Built on Science. Focused on Results.

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Built on Science. Focused on Results.
Kaplans Powerful Response to Intervention (RtI)
Solutions

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Kaplan K12 Learning Services

• Mission Statement
• We partner with schools to provide high-quality
  instructional programs that improve results and
  help all students achieve.

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WHAT IS RtI?

• Response to Intervention (RtI) data based
• decision making applied to education.
• Essential Components of RtI include
• An integrated data collection/assessment system
  to inform decisions at each tier of service
  delivery
• A problem - solving method and
• Multiple tiers of intervention service delivery
• 
  By George Batsche,
  PS/RtI Project Co-Director

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Three Tiers RtI

• Tier 3 Powerful intensive reading interventions
  delivered in small groups for extended periods
  (less than 5)

Assessment and Monitoring of Student Progress
Systematic Evaluation of Curriculum and
Instruction
Tier 2 At-risk students receive targeted
instruction to supplement the core (about 15)
Tier 1 High quality core reading instruction
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Kaplans Targeted Reading Intervention Solutions

• SpellRead
• An intensive intervention for small groups of
  struggling readers
• Focus on phonemics, phonics, fluency,
  vocabulary and comprehension for all students
• Text Connections
• A complete curriculum for striving
• adolescent readers
• Focus on building vocabulary, and
• comprehension skills

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What is SpellRead?

• Explicit small group reading intervention that
  delivers reliable student results across cohorts
• Struggling readers
• Special Education students
• English language learners
• Effective whether delivered by certified teachers
  or paraprofessionals.
• Once and done in one school year with 60
  minutes/day of instruction (140 hours total)
• Fully integrated, delivering instruction in all
  five essential areas

• Phonemics, phonetics, fluency, vocabulary and
• comprehension

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Classroom Implementation

• SpellRead trained instructor
• Efficient reader
• 7 days of PD
• Ongoing expert support
• Predominantly pull-out
• Instructor and five students around one table
• Quiet location

Daily Lesson Cycle 60 minutes (min)
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Phase BTwo syllablesIntroduces real words
Linguistic Foundations
Phase AUp to one syllableNonsense words
a_e
ay
ai
shr
sh
r
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10 Phonemic/Phonetic Activities

• Building
• Listening
• Analyzing
• Blending
• Synthesizing
• Analyze/Blend
• Spelling
• Visualizing
• Chart, List Card Reading
• Games

m
a_e
oy
ee
These same 10 activities are used throughout the
program.
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Strong Emphasis on Auditory Skill Development
Here is a listening activity (A.20.2)
oo
aw
ee
Important activity to address transposing of
sounds (e.g., ees and see or left and
felt ).
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Speed Reading

• CV VC non-words.
• Expected Time
• 40 cards
• in 40 secs

Fish A.10.3
moo
oys
eem
awth
foy
eeth
afe
eesh
ooth
sha_e
faw
thee
oysh
soo
aws
maw
tha_e
soy
oof
ame

• This is only 20 of the 40 cards.
• A.10.3 is also used for Fish.

There are 9 speed packs for students to
master A.8.4 A.16.4 A.23.4 A.28.4 A.32.4
A.37.4 A.41.4 A.46.4 A.49.4
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A.49.4 Ideal Time
derm
gute
perf
fo²osh
lurt
quorp
quorp
shorp
ro²ox
burs
wirsh
horx
chirb
nerk
yort
querl
jorn
bude
quorb
still not as fast as normal conversation.
(This was half of the 40 unique cards in A.49.4)
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Active Reading

• High interest books sequenced based on
  readability.
• Each student has a copy of the book and takes
  turns reading aloud.
• Students are never allowed to struggle.
• Story is discussed before, during, and after
  reading.
• Emphasizes the use of oral language.
• Skills focus on retelling, summarizing, and
  vocabulary development.

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Writing Connections

• Practice turning oral language into written
  language.
• Students write about the books they have read in
  response to a prompt and a specific purpose.
• Focus begins with students getting oral
  comprehension written down.
• Progresses toward application of writing
  conventions.

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Active ReadingMini-lessons build independence in
constructing meaning

• Active Reading Guide provides 30 model
  mini-lessons on the most effective comprehension
  and vocabulary strategies
• Teachers present an explicit mini-lesson that
  models how to use a comprehension or vocabulary
  strategy
• Every day following, teachers use the
  implementation tips provided to guide students in
  using the strategy to construct meaning
• Mini-lessons build fluency, develop vocabulary,
  model techniques used by good readers, and
  increase comprehension

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Model Mini-Lesson Strategies

• Applying personal experience
• Using basic story structure
• Scanning to preview text
• Using quotes, notes, comments
• Visualizing
• Creating concept maps
• Thinking aloud
• Re-reading confusing parts

• Questioning during reading
• Monitoring accuracy
• Predicting
• Using prior knowledge
• Determining main idea
• Inferring
• Summarizing
• Sequencing

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Online ToolsInstructor Support System (ISS)

• Weekly progress reported on-line by instructors
  (1 min / student / wk)
• Provides the ability to monitor progress
• Guides SpellRead support services
• Enables administrator tracking and comparison of
  individual students, classes, instructors and
  schools
• Provides principals with student awards and
  certificates for recognition
• Can be linked to state test results

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Mid-Year and End of Year Analysis
Instructor Support System
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Complete Reading Intervention Solution

• Instructor and student materials for all phases
• Pre- and post- assessments
• Progress monitoring and ongoing formative
  assessments with online information system
• Professional learning opportunities
• Onsite training
• Ongoing support program specialists are
  assigned to provide onsite consulting visits and
  remote support
• Data analysis and review
• Leadership support
• Gold-Standard Research

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Strong Base of Independent Research

• November 2005 FCRR summary of 3rd grade results
  from Reading First schools 
• July 2004 Selected into the POWER4Kids clinical
  trial (Elementary)
• November 2003 Florida Center for Reading
  Research (FCRR) Report
• July 2003 Foorman Book Preventing
  Remediating Reading Difficulties (Middle School)
• August 2002 Presented at World Congress on
  Dyslexia (Middle School)
• Spring 2001 Article in Learning Disability
  Quarterly (Elementary School)

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MD Middle School - Outcomes from 100 Hrs of Spell
Read
ES 3.8
110
70th
ES 1.9
ES 1.3
100
Average Range
Standard Score
30th
90
ES 1.7
80
70
1st
Percentile
Word Attack
Text Reading Accuracy
Reading Comp.
Text Reading Rate
Effect Size (ES) is a measure of potency where
.2 small, .5 moderate, .8 large
Effect Size (ES) is a measure of potency where
.2 small, .5 moderate, .8 large
Source Dr. Joseph K. Torgesen, Presentation to
the World Congress on Dyslexia, August 2002
Source Dr. Joseph K. Torgesen, Presentation to
the World Congress on Dyslexia, August 2002
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State-of-the-Art

• Published by York Press, July 03
• Edited by Dr. Barbara Foorman at University of
  Texas
• Spell Read P.A.T. highlighted in a chapter
  authored by Dr. Joe Torgesen
• It should be noted that very substantial gains
  were made in all areas of reading skill, and
  that, with the exception of reading fluency, the
  SpellRead students essentially closed the gap
  in reading ability with their same-age
  classmates.

Dr. Joseph K. Torgesen Director, Florida Center
for Reading Research July 2003
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Florida Center for Reading Research

• Report on SpellRead
• a reading intervention that offers instruction
  in phonemic awareness, phonemic decoding,
  spelling, reading fluency, reading comprehension,
  and writing.
• the content and design are aligned with current
  scientifically based reading research.
• a highlight of this program is the creative and
  varied array of phonemic awareness and phonics
  exercises that enhance student motivation while
  simultaneously working and reworking a skill to
  the point of automaticity.
• No weaknesses were noted

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Linking Formative Assessments With State Test
Results.

• In 2005, speed pack success was strongly linked
  to FCAT success. The FCAT strongly correlates
  with the NAEP
• The chart shows the results of 794 3rd Gr.
  students who failed the FCAT at least once in
  previous years.
• The students had attended Spell Read for 106
  hours (ave.) by the end of May the FCAT is in
  March.

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Student Outcomes

• Students are able to
• Automatically recognize and manipulate the 44
  sounds of the English languages without using
  rules or terms such as long and short for
  vowels
• Demonstrate mastery of
• 18 vowel sounds and their 19 secondary spellings
• 26 consonant sounds and their 8 secondary
  spellings
• 37 consonant blends
• 16 clusters
• Verb endings
• Attack multi-syllabic words easily
• Bridge their auditory and visual vocabularies
• Read with fluency and comprehension
• Create writing portfolio that demonstrates
  student growth

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The SpellRead Difference

• Completed in one school year
• Truly comprehensive and complete
• Measurable results, proven by gold-standard
  independent research
• Reading success transfers to students other
  classes and ultimately to state testing
• Loved by teachers and students

Teachers enthusiastically stated that SpellRead
achieves powerful student results, and provides
success where other intensive and supplemental
programs have failed. Eric J. Smith, former
Superintendent of Schools Anne Arundel County
Public Schools, Maryland
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Two levels of challenges

• Some children cant think when they read
• because they are too busy reading the words.
• Some children cant think clearly when they read
• because they have not been taught the
  meta-cognitive strategies.

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Current Statistics

• NAEP (Nat. Assessment of Ed. Progress) reports
  that 25 of ninth graders do not possess the
  reading skills necessary to do grade-level work.
• Less than one-third of Americas high school
  students read or write at grade level.
• ACT Report (2005) only half taking the exam
  were ready for college-level reading assignments
  in core subjects like math, history, science and
  English
• Of students who enroll in a four-year college,
  nearly 8 will take at least one remedial reading
  course and only one-third of those students are
  likely to graduate within eight years.

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Confident Readers are Independent Readers

• Confident readers have effective strategies for
  approaching a difficult text.
• Figure out whats confusing them
• Set goals for getting through the reading
• Use many strategies for comprehension
• Know how to make the mostly invisible process of
  comprehension visible

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TextConnections

• A reading intervention for striving middle and
  high school readers whose word level reading
  skills are at or near grade level
• Whole class delivery model
• Designed to develop students reading fluency,
  comprehension, and vocabulary skills, helping
  them to become successful, strategic readers
• TextConnections can be offered as
• An alternative core or as part of a transitional
  course for middle and high school students
• Part of a double-dose or shadow class solution
  for the bottom quartile students

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Program Structure

• Each course has an engaging and relevant theme to
  provide a purpose for reading and instruction
• Middle school change
• High school identity
• Courses are subdivided into 5 units to provide
  students with practice reading many types of
  text
• Reading Self and Society
• Reading Media
• Reading English Language Arts
• Reading Science
• Reading Social Studies
• Units are organized around inquiry-based, guiding
  questions
• Each unit has 4-5 sections with accompanying
  lessons and student materials

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The BIG Picture

• Unit 1 Reading Self and Society
• Unit 2 Reading Media
• Unit 3 Reading English Language Arts
• Unit 4 Reading Science
• Unit 5 Reading Social Studies

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Instructional Strand in each Unit
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The TextConnections curriculum

• Teachers learn how to create a classroom culture
  that fosters and values thinking, and how to
  directly involve students in their own learning
• Teachers teach strategic reading using direct,
  explicit instruction, modeling, guided practice,
  independent practice, and assessment
• Teachers make their thinking audible and
  visible
• Students learn to use reading strategies with
  multiple text structures, including real-world
  texts
• Adaptations are provided for students with
  varying reading proficiencies, learning styles,
  and language backgrounds

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THE right choice for your students because it

• Develops academic literacy in reading/language
  arts and in the content area.
• Engages students through focused interactive
  practice and application.
• Focuses on reading for school and reading for
  life.
• Provides teachers with a manageable, explicit set
  of research based, time saving resources.
• Propels students who are striving to achieve
  grade-level goals.