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3rd Annual National Reading First ConferenceReno, Nevada - July 18-20, 2006
Using Effective Teaching Strategies
to Increase Intensity of Instruction
David Howe - WRRFTAC
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David Howe 2006
Sections of Presentation
1. Teaching Students with Reading Difficulties
2. Intensity of Instruction
3. Sufficient & Differentiated Intensity of
Instruction for All Students
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David Howe 2006
1. TEACHING STUDENTS WITH READING
DIFFICULTIES
A Simple Model of Learning
Characteristics of Studentswith Reading Difficulties
Learning/Instruction
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skill unknown maintenancefluencyaccuracy
Stages in Skill Development
A Simple Model of Learning
practice the skill correctly
David Howe 2006
practice it correctly a sufficient
number of times to develop fluency
review the skill enough to maintain it
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How Much Repetition is Needed?
Number ofcorrect repetitions in a rowof a newword needed to automatize the word - NICHD
Type o f e a r n e r N u m e r o f
epe t i t ion
o t e o r
e ra e 4- 4
e a t e + ( )
(R. Lyon, 1997
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Practice Makes Perfect
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If you practice a skill incorrectly,
you learn it incorrectly!
Practice Makes Permanent!
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Vince Knows LearningVince Knows Learning
Students learn new skills by correctlypracticingthe skills repeatedly until the skills are mastered.
Practice does not make perfect. Onlyperfect
practice makes perfect. - Vince LombardiDavid Howe 2006
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A Simple Model of Learning
Characteristics of Studentswith Reading Difficulties
Learning/Instruction
1. TEACHING STUDENTS WITH READING
DIFFICULTIES
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How Reading Difficulties Begin
Students who have failedto learn to read generally:
enter school lacking important skillsand knowledge
have difficulty practicing new skillscorrectly
often do not receive enough correctpractice to learn new skills fluently
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Persistent Reading Failure
When students start behind and havedifficulty learning to read, they fall
further behind. This leads to:
a decrease in selfa decrease in self--esteem andesteem and
motivationmotivation
an increase in offan increase in off--task behaviorstask behaviors
and avoidance behaviors as earlyand avoidance behaviors as earlyas kindergartenas kindergarten
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K 1 2 3
Persistent Reading Failure & Catching Up
Students who have experienced persistent reading
failure through Grade 3 have a hard time catching up.
they have fallen far behind their peersthey have fallen far behind their peers
they have learned to readthey have learned to read more slowly than theirmore slowly than theirpeerspeers
if they are to catch up, they must learn to read atif they are to catch up, they must learn to read ataa faster rate than their peers!faster rate than their peers!
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David Howe 2006
A Simple Model of Learning
Characteristics of Studentswith Reading Difficulties
Learning/Instruction
1. TEACHING STUDENTS WITH READING
DIFFICULTIES
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Learning/Instruction
Learning and instruction are two side of one coin.
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Instructional Design
To learn to perform newskills fluently, students
must practice skills
correctly and repeatedly.
Thus, teachers must designinstruction for correct
practice and with many
opportunities to practice.
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K 1 2 3
Helping Struggling Readers Catch Up
To catch up, struggling readers will haveTo catch up, struggling readers will haveto increase their rate of learningto increase their rate of learning
Thus, teachers will have to increase theThus, teachers will have to increase theeffectiveness of their teachingeffectiveness of their teaching
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David Howe 2006
2. INTENSITY OF INSTRUCTION
Defining Intensity of Instruction Teaching Strategies for Increasing
Intensity of Instruction
3 Variables for Increasing Intensity ofInstruction
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Perfect Practice Events
Each time a teacher gets a student to practice
a skill correctly, it helps the student learn the skill!
Thats right! Joe Torgesen calls
each practice event a
Positive instructional interaction.
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Positive Instructional Interaction (Pii
Instructional Interaction -
The teacher explicitly explains andmodels a skill while students are engaged
The teacher guides students while they
practice the skill and, if needed, providescorrective feedback
The teacher provides opportunities for
students to perform the skill themselves
and reinforces their correct responses
Positive -
The students perform the skill correctly
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Positive Instructional Interaction
www.hasslefreeclipart.com
The atom of learning/instruction!
QuickTime and aTIFF (Uncompressed) decompressorare needed to see this picture.
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Intensity of InstructionIntensity of Instruction
10 minutes of instruction that includes 10
Piis is more intensive than 10 minutes of
instruction with only 5 Piis.
Joe Torgesen defines Intensity of instructionas the number of Positive Instructional
Interactions (Piis per minute. For example:
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Intensity of Instruction vs. Unit of TimeIntensity of Instruction vs. Unit of Time
MICROlevel MACROlevel
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Per Hour:number of
Piis
PerDay:number of
Piis
Per Year:
number of
new skills
mastered
2005-2006
Per Minute:number of
Piis
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Increasing Intensity of InstructionIncreasing Intensity of Instruction
David Howe 2006
Per Year:
MORE
skills
learned
2005-2006
Per Hour:MORE Piis PerDay:MORE PiisPer Minute:MORE Piis
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Increasing Intensity of InstructionIncreasing Intensity of Instruction
We can increase instructional intensity by designingand delivering instruction that provides:
extra support to initially practice newskills correctly
extra opportunities to practice newskills to a fluent level.
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David Howe 2006
Defining Intensity of Instruction
Teaching Strategies for IncreasingIntensity of Instruction
3 Variables for Increasing Intensity ofInstruction
2. INTENSITY OF INSTRUCTION
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Effective Teaching Strategies
1. Big Ideas1. Big Ideas
2. Teaching at instructional level2. Teaching at instructional level
3. Explicit instruction3. Explicit instruction
. Systematic instruction. Systematic instruction
5. Many opportunities to respond5. Many opportunities to respond
6. Immediate error correction6. Immediate error correctionPractice skills to
fluent level
Practice skillscorrectly
X
X
X
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1. Big Ideas
Highly selected concepts . . . that facilitate the most
effective and broad acquisition of knowledge.
Phonemic AwarenessPhonemic Awareness
PhonicsPhonics
Reading FluencyReading Fluency
VocabularyVocabulary
Text ComprehensionText Comprehension
5 Essential Components of Beginning Reading
Kameenui, Carnine, Dixon, Simmons, and Coyne, 2002, p. 8.
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2. Teaching at Instructional Level
Students achieve optimally when they are
responding correctly at roughly 70% of the time
in newmaterial.
100% correct responding indicates students100% correct responding indicates students
are not being challenged enough, that is,are not being challenged enough, that is,perhaps too much of the material is not new.perhaps too much of the material is not new.
Roughly 70% overall correct responding isRoughly 70% overall correct responding is
optimal for student achievement.optimal for student achievement.
50% correct responding, for example, would50% correct responding, for example, would
indicate the instruction is too difficult forindicate the instruction is too difficult for
students.students.
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2.a. Instructional Reading Level
Because so many of the words in readingmaterials are words students recognize
automatically (not new , the percentage of
words correct for instructional level
reading material is a higher.
independent reading level is 95independent reading level is 95--97%97%
correctcorrect
instructional level is 90% correctinstructional level is 90% correct
frustration level is below 90%frustration level is below 90%
Armbruster, Lehr, and Osborn, 2001, p. 27.
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3. Explicit Instruction
Explaining and demonstrating allnecessary steps in a task simply,
clearly, and thoroughly.
All steps are made apparent so
that nothing has to be inferred bythe students.
I guess this aintdiscovery learnin.
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3.a. Modeling
Teacher performs all steps in the task
Teacher performs the steps in theproper order
Teacher performs the steps at theproper pace
Teacher demonstrates how to perform the task:
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4. Systematic Instruction
The direct teaching of a set of letter-sound
relationships in a clearly defined sequence.
Systematic instruction is: presenting all important skills within a subject
presenting them in a logical order
presenting easiest skills first and then more
difficult skills
Armbruster, Lehr, and Osborn, 2001, p. 13.
Systematic Phonics Instruction
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5. Many Opportunities to Respond
Students rates of learning are proportional tothe rate at which they respond correctly.
Giving students more opportunities to respond
is a way to increase their rates of learning.
more rapid pacing of instructionmore rapid pacing of instruction
choral responding facilitated by signalschoral responding facilitated by signals
calling on low performers more oftencalling on low performers more often
We can increase opportunities to respond for by:
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5.a. Judicious Review
Successful reading instruction must be reviewed
to ensure retention and extended understanding.
(1 The review must be sufficient to enable a
student to perform the task without
hesitation.
(2 It must be distributed over time.
(3 It must be cumulative with information
integrated into more complex tasks.
(4) It must be varied, so as to illustrate the wideapplication of a students understanding of
the information.
Kameenui, Carnine, Dixon, Simmons, and Coyne, 2002, p. 14-15.
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Massed Practice vs. Distributed Practice
Minutes of Instruction PerDay on New Skills
Mon.Mon. Tues.Tues. Wed.Wed. Thurs.Thurs. Fri.Fri.
20 20101010
vs.
1030
0 030
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5.b. Choral Responses
Choral responses are unison responses of allstudents when prompted by the teacher.
The teacher explains the taskThe teacher explains the task
The teacher models the taskThe teacher models the task
The teacher signals for all students to respondThe teacher signals for all students to respond
The students respond in unisonThe students respond in unison
The little car is red.
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5.c. Individual Responses
A teacher can maximize student engagement by:
not calling on students with their
hands raised
asking a question and then calling ona students
calling on low performers more often
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5.d. Brisk Pacing
Teacher presents at a brisk pace to keep
students engaged:
Teacher uses short, simpleexplanations
Teacher minimizes teacher talk
Teacher maximizes studentresponding
Teacher uses signaling to keepup the pace
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6. Immediate Error Correction
model (demonstrate task to students)model (demonstrate task to students)
lead (perform tasks with students)lead (perform tasks with students)
group test (have students perform task)group test (have students perform task)
individual testindividual test delayed testdelayed test
When students respond incorrectly, they mustbe corrected immediately and effectively.
Continued incorrect practicing of a task
results in learning the task incorrectly.
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David Howe 2006
Defining Intensity of Instruction
Teaching Strategies for IncreasingIntensity of Instruction
3 Variables for Increasing Intensity ofInstruction
2. INTENSITY OF INSTRUCTION
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3 Ways to Increase Instructional Intensity
1.1. AddAdd moremore effectiveeffective teachingteachingstrategiesstrategies intointo thethe instructioninstruction..
2.2. ProvideProvide moremore instructionalinstructional timetime..
3.3. ReduceReduce instructionalinstructional groupgroup sizesize..
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ALTERABLE VARIABLES TO INTENSIFY INSTRUCTIONALTERABLE VARIABLES TO INTENSIFY INSTRUCTION
AlterableAlterableVariableVariable
Level of Specific EnhancementLevel of Specific Enhancement
OptionsOptions 1.1. 2.2. 3.3. 4.4.
Program/Program/
InstructionInstruction
Use comprehensiveUse comprehensivereading program toreading program tosystematically & explisystematically & expli--citly teach priority skillscitly teach priority skills
Use intervention coreUse intervention corewith students wellwith students well--below grade levelbelow grade level
Add extensions of theAdd extensions of thecore programcore program
PrePre--teach & reteachteach & reteachskillsskills
Add instructionalAdd instructionaltemplatestemplates -- increaseincreaseexplicitness, correctionsexplicitness, corrections
Use supplementalUse supplemental
program with theprogram with the
comprehensive readingcomprehensive reading
programprogram
Place students notPlace students notmaking adequatemaking adequateprogress in compreprogress in compre--hensive readinghensive readingprogram into anprogram into anintervention coreintervention coreprogramprogram
TimeTime
(Opportunities(Opportunities
to Respond)to Respond)
Schedule & deliver 90Schedule & deliver 90
minutes of daily readingminutes of daily reading
instruction duringinstruction during
protected reading blockprotected reading block
Increase OTR during 90Increase OTR during 90minute reading blockminute reading block
choral respondingchoral responding
increase paceincrease pace
call more often on lowcall more often on lowperformersperformers
Increase reading blockIncrease reading block
to 120 minutes and/orto 120 minutes and/or
add supplementaladd supplemental
period daily (90 min. +period daily (90 min. +
30min. or 90 min. + 4530min. or 90 min. + 45
min.)min.)
Schedule twoSchedule two
intervention sessionsintervention sessions
daily (a double dose ofdaily (a double dose of
90 min. + 90 min.)90 min. + 90 min.)
GroupingGrouping
forfor
InstructionInstruction
Within comprehensiveWithin comprehensivereading program, checkreading program, checkgroup placement &group placement &provide combination ofprovide combination ofwhole & small groupwhole & small groupinstructioninstruction
Walk to readWalk to read Schedule additionalSchedule additional
small group instructionsmall group instruction(9(9--10 students) for10 students) forspecific skill practicespecific skill practice
Reduce group size to 6Reduce group size to 6--8 or to 38 or to 3--5.5.
Provide individualProvide individualinstruction if neededinstruction if needed
INCREASING INTENSITY
Modification of Kameenui, Simmons, Coyne & Harn 2003
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1. Big Ideas1. Big Ideas
2. Teaching at instructional level2. Teaching at instructional level
3. Explicit instruction3. Explicit instruction
4. Systematic instruction4. Systematic instruction
5. Many opportunities to respond5. Many opportunities to respond
6. Immediate error correction6. Immediate error correction
Facilitating Effective Teaching Strategies
David Howe 2006
What
How
Smaller
groups
facilitate
More
time
facilitates
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3. SUFFICIENT & DIFFERENTIATED INTENSITY
OF INSTRUCTION FOR ALL STUDENTS
Planning
Monitoring
Observing in the Classroom
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Planning Appropriate Groups & Programs
InstructionalInstructional
LevelLevel
GroupGroup ProgramProgram ContentContentCoverageCoverage
At GradeAt GradeLevelLevel
(Grade 2)(Grade 2)
Students who can stayStudents who can stay
at grade level using theat grade level using the
Comprehensive ReadingComprehensive ReadingProgram (CRP)Program (CRP)
1. Grade Level1. Grade Level
CRPCRP
1. All lessons in1. All lessons in
CRPCRP
SomewhatSomewhatBelow GradeBelow Grade
LevelLevel
1. Students who can1. Students who canreach grade level usingreach grade level usingthe CRP plus:the CRP plus:
2. Small groups for pre2. Small groups for pre--teaching & reteachingteaching & reteaching
3. Small groups for3. Small groups for
targeted skillstargeted skills
1. Grade Level1. Grade LevelCRPCRP
2. CRP2. CRP oror supsup--plemental matlsplemental matls
3. Supplemental3. Supplemental
materialsmaterials
1. All lessons1. All lessonsin CRP plus:in CRP plus:
2. Pre2. Pre--teachingteaching& reteaching& reteaching
3. Supplemental3. Supplemental
materialsmaterials
SignificantlySignificantly
Below GradeBelow Grade
LevelLevel
Small groupSmall group -- StudentsStudents
who need an Intervenwho need an Interven--
tion Core Program (ICP)tion Core Program (ICP)
to reach grade levelto reach grade level
1. Instructional1. Instructional
Level ICPLevel ICP
1. Up to two1. Up to two
levels of the ICPlevels of the ICP
in one yearin one year
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Intervention Core Program
Intervention core programs generally aredesigned to:
focus more on the 5 essential elements ofreading
include more effective teaching strategiesthan comprehensive reading programs
David Howe 2006
provide teachers guidance on whichactivities students need
teach less more thoroughly!
provide teachers scripted instructions forstudents
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Intervention Core Program Caveats
Intervention core programs generally are
powerful enough to bring students withsevere reading difficulties to grade level
only if:
substantial amounts of extra instructionaltime is provided to the students
the teacher is well-trained in and fluentwith the program
David Howe 2006
students are grouped homogeneously forinstruction
groups are not too large
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Content Coverage
Make differentiated instructional plans that are
sufficient to: keep grade level students at least at grade level
bring students below grade level up to grade level
The teacher teaches all the above lessons
The teacher plans to teach sufficientlessons in all the materials appropriatefor each group
David Howe 2006
The students pass all the in-programassessments
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Pacing Calendar
Teachers can create a schedule of the specific
lessons they plan to cover on each day ofinstruction for the school year. This pacing
calendar provides:
coaches and teachers a way to judgeif the lesson completed on a particular
day puts the teacher on schedule tocomplete all planned lessons by theend of the year
teachers a schedule that will allow
them to complete the desired numberof lessons by the end of the year
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Planning Sufficient Amounts of Time
GroupGroup ContentContentCoverageCoverage
TimeTime
Students who can stay atStudents who can stay at
grade level using thegrade level using the
Comprehensive ReadingComprehensive ReadingProgram (CRP)Program (CRP)
1. All lessons1. All lessons
in CRPin CRP
1. 901. 90--120 min. reading block120 min. reading block
1. Students who can1. Students who canreach grade level usingreach grade level using
the CRP plus:the CRP plus:
2. Small groups for pre2. Small groups for pre--teaching & reteachingteaching & reteaching
3. Small groups for3. Small groups for
targeted skillstargeted skills
1. All lessons1. All lessons
in CRP plus:in CRP plus:
2. Pre2. Pre--teachingteaching& reteaching& reteaching
3. Targeted3. Targeted
skill matlsskill matls
1. 2. 901. 2. 90--120 min. reading block120 min. reading block
including preincluding pre--teaching andteaching and
reteachingreteaching oror 90 min. reading90 min. reading
block plus 15block plus 15--30 min. extra for30 min. extra for
preteaching & reteachingpreteaching & reteaching
3. 303. 30--45 min. daily until skills45 min. daily until skills
are masteredare mastered
Small groupSmall group -- StudentsStudents
who need an Interventionwho need an Intervention
Core Program (ICP) toCore Program (ICP) to
reach grade levelreach grade level
1. Two levels1. Two levels
of the ICP inof the ICP in
one yearone year
1. 90 min. plus 601. 90 min. plus 60--90 min.90 min.
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Grade 2 - 1st Semester 2006-2007
Differentiated Instruction Plan for ReadingInstructional GroupInstructional Group
Level & NumberLevel & Number
Programs &Programs &MaterialsMaterials
Content coverageContent coverage
(Complete)(Complete)
TimesTimes Instructor & RoomInstructor & Room
(Walk to Read)(Walk to Read)
AssessmentsAssessments
At Grade LevelAt Grade Level
(22)(22)
ComprehensiveComprehensiveReading ProgramReading Program
CRP EnrichmentCRP Enrichment& Challenge& Challenge
MatlsMatls
Themes 1Themes 1--44
Matls for Themes 1Matls for Themes 1--44
MM--F 9:00F 9:00--10:4510:45(Reading Block)(Reading Block)
15 minutes15 minutesduring Readingduring Reading
BlockBlock
Ms. VegasMs. Vegas -- Rm. 23Rm. 23 Theme TestsTheme Tests
Enrichment &Enrichment &Challenge TestsChallenge Tests
Standardized PMStandardized PM --3 times/year3 times/year
Somewhat BelowSomewhat BelowGrade levelGrade level
(24)(24)
Small GroupsSmall Groups
A (13) & B (11)A (13) & B (11)
ComprehensiveComprehensiveReading ProgramReading Program
CRP for preCRP for pre--
teaching andteaching andreteachingreteaching
Phonics ProgramPhonics Program
for targeted skillsfor targeted skills
Fluency ProgramFluency Program
Themes 1Themes 1--44
Selected decoding,Selected decoding,
vocab, and compvocab, and compskills in Themes 1skills in Themes 1--44
Gr. AGr. A -- Level 1ALevel 1AGr. BGr. B -- Level 1BLevel 1B
Gr. AGr. A -- Level 1.2Level 1.2--2.22.2
Gr. BGr. B -- Level 1.5Level 1.5--2.52.5
MM--F 9:00F 9:00--10:4510:45(Reading Block)(Reading Block)
15 minutes15 minutes
during Readingduring ReadingBlockBlock
MM--F 1:30F 1:30--2:002:00
MM--F 1:30F 1:30--2:002:00
Mr. JensenMr. Jensen -- Rm. 24Rm. 24
Group AGroup A -- Ms. SanchezMs. Sanchez-- Title I Rm.Title I Rm.
Group BGroup B -- Mr. JensenMr. Jensen --
Rm. 24Rm. 24
Theme TestsTheme Tests
Theme TestsTheme Tests
Phonics Prog. TestsPhonics Prog. Tests
Fluency Prog. TestsFluency Prog. Tests
Standardized PMStandardized PM --1 times/month1 times/month
Well Below GradeWell Below Grade
LevelLevel(19)(19)
Group CGroup C -- (10)(10)
GroupDGroupD -- (9)(9)
Intervention CoreIntervention Core
ProgramProgram -- Level KLevel K
Intervention CoreIntervention CoreProgramProgram -- LevelsLevels
K & 1K & 1
Level KLevel K -- Lessons 1Lessons 1--
120120
Level KLevel K -- Lessons 61Lessons 61--
120120
Level 1Level 1 -- Lessons 1Lessons 1--6060
MM--F 9:00F 9:00--10:4510:45
(Reading Block)(Reading Block)
+ M+ M--F 1:00F 1:00--2:002:00
MM--F 9:00F 9:00--10:4510:45
(Reading Block)(Reading Block)
+ M+ M--F 1:00F 1:00--2:002:00
Group CGroup C -- Ms. WentzMs. Wentz --
SpEd Rm.SpEd Rm.
GroupDGroupD -- Ms. KingMs. King --
Rm. 25Rm. 25
ICP Weekly testsICP Weekly tests
ICP Weekly testsICP Weekly tests
Standardized PMStandardized PM --1 times/week1 times/week
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Planning
Monitoring
Observing in the Classroom
3. SUFFICIENT & DIFFERENTIATED INTENSITY
OF INSTRUCTION FOR ALL STUDENTS
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Intensity of Instruction vs. Unit of TimeIntensity of Instruction vs. Unit of Time
MICROlevel MACROlevel
David Howe 2006
Per Hour:
number of
Piis
PerDay:
number of
Piis
Per Year:
number ofnew skills
mastered
2005-2006
Per Minute:
number of
Piis
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1.1. Content coverageContent coverage
2. In2. In--program assessmentsprogram assessments
3. Standardized progress monitoring3. Standardized progress monitoring
4. State grade level outcome test4. State grade level outcome test
5. Classroom observations5. Classroom observations
Monitoring for Sufficient Intensity of Instruction
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David Howe 2006
Planning
Monitoring
Observing in the Classroom
3. SUFFICIENT & DIFFERENTIATED INTENSITY
OF INSTRUCTION FOR ALL STUDENTS
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1. Big Ideas1. Big Ideas
2. Teaching at instructional level2. Teaching at instructional level
3. Explicit instruction3. Explicit instruction
4. Systematic instruction4. Systematic instruction
5. Many opportunities to respond5. Many opportunities to respond
6. Immediate error correction6. Immediate error correction
How Effective Instruction Looks & Sounds
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Intensity of Instruction Observation Form
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A.A. B.B. C.C. D.D. E.E. F. (C x E)F. (C x E) G.G. H.H.
ActivityActivity TimeTime
(min.)(min.)
GroupGroup
correctcorrect
responsesresponses
GroupGroup
ErrorsErrors
No. ofNo. of
studentsstudents
in groupin group
Piis ofPiis of
groupgroup
membersmembers
IndividualIndividual
correctcorrect
responsesresponses
(Piis)(Piis)
IndividualIndividual
errorserrors
Total >Total >
Intensity of Instruction Observation Form
+ = Correct response - = Incorrect response C = Correction
Teacher _____________________ Date ________________
T t l Piis = T t l + T t l G = _____ Piis P r Mi t = T t l Piis / T t l i t s = _____
Gr # OTRs = T t l C + T t l D = _____ Gr % Acc r cy = T t l C / Gr # OTRs = _____
I iv. # OTRs = T t l G + T t l H = _____ I iv. % Acc r cy = T t l G / I iv. # OTRs = _____
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Kindergarten Instruction
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1st
Grade Instruction
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Thank you!
Dave Howe - [email protected]
(541) 346-6216