Advanced Training for Reading First Coaches Section 2 Enhancing Core and Intervention Instruction

1
Advanced Training for Reading First Coaches
Section 2 Enhancing Core and Intervention
Instruction
2
Enhancing Core Intervention Instruction

• CONTENT
• Revisit What You Know
• Healthy School-Wide Instructional System
• Key Instructional Elements
• Sharpen Your Skills
• Three New Roles- Support, Bridge, Deliver
• A Lens Shift
• Consider Tips and Cautions
• Determine Next Steps

3

• Revisiting What You Know

4
A Healthy School-Wide System
Harn, Kameenui, Simmons (2007) adapted from
The Nature and Role of the Third Tier in a
Prevention Model for Kindergarten Students
5
Effective Instruction

• Each tier of our school-wide system is effective
  if it meets the needs of most students who need
  that level of support.
• R. Good (2006)

6
The Extent of the Problem

• To plan appropriate intervention strategies for
  helping students who are experiencing learning
  difficulties, teachers should consider the degree
  of severity according to the three major groups.
• Kameenui Simmons (1998)

7
How Healthy Is Your School?

• Goal
• 80 grade-level
• 15 some-risk
• 5 high-risk

8
Your School Data

• CONSIDER
• Your school data in any reading subtest, such as
  fluency or comprehension.
• Do the percentages reflect your schools data?
• Are you at 80 or more for grade-level?

9
Many of Our Schools Lag Behind
Goal vs. Current

• Goal
• 80 grade-level
• 15 some-risk
• 5 high-risk

• Current Situation
• 40 grade-level
• 25 some-risk
• 35 high-risk

10
Building a Strong Foundation
Harn, Kameenui, Simmons (2007) adapted from
The Nature and Role of the Third Tier in a
Prevention Model for Kindergarten Students
11
A Strong Foundation

• Scientifically-based reading research
• Five essential areas of reading instruction
• Appropriate, targeted instruction
• Effective teaching principles
• On-going assessment and monitoring

12
Grade-level Students

• Generally, effective core curriculum and
  instruction supports 95 of grade-level students
  to achieve grade-level literacy goals.

13
Enhancing Core and Intervention Instruction Ask
the Experts

• We have been using the same comprehensive
  learning system for three years. Most of my
  teachers believe that they are implementing it
  faithfully, but I see so much variation and
  modification. Sometimes its even hard for me to
  recognize the program. HELP! How can I get
  people back on track?

14
The Teaching Gap Effective vs. Less Effective

• Professional development and evidence of
  teachers implementation
• Explicit instruction
• Instructional pacing and format
• Active student engagement
• Delivery of planned activities
• Motivational strategies
• Time on task
• Judicious review of skills
• Distributed practice
• Foorman, Carlson, Santi (2007)
• adapted from Classroom Reading Instruction and
  Teacher Knowledge in the Primary Grades

15
Increasing Efficacy

• CONSIDER
• Unhealthy numbers?
• Whats getting in the way?
• What might be done to increase the effectiveness
  of the teaching?

16
Some-Risk StudentsThe Strategic Layer
Intensive
Strategic
Benchmark
Harn, Kameenui, Simmons (2007) adapted from
The Nature and Role of the Third Tier in a
Prevention Model for Kindergarten Students
17
Strategic SupportWhats Different?

• Strategic Support
• Core reading program stays the same
• Instructional intensity is increased by
• Adding instructional time
• Reducing group size
• Benefit to Students
• Teaching at instructional level
• Offering many opportunities to respond
• Providing immediate error correction

D. Howe (2006) Reading First National Conference
18
More Explicit and Intensive

• Perhaps the most important conclusion to draw
  from recent intervention research is that
  intervention instruction should focus on the same
  major dimensions of knowledge and skills that are
  taught in the regular classroom but must be more
  explicit and intensive than classroom instruction
  to prevent or remediate reading difficulties.
• J. Torgesen (2004)
• Lessons Learned from Research on Interventions
  for Students Who Have Difficulty Learning to Read

19
Some-Risk Students

• Generally, effective supplemental instruction
  supports 80 of some-risk students to achieve
  grade-level literacy goals.

20
High-Risk StudentsThe Intensive Layer
Intensive
Strategic
Benchmark
Harn, Kameenui, Simmons (2007) adapted from
The Nature and Role of the Third Tier in a
Prevention Model for Kindergarten Students
21
Instructional Intensity

• Intensive Support
• Enhance the fidelity of the intervention
• Solicit coaching
• Deliver as designed
• Extend the time
• Reduce the group size
• Increase the opportunities to respond
• Benefit to Students
• Teaching at instructional level
• Many opportunities to respond
• Immediate error correction
• Adapted from R. Good (2006)
• System-wide Review in a Comprehensive Reading
  First Assessment Plan presented at the National
  Reading First Conference

22
High-Risk Students

• Generally, effective instructional interventions
  support 80 of high-risk students to achieve
  some-risk or grade-level literacy goals.

23
What We Know Effective Reading Instruction

• Struggling readers are more successful when
  taught the same fundamental reading skills, BUT
  with
• MORE instructional time
• MORE precisely sequenced instruction
• MORE coaching practice
• MORE explicit/direct teaching
• MORE careful progress monitoring/
• program adjustment

24
Maximizing Student Achievement

• Key Areas to Adjust
• Time
• Delivery
• Grouping
• Materials

25
Key Elements to Adjust
26
Key Elements To AdjustTime
27
TIME

• Increase instructional time
• Within school day
• Outside of school day
• Extend school year

28
How Much Time?
Grade
29
Catch-up Growth

• Students who are behind do not learn more in the
  same amount of time as students who are ahead.
• Catch-up growth is driven by proportional
  increases in direct instructional timea product
  only of quality instruction
• Fielding, Kerr, Rosier,
• Teaching All Children to Read Annual Growth
  plus Catch-Up Growth for All Students, (2007)

30
Key Elements To AdjustDelivery
31
Delivery

• Change instructional delivery
• Increase differentiated professional development
• Provide additional supports for instructor

32
Effective Delivery

• Explicit Teaching
• Active/Cognitive Engagement
• Ample Practice
• Monitoring and Feedback
• Transfer of Responsibility

33
OPTIONALModeling

• When modeling, remember NEMO
• NAME the strategy
• EXPLAIN how and when it is used
• MODEL using the strategy
• OPPORTUNITIES- provide students with lots of
  opportunities to apply

34
Differentiated ProfessionalDevelopment

• Based on
• Teachers experience
• Student achievement data
• Teacher request and/or choice

35
Implications for Coaching

• Vary
• Time
• Frequency
• Duration
• Intensity

Sound familiar?
36
Additional Supports

• Assistance with data analysis and planning
• More frequent and intense coaching
• Demonstrations/modeling
• Side-by-side/ co-teaching
• Observation, consultation and feedback

37
Key Elements To AdjustGROUPING
38
Grouping

• Option
• Change membership
• Make group smaller
• Group students with similar instructional needs

39
Overview of K-3 Instructional Profiles
Outcome Measures from Previous School Year
Screening Data from Current School Year
grade-level
some-risk
high-risk
Advanced
Phonics Screener
In-Program Assessments
Profile 5 high-risk on Screening Assessments
Profile 1 grade-level or above on
Screening Assessments Passes In-Program Unit
Tests
Profile 2 grade-level or above on
Screening Assessments Fails Some
In-Program Unit Tests
Profile 3 some-risk on Screening Assessments
Passes Phonics Screener Skills
Profile 4 some-risk on Screening Assessments
Fails Some Phonics Screener Skills
Intensive Intervention with Core Reading Program
Intervention Core Program Guided by
Placement Test Results
ELL Profile Usually needs extra language support
and can be in any profile
40
GroupingBased On Student Needs

• Identified by
• Previous Outcome Measures
• Current Screening Data
• In-Program Assessments
• Additional Screeners or Diagnostics
• Organized by
• Student Profiles
• Specific Learning Gaps

41
GroupingSchool Organization

• OPTIONS
• Within Classroom Flexible Grouping
• All students in homeroom using comprehensive
  learning system along with Instructional
  level-materials for Intervention
• Small groups by skill level as needed
• Between Classrooms Flexible Grouping
• All students divided across classrooms by skill
  level using comprehensive learning system along
  with instructional-level materials for
  intervention
• Designated Intervention Classroom
• High-risk students grouped in a classroom using
  comprehensive learning system and/or
  instructional level materials for intervention
• Can be used in combination with either of the
  above options.

42
Key Elements To AdjustMaterials
43
Materials

• Adjust Instructional Materials
• Change placement in program
• Add scaffolding to program
• Add supplemental programs
• Change program
• Intervention

44
MaterialsBefore a Change Consider

• If teachers are implementing the core curriculum
  effectively
• The way it was intended?
• Skillfully vs. faithfully?
• If adequate time is allocated for teaching
• Protected?
• Not just scheduled but actual?

45
Adequate Instructional Materials Considerations

• Are all five critical components addressed
  sufficiently?
• Is the rate of introduction of new
  skills/concepts appropriate?
• Is adequate scaffolding provided?
• Are adequate examples of practice available?
• Is vocabulary instruction explicit and
  sufficient?
• Are adequate progress-monitoring assessments
  provided?
• Are they adequate for all levels of learners?

46
OPTIONAL ACTIVITY Instructional Materials
Material Status

• Locate Handout 2.3 Material Status
• Think about or review the materials your site is
  using for core instruction and intervention
  support.
• Are they adequate for all levels of learners--
  grade-level, some-risk, high-risk?

47
Core Instruction Is

• Explicit and Systematic
• Intensive
• Focused
• Targeted
• Persistent
• Accelerated
• Supportive

48
Intervention is MORE!

• Explicit and Systematic
• Intensive
• Focused
• Targeted
• Persistent
• Accelerated
• Supportive

49
Intervention

• It includes
• Group size modifications
• Increased focus on identified instructional
  features
• More overt scaffolding
• Appropriate adaptations
• Careful alignment to core instruction

50
More, More, More

• Students with special learning needs are
  provided additional instructional time and
  support. Additional time is allocated within the
  school day, before school, after school, and
  during vacation periods as necessary.
• Reading/Langauge Arts Framework for
• California Public Schools (2007)

51
Enhancing Core andIntervention InstructionAsk
the Experts

• The good news is-- weve established a real
  focus on intervention for our struggling
  students. Unfortunately, intervention has become
  our first line of attack. HELP! How can I get
  people back to acknowledging the value of
  well-delivered first instruction?

52
At Your School
53
Enhancing Core and Intervention Instruction

• Sharpening Your Skills

54
The Coachs Role

• Support
• Classroom teachers
• Interventionists
• Bridge
• Align classroom instruction and materials with
  intervention
• Differentiate between core and intervention
• Deliver
• Team teach and/or model core instruction
• Tutor supplemental sessions
• Teach intervention session

55
The Coachs Role SupportNew Emphasis

• The current role with new emphasis
• Modeling
• Observing
• Problem-Solving
• Planning

56
Im Supporting
57
Enhancing Core and Intervention InstructionAsk
the Experts

• I realize there are a lot of people on my site
  providing additional reading support for
  students-- the Title I and the Special Education
  staff, paraprofessionals, and even the tutoring
  staff for the after school programs. We are with
  many of the same students working towards the
  same goals. HELP! How can I extend my coaching to
  bring coherence to all these efforts?

58
Coaching Role SupportA Lens Shift

• From teachers to students.
• From fragmentation to cohesiveness!

Effectiveness is measured by student success.
59
Student Case Studies

• Determine student instructional needs
• Identify coach actions to support the teachers

60
Coaching Role SupportObservation Feedback

• Focus on students
• What are they doing?
• How well?
• How often?

Can you see the learning?
61
Enhancing Core Whole Group Instruction

• What percentage of time is devoted to whole group
  instruction?
• What purposes are served?
• Does differentiation occur?
• Do teachers individualize and monitor student
  performance?
• What does content coverage/mastery look like?
• Do teachers move on when mastery is evident?

62
Enhancing Core Small Group Instruction

• Are teachers using data to make decisions about
  small group instruction?
• How is small group instruction used?
• Does the teacher work with small groups everyday?
  How does this look?
• What are the other students doing during this
  time?
• Are the activities during small group or center
  time based on pre-teaching/ re-teaching or review
  and practice?

63
Enhancing Core Small Group Instruction

• How does the teacher monitor small group
  instruction?
• How are other adults in the room utilized?
• Is differentiation within and between groups
  evident?
• Do teachers use centers effectively to address
  documented student needs?

64
OPTIONAL ACTIVITY Enhancing CoreThe Look

• Consider how instruction looks for each of the
  three profiles of students
• How does the look of core instruction differ?
• Think about time, grouping patterns, transitions,
  practice, level of independence, etc.

65
Coaching Role SupportRefining Instruction

• Explicit Teaching
• Cognitive Engagement
• Ample Practice
• Monitor and Feedback
• Transfer of Responsibility

66
Refining InstructionMeeting Student Needs

• Practice is a bridge between teaching and
  learning.

If students are not progressing, is practice the
issue?
67
Practice Makes It Stick

• New brain imaging technology shows the powerful
  positive effect of practice in creating neural
  circuits related to the development of what
  scientists call expertise or skill. Basically,
  the brain learns by practice. The old dictum
  repeated by mothers and teachers about the
  importance of practice, practice, and more
  practice turns out to be right. Whether it is for
  learning how to pitch a baseball, to play a
  musical instrument, or to read, nothing is more
  important for the formation and reinforcement of
  neural systems. That is what leads to perfection
  and expertise.
• S. Shaywitz (2003)
• Overcoming Dyslexia

68
Coaching Role SupportAdequate Practice

• What makes it adequate?
• Right time
• Right skill
• Appropriate frequency
• Logical distribution over time
• Judicious review and refinement

Right CONTENT for the right STUDENTS at the
right TIME!
69
Coaching Role SupportAdequate Practice

• Exactly when to engage students in practice,
  through what method, and for what duration are
  educational decisions that teachers will need to
  make on a regular basis.

70
Promoting Mastery

• The goal of all practice is mastery, the ability
  to perform a skill independently and without
  error. .. the teacher moves the student through
  practice with different levels of assistance
  highly structured, semi-independent or guided,
  and independent.
• The kind of feedback students receive during
  structured practice has much to do with their
  later success.
• Joyce, Weil, Calhoun (2000)
• Models of Teaching, 6th Ed.

71
Refining InstructionMeeting Student Needs
I hear and I forget. I see and I remember. I do
and I understand. Ancient Chinese Proverb

If students are not progressing, is engagement
the issue?
72
Superficial or Deep

• Think about the list you compiled
• Are the actions superficial artifacts of
  engagement or do they support real student
  thinking?
• How can we tell the difference?
• How do you support teachers in increasing
  cognitive engagement of students?

73
Consistently Linked

• High motivation and engagement in learning have
  been consistently linked to reduced dropout rates
  and increased levels of student success
• (Blank 1997 Dev 1997 Kushman 2000 Woods 1995).

74
Active Engagement

• High levels of active engagement during lessons
  are associated with higher levels of achievement
  and student motivation.
• R. Ryan E. Deci (2000)

75
A Robust Predictor

• Researchers have found student engagement a
  robust predictor of student achievement and
  behavior in school, regardless of socioeconomic
  status. Students engaged in school are more
  likely to earn higher grades and test scores and
  have lower drop-out rates.
• Klem Connell (2004)

76
Promoting Real Thinking

• Look for evidence that
• Students know and can articulate the learning
  objective
• Engagement strategy is appropriate to the
  learning goal
• Students are doing the work of the learning
• Students are developing independence with taught
  strategies

77
Factors that Promote Engagement

• Tasks
• Challenging and achievable
• Questions
• Skillful and thought provoking
• Scaffolds
• Strategic and supportive
• Feedback
• Timely and constructive

78
Explicit Systematic Teaching

• Explicit and systematic teaching does not
  preclude the use of active engagement strategies.
  In fact, one of the prominent features of well
  delivered direct instruction is high levels of
  active engagement on the part of all students.
• S. Sayko S. Turner (2007)

79
The Coachs Role Bridge

• Support
• Classroom teachers
• Interventionists
• Bridge
• - Align classroom instruction and materials with
  intervention
• - Differentiate between core and intervention
• Deliver
• Team teach and/or model core instruction
• Tutor supplemental sessions
• Teach intervention session

80
Aligning Instruction

• The coach bridges classroom and intervention
  instruction through
• Communication
• Resources
• Scheduling

81
The Coachs Role BridgeSeamless Communication

• Communication between classroom and intervention
  teachers regarding
• Assessment and Placement
• Planning and Groupings
• Progress and Transition

82
Enhancing Core andIntervention InstructionAsk
the Experts

• I have such a hard time getting my teachers
  together. Many are too busy to stay after school
  or have other site responsibilities that prohibit
  them from participating. It is such a challenge
  to facilitate good communication between core and
  intervention. HELP! What can I do?

83
Coaching Role BridgeOpportunities for
Communication

• One-on-One
• Collaborative Meeting
• Tracking documents/Logs

84
(No Transcript)
85
Tutoring Log
Key P Preview C Completed R Review ½ In
the Middle
Abbreviations TD Triple Dose DD Double
Dose AS After School RB Reading Block
Student Name ______________ Curriculum
______________
86
The Coachs Role Bridge Resources Are Maximized

• Common Language and Routines
• Equitable Program Elements
• Parallel Scope and Sequence
• Comparable Rigor

Do the resources accelerate or decelerate the
learning?
87
Core Instruction
Supplemental Instruction
Intervention Instruction
88
The Coachs Role Bridge Effective Scheduling

• Additive vs. Subtractive
• Cohesive vs. Fragmented
• Optimal vs. Convenient

89
Coaching Role Deliver

• Support
• Classroom teachers
• Interventionists
• Bridge
• Align classroom instruction and materials with
  intervention
• Differentiate between core and intervention
• Deliver
• Team teach and/or model core instruction
• Tutor supplemental sessions
• Teach intervention session

90
The Coachs Role Deliver

• The Coach May Deliver Instruction By
• Partnering with classroom teacher
• Partnering with the interventionists
• Teaching an intervention

91
Assumptions

• You cannot lead or teach what you do not know
• You cannot not lead or teach what you do not
  understand
• You cannot inspire that which you do not believe
  in
• Ronni Ephraim
• Lessons learned from LAUSD, (2008)

92
Learn the Programs

• Be able to assist in the selection of effective
  and aligned intervention materials
• Know them well enough to teach
• Be an implementation problem-solver-- anticipate
  barriers
• Know assessment data well enough for placement
  and flexible grouping options

93
Enhancing Core and Intervention InstructionAsk
the Experts

• I am now teaching an intervention class all
  afternoon. This has greatly reduced my available
  time to work with teachers. I am struggling to
  do both jobs effectively. HELP! There is only
  one of me.

94
Enhancing Core and Intervention Instruction

• Tips Cautions

95
Research to Practice Lessons Learned

• Remember the critical nature of
• Initial explicit strategy instruction
• High levels of interaction
• Teacher --- Students
• Students --- Students
• Extensive period of supported instruction where
  students gradually transition to independence
• Transfer to individual student accountability

96
Enhancing Core Instruction Comprehensive
Learning System

• Continue to maintain the focus on enhancing core
  instruction
• Revisit the emphasis on implementing a strong
  comprehensive learning system to decrease the
  need for intervention
• Move from mechanical implementation to skillful
  teaching

97
The Coachs Role Concluding Comments

• Maximize the power of your role to influence
  core and intervention instruction
• Capitalize on expertise
• Develop capacity
• Build cohesion

Leave no teacher behind!
98
Enhancing Core and Intervention Instruction

• Next Steps

99
Enhancing Core andIntervention
InstructionReflection

• REFLECTION
• Think about your role with both core and
  intervention efforts
• What supports could be enhanced?
• What bridges could be built?
• What teaching could be undertaken?
• NEXT STEPS

100
Enhancing Core Intervention InstructionReflecti
on

• Consider
• What do we have in place?
• Where do we need to go with core instruction?
• What are our needs for intervention?
• Do the school data document my hunches?
• What refinements are in my sphere of control?