Aligning Reading Programs to Meet the Needs of All Students Implementing and Evaluating the Schoolwide Beginning Reading Model: Instruction GoalsAssessment

Aligning Reading Programs to Meet Aligning Reading Programs to Meet the Needs of All Studentsthe Needs of All Students

Implementing and Evaluating the Schoolwide Beginning Reading Model:

Instruction

GoalsAssessment

For Each Student

For All Students

IBR Foundational Features: Translating Research into Practice

Schoolwide:

Each & All

Prevention Oriented

Scientifically

Based

Results Focused

Simmons, Kame’enui, Harn & Coyne. 2003.

Oregon Reading First Center © 2004 3

A School-Wide Reading A School-Wide Reading Improvement ModelImprovement Model

For Each Student

Instruction

GoalsAssessment

For All Students


Essential Components in ReadingEssential Components in ReadingEffective, comprehensive, reading instruction includes

instruction in each of the essential components:

.

PhonologicalAwareness

Fluency

Phonics

Vocabulary

Reading

Comprehension


Improving Reading InstructionImproving Reading Instruction in Oregon in Oregon

Systematic, high quality instruction that focuses on the five essential components of beginning reading.

Reliable and valid assessments for screening, diagnostic, and monitoring progress decisions.

Skillful, research based interventions for children who need intensive intervention in learning to read.

Oregon Reading First, 2002


Aligning Core, Supplemental, and Aligning Core, Supplemental, and Intervention ProgramsIntervention Programs

Goal and Challenge To implement, evaluate, and replicate a

schoolwide beginning reading model that will accelerate and sustain the early reading achievement of all students.


Objectives: What You Will Learn and DoObjectives: What You Will Learn and Do

The objectives of today’s session are to: 1. Describe three levels of instructional support.2. Identify guidelines for aligning core,

supplemental and intervention programs.3. Discuss factors to consider when building an

aligned and coordinated beginning reading model.

4. Provide methods to evaluate the effectiveness of your levels of instructional support.


Three Levels of Three Levels of Instructional SupportInstructional Support

Instructional Recommendations Are Based on Performance Across All Measures

Benchmark: Established skill performance across all administered measures

Strategic: One or more skill areas are not within the expected performance range

Intensive: One or many skill areas are within the significantly at-risk range for later reading difficulty


Three Levels of Instructional Support

Intensive

Strategic

Benchmark

5%

15%

80%


A class list provides a report of children’s performance on all measures administered at a given benchmark period in relation to established goals.

Three Levels of Instructional SupportThree Levels of Instructional Support

Phoneme Segmentation Fluency

Letter Naming Fluency

Nonsense Word Fluency

Student Score %ile Status Score %ile Status Score %ile StatusInstructional

Recommendation

Sam 22 10 Emerging 3 1At

risk 5 5 At risk Intensive

Jill 19 9 Emerging 14 8At

risk 13 20Some risk

Strategic

Susan 47 58 Established 5 2At

risk 14 20Some risk

Strategic

Ken 67 95 Established 31 38Some risk 19 26

Some risk

Strategic

Kim 40 36 Established 46 75Low risk 27 49 Low risk Benchmark

Jose 41 39 Established 44 70Low risk 58 90 Low risk Benchmark

Fall of First Grade


Types of Reading ProgramsTypes of Reading Programs

Vaughn et al, 2001.CORE, 2003.

Provide essential areas of reading instruction for the majority of students.

CoreReading Program

(Benchmark)Provide additional instruction in one or more areas of reading to support the core.

Supplemental Reading Program

(Strategic)Provide additional instruction to students performing below grade level on one or more essential instructional skills.

Intervention Reading Program

(Intensive)

80% 15%5%

Classifying Reading Programs


Core Reading ProgramCore Reading Program

A core program is the “base” reading program designed to provide instruction on the essential areas of reading for the majority of students schoolwide.

In general, the core program should enable 80% or more of students to attain schoolwide reading goals.

Simmons, Kame'enui, Harn, & Coyne © 2003.

A Core Instructional Program of Validated Efficacy Adopted and Implemented School-

wide.


Benchmark Benchmark Level of Instructional SupportLevel of Instructional Support

Level of SupportINSTRUCTIONAL

PLACEMENT ASSESSMENT PLAN

Benchmark SBRR Core Reading Program-minimum 90

minutes daily

Progress Monitoring: Three times per year- All students

In-Program Assessments Screening & Outcome Assessment

Addressing the needs of most students. . .


Core Reading ProgramsCore Reading Programs

We may need to supplement or modify, but we must do it

judiciously.Simmons, Kame’enui, Harn & Coyne. 2003.

One Size Does NOT Fit All.

Period!


Core Reading ProgramsCore Reading Programs


However, “one size” may

work effectivelyfor most.


Selecting Additional Reading Selecting Additional Reading ProgramsPrograms

Differentiated Instruction Aligned With Student Needs Students are grouped based on assessment results. Specified supplemental and/or intervention

programs are implemented depending on student needs and profiles.

Groups are systematically and regularly reorganized based on progress monitoring data.



Supplemental Reading ProgramsSupplemental Reading Programs

Support and extend the critical elements of a core reading program.

Provide additional instruction in one or two areas (i.e., fill the gaps for phonological awareness, fluency).

Provide more instruction or practice in particular area(s) of need.

May include large group, small group, one-on-one instruction.

Provide more teacher scaffolding.

Provide more explicit and systematic instruction.



Strategic Strategic Level of Instructional SupportLevel of Instructional Support



Strategic Core Reading Program

Plus Supplement

Progress Monitoring: Monthly In-Program Assessments Screening & Outcome Assessment

Addressing the needs of some students. . .


Intervention Reading ProgramsIntervention Reading Programs

Designed for children who demonstrate reading difficulty and are performing below grade level (< 20th percentile).

Provide more explicit, systematic instruction to accelerate learning to a high criterion level of performance.

Focus on more than one area (e.g., phonics, fluency, and comprehension).

Teacher instruction to meet the needs of students who are struggling in their classrooms.

Typically delivered in small group settings.



IntensiveIntensiveLevel of Instructional SupportLevel of Instructional Support



Intensive Part Core Reading Program Plus Intervention

or Supplant Core with Intensive Program

Progress Monitoring: Every 2 weeks In-Program Assessments Screening & Outcome Assessment

Addressing the needs of each student. . .


Three Levels of Instructional Support:Three Levels of Instructional Support:Summary of CSI MapSummary of CSI Map

Guidelines One instructional support map per grade level. Each grade level map addresses benchmark, strategic and

intensive student levels of support. All teachers/specialists should work from the same map. Data will direct changes as necessary. Each map is a work in progress. Use alterable variables to assist in increasing/decreasing

intensity for varying levels of support. Alter the fewest number of variables that impact reading

progress.

Three Levels of Instructional Support:Summary of CSI Map

Time Period InstructionalRecommend

ation

Participation in Core Supplemental andIntervention Programs/

Strategies

Supplemental and InterventionProgram Delivery

Frequency ofDIBELSProgress

Monitoring

Determining InstructionalEffectiveness

benchmark: Who:

When:

Activities:

Group Size:

Who:

When:__ w/in 90 minutes__ outside of 90 min

Time:

Group Size:

Who:

How Often:

Criteria:

strategic: Who:

When:

Activities:

Group Size:

Who:


Time:

Group Size:

Who:

How Often:

Criteria:

Fall toWinter

intensive: Who:

When:

Activities:

Group Size:

Who:


Time:

Group Size:

Who:

How Often:

Criteria:


Three Levels of Instructional Support:Three Levels of Instructional Support:Summary of CSI MapSummary of CSI Map

Instr.Recommen-

dation

Participation inCore

Supplementaland Intervention

Programs/Strategies

Supplemental andIntervention

Program Delivery

Frequency ofDIBELS

ProgressMonitoring

DeterminingInstructionalEffectiveness

intensive: Who:All intensivestudents*

When:M-F, 9:00-9:30

Activities:Learning to Readand Word Worksections from HM(emphasis on redchecked items)

Group Size:Whole (30 minutes)

Early ReadingIntervention

*Enhancevocabularysections of HMusing IBR2strategies.

* Provideadditional practiceopportunities onletter-soundcorrespondencesand wordblending.

Who:Certified teacher (i.e.title I, special ed,classroom teacher,speech pathologist)

When:XX w/in 90 minutes(ERI)XX outside of 90 min(double dose)

Time:30 minutes daily forERI

Group Size:Small (< 4 students)

Every TwoWeeks

Who:Classroom teacherwith assistance fromreading coach,possibly earlyliteracy teams orgrade level teams asdiscussed in teammeetings

How Often:Monthly

Criteria:3 points at or abovegoal line on Dibels,continue program

3 points below goalline, changeinstruction

Kindergarten Example


Aligning Core, Supplemental , and Aligning Core, Supplemental , and Intervention ProgramsIntervention Programs

“We have not succeeded in answering all of our problems.

Indeed, we often feel we have not completely answered any of them

The answers we have found only serve to raise a whole set of new questions.

In some ways, we feel we are as confused as ever, but we believe we are confused on a much higher level, and about more important things.”

QuickTime™ and aTIFF (LZW) decompressor

are needed to see this picture.


Lessons Learned: One District’s EvolutionBefore: A Little of This, A Little of That

Read Well Open Court Optimize Reading Mastery Horizons Read Naturally

Open Court Intervention

Explode the Code Primary Phonics Saxon Flair Write Well


Core Program: Open Court

Supplemental Programs: Open Court Booster Horizons Read Naturally

Intervention Programs:• Early Reading Intervention Reading Mastery

Lessons Learned: One District’s EvolutionAfter: A Streamlined Model


Objectives: What You Will Learn Objectives: What You Will Learn and Doand Do






Guiding Questions for Aligning Core, Guiding Questions for Aligning Core, Supplemental, and Intervention ProgramsSupplemental, and Intervention Programs

1. What essential components (PA, PH, FL, COMP, VOC) do your programs address?

2. Is the scope and sequence for introducing each essential component similar across programs?

3. Do the programs utilize similar instructional strategies to teach high priority skills?

4. Is the amount of instructional content students receive appropriate across programs?


1. What essential components (PA, PH, FL, COMP, 1. What essential components (PA, PH, FL, COMP,

VOC) do your programs address?VOC) do your programs address?

For each supplemental and intervention program your grade level has adopted, determine:

What essential component(s) does the program teach? For what grade level(s) is the program most appropriate? Are the expected outcomes for the program specified?

Are they appropriate?


2. Is the scope and sequence for introducing each 2. Is the scope and sequence for introducing each essential component similar across programs?essential component similar across programs?

Analyze the architecture of the core, supplemental and intervention programs to determine alignment of scope and sequence.

Keep the struggling readers in mind when determining if scope and sequences align.

Be careful not to layer conflicting programs on top of one another.


Progression of Regular Word Reading

Sounding Out (saying the

sound of each letter)

Whole Word Reading (vocalizing each sound

and blending it to a whole word)

Sight Word Reading (sounding the word out in

your head and then reading the whole word)

Automatic Word Reading (reading the word without sounding it out)


Remember Your Curriculum Maps....Remember Your Curriculum Maps....


Example of Scope and Sequence AnalysesExample of Scope and Sequence Analyses

Let’s take a look at some examples....


3. Do the programs utilize similar strategies to 3. Do the programs utilize similar strategies to teach important skills?teach important skills?

Do the programs use similar or conflicting strategies to teach children to:

identify main idea blend sounds to form words read irregular words segment or blend phonemes in words use context to infer the meaning of a word


Examples of Similar and Conflicting Examples of Similar and Conflicting Strategy InstructionStrategy Instruction



Applying a Strategy Across ProgramsApplying a Strategy Across ProgramsTouchphonics strategy for teaching students tosound out and blend sounds to form a word:

Lessons divided into 9 parts:1. Build the word2. Touch and sound the units3. Blend the sounds into a word4. Cover and spell the word5. Cover and write the word6. Change the word/ Shake and Make7. Read the word in isolation8. Read the word in print9. Write the word in print

Could apply this strategy to the core phonics instruction.


4. Is the amount of instructional content students 4. Is the amount of instructional content students receive appropriate across programs? receive appropriate across programs?

Document the amount of instructional content struggling readers cover when they are placed in multiple programs.

This is essential when the student is receiving services from multiple teachers/specialists (e.g., SPED, Title 1).

Broader coverage of content could be problematic, some students may need to go deeper.


Example of Skills Trace AnalysesExample of Skills Trace Analyses



Breakout ActivityBreakout Activity

Within your school teams, divide up so as to complete each of the following analyses:

1. Scope and Sequence Analysis2. Strategy Instruction Analysis3. Skills Trace Analysis

If your school team only consists of a few staff members, select one of the above analyses to complete.

Teams will have 30 minutes to work. Be prepared to share out to the large group.


Scope and Sequence AnalysesScope and Sequence Analyses

1. Find the breakout activity form titled “Scope and Sequence Analyses.”

2. Work in school teams, within grade levels if possible.

3. From your Summary of CSI Maps, decide if you are cross-walking programs for a strategic support plan or intensive support plan.

4. Track the scope and sequence for one high priority skill within a big idea (e.g. phoneme segmentation within Phonological Awareness).

5. Document the scope and sequence for the first month of instruction for all of the programs listed in the support plan.


Strategy Instruction AnalysesStrategy Instruction Analyses

1. Find the breakout activity form titled “Strategy Instruction Analyses.”


3. From your Summary of CSI Maps, decide if you are cross-walking programs for you strategic support plan or intensive support plan.

4. Choose a strategy from any of the essential components to track across each program (e.g. document how each program teaches students to read irregular words).


Skills Trace AnalysesSkills Trace Analyses

1. Find the breakout activity form titled “Skills Trace Analyses.”


3. From your Summary of CSI Maps, decide if you are cross-walking programs for you strategic support plan or intensive support plan.

4. Conduct a skills trace across 10 lessons for one high priority skill within a big idea (e.g., irregular word instruction within decoding).


Large Group SharingLarge Group Sharing

1. Identify your school.

2. Identify grade level for analyses.

3. Identify strategic or intensive support plan.

4. Identify the programs that were cross-walked.

5. Identify specific analyses completed (Scope and Sequence, Strategy, or Skills Trace).

6. Share findings based on analyses.


Scope and Sequence Analyses:Scope and Sequence Analyses:Recommendations and ConsiderationsRecommendations and Considerations

If there is discrepancy in the scope and sequence of skills instruction across programs, consider the following:

Avoid layering the programs on top of each other, especially for struggling readers.

Add pre-teaching and re-teaching lessons from the extra support handbooks to the core instruction.

If the intervention or supplemental program is considerably stronger than the core, replace part of the core instructional content with the specific big ideas addressed by the supplemental/intervention program.*

Use data to evaluate decisions (e.g. Summary of Effectiveness Reports, Histogram Reports)


Strategy Instruction Analyses: Strategy Instruction Analyses: Recommendations and ConsiderationsRecommendations and Considerations

If the strategy instruction is not consistent across programs: Apply the most explicit strategy from one programs across

all programs.

Revisit a strategy that appears explicit, systematic and provide review of previously taught skills.

Select a set of highly similar examples (e.g., cvc words with continuous sounds in the initial position) and develop a systematic strategy to teach the set of examples (e.g., blending each sound in a word using an explicit finger pointing prompt).


Skills Trace Analyses:Skills Trace Analyses:Recommendations and ConsiderationsRecommendations and Considerations

If there is discrepancy in the scope and sequence of skills instruction across programs, consider the following:

Avoid layering the programs on top of each other, especially for struggling readers.

Add pre-teaching and re-teaching lessons from the extra support handbooks to the core instruction.

If the intervention or supplemental program is considerably stronger than the core, replace part of the core instructional content with the specific big ideas addressed by the supplemental/intervention program.*

Use data to evaluate decisions (e.g., Summary of Effectiveness Reports, Histogram Reports).








90-Minute Block90-Minute Block

CORE CORE + SUPPLEMENT CORE + INTERVENTION INTERVENTION INTERVENTION + SUPPLEMENT


Factors to Consider:Factors to Consider:

Matching Students to Programs Supplementing vs. Supplanting Program Pacing Allocating Additional Instructional Time Assessing Students’ Progress Coordinating Programs Across Grades


Matching Students to ProgramsMatching Students to Programs

Use DIBELS data to guide decision making.

Avoid the “Road to Nowhere”:

“We know where we’re going, but we don’t know where we’ve been . . .”

(Talking Heads, Road to Nowhere)


Matching Students to Matching Students to ProgramsPrograms: Example: Example

Problem: School A has just purchased Read Well K and is trying to set up their kindergarten program for 2004-2005. Which students will participate in Read Well K?


Matching Students to Programs: ExampleMatching Students to Programs: Example

School A: 2003-2004 Summary of Effectiveness Reports

Beginning of K Middle of Year N = 60 # Established 32 Intensive Students 5 22 Strategic Students 5 6 Benchmark Students 4

Middle of K End of Year n = 56 # Established 21 Intensive Students 9 24 Strategic Students 22 11 Benchmark Students 10


Matching Students to Programs: ExampleMatching Students to Programs: Example

Is it necessary for all kindergarten students to participate in Read Well K?

Which students are benefiting from the core program?

Which students failed to make adequate progress in the core program and require an intervention?


“The consequences of providing extra intervention are considered far less risky than a wait-and-see position that withholds opportunity for additional instruction until students are seriously discrepant from their peers.”

Oregon Reading First Grant Application, 2002


Supplementing vs. SupplantingSupplementing vs. Supplanting

Factors to Consider:

1. Overall Strength of Core Program

2. Which Essential Components Does the Intervention Program Teach? What are the Outcomes?

3. Grade Level of Students: Kindergarten vs. Grade 3


1. Overall Strength of the Core Program1. Overall Strength of the Core Program

Is the program a top tier or a middle tier program?

Within the top tier programs, consider level of intensity (e.g., spiral curriculum vs. mastery based)

Determine if fidelity of implementation is at a high and effective level.


Overall Strength of Core Program: ExampleOverall Strength of Core Program: Example

School B:Core Program: Middle tierBenchmark Status on PSF at End of

Kindergarten 2003-2004:n = 51Deficit: 22%Emerging: 37%Established: 41%



School C:Core Program: Top tier - high intensityBenchmark Status on PSF at End of




School D:Core Program: Top tier - high intensityBenchmark Status on PSF at End of



Overall Strength of Core ProgramOverall Strength of Core Program

Some core programs have the necessary intensity to meet the full range of student needs which includes: (a) grouping by instructional level, (b) continual monitoring for mastery and regrouping, (c) acceleration for some students and remediation for others, and (d) implementing the program with high fidelity.

Other core programs lack the architecture. May require use of more supplemental and intervention programs to meet the needs of the full range of students.


2. Which essential components does the intervention 2. Which essential components does the intervention program teach? What are the outcomes?program teach? What are the outcomes?

Example 1: ERIDesigned for at-risk kindergarten studentsEssential Components: PA, PhonicsOutcomes: • Initial Sound Isolation (25+ sounds per min)

• Phoneme Segmentation (35+ sounds per min)• Alphabetic Understanding (as measured by NWF - 50+ sounds per min)• Oral Reading Fluency - Students exiting the program typically do not read 40-60 cwpm on first grade passages. Text is very controlled in ERI. Students need additional instruction to reach that oral reading fluency benchmark.


Example 1: ERIExample 1: ERI Is the intervention appropriate for kindergarten

students?

Yes, ERI outcomes match or exceed kindergarten benchmarks.

• Is the intervention appropriate for first grade students?

Only for those very low performers to establish PA and AU with the understanding that acceleration is important to allow students to transition into a first grade program that would build skills necessary for students to meet the ORF goal at the end of first grade.

• Is the intervention appropriate for second grade students? No


Which essential components does the intervention Which essential components does the intervention program teach? What are the outcomes?program teach? What are the outcomes?

Example 2: Read WellDesigned for students in first gradeEssential Components: PA, Phonics, Fluency, Vocabulary, ComprehensionOutcomes: • Phonemic Awareness

• Letter-Sounds• Blending• Irregular Words• Multi-syllable Words• Decodable Passage Reading• Multiple Genres• Story Elements• Story Mapping

* Students who exit the program at Unit 38 are reading 80-100 cwpm.* ~ 2.5 basal level* narrative and expository text


Example 2: Read WellExample 2: Read Well

Is the intervention appropriate for kindergarten students? Read Well K now available for kindergarten students.

• Is the intervention appropriate for first grade students? Yes

• Is the intervention appropriate for second grade students? Yes- remedial*

• Is the intervention appropriate for third graders?Yes - remedial*

* Note that the program allows students to progress through each unit at a pace appropriate for them:Condensed Unit - 2 daysExpanded Unit - 6-8 daysRegular Unit - 3 days


Which essential components does the intervention Which essential components does the intervention program teach? What are the outcomes?program teach? What are the outcomes?

Consider intervention program content and outcomes when deciding whether to supplement or supplant the core.

If an intervention program only teaches 1 or 2 essential components, it may work best to use the program as a supplement to the core.*

If the intervention program is comprehensive and teaches all 5 essential components, then supplanting the core would make sense. Note that this would be the case only for those students who did not benefit from the core program.

* Note that in some cases it may be necessary to supplant the core with an intervention that only teaches 1 or 2 essential components if the alignment is completely off or resources are limited.


3. Grade Level of Students3. Grade Level of Students

If the students are in grades K or 1 . . .

Then we have less to teach to catch the students up. It makes sense to address all 5 essential components in our overall instructional plan.

The core program in K and 1 will be more forgiving for these students. It may be that we can work to enhance and supplement the core for most students.

Program Grades Essential Components

Supplant Core?

Rationale

Phonemic Awareness in Young Children

K-1 PA No This program only teaches 1 of the essential components. Use to supplement PA instruction in core program following alignment guidelines.

ERI K PA, Phonics No This program only teaches 2 of the essential components. In the original research studies, this program was always used in addition to instruction in the core program.

Read Well K K PA, Phonics, Vocab, Comp

Yes This program teaches all of the essential components appropriate for K. Will want to supplant only for those student who did not benefit from the core.

Language for Learning

K-2 Vocab No This program only teaches 1 of the essential components. If resources are limited and must choose between Read Aloud from core vs. Lang. for Learning, will want to choose more intensive instruction for the students who are struggling.

KindergartenScenarios


Grade Level of StudentsGrade Level of Students

If the students are in grades 2 or 3 . . .

It is difficult to catch students up. May need to focus on decoding and fluency. Allocate the majority of instructional time to these areas.

Supplant with intervention program from week 1 of instruction.

Accelerate students’ progress by providing double dose of the intervention program in the afternoon.

Sample interventions include:

Corrective Reading: Decoding

Reading Mastery I, II, Fast Cycle, and III


Program Pacing / Program Pacing / Allocating Additional Instructional TimeAllocating Additional Instructional Time

Time allocated to program

Utilizing time within 90-minute block

Utilizing time outside of 90-minute block


Program Pacing: Program Pacing: Time Allocated to ProgramTime Allocated to Program

Completing at least one lesson a day is essential.

In many programs, the pieces of the lesson are designed to work together and should not be divided up over a period of two or more days.

For example, each ERI lesson has two parts: (1) PA/AU and (2) Spelling/Writing. The Spelling/Writing portion of the lesson was designed to compliment and build on the new skills introduced in the first part of the lesson.

For example, Corrective Reading: Decoding Level B1 and B2 have a series of activities designed to teach preskills necessary for daily passage reading - sounds practice, word reading. Also, passage reading has follow-up activities (comprehension and reading checkouts) that work best when presented on the same day of the passage reading.


Program Pacing: Program Pacing: Time Allocated to ProgramTime Allocated to Program

Follow Program Guidelines for Pacing:

FOR EXAMPLE:

• ERI - 30 minutes a day, 5 days a week

• Corrective Reading: Decoding Level A- minimum of 35 teacher-directed minutes daily

• Corrective Reading: Decoding Levels B1/B2 - minimum of 45 teacher-directed minutes daily

• Read Naturally - 20 minutes, at least 3 days a week


Program Pacing: Time Allocated to ProgramProgram Pacing: Time Allocated to Program

Make projections for lesson completion

For example: School E has placed 15 intensive second grade students in Reading Mastery Classic Fast Cycle. The students all placed in the program at lesson 1 at the beginning of the year. (Groups started the third week in September.) If students complete one lesson a day, they will be approximately at lesson 63 upon returning from Winter Break. Fast Cycle has 170 lessons. Students enter in to beginning second grade material at lesson 81 so should be at least that far in the program mid-year. If the goal is for these second graders to finish Fast Cycle by the end of the school year, School E will need to adjust instructional time to allow for more lesson completion.

What can School E do to increase instructional time for these intensive second graders?


Program Pacing: Program Pacing: Utilizing time within 90-minute blockUtilizing time within 90-minute block

Golden Rule: Maximize academic learning time of students

Academic Learning Time = Time children are engaged in tasks in which they can be highly successful.

If students require intensive interventions, use the time during the 90-minute block to provide these interventions.

If students are spending part of their 90-minute block completing independent work, consider pulling students from these independent work activities for more intensive, teacher-directed instruction (e.g., Could ELL, Title, or SPED specialists work with students at this time? Instructional Assistants? Peer tutors? Parent volunteers?)


Program Pacing: Program Pacing: Utilizing time outside of 90-minute blockUtilizing time outside of 90-minute block

Additional time needs to be allocated for students who are not making adequate progress.

These additional instructional minutes are often provided outside of the 90-minute block.


““Double-Dosing” InstructionDouble-Dosing” Instruction

Once placed in a strong instructional program, students most often need MORE NOT DIFFERENT.

Schedule your double dose keeping “MORE” in mind.

Some double-dose options include:

• Firming up the morning’s lesson

• Moving on to the next lesson


Lesson Firm UpLesson Firm Up

Does NOT mean instructor needs to repeat exact lesson from the morning.

Identify areas where students struggled (e.g., letter-sound knowledge, regular word reading, irregular words, reading in connected text, fluency, comprehension questions, vocabulary)

Be more specific (e.g., students were not firm on letter sounds for a, n, r, t; students had difficulty reading words with the final e rule; students did not know irregular words brother, where, people; students did not meet 60 cwpm goal for fluency checkouts; students had difficulty sequencing important events in the story; students could not successfully use the 5 new vocabulary words in their own speaking and writing.)



To firm up areas of student difficulty:

1. Use materials from the morning’s lesson in a new way; or

2. Use some quick teacher-created materials.



For example:• Highlighters: circle, underline• Pocket Chart Cards• Pointy Fingers• Halloween Rings• Game Boards/Cards• Dictation

(from Marilyn Sprick’s “Tweaking Read Well”)


Lesson Firm UpLesson Firm UpOther ideas include:

Redoing a sounds/words page with the added incentive of earning points.

Fluency practice - Students take turns going around the table each reading one sentence from the morning’s passage. Emphasis is on accuracy. Once the group meets goal for accuracy (e.g., no more than 3 total errors for whole story), then students pair up for timed readings.

Reading Olympics -

Warm-up

Sprints

And the list goes on . . .


What about after-school tutoring What about after-school tutoring programs?programs?

Same rules apply here.

Think “MORE NOT DIFFERENT”


Program Pacing / Allocating Additional Program Pacing / Allocating Additional Instructional Time:Instructional Time:

Scenario: School F has recently purchased Corrective Reading A, B1, and B2 for intensive 3rd graders. The school has allocated a total of 30 minutes per day outside of the 90-minute block to implement this program. Does this provide students with the necessary academic learning time? What adjustments in the schedule are necessary?

THINK PAIR SHARETHINK PAIR SHARE


Assessing Students’ ProgressAssessing Students’ Progress

Always keep your eyes on the DIBELS!

DIBELS measures reliably identify and predict a student’s later reading proficiency in a time efficient and standardized manner

Once students are identified as being at risk, an intervention is put into action. Educators need to have timely feedback to ensure that the efforts are beneficial.

DIBELS as a progress monitoring assessment provides educators with information on students who are on track or require more intensive instruction.


Assessing Students’ Progress: Assessing Students’ Progress: Where do in-program tests fit in?Where do in-program tests fit in?

In-Program Tests tell us:

• Once an intervention program is selected, in-program tests can identify: (a) what lesson the student should begin at, and (b) how the student should be grouped.

• Is the student at mastery at this point of time in this specific program?

• What skills does the student need additional practice on before moving forward?

• Does the student need to go back and repeat a series of lessons?

• Does the student need to be regrouped?

• When can the student exit from this program?


How Do DIBELS and How Do DIBELS and In-Program Tests Work Together?In-Program Tests Work Together?

DIBELS will identify a student’s instructional recommendation: benchmark, strategic, intensive.

Use DIBELS recommendations for identifying those students who will receive additional support (strategic, intensive).

Identify supplemental and intervention programs that will meet the needs of these students.

Once the program(s) have been identified, use in-program tests for placement, grouping, and to inform instruction within the program.

Use DIBELS as an overall indicator of strength of the intervention program. Is the student making reasonable progress toward the next critical literacy benchmark? What if the student is performing strongly in the program, but is not making necessary gains toward the next benchmark?


Instructional EnhancementsInstructional EnhancementsAlterable

Components Specific Enhancements

Options 1 2 3 4 5

ProgramEmphasis

Use coreprogram &explicitlyteach priorityskills.

Useextensions ofthe coreprogram(e.g., addexamples)

Supplementcore withreteaching orinterventioncomponentsof core.

Replacecurrent coreprogram withinterventionprogram.

Implementspeciallydesignedprogram

Time(Opportunities to

Learn)

Schedule &deliver 90minutes ofdaily readinginstruction(minimum 30minutessmall group).

Increaseopportunitiesto respondduring coreinstruction.

Schedulecore +supplementalperiod daily.(90 + 30 or60 + 30)

Scheduletwointerventionsessionsdaily (no lessthan 90minutestotal)

Grouping forInstruction

Check groupplacement &providecombinationof whole &small groupinstruction.

Schedulesmall groupopportunityfor specificpractice

Reducegroup size

Provideindividualinstruction

Increasing Intensity

Increasing Intensity


Coordinating Programs Across GradesCoordinating Programs Across Grades

Elements of a Coordinated Beginning Reading Model:

1. Program alignment within a grade for benchmark, strategic, and intensive students.

2. Coordination of services provided by regular education, specialists, IA’s, etc.

3. Coordination of programs across grade levels.


Summary of Effectiveness of Core, Strategic, and Intensive Programs:Summary of Effectiveness of Core, Strategic, and Intensive Programs:Oregon Reading First Projectwide DataOregon Reading First Projectwide Data

Spring, 2004Spring, 2004

Effectiveness Of Core Curriculum

Effectiveness of Strategic Support

Program

Effectiveness of Intensive Support

Program

K 731/791 554/771 243/595

92% 72% 41%

Grade 1 647/692 263/716 28/778

94% 37% 4%

Grade 2 775/843 75/292 9/994

92% 26% 1%

Grade 3 622/725 114/517 17/879

86% 22% 2%


Coordinating Programs Across GradesCoordinating Programs Across Grades

K 1 2 3

Benchmark Houghton-Mifflin

Houghton-Mifflin + enhance vocab/comp with IBR strategies



Strategic High: HM + Classroom Management/

Extra Support Handbooks

Low: HM + ERI

High: HM (see above) + Classroom Management/ Extra Support Handbooks

Read Naturally

Low: Horizons

High: HM

(see above) + Classroom Management/ Extra Support Handbooks

Read Naturally

Low: Horizons

High: HM

(see above) + Classroom Management/ Extra Support Handbooks

Read Naturally

Low: Horizons

Intensive HM + ERI HM + ERI

Reading Mastery Classic




Coordinating Programs Across Grades: Coordinating Programs Across Grades: A NonexampleA Nonexample

K 1 2 3

Benchmark Houghton Mifflin Houghton Mifflin Houghton Mifflin Houghton Mifflin

Strategic

Headsprout

Read Naturally

Headsprout

Build Up Kit

Read Naturally

Build Up Kit

Read Naturally

Build Up Kit

Intensive ERI

Language for Learning - SPED

Headsprout

ERI

Reading Mastery Classic - SPED


Headsprout

Build Up Kit



Build Up Kit


Build Up Kit


Breakout Activity:Breakout Activity:Coordinating Programs Across GradesCoordinating Programs Across Grades

• In school level teams, complete the “Coordinating Programs Across Grades” flowchart using your Summary of CSI Maps as a guide.

Examine consistency of instruction across grade levels for (a) strategic students, and (b) intensive students.

Discuss implications and potential areas for change.


Let’s CollaborateLet’s Collaborate

Over break, collect strips to represent each core, supplemental, and intervention program included on your school’s CSI Map.

Tape strips to a piece of butcher paper, starting with the core program on top, then supplemental programs, then intervention programs. Be sure to write your school’s name on the top of the paper.

Display your school’s completed chart so all can see. After break, look for those schools who have similar

combinations of core, supplemental, and intervention programs.

Get together with those schools to share implementation ideas.








Progress of Groups of Students: Instructional Steps Progress of Groups of Students: Instructional Steps from Kindergarten to Successful Reading Outcomesfrom Kindergarten to Successful Reading Outcomes

The outcome of each step depends on (a) students beginning skills, (b) effectiveness of core curriculum and instruction, and (c) effectiveness of system of additional instructional support.


Evaluating Levels of Instructional Evaluating Levels of Instructional SupportSupport

Use the following DIBELS reports to examine students’ progress: Summary of Effectiveness Reports Histograms Class Lists

Examine reports to determine progress of groups of students and individual students


Kindergarten

Time Fall Winter Spring

Question A. How many benchmark, strategic, and intensive students are in my classroom?

B. Who are the benchmark, strategic, and intensive students?

A. How successful is my instruction in helping benchmark, strategic, and intensive students reach phonological awareness goals?

B. How effective are instructional programs at reducing the numbers of students at risk in phonological awareness?

C. Is instruction improving the phonological awareness skills of the majority of students?

D. Who are the benchmark, strategic, and intensive students?

Report A. Histogram

B. Class Lists

A. Summary of Effectiveness Reports

B. Histograms

C. Class Lists


First Grade




A. How successful is my instruction in helping benchmark, strategic, and intensive students reach decoding and oral reading fluency goals?

B. How effective are the instructional programs at reducing the numbers of students at risk on decoding and oral reading fluency scores?

C. Is instruction improving the decoding skills and oral reading fluency of the majority of students?


Report A. Histogram

B. Class Lists


B. Histograms

C. Class Lists


Second Grade




A. How successful is my instruction in helping benchmark, strategic, and intensive students reach oral reading fluency goals?

B. How effective are the instructional programs at reducing the numbers of students at risk in oral reading fluency?

C. Is instructional support improving the oral reading fluency of the majority of students?


Report A. Histogram

B. Class Lists


B. Histograms

C. Class Lists


Third Grade




A. How successful is my instruction in helping benchmark, strategic, and intensive students reach oral reading fluency goals?

B. How effective are instructional programs at reducing the numbers of students at risk in oral reading fluency?

C. Is instruction improving the oral reading fluency of the majority of students?


Report A. Histogram

B. Class Lists


B. Histograms

C. Class Lists


Summary of Effectiveness ReportsSummary of Effectiveness Reports

Questions answered by the report How effective is my instruction for benchmark, strategic, and

intensive students?

How to use the report Document percentage of students at the three levels of

instructional support that meets benchmark goals.

Cautionary note Remember to look at the actual number of students in each

category as you consider making changes at the student level or the systems level.


Effectiveness of Intensive Support Program: Effectiveness of Intensive Support Program: Grade 1 Fall to WinterGrade 1 Fall to Winter

Although the percentage of students meeting the benchmark goal is the same in each school, differences in the number of students influence implications.

Implications for School A:

1) Core, supplemental, and intensive programs are not being successful with a large percentage of students and significant change is warranted.

2) Intervention program for intensive students is not resulting in a sufficient number of children reaching benchmark goal. Change is warranted.

• Implications for School B:

1) Reading programs are resulting in a high percentage of students reaching benchmark goal.

2) Focus on improving the number and percentage of intensive students who meet benchmark goal by addressing alterable variables chart.

Numbers of Intensive Students

Percent

School A

(Grade 1 Total Students = 103)

9/90Out of 90 intensive students in the fall, 9 made the winter goal of 50 on NWF.

10%

School B

(Grade 1 Total Students = 103)

1/10Out of 10 intensive students in the fall, 1 made the winter goal of 50 on NWF.

10%


Effectiveness of Core Curriculum: Grade 3 Effectiveness of Core Curriculum: Grade 3 Winter to SpringWinter to Spring

Although the percentage of students meeting the benchmark goal is the same in each school, differences in the number of students influence implications.

School C needs to consider systemic changes to increase the number of students who reach benchmark status in the winter of Grade 3 (9 of 78).

School D can celebrate the high number of students who reach benchmark status in the winter of Grade 3, and who remained on track to the spring of Grade 3 (58 of 78).

Numbers of BenchmarkStudents

Percent

School C

(Total Grade 3 students = 78)

9/9Out of ONLY 9 benchmark students in the winter, all 9 made it to the 120 ORF goal in the spring.

100%

School D

(Total Grade 3 students = 78)

58/ 58Out of 58 benchmark students in the winter all 58 made it to the 120 ORF goal in the spring.

100%


Summary of Effectiveness of Core, Strategic and Intensive Summary of Effectiveness of Core, Strategic and Intensive Programs: Oregon RF Schools (Winter to Spring)Programs: Oregon RF Schools (Winter to Spring)

Students Reaching Benchmark GoalStudents Reaching Benchmark Goal

Benchmark: Effectiveness of Core Curriculum

Strategic: Effectiveness of Supplemental

Program

Intensive: Effectiveness of

Intervention Program

K 731/791 554/771 243/595

92% 72% 41%

Grade 1 647/692 263/716 28/778

94% 37% 4%

Grade 2 775/843 75/292 9/994

92% 26% 1%

Grade 3 622/725 114/517 17/879

86% 22% 2%


Breakout Activity – Summary of Breakout Activity – Summary of Effectiveness ReportsEffectiveness Reports

Examine your grade level summary of effectiveness report from last spring.

In your grade level teams discuss what changes are being made this year in the instructional plan to increase the number of intensive students making the benchmark goal.


Histogram ReportsHistogram Reports

Questions answered by the report At this point in time, how well are students performing

on a key reading measure? How to use the report

Note the percentage of students who have reached a key reading goal or the percentage of students at the three levels of risk. Histograms at different points in time provide evidence for how well reading programs are working to reduce risk.

Cautionary note Each report includes one individual measure. While all

measures are crucial stepping stones, focus on the measure that is used for the benchmark goal at that time period.


32% (n= 789) Established41% (n= 991) Emerging27% (n= 653) Deficit

Oregon Reading FirstOregon Reading FirstMid Year Grade 1 NWFMid Year Grade 1 NWF


61% (n= 1397) Established29% (n= 658) Emerging1O% (n= 221) Deficit

Oregon Reading FirstOregon Reading FirstEnd of Year Grade 1 NWFEnd of Year Grade 1 NWF


Breakout Activity- Histogram ReportsBreakout Activity- Histogram Reports

Based on your fall histogram reports, what percentage of students are in each of the three levels of risk?

How is your grade level team going to use these data when planning instructional groups and the allocation of personnel to teach the groups?

Do additional personnel need to be trained in supplemental and intervention programs to serve the numbers of at risk students?


Progress Monitoring ReportsProgress Monitoring Reports Questions answered by the report

Are individual students making adequate progress on critical early literacy skills?

How to use the report

Monitor the effectiveness of current interventions and the need for change in the instructional plan.

Three points below the aim line indicates that an instructional change is needed.

Cautionary note

Setting appropriate goals for individual students can be complex. Need to set attainable goals that also encourage an accelerated learning rate so the student can catch up.


Progress Monitoring: The Teacher’s MapProgress Monitoring: The Teacher’s Map

10

20

30

40

Dec.Scores

Feb.Scores

Jan.Scores

MarchScores

AprilScores

MayScores

JuneScores

60

50

Aimline

A change in intervention

Documents

Aligning Reading Programs to Meet the Needs of All Students Implementing and Evaluating the Schoolwide Beginning Reading Model: Instruction GoalsAssessment