Reading Interventions and RTI: Changing General Education

1
Reading Interventions and RTI Changing General
Education

• Donna Scherr, Region XIV 325-675-8680
  dscherr_at_esc14.net

2
RTI, Response to Intervention

• RTI is a process where a students response to
  appropriate, high-quality, research-based
  instruction and intervention is documented across
  tiered levels of services.
• Dr. Jan Hasbrouck

3
The Goal of RTI PREVENTION

• Reduce the number of students with academic or
  behavior problems designated as disabled.
• Dr. Jan Hasbrouck
• How can RTI accomplish this goal?

4
Research has confirmed that we can PREVENT

• many, if not most, reading difficulties that are
  not brain based.
• Dr. Jan Hasbrouck
• Therefore we can prevent incorrectly labeling a
  child.

5
Favorite Success Stories

• Reading First Leadership Summit, 2009
• Look at La Vega Elementary, Houston ISD or even
  our own Highland ISD.
• http//www.meadowscenter.org/vgc/pd/trfi/summit200
  9.asp

6
Reading First Leadership Summit

• Common Themes
• Data
• Leadership
• Sustained Professional Development
• TIER I enhanced
• Regular Team Meetings

7
Doing What Works

• Find lessons.
• Find video clips of interventions in action.
• http//dww.ed.gov/
• Learn what works.
• See how it works.
• Do what works.

8
Practice Guides

• What Works Clearinghouse
• http//ies.ed.gov/ncee/wwc/
• Practice Guides cover all subjects

9
NEW Research on Adolescent Literacy

• Time to Act An Agenda for Advancing Adolescent
  Literacy for College and Career Success
• Final report from Carnegie Corporation of New
  Yorks Council on Advancing Adolescent Literacy
• http//www.carnegie.org/literacy/tta/

10
Time to Act Findings

• Reading is developmental.
• Literacy must be taught across the core and by
  core content teachers who help students
  understand the vocabulary and increase the
  comprehension of the text within their own
  disciplines.

11
TALA

• TALA initiative teaches middle school teachers
  how to do this!
• Therefore, an excellent way to change TIER is to
  make sure that 6-8th grade social studies, math,
  science and ELA teachers attend TALA----and use
  the routines!

12
TALA Success Story

• Outside Evaluators reported to TEA that 6th grade
  EL learners and at-risk students, in schools
  with a high degree of TALA routines
  implementation, improved on their TAKS reading
  tests.
• TALA will therefore be funded for two more years!

13
Time to Act Success Story

• Duncan Polytechnical High School, Fresno, CA
• 91 free and reduced-price means
• 34 EL learners

14
Duncan Polytechnical High School, Fresno, CA

• Change started with strategies for effective
  textbooks, moved to writing across core, added 30
  minutes of professional development daily.
• Leadership opportunities spread across the school
  and expected!

15
Duncan Success

• All content teachers must teach literacy of their
  content they cant say, I am not a teacher of
  reading (pg.40).

16
Duncan Success

• Entering students receive foundation in
  technological literacy skills as well as strong
  foundation in math, reading and language arts.

17
Duncan Success

• SSR 20 minutes daily
• Summer Bridge Program for incoming freshman
• 9th grade reading class focused on advanced
  expository text and college level reading

18
Duncan Transformation

• Formerly an occupational training school for
  dropouts or nonacademic students seeking the
  basics of vocation (pg.39)

19
Today

• 97 graduation rate/18 complete baccalaureate
  degree
• NASSPs Breakthrough High School recognition
• U.S. News and World Report bronze medal
• Surpassed seven other schools within Fresno
  Unified School District
• One of CAs highest achieving schools

20
TEA Best Practices Clearinghouse

• http//ritter.tea.state.tx.us/bestprac/
• Our very own Wylie High School is highlighted for
  instruction in high school science!

21
Other Places to Find Success Stories

• Institute of Education Services
• http//ies.ed.gov/
• National Center on Response to Intervention
• http//www.rti4success.org/
• Building RTI Capacity
• http//buildingrti.utexas.org/

22
More RTI Websites with Success Stories

• Center on Instruction
• http//www.centeroninstruction.org/
• IRIS Center, Vanderbilt University
• http//iris.peabody.vanderbilt.edu/
• RTI Action Network
• http//www.rtinetwork.org/

23
Research

• Regional Education Laboratory Program
• http//ies.ed.gov/ncee/edlabs/

24
Why is Reading so difficult to teach?
25
National Reading Panel, 2000

• Educators have to address the five components of
  reading
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

26
Intervention Planning Step 1 Student and Campus
Identification of needs

• Identify students and areas of difficulty through
  screening and diagnostic assessments.
• Identify individual students as well as campus
  level areas of difficulty.
• Decide on what data will be gathered and criteria
  to place a child in Tier II.

27
Step1 Set Criteria for Placement in Tier II

• http//ritter.tea.state.tx.us/curriculum/readingfi
  rst/TPRIREADFIRSTTIER2CRITERIA.pdf
• Sample for TPRI
• GRADE 1
• BOY
• 1. Still Developing on TPRI GRADE 1 BOY
  SCREENING.
• MOY
• 1. Listening Comprehension, OR
• 2. Reading Story 1 or Story 2, OR
• 3. Reading Story 3, 4, or 5 at a rate less than
  40 WCPM.
• EOY
• 1. Still Developing on TPRI GRADE 1 EOY
  SCREENING, OR
• 2. Listening Comprehension, OR
• 3. Reading Story 1 or Story 2, OR
• 4. Reading Story 3, 4, or 5 at a rate less than
  60 WCPM.

28
Step 2 Individual Students

• Match appropriate intervention to meet the area
  of difficulties identified in an individual
  students diagnostic assessments.

29
Step 2 Campus Level

• Make a plan to change Tier I instruction.
• Implement professional development.
• Create leadership opportunities.
• Implement changes.

30
Step 3 Intervention for Individual Students

• Tier II intervention taught in a direct,
  systematic, explicit and accelerated manner.
• Tier II taught with a sense of urgency.
• Goal is to return the child to Tier I
  instruction.

31
Step 3 Tier I Campus Level Instruction

• Support teachers as they teach Tier I in a more
  direct, systematic manner with attention to
  differentiated instruction.
• Support leadership.
• Support literacy across core-reading and writing
  in the various disciplines.

32
Step 4 Progress Monitor

• Progress Monitor students as well as campus plan
  for Tier I.
• Adjust instruction for students if needed.
• Provide on-going support for teachers.
• National Center on Student Progress Monitoring
• http//www.studentprogress.org/

33
A Good Reading Program

• K-3- give early identification assessment that is
  used to create Tiered instruction, i.e. small
  group instruction in Tier I, and criteria for
  students to be put in Tier II or Tier III
• 3 Tiered Model of Reading
• http//ritter.tea.state.tx.us/curriculum/readingfi
  rst/instrucframe.html

34
As You Move into the Upper Grades

• Monitor Fluency, Comprehension and Vocabulary
• Goal is to have students reading 150 wcpm with
  comprehension during middle school.
• Use a diagnostic.
• Make sure the intervention targets the key areas.

35
Upper Grades

• ELL students may have to have instruction in
  phonemic awareness and phonics.
• Some middle school struggling readers need
  phonics and morphology (roots) in addition to
  fluency, vocabulary and comprehension.

36
All Grades

• Use combination of programs (software, direct
  instruction, etc..) Just match the program with
  the need. Dont target just one need.
• For example, Read Naturally targets fluency.
  REWARDS targets phonics. Now, you would need
  something for morphology and comprehension.

37
Goal Middle of 3rd grade

• According to research done on TPRI, students who
  were reading 90 wcpm with COMPREHENSION at the
  middle of third grade (MOY) were more than likely
  going to pass TAKS.
• Those who were not reading at this rate would
  more than likely fail.
• Use AIMSweb, STEEP, fluency probes to make sure
  your 3rd graders are on target.

38
What about 4th and 5th grade?

• If a child is unsuccessful on 3rd grade TAKS,
  they should automatically start 4th grade in
  Tiered Intervention.
• Diagnostic Tools See Commonly Used Assessments
  for Older Students from Florida Center for
  Reading Research. (A personal response to me from
  the Director of Assessment Programs.)

39
5th Grade SSI Year

• If a child is unsuccessful on their first
  administration, BEST PRACTICE would be for the
  GPC to recommend that as part of the accelerated
  instruction in 6th (if the child goes to 6th),
  the student must be given the Texas Middle School
  Fluency Assessment, or TMSFA.

40
TMSFA

• This is the free, Texas-created diagnostic tool
  designed to help your teachers and
  interventionists diagnose why a student is
  failing reading.

41
TMSFA-Students will fail because

• They cannot decode multi-syllabic words such as
  determination, anxiety and quadrilateral, which
  is why they are dysfluent, and hence, why they do
  not comprehend.
• They are dysfluent, which impedes their
  comprehension.
• They can decode they are fluent. But, they
  arent paying attention to the text. (Teachers
  name them word callers.)

42
Who Should be Given the TMSFA?

• Anyone in danger of failing. (They passed, but
  barely. They passed with 5 points.)
• Anyone who failed 5th, 6th or 7th grade Reading
  TAKS.
• Anyone in 6-8th who has never taken a TAKS test,
  including ELL students who will take TAKS for the
  first time.
• Students from other states.
• Anyone you are worried about.

43
Who MUST Be Given the TMSFA?

• According to state law, all 7th grade students
  who were unsuccessful on 6th grade Reading TAKS.
• Why?
• To help with your 8th grade SSI year.

44
So,

• if it is a free diagnostic tool for use in 6th,
  7th and 8th grade, use the tool to drive
  instruction and intervention.

45
Middle School and Acceleration

• A NOTE OF CAUTION
• If a student is two grade levels behind or more
  in secondary, their intervention needs to be
  thought as Tier III.
• They need very direct, explicit, systematic
  instruction.
• The teachers need support in their training.

46
Reading Triangle Guidelines
47
Dr. Jan Hasbroucks RTI Model, Nov. 2009
Tier I Everyone 80 of Students Successful
Tier II Strategic 15
Tier III Intensive 5
INCREASING Time and Intensity and Data
Collection and Expertise
48
(No Transcript)
49
Places to get Oral Reading Fluency Probes

• DIBELS
• Register on site and get oral reading fluency
  probes for free!
• https//dibels.uoregon.edu/

50
More Sources for Oral Reading Fluency

• Fluent Reader
• http//www.fluentreader.org/
• Easy CBM (curriculum based measurement)
• http//easycbm.com/

51
How does RTI identify students with learning
disabilities?

• First, a tiered intervention model reduces the
  risk of students being assessed for special
  education who just need deeper instruction they
  do not have a disability.

52
Second...

• a good RTI program will help students without
  learning disabilities grow towards appropriate
  targets.

53
Third

• those with disabilities will be resistors, or in
  other words, not make as many gains as others.
• These students are more than likely the students
  with true learning disabilities.

54
Therefore

• a good RTI program, according to Dr. Reid Lyon,
  formerly of the National Institutes of Health,
  will reveal the students with disabilities faster
  and more reliably.

55
Best Practice for Accelerated Instruction, pg 14,
GPC Manual (italics and bold added.)

• Although not required by law, the following
  practices have proven effective in helping
  students achieve success. It is recommended that
  schools
• identify target students and determine
  instructional priorities

56
Best Practice, GPC Manual

• provide at least 30 minutes a day of additional
  systematic and explicit instruction
• provide small-group instruction, i.e., one adult
  per three to four students

57
Best Practice, GPC Manual

• provide a minimum of 60 sessions (12 weeks) of
  intervention help for students and
• use highly trained professionals to deliver
  instruction and provide intervention.

58
Interactive Sites to Help Interventionists

• Doing What Works
• http//dww.ed.gov/see/?T_ID15P_ID31

59
Resources for Interventionists

• Teaching Reading is Rocket Science by Louisa C.
  Moats
• http//www.aft.org/pubs-reports/downloads/teachers
  /rocketsci.pdf
• How Spelling Supports Reading (And Why It Is More
  Regular and Predictable Than You May Think) by
  Louisa C. Moats
• http//www.aft.org/pubs-reports/american_educator/
  issues/winter05-06/Moats.pdf

60
Resources for Administrators

• What Principals Can Do to Help Students Become
  Good Readers
• http//www.ldonline.org/article/379

61
(No Transcript)
62
Florida Center For Reading Research

• Reports on Intervention Programs
• http//www.fcrr.org/FCRRReports/CReportsCS.aspx?re
  psupp
• These programs are not the only programs
  available. They were the ones that Florida
  teachers asked the center to review.
• http//www.fcrr.org/FCRRReports/index.aspx

63
(No Transcript)
64
(No Transcript)
65
(No Transcript)
66
www.texasreading.org

• Click on Materials or this link
• http//www.meadowscenter.org/vgc/materials/primary
  .asp
• Many, many books on good reading and intervention
  strategies.

67
(No Transcript)
68
Tutoring Books Available at This Link

• Essential Reading Strategies for the Struggling
  Reader Activities for an Accelerated Reading
  Program-Expanded Edition
• Supplemental Instruction for Struggling Readers,
  Grade 3-A Guide for Tutors
• Both of these are 30 minute Tier II lessons,
  meant to be delivered as soon as the need is
  identified.

69
Secondary Materials at texasreading.org

• Meeting the Needs of Struggling Readers A
  Resource for Secondary English Language Arts
  Teachers

70
Crucial Secondary Materials at texasreading.org

• Effective Instruction for Middle School Students
  with Reading Difficulties The Reading Teachers
  Sourcebook
• This is given to TALA ELA teachers.
• It explains how to organize a secondary
  intervention classroom, even prescribing how many
  minutes to spend on what component of reading
  based upon their TMSFA scores.

71
Great Source

• http//www.greatsource.com/store/ProductCatalogCon
  troller?cmdBrowsesubcmdLoadDetaillevel1Code01
  level2Code030level3Code051frontOrBackFsortP
  roductsBySEQ_TITLEdivisionG01

72
(No Transcript)
73
Brookes Publishing

• http//www.brookespublishing.com/
• Interventions for Reading Success (Tier II) ISBN
  978-1-55766-678-9
• Road to Reading (Tier I)
• ISBN 978-1-55766-904-9
• Road to the Code (Tier I/II, phonemic awareness)
  ISBN 1-55766-438-2

74
What about the Accelerated Instruction between
Administrations?

• Try Region IVs store
• http//www.region4store.com/
• http//www.region4store.com/Catalog.aspx?catid347
  942

75
(No Transcript)
76
TAKS Reading Accelerated Curriculum

• Click here to view a sample http//www.region4sto
  re.com/docs/samples/501-141620sample.pdf
• They also have math, science and social studies.
• They have many, many, excellent products.

77
(No Transcript)
78
Tips for Successful SSI and Intervention

• Clean shelves.
• Look before you buy.
• Ask who can teach what well.
• Let teachers train each other.
• Give them time now to preview materials.
• Identify interventionists early.

79
What did I forget?

• Questions, Comments, Issues?

80
How do you find this presentation?
81
Second Click
82
Third Click
83
Thank you!

• Donna Scherr
• dscherr_at_esc14.net
• 325-675-8680
• Reading Consultant
• Dyslexia Contact