downloadable powerpoint

Multiple tiers of instruction and Multiple tiers of instruction and intervention to leave no child behind intervention to leave no child behind

in readingin reading

Dr. Joseph K. TorgesenDr. Joseph K. TorgesenFlorida Center for Reading ResearchFlorida Center for Reading Research

Houston Branch, International Dyslexia Assoc., February, Houston Branch, International Dyslexia Assoc., February, 20072007

Beginning with the End in

Mind:

Our Ultimate Goal for

Prevention of Reading

Difficulties

Each year, to have more students at Each year, to have more students at every grade level from 1every grade level from 1stst on up able on up able to:to:

Pick up a piece of fiction and read it with Pick up a piece of fiction and read it with enjoyment and good comprehension of plot, enjoyment and good comprehension of plot, characters, and actioncharacters, and actionRead expository, or non-fiction text and grasp the Read expository, or non-fiction text and grasp the main ideas as well as their connection to main ideas as well as their connection to supporting details so that new concepts and supporting details so that new concepts and information are understood and learned.information are understood and learned.

Read text written at their grade level Read text written at their grade level with good comprehension and with good comprehension and fluencyfluencyExamples:Examples:

What we know about the factors that What we know about the factors that affect reading comprehensionaffect reading comprehension

Proficient comprehension of text is influenced by:Proficient comprehension of text is influenced by:

Accurate and fluent word reading skillsAccurate and fluent word reading skills

Oral language skills (vocabulary, linguistic comprehension)Oral language skills (vocabulary, linguistic comprehension)

Extent of conceptual and factual knowledgeExtent of conceptual and factual knowledge

Knowledge and skill in use of cognitive strategies to Knowledge and skill in use of cognitive strategies to improve comprehension or repair it when it breaks down.improve comprehension or repair it when it breaks down.

Reasoning and inferential skillsReasoning and inferential skills

Motivation to understand and interest in task and Motivation to understand and interest in task and materialsmaterials

Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)

BACKGROUND KNOWLEDGE

VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING

LITERACY KNOWLEDGE

PHON. AWARENESS

DECODING (and SPELLING) SIGHT RECOGNITION

SKILLED READING: fluent execution and coordination of word recognition and text comprehension.

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasinglystrategic

Skilled Reading- fluent coordination of

word reading and comprehension

processes

1. Difficulty learning to 1. Difficulty learning to read wordsread words accurately and fluentlyaccurately and fluently

2. Insufficient vocabulary and conceptual 2. Insufficient vocabulary and conceptual knowledge to support knowledge to support comprehensioncomprehension of of texttext

3. Absence or loss of initial motivation to 3. Absence or loss of initial motivation to read, or failure to develop a mature read, or failure to develop a mature appreciation of the rewards of reading.appreciation of the rewards of reading.

Three potential stumbling blocks Three potential stumbling blocks to becoming a good readerto becoming a good reader (NRC Report, (NRC Report, 1998)1998)

1. They have had less exposure to print and the 1. They have had less exposure to print and the alphabetalphabet

2. They are behind in the development of 2. They are behind in the development of phonemic sensitivityphonemic sensitivity

3. Their vocabulary us usually less well 3. Their vocabulary us usually less well developed – ½ size in poor childrendeveloped – ½ size in poor children

We know that poor, and minority children We know that poor, and minority children often come to school unprepared in these often come to school unprepared in these areas:areas:

5. They sometimes do not have good models of 5. They sometimes do not have good models of reading or support for academics in their reading or support for academics in their homeshomes

4. Their range of experience and conceptual 4. Their range of experience and conceptual knowledge is often limited or different knowledge is often limited or different compared to other studentscompared to other students

Relationship of “school challenge” to student performance100

90

80

70

60

50

40

30

20

10

0

Level of School Challenge based on % of students qualifying for FR lunch

% o

f 1-3

Stu

dent

s Pe

rform

ing

At G

rade

Lev

el a

t the

End

of Y

ear

1 2 3 4 5 6

Increasing Challenge

72

6158

53 51

66

Decreasing Performance

0 1 2 3 4 5 6

Average % at GL

587 RF schools in Florida

The Adult Learning and Performance Gap 100

90

80

70

60

50

40

30

20

10

0

1 2 3 4 5 6

1 2 3 4 5 6

59

84

53

80

49

75

45

71

41

66

38

65

Low 15% schools

Top 15% Schools

Approx. 25%

1 6

Level of School Challenge based on % of students qualifying for FR lunch

% o

f 1-3

Stu

dent

s Pe

rform

ing

At G

rade

Lev

el a

t the

End

of Y

ear

The essential elements for success

From the “science of reading”

Information about the individual components of

instruction and assessment that are

most effective in preventing reading

difficulties.

What should comprehension instruction be What should comprehension instruction be instruction of? - instruction of? - Mike PressleyMike Pressley

1. Teach decoding skills1. Teach decoding skills2. Encourage the development of sight words2. Encourage the development of sight words3. Teach students to use semantic context cues to 3. Teach students to use semantic context cues to

evaluate whether decodings are accurateevaluate whether decodings are accurate4. Teach vocabulary meanings4. Teach vocabulary meanings

5. Encourage extensive reading5. Encourage extensive reading

6. Teach self-regulated use of comprehension strategies6. Teach self-regulated use of comprehension strategies

Pressley, M. (2000). What should comprehension instruction be the instruction of? Pressley, M. (2000). What should comprehension instruction be the instruction of? In M.L. Kamil, P.B.Mosenthal, P.D. Pearson, & R. Barr (Eds.), In M.L. Kamil, P.B.Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading Handbook of reading research research (vol. III, pp. 545–561).Mahwah, NJ: Erlbaum.(vol. III, pp. 545–561).Mahwah, NJ: Erlbaum.

The essential elements for success

Practices from Practices from SchoolsSchools

Making SignificantMaking SignificantGains Gains

Suggests to leaders the school and

classroom systems that are effective in

improving achievement.

From the “science of reading”

Information about the individual components of

instruction and assessment that are

most effective in preventing reading

difficulties.

1. Increase the quality, consistency, and 1. Increase the quality, consistency, and reachreach of instruction in every K-3 classroomof instruction in every K-3 classroom

2. Conduct timely and valid assessments of 2. Conduct timely and valid assessments of reading growth to identify struggling reading growth to identify struggling readers. Use this data to improve school readers. Use this data to improve school level and instructional planninglevel and instructional planning

3. Provide more intensive interventions to 3. Provide more intensive interventions to help struggling readers “catch up” to grade help struggling readers “catch up” to grade level standards in each grade K-3.level standards in each grade K-3.

The prevention of reading difficultiesThe prevention of reading difficulties: three : three areas in which we must become stronger each areas in which we must become stronger each yearyear

1. Efforts to help increase the quality, 1. Efforts to help increase the quality, consistency, and consistency, and reachreach of instruction in of instruction in every K-3 classroomevery K-3 classroom

Points of Maximum Impact and Points of Maximum Impact and Leadership Focus in Successful High Leadership Focus in Successful High Challenge SchoolsChallenge Schools

a. Insuring teachers have excellent a. Insuring teachers have excellent professional development, including strong professional development, including strong training in use of the core program to guide training in use of the core program to guide instructioninstructionb. Monitoring and supporting classroom b. Monitoring and supporting classroom instruction through principal walkthroughsinstruction through principal walkthroughs

Improving fidelity and consistency of classroom Improving fidelity and consistency of classroom instruction: Principal walkthroughsinstruction: Principal walkthroughs

Purposes of the walkthroughPurposes of the walkthrough

The purpose of a classroom visit is to help The purpose of a classroom visit is to help teachers improve their instruction and teachers improve their instruction and identify the best teaching practices in your identify the best teaching practices in your school. Observation visits reflect your school. Observation visits reflect your interest in instruction and in your staff's interest in instruction and in your staff's professional growth. professional growth. (Blase & Blase, 1998; (Blase & Blase, 1998; Scholastic, 2005)Scholastic, 2005)

Value of the principal’s walkthrough



a. Insuring teachers have excellent a. Insuring teachers have excellent professional development, including strong professional development, including strong training in use of the core program to guide training in use of the core program to guide instructioninstructionb. Monitoring and supporting classroom b. Monitoring and supporting classroom instruction through principal walkthroughsinstruction through principal walkthroughsAre teachers providing explicit, systematic, and Are teachers providing explicit, systematic, and

motivating whole group instruction?motivating whole group instruction?Is small group instruction differentiated Is small group instruction differentiated

appropriately by student need?appropriately by student need?

Increasing the quality and power of Increasing the quality and power of teacher-led, small-group, differentiated teacher-led, small-group, differentiated instructioninstructionInstruction should be differentiated to meet the Instruction should be differentiated to meet the

needs of individual students in at least needs of individual students in at least fourfour waysways

Frequency and duration of meeting in small Frequency and duration of meeting in small groupsgroups – every day, three times per week, etc. – every day, three times per week, etc.Size of instructional groupSize of instructional group – 3 students, 6 – 3 students, 6 students, 8 students, etc.students, 8 students, etc.Focus of instructionFocus of instruction – work in phonemic – work in phonemic awareness in phonics, work in fluency and awareness in phonics, work in fluency and comprehension, etc.comprehension, etc.Lesson formatLesson format – guided reading vs. skills – guided reading vs. skills focused lessonsfocused lessons

Download at:

http://www.fcrr.org/assessment/pdf/smallGroupAlternativeLessonStructures.pdf

Or, just go to the FCRR website (www.fcrr.org) and its listed on the home page under the new stuff





http://www.fcrr.org/

Four good, books for instructional Four good, books for instructional ideasideas

Bringing Words to Life:Robust Vocabulary Bringing Words to Life:Robust Vocabulary InstructionInstructionBeck, McKeown, & Kucan: Guilford (2002)Beck, McKeown, & Kucan: Guilford (2002)

Comprehension Process Instruction:Comprehension Process Instruction:Creating Success in Grades K-3Creating Success in Grades K-3Block, Rogers, & Johnson (2004)Block, Rogers, & Johnson (2004)

Making Sense of Phonics:The Hows and Making Sense of Phonics:The Hows and WhysWhysIsabel Beck: Guilford (2006)Isabel Beck: Guilford (2006)

Vocabulary HandbookVocabulary HandbookConsortium on Reading Excellence(2006)Consortium on Reading Excellence(2006)



a. Insuring teachers have excellent a. Insuring teachers have excellent professional development, including strong professional development, including strong training in use of the core program to guide training in use of the core program to guide instructioninstructionb. Monitoring and supporting classroom b. Monitoring and supporting classroom instruction through principal walkthroughsinstruction through principal walkthroughsAre teachers providing explicit, systematic, and Are teachers providing explicit, systematic, and

motivating whole group instruction?motivating whole group instruction?Is small group instruction differentiated Is small group instruction differentiated

appropriately by student need?appropriately by student need?Are other students engaged in independent Are other students engaged in independent

learning activities that are appropriate and learning activities that are appropriate and engagingengaging

Organization of a classroom during small Organization of a classroom during small group instructiongroup instruction

Classroom teacher and group of 4

Independent Learning Activity (4)


Resource teacher and group of 3

Something that might be helpful: FCRR has developed 240 ISA’s for K-2 and 170 for 2-3 –


Are these students working productively on appropriate practice activities?

Effective independent student learning activities…Effective independent student learning activities…

A source for high quality independent A source for high quality independent student learning activitiesstudent learning activities

To download up to 240 independent student To download up to 240 independent student learning activities for K-1 classrooms, and up to learning activities for K-1 classrooms, and up to 170 activities for students in grades grades 2-3, 170 activities for students in grades grades 2-3, go togo to

http://www.fcrr.org/Curriculum/studentCenterActivities.htm

There is also a teacher resource manual providing directions There is also a teacher resource manual providing directions for classroom management during small group instruction, for classroom management during small group instruction, and approximately 70 minutes of video trainingand approximately 70 minutes of video training

http://www.fcrr.org/Curriculum/studentCenterActivities.htm

Points of Maximum Impact and Points of Maximum Impact and Leadership Focus in Successful Reading Leadership Focus in Successful Reading First SchoolsFirst Schools2. Be sure school-level assessment plan is 2. Be sure school-level assessment plan is

working, and provide leadership in use of working, and provide leadership in use of data to plan instruction at the school and data to plan instruction at the school and classroom levelclassroom levelBeginning of the year screening testsBeginning of the year screening testsProgress monitoring tests during the yearProgress monitoring tests during the yearDiagnostic testsDiagnostic testsEnd-of-year outcome testsEnd-of-year outcome tests

http://www.centeroninstruction.org/files/K-3%20reading%20assessment.pdf

Guidance on how to establish a comprehensive assessment plan for grades K-3


working, and provide leadership in use of working, and provide leadership in use of data to plan instruction at the school and data to plan instruction at the school and classroom levelclassroom level1. School level planning involves identifying 1. School level planning involves identifying

needs for materials, personnel, time – needs for materials, personnel, time – takes place in spring or early summer-has takes place in spring or early summer-has budget implicationsbudget implications

Two important uses of student dataTwo important uses of student data

Budgeting for Success


working, and provide leadership in use of working, and provide leadership in use of data to plan instruction at the school and data to plan instruction at the school and classroom levelclassroom level1. School level planning involves identifying 1. School level planning involves identifying

needs for materials, personnel, time – needs for materials, personnel, time – takes place in spring or early summer-has takes place in spring or early summer-has budget implicationsbudget implications

Two important uses of student dataTwo important uses of student data

2. Provide leadership for the use of data to 2. Provide leadership for the use of data to make adjustments and increase power of make adjustments and increase power of instruction for those who need it –attend instruction for those who need it –attend important data meetingsimportant data meetings

Successful schools use data effectively

Points of Maximum Impact and Points of Maximum Impact and Leadership Focus in Successful Reading Leadership Focus in Successful Reading First SchoolsFirst Schools3. Provide powerful interventions to students 3. Provide powerful interventions to students

who need them for as long as they need who need them for as long as they need themthemA. Developing a school schedule that allows A. Developing a school schedule that allows

sufficient time for interventionssufficient time for interventions

Schedule Video

Example of Staggered Reading Blocks with “Walk and Read”Team Readin

gWriting Math Science

/SSSpecialArea

Lunch

K 8:45-10:30

10:30-11:30

1:35-2:35

12:15-12:50

12:50-1:35

11:30-12:15

1 8:45-10:30

12-1 1-2 2-2:30 11:15-12 10:30-11:15

2 10:30-12:15

9:45-10:30

8:45-9:45

1:15-1:40 1:40-2:25

12:30-1:15

3 10:30-12:15

9:30-10:30

1-2 2-2:30 8:45-9:30

12:15-1

4 12:45-2:30

8:45-9:35 10:20-11:20

11:20-11:55

9:35-10:20

11:55-12:40

5 12:45-2:30

9:45-10:25

8:45-9:45

11:50-12:35

10:25-11:10

11:10-11:50

Organization of a classroom during small Organization of a classroom during small group instructiongroup instruction

Classroom teacher and group of 4



Resource teacher and group of 3

Something that might be helpful: FCRR has developed 240 ISA’s for K-2 and 170 for 2-3 –


Are these students working productively on appropriate practice activities?

One principal’s comments about scheduling interventions during the small-group time of the reading block

3) provided additional learning opportunities for the regular classroom teacher who is able to occasionally observe the intervention teacher working with a group of struggling readers

1) reduced student travel time to intervention classes2) increased coordination between the

regular classroom and intervention teacher

Points of Maximum Impact and Points of Maximum Impact and Leadership Focus in Successful Reading Leadership Focus in Successful Reading First SchoolsFirst Schools

A. Developing a school schedule that allows A. Developing a school schedule that allows sufficient time for interventionssufficient time for interventions

B. Identifying or providing sufficient personnel to B. Identifying or providing sufficient personnel to deliver the intervention instructiondeliver the intervention instruction

C. Providing appropriate programs and materials C. Providing appropriate programs and materials to support the intervention instructionto support the intervention instruction

Will need something for fluency Will need something for fluency growthgrowth

Will need something for early reading Will need something for early reading accuracy-phonicsaccuracy-phonics

Will also likely need a supplement for Will also likely need a supplement for vocabularyvocabulary

3. Provide powerful interventions to students 3. Provide powerful interventions to students who need them for as long as they need who need them for as long as they need themthem

Points of Maximum Impact and Points of Maximum Impact and Leadership Focus in Successful Reading Leadership Focus in Successful Reading First SchoolsFirst Schools

A. Developing a school schedule that allows A. Developing a school schedule that allows sufficient time for interventionssufficient time for interventions

B. Identifying or providing sufficient personnel to B. Identifying or providing sufficient personnel to deliver the intervention instructiondeliver the intervention instruction

C. Providing appropriate programs and materials C. Providing appropriate programs and materials to support the intervention instructionto support the intervention instruction

D. Oversight, energy, follow-up – use data D. Oversight, energy, follow-up – use data meetings to ask about students, make meetings to ask about students, make decisions to increase support, etc.decisions to increase support, etc.

3. Provide powerful interventions to students 3. Provide powerful interventions to students who need them for as long as they need who need them for as long as they need themthem

http://www.centeroninstruction.org/files/Principals%20guide%20to%20intervention.pdf

Guidance on essential procedures for implementing effective interventions with young children

Obtain copy at:

http://www.fcrr.org/Interventions/pdf/teachingAllStudentsToReadComplete.pdf

Or,

Go to www.fcrr.org

Click on Interventions for struggling readers (in right column)

You will see the title of the document

Evidence from one school that we Evidence from one school that we cancan do substantially better than ever do substantially better than ever

beforebeforeSchool Characteristics:School Characteristics:70% Free and Reduced Lunch (going up each 70% Free and Reduced Lunch (going up each year)year)65% minority (mostly African-American)65% minority (mostly African-American)Elements of Curriculum Change:Elements of Curriculum Change:Movement to a more balanced reading Movement to a more balanced reading curriculum beginning in 1994-1995 school year curriculum beginning in 1994-1995 school year (incomplete implementation) for K-2, then (incomplete implementation) for K-2, then improved implementation in 1995-1996improved implementation in 1995-1996Implementation in Fall of 1996 of screening and Implementation in Fall of 1996 of screening and more intensive small group instruction for at-risk more intensive small group instruction for at-risk studentsstudents

Proportion falling below the 25th percentile in word reading ability at the end of first grade

10

20

3031.8

20.4

10.96.7

3.7

1995 1996 1997 1998 1999Average Percentile 48.9 55.2 61.4 73.5 81.7for entire grade (n=105)

Hartsfield Elementary Progress over five years

Screening at beginning of first grade, with extra instruction for those in bottom 30-40%

Proportion falling below the 25th Percentile 10

20

30

Proportion falling below the 25th Percentile 10

20

30

31.8

20.4

10.96.7

3.7

1995 1996 1997 1998 1999Average Percentile 48.9 55.2 61.4 73.5 81.7

14.59.0

5.4 2.4

1996 1997 1998 1999

Hartsfield Elementary Progress over five years

Hartsfield Elem. State Average

10

15

20

25

30

35

40Level 2Level 1

FCAT Performance in Spring, 2003FCAT Performance in Spring, 2003

http://www.fcrr.org/TechnicalReports/Hartsfieldnew.pdf

Design of Study in which intervention occurredDesign of Study in which intervention occurred1. Most “at risk” first graders from five elementary school - 1. Most “at risk” first graders from five elementary school -

PPVT above 70PPVT above 70

2.Instruction provided in 45 min. sessions every day from 2.Instruction provided in 45 min. sessions every day from October through May in groups of 3 or 5 by experienced October through May in groups of 3 or 5 by experienced teachers or well-trained paraprofessionals teachers or well-trained paraprofessionals

3. Used a structured (scripted) reading program that 3. Used a structured (scripted) reading program that contained instruction and practice in phonemic contained instruction and practice in phonemic awareness, phonics, fluency, and comprehensionawareness, phonics, fluency, and comprehension

4. Used a number of methods to achieve fidelity of 4. Used a number of methods to achieve fidelity of implementationimplementation

3 days of initial training3 days of initial trainingWeekly supervisory visitsWeekly supervisory visits

Monthly inservice (3 hours)Monthly inservice (3 hours)

30

70 75th

50th 25th

October January May

Natio

nal

Perc

entil

eGrowth in Word Reading Ability

Changes in percent of students with serious reading difficulties from end of first year to end of third year in 318 Reading First Schools

25

1815

23

1816

0

5

10

15

20

25

30

Kindergarten 1st Grade

2003-04 2004-05 2005-06

DIBELS SAT10

Changes in percent of students with serious reading difficulties from end of first year to end of third year in 318 Reading First Schools

23

1916

2725

19

0

5

10

15

20

25

30

2nd Grade 3rd Grade

2003-04 2004-05 2005-06

SAT10 FCAT

Changes in % identified as learning disabled across time in RF schools

Cohort 1 0304 0405 0506Kindergarten 2.1% 1.5% .4%

1st Grade 4.9% 3.5% 1.6%

2nd Grade 7.4% 5.9% 3.5%

3rd Grade 10.4% 8.8% 6.0%

Conclusion:

The goal we are pursuing is very challenging:

It will require:More effective school leadershipConsistent, high quality professional development for teachersMore effective instruction by every teacher

More focused allocation of school resources, and perhaps more resources in the end

But there is no question that the goal is critically

important

A reason for working toward A reason for working toward continuous improvement….continuous improvement….

Thank Thank YouYou

downloadable powerpoint

Documents