Access Webinar: IDEA and Strategies for Literacy Instruction

1. Access Webinar:IDEA and Strategies for Literacy Instruction Catherine Christo California State University, Sacramento Christo@csus.edu916 278-6649

2. Outline • Foundations for IDEIA or IDEA 2004 • Key Elements in IDEIA relevant to reading • Essential elements of response to intervention models • Progress monitoring

3. Influences on IDEIA • NCLB • President’s Commission on Excellence in Special Education • Learning Disabilities Roundtable

4. Foundations for NCLB Reading Components • National Right to Read Foundation (1993) • Dissemination of NIH findings • Reading Excellence Act (1998) • Professional development, instructional materials and assessments to implement scientific research based methods • Scientific research • “…systematic, empirical methods..” • “…rigorous data analysis…” • “…measurements or observational methods that supply valid data • “…has been accepted by peer reviewed journal…”

5. Foundations for NCLB Reading Components • National Research Council consensus report Preventing Learning Difficulties in Young Children (1998) • “..early reading instruction should include direct teaching about sound symbol relationships • National Reading Panel Report published by NIH in 2000 • Basis for Reading First legislation in NCLB • Identified essential components of instruction • Developed standards for screening studies • Two documents stressed importance of a comprehensive approach to reading instruction

6. Guiding Principles of NCLB Related to IDEA 2004 • Focus on what works • Scientifically researched methods • National Institute • Accountability • Related to standards • Mandated achievement for students at all levels • Progress monitoring • Early intervention

7. Outline • Foundations for IDEIA or IDEA 2004 • Key Elements in IDEIA relevant to reading • Essential elements of response to intervention models • Progress monitoring

8. Key Elements in IDEIA Relevant to Literacy Instruction • Identification • Early intervention • Response to Intervention Model • Scientific Research based interventions • Determining service delivery • Progress monitoring

9. IDEA 2004 • Disorder in a basic psychological process …may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations • Does not include learning problem due to visual, hearing, motor disabilities, mental retardation, emotional disturbance, environmental, cultural or economic disadvantage

10. SLD Under IDEA 2004 Special Rule for Eligibility Determination. In making a determination of eligibility under paragraph (4)(A), a child shall not be determined to be a child with a disability if the determinant factor for such determination is: (A) lack of appropriate instruction in reading, including in the essential components of reading instruction (as defined in section 1208(3) of ESEA); (B) lack of instruction in math; or (C) limited English proficiency.

11. IDEA 2004 • When determining whether a child has a disability … a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability • ..a local education agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures

12. Outline • Foundations for IDEIA or IDEA 2004 • Key Elements in IDEIA relevant to reading • Essential elements of response to intervention models • Progress monitoring

13. Three Tiered Model • Assessment by response to intervention • Monitor and evaluate at all stages • Tier 1 • Provide classroom support • Tier 2 • Provide more intensive support • Tier 3 • Consider special education

14. Critical Factors in RTI Affecting Literacy Instruction • Determine whether child has been given scientific, research based intervention • Determine if child has “responded” or made adequate progress • Progressively more intense interventions

15. National Reading Panel Identified Five Component Skills • Three are critical to the development of automatic word identification • Phonemic Awareness • Phonics • Fluency • Two are critical to reading comprehension • Vocabulary • Comprehension strategies • There is interaction/additive effects among these five skills

16. National Reading Panel Conclusions • Phonemic awareness training is highly effective across a variety of learners and a variety of age and grade levels • Systematic phonics instruction • significant benefits for struggling readers in K to 6 • More effective for low SES students other methods • improves reading for disabled readers and spelling for good readers

17. National Reading Panel Conclusions • Fluency should be included in instruction • value of independent silent reading is unclear • Guided repeated reading may be more useful for struggling readers • Effective instruction in vocabulary differs across grade levels • Computers • Prior to reading • Repetition and multiple exposures • Rich contexts, incidental learning

18. National Reading Panel Conclusions • A combination of comprehension strategies is most effective • Monitoring, question generation and answering • Cooperative learning • Summarization • Use of story structure

19. Scientific, Research Based Interventions • Explicit, systematic instruction • Target areas of need (five components of skilled reading) • Provide intense intervention • Skill development • Implemented by trained personnel • Research studies are empirical, scientific

20. Tier I Interventions • Within classroom • May target groups of students • Measurable goals for all • Instituted early for identified and at-risk students • Individualized and flexible grouping • Base on ongoing assessment • Will be extensions of curriculum

21. Criteria to Determine Need for Tier I Intervention • Poor performance on screening tests • Bottom portion of students • Mid K screening • Response to instruction • Identify those not at risk

22. Tier II: Supplemental Reading Instruction • May go beyond classroom instruction • Provided in small group or one to one • Systematic, integrated program • Provided by trained persons • Frequent, intense • Measuring progress related to curriculum

23. Criteria To Determine Need for Tier II Intervention • Advancing toward benchmarks • District developed benchmarks • Within curriculum • Prepared benchmarks (e.g. DIBELS) • Set at-risk or not at risk criteria • Monitoring progress • Those not making adequate progress are referred on

24. Who Does It Most Readily Help? • Those without underlying processing disorders (phonological and naming speed) • Those who respond quickest • Those whose reading problems are a result of limited exposure • Those with better foundational literacy skills • IQ does not differentiate those who will be helped

25. Group Size and Composition • Same ability grouping • Small groups within classrooms • Small groups equal to or better than one on one • Up to three to four students

26. How Long Does It Take? • Rate of progress in intervention predicts future reading success • Early intervention in phonemic awareness and phonics has long lasting effects and requires least amount of time • Depends on age, severity of deficit • For children with mild deficits 50-100 hours may be sufficient

27. Early Intervention Makes a Difference • Can significantly reduce number of children performing below criterion (Foorman, 2003) • Tier 1 interventions can result in reducing at risk readers from 25% of population to 6% • Tier 2 interventions can further reduce to 3 to 4% • Increase scores on standardized tests • Results are long lasting for most children • Largest gains are made in first part of intervention • Brain functioning more normalized

28. Why Is Early Intervention Important? • Establishes basic early skills • Puts children on growth trajectory • Response to early intervention shows growth curve in basic skills to be greater than normal for those receiving intervention

29. Tier III Interventions • Intensive • Targeted with thorough assessment • Generally given later than first and second tier • Special education or “special-education”like • Problems in reading rate remain for most children who require this level of intervention

30. Upper Grade Interventions • Often lack intensity • Little direct instruction or guided practice in phonics • Lack of comprehension strategy instruction • Typical special education during 4th and 5th grade increases reading by only .04 SD over what would occur in classroom • Issues of language ability

31. Research Based Upper Grade Interventions • Teach phonemic decoding explicitly • Provide opportunities for supervised practice • Intensive • Small group • Related to entry level skills • Provide all NRP elements of reading instruction • Teach morphology as need more than phonics at upper grades to read words

32. Persistent Fluency Deficits • As children learn to read they increase their store of “sight words” • Average readers are doing so from 1st grade on and continue to do so • Delayed readers fall behind early • Gap continues to widen without intervention • Effects of early delay are both direct and indirect • Text support • Vocabulary

34. RTI Requires: • Systematic approach to instruction • Collaboration across classrooms and regular and special education • Explicit goals and expectations • Explicit instruction • Progress monitoring

35. Outline • Foundations for IDEIA or IDEA 2004 • Key Elements in IDEIA relevant to reading • Essential elements of response to intervention models • Progress monitoring

36. Progress Monitoring • Use to measure student progress • Has student responded to intervention? • Use to evaluate effectiveness of instruction • Individual students • Instructional approaches • Use to determine appropriate instructional placement

37. Curriculum Based Measurement • Fluency based measures • Have capacity for providing growth trajectory • Easy, quick to administer • Psychometrically sound • Local norms • DIBELS • Aimsweb

38. DIBELS Progression

39. Aimsweb

40. Oral Fluency Rates

41. Expected Growth in Fluency (Deno et al., 2001) • Typical students in first grade gain @ 2 words per week in oral reading fluency (ORF) • Grade two students gain about 1.66 decreasing to about .6 in fifth and sixth grade • Special education students is about ½ that of regular education students • High quality interventions was about 1.5 • Benchmark for interventions • 2 words per week to level of 30 CWM • Approximately 1 word per week thereafter

42. References • McCardle, P & Chhabra, V. (2004). The voice of evidence in reading research. Baltimore: Paul Brooks Publishing • Deno, S. , Fuchs, L., Marston, D., & Shin, J. (2001). Using curriculum based measurement to establish growth standards for students with learning disabilities. School Psychology Review, 30 (4). 507-524. • Foorman, B. R. 2003. Preventing and remediating reading difficulties; Bringing science to scale. Baltimore: York Press,.

43. References continued • National Research Council on Learning Disabilities, 2003. Responsiveness to Intervention Symposium. www.nrcld.org/html/symposium2003/ • Shaywitz, 2003. Overcoming dyslexia. New York: Random House. • Swanson, L. 1999. Interventions for students with learning disabilities: A meta-analysis of outcomes. Guilford, New York.

44. Resources: Websites • www.cbmnow.com • www.aimsweb.com • www.interventioncentral.com • www.dibels.uoregon.edu • Institute of Child Health and Human Development, 2000. Report of the National Reading Panel: Teaching Children to Read. www.nichd.nih.gov/publications/nrp • www.nasponline.org

45. Resources: Websites • www.fcrr.org Florida Center for Reading Research • www.ed.gov/about/offices/list/ies/index.html Institute for Education Sciences • www.w-w-c.org/ What Works Clearinghouse • Oregon IDEA • http://idea.uoregon.edu/

46. Information on IDEA • http://nasponline.org • http://www.nasponline.org/advocacy/IDEA2004.pdf • http://www.nasponline.org/advocacy/2004LDRoundtableRecsTransmittal.pdf • http://www.ideapractices.org/ • http://www.cde.ca.gov/sp/se/lr/ideareathztn.asp • http://www.cec.sped.org/pp/IDEA_120204.pdf