Using Core, Supplemental, and Intervention Reading Programs to Meet the Needs of All Learners Carrie Thomas Beck, Ph.D. Oregon Reading First Center COSA

Using Core, Supplemental, and Intervention Reading Programs to

Meet the Needs of All Learners

Carrie Thomas Beck, Ph.D.

Oregon Reading First Center

COSA

June 22, 2007

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Components of a Schoolwide Beginning Reading Model

ProfessionalDevelopment

Administration/Organization/

Communication

DifferentiatedInstruction/Grouping/

Scheduling

InstructionalTime

InstructionalPrograms &

Materials

Assessment

Goals, Objectives &

Priorities

SchoolwideBeginningReadingModel

CSI Maps

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Instructional Programs & Materials

Core, Supplemental and Intervention Materials• Scientifically-based

• Provide explicit and systematic instruction on critical reading priorities

• Aligned to state standards

• Able to support the full range of students

• Implemented with a high level of fidelity

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Understanding the Purpose of Different Programs

Classifying Reading Programs:

What is the purpose of the program?

1. Core2. Supplemental3. Intervention

CoreReading Program

SupplementalReading Program

Core

Supplemental

Intervention

InterventionReading Program

Meeting the needs for most Supporting the Core Meeting the needs for each

Programs are tools that are implemented by teachers to ensure that children learn enough on time.

(Vaughn et al. 2001)

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Definitions:

CoreSupplementalIntervention

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Core Program

A core program is the “base” reading program designed

to provide instruction on the essential areas of reading

for the majority of students schoolwide. In general, the

core program should enable 80% or more of students to

attain schoolwide reading goals.

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One size does not fit all—

Period!We may need to supplement or modify, but we must do it judiciously.

Evaluating Core Programs: Identifying Gaps

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Supplemental Programs:

Support and extend the critical elements of a

core reading program.

Provide additional instruction in one or two

areas (e.g., phonological awareness, fluency)

and

Provide more instruction or practice in

particular area(s) of need.

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Intervention Programs:

Designed for children who demonstrate reading difficulty and are performing below grade level.

Provide more explicit, systematic instruction to accelerate learning and bring the learner to grade-level performance.

Focus on more than one area (e.g., phonics, fluency, and comprehension).

May focus exclusively on one essential reading area. Allow teachers to meet the needs of individual students who are

struggling in their classrooms. Specialized, intense, and typically delivered in small group settings.

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Scientifically-Based Materials

Oregon Reading First Center http://oregonreadingfirst.uoregon.edu/

Florida Center for Reading Research http://www.fcrr.org/

http://oregonreadingfirst.uoregon.edu/

http://oregonreadingfirst.uoregon.edu/

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Components of the Florida Reviews

What is __________? How is __________ aligned with Reading

First? Research support for ____________ Strengths and Weaknesses Which Florida districts have schools that

implement _____________? For more information References

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Instructional Time

Sufficient and effectively used instructional time• At minimum, 90 minutes of uninterrupted reading

instruction that is systematic and explicit

• Small group teacher directed instruction daily

• Additional time allocated for students who fail to make adequate reading progress

• Focused on skills and practices most highly correlated with reading success

Instructional Time

• “The amount of instructional time makes a huge difference in our student’s progress - also, the amount of instructional time at each individual’s level, being able to get what they need. We made the time.” - RF Coach

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Instructional Time

“We are determined to get all the instructional time we can. We test the first week. We collaborate and form groups. We begin ability group instruction in the first weeks. We teach to the end of the year. We tweak 15 more minutes for instruction by changing a transition. We are committed to getting the time our kids need. We keep looking at our schedule.”

- RF Coach

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Differentiated Instruction, Grouping, Scheduling Instruction that is tailored to individual students and

groups of students• Materials/programs matched to student performance levels

• Optimal group sizes

• Flexible, homogeneous groups to maximize opportunities to respond

• Group size, instructional time, and instructional programs are determined by and adjusted according to learner performance

• Use of cross-class and cross-grade grouping when appropriate

Using Core, Supplemental, and Intervention Reading Programs to

Meet the Needs of All Learners

Core, Supplemental, and Intervention Maps

CSI Maps

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Summary of CSI Map

School: Grade: TimeFrame/Year:InstructionalRecommend

Participation in Core

Curriculum:

Supplemental & Intervention Programs/Strategies: DeterminingInstructionalEffectiveness

Whole Small IW Curriculum 1: Curriculum2:

Curriculum3:

Curriculum4:

IndependentWork:

Out-of-ProgramTesting

Instructor: Instructor: Instructor: Instructor: Instructor: Instructor:

StudentsServed:

StudentsServed:

StudentsServed:

StudentsServed:

Group Size: Group Size:

Group Size: Group Size: Group Size: Group Size:

StudentsServed:

Test #1:

Frequency:

Activities: Activities: Activities: Activities:Activities: Activities: Activities:

__ w/inreading block__in additionto readingblock

_w/inreadingblock__ inaddition toreadingblock

__w/inreadingblock__in additionto readingblock


Activities: Test #2:

Frequency:

Minutes: Minutes: Minutes: Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

Subgroup 1:

n=

In-Program Te sts: In-ProgramTests:

In-ProgramTests:

In-ProgramTests:

In-ProgramTests:

Minutes: Test #3:

Frequency:

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Ground Rules for CSI Maps

One page plan for each subgroup of students (e.g., benchmark, strategic, intensive)

All teachers in a grade level work off of the same map

Teachers use data to determine effectiveness of instructional maps (i.e., CSI Maps)

CSI Maps are adjusted on a regular basis to fine tune instruction to meet the needs of each subgroup of students.

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Summary of CSI Map

School: Grade: TimeFrame/Year:InstructionalRecommend


Curriculum:



Curriculum3:

Curriculum4:

IndependentWork:



StudentsServed:

StudentsServed:

StudentsServed:

StudentsServed:



StudentsServed:

Test #1:

Frequency:







Frequency:


Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

BenchmarkSubgroup 1:

n=


In-ProgramTests:

In-ProgramTests:

In-ProgramTests:

Minutes: Test #3:

Frequency:

Instructional Recommendation(label and number)

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InstructionalRecommend


Curriculum:



Curriculum3:

Curriculum4:

IndependentWork:



StudentsServed:

StudentsServed:

StudentsServed:

StudentsServed:



StudentsServed:

Test #1:

Frequency:







Frequency:


Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

BenchmarkSubgroup 2:

n=


In-ProgramTests:

In-ProgramTests:

In-ProgramTests:

Minutes: Test #3:

Frequency:

Describe participation in the core: whole group, small group, and independent work

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Curriculum:


Whole Small IW Curriculum1:

Curriculum2:

Curriculum3:

Curriculum4:

IndependentWork:



StudentsServed:

StudentsServed:

StudentsServed:

StudentsServed:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

StudentsServed:

Test #1:

Frequency:


__ w/inreadingblock__inaddition toreadingblock


__w/inreadingblock__inaddition toreadingblock



Frequency:


Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

StrategicSubgroup 2:

n=

In-Program Tests: In-ProgramTests:

In-ProgramTests:

In-ProgramTests:

In-ProgramTests:

Minutes: Test #3:

Frequency:

Describe participation in supplemental and

intervention programs

(one per column)

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Curriculum:



Curriculum2:

Curriculum3:

Curriculum4:

IndependentWork:



StudentsServed:

StudentsServed:

StudentsServed:

StudentsServed:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

StudentsServed:

Test #1:

Frequency:







Frequency:


Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

IntensiveSubgroup 1:

n=


In-ProgramTests:

In-ProgramTests:

In-ProgramTests:

Minutes: Test #3:

Frequency:

A place to record independent work for students in supplemental and intervention programs

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Curriculum:



Curriculum2:

Curriculum3:

Curriculum4:

IndependentWork:



StudentsServed:

StudentsServed:

StudentsServed:

StudentsServed:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

StudentsServed:

Test #1:

Frequency:







Frequency:


Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

StrategicSubgroup 1:

n=


In-ProgramTests:

In-ProgramTests:

In-ProgramTests:

Minutes: Test #3:

Frequency:

List types of in-program tests administered in core and in

supplemental and interventionprograms.

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Curriculum:



Curriculum2:

Curriculum3:

Curriculum4:

IndependentWork:



StudentsServed:

StudentsServed:

StudentsServed:

StudentsServed:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

StudentsServed:

Test #1:

Frequency:







Frequency:


Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

IntensiveSubgroup 2:

n=


In-ProgramTests:

In-ProgramTests:

In-ProgramTests:

Minutes: Test #3:

Frequency:

Room to list up to three out-of-program tests for each subgroup

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A First Grade Example



Curriculum: Reading Mastery Plus



Read Naturally

Curriculum2: ERI

Curriculum3: ? coachneeds to

determine(SPED)

Curriculum4:

IndependentWork:


Instructor:classroomteachers

Instructor:classroomteachers,reading team

Instructor: IA+ parentvolunteer(classroomteachermonitors)

Instructor:Reading Team +other IAs

Instructor:SPED Teacherand IAs

Instructor:

StudentsServed:Intensivestudents whoscored at least 6or more on ORF

StudentsServed: Allintensivestudens untilthey score 50 onNWF and passERI end-of-program test

StudentsServed: SPEDstudents

StudentsServed:

Group Size:~23 students

Group Size:1-6 students

Group Size:homeroom class

Group Size:3-5

Group Size:coach needs todetermine

Group Size:

StudentsServed: Intensivestudents who score5 or less on ORF.

Test #1: DIBELS

Frequency:Every two weeks.

Activities:

Read Naturally.8 level

Activities:

ERI lessons

Activities: ? -coach needs todetermine

Activities:Activities:Language fromRM Plus, Level1

Activities:Reading fromRM Plus, Level1

Activities:Take-Homesfrom RM Plus,Level 1

__ w/inreading block_X_ inaddition toreading block

_w/inreadingblock_X_ inaddition toreadingblock

__w/inreadingblock_X_inaddition toreadingblock


Activities:Finish Take-Homes fromLanguage/Read-inglesson or teacher-made seatwork

Test #2:

Frequency:

Minutes:30

Minutes:45-50

Minutes:10-15

Minutes: 30

Days PerWeek: 4

Minutes: 40

Days PerWeek: 3

Minutes: 30

Days PerWeek: 5

Minutes:

Days PerWeek:

IntensiveSubgroup 1:Non ELLIntensive

n=

In-Program Te sts: MTs and Check-outs - reading L70/L109 teacher developed assessments to matchprogram - language

In-ProgramTests: Studentsgraph cold/hotreads

In-ProgramTests: Part 1,2, 3, 4 tests

In-ProgramTests: ? -coach needs todetermine

In-ProgramTests:

Minutes: 30minutes,

Days PerWeek: 4

Test #3:

Frequency:

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A First Grade Example (cont.)



Curriculum: Reading Mastery Plus



Read Naturally

Curriculum2: ERI

Curriculum3: Trofeos(SpanishLiteracy)

Curriculum4: Avenues

IndependentWork:


Instructor:classroomteachers

Instructor:classroomteachers,reading team

Instructor: IA+ parentvolunteer(classroomteachermonitors)

Instructor:Reading Team +other IAs

Instructor:ELL teacherand IA

Instructor:ELL teacher

StudentsServed:Intensivestudents whoscored at least 6or more on ORF(not includingthe 2 Russianstudents)

StudentsServed: Allintensivestudens untilthey score 50 onNWF and passERI end-of-program test

StudentsServed: 2intensive ELLstudents(Spanishspeaking) whoare notproficient inEnglish

StudentsServed: 2intensive ELLstudents(Russian)

Group Size:~23 students

Group Size:1-6 students

Group Size:homeroom class

Group Size:3-5

Group Size:2-7

Group Size:2

StudentsServed: Intensivestudents who score5 or less on ORF(not including 2Russian students).

Test #1: DIBELS

Frequency:Every two weeks.

Activities:

Read Naturally.8 level

Activities:

ERI lessons



Activities:Language fromRM Plus, Level1

Activities:Reading fromRM Plus, Level1

Activities:Take-Homesfrom RM Plus,Level 1

__ w/inreading block_X_ inaddition toreading block

_w/inreadingblock_X_ inaddition toreadingblock



Activities:Finish Take-Homes fromLanguage/Read-inglesson or teacher-made seatwork

Test #2:

Frequency:

Minutes:30

Minutes:45-50

Minutes:10-15

Minutes: 30

Days PerWeek: 4

Minutes: 40

Days PerWeek: 3

Minutes: 30

Days PerWeek: 5

Minutes: 30

Days PerWeek: 5

IntensiveSubgroup 2:ELLIntensive

n=

In-Program Te sts: MTs and Check-outs - reading L70/L109 teacher developed assessments to matchprogram - language

In-ProgramTests: Studentsgraph cold/hotreads

In-ProgramTests: Part 1,2, 3, 4 tests



Minutes: 30minutes,

Days PerWeek: 4

Test #3:

Frequency:

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Data Guides Instructional Support Plans

“If the plan is not working, we do whatever is

needed to change the plan. If it is not

working after two weeks or a month, you

need to change it. You need to make sure

the plan is working.

Failure is not an option.”-RF principal

Schools work to achieve healthy systems at each grade

level . . .

THENcan problem solve at the individual student level.

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Oregon Reading First Contact Information

Joni Gilles, Director of Oregon Reading First

• [email protected] Russ Sweet, Oregon Reading First Project Team Leader

• [email protected] Carrie Thomas Beck, Co-Director Oregon Reading First

Center

• [email protected] Scott Baker, Co-Director Oregon Reading First Center

• [email protected]

Documents

Using Core, Supplemental, and Intervention Reading Programs to Meet the Needs of All Learners Carrie Thomas Beck, Ph.D. Oregon Reading First Center COSA