all kinds of things, and had a lot of fun. First, I went swimming in the pond in front of my house. I swam with all of the fish. I got very wet. I shook to dry off. When I was tired of swimming, I took a nap on the bank of the pond. When I woke up, I saw a bug flying by. I followed it for a while to see where it went. It flew all over my yard. Then it landed on a log. Next, I went into the woods to explore. I saw a lot of different things. I saw many plants that did not grow in my yard.
STORY # 1
NAME: ________ DATE: _____
I am a puppy. My name is Jackson. Today, I had a very happy day. I saw all kinds of things, and had a lot of fun. First, I went swimming in the pond in front of my house. I swam with all of the fish. I got very wet. I shook to dry off. When I was tired of swimming, I took a nap on the bank of the pond. When I woke up, I saw a bug flying by. I followed it for a while to see where it went. It flew all over my yard. Then it landed on a log. Next, I went into the woods to explore. I saw a lot of different things. I saw many plants that did not grow in my yard.
STORY # 1
Before intervention
After 2 week intervention
8 week follow-up
Children below benchmark 51% 14% 29%
ResultsResults
100% treatment integrity when giving teachers scripts, materials, a classroom training session, and weekly support.
97% of the students above benchmark before intervention also increased scores.
Response to Class-wide Intervention
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120
1 2 3 4 5
Sessions
Dig
its C
orr
ect
in T
wo
Min
ute
s
Mary
Chiquita
Randy
Sandy
Brandy
Colvin
Jolisha
Daleesha
Kiera
Bradley
Jared
Alfred
Sienna
Jarian
Trey
Robert
Andrea
Ashley
Jaren
instructional range
mastery
Baseline Intervention
DECISION RULES
When class median has reached mastery, are there children with scores below red line? YES Given another week’s growth of their previous average growth score would not reach instructional range in one more week? YES
ACTION TO BE TAKEN: Participate in Performance/Skill Deficit Assessment.
Universal CBM OUTCOME 1
TIER 2: Strategic/Supplemental
1. Early (Soar to) Success (Houghton Mifflin)
2. Read Well (Sopris West)3. Reading Mastery (SRA)4. Early Reading Intervention (Scott
Foresman)5. Great Leaps (Diamuid, Inc.)6. REWARDS (Sopris West)7. Ladders to Literacy (Brookes)8. Read Naturally
~80% of Students
~15%
~5%
http://www.fcrr.org
0
10
20
30
40
50
60
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80
1 2 3
Adam
James
Christina
Drew
Emi
Camy
Hector
Nina
Tier 2 Monthly CBM DATA
Are 80% of the Tier 2 students responding? YES target those students who are not responding NO target program.
~80% of Students
~15%
~5%
TIER 2 :Strategic/Supplemental
TIER 3: Individualized Intervention
Matching intervention to student needs
1. Target Skills
Models for selecting an interventionto match student needs
WON’T DO: Fluent skills but does not want to do it.
CAN’T DO: Inadequate skills to do it.
Not enough help to do it right (accuracy)
Not enough time doing it (fluency).
It is just too hard (instructional level).
2. Common reasons for poor performance
3. Powerful Effective teaching
How To….
1)Select students for intervention using screening data
2)Identify Can’t do problems
3) Conduct reading level of assessment.
3) Set up progress monitoring. Select a measure, set a goal, etc.
4) Plan for implementation. Who will do what and when.
Are you a Won’t do or Can’t do?
Demonstration reading # 1
Listen to your goal.
Are you a Won’t do or Can’t do?
• DO a 1 minute TIMED READING– Partner 1 reads for 1 minute– Partner 2 LISTEN and SAY and CIRCLE
misread or stuck words – When timer rings, MARK last word read.
• COUNT
• Did you beat last score?
Performance/Skill Deficit Assessment
PURPOSE OF DATA? To rule out lack of motivation as a factor
HOW? Administer CBM probe that student performed poorly on during class assessment. This time give the student a chance to earn reward for improved score.
OUTCOME? When student’s score falls above instructional grade level range, proceed to motivational intervention.
When student’s score falls below instructional, proceed to an instructional intervention.
Can’t Do/Won’t Do Assessment
Without incentive: 8 childrenWith incentive: 5 children
Fuchs rule of thumb:
If student reads 10-50 words correct in 1 minute but with less than 85-90% accuracy, move to next lower level
Assessing READING Level
3rd grade15Words
2nd grade25 words10 errors
1st grade39 words1 errors
Grade 3 story Scores
Middle Score
Assessment Decision
Fourth 1. ___2. ___3. ___
____If 70 or more
If less than 70
STOP. Reading level
Continue to next lower grade
Third 1. ___2. ___3. ___
____If 70 or more
If less than 70
STOP. Reading level
Continue to next lower grade
Second 1. ___2. ___3. ___
____If 40 or more
If less than 40
STOP. Reading level
Continue to next lower grade
First 1. ___2. ___3. ___
____If 40 or more
If less than 40
STOP. Reading level
Teach phonemic awareness skills
•Start at grade level passage. •Give three 1-minute assessments on three different grade level stories.•Score words read correctly in one minute. •If middle score is not at instructional level, administer three 1-minute reading assessments on next lower grade level.
CBM Data & Can’t Do Reason • PHONEMIC AWARENESS PROBLEM
-READINGLEVEL AT 1st GRADE OR LOWER
• ACCURACY PROBLEM – SLOW AND > 4 ERRORS • FLUENCY PROBLEM – -SLOW AND < 4 ERRORS
• VOCABULARY PROBLEM – LOW COMPREHENSION AND MANY CIRCLED UNKNOWN
WORDS • COMPREHENSION PROBLEM – FLUENT BUT FEW QUESTIONS ANSWERED CORRECTLY,
POOR RETELL
Keep it Simple Selecting a Few Good Interventions
Won’t Do
Accuracy Fluency Vocabulary Comprehension
Reading Listening Preview
Error correction
Repeated Readings
Key words
Drill Sandwich
Concept maps
Generate Q before and Summarize after
Reciprocal teaching: what know, what want to know & what found out
A FEW PROVEN OPTIONS (skills + reason why + effective teaching)
Accuracy Listening Passage Preview + Phase Drill. Improve reading accuracy through modeling and error correction
Fluency Repeated Readings. Four repeated reading trials to increase fluency with increased practice opportunities
Vocabulary Key Words. Help students to comprehend unknown vocabulary words through presentation and discussion of words definition and usage
Comprehension Comprehension training (information, summarize, inference, prediction) with fluency
READING INTERVENTIONS
BASED ON1. Skill TARGET
2. Can’t DO
3. Effective Teaching STEPS
1. Accuracy (Slow and > 6 errors) Listening Preview + Phase Drill
STEP 1: LISTEN
Follow along as the teacher reads the story
STEP 2: PRACTICE
Have the student read the passage aloud while you underline errors (skips, mispronounces, hesitates 3 sec) on your copy. Supply the words missed.
STEP 3: DRILL ERROR CORRECTION.
Show the student the underlined words. Say the word and have the student read each sentence containing the error word three times.
STEP 4: 1 minute TIMED READING
STEP 5: COUNT AND RECORD
Accuracy Demonstration READING # 4
MODEL & LISTEN
I see a boy and a girl. They come by day after day. The girl can eat a lot. She is little. The boy is big. He does not talk to the girl. He plays with his dog. I like his dog. I want a dog. The dog is very big. The boy will read a book. The girl does not like to read. The girl will run and play. She does not like to sit. She will run up and down the street. She does like to talk. The girl will talk to any boy or girl. She will talk all day. She will talk all night. The girl and her mother talk a lot. I like to play with the girl. The girl and I play all day.
14284155678294107119129
GUIDED practice
I see a boy and a girl. They come by
day after day. The girl can eat a lot.
She is little. The boy is big. He does
not talk to the girl. He plays with his
dog. I like his dog. The dog is very big.
The
3-sec
pats
3-sec
ERROR Correction
I see a boy and a girl. They come by
day after day. The girl can eat a lot.
She is little. The boy is big. He does
not talk to the girl. He plays with his
dog. I like his dog. The dog is very big.
The
3-sec
pats
3-sec
INDEPENDENT PRACTICE 1 minute timing
I see a boy and a girl. They come by day after day. The girl can eat a lot. She is little. The boy is big. He does not talk to the girl. He plays with his dog. I like his dog. I want a dog. The dog is very big. The boy will read a book. The girl does not like to read. The girl will run and play. She does not like to sit. She will run up and down the street. She does like to talk. The girl will talk to any boy or girl. She will talk all day. She will talk all night. The girl and her mother talk a lot. I like to play with the girl. The girl and I play all day.
14284155678294107119129
Demonstration READING # 2
IMMEDIATE FEEDBACK Graph
My best score or goal is: _______ My score on the timed test is: ________ Did I beat my score? _____
Individually-administered
Materials: Copy of the school-wide reading passage and Copy of Screening scores “Treasure chest”
Administer and score a 1-minute timed reading. Provide a reward if child score on this reading exceeds the screening score.
Weekly Progress Monitoring
Rationale
Why the same probe?
Eliminates probe variability
Increases efficiency (1 probe verses 3 “cold” probes)
Poor readers who struggle on all reading are identified.
When students advance on 1 probe assessment, may monitor with 3 probes and take median score to see who should continue intervention another week.
Progress Monitoring
2. Fluency (Slow but < 4 errors) Repeated Readings
STEP 1: GET READY
STEP 2: PRACTICE 3 TIMES
Teacher starts a timer and tells student to read passage
Student reads from one passage.
Teacher LISTENS and SAYS misread or stuck words
At the end of the passage, tell the student the time it took to read the passage. Do this 3 times.
STEP 3: 1 minute TIMED READING
STEP 4: COUNT AND RECORD
Demo
1 2 3 1 min timing
Jeff’s mom is having a baby. Jeff is very happy. He will have a new brother or sister. He does not know whether the baby will be a boy or a girl. He will be happy with a new little brother or sister. He will help the baby learn new things. He will teach the baby how to crawl, and then how to walk. He will help teach the baby how to talk. When the baby gets older, he will play with the baby. If he gets a little brother, the baby will be named James. When he is old enough, he will teach the baby how to play tag and football. He will ride bikes with the baby.
Same routine
• Peers and/or adult tutor
• Daily for 15 minutes
• Weekly CBM monitoring
3. Vocabulary and Fluency problemKey Words
STEP 1: IDENTIFY KEY WORDS
Student circles any word that looks hard to read or understand.
STEP 2: LISTEN. Student follows along on one copy as teacher reads.
STEP 3: GUIDED PRACTICE. Student reads with teacher help.
STEP 4: PRACTICE KEY WORDS
Write the first 5 circled words on erase board. (or select words that were errors during practice or important words for story).
Read the five words to the student and student repeats words.
Define the words (verbal explanation, gestures and/or modeling).
Use the word in a sentence.
STEP 5: 1 minute TIMED READING
STEP 6: COUNT AND RECORD
Circle unknowns, key words
fresh
silver
prepare
brick
decide
4. Comprehension
STEP 1: PRIOR TO READING
Review a list of 6 to 10 questions that is to be completed. Identify if the question is about material that will be right there in the reading material, implied from material in the text that needs to be searched and thought about, or require you to predict or infer something after reading the material.
Preview by scanning material and search for clues about what the reading is about, what you may already know about the material.
Comprehension
STEP 2: READ PASSAGE OUT LOUD with teacher help.
STEP 3: AFTER READING Turn the reading passage over.
Without looking at the passage, answer the questions.
Check your answer with the teacher
Count the number of questions you got right. Write score on chart.
Comprehension Option after reading for vocabulary practice:
Clinks
Write a few words that seems to be important to the story
Clunks
Write words that you do not understand.
What does the Clunk mean?
Look up or ask teacher for help
Comprehension Option after reading for main idea concept:
Write a “gist” sentence about the main idea in 10 or less words.
__________________________________________________
Write 2-3 important facts, ideas, or supporting details.
1. _______________________________________________
2. _______________________________________________
Phonics
• Programs to practice using phonic skill – Basic Skill Builders program (Beck, Conrad, &
Anderson, 1995) -practice sheets that are systematically sequenced for teaching brief units of reading skills.
– www.starfall.com Free
– http://www.funnix.com/ (direct instruction)
– Read, Write and Type
http://www.talkingfingers.com/readwritetype/RWT-learning-system.html
– www.Headsprout.com (direct instruction)
Keep it Simple Which Few Good Interventions will you select?
Phonics Accuracy Fluency Vocabulary Comprehension
Reading Funnix Listening Preview
Repeated Readings
Key words Review questions
+ vocabulary
TEAM Support Planning
1. Match an intervention to the problem
2. Prepare materials and train.
3. Set up a routine. Set a daily 10 - 15 minute intervention routine 4 to 5 days a week at a set location.
4. Monitor using a weekly CBM routine
Contact information
Donna Gilbertson, PhD
Utah State University
School Psychology Program
