RSS RtI Foundations Training

1. RSS RtI Foundations Training Reading, Writing, & RtI Laurie Lee & Amy Roberts, Program Specialist and School Psychologist August 2010 Presentation adapted from NCDPI RtI Foundations Training

4. Differences in Learning to Read • Able to read: • Learn with ease: • Learn with support: • Learn with intensive support: • Have pervasive reading disabilities: Adapted by B. Bursuck based on Lyon, 1998

5. Causes of Reading Difficulties • 90% of poor readers have problems with Word reading accuracy • Reading difficulty is related to Inherited brain differences • Phonological processing problems are the cause of most reading difficulties: Phonological Awareness Rapid Naming/Word Retrieval Working Memory (Reading Foundations training)

6. Students with Phonological Awareness Problems. . . . . • Have difficulty segmenting words into sounds • Have difficulty mapping sounds to letters or letter patterns • May try to memorize words or over-rely upon context • May be misdiagnosed as having comprehension problems (Reading Foundations training)

7. Students with Naming Problems. . . • Difficulty quickly naming even familiar concepts such as colors, numbers, letters Red Blue Black Yellow Green (may use with students who do not yet know numbers and letters to test color-naming) • Difficulty learning names • Recall information in context, but not in isolation

8. Students with Naming Problems. . . • Describe items rather than giving specific names • Confuse names of items within categories: • (blue-green) • (here-there) • Appear to learn names, but then “forget” (Reading Foundations Training)

9. Students with Working Memory Problems. . . . • Have difficulty holding sounds in memory as they sound out a word • May have difficulty holding words in memory to get the meaning of a sentence Remember: working memory is NOT exactly the same thing as short-term memory.

10. Double and Triple Deficits • Student may have a combination of 2 or all 3 of these problems: • Phonological Awareness • Rapid naming/word retrieval • Working memory • Double and triple deficits students are the MOST difficult to remediate (Reading Foundations training)

11. Skilled Reading Process CONTEXT PROCESSOR MEANING PROCESSOR ORTHOGRAPHIC PROCESSOR PHONOLOGICAL PROCESSOR • Selects appropriate meaning based on context • Activates all possible meanings of a word • Receives visual information from print • Recognizes familiar patterns of letters • Processes every letter • Activates phonological image of word • “hearing the word in your head” (Adams, 1990)

12. Skilled Reading Process CONTEXT PROCESSOR MEANING PROCESSOR ORTHOGRAPHIC PROCESSOR PHONOLOGICAL PROCESSOR cat “cat” or |c|-|a|-|t| Previous sentence: “I felt something small brush against my foot.” cat (Adams, 1990)

13. Foundation skills enable later skills accurate word reading fluency fluency Reading Comprehension vocabulary strategies motivation Torgesen, fcrr.org

14. The Reader • Reading Comprehension involves a combination of word recognition, language comprehension and executive processing abilities • Research shows skilled readers are efficient at sight-word recognition and decoding of new words. • This efficiency leads to fluent reading which leads to comprehension of text-length material (Stahl & Hiebert, in press, 2006)

15. The Big Emphasis Changes, K-3 K 1 2 3 Multisyllables Phonemic Awareness Listening Phonics Reading Letter Sounds&Combinations Reading Listening Fluency Vocabulary Comprehension Adapted from Simmons, Kame’enui, Harn, & Coyne (2003). Institute for beginning reading 2. Day 3: Core instruction: What are the critical components that need to be In place to reach our goals? Eugene: University of Oregon.

16. LANGUAGE COMPREHENSION Skilled Reading- fluent coordination of word reading and comprehension processes BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING LITERACY KNOWLEDGE SKILLED READING: fluent execution and coordination of word recognition and text comprehension. increasingly strategic WORD RECOGNITION PHON. AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION increasingly automatic The Many Strands that are Woven into Skilled Reading (Scarborough, 2001) Torgesen, fcrr.org Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

17. National Reading Panel (NRP)www.nationalreadingpanel.org 5 Key Components of Reading Instruction Phonemic Awareness Phonics Fluency Vocabulary Comprehension Other areas investigated: Technology, Teacher Education and Teacher Preparation Liz Crawford 2007) (Crawford, 2008)

18. Targeted Instruction – Focus on Learning • Explicit – nothing is left to chance; all skills are taught directly • Systematic – sequential steps are followed to take the student from limited or no mastery to complete mastery of a skill • Direct – The teacher defines and teaches a concept, guides students through its application, and arranges for extended guided practice until mastery is achieved • Strategic – teaching students efficient ways to acquire, store and express information and skills (FCRR Glossary of terms, 2005)

19. Principles Of Reading Instruction For All Children • Teach phonemic awareness and phonics explicitly, systematically, and early (kindergarten & grade 1). • Provide frequent opportunities for guided, oral reading. • Teach vocabulary and a variety of strategies for comprehension. (Felton & Lillie, 2001)

20. Teaching At-Risk Children To Read • Teach phonemic awareness skills early. • Teach sound-spelling associations explicitly and in a careful sequence. • Teach sounding out and blending directly. • Use decodable text for practice. • Read good literature to students for language comprehension. (Felton & Lillie, 2001)

21. Characteristics of Effective Reading Interventions for At-risk Students • Begin as soon as it is clear the student is lagging behind • Increase the intensity of instruction and practice • Use direct, explicit, systematic instruction and practice with review • Provide skillful instruction with error correction and immediate positive feedback and reward • Guide instruction with student data and be responsive to data on student progress • Ensure a positive atmosphere that is motivating, engaging and supportive (Torgesen, 2007)

22. Principles Of Remediation for students with persistent problems learning to read • Base instruction on assessment. • Use systematic, cumulative, explicit, direct, and multisensory instruction. • Use guided discovery and guided practice. • Teach for mastery and automaticity. (Felton & Lillie, 2001)

23. *Estimates and recommendations are based on the work of Lyon and other NICHD researchers

24. Tier IV IEP Consideration Tier III Student Study Team Tier II Consultation With Other REQUIRED TO MEET THE AMOUNT OF RESOURCES STUDENT’S NEEDS Tier 1 Resources • Intensive Interventions 1-7% • Strategic Interventions 5-15% • Core Curriculum 80-90% Consultation Between Teachers Parents - INTENSITY OF NEEDS - circles - pub Needs

25. Example of Staggered Reading Blocks with “Walk and Read” (Crawford, fcrr.)

26. A mistake we often make in education is to plan the curriculum materials very carefully, arrange all the instructional materials wall to wall, open the doors of the school, and then find to our dismay that they’ve sent us the wrong kids. (Crawford, fcrr)

27. Research Based Reading Programs • Direct, Explicit and Systematic • Address the Big 5 Components of Reading • Differentiated materials that address the needs of the students • Flexible Grouping based on assessments

28. Interventions READING IMPROVEMENT PROGRAM READING GOAL: All students will improve their reading vocabulary

29. Using Assessment to Guide Accelerated Instruction • Use the “big 5” to guide assessment: Phonemic Awareness, Phonics, Vocabulary, Fluency and Comprehension • Informal assessment examples • AIMSweb/DIBELS • Children’s Progress • Developmental Reading Assessment (DRA) • Basic Reading Skills Assessment (BRSA) • Phonological Awareness Skills Test (PAST) • Reading Inventories – (Ekwall-Shanker, Basic Reading Inventory by Jerry Johns, QRI, DRA) • Use EOG/EOC scores if applicable

30. Creative Scheduling

31. Form Flexible Groups Based on Assessment www.fcrr.org

32. The Reading Block www.fcrr.org

33. Increasing the quality and power of teacher-led, small-group, differentiated instruction Instruction should be differentiated to meet the needs of individual students in at least four ways Frequency and duration of meeting in small groups – every day, three times per week, etc. Size of instructional group – 3 students, 6 students, 8 students, etc. Focus of instruction – work in phonemic awareness in phonics, work in fluency and comprehension, etc. Lesson format – guided reading vs. skills focused lessons www.fcrr.org

34. Ways that instruction must be made more powerful for students “at-risk” for reading difficulties. resources skill More powerful instruction involves: More instructional time Smaller instructional groups More precisely targeted at right level Clearer and more detailed explanations More systematic instructional sequences More extensive opportunities for guided practice More opportunities for error correction and feedback Foorman & Torgesen (2001)

35. The key to transforming students from struggling to competent learners is to put in place programs that bring a “laser-like” focus on teaching and learning. (Deshler, 2006)

36. It is difficult for the teacher to meet the needs of all the students. “Many students may require at least three or four times as much instruction as the average student if they are to maintain normal progress in learning to read” (Torgesen, 2007, p. 1).

37. It is difficult for the teacher to meet the needs of all the students. “Some of our students may require four, to six, to eight times more instruction than others in order to learn all they need to learn each year.” (Torgesen,fcrr)

38. That sounds great, BUT… How do we do it? • “I only have an assistant part of the day!” • “My students are in and out of class all the time for “specials”!” • “I have so much to cover!” • “The core series expects them to know much more than they actually know!” • “And what about my advanced students?”

39. Classroom Organization for this Kindergarten Class • Uninterrupted 90 minute block • No other personnel to assist during Learning Center time • Core Reading Program www.fcrr.org

40. Classroom Organization for this Kindergarten Class: Teacher-Led Center Small group instruction for 50 minutes: • Group 1: Implement an intervention program --25 min. daily • Group 2: Implement phonemic awareness and phonics activities that will provide students extra practice with the content that was previously taught--10-15 min. daily • Group 3: Use the decodable & leveled books from my core reading program to practice the decoding process and fluency--10-15 min. daily www.fcrr.org

41. Classroom Organization for this Kindergarten Class: Teacher Led-Center M T W TH F G1HR 25 minutes 25 25 25 25 G2MR 15 10 15 10 15 G3LR 10 15 10 15 10 • 40 minutes will be devoted to whole class ii using core curriculum • 50 minutes will be devoted to small group instruction: www.fcrr.org

42. Structuring Independence to Facilitate Accelerated Learning • The Daily Five • Fostering Literacy Independence in the Elementary Grades “The Daily Five is more than a management system or a curriculum framework; it is a structure that will help students develop the habits that lead to a lifetime of independent literacy.” Stenhouse Publishing

43. One ExampleReading Intervention Room • Pull out setting • Twenty 2nd grade students for 90 minutes • Four highly trained instructors • An instructor is at each center • Vocabulary, Fluency, Comprehension, Word Work • Twenty minutes at each center, then rotate Stamey Carter, Watauga Co. Schools

44. Struggling Readers Grouped for Reading/Language Arts In Watauga County Classroom A Classroom B Classroom C Classroom D Stamey Carter, Watauga Co. Schools

45. CLASSROOM D Assistant Basal Reading & Sight words Listening Comprehension, Vocabulary TITLE I STUDENTS Students grouped by needs, 24 minute rotation at each station 96 minutes of intensive, on-level, small group instruction Flexible groups reorganized 3-4 times/year Class-room Teacher Title I Teacher 2 Guided Reading/ Fluency/Leveled Books Title I Teacher 1 Word Study: Phonics, Phonemic Awareness, Spelling, Dictation Stamey Carter, Watauga Co. Schools

46. Ashe County School-WideSchedule

47. Another ExampleSmall Group General InstructionAshe County • Grades 1-3 • Target Group 90 minute block with 4 rotations Writing Reg. Ed Teacher Phonological Awareness/ Phonics Fluency Reg. Ed Teacher Literacy Specialist Vocabulary and Comprehension EC Teacher

48. Characteristics, Benefits, and Challenges of Upcoming Models Challenges Benefits Classroom teacher can work with other students. More opportunities for targeted intensive instruction More opportunities for student response More opportunities for corrective feedback and reinforcement Scheduling may not always be consistent . Classroom activities can be distracting . Additional teacher may not be available on daily basis . Instructional time may not be sufficient. Other activities in 90-minute block may not be at appropriate level . Small group instruction during 90-minute block • Provided by additional teacher(s) • Groups of 3-5 students • 30-60 minutes per group • Targeted to specific student need Crawford, fcrr (2007)

49. Essential Components of Reading Instruction • Phonemic Awareness • Intervention Activities • Resources • Phonics • Intervention Activities • Resources • Fluency • Intervention Activities • Resources • Vocabulary • Intervention Activities • Resources • Comprehension • Intervention Activities • Resources

50. Phonological Awareness A general term which includes phonemic awareness. Phonological awareness activities include working with rhymes, words, syllables, and onsets and rimes. Phonemic awareness is a part of phonological awareness. Syllables:word part that contains a vowel Onsets and rimes:smaller than syllables, but larger than phonemes. The onset is the first part of the syllable containing the consonant or consonant cluster and the rime is the part of the syllable containing the vowel and the letters that follow it. OnsetRime b ag(bag) tr ap (trap)