course enhancement module on evidence-based reading instruction collaboration for effective educator...

Course Enhancement Module on Evidence-based Reading Instruction

Collaboration for Effective Educator Development, Accountability and Reform

H325A120003

H325A120003

CEM Overview

Part 1: Introduction Part 2: Multi-tiered Systems of Reading Support Part 3: Essential Components of Reading

Instruction K-5 Part 4: Supplemental Reading Instruction Part 5: Intensive Reading Instruction

Part 1: Introduction

Purpose of the ModuleRationale for Addressing

Reading DifficultiesPrinciples of Effective

Instruction

Note

Part 1 includes resources from:

The Meadows Center for the Prevention of Educational Risk

©University of Texas System/Texas Education Agency

Purpose of the Module

Build knowledge and capacity of preservice and inservice teachers to teach a diversity of students to read

Provide resources for teacher and leader educators and professional development providers

Provide resources to enhance existing course content

Rationale

Teacher preparation programs must produce knowledgeable teachers of reading

Many teachers do not have the depth of knowledge necessary to teacher struggling readers

As a result, the majority of 4th and 8th graders are not proficient readers (NAEP, 2013)

Principles of Effective Reading Instruction

Explicit Instruction with Modeling

Systematic Instruction with Scaffolding

Multiple Opportunities to Practice and Respond

Immediate and Corrective Feedback

Ongoing Progress Monitoring

1. Explicit Instruction with Modeling

Don’t commit “assumicide”

Tell students the objective

Break into smaller steps, when necessary

Model, model, model and model

Explicit Instruction with Modeling

Involves modeling and explaining concepts and skills in ways that:– Are concrete and visible– Use clear language– Use multiple examples

Consists of overlap and similarity in instructional procedures by including:- Predictable, clear, and consistent instructions- Known expectations- Familiar routines

Explicit Instruction with Modeling

Includes extended practice

– Provides review and extension

– Relates to monitoring student understanding

Can benefit all learners within all components of reading

Modeling

The teacher models instructional tasks by:Demonstrating the task aloudFollowing a step-by-step procedureUsing language specific to the demonstration of the skillSpeaking clearly while modelingChecking for student understanding while modeling

2. Systematic Instruction with Scaffolding

Move from easier to more difficult skills and concepts

Provide “temporary support” as you scaffold the student’s learning

Systematic Instruction with Scaffolding

Clearly define expectationsReduce student confusionCarefully sequence instruction

– Move from easier to more difficult skills– Begin with higher utility skills– Begin with what students already know

Break down complex tasksIncorporate assessment and feedback

3. Multiple Opportunities to Practice

Build in opportunities for many responses

Provide guided and independent practice

Ensure practice leads to mastery:– Provide practice across days, weeks,

months– Group students to facilitate practice

Multiple Opportunities to Practice

1. Maximize student participation - Active student engagement- Practice in related skills and concepts- Connections to prior knowledge

2. Increasing number of students’ responses

- More items prepared for practice- Choral responses when feasible- Think-Pair-Share

4. Immediate and Corrective Feedback

Immediate feedback and correction

– Teacher uses during guided practice.

– Students provide corrective feedback to each other.

4. Immediate and Corrective Feedback (cont.)

Formative Feedback = DescriptiveTelling students they are correct or incorrect.

Explaining why an answer is correct.

Telling students what they have and have not achieved.

Specifying or implying a better way.

Helping students develop ways to improve.

5. Progress Monitoring

Every two weeks OR more often for struggling students.

Use data to plan instruction.

Use data to set up groups in class.

Also, consider student responses during lessons and other observations.

Let’s Recap

Write down at least two ideas about the features of effective instruction that are most critical for you to consider.

H325A120003

Multi Tier Systems of Support (MTSS) -

A comprehensive system of differentiated supports that includes:

✓universal screening

✓progress monitoring

✓evidence-based instruction

✓data-based decision making

Defining MTSS

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Intended to support all students It is not a stand alone product, class,

or instruction program. Allows educators to evaluate the

success of: Grade levels/classes Instructional groups Individual students (including those with

disabilities)

MTSS is a preventative framework…

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1. Screening2. Progress Monitoring3. School-wide, Multi-Level Prevention System

– Primary Level (Core, Tier 1) – Secondary Level (Supplementary, Tier 2) – Intensive Level (Tier 3)

4. Data-Based Decision Making for:– Instruction – Evaluating effectiveness– Movement within the multi-level system

Essential Components of MTSS

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Essential Component

Screening

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PURPOSE: Identify students who are at risk for poor reading outcomes

FOCUS: ALL students TOOLS: Brief assessments that are valid,

reliable, and demonstrate diagnostic accuracy for predicting learning or behavioral problems

TIMEFRAME: Administered more than one time per year (e.g., fall, winter, spring)

Screening

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Areas for Screening in Early Reading

Letter Naming FluencyPhoneme SegmentationNonsense word fluencyWord identificationOral reading fluency

Screening

Answers the questions: Is core curriculum effective? Which students need additional

assessment and instruction?

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Essential Component

Progress Monitoring

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PURPOSE: Monitor students’ response to primary, secondary, or tertiary instruction in order to estimate rates of improvement, identify students who are not demonstrating adequate progress, and compare the efficacy of different forms of instruction

FOCUS: Students identified through screening as at risk for poor learning outcomes

TOOLS: Brief assessments that are valid, reliable, and evidence based

TIMEFRAME: Students are assessed at regular intervals (e.g., weekly, biweekly, or monthly)

Progress Monitoring

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Progress Monitoring

Answers the questions: Are students meeting short- and long-term

performance goals? Are students making progress at an

acceptable rate? Does the instruction need to be adjusted

or changed?31

Screening v. Progress Monitoring

“Close Cousins”Often, the same tools usedIt is important to distinguish:

– Universal Screening, which is for all students, from

– Progress monitoring, which is for some students who have been identified as at-risk.

Multi-Level Prevention System

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Essential Component

Evidence-based Interventions

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FOCUS: ALL studentsINSTRUCTION: District curriculum and

instructional practices that are research based; aligned with state or district standards; and incorporate differentiated instruction

SETTING: General education classroomASSESSMENTS: Screening, continuous

progress monitoring, and outcome measures or summative assessments

Core Instruction

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1. Whole Group Instruction (9:27)

2. Differentiated Core Instruction (17:49)

http://buildingrti.utexas.org/CAP/Differentiated_Instruction/Differentiated_Instruction.swf

Meadows Center Clips

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FOCUS: Students identified through screening as at risk for poor learning outcomes

INSTRUCTION: Targeted, supplemental instruction delivered to small groups; Instruction is delivered with fidelity (i.e., consistent with the way it was designed)

SETTING: General education classroom or other general education location within the school

ASSESSMENTS: Progress monitoring, diagnostic

Supplemental Instruction

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Secondary Intervention (25:20)

http://buildingrti.utexas.org/CAP/Differentiated_Instruction/Differentiated_Instruction.swf

Meadows Center Clip

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What is similar about the small group instruction provided at the primary and secondary levels of instruction?

What were the differences?Who received instruction at the

primary and secondary levels?

Core and Supplemental Instruction

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FOCUS: Students who have not responded to core and supplemental level prevention

INSTRUCTION: Intensive, supplemental instruction delivered to small groups or individually

SETTING: General education classroom or other general education location within the school

ASSESSMENTS: Progress monitoring, diagnostic

Intensive Intervention

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Match of intervention to observed skill deficit (i.e., individualization based on assessment data)

Pedagogy InterventionDurationFrequencyInterventionistGroup sizeBehavior/motivation strategies

Changing the Intensity and Nature of Instruction

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Essential Component

Data-based Decision Making

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Analyze data at all levels of MTSS implementation (i.e., state, district, school, grade level) and all levels of prevention (i.e., core, supplemental, or intensive).

Establish routines and procedures for making decisions.

Set explicit decision rules for assessing student progress (e.g., state and district benchmarks, level, and/or rate).

Use data to compare and contrast the adequacy of the core curriculum and the effectiveness of different instructional and behavioral strategies.

Data-Based Decision Making: The Basics

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Instruction Evaluate effectiveness within and

across groupsMovement within the multi-level

prevention system

Data-Based Decision Making: Types of Decisions

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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.