The Design and Implementation of Scientifically-based, Technology-enabled Reading Interventions for RTI

1. Presentation for Raising Student Achievement Conference St. Charles, Illinois December 4, 2007 1:45 – 2:45pm (Jade Room) The Design and Implementation of Scientifically-based, Technology-enabled Reading Interventions for RTI

2. Presenter Chris Cook, Ph.D. VP - Curriculum Services CSC Learning, Chicago ccook@csclearning.com 630-880-8430

3. Agenda • Essential elements necessary to effectively implement the Three-Tier Model/RTI • Criteria for evaluating scientifically-based, technology-enabled interventions • Specific Examples of Design Elements • Headsprout Early Reading • Soliloquy Reading Assistant • Lexia Learning • Case Studies from Illinois Districts

4. RtI Core Principles • We can effectively teach all children • Intervene early • Use a multi-tier model of service delivery • Use a problem-solving methodology

5. RTI Essential Components (NASDSE) 1. High-quality Instruction • Scientifically-based instruction • Matched to student needs 2. Learning rate and level of performance • Learning rate = growth in performance over time • Level of performance = relative standing compared to expected levels (criterion or norm-referenced) 3. Educational decisions based on individual student response data • Adjust level of intensity • Decisions regarding need for more intense intervention (including special ed referrals) based on data

6. The Three-tier Intervention Model

7. Tier I – Early Prevention • Core Curriculum in general education classroom • Universal Screening 3x/year using Curriculum-based Measures (e.g. DIBELS, AIMSweb,etc.) • Early Prevention for at-risk students • 15-30 minutes/day, 3-5x/week • Supplement, not supplant core curriculum • Differentiated instruction, flexible grouping

8. Tier 2 - Targeted Intervention • For students who fall below benchmark on universal screening • 20-30 minutes/day, 3-5x week • Frequent (weekly or bi-weekly) progress monitoring • Small group instruction and flexible grouping • Student response to interventions interpreted by school-based problem-solving team

9. Tier 3 - Intensive Intervention • For students who do not respond to Tier 2 interventions and/or fall far below benchmark • 30-60 minutes/day, 5x week • Frequent progress monitoring • Individualized or small group instruction by intervention specialist (Title I, ELL, Special Education, or other) • If Tier 3 is not successful, the student may be considered for special education

10. RTI…A System for Success Through the multi-tier system of school supports and a systematic decision-making process that uses performance data to guide decision-making… …RTI serves as a general problem-solving model to ensure the success of all students... …not just those in special education!

11. Criteria for EvaluationScientifically-based Reading Interventions Technology-based Support for the Nine Essential Elements of RTI____________________________________ • Formative Research Foundation • Five Essential Elements of Reading • Independently Reviewed • Multi-sensory and differentiated instruction • Adapts level of intensity • Data-driven progress monitoring • Support for flexible grouping • Summative research on effectiveness • Engaging for struggling readers

12. Scientifically-based Intervention: 1.Formative Research Foundation Methodologies extensively studied with struggling readers, ELL, special education Design process utilized feedback loops to engineer success National-renowned reading scientists Findings published in peer-reviewed journals

13. Scientifically-based Intervention: 2. Five Essential Components of Reading (National Reading Panel, 2000) • Phonemic awareness • Phonics • Fluency • Vocabulary • Comprehension

14. Scientifically-based Intervention: 3. Independently Reviewed Florida Center for Reading Research • http://www.fcrr.org/fcrrreports/table.asp University of Oregon • http://oregonreadingfirst.uoregon.edu/curriculum_review.php

15. Technology-enabled Intervention: 4. Multi-sensory Learning and Differentiated Instruction • Auditory • Visual • Kinesthetic

16. Technology-based Intervention: 5. Adapts Level of Intensity to Match the Needs of Each Learner • Instructional time • Group size • Homogeneous grouping • Pace • Opportunities for practice, review, for automaticity and fluency • Opportunities for correction and feedback • Scaffolding by using, then fading cues • Instruction that is direct, explicit and systematic

17. Scientifically-based Intervention: 6. Data-driven Progress Monitoring

18. Classroom Scientifically-based Intervention: 7. Flexible Grouping A. 1-on-1 B. Small Group Home C. Whole Group

19. Scientifically-based Intervention: 8. Summative Research on Effectiveness Implementation Results 2004-2006Darwin Elementary, Chicago Student Population Caucasian: 2% African-American: 12% Hispanic: 85% ELL: 32% Low SES: 94% Findings The percent of students meeting/exceeding standards increased by : 83% (gr.3), 61% (gr.5), 93% (gr. 8). “I am proud of our students’ and teachers’ commitment to school improvement. Lexia and CSC are important contributors and partners in this process.” - Graciela Shelley, Principal, Darwin Elementary School

20. Scientifically-based Intervention: 9. Engaging for Struggling Readers Age appropriate content and interest level Variable challenge levels Game and fantasy element Student control Clear goals and feedback

21. Examples of Design Elements:Scientifically-based,Technology-enabled Reading Intervention 1. Headsprout Early Reading • Balanced approach for 5 essential elements of reading • Grades preK-2 2. Soliloquy Reading Assistant • Oral fluency, vocabulary, comprehension • Grades 2-12 (Levels 2-10) 3. Lexia Learning • Phonemic awareness, phonics, decoding, word analysis, fluency, vocabulary • Grades 1-12 (Levels 1-6)

22. Research-based, proven effective, & kids love it too! Headsprout Early Reading

23. Headsprout Early Reading™ is a research-based online reading program that teaches non-readers and struggling readers from Pre-K through Grade 3 • Covers all five essential elements: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension

24. Engineering 100% SuccessThrough Formative Research

25. Headsprout’s Educational Wind Tunnel Headsprout Early Reading was tested and retested by children! Is it effective? Is it engaging? Layng, T. V. J., Johnson, K., Twyman, J. S. Ford, V., Layng, M. P., Gilbert, M., & Stikeleather, G. (2003). Teaching method and system, U.S. Patent No. 6,523,007. Washington, DC: U.S. Patent and Trademark Office.

26. Scientific Research & Development Process Testing and Evaluation: Every portion of Headsprout Early Reading has been measured and evaluated, from the most basic level of instruction through the complete interlocking sets of skills and strategies.This time consuming and painstaking process is essential to our guaranteed effectiveness.

27. Headsprout Works across Grades & Needs

28. Woodcock-Johnson Outcome Scores

29. ITBS: Reading Total Outcome Scores

30. It’s in your folder! Independent Program Review The FCRR is a nationally-recognized research center "The sole purpose of FCRR Reports is to be a reliable resource for teachers and administrators as they evaluate the alignment of instructional materials to Reading First guidelines and determine the degree to which programs are consistent with current scientific research in reading.” - From the FCRR web site www.fcrr.org Research Support for Headsprout Early Reading“In sum, the content and design of Headsprout Early Reading reflect scientific research with an abundance of instructional strategies in phonemic awareness, phonics, fluency, vocabulary and comprehension. The developers of Headsprout Early Reading have produced a wide array of evidence that most children who work with the program acquire the specific skills it is designed to teach.” Weaknesses Noted: None.

31. Product Components Online Instruction80 online individualized episodes Automated Assessment andPerformance Reports Email and telephone instructional and technical support Educational Print Materials12 full-color Headsprout Readers Blackline Master of 80 “ready-to-read” stories Progress Map and Stickers Completion Certificates Classroom Progress Wall Charts Benchmark Reading Assessments Teachers’ Guide Optional Technical Materials Technical Coordinators’ Guide Headsprout Bandwidth Optimizer

32. Constructing the reading repertoire Lessons 1 – 23 “Crack the Code” • letters represent sounds • sounds go together to make words • critical strategies of: finding sounds in words (segmenting), saying contiguous sounds (blending), and saying the word based upon hearing themselves say blended sounds • reading vocabulary up to 50 words • 10 print stories as part of their lessons Lessons 24 – 40 “Reading Makes Sense” • students learn in one lesson what previously took two or three lessons • sounds make up words, words make sentences and stories • stories increase in length and complexity • reading vocabulary up to 500 words • 20 more print stories

33. Constructing the reading repertoire Lessons 41 – 56 “Accelerate and Diversify” • the pace of the program again quickens • multiple individual sounds are learned and applied inthe very same lesson • practices segmenting decoding with compound and nonsense words • greater emphasis on comprehension • 11 stories are read that contain new vocabulary,decodable words, and themes Lessons 57 - 80 “Reading for Meaning and Enjoyment” • one to two stories are read per lesson • poetry and expository text are introduced • more challenging comprehension and critical thinking activities • passage reading fluency is greatly extended • vocabulary up to 5,000 words • 39 more stories, including chapter books

34. Learning that Letters Represent Sounds Interactive example: Click graphic to begin. The worm moves forward 1 hole for each correct selection of the sound “an” -- a visual indicator of the mastery criteria of 5 consecutive correct.

35. Ensuring Learning: Tracking every click

36. Beginning Comprehension

37. Soliloquy Reading Assistant Overview & Research Foundations

38. What is Reading Fluency?Marilyn Jager Adams, Chief Scientist • Fluencyis not Words Correct Per Minute (WCPM) • Fluency is the ability to read with sufficient ease and accuracy that one can focus attention on the meaning and message of text.

39. How is Fluency Achieved? Guided Oral Reading is the only research-proven method of developing reading fluency National Reading Panel 2000 But, one-on-one guided oral reading is not practical!

40. SoliloquyReading AssistantIncreasing Time Spent Reading… • Guided oral reading using the computer as a patient supportive listener • Uses Speech Recognition to help students become proficient, fluent readers • Develops fluency, vocabulary and comprehension while students read • Engages students with interactive support and private play back

41.  An Extra 10 Minutes has a Big Impact Cunningham & Stanovich. (1998) What reading does for the mind. American Educator, Spring/Summer, pp. 8-15. From Anderson,Wilson,& Fileding (1988). Growth in reading and how children spend their time outside of school.RRQ,23,285-303. Marilyn Jager Adams

42. Primary Contentfor Reading Assistant • Grade Levels 1-5 • Content drawn from authentic literature

43. Middle and High School Contentfor Reading Assistant • Grade Levels 5-Adult • Content based on Science & Social Studies standards

44. Soliloquy Reading Assistant Data Analysis & Reports

45. Data & Reports • Predictive reports • Real-time data • Supports both formative and summative evaluation

46. Predictive ReportingAverage WCPM By MonthTrend Line and Goal

47. Class List withMost Recent Reading Selection

48. Session DetailColor Words with Audio Portfolio

49. Student ReportAverage WCPM

50. Problem Words Report