LPLC Tier II Reading Intervention, Winter 2011 Tier II Reading Intervention Evelyn Johnson, Ed.D. Margo Healy, M.Ed. Cristianne Lane, M.Ed. Lee Pesky Learning

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Tier II Reading Intervention, Winter 2011

Tier II Reading Intervention

Evelyn Johnson, Ed.D.Margo Healy, M.Ed.

Cristianne Lane, M.Ed.

Lee Pesky Learning Center

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Agenda

• Benefits of Strong Tier 1 and Tier 2 Instruction

• Entry Criteria• The Four BIG Questions

– Identifying the Issues

• English Language Learners• The Journey!

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What is at stake?

What are the benefits to a student, school or community when students are proficient readers?

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“From the first day of kindergarten tothe last day of elementary school, children substantially define themselves as readers, and this has enormous influence on their development as learners and members of society. Those who succeed in becoming fluent, strategic, and joyful readers are not guaranteed success in school or in life, but they are well on their way. However, those who do not succeed in reading, or who become reluctant readers, face long odds in achieving success in school and life”

Slavin, Lake, Chambers, Cheung & Davis, 2009

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RTI is a System of Instruction

Tier I instruction is strong and comprehensive (80% proficient).

Tier II interventions focus on specific components of reading to respond to the specific needs of individual students. Students are usually taught in small groups, but identified individually by reliable formal and informal assessments.

RTI

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The “Simple View” of Reading

“Reading comprehension is the product of decoding and listening comprehension.”

Gough and Tunmer

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Big Picture of Reading

Cognition: Thinking

Comprehension

Vocabulary

Decoding: Reading Words

Phonics

Phonemic Awareness

Oral Language

Flue

ncy

RTI

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Isolating the Reading Issues

Going back to the simple definition of reading we can use a series of 4 questions to group students and plan interventions.

1. Can the student read grade-level text?2. Is there a decoding problem?3. Does the student comprehend text?4. What if the student is not making progress?

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Question #1: Does the student read grade-level text?

Screeners:•ISAT reading scores•ORF* measures •IRI measures

Oral reading fluency (also known as R-CBM)

Assessment

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Reality Check!

What do you already know about these students (grades, etc.)?What information are you passing to the next grade?What is your system for collecting and sharing student level data?

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Normal Distribution Curve

50 25 10

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AIMSweb

AIMSweb National Norm Tables will translate an R-CBM score to a percentile rank.

For example, a student scoring a “2” on the first grade fall IRI (LSF), could be anywhere from the 20th-48th percentile.

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Normal Distribution Curve

50 25 10

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AIMSweb

Average = 26th-75th percentile

Below Average = 11th-25th percentile

High risk = Below the 11th percentile

Decision Point

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“Take Aways...”

Regarding resources, our systems must be efficient and inform our decisions regarding who receives further testing and intervention services.

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Establish a Data Management System

• At the district level• At the school level• At the classroom level

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Question #1: Can the student read grade level text?

What are you using for screeners?

What is your criteria for determining which students need additional assessments?

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Question #1: Does the student read grade-level text?

YESAdminister a decoding intervention.

NOIs there a decoding problem?

YESContinue with core instruction.

Process

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Question #2: Is there a decoding problem?

Diagnostic Tools:– ORF miscue analysis – Phonics/decoding surveys (example:

CORE*)– San Diego Quick – Phonological awareness tests (K-2...)– Other (program placement tests, Words

Their Way spelling inventories)

*Consortium on Reading Excellence, Inc.

Tools

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Cognition: Thinking

Comprehension

Vocabulary


Phonics

Phonemic Awareness

Oral Language

Flue

ncy

RTI

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Simulation #1

An oral reading fluency “miscue analysis” can help a teacher better understand a student’s decoding abilities and other skills as well.

These can be quite informal... or formal.

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Diagnostic Tools:– ORF miscue analysis – Phonics/decoding surveys (example: CORE)– San Diego Quick – CORE* phonological awareness tests (K-2...)– Other (program placement tests, Word Their Way

spelling inventories)


Tools

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CORE Phonics Survey

Part A: letter names (uppercase)Part B: letter names (lowercase)Part C: consonant soundsPart D: long and short vowel soundsPart E: short vowelsPart F: consonant blends with short vowelsPart G: short vowels, digraphs, trigraphs

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Part H: R-controlled vowelsPart I: long vowel spellingsPart J: variant vowelsPart K: low frequency vowel and consonant

spellingsPart L: multisyllabic words

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Reality Check!

Be efficient...What do you already know about this student?What information do you need?

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Diagnostic Tools:– ORF miscue analysis – Phonics/decoding surveys (example: CORE*)– San Diego Quick – Phonological awareness tests (K-2...)– Other (program placement tests, Words Their Way spelling

inventories)


Tools

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Diagnostic Tools:– ORF miscue analysis – Phonics/decoding surveys (example: CORE*)– San Diego Quick – Phonological awareness tests (K-2...)– Other (program placement tests, Words Their Way spelling

inventories)


Tools

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Evidence-based Intervention Model

Direct, systematic, explicit decoding instruction

What is the recipe?

Resources:IES Practice Guides on Reading (WWC)CORE Manual

Instruction

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Simulation #2

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w

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Lesson Examples

Example

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Progress Monitoring

Progress monitoring (R-CBM) Progress monitoring is a scientifically based practice that is used to assess a student’s academic performance and evaluate the effectiveness of instruction.

Progress monitoring can be used at the district, school, classroom and student level.

Program measures are assessments that teachers use to assess skills taught in the intervention program.

Growth charts are graphs or charts that document progress relative to the exit criteria (the target).

Definitions

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What is your system for identifying students with decoding problems?

What is the plan once students are identified?

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Cognition: Thinking

Comprehension

Vocabulary


Phonics

Phonemic Awareness

Oral Language

Flue

ncy

RTI

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1. Can the student read grade-level text?


NO3. Does the student comprehend text?

YESAdminister fluencyIntervention.

NOAdminister comprehension/vocabulary intervention.

NO2. Is there a decoding problem?


Process

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Question #3: Does the student comprehend the text?

Possible indicators that students are struggling:Miscue analysis/ errors when readingLow R-CBM and/or inaccurate R-CBMLow standardized test scoresPoor ISAT reading scoresLow gradesPoor performance on assignmentsObservations Low language skillsMisbehaviorLow MAZE scores

Assessment

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Simulation #3

How do you know when students can’t comprehend?

What don’t/can’t they do?

Example

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Evidence-based Intervention Model

• Direct, explicit instruction in vocabulary

• Direct, explicit instruction in comprehension strategies

Instruction

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Vocabulary Recommendations(www.LPLearningCenter.org)

1. Select vocabulary wisely (Beck and McKeown)

2. Explicitly teach vocabulary (Beck, Marzano, CORE)

3. Teach students strategies for unlocking unfamiliar words (Graves)

Instruction

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The simple view of strategies!

1. Look within the word (word parts)

2. Look around the word (use context)

3.Look to what you already know (background knowledge)

4. Look for resources (people, resources)

Instruction

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Reciprocal Teaching Model

RT is widely used as a Tier I comprehension model.

It is also an effective, powerful instructional strategy for Tier II intervention with a strong evidence base (WWC).

Instruction

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Model, Guided Practice, Independent Practice

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Video Clip: Middle School

Video Clip: Summarization 6 Reciprocal Teaching Part 1

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Progress Monitoring

• Back to the indicators• Program measures• R-CBM (with high accuracy)• Unprompted retells

System

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Question #3: Does the student comprehend?

What is your system for identifying students with comprehension problems?


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Cognition: Thinking

Comprehension

Vocabulary


Phonics

Phonemic Awareness

Oral Language

Flue

ncy

RTI

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Can the student read grade-level text?


NODoes the student comprehend text?

When ORF is low, also administer fluency Intervention.

YESAdminister fluency intervention.


NOIs there a decoding problem?


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“Extra Time on Text”

If decoding, comprehension and vocabulary have been eliminated, then the student mostly likely needs fluency practice.

Instruction

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Intervention Models

Repeated readings (with comprehension checks)

Partner reading

(Timothy Rasinski)

Instruction

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Progress Monitoring

R-CBMRubrics

Read at a good pace

Made few mistakes

Attended to punctuation

Read smoothly

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Question #3, Part 2: Fluency Practice

What is your system for identifying students with fluency problems?


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1. Can the student read grade-level text?


NO3. Does the student comprehend text?

When ORF is low, also administer fluency Intervention.

YESAdminister fluencyintervention.


NO2. Is there a decoding problem?


Process

4. What if the student is not making progress?

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Question #4: What if the student is not making

progress?

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Question #4: What if the student is not making progress?

• Examine Tier I instruction• Review the components of strong Tier 2

instruction (strong/weak chart from first training)• Consider attendance• Solicit help from parents• Consider how peers are progressing• Eliminate physical problems• Document behaviors/strategies that may impact

progress

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Recommendations for English Language Learners

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Cognition: Thinking

Comprehension

Vocabulary


Phonics

Phonemic Awareness

Oral Language

Flue

ncy

RTI

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ELL Evidence-based Recommendations*Provide focused, intensive small-group interventions for English learners determined to be at risk for reading problems. Although the amount of time in small-group instruction and the intensity of this instruction should reflect the degree of risk, determined by reading assessment data and other indicators, the interventions should include the five core reading elements (phonological awareness, phonics, reading fluency, vocabulary, and comprehension). Explicit, direct instruction should be the primary means of instructional delivery.

* IES Practice Guide (What Works Clearinghouse)

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Continued

Provide high-quality vocabulary instruction throughout the day. Teach essential content words in depth. In addition, use instructional time to address the meanings of common words, phrases, and expressions not yet learned.

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Continued

Ensure that teachers of English learners devote approximately 90 minutes a week to instructional activities in which pairs of students at different ability levels or different English language proficiencies work together on academic tasks in a structured fashion. These activities should practice and extend material already taught.

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Wrap-Up

What did today’s training validate for you?

With your group, identify your next steps in this important journey...

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Thank You!

Contact:

Dr. Evelyn [email protected]

Cristianne [email protected]

mailto:[email protected]


Statewide Special Education Technical Assistance (SESTA)

Gina Hopper, Director

208.426.4363

[email protected]

Katie Bubak,Statewide

Consultant

208.426.3257

[email protected]

Training materials can be found at www.idahotc.com




http://www.idahotc.com/

Project Sponsor

Idaho Department of EducationSpecial Education Division

Richard Henderson, [email protected]

Documents

LPLC Tier II Reading Intervention, Winter 2011 Tier II Reading Intervention Evelyn Johnson, Ed.D. Margo Healy, M.Ed. Cristianne Lane, M.Ed. Lee Pesky Learning