mark r. shinn, ph.d. professor and director, school psychology program national louis university,...
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Professor and Director, School Psychology Program
National Louis University, Skokie, IL
http://markshinn.org
Evidence-Based PracticesFollow Up Webinar
Beginning the Serious Work
North Dakota Department of Public Instruction
Webinar February 2, 2012
Recall Our “Places to Begin”
Reading to Identify Scaffold Features and Why They Are Important (ASAP)--That’s What Our Leadership Group Has Done So Far
Any Additions?
Build Consensus on Scaffold
Identify Interventions for Review, Including Local Inventory
Prioritize List
Field Test Scaffold on Top 3-5 Priority Interventions and Discuss Results (Everyone to Test Inter-Rater)
Revise Scaffold as Necessary
Expand to Include Reviews of All Priority Interventions (At Least 2-3 per Program)
Publish Brief Background Document on Process and Participants
Tier 2 is “MORE”(More) Time(More) Explicit Teacher-Led Instruction(More) Scaffolded Instruction(More) Opportunities to Respond with Corrective Feedback(More) Language Support, Especially Vocabulary(More) Intensive Motivational Strategies(More) Frequent Progress Monitoring
Today
Brief Review of Features of Powerful Tier 2 and 3 Interventions
Look at Sample Consumer’s Guide
Review Some Potential Features
Tier 3 is “MOST”(Most) Time
(Most) Explicit Teacher-Led Instruction
(Most) Scaffolded Instruction
(Most) Opportunities to Respond with Corrective Feedback
(Most) Language Support, Especially Vocabulary
(Most) Intensive Motivational Strategies
(Most) Frequent Progress Monitoring
Commit to Reading These Three IES Practice Guides to Identify Common Features
Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving Adolescent Literacy: Effective Classroom and Intervention Practices: A Practice Guide. Washington, DC: U.S. Department of Education.
Gersten, R., Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. Washington, DC: US Department of Education.
Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly III, W. D. (2009). Assisting students struggling with reading: Response to intervention and multi-tier intervention in the primary grades. Washington, DC: US Department of Education.
Elementary Recommendations
EL Recommendations
Secondary Recommendations
Similarities
Screening
Frequent Progress Monitoring
An Emphasis on Explicitness (For All Reading Skills)
Intensity
Vocabulary
Commit to Reading Chapter 1 in Explicit Instruction
On the ND DPI E-B Website,
or www.explicitinstructi
on.org
Let’s Examine Our Samples
Mark’s Beginning Suggestions
Works Best With?
Works Less Well With?
Grade Ranges
Comprehensive Intervention or Specifically Targeted?
Fidelity of Implementation Tools Available?
Placement and Diagnostic Tests Included?
Cost?
Suggested Implementation Time and Duration?
Intensity of Training and Support Required?
CommitmentsReading to Identify Scaffold Features and Why They Are Important (ASAP)--That’s What Our Leadership Group Has Done So Far
Any Additions?
Build Consensus on Scaffold
Identify Interventions for Review, Including Local Inventory
Prioritize List
Field Test Scaffold on Top 3-5 Priority Interventions and Discuss Results (Everyone to Test Inter-Rater)
Revise Scaffold as Necessary
Expand to Include Reviews of All Priority Interventions (At Least 2-3 per Program)
Publish Brief Background Document on Process and Participants