question… now that i have all this background information on reading and reading curricula, now...

QUESTION…

NOW THAT I HAVE ALL THIS BACKGROUND INFORMATION ON

READING AND READING CURRICULA, NOW WHAT?

ANSWER...

SINCE YOU KNOW WHAT TO LOOK FOR AND EVALUATE FOR,

YOU CAN NOW PROBLEM SOLVEMY READING NEEDS

AT TIER 1.

Problem Solving Method

Plan Evaluation

Did our plan work?

Plan Evaluation

Did our plan work?

Problem AnalysisWhy is it happening?Why is it happening?

Problem AnalysisWhy is it happening?Why is it happening?

Problem IdentificationIs there a problem? What is it?Is there a problem? What is it?Problem IdentificationIs there a problem? What is it?Is there a problem? What is it?

Plan DevelopmentWhat shall we do about it?What shall we do about it?Plan DevelopmentWhat shall we do about it?What shall we do about it?

Three Tier Problem Solving System

General Education

Special Education

General EducationWith Support

Severity of Educational Need or Problem

Amount ofResourcesNeededTo Benefit

Tier 1Core

Tier 2Supplemental

Tier 3Intensive

Problem Identification

Problem Analysis

Plan Evaluation

Plan Development

TIER 1. Problem Identification


Is there a problem? A discrepancy? What is the problem?

Problem Analysis Why is it happening?

Progress MonitoringDid it work?

Intervention PlanningWhat should be done about it?

Identifying a Discrepancy…Identifying a Discrepancy…

Example of a UniversalUniversal ProblemACADEMIC Area

Definitional Component Example

What Is Expected All students reading at a national proficient benchmark

What Is Occurring Only 60% of students are reading at a national proficient benchmark

The Situation End of Grade 3 & 5

1. UNIVERSAL SCREENINGAND BENCHMARKING: EARLY LITERACY MEASURES, AS

DIBELS OR AIMSWEBCBM

(KEY CRITICAL INDICATORS)

FRAMEWORK FOR READING ASSESSMENT

STRATEGIC MONITORING (ROI)

PROGRESS MONITORING

(ROI)SYSTEMATIC PROBLEM SOLVING

PINPOINTING THE SPECIFIC AREA OF DIFFICULTY,

DIAGNOSTIC INFORMATION

TIER III

TIER II

TIER I 3 X PER YEAR

MONTHLY

EVERY WEEK OR 2

Screening Detects a Problem with Core Curriculum

• Classwide Intervention• Large Group• Most students will respond• Typically this is a general education

responsibility

Joe Witt, www.isteep.com/compcenters

Kalisha in Red Seems to be a Problem

Now does she look like a problem?

How Do you KNOW if Core Instruction is Working: Screen-Many students not Learning at Tier 1

Grade Level

Standard

Instructional

At Risk

Universal Screening Identified School Wide Reading Deficits in Vail

Reading data- 1st grade

Mastery

At what tier should problem solving occur?

After Grade Wide Intervention--No Systemic Problem

First Grade

Core Program

A core program is the “base” reading program designed to provide instruction on the essential areas of reading for the majority of students schoolwide. In general, the core program should enable 80% or more of students to attain schoolwide reading goals.

A Core Instructional Program of Validated Efficacy Adopted and Implemented Schoolwide

Gap?

• A rate of 80% has been suggested by many researchers and policy makers nationally, as the rate needed for Core Instruction

• Is there a discrepancy between what is expected (~80) and what is occurring (your school’s performance)

Targeted/Supplemental

15%

Universal80%

Intensive5%

We want these percentages:

Tier 1.: 50% or better on Aimsweb norms.

Tier 3.: 25% or lower on Aimsweb norms.

Tier 2: Everyone in between.

50

30

20

80

15

5

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fall '05 National

High Risk

Some Risk

Low Risk

At what tier should problem solving occur?

Tier 1.Are the majority (80% or more) of students responding to the curriculum at each grade level and on each skill?

If “No”, then focus on Tier IIf “Yes”, consider Tier 2 interventions for

some students

Step 1. Determine your Step 1. Determine your Approach/Cut ScoreApproach/Cut Score

1. Standards-Based ApproachesIllinois AIMSweb Standards (Cut Scores for ISAT

and Minnesota State Test)Oregon DIBELS Standards (Cut Scores for Oregon

State Test)

2. Norm-Based ApproachesPercentile Rank Cut Scores

1. Standard-Based 1. Standard-Based ApproachesApproaches

• Illinois AIMSweb Standards Tied to ISAT and Minnesota State

•Oregon DIBELS StandardsWith a Standards Based Approach, Use With a Standards Based Approach, Use Linkages to High Stakes TestsLinkages to High Stakes Tests

The desired outcome is to have the student meet standards on High Stakes Tests.

Illinois AIMSweb Standards

(Cut Scores

for ISAT)

Standards-Based Approaches and Universal Screening

Red = Highly Unlikely to Pass the State TestGreen = Highly Likely to PassYellow = Uncertain to Pass

4th Grade R-CBM Scores Fall, 2005 4th Grade ISAT Correlate Cut Scores Fall

Low Risk/Highly Likely = 105(Green)

High Risk/Highly Unlikely = 60(Red)

# Low Risk =

# Some Risk =

# High Risk =

10

3

7

% Low Risk =

% Some Risk =

% High Risk =

50%

15%

35%20 total

Creating Triangles from Benchmark Data:

6

50

15

35

4th Grade FallTier 3

5%

Expectation

Tier 215%

Tier 180%

STANDARDS BASED TRIANGLES USING ISAT CUT SCORES

Steps for determining percentages of risk categories

Using a Standards-Based approach

• Low risk: Count the number of students scoring at the proficient no. or higher on ISAT correlatesDetermine percentage. Is it 80% or higher?

• High risk: Count the number of students scoring at the Below Basic on ISAT correlates.Determine percentage. Is it 15% or higher?

• Some risk: Count the number of students between the Proficient and Below Basic no on ISAT correlates. Determine percentage. Is it 5% or higher?

2. Norm-Based Approaches2. Norm-Based Approaches

Percentile Rank Cut Scores:Percentile rank scores are derived scores that indicate the percentage of people in the norming sample that scored at or below a given raw score. Percentile rank scores for at risk students typically are derived from local norms, but Aimsweb national norms can be used.

Examples of Percentile Rank Norms using

Aimsweb aggregates

Steps for determining percentages of risk categories• Low risk: Count the number of students

scoring at the 50%ile or higher.Determine percentage. Is it 80% or higher?

• High risk: Count the number of students scoring at the 25%ile or lower.Determine percentage. Is it 15% or higher?

• Some risk: Count the number of students between the 50th and 25thile. Determine percentage. Is it 5% or higher?

40

26.5

33.5

80

15

5

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Winter National

High Risk

Some Risk

Low Risk

28

24

48

32

23

45

37

46

17

50

37

13

47

30

23

52

34

14

62

21

17

80

15

5

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percentage

Spring '05 Fall '05 Winter '05 Spring '06 Fall '06 Winter '07 Spring '07 Goal

Ideal Ave. Oral Reading Fluency Risk Categories-current 3rd graders

High Risk (Below 25th %ile)Some Risk (25th-50th %ile)Low Risk (Above 50th %ile)

Making the triangles in excel

• See attached triangle template as reference. See data-template

• Enter percentages into cells• Select all- including National and Grade cells• Go to chart wizard• For Chart Type, scroll to bottom and select pyramid• Select the 3-tier pyramid- top right option• NEXT>

Making triangles in excel (cont.)

• Series In: Select Rows

• NEXT>

• Title graph as you want

• Go to data labels. Select Show Value

• Select ‘New Sheet’

• You can change color of tiers to clicking on each tier and selecting new color

Aimsweb Feature!!

• See Aimsweb account

Activity #2.Plan Analysis: Using Self Study tool

What is your Core reading program? What supplemental programs do you have to support the core? Estimate percentage of students is successful at Tier 1?

How well do these materials integrate the basic instructional content needed (5 big areas of reading) and basic design elements?

Practice making Risk Triangles with sample data

_______

Problem Analysis

Foundational Concepts –

Tier 1

Tier 1. Problem Analysis


What is the problem?




If there is a Tier 1 concern…

There are generally 3 ways to address this concern:

1. Explore and adopt a new Core curriculum2. Implement your Tier 1 curriculum with

higher integrity (Use Instructional Planning Form, treatment integrity forms, and Principal Walk Throughs)

3. Supplement your Core curriculum with robust, research-based interventions and instructional enhancements

Potential Hypotheses

1. Core program is missing most instructional elements necessary for our students. (Adopt a new core.)

2. Core program is missing some instructional elements necessary for our students- more reinforcement and/or practice is needed. (Supplement your core.)

3. Core program is not implemented with fidelity. (Implement with higher integrity.)

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 the full range of learners.

1. A comprehensive or core reading program with documented research-based efficacy is adopted for use school wide (x 3).

2. The instructional program and materials provide explicit and systematic instruction on critical reading priorities (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension) (x 2).

3. The instructional materials and program align with and support state standards/scientifically based practices and provide sufficient instruction in essential elements to allow the majority of students to reach learning goals.

4. Supplemental and intervention programs of documented efficacy are in place to support students who do not benefit adequately from the core program (x 2).

5. Programs and materials are implemented with a high level of fidelity (x 3).

/22 Total Points %

Percent of Implementation:

11 = 50% 18 = 80% 22 = 100%

Problem Analysis Tool for Tier 1/Core Program

Characteristics of Scientifically Based Reading Programs

★Instructional Content

★Instructional Design

★ Empirical Evidence

Are these present in your core program

A Consumer’s Guide to Evaluating

Supplemental and Intervention Reading ProgramsGrades K-3: A Critical Elements Analysis

Deborah C. Simmons, Ph. D., Edward J. Kame’enui, Ph. D.,

Carrie Thomas Beck, Ph.D., Nicole Sherman Brewer, and Hank FienOregon Reading First Center, College of Education, University of Oregon

A Consumer’s Guide to Evaluating a Core Reading ProgramGrades K-3: A Critical Elements Analysis

Deborah C. Simmons, Ph.D.Edward J. Kame’enui, Ph.D.

•Designed to assist states, districts, and schools in selecting

research-based instructional tools

•Documents and quantifies the content, design and delivery features

of core reading programs

REVIEW:Evaluating Core Programs: Instructional

Content (ingredients)

• Essential elements of scientifically based

programs include:

– phonemic awareness instruction

– systematic, explicit phonics instruction

– fluency instruction

– vocabulary instruction

– comprehension instruction

REVIEW: Design and Delivery (recipe)

• Features of well-designed programs include:– Explicitness of instruction for teacher and student

• Making it obvious for the student

– Systematic & coordinated instruction• Building and developing skills

– Opportunities for practice with Cumulative review• Modeling and practicing the skill• Revisiting and practicing skills to increase strength

– Aligned Student materials/Integration of Big Ideas• Linking essential skills

Choose Hypotheses




Intervention Planning






WHICH OF THE FIVE BIG AREAS?• PHONEMIC AWARENESS• PHONICS• FLUENCY• VOCABULARY• COMPREHENSION

4 Block/Guided Reading/Balanced

Literacy/Leveled Book Rooms

Examples of TIER 1: Benchmark/Core Reading Programs That

Meet NRP Standards*:

Trophies (Harcourt School Publishers, 2003)The Nation’s Choice (Houghton Mifflin, 2003)Macmillan/McGraw-Hill Reading (2003)Open Court (SRA/McGraw-Hill, 2002)Reading Mastery Plus (SRA/

McGraw-Hill, 2002)Scott Foresman Reading (2004)Success For All (1998-2003)

~80% of Students

~15%

~5%

*Reviewed by: Oregon Reading First Review of Comprehensive Reading Programs: Addressed all 5 areas

and included at least Grades K-3

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

http://oregonreadingfirst.uoregon.edu/profdev.php

http://oregonreadingfirst.uoregon.edu/profdev.php


Open CourtReading and writing program that uses a balanced

approach of systematic direct instruction in phonemic awareness and phonics, grade level decodable text,

and incorporation of language arts materials.


Scott Foresman Reading Street

Designed to help teachers build readers through motivating and engaging literature, scientifically research-based instruction, and a wealth of reliable teaching tools for

instruction, pacing, assessments, and grouping


Houghton MifflinGrounded in scientific research and proven effective, The Nation’s Choice meets the need of all learners in

today’s diverse classrooms.


Harcourt Trophies


Reading Mastery Plus


Language!

Another way to organize and implement interventions

• Take same or similar comprehensive programs and use them at different tiers depending on the district population.

High SES ExampleTier 3

Intensive Interventions:

• Readin g Mastery • Corrective

Readin g (4-12) • Language! (3-12)

Tier 2

Targeted Interv :entions

• Read Well (1-3) • Horizons

Tier 1 Univer sal

Interv :entions

• Four Block Guiding Reading

• Houghton Mifflin • Harcourt

Tier 2

____%

Tier 1

%

Tier 3 %

Middle SES Example

Tier 3 Intensive

Interventions:

• Corrective Readin g (4-12)

• Language! (3-12)

Tier 2 Targeted

Interv :entions

• Horizons • Readin g Mastery • Language! (3-12)

Tier 1 Univer sal

Interv :entions

• Harcourt • Houghton Mifflin • Open Court • Read Well (1-3)

Tier 2

____%

Tier 1

%

Tier 3 %

Low SES Example

Tier 3 Intensive

Interventions:

• Language! (3-12) • Corrective

Readin g (4-12)

Tier 2 Targeted

Interv :entions

• Readin g Mastery • Corrective

Readin g (4-12) • Language! (3-12)

Tier 1 Univer sal

Interv :entions

• Readin g Mastery • Horizons • Read Well (1-3) • Open Court

Tier 2

____%

Tier 1

_____%

Tier 3 %

What Criteria….

Differentiate High SES communities from Low SES communities??

Educationally, the main criteria are background knowledge and language development. The lower the SES, the MORE systematic and explicit interventions need to be in all 5 big areas of reading.

Oregon Reading First website:

• Professional Development link http://oregonreadingfirst.uoregon.edu/profdev.php

• Scroll about half way down: Selecting a Core Program

SRA DI PROGRAMS-READING MASTERY HORIZONSCORRECTIVE READINGSOAR TO SUCCESSGREAT LEAPS /SLANTREWARDS, LIPS 6 MIN. SOLUTIONS

K PALS, 1st Gr. PALSJOLLY PHONICS/GRAMMARM. HEGGERTYEAROBICSGREAT LEAPS/ SLANTREWARDS, QUICK READS6 MINUTE SOLUTIONSBRINGING WORDS TO LIFEELEMENTS OF READING-VOCABULARYMETACOGNITIVE STRAT.- COLLABORATIVE STRATEGIC READINGSOAR TO SUCCESS

K PALS, 1st Gr. PALS, JOLLY PHONICS, JOLLY GRAMMARM. HEGGERTY PROGRAM6 MINUTE SOLUTIONS, QUICK READS, BRINGING WORDS TO LIFEELEMENTS OF READING-VOCABULARY, SOAR TO SUCCESSMETACOGNITIVE STRAT., COLLABORATIVE STRATEGIC READING,

FRAMEWORK for READING INTERVENTIONS

TIER I.

TIER II.At-risk students-Supplemental interventions

TIER III.Highly at-risk studentsIntensive interventions

FIVE BIG AREAS OF READING EVIDENCE/RESEARCH-BASED INTERVENTIONS- K-6

PHONEMIC AWARENESS

• KPALS • Michael Heggerty Phonemic Awareness Curriculum • Great Leaps- K-2 • Jolly Phonics • Earobics, LIPS

PHONICS • KPALS, 1st Gr. PALS • Great Leaps- Gr. K-2; 3-6 • Jolly Phonics, Jolly Grammar • REWARDS-Gr. 3-5, Gr. 4-6 • SLANT, LIPS • SRA Reading Mastery, Horizons • SRA Corrective Reading- Decoding strand

FLUENCY

• 6 Minute Solutions- • Great Leaps- Gr. K-2, 3-6 • REWARDS-Gr. 3-5, Gr. 4-6 • Quick Reads • Repeated Phrases • Repeated Readings

VOCABULARY • MultiLevel Vocabulary Program • Bringing Words to Life-Robust Vocabulary Instruction • Elements of Reading-Vocabulary • CORE Vocabulary Handbook

COMPREHENSION • Metacognitive Strategies/Think Alouds • Collaborative Strategic Reading • Early Success, Soar to Success • SRA Corrective Reading- Comprehension strand

Interventions in BOLD are low cost/low training, high impact materials. Unbolded interventions are high impact, but are more expensive and require more training.

MATRIX OF EVIDENCE/RESEARCH-BASED READING INTERVENTIONS-

5 Big Areas of PhonemicReading: Awareness

Phonics Fluency Vocabulary Comprehension

Kindergarten -KPALS-MHeggertyProgram-Earobics

-KPALS -Bringing Words toLife-Elements ofReading-Vocabulary

-MetacognitiveStrategies

1st Grade -MHeggertyProgram-1st Gr. PALS-Great Leaps-K-2-Earobics

-MHeggertyProgram-1st Gr. PALS-Great Leaps-K-2-SLANT-SRA Read.Mastery

-1st Gr. PALS-Great Leaps-K-2-SLANT

-Bringing Words toLife-Elements ofReading-Vocabulary-CORE Vocabu laryHandbook


2nd Grade -Great Leaps- K-2-MHeggertyProgram

-Great Leaps-K-2-SLANT-SRA Read.Mastery

-6 Min.Solutions-Great Leaps, K-2-SLANT-Repeated Phrases-Repeated Readings



3rd Grade -Great Leaps-K-2 -Great Leaps,Gr.3-5-REWARDS, Gr. 3-5-SRA Read.Mastery

--6 Min.Solutions-Great Leaps, Gr.3-5REWARDS, Gr. 3-5-Repeated Phrases-Repeated Readings


-MetacognitiveStrategies-CollaborativeStrategic Reading-Soar to Success

4th Grade -Great Leaps,Gr.3-5-REWARDS

-6 Min.Solutions-REWARDS

-Bringing Words toLife


5th Grade -GreatLeaps,Gr.3-5-REWARDS-SRACorrectiveReading

-6Min.Solutions-REWARDS-RepeatedPhrases-RepeatedReadings

-BringingWords to Life-COREVocabu laryHandbook -MultiLevelVocab .Program

6th Grade -GreatLeaps,Gr.3-5-REWARDS-SRACorrectiveReading



-MetacognitiveStrategies-CollaborativeStrategicReading-Soar to Success -SRACorrectiveRead.-Comp.strand

-GreatLeaps,Gr.3-5-REWARDS-SRACorrectiveReading



-MetacognitiveStrategies-CollaborativeStrategicReading-Soar to Success-SRACorrectiveRead.-Comp.strand-MetacognitiveStrategies-CollaborativeStrategicReading-Soar to Success-SRACorrectiveRead.-Comp.strand

7th Grade

8th Grade

LET’S LOOK AT THAT MENU OF IDEAS AGAIN FOR:

5 BIG AREAS OF READING:

• Phonemic Awareness

• Phonics

• Fluency

• Vocabulary

• Comprehension

PHONEMIC AWARENESS

KPALS, 1ST GR. PALS MICHAEL HEGGERTY PROGRAM

PHONICS KPALS 1st Gr. PALS JOLLY PHONICS/GRAMMAR REWARDS-Gr. 3-5, or Gr. 4-8

SRA READING MASTERY, HORIZONS CORRECTIVE READING-Decoding

FLUENCY

1st Gr. PALS6 MINUTE SOLUTIONS• VOCABULARY THROUGH

MORPHEMES• QUICK READS• READ NATURALLYREPEATED PHRASES

VOCABULARY

• BRINGING WORDS TO LIFE (resource)• ELEMENTS OF READING-VOCABULARY• VOCABULARY THROUGH MORPHEMES• LANGUAGE FOR THINKING• LANGUAGE FOR LEARNING

COMPREHENSION

• METACOGNITIVE STRATEGIES/THINK ALOUDS

• COLLABORATIVE STRATEGIC READING (CSR)

• EARLY SUCCESS (Gr. K-2)• SRA CORRECTIVE READING-

COMPREHENSION STRAND

How to Use the Data…Aimsweb literacy data can give us a lot of information that can be used to help plan instruction, which of 5 big areas of reading is deficit, and determine which students to put together in which intervention group.

Remember -- hypotheses can always be confirmed with additional diagnostic assessment data!

5 BIG IDEAS INTERVENTIONDATA INTERVENTION

LINKING ASSESSMENT DATA INFORMING THE 5 BIGAREAS OF READING TO INSTRUCTION AND

INTERVENTIONS

Measures: 5 Big Areas: Interventions:LNF PHONEMIC AWARENE SS KPALS

LSF PHONICS MHEGGERTY

PSF FLUENCY GREAT LEAPS

NWF VOCABULARY SLANT

ORF COMPREHENSION REWARDS

WRITING 6 MIN. SOLUTIONS

SPELLING READ NATURALLY

READ 180

JOLLY PHONICS

ELEMENTS OF READ-VOCAB.

COLLABORATIVE STRAT. READ.

BIG IDEAUse assessment data to determinestudent need and link that to research-based interventions thatmatch the need.

DATA INFORMS NEED INTERVENTION

Criteria for intervention selection IN ONE DISTRICT

• They are inexpensive to purchase:High Impact/Lower Cost/Effective//Easy to Implement

• There is little training required for implementation and high treatment integrity.

• There can be flexibility with implementation, as

• Multiple implementers are possible: reading specialists, resource specialists, general education teachers, paraprofessionals, and/or parents.

D122 FRAMEWORK for READING INTERVENTIONS

TIER I.Harcourt Trophies-Increase integrityOf implementation

TIER II.At-risk students-Supplemental interventions

TIER III.Highly at-risk studentsIntensive interventions

Selected Interventions from Trophies Series

KPALS, 1st Gr. PAL, 6 Minute Solution

Vocabulary through Morphemes

Heggerety Phonemic Awareness Curriculum,

Collaborative Strategic Reading

Language for Thinking/ Language for Learning

Wilson

Reading Mastery

Corrective Reading

Language for Thinking/Language for Learning

Horizons

Great Leaps, REWARDS

Selected Interventions from Trophies

Vocabulary through Morphemes

Heggerty Phonemic Awareness Curriculum

The Six Minute Solution

Collaborative Strategic Reading

Laanguage for Thinking/Language for Learning

FIVE BIG AREAS OF READING EVIDENCE/RESEARCH-BASED INTERVENTIONS

PHONEMIC AWARENESS

• KPALS • Michael Heggerty Phonemic Awareness Curriculum • Great Leaps- K-2 • Selected interventions from Trophies

PHONICS • KPALS • Great Leaps- Gr. K-2; 3-6 • REWARDS-Gr. 3-5, Gr. 4-6 • Selected interventions from Trophies • Wilson

FLUENCY

• 6 Minute Solutions- • Great Leaps- Gr. K-2 • Quick Reads • REWARDS-Gr. 3-5, Gr. 4-6 • Repeated Phrases

VOCABULARY • Bringing Words to Life-Robust Vocabulary Instruction • Language for Learning/Language for Thinking

COMPREHENSION • Metacognitive Strategies/Think Alouds • Collaborative Strategic Reading • Quick Reads •

PROGRESS MONIT ORING is also considered an intervention in itself as well as an avenue for measuring intervention effectiveness.

Michael Heggerty Phonemic Awareness Program (Phonemic Awareness) This research-based curriculum is suited for K-2 students and contains daily phonemic awareness lesson plans developed on a systematic scope and sequence of skills with explicit modeling. This curriculum is intended to be done with a whole c lass group and should take between 12 -15 minutes a day. S tudents who are struggling can benefit from multiple, repeated exposures to these lessons in a small group setting. Jolly Phonics (Phonemic Awareness, Phonics) Jolly Phonics is a fun, multi -sensory and child-centered approach to teachin g literacy. This research-based program provides systematic instruction of the 42 main letter sounds as well as digraphs. It uses different multi-sensory methods, children are taught how to form and write letters. As soon as the letter sounds are known, children are taught how to blend them to read and write words. Children are also taught how to hear the different soun ds in words. This is an effective w ay of improving spelling. Tricky words have irregular spellings and children are taught how to learn these separately. As these basic but e ssential phonics skills are taught so rapidly, the children are able to move on to more cr eative writing processes faster and the higher-order reading comprehension strategies can be taught earlier. Great Leaps (Phonemic Awareness, Phonics, Fluency) Students work individuall y with an instructor and t he materials for less than ten minutes per day (three da ys per week minimum). The material s (one instruc tor's manual and one student notebook) ar e age appropriate and comprehe nsive. For example, the high school book can take a non -reading high school student to independent reading status. (Depend ing on the severity of the reading problem, one to two school years is the average length on intervention.) Great Leaps i s divided int o three major areas: ( 1) Phonics: developing and mastering essential sight-sound relationships and/or sound awareness skills; (2) Sight Phrases: mastering sight words while developing and improving focusing skills; and (3) Reading Fluency: usin g age-appropriate stories specifically designed to build reading fluency, reading motivation, and proper intonation.

www.fcrr.org

http://www.fcrr.org/FCRRReports

Florida Center for Reading Research

Key: Summary Table for FCRR Reports

• Type of Program1 = Core Reading Program2 = Supplemental or Intervention Program3 = Technology-Based Program4 = Program that may be implemented by a tutor or mentor 5 = Intervention or Remedial Program for students above third grade

• Reading Component (PA = Phonemic Awareness, P = Phonics, F = Fluency, V = Vocabulary, C = Comprehension)+ = some aspects of this component taught and/or practiced++ = most aspects of this component taught and/or practiced+++ = all aspects of this component taught and/or practicedn/a = Not Addressed in this program. In other words, this element of reading is not a goal of this program.

• Special Considerationsa. explicitb. systematicc. student materials alignedd. ample practice opportunities providede. practice onlyf. oral language onlyg. phonemic awareness and phonics programh. phonics programi. fluency programj. vocabulary programk. comprehension programl. extensive professional development requiredm. expertise required to make informed curriculum decisions n. extensive organization of materials requiredo. school-wide implementation required

Remember the focus must be on factors over which you have jurisdiction: -Quality/type/intensity of instruction & program implementation-Program & program emphasis-Time (opportunities to learn) -Grouping structures

INSTRUCTIONAL ENHANCEMENTS

Instructional Enhancements(variables we can alter)

Alterable Components Specific Enhancements

Options 1 2 3 4 5

Program Emphasis

Use core program & explicitly teach priority skills.

Use extensions of the core program (e.g., add examples)

Supplement core with reteaching or intervention components of core.

Replace current core program with intervention program.

Implement specially designed program

Time (Opportunities

to Learn)

Schedule & deliver 90 minutes of daily reading instruction (minimum 30 minutes small group).

Increase opportunities to re spond during core instruction.

Schedule core + supplemental period daily. (90 + 30 or 60 + 30)

Schedule two intervention sessions daily (no less than 90 minutes total)

Grouping for Instruction

Check group placement & provide combination of whole & smal l group instruction.

Schedule small group opportunity for specific practice

Reduce group size

Provide individual instruction

Increasing Intensity

Increasing Intensity

TIER 1, 2, or 3Instructional Planning Form

Instructional Strategies Materials Arrangement Time Motivational Strategies

Assessment Procedures

Skill Teaching Strategy

Phonemic Awareness

Phonics

Fluency

Vocabulary

Comprehension

10/03 Adapted from the U of Oregon

Sample IPF:Second Grade

Instructional Strategies Materials Arrangement

Time Motivational Strategies

Assessment ProceduresSkill Teaching

Strategy

Decoding/Encoding(Phonics/Word

Analysis))

Teacher-Led Instruction

Harcourt Trophies

Jolly Grammar 2

19:1Independent

30 mins. daily

Verbal PraiseSticker System

BenchmarkingDecodable

probesSpelling Test

Fluency Teacher, Partner Reading

HarcourtTrophies 6 Minute Solution

19:11:1

20 min.daily

Fluency Self-made charts

Benchmarking Progress

Monitoring

Vocabulary Teacher-Led Instruction

Independent

HarcourtTrophies

Elements of reading-Voab.

19:1Independent

20 mins. daily

Verbal Praise VocabularyMatching

Comprehension (Guided Reading

Groups)

Teacher-Led Small groupIndependent

work

Leveled BookThink AloudsMetacognitive

Strategies

3-6:1Independent

40 min. daily

ConferencingPositive

FeedbackSticker System

Conferencing

Student Name_______________________ Teacher Name________________ School Year ____________Goal ___________________________________________________________________________________

10/03 Adapted from the U of Oregon

Examining Treatment Integrity1. Teacher self-report/implementation logs:

– Teacher may be interviewed regarding steps followed during intervention or keep a log of the steps implemented

2. Ratings scales:– Written step-by-step intervention plan can be used as a

checklist & implementer would complete checklist

3. Direct Observation:– Of teacher behavior could be conducted periodically during

intervention (use of IPF)

4. Permanent Products:– Teacher/student created products that would demonstrate the

intervention components were implemented

5 Minute Walk Through Observation of Implementation Integrity (sample

1)

5 Minute Walk Through Observation of Implementation Integrity (sample

2)

Evaluation/Progress Monitoring




Evaluation/Progress Monitoring

Did it work?


REMINDER…

• EMPHASIZING AND REMEMBERING THE ‘ROBUSTNESS’ OF YOUR DATA….

School-Wide Reading Improvement in a School Using Problem-Solving

Courtesy of Christine Martin, Indian Prairie School District, IL

UNIVERSAL TIER 1: Benchmark/Core Programs:

1. Trophies (Harcourt School Publishers, 2003)2. The Nation’s Choice (Houghton Mifflin, 2003)3. Macmillan/McGraw-Hill Reading (2003)4. Open Court (SRA/McGraw-Hill, 2002)5. Reading Mastery Plus (SRA/

McGraw-Hill, 2002)6. Scott Foresman Reading (2004)7. Success For All (1998-2003)

Reviewed by: Oregon Reading FirstComprehensive: Addressed all 5 areas

and included at least grades K-3 ~80% of Students

~15%

~5%

Effects of 6 Minute Solutions on 2nd gradeon Oral Reading Fluency

4341

16

100

0 0

40

45

15

61

27

11

0

20

40

60

80

100

120

Fall No risk(>90)

Fall Mod. Risk(70-90)

Fall High risk(<70)

Spring No risk(>90)

Spring Mod.Risk (70-90)

Spring High risk(<70)

Risk Categories

% of students in Risk Categories

Intervention classControl Class

BEFORE AFTER

Fourth Grade-Fall ORF and MAZE

149

18

119

19

0

20

40

60

80

100

120

140

160

Fall ORF Fall MAZE-Comp.

ControlClass

InterventionClass

Fourth Grade-Winter MAZE ROI

0.27

0.5

0

0.1

0.2

0.3

0.4

0.5

0.6

Control Class InterventionClass

Weekly ROI on

Comprehension Indicator

Fall Mean scores Winter Rates of Improvement

6 Minute Solution effects: Effects of increased oral reading fluency on reading comprehension

Monitoring Progress at Tier 1: Benchmark Assessment to Measure Educational Need and Benefit for All

Tier 1: General Education Benchmark Assessment and Progress Monitoring

Helps UnderstandIndividual Student Problem or More

Than 1?

Activity #3.

Do Tier 1 Problem Solving- going through each step of the process.

Use the attached Problem Analysis tool to assist you.

Document your results on the attached Workbook form.

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 the full range of learners.

1. A comprehensive or core reading program with documented research-based efficacy is adopted for use school wide (x 3).

2. The instructional program and materials provide explicit and systematic instruction on critical reading priorities (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension) (x 2).

3. The instructional materials and program align with and support state standards/scientifically based practices and provide sufficient instruction in essential elements to allow the majority of students to reach learning goals.

4. Supplemental and intervention programs of documented efficacy are in place to support students who do not benefit adequately from the core program (x 2).

5. Programs and materials are implemented with a high level of fidelity (x 3).

/22 Total Points %

Percent of Implementation:

11 = 50% 18 = 80% 22 = 100%

Problem Analysis Tool for Tier 1/Core Program

School______________________ Grade_______________________

TIER 1 - DA TA DISCUSS ION AND DECI SIONS

Step 1: Identifying a problem: At the grade level, what percentage of students met the success criterion/benchmark target? Step 2: Analyzing the Problem: If less than 80% meet benchmark target, why is this occurring? Hypotheses: Essential and critical elements are missing from the curriculum in terms of content and design features. Begin adoption progress for new curriculum. Some elements are missing from content and design features. Supplement core curriculum with robust, research-based programs. Curriculum needs to be implemented with higher treatment integrity. Step 3: Planning the intervention Document steps you will take to address your hypothesis: Step 4: Evaluating What data will you use to evaluate your plan? Who? What? When? Where?