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Implementing Scientifically-Based Reading Instruction: From Theory to Practice

What is SBRR?. the application of rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, reading instruction, and reading difficulties". Reading Objective. With the help of many, Massachusetts will achieve two important goals:Highly qualified t

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Implementing Scientifically-Based Reading Instruction: From Theory to Practice

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    1. Implementing Scientifically-Based Reading Instruction: From Theory to Practice This presentation is created to be used in the schools for various purposes. Schools may choose to use this presentation to revisit the vision of Reading First in their schools with their staff; they may choose to use it to update new teachers, coaches, and principals; or they may choose to use parts of it with the community. Most slides have notes attached to guide the presenter. The presenter is encouraged to use the script, but also to add their own modifications and comments regarding their specific district or school. The presentation does not need to be used in its entirety. Specific sections of the PowerPoint may be chosen to meet the needs of individual situations. This presentation is created to be used in the schools for various purposes. Schools may choose to use this presentation to revisit the vision of Reading First in their schools with their staff; they may choose to use it to update new teachers, coaches, and principals; or they may choose to use parts of it with the community. Most slides have notes attached to guide the presenter. The presenter is encouraged to use the script, but also to add their own modifications and comments regarding their specific district or school. The presentation does not need to be used in its entirety. Specific sections of the PowerPoint may be chosen to meet the needs of individual situations.

    2. What is SBRR? “…the application of rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, reading instruction, and reading difficulties” Slides 27-37 may be used at this point in the presentation, or you may consider inserting them after slide 18. Scientifically-Based Reading Research: Employs systematic, empirical methods that draw upon observation or experiment Involves rigorous data analyses that test stated hypotheses and justify conclusions Relies on measurements or observational methods that provide reliable and valid data Has been accepted by peer-reviewed journals or approved by a panel of independent experts The following slides give insight to what SBRR has to say about the 5 essential components of Reading. Optional Activity: Consider having the group you are presenting to brainstorm and list factors that impede reading development. Then, have the group put a star next only next to the factors which are in our control as teachers. These are the factors that we need to focus on: quality reading instruction, intensity of instruction (class size, time for instruction, differentiated instruction), etc. Since our instruction is in our control, we want to be sure it is based in SBRR to be most effective.Slides 27-37 may be used at this point in the presentation, or you may consider inserting them after slide 18. Scientifically-Based Reading Research: Employs systematic, empirical methods that draw upon observation or experiment Involves rigorous data analyses that test stated hypotheses and justify conclusions Relies on measurements or observational methods that provide reliable and valid data Has been accepted by peer-reviewed journals or approved by a panel of independent experts The following slides give insight to what SBRR has to say about the 5 essential components of Reading. Optional Activity: Consider having the group you are presenting to brainstorm and list factors that impede reading development. Then, have the group put a star next only next to the factors which are in our control as teachers. These are the factors that we need to focus on: quality reading instruction, intensity of instruction (class size, time for instruction, differentiated instruction), etc. Since our instruction is in our control, we want to be sure it is based in SBRR to be most effective.

    3. Reading Objective With the help of many, Massachusetts will achieve two important goals: Highly qualified teachers of reading in every K-3 school All students reading at or above grade level by the end of grade 3

    4. Presentation Objectives The Five Essential Components of Reading Donahue Institute Overview Assessment Needs-Based Instruction/Three-Tier Model Putting Theory to Practice

    5. The Need “Approximately 40% of students across the nation cannot read at a basic level” National Assessment of Educational Progress Reading proficiency in all content areas leads directly to success in school and in life. Children who cannot read are more likely to drop out of school and are limited to lower paying jobs throughout their lifetimes Learning to read has become a national priority. According to the National Institute of Child Health and Human Development (NICHD) reading failure is associated with: ·        School drop-out rates ·        Delinquency ·        Unwanted pregnancy ·        Chronic underemployment   The “nation’s report card,” the NAEP, has shown that approximately 40% of students across the nation cannot read at a basic level. Approximately 70% of children in high-poverty schools are “below basic,” especially African-American, Hispanic, and Native American children who live in urban or isolated areas. The most recent NAEP report shows some encouraging data that the reading achievement gap is decreasing, particularly between the African-American students and the white students. However, a clear achievement gap still remains.   Learning to read has become a national priority. According to the National Institute of Child Health and Human Development (NICHD) reading failure is associated with: ·        School drop-out rates ·        Delinquency ·        Unwanted pregnancy ·        Chronic underemployment   The “nation’s report card,” the NAEP, has shown that approximately 40% of students across the nation cannot read at a basic level. Approximately 70% of children in high-poverty schools are “below basic,” especially African-American, Hispanic, and Native American children who live in urban or isolated areas. The most recent NAEP report shows some encouraging data that the reading achievement gap is decreasing, particularly between the African-American students and the white students. However, a clear achievement gap still remains.  

    6. The Premise Prevention is the key! Reading First argues that students who do not learn to read easily benefit from particular strategies, materials, and approaches that have documented evidence of effectiveness for this population. Reading First schools target struggling readers from specific high-risk subgroups.   The United States Congress and the National Reading Panel cited over 30 years of research on reading to identify what is known about the process of learning to read and best methods of instruction.   Prevention is the key! Reading First argues that students who do not learn to read easily benefit from particular strategies, materials, and approaches that have documented evidence of effectiveness for this population. Reading First schools target struggling readers from specific high-risk subgroups.   The United States Congress and the National Reading Panel cited over 30 years of research on reading to identify what is known about the process of learning to read and best methods of instruction.  

    7. Comprehensive Instruction Comprehensive instruction includes the “five components” of reading Phonemic awareness Phonics Fluency Vocabulary Comprehension Comprehensive instruction is direct, systematic, explicit, and multi-sensory Reading is: “a complex system of deriving meaning from print.” Fluent, effortless reading is actually quite a complicated task. It requires all of the following: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The Reading First Grant stresses that these five essential components of beginning reading should be included in reading instruction at all levels. However, knowing the student’s stage of reading development can assist the teacher in identifying which components to emphasize. Vocabulary and comprehension may be emphasized throughout all stages of reading development either through read aloud, or the students’ text reading. At the earliest stages of reading consider emphasizing: oral language development, phonological awareness, letter names and sounds At the basic decoding stages of reading consider emphasizing: phonological awareness, phonics, site word automaticity Once students have considerable accuracy with words, consider emphasizing: reading with fluency and decoding longer words Reading is: “a complex system of deriving meaning from print.” Fluent, effortless reading is actually quite a complicated task. It requires all of the following: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The Reading First Grant stresses that these five essential components of beginning reading should be included in reading instruction at all levels. However, knowing the student’s stage of reading development can assist the teacher in identifying which components to emphasize. Vocabulary and comprehension may be emphasized throughout all stages of reading development either through read aloud, or the students’ text reading. At the earliest stages of reading consider emphasizing: oral language development, phonological awareness, letter names and sounds At the basic decoding stages of reading consider emphasizing: phonological awareness, phonics, site word automaticity Once students have considerable accuracy with words, consider emphasizing: reading with fluency and decoding longer words

    8. Phonemic Awareness In phonemic awareness instruction, students learn to hear, identify, and manipulate phonemes, the individual sounds that comprise spoken words. In phonemic awareness, students learn to hear, identify, and manipulate phonemes, the individual sounds that comprise spoken words. Some examples are: identifying, categorizing, segmenting, and blending phonemes in spoken words Students in K/1 should have 20 hours per year with lessons that are less than 30 minutes in duration. This often occurs through the core program. 1-2 skill should be taught at a time in small groups. Follow up phonemic awareness activities, with similar activities connecting letters. ELL students may have more difficulty with phonemic awareness, yet it remains a critical skill. In phonemic awareness, students learn to hear, identify, and manipulate phonemes, the individual sounds that comprise spoken words. Some examples are: identifying, categorizing, segmenting, and blending phonemes in spoken words Students in K/1 should have 20 hours per year with lessons that are less than 30 minutes in duration. This often occurs through the core program. 1-2 skill should be taught at a time in small groups. Follow up phonemic awareness activities, with similar activities connecting letters. ELL students may have more difficulty with phonemic awareness, yet it remains a critical skill.

    9. Phonemic & Phonological Awareness Phonemic awareness: e.g., identifying, categorizing, segmenting & blending phonemes in spoken words Phonological awareness: text-based rhyming & sounds in the environment 20 hrs/year, < 30 min/lesson, K/1 (core program) 1-2 skills at a time, in small groups Combine PA activities with letters See Adams et al, 1998. Phonemic awareness in young children

    10. Phonics In phonics instruction, students learn the predictable sound-symbol relationships between phonemes, the individual speech sounds, and graphemes, the letters that represent speech sounds in written English. In phonics instruction, students learn the predictable sound-symbol relationships between phonemes, the individual speech sounds, and graphemes, the letters that represent speech sounds in written English. Even though comprehension is the ultimate goal, a large part of understanding what we read depends on reading the words accurately. Mastering this skill to automaticity is critical to reaching fluency in reading. Explicit, systematic phonics instruction is significantly more effective than alternative programs. Phonics includes: Alphabet recognition Systematic and explicit skills instruction in letter-sound correspondences Practice reading connected text with high percentages of learned correspondences Includes decoding by analogy, structural analysis, sight words, and use of linguistic context Phonics instruction should occur in: Small groups and 1-1 instruction with a K/1 emphasis Integrate phonics and spelling instruction In phonics instruction, students learn the predictable sound-symbol relationships between phonemes, the individual speech sounds, and graphemes, the letters that represent speech sounds in written English. Even though comprehension is the ultimate goal, a large part of understanding what we read depends on reading the words accurately. Mastering this skill to automaticity is critical to reaching fluency in reading. Explicit, systematic phonics instruction is significantly more effective than alternative programs. Phonics includes: Alphabet recognition Systematic and explicit skills instruction in letter-sound correspondences Practice reading connected text with high percentages of learned correspondences Includes decoding by analogy, structural analysis, sight words, and use of linguistic context Phonics instruction should occur in: Small groups and 1-1 instruction with a K/1 emphasis Integrate phonics and spelling instruction

    11. Phonics & Word Study Alphabet recognition Systematic & explicit skills instruction in letter-sound correspondences, K/1 emphasis Practice reading connected text with high percentages of learned correspondences Integration of spelling & phonics instruction Small groups & 1-1 instruction Include decoding by analogy, structural analysis, sight words, & use of linguistic context Integrate phonics & spelling instruction See Beck, I.L. (2005). Making Sense of Phonics

    12. Phonics: Two Approaches Skills Explicit Skills Embedded *Direct instruction in *Discovery of sounds sound-symbol within the context relationships of words and texts *Practice blending *Use of picture cues sounds in isolated and beginning letter words cues in decoding *Practice reading *Emphasis on words in decodable spelling/sound text patterns *Includes High *Emphasis on Frequency Word teachable moments Recognition and rather than skills Spelling sequence Reading First supports a skills explicit model of phonics instruction because it is based in 30 years of research on reading and the brain. All Reading Coaches have Isabel Beck’s book on teaching phonics and P/A to provide modeling and coaching in the classroom during instruction. This approach represents a departure from the 3-cueing system which has been popular in the last 20 years, but has not held up under scientific scrutiny (see Adams, 1998) Problems with the 3-cueing system: 1. Minimizes the role of phonology and orthography 2. Overemphasizes the role of context and meaning in word recognition Context use is an accurate way to identify unknown words only about 1:4 to 1:10 times. 80% of the English language is based able to be decoded and therefore is a more reliable approach when a student stumbles with a word. We know that context is a major part of the reading process, but we also know that fluency is dependent upon early mastery of associations between letters, letter patterns, and speech soundsReading First supports a skills explicit model of phonics instruction because it is based in 30 years of research on reading and the brain. All Reading Coaches have Isabel Beck’s book on teaching phonics and P/A to provide modeling and coaching in the classroom during instruction. This approach represents a departure from the 3-cueing system which has been popular in the last 20 years, but has not held up under scientific scrutiny (see Adams, 1998) Problems with the 3-cueing system: 1. Minimizes the role of phonology and orthography 2. Overemphasizes the role of context and meaning in word recognition Context use is an accurate way to identify unknown words only about 1:4 to 1:10 times. 80% of the English language is based able to be decoded and therefore is a more reliable approach when a student stumbles with a word. We know that context is a major part of the reading process, but we also know that fluency is dependent upon early mastery of associations between letters, letter patterns, and speech sounds

    13. Spelling Spelling words as they sound enhances phonemic awareness and letter knowledge and accelerates the acquisition of conventional spelling Snow, Burns & Griffin, 1998 Complementing regular opportunities for writing with systematic spelling instruction enhances and extends to both reading and writing growth Decoding and encoding should be integrated in instruction. Spelling should follow a systematic sequence of instruction. Decoding and encoding should be integrated in instruction. Spelling should follow a systematic sequence of instruction.

    14. Leveled Text Leveled Text serves as a bridge between decodable text and the anthology or authentic literature. Match leveled text to the child’s vocabulary and comprehension knowledge. When students are learning to read, they require practice in connected text to the phonics elements that they are learning. At this stage, students spend time with decodable texts, while they receive their vocabulary and comprehension instruction from rich read-aloud books. When students have built up more automaticity with reading, leveled texts may be introduced with decodables as they are not as structured as the decodables and not yet as difficult as the authentic literature. The ultimate goal for students is having a strong enough background in word recognition that they can read real, authentic, rich literature.When students are learning to read, they require practice in connected text to the phonics elements that they are learning. At this stage, students spend time with decodable texts, while they receive their vocabulary and comprehension instruction from rich read-aloud books. When students have built up more automaticity with reading, leveled texts may be introduced with decodables as they are not as structured as the decodables and not yet as difficult as the authentic literature. The ultimate goal for students is having a strong enough background in word recognition that they can read real, authentic, rich literature.

    15. Fluency In fluency instruction, students practice reading connected text accurately, quickly, and with appropriate expression. Fluent readers automatically recognize printed words based on orthography (spelling). Fluency is a bridge between decoding and comprehension. See Rasinski, T. (2003). The Fluent Reader In fluency instruction, students practice reading connected text accurately, quickly, and with appropriate expression. Fluent readers automatically recognize printed words based on their orthography (spelling). Fluency is a bridge between decoding and comprehension. Some effective fluency activities include: Timed reading with benchmark rates Repeated oral reading and practice reading familiar texts: choral reading, peer pairs, use of audio tapes Explicit modeling of fluent oral reading Guided oral reading with feedback on accuracy of decoding, speed and expression (Although Readers Theater has been used for fluency practice, it has weaker results.) In fluency instruction, students practice reading connected text accurately, quickly, and with appropriate expression. Fluent readers automatically recognize printed words based on their orthography (spelling). Fluency is a bridge between decoding and comprehension. Some effective fluency activities include: Timed reading with benchmark rates Repeated oral reading and practice reading familiar texts: choral reading, peer pairs, use of audio tapes Explicit modeling of fluent oral reading Guided oral reading with feedback on accuracy of decoding, speed and expression (Although Readers Theater has been used for fluency practice, it has weaker results.)

    16. Vocabulary Development Students develop knowledge about the meaning and pronunciation of words necessary for oral and written language communication and comprehension Sufficient competence in spoken language is a critical element of proficient reading Integration of language development & reading skills is critical for all students, but especially so for English learners

    17. Vocabulary/Language Development

    18. Vocabulary Development Build oral language vocabulary through experiential learning, listening to books read aloud, thematic units, and discussion Direct instruction of reading vocabulary: learning word meanings through word study & dictionary use Indirect reading vocabulary development through wide reading, content area study, and writing Repeated exposure to words in different contexts See Beck, McKeown, & Kucan (2002). Bringing words to life: Robust vocabulary instruction.

    19. Comprehension In reading comprehension instruction, students learn to use reading strategies for understanding, remembering, and communicating with others about the meaning of written text. In reading comprehension instruction, students learn to use reading strategies for understanding, remembering, and communicating with others about the meaning of written text. Explicit and direct comprehension strategies instruction, utilizing modeling, explanation, and demonstration in: self monitoring self-questioning use of graphic organizers predicting and confirming identifying text structures summarizing guided practice in use of strategies when reading connected text daily access to engaging print materials *Students should practice comprehension skills with read-alouds if they are not yet reading sophisticated books themselves. In reading comprehension instruction, students learn to use reading strategies for understanding, remembering, and communicating with others about the meaning of written text. Explicit and direct comprehension strategies instruction, utilizing modeling, explanation, and demonstration in: self monitoring self-questioning use of graphic organizers predicting and confirming identifying text structures summarizing guided practice in use of strategies when reading connected text daily access to engaging print materials *Students should practice comprehension skills with read-alouds if they are not yet reading sophisticated books themselves.

    20. Comprehension Explicit & direct comprehension strategies instruction utilizing modeling, explanation, & demonstration: Self-monitoring Asking & answering questions Use of organizers (e.g., graphic) Predicting & confirming Identifying expository & narrative text structure Summarizing Guided practice in use of strategies when reading connected text Daily access to engaging print materials Making Connections (self; text; world) Reciprocal teaching & cooperative learning Coaching: Targeted skills instruction for individual student needs Students have opportunities to practice using strategies when reading fiction and informational text Use of writing to inform reading comprehension

    21. Assessments Administer valid, reliable assessments DIBELS - GRADE Additional Diagnostic Assessments The purpose of providing early reading assessments is to: * provide on-going information about the reading achievement of K-3 students, enabling appropriate interventions for struggling readers * provide ongoing information on the strengths and needs of the K-3 reading program, targeting professional development and technical assistance to immediate school needs * evaluate the effectiveness of MA reading initiatives over time The purpose of providing early reading assessments is to: * provide on-going information about the reading achievement of K-3 students, enabling appropriate interventions for struggling readers * provide ongoing information on the strengths and needs of the K-3 reading program, targeting professional development and technical assistance to immediate school needs * evaluate the effectiveness of MA reading initiatives over time

    22. Massachusetts Model for PD Reach important audiences … School level Teachers, Reading Specialists, and Principals District level Superintendents and Curriculum Coordinators Community level Parents … with right mix of theory and practice The MA model for Reading First Professional Development is designed to reach all people involved in the education process, teaching both Reading theory and practice. The MA model for Reading First Professional Development is designed to reach all people involved in the education process, teaching both Reading theory and practice.

    23. PD Delivery Mechanisms Statewide Advanced Seminars Regional Workshops Leadership Forums Network of PD providers Implementation Facilitators Reading Specialists From traditional seminars for large audiences to regional workshops with coaches, to one to one coaching sessions in the schools, a large part of this grant is devoted to providing effective professional development that will impact our students’ achievement. The Network of PD providers in the state include: Regional Managers Implementation Facilitators Reading First Reading Specialists The following slides will go into more depth on each of these topics. LETRS Foundations, VoyagerU and Scholastic From traditional seminars for large audiences to regional workshops with coaches, to one to one coaching sessions in the schools, a large part of this grant is devoted to providing effective professional development that will impact our students’ achievement. The Network of PD providers in the state include: Regional Managers Implementation Facilitators Reading First Reading Specialists The following slides will go into more depth on each of these topics. LETRS Foundations, VoyagerU and Scholastic

    24. The Roles We’re all in this together to help our students succeed. Reading First is a federal grant. The state department receives technical assistance, support, and is also monitored by the federal government’s Reading First office. Massachusetts received RF funding in October 2002. Cheryl Liebling, the Director of Reading for Massachusetts leads the direction of the grant for Massachusetts. The IFs work closely with the state and the district leaders, as well as with the school faculty to give additional support. Leaders and staff in the schools work directly with the students and community and are therefore the most important role in the entire grant. Publishers and outside consultants are sometimes hired to work with the schools as well. Unions work closely with the teachers to be sure that requests are within their contract. We’re all in this together to help our students succeed. Reading First is a federal grant. The state department receives technical assistance, support, and is also monitored by the federal government’s Reading First office. Massachusetts received RF funding in October 2002. Cheryl Liebling, the Director of Reading for Massachusetts leads the direction of the grant for Massachusetts. The IFs work closely with the state and the district leaders, as well as with the school faculty to give additional support. Leaders and staff in the schools work directly with the students and community and are therefore the most important role in the entire grant. Publishers and outside consultants are sometimes hired to work with the schools as well. Unions work closely with the teachers to be sure that requests are within their contract.

    25. The Network Implementation Facilitators are assigned by the MA DOE to support the implementation of Reading First in the schools. It is not the job of the IF to monitor or evaluate the school. Rather, the IF takes on many roles to help the transition to Reading First go more smoothly and be successful. Educational Content/Assessment Expert: Each IF has extensive training in Reading and Assessment and can assist with instruction and data analysis Consultant: The IFs help problem-solve with the districts and schools at various stages in the implementation process Project Manager: The IFs document work that the schools accomplish and help the districts and schools with their action plans Team Builder: The IF helps schools form collaborative structures, such as assessment and literacy teams as well as study groups. Change Agent: It is the role of the IF to not only help the schools where they are, but to lead them to the next stage of implementation by delivering new content and information. The Reading First Reading Specialist’s role is to mentor teachers in effective SBRR and SBRI on a daily basis. This includes many of the same roles as the IF, but with the specific focus of your specific school in mind. Implementation Facilitators are assigned by the MA DOE to support the implementation of Reading First in the schools. It is not the job of the IF to monitor or evaluate the school. Rather, the IF takes on many roles to help the transition to Reading First go more smoothly and be successful. Educational Content/Assessment Expert: Each IF has extensive training in Reading and Assessment and can assist with instruction and data analysis Consultant: The IFs help problem-solve with the districts and schools at various stages in the implementation process Project Manager: The IFs document work that the schools accomplish and help the districts and schools with their action plans Team Builder: The IF helps schools form collaborative structures, such as assessment and literacy teams as well as study groups. Change Agent: It is the role of the IF to not only help the schools where they are, but to lead them to the next stage of implementation by delivering new content and information. The Reading First Reading Specialist’s role is to mentor teachers in effective SBRR and SBRI on a daily basis. This includes many of the same roles as the IF, but with the specific focus of your specific school in mind.

    26. SBRI 101 Create open and safe environment Revisit until everyone can articulate The most important work happens in the schools. In order to sustain the vision of Reading First year to year, we need to revisit our goals and mission regularly. When a collaborative environment is created that allows for open communication, schools can work more effectively toward their goals. The most important work happens in the schools. In order to sustain the vision of Reading First year to year, we need to revisit our goals and mission regularly. When a collaborative environment is created that allows for open communication, schools can work more effectively toward their goals.

    27. Assessments

    28. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) How to use this assessment to inform small-group instruction.

    29. Initial Sound Fluency The examiner presents four pictures to the child, names each picture, and then asks the child to identify (point or say) the picture that begins with the sound produced orally by the examiner.

    30. Letter Naming Fluency Students are presented with a page of upper and lower case letters arranged in a random order and are asked to name as many letters as they can within one minute. LNF is a standardized individually administered test that provides a measure of risk. Students are presented with a page of upper and lower case letters arranged in a random order and are asked to name as many letters as they can. Students are told if they do not know a letter they will be told the letter( 3 seconds). The student is allowed one minute to produce as many letter names ash he/she can and the score is the number of letters named correctly in one minute. Letter Naming Fluency: A measure of risk; predictive of later reading achievement. May measure rapid recall. Different implications in Kindergarten as kids haven’t had exposure to letter names. By the end of K and Grade One it is a purer measure of rapid recall. Use to weigh the risk factor for particular students. LNF is a standardized individually administered test that provides a measure of risk. Students are presented with a page of upper and lower case letters arranged in a random order and are asked to name as many letters as they can. Students are told if they do not know a letter they will be told the letter( 3 seconds). The student is allowed one minute to produce as many letter names ash he/she can and the score is the number of letters named correctly in one minute. Letter Naming Fluency: A measure of risk; predictive of later reading achievement. May measure rapid recall. Different implications in Kindergarten as kids haven’t had exposure to letter names. By the end of K and Grade One it is a purer measure of rapid recall. Use to weigh the risk factor for particular students.

    31. Phoneme Segmentation Fluency The examiner orally presents a word and asks the student to produce verbally the individual phonemes for each word. PSF a standardized, individually administered test of phonological awareness. The PSF measure assesses a student’s ability to segment three and four phoneme words into their individual phonemes fluently. The examiner orally presents a word and asks the student to produce verbally the individual phonemes for each word. The number of correct phonemes produced in one minute determines the final score. Phoneme Segmentation Fluency More advanced Phonological Awareness task; differs from ISF in that student is asked to tell all the sounds (phonemes) in a word not just the initial sound. Has the greatest implications for spelling. Low score on this should not be overlooked even if a student scores well on NWF and/or ORF PSF a standardized, individually administered test of phonological awareness. The PSF measure assesses a student’s ability to segment three and four phoneme words into their individual phonemes fluently. The examiner orally presents a word and asks the student to produce verbally the individual phonemes for each word. The number of correct phonemes produced in one minute determines the final score. Phoneme Segmentation Fluency More advanced Phonological Awareness task; differs from ISF in that student is asked to tell all the sounds (phonemes) in a word not just the initial sound. Has the greatest implications for spelling. Low score on this should not be overlooked even if a student scores well on NWF and/or ORF

    32. Nonsense Word Fluency The student is presented with a page of randomly ordered VC and CVC nonsense words (e.g. sig, rav, ov) and asked to produce verbally the individual letter sound of each letter or verbally produce, or read, the whole nonsense word. NWF is a standardized individually administered test of the alphabetic principle – including letter-sound correspondence and the ability to blend letters into words in which letters represent their most common sounds. The student is presented with a page of randomly ordered VC and CVC nonsense words (e.g. sig, rav, ov) and asked to produce verbally the individual letter sound of each letter or verbally produce, or read, the whole nonsense word. The final score is the number of letter-sounds produced correctly in one minute (each letter sound is scored correct if produced correct either in isolation or blended). Because the measure is fluency based, students may receive a higher score if they are phonologically recoding the word as opposed to producing the letter sounds in isolation. Nonsense Word Fluency: A measure of student’s ability to identify consonant and short sounds. The score will not tell you if the student blended any sounds or gave each letter sound in isolation. A good screening measure of early level (cvc) decoding skills A quick and easy test to administer to 2nd and 3rd grade students with low oral reading fluency scores. Student may be slow but accurate in retrieval of letter sounds. NWF is a standardized individually administered test of the alphabetic principle – including letter-sound correspondence and the ability to blend letters into words in which letters represent their most common sounds. The student is presented with a page of randomly ordered VC and CVC nonsense words (e.g. sig, rav, ov) and asked to produce verbally the individual letter sound of each letter or verbally produce, or read, the whole nonsense word. The final score is the number of letter-sounds produced correctly in one minute (each letter sound is scored correct if produced correct either in isolation or blended). Because the measure is fluency based, students may receive a higher score if they are phonologically recoding the word as opposed to producing the letter sounds in isolation. Nonsense Word Fluency: A measure of student’s ability to identify consonant and short sounds. The score will not tell you if the student blended any sounds or gave each letter sound in isolation. A good screening measure of early level (cvc) decoding skills A quick and easy test to administer to 2nd and 3rd grade students with low oral reading fluency scores. Student may be slow but accurate in retrieval of letter sounds.

    33. Oral Reading Fluency Three passages, which are calibrated for the goal level of reading for each grade level, are administered to the student and the student is asked to read aloud for one minute from each passage. ORF is a standardized, individually administered test of accuracy and fluency with connected test. Three passages, which are calibrated for the goal level of reading for each grade level, are administered to the student and the student is asked to read aloud for one minute from each passage. Words omitted, substituted, and hesitations of more than three seconds are scored as errors. The number of correct words per minute from the passage is the oral reading fluency rate. Oral Reading Fluency Overall good screening measure Need to identify if student was slow but accurate or had a high error rate. If slow but accurate, okay to work on Fluency If error rate is high, then need to assess decoding skills and sight word recognition.ORF is a standardized, individually administered test of accuracy and fluency with connected test. Three passages, which are calibrated for the goal level of reading for each grade level, are administered to the student and the student is asked to read aloud for one minute from each passage. Words omitted, substituted, and hesitations of more than three seconds are scored as errors. The number of correct words per minute from the passage is the oral reading fluency rate. Oral Reading Fluency Overall good screening measure Need to identify if student was slow but accurate or had a high error rate. If slow but accurate, okay to work on Fluency If error rate is high, then need to assess decoding skills and sight word recognition.

    34. Diagnosing Difficulty For your learners who need intensive or strategic support, examine student booklets or student probes. Examine patterns of performance. Discuss instructional implications.

    35. Diagnosing Difficulty: Common Pattern Low Initial Sounds Low PSF Low NWF Inconsistent first sound No Segmentation Initial Sounds Only segmentation Onset rime segmentation Does not know individual sounds Does not blend

    36. Instruction for Children Low in Initial Sounds Provide small-group or one-to-one instruction on first sound isolation. Use 2-picture choice activity. Proceed to 3 picture choice. Focus on only 1 new sound at a time. Include only pictures students know. Provide plenty of opportunities for children to produce sound.

    37. Instruction for Children Low in PSF Begin with 2-3 phoneme words. Model sequential segmentation with fingers (remember to move from left to right). Select words beginning with continuous sounds. Provide multiple examples (3-4). Use a strip or set of connected boxes to represent the sounds. Have children touch as you say each sound. Incorporate letters once children are firm on segmentation.

    38. Instruction for Children Low in NWF Examine the sequence in which you introduce letters. Select high-utility letters. Provide instruction on a letter-sound for 3 days minimum. Do not introduce letter name at the same time for children who are having difficulty. Model how the sound is formed. Provide frequent, short practice opportunities (e.g., partner flash cards). Put “known” sounds in a fun review activity (letters in a bag, letters on the chalk board they erase). Teach how to blend once 4-6 letters are firm.

    39. Instructional Suggestions Say it Slowly Say it Faster/Move it Closer Onsets and Rimes Playing with Sounds Tapping Out Tapping and Sweeping Teacher Reading Academy-2004 Say it Slowly: Demonstrate how to say a CVC word slowly by blending sounds together in units Letters: s, a, t Say /s/, /sa/, /sat/ Have children practice blending CVC words using this method Say it Faster… Lay out two letters separated by a wide space: s a Point to the first letter s. With children say /s/ and hold it until you point to the second letter a. Then say /a/. Move the letters closer together and repeat the procedure with the sounds being spoken faster and until the sounds are spoken as one unit – s a /sa/ - Add a final consonant t: /sa/ /t/-Blend the three sounds to read the word sat. Onsets/Rimes:Place two letters on the table: a and t. Model and have children blend the two sounds. Say: at. Place the onset, the letter s, before the rime, -at. With children, blend /s/ and –at to read sat. Playing with sounds: Place two letters on the table: a and t. With students, blend the letter sounds to sat at. Ask students to change at to sat. Tapping Out: Using letters, make a word such as sat. Using one hand, demonstrate tapping. Tapping and Sweeping: Tap out the sounds and sweepSay it Slowly: Demonstrate how to say a CVC word slowly by blending sounds together in units Letters: s, a, t Say /s/, /sa/, /sat/ Have children practice blending CVC words using this method Say it Faster… Lay out two letters separated by a wide space: s a Point to the first letter s. With children say /s/ and hold it until you point to the second letter a. Then say /a/. Move the letters closer together and repeat the procedure with the sounds being spoken faster and until the sounds are spoken as one unit – s a /sa/ - Add a final consonant t: /sa/ /t/-Blend the three sounds to read the word sat. Onsets/Rimes:Place two letters on the table: a and t. Model and have children blend the two sounds. Say: at. Place the onset, the letter s, before the rime, -at. With children, blend /s/ and –at to read sat. Playing with sounds: Place two letters on the table: a and t. With students, blend the letter sounds to sat at. Ask students to change at to sat. Tapping Out: Using letters, make a word such as sat. Using one hand, demonstrate tapping. Tapping and Sweeping: Tap out the sounds and sweep

    40. Instruction for Children Who Have PSF and NWF but are low on ORF Continue to introduce letter sounds children do not know. Teach students to recognize letter-sounds quickly and efficiently (Aim:one per second) Examine NWF to determine whether they are blending sounds into whole words. Teach how to read whole words quickly. Teach how to “read the whole word” (sound it out in your head).

    41. Instruction for Children Low ORF Check NWF score. Does child know adequate # of letter sounds to be blending words? (4-6). Check probe. Is the problem accuracy or fluency? Is the problem with selected vowels or all vowels? Can you detect an error pattern? Irregular words, first-sound and guess reader? Preteach sounding out strategy in word lists. Teach children how to sound out word in their head. Teach 1-2 critical irregular words (use a spelling strategy instead of a sounding out strategy). Transition to short, decodable text. Provide multiple opportunities to read and reread text. Combine spelling & word reading practice.

    42. Instruction for Children who Are Accurate but Not Fluent Check ORF score. Does the child read with few errors (five or fewer than five?) Schedule fluency training for brief periods daily. 5-10 minute sessions of fluency practice. Preteach difficult words in passage. Select passage student can read with 90% accuracy or higher. Partner child with partner (parent, peer, teacher, tape recorder) who can give feedback. Set goals for # of words read in 1 minute & graph performance. Practice repeated reading with feedback. Continue teaching advanced word recognition skills.

    43. What is the purpose of DIBELS Progress-monitoring?

    44. Guiding Questions Step 1 Step 1 = Identify Need for Support Step 2 = Validate the perceived need for support Step 3 = Implement Instructional Support Step 4 = Evaluate the effects of this instructional support (continue progress-monitoring).Step 1 = Identify Need for Support Step 2 = Validate the perceived need for support Step 3 = Implement Instructional Support Step 4 = Evaluate the effects of this instructional support (continue progress-monitoring).

    45. Instructional Goals Establish an Instructional Goal for Alphabetic Principle that will change odds of being a reader The mid-year cut-off for NWF is 50 NW/minute with a minimum of 15 blended words. The aimline is drawn from the Benchmark score to the target mid-year benchmark. Questions To Ask the Audience Do you think this child is making effective progress and will reach the mid-year benchmark? - This student is not making effective progress after three weeks of instruction – he/she is still performing below the aimline. What are the steps that need to be taken here to ensure adequate growth? - Set a new goal - Change instruction to focus on letter-sound matching, blending/recoding of sounds) - Progress-monitor weekly on NWF - Maybe progress-monitor PSF also if this is an area of weakness.The mid-year cut-off for NWF is 50 NW/minute with a minimum of 15 blended words. The aimline is drawn from the Benchmark score to the target mid-year benchmark. Questions To Ask the Audience Do you think this child is making effective progress and will reach the mid-year benchmark? - This student is not making effective progress after three weeks of instruction – he/she is still performing below the aimline. What are the steps that need to be taken here to ensure adequate growth? - Set a new goal - Change instruction to focus on letter-sound matching, blending/recoding of sounds) - Progress-monitor weekly on NWF - Maybe progress-monitor PSF also if this is an area of weakness.

    46. Evaluating and Modifying Instructional Support Key Decision for Progress Monitoring Assessment: Is the intervention effective in improving the child’s early literacy skills? How much instructional support is needed? Enough to get the child on trajectory for Benchmark Goal. When is increased support needed? Monitor child’s progress during intervention by comparing performance and progress to past performance and the aimline. Three assessments in a row below the aimline indicates a need to increase instructional support. Three progress-monitoring data points below aimline is considered a prompt to change instructional support. However, this does not necessarily mean that students need to change instructional group, e.g., go from a Tier 2 level of instruction (Project Read) to Tier 3 Intensive support (Reading Mastery). It does mean that some component of instruction will need to be altered to provide more support for this student. Examples of Alterable Components of Instruction are: - Increasing Opportunity to Respond (frequently calling on the student) - Reducing instructional group size - Providing multiple examples of one skill (e.g., practice blending cvc words w/ short o sound only) - Cumulative review of previously taught skills (e.g., interspersing previously learned short a words) - Using new materials to prompt learning, e.g., Elkonin Box; Say it, Move it Activities; Word DrillsThree progress-monitoring data points below aimline is considered a prompt to change instructional support. However, this does not necessarily mean that students need to change instructional group, e.g., go from a Tier 2 level of instruction (Project Read) to Tier 3 Intensive support (Reading Mastery). It does mean that some component of instruction will need to be altered to provide more support for this student. Examples of Alterable Components of Instruction are: - Increasing Opportunity to Respond (frequently calling on the student) - Reducing instructional group size - Providing multiple examples of one skill (e.g., practice blending cvc words w/ short o sound only) - Cumulative review of previously taught skills (e.g., interspersing previously learned short a words) - Using new materials to prompt learning, e.g., Elkonin Box; Say it, Move it Activities; Word Drills

    47. Evaluating Support – Modify Intervention? Progress on Alphabetic Principle is not adequate to achieve the goal with current intervention – Change. Questions To Ask the Audience In this case, what are the effects of more intensive instructional support? -After another 3 weeks of progress-monitoring, we can clearly see a negative trend in the development of the Alphabetic Principle. What do we need to do now? The student in this picture is essentially “flatlining” and we need to intensify instruction immediately to propel growth on this critical indicator of early literacy (NWF). At this point, we see a clear trend indicating a lack of adequate growth. This might be time to discuss more intensive support. For example, this might mean continuing the same program but in a smaller group of students. However, it might mean a change of programming depending on discussion with teachers and intervention providers who work with the student and an examination of other risk factors, learning and instructional history. Questions To Ask the Audience In this case, what are the effects of more intensive instructional support? -After another 3 weeks of progress-monitoring, we can clearly see a negative trend in the development of the Alphabetic Principle. What do we need to do now? The student in this picture is essentially “flatlining” and we need to intensify instruction immediately to propel growth on this critical indicator of early literacy (NWF). At this point, we see a clear trend indicating a lack of adequate growth. This might be time to discuss more intensive support. For example, this might mean continuing the same program but in a smaller group of students. However, it might mean a change of programming depending on discussion with teachers and intervention providers who work with the student and an examination of other risk factors, learning and instructional history.

    48. Modify Intervention – Increase Intensity Increase intensity of Alphabetic Principle intervention and evaluate progress – maintain adequate progress with modifications Questions To Ask The Audience What do you see on this chart? Are you reasonably confident that this student is now on the road to the mid-year NWF benchmark? What will be your next step in this process? - Examine the existing goal and set a new one if it is not ambitious enough. - Continue monitoring progress toward the goal.Questions To Ask The Audience What do you see on this chart? Are you reasonably confident that this student is now on the road to the mid-year NWF benchmark? What will be your next step in this process? - Examine the existing goal and set a new one if it is not ambitious enough. - Continue monitoring progress toward the goal.

    49. GRADE Integrating GRADE and DIBELS The GRADE = Group Reading and Diagnostic Evaluation It is a comprehensive reading measure, primarily used to assess vocabulary and comprehension skills.The GRADE = Group Reading and Diagnostic Evaluation It is a comprehensive reading measure, primarily used to assess vocabulary and comprehension skills.

    50. For K-1 Students What are the most reliable predictors and/or skills required to become a fluent reader? Phonological Awareness (Segmenting and Blending with automaticity) Rapid Naming of Letters Language Receptive and Expressive Verbal Concepts GRADE in the early grades In the early grades when students are still developing early literacy skills, DIBELS is an important indicator of student readiness for literacy learning. The GRADE also assesses pre-reading and early reading skills in an untimed format. In grades K and 1, GRADE Listening Comprehension is a useful screen for oral language development.In the early grades when students are still developing early literacy skills, DIBELS is an important indicator of student readiness for literacy learning. The GRADE also assesses pre-reading and early reading skills in an untimed format. In grades K and 1, GRADE Listening Comprehension is a useful screen for oral language development.

    51. Comprehension and Decoding To enter the world of reading and comprehend fully we must be fluent at decoding in order to apply all attention to comprehending text. We know that ORF and comprehension are highly correlated through grade 3. Accurate word processing is important to text meaning. There are some children who take on-level GRADE with severely impaired decoding skills. This could impair their scores on all subtests except Listening Comprehension. How do you know if a poor score on a subtest of the GRADE is due to poor comprehension resulting from inaccurate decoding? The best indicator is the DIBELS Oral Reading Fluency score. GRADE interpretation should be in conjunction with DIBELS ORF. GRADE Listening Comprehension can be referred to as a screening measure of a student’s oral language skills, an important contributor to comprehension in grades K-3.To enter the world of reading and comprehend fully we must be fluent at decoding in order to apply all attention to comprehending text. We know that ORF and comprehension are highly correlated through grade 3. Accurate word processing is important to text meaning. There are some children who take on-level GRADE with severely impaired decoding skills. This could impair their scores on all subtests except Listening Comprehension. How do you know if a poor score on a subtest of the GRADE is due to poor comprehension resulting from inaccurate decoding? The best indicator is the DIBELS Oral Reading Fluency score. GRADE interpretation should be in conjunction with DIBELS ORF. GRADE Listening Comprehension can be referred to as a screening measure of a student’s oral language skills, an important contributor to comprehension in grades K-3.

    52. Interpreting GRADE Performance Grade-level performance on the GRADE is set at the 5th stanine. Students who perform below the 5th stanine on GRADE Total Test often have decoding and fluency issues that interfere with their reading of the GRADE test items. Therefore, we need to exercise caution in interpreting GRADE for these students and to perform a careful examination of their scores on DIBELS Oral Reading Fluency. Note: It is important to remember that students who are performing below grade-level on the GRADE can still participate in advanced oral discussion of text and can benefit from explicit teacher think aloud to teach comprehension strategies and vocabulary, especially using informational texts.Grade-level performance on the GRADE is set at the 5th stanine. Students who perform below the 5th stanine on GRADE Total Test often have decoding and fluency issues that interfere with their reading of the GRADE test items. Therefore, we need to exercise caution in interpreting GRADE for these students and to perform a careful examination of their scores on DIBELS Oral Reading Fluency. Note: It is important to remember that students who are performing below grade-level on the GRADE can still participate in advanced oral discussion of text and can benefit from explicit teacher think aloud to teach comprehension strategies and vocabulary, especially using informational texts.

    53. Interpreting GRADE Performance The 5th stanine is considered grade-level but is not a guarantee that students will meet the proficiency standard on the MCAS. Students in this category might still need fluency support if they are not benchmark on DIBELS ORF. These students will need planned and sustained opportunities to engage in reading and writing of complex authentic informational as well as narrative texts.The 5th stanine is considered grade-level but is not a guarantee that students will meet the proficiency standard on the MCAS. Students in this category might still need fluency support if they are not benchmark on DIBELS ORF. These students will need planned and sustained opportunities to engage in reading and writing of complex authentic informational as well as narrative texts.

    54. GRADE:A Few Key Points For ELLs If… ORF score is near or at Benchmark ask: How did the student perform on Listening Comprehension Word Reading Vocabulary Sentence and Passage Comprehension

    55. What Do I Do with these Data?? Examine DIBELS and GRADE scores for your students. Decide how to group students effectively for small group targeted instruction.

    56. Activity 1: Grouping Students for Instruction Pretend you are a student in this grade 2 classroom. These are your Fall scores on DIBELS and GRADE. Decide if you are: - a benchmark student needing core instruction - a student who needs strategic instruction - a student who needs intensive instruction Stand in the appropriate area of the triangle. Create a triangle depicting the Three Tier Model on the floor using tape. Give participants sample student data. Remind participants of the benchmarks for Fall of 2nd grade (charts in the binder) Ask participants to place themselves in the appropriate area of the triangle. Follow-up with the questions on the following slide along with group discussion and share out.Create a triangle depicting the Three Tier Model on the floor using tape. Give participants sample student data. Remind participants of the benchmarks for Fall of 2nd grade (charts in the binder) Ask participants to place themselves in the appropriate area of the triangle. Follow-up with the questions on the following slide along with group discussion and share out.

    57. Activity 1: Grouping and Instruction How proficient is your group of students? What are the specific skills/areas in need of instructional attention for your group? Is further assessment indicated by this performance? What can GRADE tell us about the vocabulary and comprehension levels of this group? What would be the next target of instruction for your group? Now that participants have grouped themselves, ask them to consider these questions for their group. Participants discuss the questions in their group and then randomly ask one or two people to report on each question. Remind participants that three tiers does not always equal three groups. Sometimes a teacher will need to take four groups to keep them small. Remind them that the grouping process needs to take into account individual student needs while also striving to make sure that students are grouped together so that specific skills can be targeted during small group time. Remind them to be flexible! Some students will show growth faster than others and might need to be moved to another group for more appropriate instruction.Now that participants have grouped themselves, ask them to consider these questions for their group. Participants discuss the questions in their group and then randomly ask one or two people to report on each question. Remind participants that three tiers does not always equal three groups. Sometimes a teacher will need to take four groups to keep them small. Remind them that the grouping process needs to take into account individual student needs while also striving to make sure that students are grouped together so that specific skills can be targeted during small group time. Remind them to be flexible! Some students will show growth faster than others and might need to be moved to another group for more appropriate instruction.

    58. Three-Tier Model of Instruction

    59. Purpose of the 3-Tier Model Designed to meet the needs of ALL young readers Provide schools with a prevention model that is aimed at catching students early – before they fall behind. An alternative to the “wait-until-they-fail model”

    60. Here is a brief overview of the consensus about the most important features of effective interventions for children who are lagging behind.Here is a brief overview of the consensus about the most important features of effective interventions for children who are lagging behind.

    61. Flow of Implementation Implementing Reading First in a school is an on-going process. Student needs are continually re-assessed by analyzing data to make decisions regarding programs, resources, materials, and instruction. Implementing Reading First in a school is an on-going process. Student needs are continually re-assessed by analyzing data to make decisions regarding programs, resources, materials, and instruction.

    62. 1. Implement core program Structure the 90 minute block Use core materials to meet the needs of ALL students Implement Core Program: At least 90 minutes of instruction in Reading are a required part of the grant. The 90 minutes are typically divided into whole group instruction and small group instruction. Deciding what to emphasize during the 90 minutes is dependent on the student needs determined by data. The core program includes the reading series (e.g., Scott-Foresman 2008) and related materials. Students below benchmark will need supplemental instruction dependent on their needs in order to accelerate their learning. Implement Core Program: At least 90 minutes of instruction in Reading are a required part of the grant. The 90 minutes are typically divided into whole group instruction and small group instruction. Deciding what to emphasize during the 90 minutes is dependent on the student needs determined by data. The core program includes the reading series (e.g., Scott-Foresman 2008) and related materials. Students below benchmark will need supplemental instruction dependent on their needs in order to accelerate their learning.

    63. 2-4. Assess/Identify/Group Assessments: DIBELS, GRADE, other diagnostic assessments When: Fall, Winter (DIBELS), Spring Who: Assessment Team Reports: TestWiz and Donahue Institute District, school, class, student level 2-4. Administer RF Assessments: DIBELS and GRADE are assessments that have multi-purposes: DIBELS is given three times a year for benchmarking and outcomes purposes. In addition, progress-monitoring assessments using DIBELS enable teachers to monitor progress on benchmark skills at several points as frequently as necessary throughout the year. These data are used to place students in appropriate instructional groups: at grade level (low risk, core program), supplemental instruction (some risk, targeted skills instruction in addition to core), or intensive intervention (high risk, substantial intervention in addition to core or in place of core) GRADE is given two times a year for benchmarking and outcomes purposes. Information from GRADE gives us more in-depth information of vocabulary and comprehension skills. We use reports generated by the Test Wiz software to analyze data at the district, school, class, and student level. 2-4. Administer RF Assessments: DIBELS and GRADE are assessments that have multi-purposes: DIBELS is given three times a year for benchmarking and outcomes purposes. In addition, progress-monitoring assessments using DIBELS enable teachers to monitor progress on benchmark skills at several points as frequently as necessary throughout the year. These data are used to place students in appropriate instructional groups: at grade level (low risk, core program), supplemental instruction (some risk, targeted skills instruction in addition to core), or intensive intervention (high risk, substantial intervention in addition to core or in place of core) GRADE is given two times a year for benchmarking and outcomes purposes. Information from GRADE gives us more in-depth information of vocabulary and comprehension skills. We use reports generated by the Test Wiz software to analyze data at the district, school, class, and student level.

    64. Data Meetings The data tells our story and helps us set our goals. Therefore, it is critical to have time to meet and analyze the data frequently and at different levels. The district leaders need to analyze the trends district-wide as well as at the school level to determine areas of need. At the school level, it is suggested that the Literacy Team meet at least 3 times per year to review the “state of the school.” Teachers review the classroom data most frequently to make decisions of instruction and needs-based groupings. It is suggested that teachers meet monthly to review their students’ progress-monitoring and benchmark data to inform instructional decisions.The data tells our story and helps us set our goals. Therefore, it is critical to have time to meet and analyze the data frequently and at different levels. The district leaders need to analyze the trends district-wide as well as at the school level to determine areas of need. At the school level, it is suggested that the Literacy Team meet at least 3 times per year to review the “state of the school.” Teachers review the classroom data most frequently to make decisions of instruction and needs-based groupings. It is suggested that teachers meet monthly to review their students’ progress-monitoring and benchmark data to inform instructional decisions.

    65. 5. Identify Scientifically-based Programs/Resources/Materials Identify programs, resources and materials that address the five components of reading Supplemental/Intervention Programs, Resources and Materials Provide On-going training and coaching Once a district and school are aware of their students’ needs, the next step is to identify appropriate instructional programs, resources, and materials that will support instruction best. Each grade level should have P/R/M that reach each of the 5 components of Reading. It may become evident that there are “holes” in the P/R/M that the school has. Grant money may be used to buy P/R/M based on SBRR that fill in these gaps in each grade. Once a complete set of P/R/M is ordered and evaluated for the 5 components and SBRR, schools and districts will evaluate if they have sufficient supplemental and interventional P/R/M for students below benchmark. A plan for Professional Development in the P/R/M should also be considered to ensure that the materials will be able to be used well. Once a district and school are aware of their students’ needs, the next step is to identify appropriate instructional programs, resources, and materials that will support instruction best. Each grade level should have P/R/M that reach each of the 5 components of Reading. It may become evident that there are “holes” in the P/R/M that the school has. Grant money may be used to buy P/R/M based on SBRR that fill in these gaps in each grade. Once a complete set of P/R/M is ordered and evaluated for the 5 components and SBRR, schools and districts will evaluate if they have sufficient supplemental and interventional P/R/M for students below benchmark. A plan for Professional Development in the P/R/M should also be considered to ensure that the materials will be able to be used well.

    66. 6. Match Programs, Resources, Materials to Student Needs At the classroom level, teachers use assessment data to match students to P/R/M. At the school level, decisions need to be made as to how to allocate resources based on class and grade-level progress. At the district level, leaders should address trends across the schools and match P/R/M to the schools accordingly. At the classroom level, teachers use assessment data to match students to P/R/M. At the school level, decisions need to be made as to how to allocate resources based on class and grade-level progress. At the district level, leaders should address trends across the schools and match P/R/M to the schools accordingly.

    67. 7-8. Identify Instructor/Allocate Time Make list of available instructors Identify training/experience Assign instructors to groups Schedule instructional periods based on: Student needs Classroom and grade-level data Identifying instructors to provide supplemental and intervention instruction is one of the most challenging issues for the principal and district leaders. It seems that we never have enough of our greatest resource: teachers. Schools that have been successful have had to get “creative” with their resources and schedules. Principals must first identify all available instructors in the building and try to find ways to schedule them to be available to meet with all students who require additional instruction. It is recommended that teachers with the most expertise work with the most at-risk students daily. Once instructors are identified, the school must assess the amount of training they require to provide the instruction. If the data changes and shows an increase or decrease of students below benchmark, then decisions about groupings and amount of instructors will also change. Principals work to create a schedule that prioritizes the needs in their building. It is a juggling act to create the best balance of matching instructors with students’ needs. Principals consult the data frequently to help them make scheduling decisions throughout the year. Identifying instructors to provide supplemental and intervention instruction is one of the most challenging issues for the principal and district leaders. It seems that we never have enough of our greatest resource: teachers. Schools that have been successful have had to get “creative” with their resources and schedules. Principals must first identify all available instructors in the building and try to find ways to schedule them to be available to meet with all students who require additional instruction. It is recommended that teachers with the most expertise work with the most at-risk students daily. Once instructors are identified, the school must assess the amount of training they require to provide the instruction. If the data changes and shows an increase or decrease of students below benchmark, then decisions about groupings and amount of instructors will also change. Principals work to create a schedule that prioritizes the needs in their building. It is a juggling act to create the best balance of matching instructors with students’ needs. Principals consult the data frequently to help them make scheduling decisions throughout the year.

    68. 9-12. Goals/Implement/Monitor/ Change Set realistic, measurable goals for all students Monitor integrity of program implementation Provide coaching and modeling to increase skilled implementation of all programs Meet regularly to evaluate progress monitoring Process to make instructional modifications Teachers and the RFRS decide how many and which students will be progress-monitored in DIBELS regularly (every 2 weeks). Then, decide whose job it will be to assess the students. Usually, the teacher takes this role with limited support from the RFRS. The RFRS and teachers should meet monthly to evaluate their progress-monitoring data. Teachers adjust their students’ P/R/M and instruction based on this information. If a student is not making enough progress, a teacher can identify in which skills the student needs more intensive intervention. This is the most challenging work and requires many opportunities for the teacher to re-evaluate the classroom data and work closely with the RFRS to make instructional decisions. Instructional modifications may affect an entire grade-level or an individual classroom. Each school designs it’s own process to make instructional changes. Teachers and the RFRS decide how many and which students will be progress-monitored in DIBELS regularly (every 2 weeks). Then, decide whose job it will be to assess the students. Usually, the teacher takes this role with limited support from the RFRS. The RFRS and teachers should meet monthly to evaluate their progress-monitoring data. Teachers adjust their students’ P/R/M and instruction based on this information. If a student is not making enough progress, a teacher can identify in which skills the student needs more intensive intervention. This is the most challenging work and requires many opportunities for the teacher to re-evaluate the classroom data and work closely with the RFRS to make instructional decisions. Instructional modifications may affect an entire grade-level or an individual classroom. Each school designs it’s own process to make instructional changes.

    69. Scripted Intervention Programs Explicit, intensive instruction is an essential feature of effective interventions for struggling readers, including students with learning disabilities National Reading Panel, 2000 These programs must be properly paced! Sometimes our intervention programs are so scripted (like ERI and Sonday), that as educators we think that it will not engage the student or that it doesn’t tap into our creative knowledge as teachers. However, programs that are scripted with routine language are done so for good reason. Students who are in need of intensive intervention need to accelerate their learning to “catch up” to their peers in grade level. The more routine the directions to learning are, the more attention struggling students can spend on the skills to be learned. Enthusiastic teachers are able to make these routines fun and engaging and students become very enthusiastic as they recognize that they’re learning to read. Instruction in intervention is effective if it is consistent, meaning taught regularly for 30 minutes daily 4-5 times a week. Our highest qualified teachers should be those assigned to teach our most struggling students, as it takes the most expertise to plan their instruction. If this is not possible, the teacher should be involved at least weekly observing and meeting with the other educator(s) teaching the student. Not all intervention programs are created equal. Most target specific skills. Challenges in learning to read can occur for many different reasons. It is important to be familiar with the student’s assessments and areas of weakness to choose the most appropriate instruction. Once intervention is chosen, students should be progress-monitored every other week on DIBELS to see if there has been accelerated progress. These programs must be properly paced! Sometimes our intervention programs are so scripted (like ERI and Sonday), that as educators we think that it will not engage the student or that it doesn’t tap into our creative knowledge as teachers. However, programs that are scripted with routine language are done so for good reason. Students who are in need of intensive intervention need to accelerate their learning to “catch up” to their peers in grade level. The more routine the directions to learning are, the more attention struggling students can spend on the skills to be learned. Enthusiastic teachers are able to make these routines fun and engaging and students become very enthusiastic as they recognize that they’re learning to read. Instruction in intervention is effective if it is consistent, meaning taught regularly for 30 minutes daily 4-5 times a week. Our highest qualified teachers should be those assigned to teach our most struggling students, as it takes the most expertise to plan their instruction. If this is not possible, the teacher should be involved at least weekly observing and meeting with the other educator(s) teaching the student. Not all intervention programs are created equal. Most target specific skills. Challenges in learning to read can occur for many different reasons. It is important to be familiar with the student’s assessments and areas of weakness to choose the most appropriate instruction. Once intervention is chosen, students should be progress-monitored every other week on DIBELS to see if there has been accelerated progress.

    70. Needs-Based Groups Students with reading difficulties who are taught in small groups learn more than students who are instructed as a whole class National Reading Panel, 2000 Students benefit from working in a variety of grouping formats that change to reflect their knowledge, skills, interests, and progress - Elbaum et al., 2000 Sometimes called differentiated instruction or flexible grouping Once we have our students are assessed, we will know which students are struggling. The easiest way to alter instruction for more intensity is to decrease the teacher to student ratio. Therefore, a skill with which the student is struggling can be taught in a small group of 3-5 students, rather than a large group. Sometimes called differentiated instruction or flexible grouping Once we have our students are assessed, we will know which students are struggling. The easiest way to alter instruction for more intensity is to decrease the teacher to student ratio. Therefore, a skill with which the student is struggling can be taught in a small group of 3-5 students, rather than a large group.

    71. Activity 2: Three Tier Model Case Studies Read your table’s assigned sample student case study. (5 minutes) As a group, discuss what you would do next to support the student’s progress. Be specific! Use the accompanying questions on the handout to guide your conversation. (15 minutes) Debrief (5 minutes) Read the next section. Work with a partner to create an action plan for accelerating that student’s reading progress. (10 minutes) Tables report out on their case studies

    72. With the Help of Many, Massachusetts Will Achieve Two Important Goals: All students reading at or above grade level by the end of grade 3 Highly qualified teachers of reading in every K-3 school.

    73. The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it. Amen.Amen.

    74. Resources Datametrics/Textwiz http://www.testwiz.net Florida Center for Reading www.fcrr.org Hanson Institute for Language and Literacy http://www.hill.mghihp.edu/hill University of Texas, Texas Education Agency http://www.tea.us.state.tx.us/ESC US DOE Leadership Academies www.nifl.gov/partnershipforreading These websites offer a wealth of information on Reading First and SBRR. These websites offer a wealth of information on Reading First and SBRR.

    75. References Adams, M.J., Foorman, B.R., Lundberg, I. & Beeler, T. (1998). Phonemic Awareness in Young Children. Baltimore, MD: Paul H. Brookes & Co. Inc. Beck, I.L. (2005). Making Sense of Phonics. NY: Guilford Press. Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York, NY: The Guilford Press. Glaser, D., & Moats, L. (2008). Foundations: An introduction to language and literacy.Boston, MA: Sopris West. Kaminski, R.A., Good, R.H., & Knutson, N. DIBELS training institute: Mentoring Workshop, November 2005, Williamstown, MA

    76. References

    77. References Snow, C.E., Burns, S.M. & Griffin, P. (1998). Preventing Reading Difficulties in Young Children.Washington, DC: National Academy Press Vaughn, S., Hughes, M. T., Watson Moody, S. & Elbaum, B. (2001). Instructional grouping for reading for students with LD: Implications for practice. Intervention in school and clinic, 36, 3, 131-137. Vaughn, S. (June, 2004). 3-Tier Reading Model: Reducing Reading Difficulties from Kindergarten Through Third Grade Students. Presented at the Massachusetts Reading First Leadership Meeting.

    78. Survey 3 things you learned today 2 things you want to know more about 1 thing you will take back with you today THANK YOU! ?

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