Not to advance is to drop back." Chinese proverb "Learning is like rowing upstream;

not to advance is to drop back."

—Chinese proverb

"Learning is like rowing upstream;

Traditional Fragmented Approach Traditional Fragmented Approach To ReadingTo Reading

Core Reading Program

In- Class Interventions

School Wide Interventions

System for handling individual needs

Each teacher creates their own reading program

Some teachers create In –class Interventions

No Schoolwide Intervention

No system for

individual solutions

Data driven in- class interventions

Systems Approach to Reading Systems Approach to Reading ProgramsPrograms

Researched based core reading program for all

students

Schoolwide Intervention

System for individual solutions

Core Reading Program

Strategic (In-Class) Interventions

School Wide Interventions

System for handling individual

needs

A professional A professional parallel…parallel…

Level I

Annual Check-up; Standard treatmentREGULAR physician; Screening data

Level II

Strategic, Supplemental CareTeam working with regular physician; Diagnostic data

Level III

Intensive Care TEAM of doctors, nurses, technicians, etc.; Monitoring data

Continuum of Time & Intensity & Data Collection

JJan an HHasbrouckasbrouck ,WSRI Executive Consultant T ,WSRI Executive Consultant T erry erry LLeppieneppien ,OSPI Director of Reading Washington State K-12 Reading Model,OSPI Director of Reading Washington State K-12 Reading Model

3 Levels 3 Levels of of InstructioInstructionn

Level ICore Instructional Level ALL Students

Level II Strategic InstructionApprox. 20-30 % Level III

Intensive Intervention Approximately 5-10%

Continuum of Time & Intensity & Data Collection

Adapted from the 3-Level Reading Model UT Center for Reading & Language Arts

26%

21%

53%

Reading InstructionReading Instruction

ExplicitExplicit

ModelingModeling

Prompts

StudentStudentEffortsEfforts

IndependentIndependentPractice

StudentStudentMasteryMastery

StudentStudentParticipationParticipation

Corrective Feedback

Knowledge & Skill

Ruth Gumm & Sheryl Turner Eastern Regional Reading First Reading First Technical Assistance Center

Cumulative Effects Cumulative Effects of of Intensity & Intensity & DurationDuration

7 2 0 d a y s

Stu

den

t Read

ing

Pro

ficiency

Ruth Gumm & Sheryl Turner Eastern Regional Reading First Reading First Technical Assistance Center

90 + minutes per d

ay at instru

ctional le

velT

acom

a Read

ing

Go

al by 3

rd grad

e

Gra

de

s K

-5 R

ea

din

g B

loc

kG

rad

es

K-5

Re

ad

ing

Blo

ck

Layers of intervention respond Layers of intervention respond to student needsto student needs

Each layer provides more intense Each layer provides more intense & supportive intervention& supportive intervention

Each layer aims at preventing Each layer aims at preventing reading disabilitiesreading disabilities

Excellent 1Excellent 1stst InstructionInstruction“The best intervention is effective instruction.”

- National Research Council

Ruth Gumm & Sheryl TurnerEastern Regional Reading First Reading First Technical Assistance Center

Excellent 1st Excellent 1st Instruction Instruction “The best intervention is effective instruction.”

- National Research Council

Benchmark testingBenchmark testing of students is conducted of students is conducted at least three at least three times a yeartimes a year to determine instructional needs. to determine instructional needs.

Whole group instructionWhole group instruction - core reading programcore reading program

Differentiated/ Strategic instructionDifferentiated/ Strategic instruction - small group rotations- small group rotations - core & supplementary reading programs- core & supplementary reading programs

- selected strategies and practices- selected strategies and practices

Differentiated classroom interventionDifferentiated classroom intervention - small, flexible group(s)- small, flexible group(s) - supplemental & intervention programs- supplemental & intervention programs

Ruth Gumm & Sheryl TurnerEastern Regional Reading First Reading First Technical Assistance Center

MythsMyths About Reading About Reading

No phonics after 1st

grade???

Give them time and they’ll catch

upVolunteers

Reading is a natural process

Joseph Torgesen, Florida Center for Reading ResearchJoseph Torgesen, Florida Center for Reading Research

AssessmentAssessment

Level I

Screening data

• Benchmark assessment (3x per year)

• Monitor progress (in-program assessments, unit tests,

daily performance)

Level II

Diagnostic data

Benchmark assessment (3x per year) • Diagnostic tests • Progress monitoring

(at least 2x monthly)

Level III

Monitoring dataBenchmark assessment (3x per year) • Diagnostic tests

• Progress monitoring (weekly is optimal)

Continuum of Data Collection

&

Progress MonitoringProgress Monitoring Students scoring in the Low Risk category on a Students scoring in the Low Risk category on a

subtest are likely to achieve the end of the year subtest are likely to achieve the end of the year benchmark.benchmark.

Students scoring in the Some Risk category on a Students scoring in the Some Risk category on a subtest may have limited skills in that area. These subtest may have limited skills in that area. These students will need strategic instruction in order to students will need strategic instruction in order to reach the end of the year benchmark.reach the end of the year benchmark.– This may include small group instruction within the classroom, This may include small group instruction within the classroom,

double dosing, and/or small group interventions.double dosing, and/or small group interventions.

Students scoring in the At Risk category on a Students scoring in the At Risk category on a subtest are at risk for difficulty in that area. These subtest are at risk for difficulty in that area. These students will need intensive intervention in order to students will need intensive intervention in order to reach the end of the year benchmark.reach the end of the year benchmark.

Classroom Data ActivityClassroom Data Activity At your grade level table, highlight your class At your grade level table, highlight your class

DIBELS data by subtest.DIBELS data by subtest.

Use Use pinkpink to highlight At Risk/Deficit scores in to highlight At Risk/Deficit scores in your classroom.your classroom.

Use Use yellowyellow to highlight Some Risk/Emerging to highlight Some Risk/Emerging scores in your classroom.scores in your classroom.

Use Use greengreen to highlight Low Risk/Established to highlight Low Risk/Established scores in your classroom.scores in your classroom.

•Add student names to the Data Analysis Worksheet.

•This will be what we use to help make intervention decisions.

•At your tables, talk about what the data is showing with regards to the interventions needed for your students.

•Now, transfer this information to the Intervention Planning sheet.

Intervention Activity

Progress MonitoringProgress Monitoring

PM done monthly for students who are Low Risk.PM done monthly for students who are Low Risk.– This is done at the student’s grade levelThis is done at the student’s grade level

PM done twice a month for Some Risk and At Risk PM done twice a month for Some Risk and At Risk students.students.– At the student’s instructional levelAt the student’s instructional level

Not all DIBELS subtests have PM assessmentsNot all DIBELS subtests have PM assessments– Other curriculum based materials can be used. Other curriculum based materials can be used.

The Who, Where, & WhenThe Who, Where, & When

PM will be completed by the 90 minute block teacher PM will be completed by the 90 minute block teacher for At Risk & Some Risk students. for At Risk & Some Risk students.– this would help W2R teachers make instructional this would help W2R teachers make instructional

decisions based on the datadecisions based on the data

Low Risk students can be monitored monthly either Low Risk students can be monitored monthly either

by the reading teacher or the homeroom teacher.by the reading teacher or the homeroom teacher.

Regardless of who does the PM sharing information Regardless of who does the PM sharing information is vital.is vital.

Passages available on line and on diskPassages available on line and on disk

Focus on accelerate above the aim line.Focus on accelerate above the aim line.

Check specific guidelines to determine the Check specific guidelines to determine the students instructional level for PM students instructional level for PM placementplacement

Progress Monitoring Nuts & BoltsProgress Monitoring Nuts & Bolts

Interventions should be organized in Interventions should be organized in levelslevels

•Layers of intervention Layers of intervention responds to student responds to student needsneeds

•Each level provides more Each level provides more intensive and supportive intensive and supportive interventionintervention

•Aimed at preventing reading difficultiesAimed at preventing reading difficulties

Level I

CORE

Level III

Intensive

Level II

Strategic

Level I: Core class instructionLevel I: Core class instruction

Core reading programCore reading program

Benchmark TestingBenchmark Testing

Ongoing professional Ongoing professional developmentdevelopment

Level I

CORE

What if students are not being What if students are not being successful in Level I?successful in Level I?

Full 90 minutes at instructional levelFull 90 minutes at instructional level 5 components5 components Explicit , systematic instructionExplicit , systematic instruction Repetition and pacing of skillsRepetition and pacing of skills Independent timeIndependent time Monitoring and AdjustingMonitoring and Adjusting

Level II: Supplemental instructionLevel II: Supplemental instruction

PPrograms, strategies, rograms, strategies, and procedures and procedures designed and designed and employed to employed to supplement, supplement,

enhance, and enhance, and support support Level I.Level I.

Level II

Strategic

Instructional features for Instructional features for interventionsinterventions

Provide opportunities for guided practice of new skillsProvide opportunities for guided practice of new skills

Increase the Increase the intensityintensity of instruction of instruction

Provide systematic cueing of appropriate strategies in Provide systematic cueing of appropriate strategies in contextcontext

FocusFocus systematic systematic and and explicitexplicit instruction on deficient instruction on deficient skillsskills

Interventions are more effective when Interventions are more effective when they:they:

Scaffold learning to apply new skillsScaffold learning to apply new skills


Level III: Intensive interventionLevel III: Intensive intervention• Intensive, strategic, supplemental Intensive, strategic, supplemental instructioninstruction

• Designed and customized small-Designed and customized small-group or 1:1 group or 1:1

• Occurs during 90 minuteOccurs during 90 minute

instructional block and beyondinstructional block and beyond

Level III

Intensive

"There is little "There is little evidence that evidence that

children experiencing children experiencing difficulties learning to difficulties learning to readread, even those with , even those with identifiable learning identifiable learning

disabilities, disabilities, need need radically different radically different sorts of supports sorts of supports

than children at low than children at low riskrisk, although , although they they

may need much more may need much more intensive supportintensive support" "

(Snow, Burns, Griffin, pg 3, 1998)(Snow, Burns, Griffin, pg 3, 1998)

We know that interventions have We know that interventions have tended to tended to stabilizestabilize the relative the relative

deficit in reading skill rather than deficit in reading skill rather than remediateremediate it.it.


What do struggling readers need to What do struggling readers need to work on?work on?

Motivation (pleasure, purpose, success)

Decoding ComprehensionWord

RecognitionStrategies

Fluency AcademicLanguage

ComprehensionStrategies

* concepts of print* phonemic awareness* phonics

* sight words* automaticity* prosody* accuracy

* background knowledge* vocabulary* syntax

*comprehension monitoring* text structures* cognitive strategies (e.g., paraphrasing)

(NRC Report, 1998) (NRC Report, 1998) Shefelbine (2001)

An Example of a Continuum of Interventions

Increasing in intensity

CORE

STRATEGIC

INTENSIVE

Supplementary Materials Plus Double Dose

1:1 Intensive instruction with a a specialized instructor

Before or after school instruction

Double Dose

Small group pull aside during CORE to work on specific skills

90 minutes 90 minutes 5 components5 componentsExplicit , Explicit , systematic systematic instructioninstructionRepetition Repetition and pacing of and pacing of skillsskills

Vignette #1

In September of 3rd grade, Joe read 65 WCPM on the DIBELS benchmark .

Vignette #2

In January of 1st grade, Jane scored 14 on PSF, 28 on NWF and a 7 on her ORF benchmarks.

Vignette #3

In September of 5rth

grade, Tim read 70 WCPM on the DIBELS benchmark .

Is further Diagnostic testing needed to plan instruction?

What skills will be tested?

Place in instructional level reading group and monitor progress.

NOYES

Place in instructional and intervention program.

What is the plan for intervention and progress monitoring schedule?

Activity

The Big Ideas for Preventing Reading FailureThe Big Ideas for Preventing Reading Failure

• Increase the quality and consistency of Increase the quality and consistency of instruction in every classroominstruction in every classroom

• Conduct timely and valid assessments of Conduct timely and valid assessments of reading growth to identify struggling readersreading growth to identify struggling readers

• Provide more intensive interventions to Provide more intensive interventions to “catch up” the struggling readers“catch up” the struggling readers


Not to advance is to drop back." Chinese proverb "Learning is like rowing upstream;

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