exeter-milligan elementary march 17, 2009. why adopt a core program? what do we look for when...
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Why adopt a core program?
What do we look for when analyzing core programs for adoption?◦ research basis◦ content (systematic, explicit instruction of “Big 5”)◦ design and delivery
How do we use the Consumer’s Guide to guide our analysis?
Agenda
Dr. Tanya Ilho, Nebraska RtI Consortium ◦ Core Program Review Training, 12.3.09◦ ESU Partner Training, 2.11.09
Lynette Block, Nebraska Reading First ◦ Core Program Review Training, 12.3.09 &1.19.09-1.20.09
Primary Resources
Core◦ provides instruction on the essential areas of reading ◦ the most (if not all) students
Supplemental◦ provides additional instruction in one or more areas of reading to
support the core◦ most (if not all) students
Intervention◦ provides additional instruction to students performing below grade
level on one or more essential skills◦ some students
Types of Reading Programs
primary tool that teachers use to teach children to read and ensure they reach reading levels that meet or exceed grade-level standards
instruction on the essential reading elements
In general, the core program should enable 80% or more of students to attain school-wide reading goals.
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Core Program
Simmons, Kame’enui, Harn, & Coyne © 2003
The “River Story”Kisler, 1967, as cited in Drum & Figler, 1973, p. 13
Moving Upstream: A Story of Prevention & Intervention
In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out.
Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.
In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath.
At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”
She replied, It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge.
Improve communication◦ Teachers within and across grades using common language and objectives
Improve learning◦ Provides students with a consistent method or approach to reading which is helpful for all
students ◦ Provides teachers an instructional sequence of skill presentation and strategies to
maximize student learning◦ Provides more opportunities to differentiate instruction when necessary
For teacher support◦ Teaching reading IS rocket science (Louisa Moats)◦ Without programs as tools we are asking teachers to construct AND instruct
Mobility across classroom, grades, and district
Create more focused and cost effective professional development
Why Do We Need a Common Core Reading Program Anyway?
Simmons, Kame’enui, Harn, & Coyne, 2003
Team Leadership
Parent Involvement
Scientifically or Research Based Instruction and
Intervention
Universal Screening
Progress Monitoring
Planned Service Delivery
Decision Rules
Intervention Delivery
Fidelity of Instruction
Nebraska Essential Elements
A core instructional program of validated efficacy adopted and implemented school-wide
Core instruction is differentiated to meet students’ skill needs
Supplemental and intervention programs to support core program
Programs and materials emphasize big ideas
Programs implemented with high fidelity
Strong professional development and coaching to support those providing instruction
Reliable and valid assessment systems to guide decision making
All Staff working together to meet the needs of ALL students
Tier 1 Critical Components
Be Scientifically-Based or Research based and implemented with fidelity
Provide explicit and systematic instruction on essential reading elements (i.e., the “Big Ideas”)
Have a systematic scope and sequence for instruction -- clear ‘road map’ for teachers. Uses the science to guide when and how skills are introduced, reviewed, and the order they are taught
Contain consistent and effective instructional routines that include teacher-led presentations, explanations, demonstrations, ample student practice, clear correction procedures and scaffolding strategies
Contain a variety of reading materials (e.g., fiction, nonfiction, plays, poetry, magazines, decodable tests) and activities (e.g., peer reading, read alouds, choral reading, independent reading) that allow children to engage in actual reading
Effective Core Reading Programs Should:
Include adequate time for instruction: At least a 90-minute uninterrupted block of time including a minimum of 30 minutes of small group, teacher-directed instruction for K-3 daily
Include clear pacing outlines across grade levels so children are delivered to the next grade level with the skills needed to be successful
Contain specific and clear instructions for flexible grouping and providing differentiated instruction
Outline time spent on each activity with more time dedicated to essential components
Effective Core Reading Programs Should:
Teaching Reading IS Rocket Science (Moats, 1999)
MOST READING FAILURE IS PREVENTABLE. “The evidence suggests that if we employ best practices, very few children will experience reading failure” (Moats, 2003)
Teaching reading is a job for an expert.
The majority of education professionals underestimate the depth of preparation and practice needed to design reading curricula and effectively teach reading.
The Science of Reading
Unprecedented convergence about what children need to be successful readers
National syntheses provide scientific evidence on which to base practice
Publishers respond to the marketplace and need
Window of opportunity to align what we know, what we use, and how we teach to attain critical results
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Why Focus on Reading Programs Now?
Simmons © 2003
~80% of students at benchmark in the beginning of the year
~80% of students at benchmark in the middle of the year◦ At the beginning of the year 21 students were at benchmark, in
the middle of the year 12 of those students were at benchmark
◦ 13 students who were “strategic” or “intensive” at the beginning of the year were “benchmark” in the middle of the year
Story of a school starting RTI without examination of the core
What do we look for when analyzing core programs for adoption?
• research basis• content• design and delivery
24Simmons © 2003
Core Reading Program Review
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Content - Changing Emphasis of Big Ideas
Comprehension
Vocabulary
Automaticity and Fluency with the
Code
Alphabetic Principle
Phonological Awareness
321K
ListeningReading
ListeningReading
MultisyllablesLetter Sounds & Combinations
Simmons, Kame’enui, Harn, & Coyne © 2003
Learning a skill to an automatic level requires:
◦ initially practicing that skill correctly
◦ getting sufficient correct practice to become automatic with that skill
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Design & Delivery: How People Learn
K. Howe 2005
29
Developing Automatic Words
NICHD Finding on Repetitions Needed to Turn an Unknown Word into an Automatic Word
Type of Learner Number ofRepetitions
Most Able 1 or 2
Average 4-14
Least Able 20 or more
Kathryn Howe © 2004
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Design & Delivery
K. Howe 2005
To initially practice skills correctly, low performing students need:
explicit instruction
modeling
scaffolding
31K. Howe 2005
many opportunities to respond
immediate error correction
sufficient & distributed review
For sufficient practice of skills to become automatic, low performing students need:
Design & Delivery
When long-term efficacy studies are available, the results should be taken
into account!
33
Efficacy Studies
K. Howe 2005
When long-term efficacy studies are not available . . .
. . . can be used.
34
Core Consumer’s Guide
The Consumer’s Guide to Evaluating a Core
Reading Program Grades K-3
K. Howe 2005
The Core Consumer’s Guide is used to analyze core reading programs to see if they contain:
◦systematic instruction in the Big Ideas of beginning reading
◦strategies to explicitly and effectively teach those Big Ideas so students get initial correct practice and sufficient practice to MASTER skills
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Using the Core Consumer’s Guide
K. Howe 2005
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Consumers’ Guide Scoring Scale
Deborah C. Simmons, Edward J. Kame’enui © 2006
= Element consistently meets/exceeds criterion.
= Element partially meets/exceeds criterion.
= Element does not satisfy criterion.
When evaluating individual elements, slash (/) the respective circle that represents your rating (e.g., ).
Use the following criteria for each critical element:
2 pts.
1 pts.0 pts.
Within Lesson (w) (presence) Review 1 lesson or 2-3 lessons at beginning, middle, and end
of year
Scope and Sequence (ss) (development)
Review 2-3 lessons at introduction of a skill and end of a skill
Skills Trace (st) (repetition) Review 10 consecutive lessons
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Review Process for Item Type
K. Howe 2005
Within lesson procedure (w) involves identifying the first day (lesson) in which a critical skill (e.g., letter sound correspondence, word reading) is introduced and tracing that skill over a sequence of 2-3 days.
Then, the process is repeated to document evidence at two additional points in time (e.g., middle and end of program).
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Within Lesson Procedure
Fien © 2004
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Examples of Within Lesson (w) - Presence
1st Grade Comprehension
Kindergarten Vocabulary
2nd Grade Phonics
Deborah C. Simmons, Edward J. Kame’enui © 2006
1. Provides explicit instruction of specific concepts and vocabulary. (w)
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Phonological and Phonemic Awareness Instruction - K
4. Following teacher models, provides multiple opportunities for students to respond orally. (w)
To play this game, children need a stack of cards that have simple pictures of common objects on them. Lay out one card (e.g., a card on which there is a picture of a table) for all children to see. Ask the children to name the picture and identify the onset sound (e.g., table, /t/).
Let each child draw a card and name the new picture (turtle), then the shared word (table), and decide whether they share the same onset [“Table, turtle. Yes, they start the same.”] (continued)
(w) Example 1
Fien © 2004
41
Phonological & Phonemic Awareness Instruction - K (Cont.)
4. Following teacher models, provides multiple opportunities for students to respond orally. (w)
Let children take turns drawing cards, and continue the game
until all of the cards have been drawn. For the next round of
play, the teacher (or a child) picks a new picture card for the
others to match.
(w) Example 1
Fien © 2004
Phonological & Phonemic Awareness Instruction - K
4. Following teacher models, provides multiple opportunities for students to respond orally. (w)
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Say-It-and-Move-It
Today we are going to play a game called Say-it-and-Move-It.Watch me and listen. I’m going to say a sound /a/.
Now I’m going to say it and move it.
Demonstrate for the children by placing your finger on a disk, drawing out the /aaa/ sound, and simultaneously moving the disk below the thick black line to the black dot at the left hand side of the arrow. Then point to the disk and say, /a/, one sound. (continued)
(w) Example 3
Fien © 2004
Phonological & Phonemic Awareness Instruction - K (Cont.)
4. Following teacher models, provides multiple opportunities for students to respond orally. (w)
43
Say-It-and-Move-It (continued)
Now I’m going to sweep the disk back to the top.
Now it’s your turn. Listen first. Say /a/. (Wait for a response.)
Now, say it and move it. (If the children have difficulty, model the correct response again.)
Let’s try some different sounds. Use the same procedure as above for introducing /s/ and /t/.
(w) Example 3
Fien © 2004
Scope and sequence procedure (ss) involves
using the scope and sequence to identify the
initial instruction on a skill and analyze how
instruction progresses over time. Document
progression in the evidence columns.
44
Scope and Sequence Procedure
Fien © 2004
45
Examples of Scope & Sequence (ss) - Development
1st Grade Fluency
Kindergarten Letter Sounds
1st Grade Fluency
Deborah C. Simmons, Edward J. Kame’enui © 2006
Scope and Sequence Analysis (SS)
Phonological and Phonemic Awareness Instruction - K
Rating Criterion Evidence
Initial Instruction
Week __(Unit 4)
Week __(Unit 8/9)
1.Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss)
Unit 2, Day 2 & Day 3 Isolate initial /m/.Day 4Isolate initial /a/.
Day 3:Intro auditory blendingDay 5: Practice auditory blendingDay 7: auditory blending
Day 4: SegmentationDay 9: 1st sound manipulation + segmentationUnit 9:Day 4: segmentation
46Fien © 2004
Skills trace procedure (st) should be used for
selected skills that involve evaluation of
practice cycles or cumulative review. This
procedure involves identifying the first day
(lesson) in which a critical skill is introduced
and tracing that skill over 10 consecutive
lessons. A separate form is provided for
conducting skills traces.
47
Skills Trace Procedure
Fien © 2004
48
Examples of Skills Trace (st) - Repetition
2nd Grade Vocabulary
Kindergarten Irregular Words
1st GradeComprehension
Deborah C. Simmons, Edward J. Kame’enui © 1999
1. Provides ample practice and review of words to develop automaticity. (w) and (st)
3. Provides guide practice and systematic review of critical comprehension strategies. (st)
4. Reviews previously introduced words cumulatively. (st)
Skills Trace Vocabulary Inst (ST) – 1st GradeSequence, Instruction, Review
1 - Lesson/Day
2 -Lesson/Day
3 - Lesson/Day
4 -Lesson/Day
5 -Lesson/Day
Day or Lesson
Theme 3, Lesson 7, Day 1
Theme 3, Lesson 7, Day 2
Theme 3, Lesson 7, Day 3
Theme 3, Lesson 7, Day 4
Theme 3, Lesson 7, Day 5
Instruction Chorus, Odor, Shoved
Assemble, Consume, Enthusiastic
Review Cycle
Chorus, Odor, Shoved
Assemble, Consume, Enthusiastic
Assemble, Consume, Enthusiastic, Odor, Chorus, Shoved
Sequence, Instruction, Review
6 - Lesson/Day
7 - Lesson/Day
8 - Lesson/Day
9 - Lesson/Day
10 - Lesson/Day
Day or Lesson
Theme 3, Lesson 8, Day 1
Theme 3, Lesson 8, Day 2
Theme 3, Lesson 8, Day 3
Theme 3, Lesson 8, Day 4
Theme 3, Lesson 8, Day 5
Instruction Applauded, Chatty, Gather
Duty, Envy, Resent
Review Cycle
Applauded, Chatty, Gather
Duty, Envy, Resent
Applauded, Chatty, Gather, Duty, Envy, Resent
50Simmons, Kame’enui, Harn, & Coyne © 2003
Big Ideas and subskills◦ Phonemic awareness◦ Phonics ◦ Fluency◦ Vocabulary◦ Comprehension
Effective instructional strategies◦ Explicit instruction◦ Systematic instruction◦ Many opportunities to respond
Performance targets Decodable text
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Content of Items
K. Howe 2005
52
Examples of Strategies - Explicit Instruction
Kindergarten Comprehension
1st Grade Phonics
2nd Grade Comprehension
Deborah C. Simmons, Edward J. Kame’enui © 2006
53
Kindergarten Phonemic Awareness
KindergartenDecoding
1st Grade Phonics
Deborah C. Simmons, Edward J. Kame’enui © 2006
Examples of Strategies - Systematic Instruction
54
1st Grade Fluency
2nd Grade Vocabulary
3rd Grade Comprehension
Deborah C. Simmons, Edward J. Kame’enui © 2006
Examples of Strategies - Opportunities to Respond
55
Examples of Performance Targets
1st Grade Fluency
3rd Grade Fluency
HOW MUCH?
BY WHEN?
Deborah C. Simmons, Edward J. Kame’enui © 2006
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