Addressing the Needs of Students With Reading Difficulties Through Supplemental Interventions

1. Course Enhancement Module: Reading K–5, Part 4 Addressing the Needs of Students With Reading Difficulties Through Supplemental Interventions H325A120003

2. Collaboration for Effective Educator Development, Accountability, and Reform(CEEDAR) H325A120003

3. Disclaimer This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. Bonnie Jones and David Guardino serve as the project officers. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.

4. Primary Resources The National Center on Intensive Intervention (NCII): www.intensiveintervention.org National Center on Response to Intervention (NCRTI): http://www.rti4success.org The IRIS Center for Training Enhancements. (2008). RTI (part 4):http://iris.peabody.vanderbilt.edu/module/rti04-alltogether/#content

5. Supplemental InterventionObjectives • Describe the essential elements. • Explain the rationale. • Select supplemental interventions. • Implement instruction with fidelity. • Use data to inform instruction. • Next steps.

6. Supplemental Reading Interventions

7. What Are Supplemental Interventions? • Standardized, evidence-based interventions designed for at-risk students. Tier 2, Supplemental intervention, Secondary intervention • Specific, targeted, remedial techniques. (McCook, 2006) • Strategic, purposeful adult actions that prevent learning difficulties and accelerate, and/or enrich student learning.(Cappello, et al. 2008)

8. Multi-Tiered System of Supports Intensive Level of Prevention (~ 5 % of students) Supplemental Level of Prevention (~15% of students) Universal Level of Prevention (~80% of students) • (Filter et al., 2007; Kerr & Nelson, 2010)

9. Universal Instruction

10. Supplemental Intervention

11. Put Your Heads Together How does supplemental reading intervention instruction compare with universal reading instruction?

12. Why Are Supplemental Interventions So Important? • Improves the achievement of students at risk for educational failure. • Decreases the need for more intensive interventions and referrals for special education services. • Allows for efficient use of time and resources. National Center on Intensive Interventions, 2013

13. Elements of Supplemental Interventions

14. Supplemental Interventions Are . . . • Based on evidence. • Implemented with fidelity.

15. Five Elements of Fidelity Student Engagement: How engaged and involved are the students in this intervention or activity? Adherence: How well do we stick to the plan, curriculum, or assessment? Program Specificity: How well is the intervention defined, and how is it different from other interventions? Exposure/Duration: How often does a student receive an intervention? How long does an intervention last? Quality of Delivery: How well is the intervention, assessment, or instruction delivered? Do you use good teaching practices? (Dane & Schneider, 1998; Gresham et al., 1993; O’Donnell, 2008)

16. Evidence Standards (National Center on Intensive Interventions, 2013)

17. Selecting Evidence-Based Interventions • Type/source. • Population. • Desired outcomes. • Effects. NCII Interventions Tools Chart http://www.intensiveintervention.org/chart/instructional-intervention-tools What Works Clearinghouse http://ies.ed.gov/ncee/wwc/findwhatworks.aspx Best Evidence Encyclopedia http://www.bestevidence.org/

18. Activity: Selecting Evidence-Based Interventions • Select a supplemental intervention to review. • Obtain the necessary information online. • Using Handout 1, evaluate the intervention. • Share your results with another pair of partners.

19. A Caveat • Commercial programs are not always required. • Consider best instructional practices. • Monitor student progress.

20. What Does Effective Supplemental Reading Instruction Look Like?

21. Supplemental Instruction in Action!(Handout 2) 1: Skills taught. 2: Student engagement. 3: Feedback. 4. Effective practices.

22. Supplemental Instruction Click to View Video Please watch this video, “3-Tier Reading Model Reading Intervention: Tier II” The video is used with permission from the University of Texas/Texas Education Agency, 2014.

23. Discussion • Share notes in groups. • Whole group share. • Reflect upon effective practices.

24. Five Essential Reading Components Supplemental instruction incorporates a reading intervention program that targets the essential reading components: K 1 2 3 • Phonemic Awareness √ √ • Phonics √ √ √ √ • Fluency √ √ √ • Vocabulary √ √ √ √ • Comprehension √ √ √ √ National Reading Panel, 2000; Texas Education Agency, 1998

25. What to Teach? • Analyze data from assessments. • Align with core curriculum. • Adjust when data indicate progress is not adequate.

26. Supplemental Intervention Considerations http://iris.peabody.vanderbilt.edu/module/rti03-reading/cresource/how-is-high-quality-instruction-integrated-into-the-rti-approach/rti03_11/

27. Supplemental Intervention Considerations http://iris.peabody.vanderbilt.edu/module/rti03-reading/cresource/how-is-high-quality-instruction-integrated-into-the-rti-approach/rti03_11/ http://iris.peabody.vanderbilt.edu/module/rti03-reading/cresource/how-is-high-quality-instruction-integrated-into-the-rti-approach/rti03_11/

28. Progress Monitoring to Inform Instruction

29. Progress Monitoring PURPOSE: • Monitor students’ responses to instruction. • Estimate rates of improvement. • Identify students who are not progressing. • Compare different forms of instruction. FOCUS: identify students at risk TOOLS: brief valid, reliable, evidence based. TIMEFRAME: regular intervals (e.g., weekly, biweekly, monthly) Center on Response to Intervention, 2013

30. Why Progress Monitor? Center on Response to Intervention, 2013

31. Identify Students Not Making Adequate Progress goal line Flat Scores: X trend line X X trend line goal line X X X X X words Words I Increasing Scores:

32. Progress Monitoring Answers the Questions • Are students making progress at an acceptable rate? • Are students meeting short- and long-term performance goals? • Does the instruction or intervention need to be adjusted or changed?

33. Focus of Progress Monitoring • Students identified as at risk for poor learning outcomes Image courtesy of [renjith krishnan] / FreeDigitalPhotos.net

34. Progress-Monitoring Tools Review Progress-Monitoring Tools Chart http://www.rti4success.org/progressmonitoringtools Activity – Choose 2 progress-monitoring assessments you think may be appropriate for students at the third-grade level. Research the publisher, purpose of the assessment, cost, training required, reliability, and the validity of those assessments.

35. Use Assessment Data to Inform Supplemental Interventions • Group students. • Set individual student goals. • Plan targeted instruction. • Scaffold instruction.

36. Progress-Monitoring Tools Review Progress-Monitoring Tools Chart http://www.rti4success.org/progressmonitoringtools Activity – Choose 2 progress-monitoring assessments you think may be appropriate for students at the third-grade level. Research the publisher, purpose of the assessment, cost, training required, reliability, and the validity of those assessments.

37. Case Study: Meet Abby Abby is a second-grade student who is struggling with reading. She reads word by word, rarely corrects mistakes, and comprehends little.

38. Abby is not making satisfactory progress at the universal level of instruction, even though her teacher differentiates for her. The teacher has tried: • Books on tape. • Partner reading. • Reading to Abby. • Teaching irregular words. • Teaching making inferences.

39. Abby’s DIBELS Scores Benchmark Goal Composite 141 Letter-Sounds 54 Words Read 13 ORF 52 Abby’s Scores 111 34 6 32 DIBELS Next Benchmark Goals: http://dibels.org/

40. Abby’s Fluency Goal • With a partner, using the table of oral reading fluency norms, create long- term and several short-term fluency goals for Abby. • Refer to Handout 3.

41. Sample Long- and Short-Term Goals for Abby • Short term goals: • Abby will read second-grade text at 47 words correct per minute (Nov.), 63 words correct per minute (Jan.), and 80 words per minute (April). • Long term goal> • Abby will read second-grade-level text fluently at 90 words correctly per minute with 95% accuracy.

42. Abby’s Intervention Small group repeated readings

43. Explore Resources • The Curriculum Map (In Handouts on Learning Resources 3.2B) • The Meadows Center Reading Strategies for Dyslexia • Florida Center for Reading Research Phonics Letter-Sound Correspondence Document

44. Lesson Planning • Create a lesson plan to address Abby’s needs and help her move toward reaching her fluency goal. • Refer to Handout 4.

45. Data-Based Decision Making

46. Progress Monitoring Oral reading fluency curriculum-based monitoring (CBM) passages at her instructional grade level will be given to Abby once a week.

47. Progress Monitoring: Abby’s Reading Fluency Data

48. Next Steps • At the end of six weeks, progress-monitoring data information shows that Abby is not making progress. • Discuss some possible next steps to address Abby’s needs.

49. What If Supplemental Interventions Are Not Sufficient? National Center on Intensive Intervention October, 2013

50. Consider . . . • Has the student been taught using an appropriate evidence-based supplemental intervention program? • Has the teacher received training? • Has the program been implemented with fidelity? • Content. • Dosage/schedule. • Group size. • Has the program been implemented for a sufficient amount of time to determine response?