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Classwide Instruction

Supporting READING skills . Classwide Instruction. Models for selecting individual interventions. Individual Instruction. Background. School psychology professor at Utah State Teacher  school psychologist  researcher

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Classwide Instruction

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  1. Supporting READING skills Classwide Instruction Models for selecting individual interventions Individual Instruction

  2. 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

  3. Providing systematic support TIER 3: Individualized Intervention Monitor 1 time a week ~5% TIER 2 : Strategic/Supplemental Monitor monthly ~15% UNIVERSAL TIER 1: Core Programs Monitor 3 to 4 times/ year ~80% of Students

  4. With Progress monitoring ( CBM) • TRW=73 • Omitted Words=11 • Errors=5 • CRW=58

  5. Tier 1 3 x year CBM OUTCOME 1

  6. Tier 1 CBM Outcome 2

  7. Reading classwide intervention

  8. 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.

  9. 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!

  10. PRACTICE for 2 minutes • Partner 1 reads. • Partner 2 LISTEN AND SAY misread and stuck words until timer rings. • DO NOT WRITE. • Trade jobs

  11. 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

  12. COUNT AND GRAPHDemonstration 2

  13. 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.

  14. SETTING UP PAIRS

  15. Beat the Buzzard IDEAL TIME: < 2 MINUTES

  16. 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

  17. Results 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.

  18. Response to Class-wide 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.

  19. Universal CBM OUTCOME 1

  20. 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 ~5% ~15% ~80% of Students http://www.fcrr.org

  21. Tier 2 Monthly CBM DATA Are 80% of the Tier 2 students responding? YES  target those students who are not responding NO  target program.

  22. Matching intervention to student needs TIER 3: Individualized Intervention ~5% TIER 2 : Strategic/Supplemental ~15% ~80% of Students

  23. Models for selecting an intervention to match student needs 1. Target Skills

  24. 2. Common reasons for poor performance 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).

  25. 3. Powerful Effective teaching Before Tell model Guided practice After Error correction Feedback reward #1 Opportunity to respond

  26. Select students for intervention using screening data • Identify Can’t do problems • 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. How To….

  27. Are you a Won’t do or Can’t do? Demonstration reading # 1 Listen to your goal.

  28. 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?

  29. 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.

  30. Can’t Do/Won’t Do Assessment

  31. Without incentive: 8 children With incentive: 5 children

  32. Assessing READING Level 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 • 3rd grade • Words 2nd grade 25 words 10 errors 1st grade 39 words 1 errors

  33. 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.

  34. 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

  35. Keep it Simple Selecting a Few Good Interventions

  36. 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

  37. READING INTERVENTIONS BASED ON 1. Skill TARGET 2. Can’t DO 3. Effective Teaching STEPS

  38. 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

  39. Accuracy Demonstration READING # 4 MODEL & LISTEN

  40. 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 3-sec pats

  41. 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 3-sec pats

  42. INDEPENDENT PRACTICE 1 minute timing Demonstration READING # 2

  43. IMMEDIATE FEEDBACK Graph My best score or goal is: _______ My score on the timed test is: ________ Did I beat my score? _____

  44. Weekly Progress Monitoring 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.

  45. 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.

  46. Progress Monitoring

  47. 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

  48. 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.

  49. Same routine • Peers and/or adult tutor • Daily for 15 minutes • Weekly CBM monitoring

  50. 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

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