Supporting Effective Supporting Effective Interventions for Struggling Interventions for Struggling

ReadersReaders

Dr. Joseph K. TorgesenDr. Joseph K. TorgesenFlorida State UniversityFlorida State University

Florida Center for Reading ResearchFlorida Center for Reading Research

CoachCoach’’s Literacy Conference, August, 2005s Literacy Conference, August, 2005

If you could have one wish focused on helping If you could have one wish focused on helping more of your students become proficient more of your students become proficient readers, what would it be?readers, what would it be?

Greater funding?Greater funding?

Greater parental support?Greater parental support?

Better prepared teachers?Better prepared teachers?

Better prepared principals?Better prepared principals?

How about less How about less diversity among our diversity among our students in their students in their talenttalentand and preparationpreparation for for learning to read?

More hours in the day?More hours in the day?learning to read?Fewer hours in the day?Fewer hours in the day?

Better physical facilities?Better physical facilities?

Higher pay for teachers, principals, and coaches?Higher pay for teachers, principals, and coaches?

The problem of diversity in talent and The problem of diversity in talent and preparation for learning to readpreparation for learning to read

A central problem in reading instruction A central problem in reading instruction arises, not from the arises, not from the absoluteabsolute level of level of childrenchildren’’s preparation for learning to s preparation for learning to read, but from the read, but from the diversitydiversity in their in their levels of preparationlevels of preparation(Olson, 1998)(Olson, 1998)

What are the most important ways children are What are the most important ways children are diversediverse--when it comes to learning to read?when it comes to learning to read?

1. They are diverse in their talent and their preparation 1. They are diverse in their talent and their preparation for learning to read words accurately and fluentlyfor learning to read words accurately and fluently

2. They are diverse in their oral language knowledge 2. They are diverse in their oral language knowledge and abilitiesand abilities--vocabulary and world knowledgevocabulary and world knowledge

3. They are diverse in their abilities to manage their 3. They are diverse in their abilities to manage their learning behaviors and their motivation to apply learning behaviors and their motivation to apply them selves to learning to readthem selves to learning to read

Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)

BACKGROUND KNOWLEDGE

VOCABULARY KNOWLEDGE

LANGUAGE STRUCTURES

VERBAL REASONING

LITERACY KNOWLEDGE

PHON. AWARENESS

DECODING (and SPELLING)

SIGHT RECOGNITION

SKILLED READING:fluent execution andcoordination of word recognition and textcomprehension.

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasinglystrategic

Skilled Reading-fluent coordination of

word reading and comprehension

processes

Diversity exemplified Diversity exemplified in the lives of three in the lives of three

childrenchildren

Differences in talent and Differences in talent and preparation for learning to preparation for learning to

read wordsread words

Talent and preparation for learning to read words varies enormously among young children

100

50th

85

16th

70

2nd

130

98th

115

84th

Children can be strong in this talent-like my grandson Andrew

Percentile Ranks

Standard Scores

Talent and preparation for learning to read words varies enormously among young children

50th

10085

16th

70

2nd

130

98th

115

84th

Percentile Ranks

Children can be moderately weak in this talent-like David

Standard Scores

David

Talent and preparation for learning to read words varies enormously among young children

50th

16th

1008570

2nd

130

98th

115

84th

Percentile Ranks

Serious difficulties-probably require special interventions and a lot of extra support-like Alexis

Standard Scores

AlexisAlexis……..

The challenge of diversity in talent and preparation for The challenge of diversity in talent and preparation for learning to readlearning to read

Diversity in talent and preparationDiversity in talent and preparation

11 100100

Diversity of educational responseDiversity of educational response

3030 7070

The challenge of diversity in talent and preparation for The challenge of diversity in talent and preparation for learning to readlearning to read

Diversity in talent and preparationDiversity in talent and preparation

3030 7070

11 100100

Diversity of educational responseDiversity of educational response

11 100100

interventions

What are the primary areas most likely to need What are the primary areas most likely to need intervention to prevent reading difficulties?intervention to prevent reading difficulties?

1. Interventions to improve phonemic awareness, 1. Interventions to improve phonemic awareness, letter knowledge, phonemic decoding, and reading letter knowledge, phonemic decoding, and reading fluencyfluency

2. Interventions to improve vocabulary, background 2. Interventions to improve vocabulary, background knowledge, thinking/reasoning, and active knowledge, thinking/reasoning, and active comprehension strategiescomprehension strategies

3. Interventions to help students become more 3. Interventions to help students become more engaged in learning and do more reading with engaged in learning and do more reading with materials at the right level and within an materials at the right level and within an accountability frameworkaccountability framework

The circular relationship between skill and The circular relationship between skill and motivation in readingmotivation in reading

If we want children to learn to If we want children to learn to read wellread well, we must , we must find a way to induce them to find a way to induce them to read lotsread lots..

If we want to induce children to If we want to induce children to read lotsread lots, we must teach them to , we must teach them to read wellread well..

Marilyn Jager AdamsMarilyn Jager Adams

A moment on motivationA moment on motivation……Detailed studies of effective teachers document that they are Detailed studies of effective teachers document that they are powerful motivators:powerful motivators:

““Basically, we found that engaging primaryBasically, we found that engaging primary--grades teachers do grades teachers do something every minute of every hour of every school day to something every minute of every hour of every school day to motivate their students, using every conceivable motivational motivate their students, using every conceivable motivational mechanism to do somechanism to do so------from praising specific accomplishments from praising specific accomplishments to reminding students how well they perform when they try to to reminding students how well they perform when they try to encouraging constructive possible selves (e.g., imagining encouraging constructive possible selves (e.g., imagining themselves going to college). themselves going to college). Pressley, 2004Pressley, 2004

A moment on motivationA moment on motivation……Detailed studies of effective teachers document that they are Detailed studies of effective teachers document that they are powerful motivators:powerful motivators:

““Less engaging teachers actually do much to Less engaging teachers actually do much to undermineunderminestudent motivation, including, for example, establishing a student motivation, including, for example, establishing a negative tone in the class, placing great emphasis on extrinsic negative tone in the class, placing great emphasis on extrinsic rewards, calling attention to weak performances by students, rewards, calling attention to weak performances by students, providing ineffective or unclear feedback, and fostering providing ineffective or unclear feedback, and fostering competition among students. Engaging teachers never teach competition among students. Engaging teachers never teach in ways that undermine studentsin ways that undermine students’’ motivation. motivation. Pressley, 2004Pressley, 2004

What are the What are the key ingredientskey ingredients at the at the classroom and school level needed to classroom and school level needed to prevent reading difficulties in young prevent reading difficulties in young

children?children?

A model for preventing reading failure in grades A model for preventing reading failure in grades KK--3: The big Ideas3: The big Ideas

1. Increase the quality, consistency, and 1. Increase the quality, consistency, and reachreach of of instruction in every Kinstruction in every K--3 classroom3 classroom

2. Conduct timely and valid assessments of reading 2. Conduct timely and valid assessments of reading growth to identify struggling readersgrowth to identify struggling readers

3. Provide more intensive interventions to 3. Provide more intensive interventions to ““catch upcatch up””the struggling readersthe struggling readers

The prevention of reading difficulties is a The prevention of reading difficulties is a schoolschool--level level challengechallenge

The The continuum of instructional powercontinuum of instructional power within the within the model for preventing reading failuremodel for preventing reading failure

1. Increase the quality, consistency, and 1. Increase the quality, consistency, and reachreach of of instruction in every Kinstruction in every K--3 classroom3 classroom

If lots of students in the school are at risk, the If lots of students in the school are at risk, the first level first level of interventionof intervention is spending is spending more timemore time and and improving improving qualityquality of initial instructionof initial instruction--everyone gets this everyone gets this ––

90 minute block is an intervention90 minute block is an intervention120 minute block is a stronger intervention120 minute block is a stronger intervention

The The intervention continuumintervention continuum begins with differentiated begins with differentiated instruction offered by the classroom teacher during the instruction offered by the classroom teacher during the 90 minute block90 minute block

A common structure for the uninterrupted A common structure for the uninterrupted reading instructional blockreading instructional block

Initial, systematic, explicit instruction in essential skills Initial, systematic, explicit instruction in essential skills and knowledge and knowledge –– 3030--60 minutes 60 minutes

To the extent time for this is increased, and instruction is To the extent time for this is increased, and instruction is more powerful, it is an more powerful, it is an ““intervention for the whole groupintervention for the whole group””

Differentiated instruction in small groups targeted to Differentiated instruction in small groups targeted to the needs of individual students the needs of individual students –– 6060--90 minutes90 minutes

This is the beginning of intervention continuum (time and This is the beginning of intervention continuum (time and focus and power) based on focus and power) based on individualindividual student need student need

Classroom organization should be Classroom organization should be related to teaching objectivesrelated to teaching objectives

Classroom Organization: Learning Classroom Organization: Learning Centers for differentiated groupsCenters for differentiated groups

•• TeacherTeacher--Led CenterLed Center-- Small group instructionSmall group instruction

•• Teaching Teaching ““on purposeon purpose””•• Careful observation of individual studentsCareful observation of individual students•• Addresses particular individual needsAddresses particular individual needs•• Opportunities for responsive scaffoldingOpportunities for responsive scaffolding

•• Student CentersStudent Centers-- Academically engagedAcademically engaged-- AccountabilityAccountability-- Group, Pair, Cooperative, IndividualGroup, Pair, Cooperative, Individual

Differentiated instruction in small groupsDifferentiated instruction in small groups

Classroom Organization: Learning Classroom Organization: Learning Centers for differentiated groupsCenters for differentiated groups

Points of vulnerability with this systemPoints of vulnerability with this systemStudents waste time at independent learning Students waste time at independent learning

centers because they are not engaged and centers because they are not engaged and centers are not focused and leveled properlycenters are not focused and leveled properly

Effective independent student learning activitiesEffective independent student learning activities……

Classroom Organization: Learning Classroom Organization: Learning Centers for differentiated groupsCenters for differentiated groups

Points of vulnerability with this systemPoints of vulnerability with this systemStudents waste time at independent learning Students waste time at independent learning

centers because they are not engaged and centers because they are not engaged and centers are not focused and leveled properlycenters are not focused and leveled properly

Behavior management issues interfere with Behavior management issues interfere with teacherteacher--led small group instructionled small group instruction

Small group instruction is not really differentiated Small group instruction is not really differentiated (time, frequency, focus) by student need(time, frequency, focus) by student need

Screening or Progress monitoring assessment

96

80

Cor

rect

wor

ds p

er m

inut

e

64

48

32

16

Sept Dec Feb May

TIER II InterventionsTIER II Interventions

Tier II is almost always given Tier II is almost always given in small groupsin small groups

TIER I

TIERIII

TIER IITIER II

Tier II should always Tier II should always increase the intensity of increase the intensity of instructioninstruction

The Logic of Instructional IntensityThe Logic of Instructional Intensity

Many children are already behind in vocabulary and Many children are already behind in vocabulary and print knowledge when they enter school.print knowledge when they enter school.

To achieve grade level standards by third grade, poor To achieve grade level standards by third grade, poor children acquire print related knowledge and children acquire print related knowledge and vocabulary words at a vocabulary words at a fasterfaster rate than their middle rate than their middle class peers in grades Kclass peers in grades K--33

The most direct way to increase learning rate is by The most direct way to increase learning rate is by increasing the number of positive, or successful, increasing the number of positive, or successful, instructional interactions (pii) per school day. instructional interactions (pii) per school day.

What is a Positive Instructional Interaction (What is a Positive Instructional Interaction (PiiPii))

Teacher explains a concept clearly at the right level, Teacher explains a concept clearly at the right level, and the child is actually attendingand the child is actually attending--processing the processing the informationinformation

Teacher models a correct response and the child Teacher models a correct response and the child attends to the modelattends to the model

Teacher corrects students error in a way that Teacher corrects students error in a way that increases the chance for the student to respond increases the chance for the student to respond correctly the next timecorrectly the next time

Teacher reinforces a correct response in way that Teacher reinforces a correct response in way that increases probability child will respond correctly on increases probability child will respond correctly on future occasionsfuture occasions

The Logic of Instructional IntensityThe Logic of Instructional Intensity

Many children are already behind in vocabulary and Many children are already behind in vocabulary and print knowledge when they enter school.print knowledge when they enter school.

To achieve grade level standards by third grade, poor To achieve grade level standards by third grade, poor children acquire print related knowledge and children acquire print related knowledge and vocabulary words at a vocabulary words at a fasterfaster rate than their middle rate than their middle class peers in grades Kclass peers in grades K--33

The most direct way to increase learning rate is by The most direct way to increase learning rate is by increasing the number of positive, or successful, increasing the number of positive, or successful, instructional interactions (pii) per school day. instructional interactions (pii) per school day.

There are a variety of ways to increase the number There are a variety of ways to increase the number of positive instructional interactions per school dayof positive instructional interactions per school day

TIER II InterventionsTIER II Interventions

Tier II is almost always given Tier II is almost always given in small groupsin small groups

TIER I

TIERIII

TIER IITIER II

Tier II should always Tier II should always increase the intensity of increase the intensity of instructioninstructionTier II must be precisely Tier II must be precisely targeted at the right level on targeted at the right level on studentstudent’’s most critical s most critical learning needslearning needs

Tier II must increase the Tier II must increase the explicitness of instructionexplicitness of instruction

Explicit Instruction

• Nothing is left to chance; all skills are taught directly..

• Student practice activities are carefully guided with “instructive” error correction

• Practice activities are carefully engineered to produce mastery

• Development of critical skills is carefully monitored-instruction is focused on mastery.

An Example of an An Example of an Effective Effective

IntervententionInterventention

Design of StudyDesign of Study

1. Most 1. Most ““at riskat risk”” first graders from five elementary schoolfirst graders from five elementary school——PPVT above 70PPVT above 70

2.Instruction provided in 45 min. sessions every day from 2.Instruction provided in 45 min. sessions every day from October through May in groups of 3 or 5 by October through May in groups of 3 or 5 by experienced teachers or wellexperienced teachers or well--trained paraprofessionalstrained paraprofessionals

3. Used a structured (scripted) reading program that 3. Used a structured (scripted) reading program that contained instruction and practice in phonemic contained instruction and practice in phonemic awareness, phonics, fluency, and comprehensionawareness, phonics, fluency, and comprehension

4. Used a number of methods to achieve fidelity of 4. Used a number of methods to achieve fidelity of implementationimplementation

3 days of initial training3 days of initial trainingWeekly supervisory visitsWeekly supervisory visitsMonthly Monthly inservice inservice (3 hours)(3 hours)

Work on phonemic awarenessWork on phonemic awareness

Blending sounds into wordsBlending sounds into words

Directly building sight recognition of high utility wordsDirectly building sight recognition of high utility words

Reading textReading text……

ComprehensionComprehension--story grammarstory grammar……

Two types of scaffoldingTwo types of scaffolding……..

Programmatic Scaffolding

Oral blending skills before blending printed wordsAwareness of phonemes before learning how they are represented in printGrapheme-phoneme knowledge before decoding

Instructional sequences organized so that students have the knowledge and skills they need to respond before they are asked to respond

Micro level within lessonsModeling of correct responsesComplete and clear explanations

Embedded in the instructional sequence

Responsive ScaffoldingResponsive Scaffolding

Teacher follows an error with a question or comment Teacher follows an error with a question or comment that directs the child to do the thinking necessary to that directs the child to do the thinking necessary to correct the response correct the response –– a a PiiPii

On videoOn videoTeacher notices error Teacher notices error –– stretches word stretches word ““slimslim””

Asks questionAsks question——whatwhat’’s the last sound you hear in s the last sound you hear in slim?slim?

Child responds Child responds ---- /m//m/Teacher asks, pointing to spelling, Teacher asks, pointing to spelling, ““does that does that match?match?””

Two types of scaffoldingTwo types of scaffolding……..

Helping a student pay attention to all the letters Helping a student pay attention to all the letters in a wordin a word

Responsive ScaffoldingResponsive ScaffoldingWord reading error Word reading error –– ““letlet’’s check this word. Can you read s check this word. Can you read it for me?it for me?Child reads Child reads ““sideside””..Teacher says, Teacher says, ““youyou’’re right that the word begins with the re right that the word begins with the /s/ sound. What letter do you see coming right after the /s/ sound. What letter do you see coming right after the ssin this word?in this word?””Child says Child says ““ll””Teacher says, Teacher says, ““what sound does what sound does ““ll”” make?make?””Child says Child says ““/l//l/””Teacher says, Teacher says, ““if you say the /l/ sound right after /s/ in this if you say the /l/ sound right after /s/ in this word, what word does that make?word, what word does that make?””

Growth in Word Reading Ability

75th

50th

25th

70

30

October January May

Nat

iona

l Per

cent

ile

Growth in Correct Words Per Minute on First Grade Level Passages

6055504540353025201510

Oct Nov Dec Jan Feb Mar Apr May

T3 T5 P3 P5

58.155.952.456.6

Comprehension on SAT9 = 50th percentile

Tier II interventions across the Tier II interventions across the grade levelsgrade levels

Kindergarten Kindergarten –– 20 minutes, small group, push in20 minutes, small group, push in

First grade First grade –– 3030--45 minutes, small group, push in or 45 minutes, small group, push in or additional instruction outside the blockadditional instruction outside the block

One important way to enhance the power of One important way to enhance the power of instruction during the 90 minute block is to have instruction during the 90 minute block is to have some of the small group instruction provided by some of the small group instruction provided by another teacher or paraprofessionalanother teacher or paraprofessional

Resource teacher and group of 3

Classroom teacher and group of 7

Independent Learning Activity (4)

Independent Learning Activity (3)

Independent Learning Activity (4)

Tier II interventions across the Tier II interventions across the grade levelsgrade levels

Kindergarten Kindergarten –– 20 minutes, small group, push in20 minutes, small group, push in

First grade First grade –– 3030--45 minutes, small group, push in or 45 minutes, small group, push in or additional instruction outside the blockadditional instruction outside the block

22--3 grades 3 grades ––3030--45 minutes , small group, push in 45 minutes , small group, push in plus plus another 30another 30--45 minutes outside of reading block45 minutes outside of reading block

oror

22ndnd and 3and 3rdrd Grade Grade –– a different core, smaller class for a different core, smaller class for 90 minutes90 minutes——””walk and readwalk and read””

Four Second Grade Classes

Intervention teacher

22 22 22 22

1525 24

Orderly movement between classes

24

Possible schedule for a 90 minute Possible schedule for a 90 minute intervention class in 2intervention class in 2ndnd and 3and 3rdrd gradegrade

2 teachers 2 teachers ---- 30 minute 30 minute rotatonsrotatonsGroup of 5 Group of 5 –– decoding and fluencydecoding and fluency-- low, mid, hilow, mid, hi

Group of 5 Group of 5 –– fluency,comp, fluency,comp, vocab vocab –– low,mid,hilow,mid,hi

Group of 5 Group of 5 –– technologytechnology--learning centerlearning center

How can immediate, intensive interventions be scheduled and delivered?1. Delivered by regular classroom teacher during the

“uninterrupted reading period”

2. Delivered by additional resource personnel during the “uninterrupted reading period”, or at other times during day

3. Delivered delivered by classroom and resource personnel during after school or before school programs

4. Delivered by well-trained and supervised paraprofessionals during the “uninterrupted reading period” or other times

5. Delivered by computers throughout the day

Screening or Progress monitoring assessment

96

80

Cor

rect

wor

ds p

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inut

e

64

48

32

16

Sept Dec Feb May

TIER III: Intensive interventionTIER III: Intensive intervention

Tier III is intensive, Tier III is intensive, strategic, instruction strategic, instruction specifically designed specifically designed and customized smalland customized small--group or 1:1 reading group or 1:1 reading instruction that is instruction that is extended beyond the extended beyond the time allocated for Tier I time allocated for Tier I and Tier II.and Tier II.

TIERIII

TIER III

Three Tiers or Multiple Tiers?Three Tiers or Multiple Tiers?

Ways that instruction must be made more powerful for students “at-risk” for reading difficulties.

More powerful instruction involves:More instructional timeSmaller instructional groupsMore precisely targeted at right level

Clearer and more detailed explanationsMore systematic instructional sequencesMore extensive opportunities for guided practiceMore opportunities for error correction and feedback

After strong classroom instruction is in placeAfter strong classroom instruction is in place, 8 , 8 keys to a strong prevention system for Kkeys to a strong prevention system for K--3 3 studentsstudents

1. Strong motivation and belief on the part of teachers and 1. Strong motivation and belief on the part of teachers and school leaders to teach school leaders to teach allall children to readchildren to read

We can teach even We can teach even ““high riskhigh risk”” children to readchildren to read

““soft bigotry of low expectationssoft bigotry of low expectations””

Examples from Reading FirstExamples from Reading First——Intervention Intervention effectiveness indicator in Kindergarteneffectiveness indicator in KindergartenPercent of students who Percent of students who began the year began the year ““at riskat risk””but ended at but ended at ““grade levelgrade level””

Year 1 (03Year 1 (03--04) Year 2 (0404) Year 2 (04--05)05)

45%45% 55%55%

Top ten schools for intervention effectiveness in KTop ten schools for intervention effectiveness in K

Ivey Lane ElementaryIvey Lane Elementary OrangeOrange 9191 9393Reading Edge Acad.Reading Edge Acad. VolusiaVolusia 9090 5353Pinecrest Pinecrest elementaryelementary CollierCollier 9090 9999Eastside ElementaryEastside Elementary ColumbiaColumbia 9090 6161Berkley ElementaryBerkley Elementary PolkPolk 8888 8888Hilliard ElementaryHilliard Elementary NassauNassau 8686 4747Highlands ElementaryHighlands Elementary CollierCollier 8585 9292Carver ElementaryCarver Elementary DuvalDuval 8585 100100Lauderdale ManorLauderdale Manor BrowardBroward 8484 9898Alta VistaAlta Vista PolkPolk 8383 9191

FR/LunchFR/Lunch

Examples from Reading FirstExamples from Reading First——Intervention Intervention effectiveness indicator in First Gradeeffectiveness indicator in First GradePercent of students who Percent of students who began the year began the year ““at riskat risk””but ended at but ended at ““grade levelgrade level””

Year 1 (03Year 1 (03--04) Year 2 (0404) Year 2 (04--05)05)

14%14% 16%16%

Top ten schools for intervention effectiveness in 1stTop ten schools for intervention effectiveness in 1stReading Edge Acad.Reading Edge Acad. Volusia Volusia 100100 5353Ivey Lane ElementaryIvey Lane Elementary OrangeOrange 6969 9595Melrose ElementaryMelrose Elementary PutnamPutnam 6060 6868OrangewoodOrangewood LeeLee 5353 5656Malone SchoolMalone School JacksonJackson 5353 7070Carrabelle HighCarrabelle High FranklinFranklin 5050 6565ChattahoocheeChattahoochee GadsdenGadsden 5050 8888Bond ElementaryBond Elementary LeonLeon 5050 100100Allamanda Allamanda ElementaryElementary Palm BeachPalm Beach 5050 4747South WardSouth Ward PinellasPinellas 5050 6868

FR/LunchFR/Lunch

Examples from Reading FirstExamples from Reading First——Intervention Intervention effectiveness indicator in 2nd Gradeeffectiveness indicator in 2nd GradePercent of students who Percent of students who began the year began the year ““at riskat risk””but ended at but ended at ““grade levelgrade level””

Year 1 (03Year 1 (03--04) Year 2 (0404) Year 2 (04--05)05)

6%6% 5%5%

Top ten schools for intervention effectiveness in 2ndTop ten schools for intervention effectiveness in 2ndHampton ElementaryHampton Elementary BradfordBradford 7575 6363Ivey Lane ElementaryIvey Lane Elementary OrangeOrange 4444 100100Malone SchoolMalone School JacksonJackson 3333 8888Brooker Brooker ElementaryElementary BradfordBradford 3333 7373Lake Gem ElementaryLake Gem Elementary OrangeOrange 2828 8181Zellwood ElementaryZellwood Elementary OrangeOrange 2828 7878Trapnell Trapnell ElementaryElementary HillsboroughHillsborough 2727 7979Greenway ElementaryGreenway Elementary MarionMarion 2525 7676Poplar Springs HighPoplar Springs High HolmesHolmes 2525 7474Reynolds LaneReynolds Lane DuvalDuval 2424 100100

FR/LunchFR/Lunch

Examples from Reading FirstExamples from Reading First——Intervention Intervention effectiveness indicator in 3rd Gradeeffectiveness indicator in 3rd GradePercent of students who Percent of students who began the year began the year ““at riskat risk””but ended at but ended at ““grade levelgrade level””

Year 1 (03Year 1 (03--04) Year 2 (0404) Year 2 (04--05)05)

14%14% 14%14%

Top ten schools for intervention effectiveness in 3rdTop ten schools for intervention effectiveness in 3rdHampton ElementaryHampton Elementary Bradford 100Bradford 100 6565Brooker Brooker ElementaryElementary BradfordBradford 7373 5454John Ford ElementaryJohn Ford Elementary DuvalDuval 6767 9999Eastside ElementaryEastside Elementary ColumbiaColumbia 5454 7373Freedom ElementaryFreedom Elementary VolusiaVolusia 5151 4141Joseph Joseph LittlesLittles Palm BeachPalm Beach 5050 100100Ivey Lane ElementaryIvey Lane Elementary OrangeOrange 4747 100100Cambridge ElementaryCambridge Elementary BrevardBrevard 4141 8383Benoist Benoist FarmsFarms Palm BeachPalm Beach 3838 8585Foster ElementaryFoster Elementary HillsboroughHillsborough 3838 8686

FR/LunchFR/Lunch

After strong classroom instruction is in placeAfter strong classroom instruction is in place, 8 , 8 keys to a strong prevention system for Kkeys to a strong prevention system for K--3 3 studentsstudents

1. Strong motivation and belief the part of teachers and school 1. Strong motivation and belief the part of teachers and school leaders to teach leaders to teach allall children to readchildren to read

2. A reliable system for identifying students who need intensive2. A reliable system for identifying students who need intensiveinterventions in order to make normal progress in learning to interventions in order to make normal progress in learning to readread

3. A reliable system for monitoring the effectiveness of 3. A reliable system for monitoring the effectiveness of interventionsinterventions

4. Regular team meetings and leadership to enforce and 4. Regular team meetings and leadership to enforce and enable the use of data to adjust interventions as needed. enable the use of data to adjust interventions as needed.

Eight keys to a strong prevention system for KEight keys to a strong prevention system for K--3 students (cont.)3 students (cont.)5. Regular adjustments to interventions based on student 5. Regular adjustments to interventions based on student

progress. The most frequent adjustments should involve progress. The most frequent adjustments should involve group size and time (intensity), but may also involve a group size and time (intensity), but may also involve a change of teacher or program. change of teacher or program.

6. Enough personnel to provide the interventions with sufficient6. Enough personnel to provide the interventions with sufficientintensity (small group size and daily, uninterrupted intensity (small group size and daily, uninterrupted intervention sessions) intervention sessions)

7. Programs and materials to guide the interventions that are 7. Programs and materials to guide the interventions that are consistent with scientifically based research in reading consistent with scientifically based research in reading

8. Training, support, and monitoring to insure that intervention8. Training, support, and monitoring to insure that interventionprograms are implemented with high fidelity and quality. programs are implemented with high fidelity and quality.

How to choose evidence based How to choose evidence based programs to guide instructionprograms to guide instruction

Why choose a wellWhy choose a well--developed intervention developed intervention ““programprogram””to guide instruction?to guide instruction?

It acts as a scaffold for good teaching behaviorsIt acts as a scaffold for good teaching behaviorsIt provides a wellIt provides a well--organized scope and sequenceorganized scope and sequence

It has coordinated and aligned practice materials It has coordinated and aligned practice materials and activitiesand activitiesIt should help with proper pacing and movement It should help with proper pacing and movement of instructionof instruction

What kinds of programs might be What kinds of programs might be helpful to us?helpful to us?

KindergartenKindergartenPA, letter knowledge into phonicsPA, letter knowledge into phonicsVocabulary and oral languageVocabulary and oral language

First GradeFirst GradePA, letter knowledge, into phonicsPA, letter knowledge, into phonicsVocabulary and oral languageVocabulary and oral language

Second and Third GradeSecond and Third GradePhonics and fluencyPhonics and fluencyVocabulary, comprehension strategiesVocabulary, comprehension strategies

A summary: the most essential ideasA summary: the most essential ideasInterventions Interventions mustmust increase the intensity of instructionincrease the intensity of instruction

More timeMore timeSmaller groupsSmaller groups

Interventions Interventions mustmust be targeted on critical skills at the be targeted on critical skills at the right levelright level

Initial and ongoing assessmentsInitial and ongoing assessments

Interventions Interventions mustmust be skillfully deliveredbe skillfully deliveredAt risk students require clear explanations, At risk students require clear explanations, systematic practice, and effective error correctionsystematic practice, and effective error correction

Interventions Interventions mustmust be coordinated at the school levelbe coordinated at the school levelPrincipal and coach must be involved because school Principal and coach must be involved because school resources must be used where most neededresources must be used where most needed

Something to remember when faced Something to remember when faced with a difficult taskwith a difficult task……

The greatest danger for most of us is not The greatest danger for most of us is not that our aim is too high and we miss it, but that our aim is too high and we miss it, but that it is too low and we reach it.that it is too low and we reach it.

MichelangeloMichelangelo

Questions/Questions/DiscussionDiscussion