Project PASS: A Model System for Early Prevention of Reading and Behavioral Failure.
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Transcript of Project PASS: A Model System for Early Prevention of Reading and Behavioral Failure.
Project PASS: A Model System for Early Prevention of Reading and Behavioral
Failure
©Scott, 2002
Academic Difficulties CreateBehavior Problems
Poverty
Poor Modeling
Reading Deficits
School SafetyIssues
School Exclusion
Life-Long Failure
RISK FACTORS OUTCOMES
(Scott, Nelson, & Liaupsin, 2001)
Model Demonstration Schools• J. Williams J. Williams
ElementaryElementary400 Pre-K - 5 400 Pre-K - 5 gradersgraders86% 86% free/reduced free/reduced lunchlunch85% nonwhite85% nonwhite61% 3rd graders 61% 3rd graders @ benchmark @ benchmark on FCATon FCAT
• M. Terwilliger M. Terwilliger ElementaryElementary 425 Pre-K - 5 425 Pre-K - 5 gradersgraders50% free 50% free reduced lunchreduced lunch46% nonwhite46% nonwhite66% 3rd graders 66% 3rd graders @ benchmark @ benchmark on FCATon FCAT
• Littlewood Littlewood ElementaryElementary600 Pre-K - 5 600 Pre-K - 5 gradersgraders50% free 50% free reduced lunchreduced lunch42% nonwhite42% nonwhite71% 3rd graders 71% 3rd graders @ benchmark @ benchmark on FCATon FCAT
Multi-tier Model
National Association of State Directors of Special Educators Inc
UFLI Small-Group InstructionCarbo Recorded Books
Read NaturallyWaterford Early Reading Program
Individualized Tutoring
LiteracyCenters
Leveled booksWritingListeningResearch
Success for AllHarcourt Trophies
IndividualizedTutoringSpecial
Education
Reading
Lane, 2001
IndividualizedSocial Skills InstructionFunctional Assessment
SpecialEducation
School-wide Positive Behavior Support
Small Group social skills instructionSelf-monitoring
Check in/Check out
Behavior
Adapted from Lane, 2001; PBIS.org
Using Office Discipline Referrals
The five BIG questions1. Where are problem behavior events occurring?2. When are problem behavior events occurring?3. Why are problem behavior events occurring?4. What are the problems behaviors?5. Are there specific students who are contributing
to the problem behavior events?
PBIS.org
J. W. Elementary
• Referrals by Location
142
36
6
123
15 10
0
20
40
60
80
100
120
140
playground restroom hallway free time instruction cafeteria field
Classroom problems!
J. W. Elementary
End of Reading!
Time of Infraction Frequency
11
19
26
24
1617
12 12
15
12
8
1617
0.00
5.00
10.00
15.00
20.00
25.00
30.00
7:30-8:00
8:00-8:30
8:30-9:00
9:00-9:30
9:30-10:00
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
12:00-12:30
12:30-1:00
1:00-1:30
1:30-2:00
Nu
mb
er
of
Infr
acti
on
s
Secondary Interventions: Reading• UFLI Small Group Instruction• Literacy Centers
– Carbo Recorded Books– Magnetic Letters/Word Work– Foam Phonics Boards– Language Master– Phonics Phones
• Individualized Tutoring
What is UFLI?What is UFLI?
One-on-One TutoringOne-on-One Tutoring Gaining FluencyGaining Fluency
Measuring ProgressMeasuring Progress
Writing for ReadingWriting for Reading
Reading a New BookReading a New Book
Extending LiteracyExtending Literacy
Small Group ModificationSmall Group Modification Book IntroductionBook Introduction Coaching Through BookCoaching Through Book Manipulative Letter WorkManipulative Letter Work Rereading BookRereading Book OROR Reread familiar text and Reread familiar text and
measure progressmeasure progress Manipulative letter workManipulative letter work Introduce and coach through Introduce and coach through
New Book New Book Writing for ReadingWriting for Reading
Hayes, Lane, & Pullen, 1998
Foam Phonics
Phonics/Whisper Phones
• Students can listen to themselves as they read a story, list of words, or review letter sounds
• Good independent activity with feedback built in
• Student can move at his/her own pace
The Carbo Recorded-Book Method™
• Designed to increase reading fluency.• Books are recorded a few pages on each side of
tape at a slower than usual pace.• Recorded books available for reading levels PP-8.• Assists struggling readers to integrate rhythm, pace
and natural flow of language necessary for comprehension.
Carbo Books: Implementation
• Assign books and tapes to reading groups or individuals.
• Student should listen to a tape side 2-3 times while following along in book.
• Read the passage aloud to teacher, volunteer, or peer.
• Discuss content of story then move on to next tape side.
Secondary Interventions: Behavior• Small Group Social Skills Instruction• Self Monitoring• Check in/Check out
Teacher: _______________________________________________ Student: _______________________________________________ During your scheduled reading time, does the studentÉ
fail to remain engaged in class work?
use materials inappropriately?
get easily distracted by others?
distract others?
leave their desk during independent seatwork?
fail to complete work?
fail to have materials ready at the beginning of the lesson?
ask for help inappropriately?
wait for help inappropriately?
fail to choose an appropriate activity when finished with work?
fail to self- correct when reading?
fail to use strategies to recognize words?
make comments unrelated to activity?
fail to work cooperatively?
score at the intensive or strategic level on DIBELS?
Checklist
Adapted from Skillstreaming the Elementary School Child Skill Cards (McGinnis & Goldstein, 1997)
Behavior Recording FormObserver____________________________ Student_____________________________ Date____________________ Classroom/Activity________________________________ + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - On task means:
1. remains engaged in class work 2. uses materials appropriately 3. does not get distracted by others 4. does not distract others 5. does not leave desk during independent seatwork 6. completes work 7. has materials ready at beginning of lesson 8. asks for help appropriately 9. waits for help appropriately 10. chooses an appropriate activity when finished with work
Method: Instructional ProceduresProcedural Steps Used in Social Skills Instruction
1. Introduction of the skill. “Today we are going to talk about asking for help. Can you
think of a reason why asking for help is an important skill to have in reading?”
Discussion of skill rationale and purpose took place with researcher and teacher
involved. The student was then presented with the skill card.
2. Model the skill. Researcher models the metacognitive strategy of “thinking aloud”
with the steps listed on the skill card.
3. Practice the skill with feedback. The student practiced the skill listed on the skill card
using the think aloud strategy. The researcher and teacher provided feedback on the
student’s performance.
4. Test the skill. The student returned to his desk to test the skill with the teacher
providing prompts for skill use.
5. Review of point sheet on skill card.
6. Student performance reinforced at end of day.
Method: Prompt CardAsking for Help
1. Ask yourself, “Can I do this alone?” 2. If not, raise your hand. 3. Wait. Say to yourself, “I know I can wait without talking or playing.” 4. Ask for help in a friendly way.
8:05 – 9:40 12:15 - 1:00 9:45 – 10:45 1:00 - 1:30 11:15 – 12:15 Total Points 3 = Excellent 2 = Satisfactory 1 = Fair
Adapted from Skillstreaming the Elementary School Child Skill Cards (McGinnis & Goldstein, 1997
Tertiary Interventions: Reading
• Individualized Tutoring– UFLI One-on-One Tutoring– Specialized Tutoring
• Special Education
Tertiary Interventions: Behavior
• Individualized Social Skills Instruction• Functional Behavior Assessment• Special Education
Data Driven Instruction
• With the model in place, we needed a method of determining which students needed secondary and tertiary interventions…
DIBELSOffice discipline referrals
DIBELS: Dynamic Indicators of Basic Early Literacy Skills
• 5 brief measures of important skills that form the basis for early success in reading.
– Letter naming fluency– Initial sound fluency– Phonemic segmentation fluency– Nonsense word fluency– Oral reading fluency
Instructional Patterns of DIBELS ScoresIntensive: All measures are at high risk, or All measures are at
high risk, or Majority are at high risk with others at moderate risk
Majority are at high risk with others at moderate riskStrategic: One measure at high risk and others at moderate risk,
or or Majority are at high risk with one at low risk, or Majority
are at high risk with one at low risk, or All risk levels represented in measures All risk levels
represented in measuresInitial (or Benchmark) All at low risk
DIBELS
Intensive
Strategic
Benchmark
I ntensive <20%
Strategic <40%
Benchmark >40%
ESE Referrals
0
5
10
15
20
25
30
35
Williams Terwilliger Littlewood
Year 1
Year 2
Year 3
Year 4
39% 32% 31%