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Tier II Reading Intervention

Tier II Reading Intervention. Evelyn Johnson, Ed.D. Margo Healy, M.Ed. Cristianne Lane, M.Ed. Lee Pesky Learning Center. Agenda. Benefits of Strong Tier 1 and Tier 2 Instruction Entry Criteria The Four BIG Questions Identifying the Issues English Language Learners The Journey! .

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Tier II Reading Intervention

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  1. Tier II Reading Intervention Evelyn Johnson, Ed.D. Margo Healy, M.Ed. Cristianne Lane, M.Ed. Lee Pesky Learning Center

  2. Agenda • Benefits of Strong Tier 1 and Tier 2 Instruction • Entry Criteria • The Four BIG Questions • Identifying the Issues • English Language Learners • The Journey!

  3. What is at stake? What are the benefits to a student, school or community when students are proficient readers?

  4. “From the first day of kindergarten tothe last day of elementary school, children substantially define themselves as readers, and this has enormous influence on their development as learners and members of society. Those who succeed in becoming fluent, strategic, and joyful readers are not guaranteed success in school or in life, but they are well on their way. However, those who do not succeed in reading, or who become reluctant readers, face long odds in achieving success in school and life” Slavin, Lake, Chambers, Cheung & Davis, 2009

  5. RTI RTI is a System of Instruction Tier I instruction is strong and comprehensive (80% proficient). Tier II interventions focus on specific components of reading to respond to the specific needs of individual students. Students are usually taught in small groups, but identified individually by reliable formal and informal assessments.

  6. The “Simple View” of Reading “Reading comprehension is the product of decoding and listening comprehension.” Gough and Tunmer

  7. RTI Big Picture of Reading Cognition: Thinking Comprehension Vocabulary Decoding: Reading Words Phonics Phonemic Awareness Fluency Oral Language

  8. Isolating the Reading Issues Going back to the simple definition of reading we can use a series of 4 questions to group students and plan interventions. • Can the student read grade-level text? • Is there a decoding problem? • Does the student comprehend text? • What if the student is not making progress?

  9. Question #1: Does the student read grade-level text? Assessment Screeners: • ISAT reading scores • ORF* measures • IRI measures Oral reading fluency (also known as R-CBM)

  10. Reality Check! What do you already know about these students (grades, etc.)? What information are you passing to the next grade? What is your system for collecting and sharing student level data?

  11. Normal Distribution Curve 25 50 10

  12. AIMSweb AIMSweb National Norm Tables will translate an R-CBM score to a percentile rank. For example, a student scoring a “2” on the first grade fall IRI (LSF), could be anywhere from the 20th-48th percentile.

  13. Normal Distribution Curve 25 50 10

  14. Decision Point AIMSweb Average = 26th-75th percentile Below Average = 11th-25th percentile High risk = Below the 11th percentile

  15. “Take Aways...” Regarding resources, our systems must be efficient and inform our decisions regarding who receives further testing and intervention services.

  16. Establish a Data Management System • At the district level • At the school level • At the classroom level

  17. Question #1: Can the student read grade level text? What are you using for screeners? What is your criteria for determining which students need additional assessments?

  18. Process YES Continue with core instruction. NO Is there a decoding problem? Question #1: Does the student read grade-level text? YES Administer a decoding intervention.

  19. Tools Question #2:Is there a decoding problem? Diagnostic Tools: • ORF miscue analysis • Phonics/decoding surveys (example: CORE*) • San Diego Quick • Phonological awareness tests (K-2...) • Other (program placement tests, Words Their Way spelling inventories) *Consortium on Reading Excellence, Inc.

  20. RTI Big Picture of Reading Cognition: Thinking Comprehension Vocabulary Decoding: Reading Words Phonics Phonemic Awareness Fluency Oral Language

  21. Simulation #1 An oral reading fluency “miscue analysis” can help a teacher better understand a student’s decoding abilities and other skills as well. These can be quite informal... or formal.

  22. Tools Question #2:Is there a decoding problem? Diagnostic Tools: • ORF miscue analysis • Phonics/decoding surveys (example: CORE) • San Diego Quick • CORE* phonological awareness tests (K-2...) • Other (program placement tests, Word Their Way spelling inventories) *Consortium on Reading Excellence, Inc.

  23. CORE Phonics Survey Part A: letter names (uppercase) Part B: letter names (lowercase) Part C: consonant sounds Part D: long and short vowel sounds Part E: short vowels Part F: consonant blends with short vowels Part G: short vowels, digraphs, trigraphs

  24. Part H: R-controlled vowels Part I: long vowel spellings Part J: variant vowels Part K: low frequency vowel and consonant spellings Part L: multisyllabic words

  25. Reality Check! Be efficient... What do you already know about this student? What information do you need?

  26. Tools Question #2:Is there a decoding problem? Diagnostic Tools: • ORF miscue analysis • Phonics/decoding surveys (example: CORE*) • San Diego Quick • Phonological awareness tests (K-2...) • Other (program placement tests, Words Their Way spelling inventories) *Consortium on Reading Excellence, Inc.

  27. Tools Question #2:Is there a decoding problem? Diagnostic Tools: • ORF miscue analysis • Phonics/decoding surveys (example: CORE*) • San Diego Quick • Phonological awareness tests (K-2...) • Other (program placement tests, Words Their Way spelling inventories) *Consortium on Reading Excellence, Inc.

  28. Instruction Evidence-based Intervention Model Direct, systematic, explicit decoding instruction What is the recipe? Resources: IES Practice Guides on Reading (WWC) CORE Manual

  29. Simulation #2 ## ) ( * w

  30. Example Lesson Examples

  31. Progress Monitoring Definitions Progress monitoring (R-CBM) Progress monitoring is a scientifically based practice that is used to assess a student’s academic performance and evaluate the effectiveness of instruction. Progress monitoring can be used at the district, school, classroom and student level. Program measures are assessments that teachers use to assess skills taught in the intervention program. Growth charts are graphs or charts that document progress relative to the exit criteria (the target).

  32. Question #2: Is there a decoding problem? What is your system for identifying students with decoding problems? What is the plan once students are identified?

  33. RTI Big Picture of Reading Cognition: Thinking Comprehension Vocabulary Decoding: Reading Words Phonics Phonemic Awareness Fluency Oral Language

  34. Process YES Continue with core instruction. NO 2. Is there a decoding problem? 1. Can the student read grade-level text? YES Administer a decoding intervention. NO 3. Does the student comprehend text? YES Administer fluency Intervention. NO Administer comprehension/ vocabulary intervention.

  35. Assessment Question #3: Does the student comprehend the text? Possible indicators that students are struggling: Miscue analysis/ errors when reading Low R-CBM and/or inaccurate R-CBM Low standardized test scores Poor ISAT reading scores Low grades Poor performance on assignments Observations Low language skills Misbehavior Low MAZE scores

  36. Example Simulation #3 How do you know when students can’t comprehend? What don’t/can’t they do?

  37. Evidence-based Intervention Model Instruction • Direct, explicit instruction in vocabulary • Direct, explicit instruction in comprehension strategies

  38. Instruction Vocabulary Recommendations(www.LPLearningCenter.org) 1. Select vocabulary wisely (Beck and McKeown) 2. Explicitly teach vocabulary (Beck, Marzano, CORE) 3. Teach students strategies for unlocking unfamiliar words (Graves)

  39. Instruction The simple view of strategies! 1. Look within the word (word parts) 2. Look around the word (use context) • Look to what you already know (background knowledge) 4. Look for resources (people, resources)

  40. Instruction Reciprocal Teaching Model RT is widely used as a Tier I comprehension model. It is also an effective, powerful instructional strategy for Tier II intervention with a strong evidence base (WWC).

  41. Model, Guided Practice, Independent Practice

  42. Video Clip: Middle School Video Clip: Summarization 6 Reciprocal Teaching Part 1

  43. Progress Monitoring System • Back to the indicators • Program measures • R-CBM (with high accuracy) • Unprompted retells

  44. Question #3: Does the student comprehend? What is your system for identifying students with comprehension problems? What is the plan once students are identified?

  45. RTI Big Picture of Reading Cognition: Thinking Comprehension Vocabulary Decoding: Reading Words Phonics Phonemic Awareness Fluency Oral Language

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