translating the science of reading into artful practice...1 1 graduate school of education and...

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Graduate School of Education and Allied Professions Department of Psychological and Educational

Consultation Reading and Language Development “Translating the Science of Reading into Artful Practice”

RLD 587: Practicum in Tier II Reading and Language Arts Intervention Practices

Practicum: T, R 4-5 Seminar: R 5-7 Room: 104

Course Instructor: Jule McCombes-Tolis, Ph.D; Eileen Gonzalez, Ph.D. Email: Contact Information: 203-239-7323 (w):

Essential Compoent(s) Addressed in Course Grade Levels Candidates Interact With

Catalog Description: This course presents an overview of Tier II reading and language arts intervention practices for small groups of students. Candidates learn how to apply their knowledge of benchmark and progress monitoring practices to plan and evaluate instruction for individual and groups of students, how to design and implement flexible grouping techniques, how to prepare data walls and progress monitoring reports to effectively communicate students’ response data to colleagues and parents. This course includes a supervised practicum experience. Media Consent and Fingerprinting required. (3 credits)

PHONEMICAWARENESS

XPHONICS

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FLUENCY

XVOCABULARY

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COMP-REHENSION

X

WRITTENEXPRESSION

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ASSESSMENT

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Grades1-3

•  InformalDiagnosGcReadingAssessments

• LessonPlanningandDelivery

Grades4-8

•  InformalDiagnosGcReadingAssessments

• LessonPlanningandDelivery

Grades9-12

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Course Description: Candidates in this course will participate in a supervised practicum, serving students in Grades 1-8, focused on supporting the development of a deeper understanding of reading research and the application of evidence- based assessment and intervention practices in Tier 2 contexts. Candidates will apply benchmark and progress-monitoring processes designed to support the achievement of established literacy goals for individuals and groups, will collaborate with one another to utilize flexible instructional grouping techniques to maximize student response, and will prepare data walls to help inform instructional decision making. Role of Faculty in Practicum: Faculty supervising and facilitating practicum experiences serve as a resource for candidates, who are expected to showcase their ability to collaborate with one another, and to independently access and utilize appropriate scientific research-based resources to support the provision of reading interventions spanning decoding and comprehension-strand domains. Candidates requiring additional support and guidance are encouraged to schedule an appointment with supervising faculty in order to ensure that they are adequately prepared to meaningfully support their assigned student(s). Purpose of Seminar: The purpose of the seminar component of practicum is to provide candidates with the opportunity to collaborate with one another, given faculty guidance, on:

• The development of instructional priorities for assigned groups • The development of progress monitoring plans for assigned groups • The development and adjustment to flexible instructional groups • The review of progress monitoring data to inform instructional focus and groupings • The preparation for parent/teacher conferences • Challenges that present during practicum

Texts

• All texts from the following pre-requisite courses should be referenced: Ø RLD 429 Ø RLD 529 Ø RLD 550 Ø RLD 591

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Modes of Instruction:

This course includes: ● Whole and small group discussion and activities ● Video/media clips ● Supervised fieldwork requirements

Candidate Learning Outcomes and Their Relationship to Professional Standards and Assignments

Learner Outcome Upon Completion of this Course, Candidates Will be Able to…

ILA Standard Assignment

1. select, administer and interpret informal diagnostic assessments in order to determine students’ instructional needs.

3.1, 3.2, 3.3 Informal Diagnostic Reading Assessments

2. use assessment information to plan instruction that features appropriate and varied approaches and considers the use of a literacy curriculum and instructional strategies to positively impact students’ knowledge, beliefs, and engagement with the features of diversity.

2.1, 2.2, 4.2, 4.3

Individualized Reading Plans

3. design a physical and social environment that utilizes routines and a variety of classroom configurations designed to optimize students’ opportunities for learning to read and write.

5.1, 5.2, 5.3, 5.4 Instructional Grouping Proposals

4. select, administer and interpret assessments for the purpose of planning and evaluating instruction.

3.1, 3.3 Progress Monitoring Plan and Report

5. use foundational knowledge to design and implement an integrated, comprehensive and balanced curriculum that uses appropriate and varied instructional approaches and a wide range of texts to meet the individual learning needs of students.

2.1, 2.2 4.3

Lesson Planning and Delivery

6. display positive dispositions related to a range of professional standards, including the demonstration of positive dispositions concerning their own reading and writing and the teaching of reading and writing.

6.2 Dispositions Assessment

7. demonstrate their ability to design, facilitate and lead effective professional development activities.

6.3 Digital and Online Resources Presentation

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Individual Development Educational Assessment (IDEA) Objectives Targeted on Course Evaluations: Essential

3. Learning to apply course material (to improve thinking, problem solving, and decisions) Important

4. Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course.

5. Acquiring skills in working with others as a member of a team Assignments and Evaluation Criteria:

1. Course Portfolio 5% of Final Grade

The purpose of this assignment is to provide a holistic evaluation of candidates’ performance in the practicum experience.

Candidates are to maintain a course portfolio and should have this portfolio available for review by course faculty/Mentors/Master Teachers at all points throughout the semester. Candidates should not wait until the end of the term to construct this portfolio.

Graded Assignments, a completed Candidate Expectations Form and Weekly Planning Minutes notes will be included in this binder.

A professional binder, with labeled (typed) tabs that include the following section headers should

be prepared: • Candidate Expectations Form: Signed • Weekly Planning Minutes: Signed • Assignment 1: Portfolio Evaluation Rubric • Assignment 2: Informal Diagnostic Reading Assessments (2) • Assignment 3: Recommended Scope and Sequence of Instruction (2) • Assignment 4: Instructional Grouping Proposal(s) • Assignment 5: Progress Monitoring Plan and Report • Assignment 6: Lesson Plans • Assignment 7: Digital and Online Resources • Course Reflection: 4 Pages

o Personal Accomplishments: Knowledge/Skills Most Improved (elaborate; provide examples) o Existing Goals: Knowledge/Skills Will Work to Improve (elaborate: what, why, how)

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2. Dispositions Assessments (4) 5% of Final Grade

Primary ILA Standards Addressed: 6.2

The purpose of this assignment is to ensure that candidates display positive dispositions related to the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors. Candidates’ attitudes and dispositions will be evaluated using the (attached) evaluation protocol once every two weeks, with feedback provided by supervising faculty members during corresponding weekly seminars. The policies and procedures associated with the use of the attitudes and dispositions evaluation, as outlined on the attached document and program materials, apply. Candidates should file the four completed dispositions assessments and a 1-2 page typed reflection/response in their portfolio.

3. Informal Diagnostic Reading Assessments 15% of Final Grade

Primary ILA Standards Addressed: 3.1, 3.2, 3.4

The purpose of this assignment is to provide candidates with the opportunity to demonstrate their ability to use a variety of assessment tools to plan effective reading and writing instruction for students. Candidates are to complete an informal diagnostic reading assessment for each of the two assigned students and are to generate a report in line with models shared in previous coursework.

Candidates are to complete the CORE Reading Assessment Profile corresponding to their individual students’ grades, taking care to ensure to add the administration of the QRI-5 (expository and narrative passage reading); and, for students in Grades 5-12, the Word ID Assessment (to evaluate multi-syllable word reading). Reports should be modeled after the template shared in RLD 504 (File in Portfolio).

4. Individualized Reading Plans 15% of Final Grade

Primary ILA Standards Addressed: 2.1, 2.2, 2.3 The purpose of this assignment is to provide candidates with the opportunity to demonstrate their ability to use assessment information to select appropriate and varied instructional approaches and materials, including a wide range of texts, to support student learning in reading and writing.

Candidates are to develop an Individualized Reading Plan for each of their two assigned students (File in Portfolio), even though these students may not end up being assigned to the candidate’s initial

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intervention group. These plans should be filed in candidate’s notebooks, with a copy made available to whomever assumes responsibility for delivering services to each child (File in Portfolio when received). Candidates are to reference the following sources when determining which validated intervention approaches they will recommend for students:

• CenteronInstruction• FloridaCenterforReadingResearch• InterventionCentral• http://www.readwritethink.org/classroom-resources/• WhatWorksClearninghouse

An Individualized Reading Plan template is provided here.

5. Instructional Grouping Proposals and Group Profiles 15% of Final Grade


The purpose of this assignment is to provide candidates with the opportunity to demonstrate their ability to create a literate environment that fosters reading and writing by using a variety of classroom configurations to differentiate instruction, by using routines to support reading and writing instruction. Candidate teams will collaborate on the development of initial instructional groupings for participating students. Groupings will consider students’ prioritized instructional needs, as well as their unique social-emotional, learning, and linguistic needs. Candidates are to create a maximum of five instructional groups, which will be serviced by teams of two candidates.

Candidate teams of four will present their proposed instructional groupings, with justifications, to the cohort for review and feedback. (File in Portfolio) The cohort will then collaborate on the development of the finalized initial instructional groupings and justifications, with facilitation by faculty. (File in Portfolio), and will determine which candidate teams (teams of two) will service designated groups. Candidate teams will collaborate on the development of a Standard Treatment Protocol approach to intervention that identifies the standard validated intervention to be used in the group, with differentiation as necessary. Teams will review the Individualized Reading Plans that were developed for students and engage in collaborative dialogue when selecting validated interventions and creating an interventions menu.

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Problem Solving Standard Treatment

Universal Screening

Class-wide assessment is administered. Struggling readers are identified.

Tier 1 Frequent progress monitoring is done to assess struggling students’ performance levels and rates of performance.

Tier 2

Team makes instructional decisions based on individual student performance. Struggling students are presented with a variety of interventions.

Tier 3

Students whose progress is insufficient in Tier 2 may receive even more intensive instruction. Some may qualify for special education services based on the progress monitoring data.

Students whose progress is insufficient in Tier 2 may receive even more intensive instruction. Some may qualify for special education services based on the progress monitoring data.

6. Progress Monitoring Plan and Report 15% of Final Grade


The purpose of this assignment is to provide candidates with the opportunity to demonstrate their ability to use a variety of assessment tools and practices to evaluate effective reading and writing instruction, and to communicate assessment results and implications to a variety of audiences, with parents as the priority audience.

Class-wide assessment is administered. Struggling readers are identified.

Frequent progress monitoring is done to assess struggling students’ performance levels and rates of performance.

Struggling students are presented with one standard validated intervention. Everyone who didn’t meet benchmark will be in the Tier 2 intervention group. Instructor differentiates as necessary.

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Candidate teams (formed in the context of Assignment 5, above), will collaborate on the development of a progress monitoring plan based on a Standard Treatment Protocol approach to RTI for their assigned group. Teams are encouraged to reference their resources from RLD 560 in doing so, particularly the resource titled, The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement. The following article will provide a foundation for explaining the format of the progress monitoring plan: http://www.ascd.org/publications/educational-leadership/jun11/vol68/num09/Making-the-Most-of-Progress-Monitoring.aspx#fn1. A print, electronic, and web-based version of the template featured here will be made available to candidates for completion and submission (File in Portfolio). Candidates are to ensure that they identify, either on the progress-monitoring plan itself, or as an attachment to the plan, the specific strategies that will be used to equitably serve students’ cultural and linguistic diversity strengths and needs. Candidate teams are to collaborate with one another in order to share responsibility for implementing the progress-monitoring plan and are to collaborate on the writing of a final progress monitoring report, which should present a brief graphical and narrative report of progress for presentation to students’ parents and school representative(s) at the culmination of the practicum.

7. Lesson Plans (Addressing Lesson Planning and Delivery) 15% of Final Grade

Primary ILA Standards Addressed: 2.2, 2.3, 4.2, 5.1, 5.2, 5.3, 5.4 The purpose of this assignment is to provide candidates with the opportunity to demonstrate their ability to design and deliver supplemental reading and writing instruction for small groups of students that feature varied instructional approaches and materials, a wide range of texts, and instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity. In addition, this assignment will provide candidates with the opportunity to showcase their ability to design the physical environment to optimize students’ use of traditional print as well as digital and online resources, their ability to design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning, their ability to use routines to support reading and writing instruction, and their ability to utilize a variety of grouping configurations to differentiate instruction. Candidate teams will be assigned a small group of up to four students and will be responsible for developing and delivering a total of 16 one-hour lessons, two lessons per week for a period of 8 weeks, that address prioritized literacy goals and include weekly progress monitoring. Lessons are to be written on the Explicit Lesson Planning Template, which requires candidates to include reference to aligned CCSS, as well as language and content objectives. Lessons should be filed in candidates’ notebooks. Candidate teams are to collaborate with one another when deciding how to deliver instruction to the students in their assigned instructional group (whole group, divided small group, individualized), and it is expected that these grouping configurations will be varied over the course of both individual

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instructional sessions and the overall practicum. Justifications for groupings will need to be included on each lesson plan. Candidates must ensure that equitable planning and delivery responsibilities are apparent in print artifacts. A weekly planning proposal is due the Saturday (by noon) prior to the following week’s practicum: this proposal will need to make explicit what role each candidate is to play in lesson planning and delivery for the up and coming week. These planning proposals are to be filed in candidates’ portfolios with their lesson plans. No candidate should be assuming a passive role. Rather, an appropriate co-teaching model, from those reviewed during the first half of practicum, is to be identified.

8. Digital and Online Resources Presentation 5% of Final Grade

Primary ILA Standards Addressed: The purpose of this assignment is to provide candidates with the opportunity to showcase a digital or online text resource to support a particular – or a range- of text genres and structures. Candidates are to research, identify, and submit for approval a digital or online text resource to share with their classmates. The proposed resource should be perceived as a useful resource to support the development of word recognition, language comprehension, strategic knowledge, or the reading-writing connection.

In seeking approval to present their resource, candidates are to submit an in-progress one page annotated bibliography of the source to the course instructor, using APA format. Annotated bibliographies should strive to Summarize, Assess, and Reflect on the resource: approval submissions must have the Summarize component of the bibliography completed. Consider the following, adapted from the Purdue OWLS website:

• Summarize: What is the point of this digital or online resource? What topics are covered? If someone asked what this resource is about, what would you say? The length of your annotations will determine how detailed your summary is.

• Assess: After summarizing a source, it is helpful to evaluate it. Did the resource satisfactorily meet its intended objective? Is it a useful source? Is the information contained in the digital or online resource reliable? Is this source research based?

• Reflect: Explain how you utilized this resource. How did you determine if students enjoyed and (both are important) benefitted from utilizing the resource?

Once approved, candidates are to pilot their resource in the context of at least two lessons, then complete the Assess and Reflect components of the annotated bibliography. Annotated bibliographies will be presented to class in the context of Seminar: copies are to be made for each member of the class. ALL annotated bibliographies are to be filed in candidates’ course portfolios.

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Tentative Course Calendar:

Seminar Session

Faculty

Facilitating Seminar

Topic

Assignments Due

ILA Standards

1 Tolis Gonzalez

T, R Practicum Hours Merged into Seminar: R 4-7 • Course Overview • Co-Teaching Models and

Style Inventories

BB Article: 5 Models of Co-Teaching http://www.asdk12.org/depts/hr/student_teaching/PDF/The_Power_of_2.pdf

5.1, 5.2, 5.3, 5.4 6.1, 6.2

2 Tolis T, R Practicum Hours Merged into Seminar: R 4-7 • Portfolio Assignment • Informal Diagnostic

Reading Assessments

BB: Template BB: Rubrics

3.1, 3.2, 3.3, 3.4

3 Tolis T, R Practicum: Informal Diagnostic Reading Assessments On Site in District Seminar: • Individualized Reading

Plans

BB: Template BB: Rubric

2.1, 2.2, 2.3 3.1, 3.2, 3.3, 3.4 4.2, 4.3

4 Tolis Gonzalez

T, R Practicum Hours Merged into Seminar: R 4-7 • Instructional Grouping

Activity (In Class)

Informal Diagnostic Reading Assessments Due Individualized Reading Plans Due BB Article: Differentiated Reading Instruction- Small Group Alternative Lesson Structures for All Students http://www.fcrr.org/assessment/pdf/smallGroupAlternativeLessonStructures.pdf BB: Flexible Grouping: Teaching All the Kids All the Time

2.1, 2.2, 2.3 3.1, 3.2, 3.3, 3.4 4.2, 4.3 5.1, 5.2, 5.3, 5.4

5 Tolis (Progress Monitoring) Gonzalez (Lesson

T, R Practicum Hours Merged into Seminar: R 4-7 • Progress Monitoring Plan

Development for Standard Treatment Protocol Approach to RTI

Instructional Grouping Proposals Due

4.2, 4.3 5.1, 5.2, 5.3, 5.4

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Planning Essentials) • Lesson Planning Essentials

6 Tolis T, R Practicum Hours Merged into Seminar: R 4-7 • Lesson Planning

(continued) • Transitioning to Practicum:

Role of Faculty

Progress Monitoring Plans Due

2.2 3.3, 3.4 4.3

7 Tolis T, R Practicum: Lesson Set 1 Seminar: • Processing Lesson Set 1:

Progress Monitoring 1 • Preparing for Lesson Set 2 • Digital Resource

Presentations (3)

2.1, 2.2, 2.3 4.2, 4.3 5.1 6.1, 6.2, 6.3

8 Gonzalez T, R Practicum: Lesson Set 2 Seminar: • Processing Lesson Set 2:

Progress Monitoring 2 • Preparing for Lesson Set 3 • Dispositions Assessments • Digital Resource

Presentations (3)

Dispositions Assessment 1 Conducted This Week

2.1, 2.2, 2.3 4.2, 4.3 5.1 6.1, 6.2, 6.3


Progress Monitoring 3 • Preparing for Lesson Set 4 • Digital Resource

Presentations (4)

2.1, 2.2, 2.3 4.2, 4.3 5.1 6.1, 6.2, 6.3


Progress Monitoring 4 • Preparing for Lesson Set 5 • Dispositions Assessments


2.1, 2.2, 2.3 4.2, 4.3


Progress Monitoring 5 • Preparing for Lesson Set 6

2.1, 2.2, 2.3 4.2,4.3

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Statement Concerning Assessment and Monitoring of Candidates’ Attitudes and Dispositions: The Reading and Language Development (RLD) program’s Professional Dispositions Assessment identifies the personal and professional qualities and characteristics expected of program candidates. These qualities and characteristics reflect the professional attributes that are central to the mission of the Graduate School of Education and Allied Professions (GSEAP).

Professional dispositions are considered during the application process, coursework, field placements and practicum experiences, and are factored into the awarding of final grades, as noted on course syllabi. Formal evaluation occurs in the following courses/practicum experiences: RLD/SE 429; RLD 591; RLD 550; RLD 504; RLD 535; RLD 592. Faculty and program support staff (e.g. Mentors, Master Teachers, Practicum Administrators, etc.) may flag concerns at any point however, during a candidate’s progress through the program. Complete information may be found on the program’s website.

Candidates are advised that concerns raised in relation to attitudes and dispositions may result in the lowering of the their final course grade, per the discretion of faculty.

Candidates with Disabilities: Fairfield University is committed to providing qualified candidates with disabilities an equal opportunity to access the benefits, rights and privileges of its services, programs and activities, in an accessible setting. For some candidates, equal opportunity involves the University making reasonable accommodations. However, the University is under no obligation to alter the essential academic elements of courses or programs.

If a candidate with a disability would like to be considered for accommodations, he/she must contact the Office of Academic and Disability Support Services. http://www.fairfield.edu/candidate/adss_candidate.html


Progress Monitoring 6 • Preparing for Lesson Set 7 • Dispositions Assessments


2.1,2.2,2.3 4.2,4.3


Progress Monitoring 7 • Preparing for Lesson Set 8

2.1,2.2,2.3 4.2,4.3

14 Gonzalez T, R Practicum: Lesson Set 8 Seminar: • Progress Monitoring Report

Dispositions Assessment 4 Conducted This Week Portfolios Due

2.1,2.2,2.3 4.2,4.3

15 N/A Presentation of Progress Monitoring Reports: Day/Time TBD

2.2 3.3,3.4 4.3 6.3

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Approximate Grade Cut Points: Candidates are advised that the following grading cut points are approximate. Patterns of tardiness and/or absence, a lack of appropriate attitudes and dispositions – significant enough to warrant intervention on behalf of this faculty member (e.g. a meeting, or letter of concern)- will result in the lowering of a candidate’s overall grade by as much as a full letter grade.

Approximate final grade cut points are as follows:

A+ 99-100

B+ 88-89

C+ 78-79

D+ 68-69

F

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Online June 2011 | Volume 68 Interventions: What's Working

MakingtheMostofProgressMonitoring

Lee Ann Jung and Gerry M. Swan

An online planning and monitoring form provides a handy structure that educators can use with all struggling students.

Schools across the United States are faced with the challenge of determining how to deliver and monitor interventions for struggling learners. Yet for many schools, no formal process exists. As educators navigate processes such as Response to Intervention (RTI) and Individualized Education Programs (IEPs), many questions arise: How can educators coordinate interventions across courses and subject areas? How can they monitor and report student progress so all stakeholders can understand and use the information? How can they determine whether an intervention was successful?

In fact, progress monitoring and reporting is the federal special education requirement with which schools struggle the most (Etscheidt, 2006). For students with disabilities, schools follow specific procedures for developing an IEP, which involves selecting targeted goals and services. But even the IEP is not sufficient to guide daily intervention and progress monitoring. Instead, IEPs create the broad structure from which educators can develop a more detailed and practical day-to-day intervention plan.

Teachers face similar intervention and progress monitoring challenges with other struggling students (Bolt, Ysseldyke, & Patterson, 2010), including English language learners (ELLs) and students receiving supports through RTI. Several approaches have been recommended for implementing RTI models at different grade levels and across subjects (Mellard, McKnight, & Woods, 2009). Because RTI's roots lie with early reading development, the resources for elementary general literacy outcomes are rich. However, in other subject areas and at the secondary level, far less practical guidance is available (Fuchs, Fuchs, & Hollenbeck, 2007).

CrucialFeaturesofanInterventionPlan

Education leaders need an effective intervention planning and progress monitoring process that is practical for implementation schoolwide. Having worked with many schools and preservice teachers on how to write intervention plans and take down data, we have developed an intervention planning process that schools can use with any struggling learner. This process works for students who don't qualify for special services; it also layers seamlessly over an existing IEP or RTI structure.

The form in Figure 1, which shows a sample intervention plan,1 is integral to the process. Based on the work of Baird (1994), it has five crucial features.

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Figure1.ScreenShotoftheMainScreenoftheWeb-BasedInterventionPlan

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Feature 1: Measurable Outcomes

All intervention planning begins with determining measurable outcomes. Two types of outcomes are included in the intervention plan: an annual goal and a short-term objective (both are on the top left of the form).

Annual goals provide the target that guides intervention. For students with disabilities, selecting annual goals occurs as a part of the IEP. Annual goals need to include specific skills or behaviors as well as measureable criteria for success. A vague outcome, such as "reading will improve," is insufficient because it could be interpreted many different ways. It could mean reading orally with fewer errors, reading at a faster pace, or reading by grouping phrases more fluently. The annual goal from this sample intervention plan tells us exactly what is expected of Norah, a struggling reader: We expect Norah to "read 2nd-grade-level passages at 80 words per minute with no more than one uncorrected error per minute."

Short-term objectives look much like the annual goal, except the criteria are meant to be achieved within 9–12 weeks. These objectives provide teachers with clear criteria for judging whether a student is on track to meet the annual goal at the end of each reporting period. Progress monitoring is thus streamlined within existing report card periods. In Norah's example, if she has met her objective in the 9–12 week time frame, it is clear to everyone on the team that she is on track to meet the annual goal.

Feature 2: Clearly Defined Intervention

After defining the outcomes, the team must determine what strategies to put in place to meet those outcomes. The federal No Child Left Behind legislation calls for the use of research-based practices in intervening with struggling learners. Also, to maximize the effect of any intervention, users must implement it with fidelity (Kutash, Duchnowski, & Lynn, 2009)—that is, they must implement the intervention the same way each time.

Selecting the specific intervention approach requires addressing several questions: What are the student's interests? When is the student most likely to demonstrate the skill in question? When is a given behavior a problem? How does the intervention mesh with various parts of the curriculum? No single individual designs the final plan. Rather, the plan reflects the expertise and ideas of all team members; these include teachers, specialists, and administrators as well as families.

In Norah's case, team members are taking a direct instruction approach (Engelmann, 1999). In the intervention plan, they provide additional details about how teachers will use that approach across both the general education classroom and the resource room. (See the Strategies section in the center of the form.) Recording the details is key not only to ensuring fidelity but also to understanding what might have caused or delayed a student's progress (Kutash, Duchnowski, & Lynn, 2009).

Feature 3: Data Collection System

After establishing outcomes and planning the intervention, the team determines a data collection system for ongoing progress monitoring. Because data should drive decisions in this process, progress monitoring is among the most crucial components of successful intervention (Stecker, Fuchs, & Fuchs, 2008). Developing the data collection system involves decisions about when to collect progress data and which rubric to use. (See the section on the right of the form titled Add New Progress Record.)

Data collection times. For most objectives, team members should select data collection times that fit naturally within the school day and blend well with the general education teacher's instructional schedule. In Norah's example, teachers selected two settings for data collection: (A) the in-class reading group and (B) the resource room. (See the section on the left of the form titled Data Collection Times.)

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Data collection times might extend over four different subject periods, such as science, history, math, and language arts. Selecting data collection times across subjects may be useful when teams want to ensure that students demonstrate a skill, such as writing, across the curriculum.

Teachers don't need to collect data every day or in every selected setting. As the sample plan shows, blank sections occur. Nevertheless, teachers must collect enough data to show progress over time.

Progress rubric. A progress rubric must not only describe progress but also measure it. The sample intervention plan form includes four color-coded levels of performance. (See the section on the left of the form titled Progress Rubric.) Level 1 (red) corresponds with the student's level of performance at the beginning of this intervention, whereas Level 4 (green) includes the criteria to meet the short-term—not the annual—objective. Norah is reading at 45 words per minute at the start of this intervention, so this becomes Level 1 on her plan. Her nine-week objective is to read at 60 words per minute, which becomes the Level 4 criterion. The team chose two intermediate criteria for Levels 2 and 3.

Other objectives may not lend themselves so easily to a rubric as rate of reading. For example, reading comprehension will require the team to consider what to measure and how to measure it. Let's say that a student, Spencer, is currently able to answer only one of five comprehension questions about a grade-level reading passage. This might be the objective for that student: "After reading a 200–300 word grade-level reading passage, Spencer will correctly answer five comprehension questions about the story." The rubric for this objective might look like the one in Figure 2.

Figure2.ComprehensionProgressRubric

If a student has not made adequate progress toward an objective, the team needs to have a conversation to decide what to do. The visual format of the intervention form enables team members to quickly review the data and make decisions about the intervention.

Feature 4: Visual Representation of Data

Teachers and families need detailed information on students' progress that they can easily understand and interpret. Charts and graphs serve this purpose well (Schmid, 1954). In addition, visual representation enables educators to share information with families that have limited literacy skills or speak languages other than English.

Historically, line graphs have been used to visually represent progress data. An alternate method of visual representation is simply to color code the data collection sheet, as shown in Norah's example. The progress record clearly illustrates

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Norah's progress toward her objective. Because it also separates the settings (the in-class reading group and the resource room), it's easy to see where Norah made the quickest progress. At the end of the reporting period, the team can add a narrative explanation and give this progress record to the student's family.

Feature 5: Web-Based Platform

In our earlier work, we found that when teams used the intervention plan on paper, collaboration in intervention design and data gathering was rare. This is partly because a paper form can only exist in one physical location.

This fifth feature—a web-based platform—ensures that the intervention planning process is practical and that educators can use it to scale. Much like a wiki, the online format enables multiple team members to access and contribute to the most current version of the plan without any extra coordination efforts.

The web-based format also improves the efficiency of visually representing progress. Any team member can click on a button to add to a progress record; they simply enter the date and record the new data point. (Figure 3 shows the screen prompt.) Data are automatically color coded and added to the display. Further, because the data are part of a larger database, schools can visually examine trends in the data over time by student, classroom, or team member.

Figure3.ScreenShotofPromptforAddingaProgressRecord.

Our work with schools indicates that teams find the web-based intervention plan easy to use, easy to manage, and extremely valuable. Others have found that students in classrooms using technology-based progress monitoring outperformed those in classrooms without this technology (Spicuzza et al., 2001; Ysseldyke, Spicuzza, Kosciolek, & Boys, 2003). Better and more efficient progress monitoring tools can lead to better instructional decision making and improved student outcomes.

The online format also opens exciting opportunities for including multimedia resources. For example, Norah's plan includes a short video—the one in the sample was taken from a public-use website—that anyone on the team can watch to see the intervention in action. This can be especially useful when several people in different settings are implementing the

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intervention. The video could also show a team member explaining an intervention or the student engaged in a specific intervention activity.

Other types of media could be included as well. For example, a physical or occupational therapist could include photos of a positioning or support strategy. Such multimedia resources help ensure fidelity of the intervention.

APowerfulGuide

It's difficult to find a practical and efficient intervention planning and progress monitoring system that includes all the necessary components. Our planning form can guide educators in their efforts to meet that challenge. It can have a powerful effect on the quality of intervention plans developed for individual students (Jung, 2010).

References

Baird, S. M. (1994). Intervention plan. Unpublished document. Auburn University, AL.

Bolt, D. M., Ysseldyke, J., & Patterson, M. J. (2010). Students, teachers, and schools as sources of variability, integrity, and sustainability in implementing progress monitoring. School Psychology Review, 39(4), 612–630.

Engelmann, S. (1999). The benefits of direct instruction: Affirmative action for at-risk students. Educational Leadership, 57(1), 77–79.

Etscheidt, S. K. (2006). Progress monitoring: Legal issues and recommendations for IEP teams. Teaching Exceptional Children, 38(3), 56–60.

Fuchs, L. S., Fuchs, D., & Hollenbeck, K. N. (2007). Extending responsiveness to intervention to mathematics at first and third grades. Learning Disabilities Research and Practice, 22(1), 13–24.

Jung, L. A. (2010). Can embedding prompts in the IFSP form improve the quality of IFSPs developed? Journal of Early Intervention, 32(3), 200–213.

Kutash, K., Duchnowski, A. J., & Lynn, N. (2009). The use of evidence-based instructional strategies in special education settings in secondary schools: Development, implementation, and outcomes. Teaching and Teacher Education, 25(6), 917–923.

Mellard, D. F., McKnight, M., & Woods, K. (2009). Response to intervention screening and progress-monitoring practices in 41 local schools. Learning Disabilities Research and Practice, 24(4), 186–195.

Schmid, C. F. (1954). Handbook of graphic presentation. New York: Ronald Press.

Spicuzza, R., Ysseldyke, J., Lemkuil, A., Kosciolek, S., Boys, C., & Teelucksingh, E. (2001). Effects of using a curriculum-based monitoring system on the classroom instructional environment and math achievement. Journal of School Psychology, 39(6), 521–542.

Stecker, P. M., Fuchs, D., & Fuchs, L. S. (2008). Progress monitoring as essential practice within Response to Intervention. Rural Special Education Quarterly, 27(4), 10–17.

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Ysseldyke, J. E., Spicuzza, R., Kosciolek, S., & Boys, C. (2003). Effects of a learning information system on mathematics achievement and classroom structure. Journal of Educational Research, 96(3), 163–174.

Endnote

1 Readers can use a paper version of this form, convert it into an online version themselves, or contact the authors to have us set it up on their server.

Lee Ann Jung is associate professor of special education and Gerry M. Swan is assistant professor of instructional technology and education at the University of Kentucky, Lexington.

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FairfieldUniversityGraduateSchoolofEducationandAlliedProfessions

ReadingandLanguageDevelopmentProfessionalDispositionsAssessment:Fieldwork/PracticumMandatoryPracticumCompletion:RLD591;RLD504;RLD592

Candidate: Course: Term: Evaluator: DateCompleted: DateReviewedwithCandidate: SignatureofEvaluator: SignatureofCandidate: □ CheckifConcernsHaveBeenRaised(Copyof CompletedFormMustBeProvidedtoDirector)IntellectualRigor:DemonstratesaCommitmenttoAcademicExcellence,Rigor,andFlexibleThinking

NOTMET

MET

MET+

NORAT

ING

Ensuresaccuracyofinformationforwhichs/heisresponsible Contributesofteninavarietyofsettings:ishighlyengagedasaleaderwithstudentsandcolleagues Activelyparticipatesinprofessionalactivitiesinandoutofschool Eagertoparticipate/seeksoutopportunitiestoengageineducationally-relevantdiscussionswithcolleagues Makesstrongcontributionstogroupprocessesanddiscussions Activelyseeksandengagesmultiplenewgrowthopportunities Comments:

PersonalIntegrity:AdherestoHighEthicalStandardsandProfessionalBehavior

NOTMET

MET

MET+

NORAT

ING

Displayssteadyemotionaltemperament,strongcontrolofemotions,situationallyappropriatebehavior Iscreative,resourcefulandself-directedinlearningandteaching;highlyselfmotivated Articulatesthoughtsandideasveryclearlyandeffectively(verbally;inwriting) Communicationisfreeofinappropriateoroffensivelanguage;communicatesw/ointenttodeceive Consistentlyusesactivelisteningtoacknowledgemessageofspeaker;adjustsbehavioraccordingly Takesinitiativetosecureandreturnneededmaterialsandresources Maintainsconfidentialityofstudentrecords,parentcommunications,andprofessionalcommunications Doesnotengageinnegativetalkorgossipaboutcolleagues,families,children,faculty,theprogram,etc. Consistentlyarrivestopracticum,class,eventsontimeandremainsforduration Demonstratesgoodpersonalhygiene,professionaldressandgrooming Comments:

Collaboration:SuccessfullyPartnerswithDiverseIndividualsandIndividualswithDifferingPerspectives

NOTMET

MET

MET+

NORAT

ING

Ishighlyinvitingandapproachable;buildsstrongrelationships Regularlysharesinformationandideas;seeksoutopportunitiestoassistcolleaguesandpeers Activelyseekssuggestionsandconstructivefeedback;respondsaccordinglyandappropriately Plansandsetsgoalsandprioritieswithothers Supportsassignmentsoutsideoftheclassroom,suchasbusdutyorbathroomduty Comments:

McCombes-Tolis Revised January 4, 2016

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Follow-UpActions,ifRequired(tobecompletedbyDirector)

DateofFollow-UpMeetingwithCandidate: IndividualsScheduledtobeinAttendance: ___________________________________________________________________ AttachSummaryofFollow-UpMeetingOutcomes:

□ CheckifPlanofActionDeveloped(Attach)

InformedDecisionMaking:ConsidersResearchandEmploysReasonandSoundProfessionalJudgment

NOTMET

MET

MET+

NORAT

ING

Usessoundjudgmentandthoughtfuldecisionmakingwithconsiderationoftheconsequences Usescredibleanddata-basedsourcestoinformdecisionmaking Generateseffective/productiveoptionstosituations Analyzessituations/comments/interactions&makesadjustmentsthatpromoteapositiveenvironment Comments:

Self-Reflection:EngagesinReflectivePracticeandSeeksProfessionalGrowthOpportunities

NOTMET

MET

MET+

NORAT

ING

Seeksopportunitiestolearnnewskills Valuesandparticipatesinopportunitiestoimproveinstructionalpracticesandteachingroutines Seeksclarificationandassistance Pursuesopportunitiesinprofessionaleducationalorganizations/associationstoimproveknowledgeandskill Attendsschoolandschoolsystemin-service/staffdevelopmentsessions Comments:

SocialResponsibility:AdvocatesforMeaningfulChangetoBenefitChildren,Families,andSchoolCommunities

NOTMET

MET

MET+

NORAT

ING

Participatesinschoolleadershipinitiatives Usesknowledgeofresearch-basedpedagogy,ofeducationallaw,andofbestpracticetomakedecisionsaboutandtakeactiontopromotemeaningfulservicetochildren,families,andschoolcommunities

Usesspoken/written/visualcommunicationeffectivelytopromotesocialjusticeefforts. Comments:

TechnologicalExpertise:DemonstratesaCommitmenttoExploringtheUseofEmergingTechnologiestoPromoteStudentLearning

NOTMET

MET

MET+

NORAT

ING

Incorporatesavailabletechnologyintoteachingandlearningactivities. Stayscurrentwithtechnology. Differentiatesbetweenhavingtechnologyandusingtechnologytopromoteandsupportstudentlearning. Comments:

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INTERNATIONALLITERACYASSOCIATION(ILA)STANDARDSADDRESSEDINPROGRAMStandard1:FoundationalKnowledge1.1Candidatesunderstandmajortheoriesandempiricalresearchthatdescribethecognitive,linguistic,motivational,andsocioculturalfoundationsofreadingandwritingdevelopment,processes,andcomponents,includingwordrecognition,languagecomprehension,strategicknowledge,andreading–writingconnections.

1.2Candidatesunderstandthehistoricallysharedknowledgeoftheprofessionandchangesovertimeintheperceptionsofreadingandwritingdevelopment,processes,andcomponents.1.3Candidatesunderstandtheroleofprofessionaljudgmentandpracticalknowledgeforimprovingallstudents’readingdevelopmentandachievement.Standard2:CurriculumandInstruction2.1Candidatesusefoundationalknowledgetodesignorimplementanintegrated,comprehensiveandbalancedcurriculum.

2.2Candidatesuseappropriateandvariedinstructionalapproaches,includingthosethatdevelopwordrecognition,languagecomprehension,strategicknowledge,andreading–writingconnections.2.3Candidatesuseawiderangeoftexts(e.g.,narrative,expository,andpoetry)fromtraditionalprint,digital,andonlineresources.Standard3:AssessmentandEvaluation3.1.Candidatesunderstandtypesofassessmentsandtheirpurposes,strengths,andlimitations.

3.2Candidatesselect,develop,administer,andinterpretassessments,bothtraditionalprintandelectronic,forspecificpurposes.3.3Candidatesuseassessmentinformationtoplanandevaluateinstruction.3.4Candidatescommunicateassessmentresultsandimplicationstoavarietyofaudiences.Standard4:Diversity4.1Candidatesrecognize,understand,andvaluetheformsofdiversitythatexistinsocietyandtheirimportanceinlearningtoreadandwrite.

4.2Candidatesusealiteracycurriculumandengageininstructionalpracticesthatpositivelyimpactstudents’knowledge,beliefs,andengagementwiththefeaturesofdiversity.4.3Candidatesdevelopandimplementstrategiestoadvocateforequity.

Standard5:LiterateEnvironment5.1Candidatesdesignthephysicalenvironmenttooptimizestudents’useoftraditionalprint,digital,andonlineresourcesinreadingandwritinginstruction.5.2Candidatesdesignasocialenvironmentthatislowriskandincludeschoice,motivation,andscaffoldedsupporttooptimizestudents’opportunitiesforlearningtoreadandwrite.5.3Candidatesuseroutinestosupportreadingandwritinginstruction(e.g.,timeallocation,transitionsfromoneactivitytoanother,discussions,andpeerfeedback.5.4Candidatesuseavarietyofclassroomconfigurations(i.e.,wholeclass,smallgroup,andindividual)todifferentiateinstruction.

Standard6:ProfessionalLearningandLeadership6.1Candidatesdemonstratefoundationalknowledgeofadultlearningtheoriesandrelatedresearchaboutorganizationalchange,professionaldevelopment,andschoolculture.6.2Candidatesdisplaypositivedispositionsrelatedtotheirownreadingandwritingandtheteachingofreadingandwriting,andpursuethedevelopmentofindividualprofessionalknowledgeandbehaviors.6.3Candidatesparticipatein,design,facilitate,lead,andevaluateeffectiveanddifferentiatedprofessionaldevelopmentprograms.6.4Candidatesunderstandandinfluencelocal,state,ornationalpolicydecisions.

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CourseSequenceandtheprimaryInternationalLiteracyStandardsaddressedineachcourse.Coursesarelistedinordertoreflectthetypicalprogramsequenceforcandidates.CoursenumbersareassignedbytheRegistraranddonotreflectorderorhierarchy.

429 529 550 591 560 535 504 565 592FOUNDATIONALKNOWLEDGE 1.1 X X X X X X X1.2 X X X1.3 X XCURRICULUMANDINSTRUCTION 2.1 X X X X X X X X2.2 X X X X X X X X2.3 X X X X X X XASSESSMENTANDEVALUATION 3.1 X X X X X X X3.2 X X X X X X X X X3.3 X X X X X X X3.4 X X X X X XDIVERSITY 4.1 X X X X X4.2 X X X X X X4.3 X X XLITERATEENVIORNMENT 5.1 X X X X X5.2 X X X X5.3 X X X X X X5.4 X X X X XPROFESSIONALLEARNINGANDLEADERSHIP 6.1 X X X6.2 X X X X6.3 X X X X X6.4 X

translating the science of reading into artful practice...1 1 graduate school of education and...

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