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Transcript of 1 Oregon Reading First Cohort B Supplemental and Intervention Programs September 27, 2005.
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Oregon Reading FirstCohort B
Supplemental and Intervention ProgramsSeptember 27, 2005
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Oregon Reading FirstInstitutes on Beginning Reading
Content developed by:
Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D.Professor, College of Education Professor, College of EducationUniversity of Oregon University of Oregon
Michael D. Coyne, Ph. D. Beth Harn, Ph. DUniversity of Connecticut University of Oregon
Prepared by:
Patrick Kennedy-Paine Katie TateUniversity of Oregon University of Oregon
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Cohort B, Supplemental and Intervention Programs, Content Development
Content developed by:
Patricia Travers
Additional support:
Katie Tate
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Copyright
All materials are copy written and should not be reproduced or used without expressed permission of Dr. Carrie Thomas Beck, Oregon Reading First Center. Selected slides were reproduced from other sources and original references cited.
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Cohort B IBRs: Year 01IBR I June 23
Aug 23-25
Aug 26
Selecting a Core Program
Schoolwide Model, SBRR/5 Big Ideas, DIBELS Foundations, The 90 Minute Reading Block
DIBELS Administration
IBR II Sept. 27
Sept. 28 or Sept. 29
S-I Program Overview
Identify Students Who Need Support/Plan Support
IBR III Feb. 1 or Feb. 2 Evaluating Support Models
IBR IV May 30-June 9
(1 day - regional)
Evaluating and Planning
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Goal of the Institute on Beginning Reading (IBR)
Build the capacity, communication, and commitment
to ensure that all children are readers by Grade 3.
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A Schoolwide Beginning Reading Model
Schoolwide framework or infrastructure that supports comprehensive and coordinated reading goals, assessment
and instruction for all students
Ongoing progress monitoring and instructional adjustments that allow for differentiated and individualized instruction for each
student
For Each
Student
Instruction
Goals
Assessment
For All Studen
ts
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For Each
Student
Instruction
GoalsAssessme
nt
For All Student
s
What Are Our Goals?Guiding questions: What Outcomes Do We Want for Our Students?
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What Are Our Goals?Essential Components in Reading
Effective, comprehensive, reading instruction includes instruction in each of the essential components:
.
PhonologicalAwareness
Fluency
Phonics
Vocabulary
Reading
Comprehension
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PET
What Are Our Goals?Planning & Evaluation Tool
Planning and Evaluation Tool forEffective Schoolwide Reading Programs - Revised
(PET-R)
Edward J. Kame’enui, Ph.D.Deborah C. Simmons, Ph.D.
Institute for the Development of Educational AchievementCollege of EducationUniversity of Oregon
*Based on: Sugai, G., Horner, R., & Todd, A. (2000). Effective behavior support: Self-assessment survey. Eugene, OR: University of Oregon.
Revised May, 2003
Institute on Beginning (IBR)
Reading Action Plan(RAP)
Name of School, District City, State
Reading Goals and Priorities
1. What:
Who:
When:
2. What:
Who:
When:
3. What:
Who:
When:
Committee Members
What Are Our Goals?
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What Are Our Goals?Curriculum-based or Standards-based 180-day Pacing
Maps
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What Are Our Goals?Clear Goals and Expectations for Each
Grade
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For Each
Student
Instruction
GoalsAssessme
nt
For All Student
s
Guiding questions: How are we doing? What is our current level of performance as a school? as a grade? as a class? as an individual student? How far do we need to go to reach our goals and outcomes?
How Are We Doing?
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How Are We Doing? Three Levels of Instructional Support
Instructional Recommendations Are Based on Performance Across All Measures
Benchmark: Established skill performance across all administered measures
Strategic: One or more skill areas are not within the expected performance range
Intensive: One or many skill areas are within the significantly at-risk range for later reading difficulty
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School-Level Report: Histogram
– A histogram summarizes the distribution of scores of all children in a grade within a school/district. It provides information on both the number and
percentage of children performing at specified values.
44% Low risk for reading difficulties25% Some risk for reading difficulties31% At risk for reading difficulties
Oral Reading Fluency
How Are We Doing? Three Levels of Instructional Support
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A class list provides a report of children’s performance on all measures administered at a given benchmark period in relation to established goals.
How Are We Doing? Three Levels of Instructional Support
Phoneme Segmentation Fluency
Letter Naming Fluency Nonsense Word Fluency
Student Score %ile Status Score %ile Status Score %ile StatusInstructional
Recommendation
Sam 22 10 Emerging 3 1 At risk 5 5 At risk Intensive
Jill 19 9 Emerging 14 8 At risk 13 20 Some risk Strategic
Susan 47 58 Established 5 2 At risk 14 20 Some risk Strategic
Ken 67 95 Established 31 38 Some risk 19 26 Some risk Strategic
Kim 40 36 Established 46 75 Low risk 27 49 Low risk Benchmark
Jose 41 39 Established 44 70 Low risk 58 90 Low risk Benchmark
Fall of First Grade
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For Each
Student
Instruction
GoalsAssessme
nt
For All Student
s
How Do We Get There?
Guiding question: What are the critical components that need to be in place to reach our goals?
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How Do We Get There?Why Focus on a Reading Program?
Aligning what we know and what we do to maximize outcomes.
Unprecedented convergence on skills children need to be successful readers
Much classroom practice is shaped by reading programs
– Publishers have responded to the research and redesigned programs.
– A program provides continuity across classrooms and grades in approach.
Many state standards are using research to guide expectations
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How Do We Get There?Types of Reading Programs
Vaughn et al, 2001.CORE, 2003.
CoreReading Program
(Benchmark)
SupplementalReading Program
(Strategic)
Intervention Reading Program
(Intensive)
80% 15% 5%
Classifying Reading Programs
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How Do We Get There?Types of Reading Programs
Core Reading Programs:
– Provide instruction on the essential areas of reading for the majority of students
Supplemental Programs:
– Provide additional instruction in one or more areas of reading (e.g., phonological awareness, fluency, etc.) to support the core
Intervention Programs:
– Provide additional instruction to students performing below grade level on one or more essential instructional skills (e.g., increasing structure and time to accelerate learning).
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LEVEL OF SUPPORT INSTRUCTIONAL PLANASSESSMENT PLAN
Benchmark
(Core)
SBRR Core Reading Program-minimum 90 minutes daily
Progress Monitoring: Three times per year- All students
In-Program Assessments
Screening & Outcome Assessment
LEVEL OF SUPPORT INSTRUCTIONAL PLANASSESSMENT PLAN
Intensive
(Intervention)
SBRR Core Reading Program Plus Intervention
or Supplant Core with Intervention Program
minimum 90 minutes daily
Progress Monitoring: Every 2 weeks
In-Program Assessments
Screening & Outcome Assessment
LEVEL OF SUPPORT INSTRUCTIONAL PLANASSESSMENT PLAN
Strategic
(Supplemental)
SBRR Core Reading Program
Plus Supplement
minimum 90 minutes daily
Progress Monitoring: Monthly
In-Program Assessments
Screening & Outcome Assessment
Three Levels of Support, Instruction, and AssessmentThe Big Picture.......
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How Do We Get There?
Getting to 100% requires going through the bottom 20%.
Children who are at reading risk face the “tyranny of time” (Kame’enui, 1998).
Assuming students will ‘catch up’ with practice as usual is not wise. Catching up is a low probability occurrence.
The bottom 20% will require a very different kind of effort in both the short and long run.
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How Do We Get There?Strategic
Level of Instructional Support
Level of SupportINSTRUCTIONAL PLACEMENT
ASSESSMENT PLAN
Strategic
(Supplemental)
Core Reading Program
Plus Supplement/Enhancement
minimum 90 minutes daily
Progress Monitoring: Monthly
In-Program Assessments
Screening & Outcome Assessment
Addressing the needs of some students. . .
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Instructional AdjustmentsAlterable
Components Specific Adjustments
Opportunities to Learn (Time/
Concentration of Instruction)
Increase attendance
Provide instruction daily
Increase opportunities to respond
Vary schedule of easy/hard tasks/skills
Add another instructional period (double dose)
Program Efficacy
Preteach components of core program
Use extensions of the core program
Supplement core with appropriate materials
Replace current core program
Implement specially designed program
Program Implementation
Model lesson delivery
Monitor implementa-tion frequently
Provide coaching and ongoing support
Provide additional staff development
Vary program/ lesson schedule
Grouping for Instruction
Check group placement
Reduce group size
Increase teacher-led instruction
Provide individual instruction
Change instructor
Coordination of Instruction
Clarify instructional priorities
Establish concurrent reading periods
Provide complemen-tary reading instruction across periods
Establish communica-tion across instructors
Meet frequently to examine progress
Supplement core with appropriate materials
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Supplemental Reading Programs
Support and extend the critical elements of a core reading program.
Provide additional instruction in one or two areas (i.e., fill the gaps for phonological awareness, fluency).
Provide more instruction or practice in particular area(s) of need.
Can often be effective in supporting an identified gap in an otherwise strong core reading program
May include large group, small group, one-on-one instruction.
Provide more teacher scaffolding.
Provide more explicit and systematic instruction.
.
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Supplemental ProgramsOregon Reading First
Approved Supplemental Programsas of 8/15/05
Program Grades Big IdeasBuild Up Kit K-3 PA, PhonicsComprehension Strategy Posters K-3 (Comprehension)FOCUS: Reading and LanguageProgram
K-3 PA in K-1
Funnix K-2 PA, Phonics, FluencyHarcourt Accelerated ReadingInstruction
K-2 PA in 1
Headsprout K-2 PhonicsKaleidoscope A 2 PhonicsKaleidoscope B 3 PhonicsOpen Court Phonics Kits K-3 PA in K and 1
Phonics in 1PALS (K) K PAPALS (First Grade) 1 PA , PhonicsPhonics for Reading 1-3 Phonics 1-3, Fluency 2-3Project Read K-3 PhonicsRoad to the Code K-1 PASaxon Phonics and Spelling K-3 PA in 1, Phonics K-3, Fluency in 1S.P. I.R.E K-3 PA, Phonics 1-3, FluencySystematic Instruction in PhonemicAwareness, Phonics, and SightWords (SIPPS) Level 1
K-1 PA, Phonics
Systematic Instruction in PhonemicAwareness, Phonics, and SightWords (SIPPS) Level 2
1-2 Phonics
Touch Phonics K-3 PhonicsVocabulary for Achievement 3 (Vocabulary)Voyager Extended Day 1-3 PA in 1Voyager Passport K-3 PA in K-1, Phonics K-3, Fluency 1-2Voyager Universal Literacy System K-2 PA K-1, Phonics K-1, Fluency 2Waterford K-2 PA in K-1, Phonics in 1-2, Fluency in
1-2, (Vocabulary in K),(Comprehension in 1-2)
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Let’s look at some examples....
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Program: __Touchphonics__________________ Date of Publication: __1999__Publisher: ___Educators Publishing Service
Grade Level K.0 K.5 K.9 1.0 1.5 1.9 2.0 2.5 2.9 3.0 3.5 3.9Most AppropriateUse of Program
Recommended Use(s) of Program:
___ Supplemental to enhance the core program for all students_X_ Supplemental to prevent/remediate skill deficits for students in the core who are somewhat below grade level___ Intervention to prevent/remediate skill deficits for students in the core who are somewhat below /significantly below grade level___ Intervention to replace the core program for students substantially below grade level
Essential components targeted Oregon Reading First Review:by program:
___ Phonemic Awareness __X_ Phonics __ Fluency_ _ Vocabulary___ Comprehension
Program length, time requirements, grouping recommendations:Number of levels: OneNumber of lessons:74Presentation time per lesson: 15-20 minutes a day, 3-days a weekRecommended number of students per group: Small group instruction
Assessments:
Placement tests: Screening TestProgress-monitoring assessments: Yes
TouchPhonics
Fluency76%76%76%76%Phonics
PhonemicAwareness
ThirdSecondFirstKindergartenORFCReview
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Touchphonics Video Clip
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Program: __Phonics of Reading__ ________________ Date of Publica tion: ____2002Publis her: ___ Curriculum Asso ciate s
Grade Leve l K.0 K.5 K.9 1.0 1.5 1.9 2.0 2.5 2.9 3.0 3.5 3.9Most App ropria teUse of P rogram
Re comme nde d Use (s ) of Program:
___ Supp lemen ta l to enhan ce the co re program for a ll s tuden ts_X_ Supp lementa l to preven t/remed iate skill de ficits for s tuden ts in the core who a re so mewha t be low grade leve l___ Inte rvent ion to preven t/remed iate skill de ficits for s tuden ts in the core who a re so mewha t be low /s ignificant ly be low grade leve l___ Inte rvent ion to rep lace the core program for s tuden ts sub s tan tia lly be low grade leve l
Esse ntial c ompone nts targe ted Oreg on Rea ding F irst Rev iew :by program:
___ Phone mic Awa rene s s_X_ Phon ics __ Fluenc y_ _ Vo cabu la ry ____ Comp rehen sion
Program le ngth, time requireme nts, grouping recomme ndations :Numbe r of leve ls: 3Numbe r of les sons : Leve l 1: 30 les sons ; Leve l 2: 32 les son s ; Leve l 3: 36 les son sPresenta tion time pe r les son : 30 -40 minutes te a che r direc ted and 15 minute s for indep e ndent wo rkRe commended numbe r of s tuden ts pe r group : S mall group ins truction of up to ten s tuden ts
As sessmen ts :
Placemen t tes ts : Ye sProgres s-monitoring as ses smen ts: Ye s , at the end of e very 3-4 les son s the re is a formal measu re (che ck-ups) of s tudent s’ skills.
Phon ics for Read ing
81%81%60%Fluency81%80%75%Phonics
PhonemicAwareness
ThirdSecondFirstKindergartenORFCReview
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Phonics for Reading Video Clip
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How Do We Get There?Intensive
Level of Instructional Support
Level of SupportINSTRUCTIONAL PLACEMENT
ASSESSMENT PLAN
Intensive
(Intervention)
K-1: Beginning of the year-Core Program plus intervention Program
Middle of the year: Intervention Program
2-3: Beginning of the year- Intervention Program
Progress Monitoring: Every 1 to 2 weeks
In-Program Assessments
Screening & Outcome Assessment
Addressing the needs of each student. . .
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Instructional AdjustmentsAlterable
Components Specific Adjustments
Opportunities to Learn (Time/
Concentration of Instruction)
Increase attendance
Provide instruction daily
Increase opportunities to respond
Vary schedule of easy/hard tasks/skills
Add another instructional period (double dose)
Program Efficacy
Preteach components of core program
Use extensions of the core program
Supplement core with appropriate materials
Replace current core program
Implement specially designed program
Program Implementation
Model lesson delivery
Monitor implementa-tion frequently
Provide coaching and ongoing support
Provide additional staff development
Vary program/ lesson schedule
Grouping for Instruction
Check group placement
Reduce group size
Increase teacher-led instruction
Provide individual instruction
Change instructor
Coordination of Instruction
Clarify instructional priorities
Establish concurrent reading periods
Provide complemen-tary reading instruction across periods
Establish communica-tion across instructors
Meet frequently to examine progress
Supplement or Replace core with appropriate materials or program
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Intervention Reading Programs
Designed for children who demonstrate reading difficulty and are performing significantly below grade level.
Provide more explicit, systematic instruction to accelerate learning and to bring the learner to grade-level performance.
Have a high criterion level of performance.
Lessons are taught to mastery
Typically focus on more than one area (e.g., phonics, fluency, and comprehension).
Specialized, intense, and typically delivered in small group settings.
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Intervention Programs Oregon Reading First
Approved Intervention Programsas of 8/15/05
Program Grades Big IdeasCorrective Reading: Decoding(Level A)
K-1 PA, Phonics, Fluency
Corrective Reading: Decoding(Level B1 and B2)
2-3 Phonics, Fluency
ERI K-1 PA, PhonicsHorizons A/B 1-2 PA, PhonicsHorizons C/D 3 PhonicsLanguage for Learning K-2 (Vocabu lary)Language for Thinking 1-3 (Vocabu lary)PALS (Teacher-Directed) 1 PA, PhonicsPhonemic Awareness in YoungChildren
K-1 PA
Read Naturally 1-3 FluencyRead Well K K PA, Phonics, (Vocabu lary),
(Comprehension)Read Well 1 PA, Phonics, Fluency,
(Comprehension)Reading Mastery Classic I, II, FastCycle
K-2 PA, Phonics, Fluency
Reading Mastery Classic III /Reading Mastery Plus 3
3 Phonics, Fluency
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Let’s look at some examples....
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Program: __Early Reading Intervention_______________________ Date of Publication: _2003___Publisher: __Scott Foresman_____________
Grade Level K.0 K.5 K.9 1.0 1.5 1.9 2.0 2.5 2.9 3.0 3.5 3.9Most AppropriateUse of Program
Recommended Use(s) of Program:
___ Supplemental to enhance the core program for all students___ Supplemental to prevent/remediate skill deficits for students in the core who are somewhat below grade level_X Intervention to prevent/remediate skill deficits for students in the core who are somewhat below /significantly below grade level___ Intervention to replace the core program for students substantially below grade level
Essential components targeted Oregon Reading First Review:by program:
_X_ Phonemic Awareness_X_ Phonics_ _ Fluency___ Vocabulary___ Comprehension
Program length, time requirements, grouping recommendations:Number of levels: ERI is divided into 4 parts: Part 1: Learning Letters and Sounds; Part 2: Segmenting, Blending, and Integrating;Part 3: Reading Words; Part 4: Reading Sentences and Storybooks. Each lesson is divided into two parts: PA/AlphabeticUnderstanding and Spelling/WritingNumber of lessons: 126Presentation time per lesson: 30 minuteRecommended number of students per group: 2-5. For homogeneous small group lessons
Assessments:Placement tests: Yes. Placement test is divided into six subtests, or parts. Part A assesses letter names and sounds and Parts B-F assess phonological awareness and alphabetic understanding.Progress-monitoring assessments: Progress monitoring tests, (daily or on Day 3 and Day 6 of the instructional cycle); checklist for monitoring student progress, and exit test to ensure mastery
ER I
Fluency81%81%Phonics95%95%PhonemicAwareness
ThirdSecondFirstKindergartenORFCReview
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Early Reading Intervention Video Clip
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Program: __Reading Mastery Classic I & II and Reading Mastery III_____________ Date of Publication: __2003__Publisher: __SRA / McGraw-Hill_______
Grade Level K.0 K.5 K.9 1.0 1.5 1.9 2.0 2.5 2.9 3.0 3.5 3.9Most AppropriateUse of Program
Recommended Use(s):
Supplemental program to enhance the core program for all students Supplemental program to prevent/remediate skill deficits for students in the core who are somewhat below grade level X Intervention to replace the core program for students substantially below grade level
Essential components targeted Oregon Reading First Review:by program: :
_X_ Phonemic Awareness_X_ Phonics_X_ Fluency___ Vocabulary___ Comprehension
Program length, time requirements, grouping recommendations:
Number of levels: 2 - RM I and RM IINumber of lessons per level: 160 Presentation time per lesson: 30-35 minutes (X 2 for intensive students)Recommended number of students per group: 3-8
Assessments:
Placement tests: One for each level Progress-monitoring assessments: One every 5 lessonsSkill screening/diagnostic tests: One every 5 lessons
Professional Development Recommendations:
Developers recommend at least 3 days of inservice prior to using the programs and 15-20 hours of inservice during the year. They also recommend at least 10 in-class coaching sessions from a program expert.
Reading Mastery I Reading Mastery II
83%L384%L-285%-L184%L-2Fluency100%-L382%-L289%-L182%-L289%-L1Phonics
93%-L193%-L1PhonemicAwareness
ThirdSecondFirstKindergartenORFCReview
Read ing Mas te ry III
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Reading Mastery Video Clip
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Program: __Corrective Reading Series Date of Publication: __1999__ Publisher: __SRA / McGraw-Hill_______
Program: __Corrective Reading_________ Date of Publication: ____ Publisher: __SRA / McGraw-Hill_______
Grade Level 1.0 1.5 1.9 2.0 2.5 2.9 3.0 3.5 3.9 4.0 4.5 4.9Most AppropriateUse of Program
Recommended Use(s):
Supplemental program to enhance the core program for all students Supplemental program to prevent/remediate skill deficits for students in the core who are somewhat below grade level X Intervention to replace the core program for students substantially below grade level
Essential components targeted Oregon Reading First Review:by program:
_X Phonemic Awareness (Level A)_X_ Phonics (Level A & B)_X Fluency (Level A & B)___ Vocabulary___ Comprehension
Program length, time requirements, grouping recommendations:Program length, time requirements, grouping recommendations:
Number of levels: 3 – A, B-1 B-2Number of lessons per level: 65 Presentation time per lesson: 45-50 minutesRecommended number of students per group: no more than 12 students
Assessments:Placement tests: One for each level Progress-monitoring assessments: Daily individual checkouts – Two in-depth mastery tests
Professional Development Recommendations:Developers recommend at least 2- 3 days of inservice prior to using the programs and 8-12 hours of inservice during the year. They also
recommend several in-class coaching sessions from a program expert. More in-class coaching and inservice is genernally needed for Decoding A and B-1because the teacher will be presenting to children who are significantly behind.
Corre ctive Re ading
84%-B1/284%-B1/275%-AFluency99%-B1/292%-B1/2100%-A100%-APhonics
98%-A98%-APhonemicAwareness
ThirdSecondFirstKindergartenORFCReview
Program: __Read Well_______________________ Date of Publication: _2004___ Publisher: __Sopris West____________________
Grade Level K.0 K.5 K.9 1.0 1.5 1.9 2.0 2.5 2.9 3.0 3.5 3.9Most AppropriateUse of Program
Recommended Use(s) of Program:
___ Supplemental to enhance the core program for all students___ Supplemental to prevent/remediate skill deficits for students in the core who are somewhat below grade level_X_ Intervention to replace the core program for students substantially below grade level
Essential components targeted Oregon Reading First Review:by program:
_X_ Phonemic Awareness_X_ Phonics_X_ Fluency_X_ Vocabulary (RW K)_X_ Comprehension
Program length, time requirements, grouping recommendations:
Number of levels: 2 - Read Well (K) and Read WellNumber of lessons per level: RW(K) - 26 five-day units plus 3 review units, RW - 38 five-day unitsPresentation time per lesson: RW (K) - 80-90 min., RW - 30 min.Recommended number of students per group: 5-8 for homogeneous small group lessons
Assessments:
Placement tests: One for each level Progress-monitoring assessments: Unit mastery assessments for each levelSkill screening/diagnostic tests: Provided periodicallythroughout level 2 (Read Well)
Professional Development Recommendations:
Sopris West provides a 2-day training session for each level. On-going inservice and in-class coaching recommended throughout the year.
Read Well (K) Read Well
100%Fluency94%92%Phonics91%97%PhonemicAwareness
ThirdSecondFirstKindergartenORFCReview
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Read Well Video Clip
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Program: __Language for Learning and Language for Thinking____________________ Date of Publication: _2002___Publisher: __SRA/_McGraw-Hill___________
Grade Level K.0 K.5 K.9 1.0 1.5 1.9 2.0 2.5 2.9 3.0 3.5 3.9Most AppropriateUse of Program
Recommended Use(s) of Program:
___ Supplemental to enhance the core program for all students_X_ Supplemental to prevent/remediate skill deficits for students in the core who are somewhat below grade level___ Intervention to prevent/remediate skill deficits for students in the core who are somewhat below /significantly below grade level___ Intervention to replace the core program for students substantially below grade level
Essential components targeted Oregon Reading First Review:by program:
___ Phonemic Awareness___ Phonics_ _ Fluency_X_ Vocabulary
Program length, time requirements, grouping recommendationsNumber of lessons: Each program contains 150 lessonsPresentation time per lesson: 25-30 minuteRecommended number of students per group: 6 (low)-12 (higher achievers). For homogeneous small group lessons
Assessments:
Placement test: YesProgress-monitoring assessments: Each program contains 15 mastery tests (after every tenth lesson)Acceleration Schedule: Yes
Professional Development Recommendations:
Developers recommend 2-3 days of inservice prior to using the programs and two nservice sessions during the year. They also recommend in-class coaching sessions from a program expert.
Language for Learning Language for Thinking
Language forThinkingLanguage forLearning andLanguage forThinking
Language forLearning andLanguage forThinking
Language forLearningVocabularyThirdSecondFirstKindergartenORFCReview
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Language for Learning Video Clip
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Program: __Read Naturally___________________ Date of Publication: ___2000 _Publis her: __Read Natu ra lly
Grade Leve l K.0 K.5 K.9 1.0 1.5 1.9 2.0 2.5 2.9 3.0 3.5 3.9Most App ropria teUse of P rogram
Re comme nde d Use (s ) of Program:
_X Supp lemen ta l to enhan ce the core program for a ll s tuden ts_X_ Supp lementa l to preven t/remed iate skill de ficits for s tuden ts in the core who a re so mewha t be low grade leve l___ Inte rvent ion to preven t/remed iate skill de ficits for s tuden ts in the core who a re so mewha t be low /s ignificant ly be low grade leve l___ Inte rvent ion to rep lace the core program for s tuden ts sub s tan tia lly be low grade leve l
Esse ntial c ompone nts targe ted Oreg on Rea ding F irst Rev iew :by program: :
___ Phone mic Awa rene s s___ Phon ics_X Fluenc y_ _ Vo cabu la ry___ Comp rehen sion
Program le ngth, time requireme nts, grouping recomme ndations :Numbe r of leve ls: 1.0 -8.0Numbe r of les sons : 24 les sons pe r leve lPresenta tion time pe r les son : 20 -30 minutesRe commended numbe r of s tudent s pe r group : 4 -5 for homogeneous s mall group les sons
As sessmen ts :
Placemen t tes ts : Ye sProgres s-monitoring as se s sment s : Yes , a s pa rt of ea ch les son .
Profess ional Deve lopmen t Rec ommen dations :
A one da y sem ina r prior to using the program is recommended by the deve lope rs .
Read Na turally
92%92%92%FluencyPhonicsPhonemicAwareness
ThirdSecondFirstKindergartenORFCReview
48
Read Naturally Video Clip
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rogram: __Horizons ____________ Date of Publica tion: __2003__ Publis her: __SRA / McGraw-Hill_______
Grade Leve l 1.0 1.5 1.9 2.0 2.5 2.9 3.0 3.5 3.9 4.0 4.5 4.9Most App ropria teUse of P rogram
Re comme nde d Use (s ):
Supp lemen ta l program to enhan ce the co re program for a ll s tuden ts Supp lemen ta l program to prevent /remed ia te skill de ficits for s tudent s in the core who a re some what be low grade leve l X Inte rven tion to rep lace the core p rogram for s tudent s subs tant ia lly be low grade leve l
Esse ntial c ompone nts targe ted by program: Oregon Read ing Firs t Review :
_X_ Phone mic Awa rene s s_X_ Phon ics_X_ Fluenc y___ Vo cabu la ry___ Comp rehen sion
Program le ngth, time requireme nts, grouping recomme ndations :Numbe r of leve ls: 2 Horizon s A Ho rizons BNumbe r of les sons pe r leve l: 150 (Horizon s A/B Fas t Trac k ha s a tota l of 150 les sons )Presenta tion time pe r les son : 40 -45 minute sRe commended numbe r of s tudent s pe r group : leve l A – no t more than 10 – leve l B – not mo re than 12.
As sessmen ts :Placemen t tes ts : One fo r each leve l Progres s-monitoring as ses sme nts : One every 10 les son s
Profess ional Deve lopmen t Rec ommen dations :De velope rs recommend a t lea s t 2-3 da ys of inservice p rior to us ing the program s and 10 -15 hou rs of inservice du ring the yea r. The y a lso recommend a t lea s t 10 in-clas s coach ing se s sions from a p rogram e xpe rt.
Horizons A /B Horizons C /D
47%55%55%Fluency88%88%88%Phonics
81%PhonemicAwareness
ThirdSecondFirstKindergartenOregon RFReview
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Horizons Video Clip
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One Final---But Critical Note.......
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Choose programs with “good bones,” but once you’ve chosen the program don’t assume good
outcomes will follow.
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Reading Programs Must be Implemented with High Fidelity
To optimize program effectiveness:
Implement the program everyday with fidelity
Deliver the instruction clearly, consistently, and explicitly
Provide scaffolded support to students
Provide opportunities for practice with corrective feedback
Implement the program using a qualified/highly trained interventionist
Follow the recommendations for initial training and ongoing professional
development.
Programs are only as good asthe level of implementation
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For a reading program to be balanced, it must be
differentiated to meet the needs of each child.
-Vaughn, 2002
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Activity: Identify the instructional design features that are present and not present in the video clips by circling YES or NO and, if possible, provide examples.
Program:___________________________________________
YES NO Teacher provides modeled example(s) prior
to student practice.
Example:
YES NO Teacher provides opportunities for student
responses.
Example:
YES NO Teacher Provides practice and review for
mastery of new skill/strategy.
Example:
YES NO Teacher provides specific corrective feedback.
Example:
YES NO Student(s) are actively engaged in the lesson.
Example:
Program:___________________________________________
YES NO Teacher provides modeled example(s) prior
to student practice.
Example:
YES NO Teacher provides opportunities for student
responses.
Example:
YES NO Teacher Provides practice and review for
mastery of new skill/strategy.
Example:
YES NO Teacher provides specific corrective
feedback.
Example:
YES NO Student(s) are actively engaged in the lesson.
Example(s):