It is NEVER Too Late

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It is NEVER Too Late ! Successful Secondary
Literacy Support Via an Adapted 3 Tier Model
Growing the Green Conference Columbus Ohio, June
2007
Dr. Kevin Feldman www.scoe.org/reading
kfeldman_at_scoe.org
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How are our older readers doing?
The Need?
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Clearly Ohio Has Work to Do
64 of Ohio 8th Graders Read Below the Proficient
Level
as do 49 other states!
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8th Grade NAEP Passage Ellis Island - Gateway
to America
Why does the author say " 'the land of the free'
was not so free to everyone, after all"?
Why does this passage contain the actual words of
some of the immigrants?
If you could ask one of the immigrants a
question, what else would you want to know about
their experience on Ellis Is.?
If you had lived in Armenia in 1892, would you
have immigrated to America? Use information from
the passage to explain why or why not.
Q What do you notice about the nature of these
questions? Implications?
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Critical Literacy
vAbility to critique, analyze , defend, explain,
think deeply - not just on the
surface vArgumentative literacy (Graff,
2003) - ability to persuade, to debate, to
clarify - explain why, evaluate, make
judgments v Make a point and support it
w/evidence and clear thinking v Use
appropriate Academic Language - the vocabulary
and conventions of grammar and syntax demanded
by the discipline/situation v Skillful in
speaking writing - expressive lang. arts
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The most recent (2007) and comprehensive
report to date
vschool-wide content area focus on
literacy vacademic discussion as a core
strategy vintervention for all who need it,
including ELLs vclassroom - instructional
level focus, NOT just the structures of school
http//www.centeroninstruction.org/
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Bottom Line Improving Secondary Literacy
Requires Some Viable Form of
1) School-wide Content Literacy Focus -
responsive instruction used across the
curriculum - academic vocabulary,
academic writing across the curriculum
- comprehension strategies taught across the
curriculum
2) Provide Reading Intervention Classes - -
matched to assessed student needs - level one
2 hr replacement intensive care - level two 1
hr supplemental strategic classes
3) Focused Collaboration (PLC) - data/evidence
based cycle of inquiry - change practices based
on student results - pick 1-2 things - do them
well, go slow to go fast
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Intervention
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What do we mean by INTERVENTION?
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A CD ROM Web Based Tool Kit for Improving
Intervention
Preview online http//www.scoe.org/ffi/index.htm
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A Heuristic for Literacy
Shefelbine (2001) Juel/Gough (1990)
MOTIVATION (pleasure, purpose, joy, success)
COMPREHENSION
DECODING
Word Recognition
Fluency
Academic Language
Comprehension Strategies
44 phonemes (blend/segment) 26 letters
Decode single Multi-syllable words
Strategies to apply in texts
Rate WCPM 1st 50-60 2nd 90-100
3rd 115-120 4th 120-130 5th
130-140 6-8 150 Accuracy (95)
Prosody
Vocabulary Content Area Knowledge
Syntax text structure Grammar ELD as
appropriate
Active Reading Strategic Reading (e.g.
summarizing) Self Monitoring Fix Up
Strategies Flexible - adjust to text/purpose
Writing, Listening, Speaking Skills
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heuristic heu ris tic n.
1-2-3-4
Synonym Explanation/Example Image
________________ for problem solving(e.g.
literacy), guidelines, a method or approach
Greek root
To solve the many complex literacy issues
facing todays schools educators need a powerful
________.
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Reading instruction in the resource room Set up
for failure.
Exceptional Children, Moody, S. W., Vaughn, S.,
Hughes, M. T., Fischer, M. (2000). 66, 305316.

• 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

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(Torgesen et al. 2001)
70
71.8
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KEYS to Effective Reading Interventions Research
Conclusions
Based on your background knowledge what do
you predict research says must be present for
intervention to narrow the gap
1) 2) 3) 4)
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Think NEEDS Not Label or
Category!!
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Organize Intervention in Tiers
Level 1 Primary Intervention Enhanced general
education w/ a strong content critical
literacy focus Level 2 Secondary
Intervention Child receives more intense
intervention via the general education
system, some type of scheduled reading
improvement classes Level 3 Tertiary
Child may be placed in special education -
Intervention increases in intensity and
duration (e.g. double blocked intervention class)
If progress is poor, move to next level.
www.texasreading.org
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Applying the 3 Tier Model to Support Secondary
Interventions (Tier 2 3)
- Adapted from Drs. Anita Archer Mary Gleason
Level 1 Level 2 Level 3 0-3.
Reading Intensive Care 3.0-5.0 Reading Booster
5-7.0 Reading Tune UP
v Strategies for decoding longer
polysyllabic words - affixes . -
complex vowel patterns - decodable chunks
vPassage Reading/Fluency v Academic
writing v Correlated Spelling/WS v Read Aloud
- vocab stretch v Indepen. reading Comp.
v Intense Word Recognition -
sound/symbol - decoding reg. words .
- irregular words v Fluency
Building v Spelling Word Study v
Independent reading v Read Aloud - Vocab
stretch
v Passage Reading Strategies
Prepared Participation v Content Reading
Strat. - text structure - summarizing
- note taking - preteach
vocabulary v Study Strategies v Academic
Writing v Independent reading

English Language Development as needed
content/intensity of support must match
assessed student needs - no one size fits all
interventions allowed!
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ALL Effective Interventions MUST be Driven by
Assessment
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Why Assess?
Successful schools are places where teams of
teachers meet regularly to focus on student work
through assessment and change their
instructional practice accordingly to get
better results (Michael Fullan, 2000)
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Assessment is A KEY to An Effective
Prevention/Early Intervention System

• Screening Who needs help?
• - compare to research supported
  norms/levels
• - begin w/CSTs, grades, ORF

• Diagnostics What help do they need?
• - diagnostic insight error
  analysis, strengths...
• - what are they using but confusing

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

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Assessment Bottom Line?
Dont bother assessing unless you

• Ask Are we using the right tool for the
• job? (think of our 3 key questions for
  assessment)

2) Talk it over with other colleagues.
3) Take Instructional Action on the numbers.
4) Check to see if the numbers change - is
it making a difference? Act accordingly
Weighing the lambs doesnt make em any fatter!
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Think NEEDS Not Label or Category!!
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Example Secondary Literacy Assessment Tools
Minimum Assessments Beyond State Tests/Grades
to Begin to Address the Question - WHY??
Must listen to them read!!
1. Oral Reading Fluency (e.g. The Fluency
Monitor from www.readnaturally.com) 2.
Comprehension (e.g. SRI www.scholastic.com or
DRP) 3. Phonics - CORE Phonics Survey
(www.corelearn.com) or TOWRE (Test of Word
Reading Efficiency - ProEd)
CORE Assessing Reading Multiple Measures
Arena Press K-8 [phone] www.corelearn.com
reliable/valid efficient inexpensive
useful
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Assessment Must Drive the Train Grouping,
Materials, Time, Teacher, the whole business is
guided by what students need.

• Assume virtually All BB/FBB students will have
  needs related
• to vocabulary, academic language, comprehension,
  study skills.

Cant wisely create an intervention program for a
older struggling reader without listening to them
read out loud!

• Examines State assess. data - focus on those most
  in need
• (e.g. Below Basic, Far Below Basic), check D/F
  list, etc.
• Have them read a grade level passage for 1
  minute, assess
• WCPM, accuracy (error type, esp. ELLs),
  expression.
• If students make more than 4 errors (esp.
  meaningful ones)
• administer San Diego Quick to confirm word
  level needs
• Analyze student needs - place into 3 or 4 groups
  (include
• ELD needs)
• 5. Form classes, pick programs/teachers/time
  slots, etc.

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Benchmark Fluency Assessor
www.readnaturally.com

• Fluency Assessment Screening
• Fluency Progress Monitoring

• Carefully leveled passages
• Gr. 1-8
• Multiple forms - monitor at risk more frequently
• Software database - charts/graphs/compare to
  norms, etc.
• Relatively inexpensive!

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Oral Reading Fluency Rates - Gr. 6 FALL Using
Data to Inform Our Teaching
Reading Intensive Care Out Patient Clinic
Regular Check Ups
150 NY
Yikes!
0-60 60-80 80-95 95-100 100-105 105-115
125- 130 130-140 150
Intensive Strategic Benchmark

• Targeted Fluency Materials More practice
  On track for NY
• more practice - may use additional
• monitor closely
  targeted materials

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Oral Reading Fluency Norms
http//www.readnaturally.com/howto/whoNeeds.htm
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Feldmans Simple Framework for Acting on the
Evidence
WHAT? What is their level, score? How does this
compare to norms/standards?
SO WHAT? Analysis - what does this mean? Is this
OK? Should I be concerned? What is this telling
me? What needs are not being adequately
addressed? How does this compare with the last
assessment?
NOW WHAT? What should I/We do? What specific
programs, materials, strategies,
technology time allocations, etc.
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HJH - 2006/7 - Gr. 6-8 Class of Approx 450
Totals 79
1st Cut - Students Scoring Below/Far Below CSTs
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
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Progress Monitoring Assessment is Essential
for ALL Students in Tier 2 3 Interventions - it
is the R in RtI Models
Progress Monitoring Tools Must Be

• Quick
• Predicatively Valid
• Multiple Forms
• Easy to Use

Clearinghouse of tools Student Progress Web
Site http//www.studentprogress.org/
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Progress Monitoring in a Collaborative Setting
Problem Solving is Key!
Changed the intervention based on data
better results!!
Collaborative Problem Solving is the key
to ensuring successful interventions.
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A Key Role for Admin Establish Support data
teams or Professional Learning Communities
Ongoing Cycle of Reflection/Action Linked to
Student Achievement Date
What?

• What does the data indicate?
• Is this a problem? How serious?

• Progress Monitor
• Adjust as the data says
• This now becomes the
• what and the cycle
• spins on

Now What?
So What?

• What specifically will we do?
• When will this be done?
• Who will do this?
• What materials will I need?
• Can I pre-teach this?
• Can technology help?

• What is missing?
• What can I build on?
• What does the research say is
• best practice here?

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One Example Mountain Ridge Middle 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) v decoding phoneme
awr. (Language!) v fluency v oral comp. v
vocabulary
Strategic -2 v REWARDS (content lit) v
academic writing vStudy skills v vocabulary
Strategic -1 v advanced decoding (REWARDS) v
fluency v comp. strat v vocabulary
Benchmark v Content elaborations v
vocabulary v writing v research projects
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Creekside Middle School Literacy Support Model
Tier One INTENSIVE v 2 period block -
replaces Lang. Arts v Language!
Curriculum v Smaller classes
Tier Two STRATEGIC - 1 v1 period supplement
to Lang. Arts v Targeted Programs (e.g.
REWARDS, RN)
Tier Three STRATEGIC - 2 v 1 period
supplement to Lang. Arts v Skills for School
Success curriculum
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Key to Tier 1? Improving
Instruction
Content Literacy - Critical Literacy - Academic
Language
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The Effects of Weaknesses in Oral Language on
Reading Growth/Academic Achievement (Hirsch, 1996)
High Oral Language in Kindergarten
16 15 14 13 12 11 10 9 8 7 6 5
5.2 years difference
Reading Age Level
Low Oral Language in Kindergarten
What Can We Do To INTENTIONALLY Narrow This Gap?
5 6 7 8 9 10 11 12 13
14 15 16
Chronological Age
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Catch 22s in Language/Literacy
Main Entry catch-22 Pronunciation -"twen-tE-'tü
Function noun Inflected Form(s) plural
catch-22's or catch-22s Usage often
capitalized Etymology from Catch-22, paradoxical
rule in the novel Catch-22 (1961) by Joseph
Heller Date 1971 A problematic situation for
which the only solution is denied by a
circumstance inherent in the problem

• Students most in need of your instruction are the
  LEAST
• engaged in it! (of course the reverse is
  also true) or

2) Student who most need to read - read the
LEAST, thus have the most impoverished
vocabularies, etc. etc.
3) Students who most need to practice their
ACADEMIC oral language are practicing the
least
The Matthew Effect in Reading Most ALL of
Schooling
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Reflection on Student Shadowing in LAUSD Dist.
6 Dr. Glen Harvey, CEO WestEd 2006
many, if not most English learners were
essentially invisible they almost never spoke in
class whole class instruction, teacher led
questions and all answers directed to the
teacher. Called upon three times with no wait
time or scaffolding to support processing in
English as a second language, our Elizabeth will
not respond or even make eye contactand so the
day progresses, a world of no talk, no sharing,
and no interaction w/others. It seemed a desolate
world where the world is mute and language is not
explored or delved into, yet others around her
are speaking and responding. It has been a long
and arduous word-free morning the passivity of
the morning is deafening..
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Components of Academic Language
?Vocabulary the specialized words used in
academic settings content specific (e.g. magma)
high use academic terms (e.g. analyze,
comparatively, variable)
?Syntax the way words are arranged in order to
form sentences or phrases
?Grammar the rules according to which the words
of a language change their form and are combined
into sentences
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In Terms of Academic English
ALL Students Are ESL or AESL !!

• Academic English as a foreign language
• Vocabulary - nature density
• Syntax
• Grammar

Academic English is NOT a natural language it
must be TAUGHT not simply caught.
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Where is Academic English Found? - In Print!
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What is the essential factor in ensuring ALL
students build their academic language?
STRUCTURE
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WHAT is Being Structured?
EVERYTHING !!

• Topic - cognitive focus, critical questions
• Who - partner, group, 1s then 2s
• Time - short, focused, often!
• Preparation - write 1st, think time,
• rehearsal, evidence thinking took place!
• Language - academic vocabulary, syntax,
• Academic English e.g. sentence starters

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Key Principles for Structuring Inclusive Academic
Discussions

• Appropriate Question
• - can all respond to it? - if not, build
  knowledge
• - any vocabulary embedded in the Q to
  pre-teach?

2) Structured Thinking/Processing Time -
adequate wait time - often, write first to
organize and focus thinking -
appropriate sentence starter/frame if needed
3) Partner Rehearsal - practice academic
responding, make improvements
4) Unified Class Discussion Wrap Up - random
calling on students - NO hand raising -
authentic volunteers at the end - accountable
listening (e.g. record, paraphrase)
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What Can We Conclude?

• It is NEVER too late - Older students can
• become far more literate!

2) There is no BEST intervention program - but
teachers do need a solid research based
program that has been proven work, one that
matches assessed needs is age appropriate
- no one size fits all
3) Improving Secondary Literacy is Complex -
schools need to focus on content literacy,
intervention, and on-going professional
collaboration - NO quick fixes!
4) Students learn what they are TAUGHT! - and
encouraged/motivated to practice
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The greatest danger for most of us is not that
our aim is too high and we miss it, but that it
is too low and we reach it. Michelangelo