RTI: Creating EffectiveTier 2/3 Interventions,Applying the Research

ESU #3 Omaha RegionAdolescent Literacy Project

January 11, 2012

Dr. Kevin Feldmanwww. scoe.org/reading kfeldman@scoe.org

Literacy: It’s EVERYONES’ Responsibility

√ reading, writing AND speaking, listening√ across the grades, content area disciplines√ “having competence or knowledge” valued in the discipline

Teaching is VERYPersonal...

Max & Zoe 7 yrs Later…

and 3 years ago...

1.) Validation/Motivation - explore the critical aspects of RtI2 & how they relate to overall improved secondary achievement. 2.) Practical strategies/resources to apply within your school setting to ensure ALL students receive effective Tier 2/3 interventions who need them. 3.) Information/resources to investigate/inquire/ explore beyond today as you continue to refine your RtI2 program.

What is RtI2?

Response to Intervention

Response to Instruction

“Really Terrific Instruction”

(and what’s with the “squared” business?)

What do we meanby “intervention”?

“Insanity: doing the same things overand over and expecting DIFFERENT results”

or

“If you keep doing what you’ve been doing,you’ll keep getting what you’ve been getting...”

RtI2 Organizes Interventions in Tiers

Tier 1: Primary Intervention Enhanced general education,

improve core instruction

Tier 2: Secondary Intervention- additional time (e.g. 1 period.)

- matched to assessed needs.

Tier 3: Tertiary Intervention- even more time, (e.g. 2 period)

- more specialized curricula, etc.

If progress is inadequate, move to next level.

www.rti4success.org

Clear exitcriteria - avoid “lifers” if possible!

75-85 %

MEETING BENCHMARKS

15-25 % AT-RISK

3-5%B

enchmark

Supplem

ental

Intensive

75-80% Should Be Meeting Benchmark in Tier 1 - CORE

“Gut Check”: As of this Winter where is your schoolby grade level (% in Tier 1 at benchmark?)

Bottom Line: Improving Secondary Literacy Requires Some Viable Form of:

2) Provide Literacy Intervention Classes - - matched to assessed student needs- Tier 2: 1 period supplemental “strategic” classes- Tier 3: 2 period, often replacement or “intensive care”

1) School-wide Content Literacy Focus - “responsive instruction” used across the curriculum (Tier 1) - academic vocabulary, academic writing across the curriculum - comprehension strategies taught across the curriculum

3) Focused Collaboration (PLC)- data/evidence based cycle of inquiry- change practices based on student progress/results- regular data-based meetings/plan-revise-improve

Research Informed Resourcesfor Improving Adolescent Literacy

1) Research reports, summaries & program evaluations:√ What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/√ Best Evidence Encyclopedia: http://www.bestevidence.org/√ Center on Instruction: http://www.centeroninstruction.org/√ RTI National Center: http://www.rti4success.org/

2) Instructional Strategies/Tools/Resources√ SIM – U of Kansas Strategic Instruction Model: http://www.ku-crl.org/sim/√ Project CRISS: http://www.projectcriss.com/√ Teach Like a Champion: http://uncommonschools.org/√ Explicit Instruction (Archer & Hughes): http://explicitinstruction.org/√ All About Adolescent Literacy: http://www.adlit.org/√ Doing What Works: http://dww.ed.gov/

http://www.rti4success.org/

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Feldman’s Biased Literacy Listserve

A Simple Truth

There is NO intervention or ELD programpowerful enough to make up for an ineffectiveGeneral Ed program - the heart of improvingstudent achievement in RtI2/ERIA is inimproving Tier 1 Gen Ed instruction.

A Comprehensive Literacy Solution for Middle and High School – Dr. Joe Torgesen

1. Remember that the thinking and knowledge demands for literacy increase every year

Content area teachers must be part of the solution (Tier 1 – Content Enhancement)

2. Remember the most struggling readers are far behind their peers in many areas

Reading teachers must teach them basic and advanced reading skills as intensively and skillfully as the school can manage

Latest Research Summary:Secondary Literacy

www.centeroninstruction.org

Self Assessment re: IES RecommendationsAcross Content Areas in grades 4-12

1) Provide explicit vocabulary instruction2) Provide direct & explicit comprehension strategy instruction3) Provide opportunities for extended discussion of text/content meaning and interpretations4) Increase motivation and engagement in literacy learning (e.g. connections, choice, applications, etc)5) Make available intensive individualized interventions for struggling readers that can be provided by qualified specialists. (i.e. “tiered interventions”)

Tier One

Tiers Two & Three

* We know what to do... our challenge is mustering the will, courage, and coherent focus to do the job...

FREE at: www.centeroninstruction.org

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Essential Components of Reading/Literacy for AdolescentsALL struggling students need direct and explicit instruction in:

VocabularyComprehension

Motivation and EngagementSpeaking & Writing

SOME struggling students need direct and explicit instruction in:

Advanced Word Study(a very few basic phonics/decoding)

Fluency (to promote comprehension)

Direct & Explicit Instructionis Unambiguous – Clear - Focused

I do it

We/Y’all do it

You do it

Ask Anita Archer!

Structured Engagement “tool kit”:Ensure ALL Are Responding

4) Individual Responses (AFTER rehearsal/practice) - randomly call on individuals, use “public voices” - complete sentences, using new vocabulary

1) Choral Responses -pronounce it together- teacher cues students to respond (e.g. hand signal, voice, eyes)- physical responses too; fingers under the word, chart,etc.- “thumbs up when you know” (think time)

2) Partner Responses/Small Group (if warranted) - teacher assigns - provide a label/role “1’s tell 2’s” - alternate ranking (high with middle, middle with lower) - thoughtful questions/prompts/up & down Bloom’s taxonomy

3) Written Responses - focused prompts increase thinking, accountability, focus - structure academic language (e.g. sentence starters)

But, Houston , we have a...

How Effective Have OurInterventions Been for

Seriously Struggling Readers?

Are we narrowing/closing the gap?

** Why or Why not???

**Implications??What Does YourLocal Data Say?

70 71.8

(Torgesen et al. 2001)

Exceptional Children, Moody, S. W., Vaughn,

S., Hughes, M. T., & Fischer, M. (2000). 66, 305–316.

Reading instruction in the resource room:

Set up for failure.

Why? How is it set up for failure? Groups far too diverse (i.e. diff. levels with diff. needs) Too many students at once (lack of small group inst.) Too much silent seat work, work sheets, while research consistently finds to close the gap, students require:

- Intensive, Interactive, Instructional Level

TEACHING

What is currently known about proving effective remedial

interventions for older students with serious reading difficulties?

While it is true we have little replicated researchre: secondary RtI...we have an emerging databasere: Adolescent Literacy–Including Struggling Readers.

KEYS to Effective ReadingInterventions: Research Conclusions

1) TIME - allocated & engaged

2) GROUPING - based on assessed needs/group size

3) CURRICULUM - matched to assessed student needs & research based “tools”

4) INSTRUCTION - active, language rich, Responsive - “I do it, We do it, You do it”

** Driven by Assessment to Guide Your Decision Making

“It’s ALL About the Match”

Word Study

Fluency

Vocabulary

Comprehension

Writing

Motivation/Engagement

Reading Intervention Domains for Adolescent Struggling Readers

Basic Intervention Options:

1) Targeted intervention of one or more domains (Tier 2)

2) Comprehensive intervention addressing ALL domains (Tier 3)

Tier 3 Tier 2 Tier 1 0-5. Comprehensive inter. 5-8 Targeted Inter. 8.0 Content Enhancement

Matching Intervention to Assessed Needs:Targeted & Comprehensive Levels

- Adapted from Drs. Anita Archer & Mary Gleason

√ Intense Word Recognition - basic phonics - word study/spelling .√Phonemic awareness

√ Fluency Building √Vocabulary/Academic Lang

√ Independent reading √ Writing

√ Strategies for decoding longer polysyllabic words - affixes . - complex vowel patterns

√Passage Reading/Fluency√ Academic writing√Comprehension Strat.√ Academic vocab.√ Study skills/note taking

√Study Skills

√ Content Reading Strat.- text structure - summarizing

- inference - preteach vocabulary√Test taking strategies√ Academic Writing

√ Research/Project skills

2-3 periods 1 period Embedded Core

Formative assessments/progress monitoring are the“coin of the realm” - data drives the train!

A Few Practical Distinctions for Tier 2 & 3 (note: generalizations NOT rigid rules)

Time

Tier 2 Tier 3

1 – period 2 periods

Focus Targeted instruction 1-2 specific areas* always supplemental to ELA Core Program

Comprehensiveinstruction - maybe an ELA replacementfor ELA (w/credit HS)

Progress Monitoring

every 4 weeks every 2-3weeks

E. G. Creekside Middle School RTI Literacy Support Model

Tier 3: INTENSIVE√ 2 period block - replaces Lang. Arts√ READ 180 Curriculum√ Smaller classes *English Credit

Tier Two: (A) STRATEGIC - #1 √1 period supplement to Lang. Arts √ Targeted Programs (e.g. REWARDS, RN)

Tier Two (B): STRATEGIC - #2 √ 1 period supplement to Lang. Arts √ Skills for School Success curriculum

√ REWARDS plus, What’s Happening?

One Example: Mountain RidgeMiddle School - Paradise (Chico, CA.)

Structure: Added a 7th period to the day by cutting 7 min. from the other 6 periods - WHOLE SCHOOL is in a “reading class”.

Content: 4 Levels Based on Assessed NEEDS - NOT labels

Intensive√2 periods is their ELA√ decoding (Language!)√ fluency√ oral comp.√ vocabulary

Strategic -2√ REWARDS + (content lit)√ academic writing√Study skills√ vocabulary

Strategic -1√ advanced decoding (REWARDS)√ fluency√ comp. strat√ vocabulary

Benchmark√ Content elaborations√ vocabulary√ writing√ research projects

Tier 3 Tier 2 Tier 1

Assessment is A KEY to AnEffective RtI System

Progress Monitoring: “is the help helping? - evaluate the effects of our instruction via data - Is it working? If not - Do Something Different!!

Screening: Who needs help? - set your “cut point” for support (e.g. statelocal scores, Credits/Grades) - use data you already have (State/Dist tests, Grades, Credits)

Brief Diagnostics: What help do they need? - rule in/out decoding (Is decoding impairing comprehension?) - use ORF – 3 passages, mid score, meaning distorting errors?

3 Key Questions Assessment Must Address

Big Idea: Rule In or Rule Out

Q: Does the student need Word Level intervention; i.e. decoding/fluency work?

No silent test (e.g. State Tests, AR, SRI, Gates, etc)can tell us this – we must listen to them read...

Sources for ORF Passages Gr. 6-8 * Use 8th Gr. for 9-12 *

√ Benchmark Fluency Assessor www.readnaturally.com

√ Aimswebhttp://www.aimsweb.com/

√ CORE - Assessing Reading Multiple Measures http://www.corelearn.com/

Compare Score to ORF NormsGrade %tile Fall Winter Spring *Expected Growth

√ Is there a fluency problem? Severe or Moderate?√ Is there a decoding problem (lots of errors, esp. meaning distortion errors (not ELLs dropping a tense marker like /ed/) ?

- if an issue, may add Phonics/Decoding Assessment

Why 8th Gr. Passage for HS ? - Fluency/Decoding difficulty is notsignificantly different in 9-12 (diff. is all vocab/sentence complexity)

Level 1 - Intensive Decoding/Fluency Needs/(ELD)* fluency well under 100 WRC & 7+ errors (meaningful)

Level 2 - Moderate Decoding & Fluency Needs* fluency 100-120, 4-7 errors

Level 3 - Modest - Moderate Fluency Needs* fluency 120 - 140 0-5 errors

Level 4 - No Significant Fluency/Decoding All Vocab/Comp/Writing 140+, 0-5 errors

PHS - 2006/7 - Gr. 9 Class of Approx 450 Totals

791st Cut - Students Scoring “Below/Far Below” CSTs

12

35

20

12

Differentiate Interventions Basedon Brief Diagnostic (Rule in/out process)

Most severe – Tier 3 Intervention 2 per. (e.g. READ 180, L! etc.)

- 12 students combined w/existing SpecEd*need it all; decoding/fluency/vocab. & comp

Moderate A – Tier 2 Intervention (e.g. REWARDS, RN, etc.)

- 55 students need 1 period - decoding/fluency w/vocab/comp focus

Rule In – Need Word Study (decoding/fluency)

Moderate B – Tier 2 Intervention (SIM, RT, L, etc.) - 12 students need 1 period - vocab/comp/writing strategy focus

Rule OT – Does NOT Need Word Level Intervention

Assessing Reading Multiple Measureswww.corelearn.com - San Diego Quick/Core Phonics Survey- Vocab/Comp/Fluency & more

Quick Phonics Screenerwww.readnaturally.com- 3 forms, detailed decoding diagnostics

TOWRE (Test of Word Reading Efficiency)- www.proedinc.com

Word Reading/Decoding Diagnostic Assessments

Progress Monitoring Assessment for Secondary Students

Data Source Question Answered

Is the gap closing?

Is the rate of progressadequate -should we keep“doing what we are doing?”

√ ORF (Oral Reading Fluency) – Decoding needs

√ MAZE (Cloze vocab/comp measure)

√ Scholastic Reading Inventory STAR - other quick comp measures

* Best source: www.rti4success.org - click on tools

* Some interventions (e.g. READ 180) have PM tools built in

Grouping Students by Instructional Need“It’s all about the match”

How many students demonstrated serious fluency(ORF) & decoding (errors- number & type)?

* below 120 WCPM suggests fluency/decoding issues* below 95% accurate suggests decoding issues* error type – if EL and dropping ed/ing/es NOT

changing meaning – is a English structure issue NOT decoding

Key Question/Decision: (Rule in- Rule out) “Do they need word study/fluency intervention?”

FREE at: www.centeroninstruction.org

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What Kind of Support Can Specialized Teachers Provide to Struggling Readers?

Specialized teachers (e.g., intervention teachers, reading specialists, special education teachers) can use the strategies covered in this Meta-analysis with struggling students during small-group instruction or intervention classes. (Tier 2/3)

Specialized teachers can also coordinate/co-teach with content-area teachers to provide guidance on instructional strategies that may assist struggling readers in their content-area classes as they learn to read expository text. (Tier 1)

Selecting Research Validated Intervention Tools & Programs

• First assess & determine student needs

• Examine efficacy data using objective sources:√ What Works Clearinghouse http://ies.ed.gov/ncee/wwc/

√ National RTI Websitehttp://www.rti4success.org/instructionTools

√ Best Evidence Encyclopediahttp://www.bestevidence.org/reading/mhs/top.htm

√ Florida Center for Reading Researchhttp://www.fcrr.org/fcrrreports/creportscs.aspx?rep=supp

Please remember....

Well designed and research supportedprograms matter, but in the final analysisit is PEOPLE not programs that make thedifference...

√ does it match the student’s needs?√ right teachers for the job?√ adequate time allocated?√ fidelity of implementation?√ “tweak” based on PM data?

RTI Interventions Self Audit

1) Individually reflect upon, fill out the Self-Audit assessment form

2) Share/compare rankings and perception...

3) Agree upon 1-3 concrete “next steps” to improve the range of interventions implemented at your site.

Word Study is…

Research indicates that…Older students in need can benefit from word

study instruction (Edmonds et al., 2009; Scammacca et al., 2007).

Instructional practices that

improve word-level reading.

Why is Effective Word Study Instruction Important for

Some Students?

Some students have not reached the level of word-reading ability typical for their grade (Daane et al., 2005).

Poor word-reading ability can consequently affect fluency rates and overall comprehension of text.

Word StudySuccessful Readers Struggling Readers

Read multisyllabic words and use strategies to figure out unknown words.

Often read single-syllable words effortlessly but have difficulty decoding longer, multisyllabic words.

Make connections between letter patterns and sounds and use this understanding to read words.

May lack knowledge of the ways in which sounds map to print.

Break words into syllables during reading. Have difficulty breaking words into syllable parts.

Use word analysis strategies to break difficult or long words into meaningful parts such as inflectional endings, prefixes, suffixes, and roots.

Often do not use word analysis strategies to break words into parts.

(Bhattacharya & Ehri, 2004; Nagy, Berninger, & Abbott, 2006; Boardman et al., 2008)

Reasons for Word Study Difficulties

Students might not have been effectively taught how to decode in the earlier grades.

Students might not have been given adequate opportunities to practice.

Students may struggle to understand letter-sound correspondences or the “rules of the English language.”

COI Meta-analysisWord Study Intervention

FINDING

Interventions focused on word study had a moderate overall effect.

IMPLICATION

For older students struggling at the word level, specific word study intervention is associated with improved reading outcomes.

Highlighted Study:Bhattacharya & Ehri (2004)

Participants60 struggling readers (non-LD),

grades 6 through 9

Received one of two interventions provided by a researcher for

four sessions totaling 110 minutes.

WholeWord

Readingn = 20

SyllableChunking

n = 20

Received current school

instruction.

(Comparison Group)

n = 20

Which Strategy do You Think was Most Effective? Why?

Study Findings

Syllable training enhanced readers’ decoding ability on transfer tasks.

Syllable training enhanced readers’ ability to retain spellings of words in memory.

Whole word training was not found to help struggling readers on any of the decoding or spelling transfer tasks.

Conclusions About Word Study InstructionFor adolescent readers who struggle at the

word level, instruction in word study skills can improve word identification skills.

There are a variety of instructional methods for this purpose, but most involve teaching students to decode words by recognizing syllables types or by analyzing parts of words (e.g. prefixes, suffixes, roots)

Targeted Curricula Include:√ REWARDS - http://www.sopriswest.com√ SIPPS (Challenge Level) - http://www.devstu.org/sipps

un not; reversal of 26% uncoverre again, back, really 14% reviewin/im in, into, not 11% insertdis away, apart, negative 7% discoveren/em in; within; on 4% entailmis wrong 3% mistakenpre before 3% preventpro in favor of; before 1% protecta not; in, on, without 1% atypical

Prefix Meaning % of prefixed example words

The Most Common Prefixes in English

For example: brief simulation

Teaching Prefixes

Usually changes the MEANING of the baseor root word.

Read

preread (before)

reread (again)

misread (wrong)

pseudoread (fake)

Clarify the function

Systematic Practice in Identifying, Reading, & Understanding Prefixed Words

preview pre

reform re

misplace mis

uncover un

Find the word in the list above that means toput something in the wrong place. ___________

s, es more than one 31% characters verb marker

ed in the past; quality/state 20% walked ing when you do something; 14% walking

quality, state ly how something is 7% safely er, or one who, what/that 4% drummer

which tion, sion state, quality; act 4% action/mission able, ible able to be 2% disposable,

reversible al, ial related to, like 1% final, partial

Suffix Meaning % of suffixed example words

The Most Common Suffixes in English

Teaching Suffixes

A Suffix usually changes the part of speech,verb tense, plural, of the base word (sometimes changes the meaning)

Clarify the function

meaninglessto read (v)

read-er (n)

read-ing (n)

read-able (adj)

read-ability (n)

Systematic Practice in Identifying, Reading, & Understanding Suffixed Words

viewing ing

completeness ness

comfortable able

vacation tion

Find the word in the list above that means tofeel good or at ease: ___________

A Strategy for Reading Longer WordsDirectly teach students to apply this (after 10-15 “preskill” lessons”& fade to covert application... Release of responsibility)

* Initial Strategy Instruction - Explicitly Taught -Overt to Covert 1. Circle any word parts at the beginning & end of a word:

independent2. Underline the vowels in the rest of the word

independent

3. Say the parts - looping your finger under each partin de pen dent

4. Say the whole word - make it a real word/does it make sense in the sentence?

independent

propeller

Strategy Practice

infection

Dr. Anita Archer Teaching Polysyllabic Decodingto 7/8th Graders in Intervention: REWARDS (SoprisWest)

Technology For Decoding/Word Study IF Students Need It

http://www.lexialearning.com/

“SOS” - Strategies for Older Students

SKILLS REINFORCED INCLUDE:• Levels 1, 2 and 3: Word-attack and contextual strategies necessary for automatic word recognition (practice with one- to two-syllable words, sentences and paragraphs)• Level 4: Word-attack strategies for multi-syllable words containing open and consonant -le syllables as well as hard and soft "c" and "g"• Level 5: Word-attack strategies for refining Anglo-saxon prefixes and suffixes, recognition of Latin prefixes and suffixes, division of words into prefix, root and suffix, advanced decoding and comprehension skills (practice with two- to four-syllable words containing special accent patterns), vocabulary and word recognition and practice with common Greek combining forms

Low tech, useful, effective

Why Technology w/ Secondary Intervention?

Provide 1-1 on level instruction w/feedback, allowing teachers to differentiate - not a “one size fits all”, but personalized

Adolescents tend to react positively to using technology - it’s “hip and happening”

Don’t need to publicly “advertise” various limitations/lack of skill-knowledge

Easy to track progress - show growth

Avoids some class mgt. issues

Caveat: A Note About Fluency

We currently do not have adequate research to recommend fluency instruction for adolescents. For this reason, we do not describe fluency instruction for older students with reading difficulties. (COI report)

This does not mean that fluency instruction for older readers with reading difficulties is NOT effective. It means that we do not have adequate research to indicate that it IS effective.

When additional research becomes available, the Center on Instruction will develop guidance on fluency instruction for struggling adolescent readers.

* meanwhile we suggest....

Fluency: Differing Instructional Needs

Adolescents whose oral reading rate on grade-level text is:

Below 70 wcpm* need more practice with word recognition in addition to possible fluency practice;

Between 70 and 120 wcpm* may benefit from some fluency instruction; and

Greater than 120 wcpm* may benefit more from increased vocabulary and comprehension instruction rather than increased fluency instruction.

* Ranges are approximations.

Wide Reading vs. Repeated ReadingWhich is More Effective?

More research is needed in the area of fluency instruction for older students.

Recommendation IF You Choose to Provide Fluency Instruction:

Use a combination of repeated reading and wide reading.

Repeated reading provides opportunities for students to improve and automate their sight vocabulary.

Wide reading exposes students to new and different content, vocabulary, and text types.

Guided Oral Repeated ReadingAt Your Instructional Level

Guided - Teacher, CD, Tape Oral - Not Silent Repeated - more than twice (“6 +/- 3”)

Instructional level - in your “zone”

4 Elements That Must Be Present To Effectively Build Fluency

1. Pick a selection and get the tape/log on computer

2. Write a prediction/question.

3. Time yourself (cold) reading.

4. Mark your graph in blue.

5. Read along with the tape/CD ROM.

6. Practice reading without the tape/CD.

7. Answer the comp. questions.

8. Pass the story.

9. Mark your graph in red.

10. Write a retell or summary.

READ NATURALLY Steps

Fluency Instruction:Conclusions

The level of fluency required for secondary struggling readers to read effectively and understand text is not entirely clear.

For some students, fluency may help build a link between decoding and comprehension, but fluency does not cause comprehension.

Teachers should not spend a lot of time on fluency instruction and should pair it with instruction in decoding and/or vocabulary and comprehension-enhancing practices (e.g. REWARDS does this)

VocabularySuccessful Readers Struggling Readers

Are exposed to a breadth of vocabulary words in conversations and print at home and at school from a very early age.

Have limited exposure to new words.May not enjoy reading and therefore do not select reading as an independent activity.

Understand most words (at least 90 percent) when they are reading and can make sense of unknown words to build their vocabulary knowledge.

Read texts that are too difficult and thus are not able to comprehend what they read or to learn new words from reading.

Learn words incrementally, through multiple exposures to new words.

Lack the variety of experiences and exposures necessary to gain deep understanding of new words.

Have content-specific prior knowledge that assists them in understanding how words are used in a particular context.

Often have limited content-specific prior knowledge that is insufficient to support word learning.

(Boardman et al., 2008)

COI Meta-analysisVocabulary

FINDINGVocabulary interventions had the largest overall

effect size.

IMPLICATIONSWe know that directly teaching students the meaning of words and how to use strategies to uncover meanings of words can improve students’ knowledge of the words taught.

What we don’t know is whether or how vocabulary instruction influences global comprehension.

COI Meta-Analysis: Vocabulary

FINDINGVocabulary interventions had the largest overall

effect size.

CAVEATStandardized measures are not typically

used for measuring vocabulary knowledge and use.Only researcher-developed measures were used

in the studies in the meta-analysis.

Explicit Vocabulary Instruction

Direct instruction of specific words

Direct instruction of strategies to promote independent vocabulary

acquisition

(Kamil et al., 2008)

Explicit Instruction of Specific Words

(Kamil et al., 2008)

What is it?

Instruction on the meaning of specifically selected high leverage academic words

Instructional Recommendations

Devote a portion of time each day to instruction on specific words

Provide repeated exposures to new words in multiple contexts (Beck et al., 1982)

Supplement explicit instruction with opportunities to use new vocabulary in a variety of contexts (during discussion, while writing, during extended reading)

heuristic

heu•ris•tic n.

process or model for problem solving(e.g. literacy),guidelines, a method or approach

Synonym Explanation/Example Image

framework

0-1-2-3-4-5

Greek root:heuriskein - tofind

heuristic

To effectively develop critical academic literacy skills with all types of students, secondary educators need a powerful research informed/classroom tested ________.

Now it’s your turn....

One example of a heuristic I commonly use is________________.

Analyze – Synthesize - Evaluate

What did I do as a teacher in terms of:

1) Specific attributes of direct/explicit instruction – engagement, etc. to increase the odds that learning would occur?

2) Specific attributes of effective vocabulary instruction/academic language development?

Implications for EVERY teacher 6-12concerned w/improving literacy?

1) Introduce (say together, syllables, identify part of speech, morphology, etc.)

2) Explain BEFORE Define3) Provide Examples---------------4) Deepen Understanding5) Review & Coach Use

A Instructional Heuristic for Explicitly Teaching a New Term

“Quick Teach”

Bottom Line Summary?

Effective vocabulary/academic languageinstruction comes down to:

Connection – new to the known, building that “semantic network” in the mind/brain

No single correct method or strategy – it will dependon how important the term is, how difficult it is to grasp,level of your students, content area etc. ...but the sameessential architecture is there – Connect & Use

Use – academic speaking and writing as we constructand apply knowledge (not simply memorize ormatch, multiple choice etc.)

8th Grade Literacy Intervention: Tier 2Providing Explicit Vocabulary Instruction100% of the students are ELLs (Sara Tweist)

Additional Research on Vocabulary Instruction

Teachers should provide explicit vocabulary instruction in all content- area classes.

Strong evidence supports this recommendation (Kamil et al., 2008).

*Optimal RTI scenario – close collaboration with intervention AND Gen Ed content area teachers... Tiers 2 & 3 can only do so much... can’t “move the dial” on whole school achievement without a significant and relentless focus on Tier 1 improvement

Direct Instruction of Strategies to Promote Independent Vocabulary Acquisition

What is it?

Instruction of word meanings through examination of

different word parts and word families

Instructional Recommendation

Provide students with strategies/practice to make them independent vocabulary learners; e.g. affixes, roots, contextual analysis.

(Kamil et al., 2008)

High Frequency Latin/Greek Roots

Key: contextualized practice, connections to other wordsstudents know (e.g. spec – spectrum, inspect, spectacles)

(Stahl, 1999)

1) Drive comprehension of key BIG ideas in the text/lesson (e.g. circadian) 2) High Use academic words, needed for long term academic proficiency (e.g. evident, analysis)3) Words that are abstract and require thorough explanation – context alone is not sufficient.

Selecting Words for Direct/Explicit Vocabulary Instruction

Criteria to consider:

Practice Word Selection

Alexander Graham Bell is known as the inventor of the telephone. His assistant was named Thomas A. Watson. Together, Bell and Watson discovered how sound, including speech, could be transmitted through wires, and Bell received a patent for such a device. In 1876, the telephone was officially invented and the first telephone company was founded on July 9, 1877.

Academic Vocabulary: Word Generation Project

http://wordgeneration.org/

Conclusions About Vocabulary Instruction

Effective vocabulary instruction is not asking students to memorize definitions or teaching students unfriendly and complex descriptions of words.

Effective vocabulary instruction:

√ assures that students have opportunities to know what words mean and how to use them in oral and written language (i.e. connection & use)

√ is explicit and includes 1) direct instruction of word meaning and 2) direct instruction of strategies to promote independent vocabulary acquisition.

Teachers should carefully select specific words to target during vocabulary instruction based on student needs, goal of the lesson, and future academic success.

What is Reading Comprehension? “the process of simultaneously extracting

and constructing meaning through interaction and involvement with written language” (RAND, 2002, p. 11)

“Reading is an active and complex process that involves Understanding written text Developing and interpreting meaning; and Using meaning as appropriate to type of text,

purpose, and situation” (NAEP Framework, 2009)

TEXT

ACTIVITY

READER

Heuristic for reading comprehension (Sweet & Snow, 2003; Rand Reading Study Group, 2002).

Word recognition, vocabulary,background knowledge, strategyuse, inference-making abilities,motivation

Text structure, vocabulary, genrediscourse, motivating features,print style and font

Purpose, social relations,school/classroom/peers/families

Environment, cultural norms

Why is Effective Comprehension Instruction Important for All Students?

Many adolescent students have a difficult time comprehending content-area textbooks.

Many students are passive readers.

Comprehension strategy instruction promotes active participation in the comprehension process, thus improving students’ ability to monitor their understanding while reading.

Comprehension StrategiesSuccessful Readers Struggling Readers

Continuously monitor reading for understanding.

Fail to use meta-cognitive strategies as they read.

May not be aware when understanding breaks down.

Link content with their prior knowledge. May lack subject-specific prior knowledge.

Do not readily make connections between what they are learning and what they already know.

Use a variety of effective reading strategies before, during, and after reading.

Have limited knowledge and use of strategies for gaining information from text.

Set a purpose for reading and adjust their rate and strategy use depending on the text and content.

Often do not enjoy reading and lack understanding of the utility of reading.

(Boardman et al., 2008. Adapted from Denton et al., 2007; Pressley, 2006.)

COI Meta-analysisComprehension Strategies

FINDING The effect for reading comprehension strategy interventions was medium to large.

IMPLICATIONSReading comprehension interventions can have a significant impact on adolescent struggling readers.

Providing comprehension strategy instruction throughout the day provides opportunities for multiple exposures and use of strategies with a variety of texts.

What is a Comprehension Strategy?

“A Plan forThinking”

Asking and Answering Questions

Main Idea & Summarization

Using Graphic

Organizers

Multiple-Strategy

Instruction

Direct and Explicit Comprehension Strategy Instruction

(Kamil et al., 2008)

Active Student Engagement

Many researchers think that it is not the specific strategy taught, but rather the

students’ active participation in the comprehension process

that makes the most difference in students’ comprehension.

(Gersten et al., 2001; Pressley et al., 1987)

Direct and Explicit Comprehension Strategy Instruction

Instructional Recommendations

Carefully select text

Show students how to apply strategies to different texts (model thinking)

Ensure that text is at appropriate reading levels

Use direct and explicit instruction (I/We/Y’all/You do it)

Provide appropriate guided practice/feedback

Promote understanding of the text’s content

(Kamil et al., 2008)

Main Idea & SummarizationWhat is it?

Strategies to help students identify the most important elements of what they read and

synthesize those elements into a meaningful summary.

Why is it important?Enhances ability to synthesize large amounts

of information during and after reading.

Enables students to process and learn new information from text.

Main Idea & Summarization Strategy Instruction: When & Where?

WHEN?Main idea strategies can be used DURING

reading to find the most important information from a short section of text.

Summarization strategies can be used AFTER reading to synthesize larger amounts of text.

WHERE? (Everywhere!! - Tier 1, 2 & 3)

Reading/English/Language Arts classes (narrative texts and expository texts)

Content-area classes (expository texts)

Identifying the Main Idea/Summarize One Validated Strategy

Identify the most important “who” or “what”.

Identify the most important information about the “who” or “what.”

Write this information in one short sentence (e.g., 10 words or less).

Fuchs & Fuchs; 1988

“Paragraph Shrinking”

Another Version... U of Kansas SIM Project (Deshler et al.)

The “RAP” Strategy

R – Read a paragraph or section of text

A – Ask yourself what was the BIG idea and 2-3 important details

P – Put this into your own words – state the “gist”

Tier 3 Intervention (READ 180) w/Tonya Ward-Singer Teaching Vocabulary & Academic Language

How is Tonya taking care to structure engagement, thinking/comprehension, and academic language?

8th Grade Tier 2 Intervention (100% ELLs) “Paragraph Shrinking” w/Sara Tweist

Same Strategy - Gen Ed - 8th Gr. HistoryTier 1 w/Dr. Anita Archer

Teaching Students toAsk & Answer Questions

(Simmons, Rupley, Vaughn, & Edmonds, 2006; UTCRLA, 2003; Blachowicz & Ogle, 2001; Bos & Vaughn, 2002; NIFL, 2001; NRP, 2000; Raphael, 1986)

Level 1: Right ThereEasier questions, one- or two-word answers

Level 2: Putting it TogetherPut pieces of information

from text together to come up with answer

Level 3: Making ConnectionsCannot be answered by looking in text alone

Goals of Using Leveled Questions

• Help students ask and answer increasingly sophisticated types of questions.

• Help students become better consumers of text by being able to ask and answer both simple and complex questions.

• Show students how to approach different types of questions.

(Simmons, Rupley, Vaughn, & Edmonds, 2006)

Explicitly Teach Each Question Level “I do it, We do it, You do it”

Introduce one level of question at a time.

Model how to answer each level of question.

Provide guided practice.

Provide supported, independent practice.Provide immediate feedback to students.

(Simmons, Rupley, Vaughn, & Edmonds, 2006; UTCRLA, 2003; Blachowicz & Ogle, 2001; Bos & Vaughn, 2002; NIFL, 2001; NRP, 2000; Raphael, 1986)

Multi-component CSR “Collaborative Strategic Reading” (Vaughn & Klingner)

CSR Map1. PREVIEW - brainstorm- preread- predict

4. WRAP UP - ask/generate questions - review - record in learning log

2. CLICK & CLUNK - note hard parts - fix clunks - clarify

3. GET THE GIST - summarize/paraphrase - compare/contrast - note in learning log

Before reading

During Reading

After reading

Manual from www.sopriswest.com

Conclusions About Comprehension Instruction

Reading comprehension instruction can have a significant impact on the reading ability of adolescent struggling readers.

Teachers should provide adolescents with direct and explicit instruction w/plenty of practice & feedback –

** Not simply asking comprehension questions **

Students should have an active role in the comprehension process (e.g. thinking/speaking/writing/comparing/revising)

Remember that the ultimate goal is to understand the text.

Eventually, show students how to combine strategies and use them concurrently. (e.g. summarization & note taking)

Age/Level Appropriate Texts areEssential for Tier 2/3 Comp Interventions

Must haves:√ Non-fiction – issue based if possible√ Age appropriate (no “kiddy” or cute allowed!)√ Appropriate level (length and difficulty)

Sources: (a very partial list of favs)√ Time for Kids (grades 4-8)√ Language 3D (Scholastic)√ What’s Happening (CA/US/World) – Gr. 7-12)√ Published curricula (e.g. REWARDS Science,

Word Generation, Soar to Success, etc.)

Providing Tier 2 Instruction:What Might Instruction Look Like

During a Typical Lesson/Day?

Opening/Introduce lesson/review or warm up (10 min).

Lecture/model/demonstration (model and guided practice w/pairs – vocab/comp) (15 min).

Small-group work/partner practice (guided or independent practice) (15-20 min).

Wrap Up – review/re-teach/ etc. (5-10 min.)

Continue to Learn/Collaborate

Use Center on Instruction resources to build your background knowledge of reading instruction for older struggling readers.

Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction

Adolescent Literacy Resources: An Annotated Bibliography

Interventions for Adolescent Struggling Readers: A Meta-Analysis With Implications for Practice

Effective Instruction for Adolescent Struggling Readers: A Practice Brief

Continue to seek out other sources of support and knowledge. Visit www.centeroninstruction.org

What?

So What?

Now What?

Based on Your Experience Today:

Thank You !Please send questions, concerns,

etc. re: your Tier 2/3 Interventions

to me at: kfeldman@scoe.org