2/28/2014 1 Adolescent Intervention Model (AIM) for Reading West Virginias Pathway Office of Instruction Office of Special Programs, Extended and Early.

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Adolescent Intervention Model Adolescent Intervention Model (AIM) for Reading(AIM) for Reading

West Virginia’s PathwayWest Virginia’s Pathway

Office of InstructionOffice of Special Programs, Extended and Early LearningOffice of Student Assessment and Accountability

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Consortium for Reading Consortium for Reading Excellence (CORE)Excellence (CORE)

Scientifically based research“Preventing Reading Difficulties’Report of the National Reading PanelPut Reading First

National Advisory BoardIsabel Beck, Barbara Foorman, Phyllis Hunter, Edward Kame’enui, Mark Shinn, Shane Templeton and Joseph Torgesen

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CORE “Educational triage…”CORE “Educational triage…”

well-run intensive care unitsspecialized care excellent core instructionextended and enrichment opportunities

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Adolescent Literacy School Adolescent Literacy School Improvement CycleImprovement Cycle

Balanced Formal &Informal Assessments

Strategic, AcceleratedIntervention

Committed InstructionalLeadership

Ongoing, Imbedded,Research-based

ProfessionalDevelopment

Highly EffectiveTeachers

Increased Student

Achievement

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Enduring EffectEnduring Effect

Designing, implementing and sustainingeffective reading programs is everybody’sbusiness.

Science

Health

Career &Technical

ArtsReadingSocial Studies

SpecialEduc.

EnglishMath

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Diverse LearnersDiverse Learners

Mild learning disabilitiesPrimary language different “skilled evaders of reading”Low motivation, anxiety

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Program and curriculum designs Program and curriculum designs must take in to account …must take in to account …

lack of background knowledge of these diverse learners.

delayed language development of these diverse learners.

limited successful reading experiences of these diverse learners.

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Adolescent Intervention ModelAdolescent Intervention Model

Levels of Support:

1. Advanced2. Benchmark3. Strategic4. Intensive

Kame’enui and Simmons, 2000

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Who are the Advanced learners?Who are the Advanced learners?

May already know much of the contentAt or above grade-level standardsBenefits from opportunities for elaborationMay appear bored

Linda Diamond, CORE, 2004

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Who are the Benchmark learners?Who are the Benchmark learners?

Generally can meet standardsAverage learnerCan adapt and adjust to teacher’s style

Linda Diamond, CORE, 2004

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Who are the Strategic learners?Who are the Strategic learners?

Typically tests between the 30th – 40th percentile on normative measures

Gaps in skills and knowledge 1-2 years behind Can basically read but not with depth Does not apply him/herself and may appear

unmotivated Content area work may be challenging May not complete homework

Linda Diamond, CORE, 2004

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Who are the Intensive learners?Who are the Intensive learners?

Tests below the 30th percentile on normative measures

Very low performance Reading skills are limited Very frustrated and unmotivated Demonstrates behavior and absentee problems Cannot handle content area work Does not turn in homework

Linda Diamond, CORE, 2004

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Advanced – the standard reading program plus 25 books per year; assessment every 6-8 weeks; need challenge, extension and enrichment

Benchmark – adopted grade-level text plus 25 books per year; assessment every 6-8 weeks; in-class modifications

Strategic – adopted grade-level text plus 25 books per year; added support class; assessed every 3-4 weeks; direct instruction with adjustment of pace and complexity; possible tutoring program

Intensive –special supplementary materials and/or specialized program; assessed every 2 weeks; pinpoint problems and target interventions

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Who provides the instruction in Who provides the instruction in each tier?each tier? Advanced – teachers that have received

Advanced Placement training and teachers that have received Pre-AP instructional strategies

Benchmark – ELA teachers Strategic – ELA teachers, reading specialists,

content area teachers, special educators, coaches Intensive – reading specialist with assistance

from special educators/coaches

*Each school determines who teaches which students.

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What are the roles of assessment What are the roles of assessment in the model? in the model? Advanced and Benchmark – assessment

every 6-8 weeks, data monitored Strategic – diagnostic tests to pinpoint

problems and target intervention, assess students every 3-4 weeks, data regularly monitored by coach/principal

Intensive – assess every 2 weeks and use diagnostic tests to pinpoint areas of weakness

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What does test data do for the What does test data do for the student?student? Advanced – students benefit from enrichment

and more in-depth work in order to continually grow and to avoid boredom

Benchmark – students occasionally might need some reteaching

Strategic – students need assistance in the ELA class by utilizing added time, adjustments to pace, and increased explicitness and intensity of focus; students need targeted content area classes that focus on pre, during and post – reading strategies

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continued…continued…

Intensive – students need extended intensive and specialized instruction in small groups/small class size

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What about time?What about time?

Advanced and Benchmark – ELA period (80 – 90 minutes)

Strategic – ELA period (80 – 90 minutes) plus strategic reading class (literacy intensive content area classes), possible strategic tutoring program

Intensive – the traditional ELA period is replaced by intensive intervention period plus another class period

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Intervention TierIntervention Tier

“It is crucial to implement well-designed intervention classes (replacing the English class) of sufficient duration (usually two periods at least) to lift the intensive learners to basic literacy in two years.”

Linda Diamond, CORE 2004

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Three components of your design:Three components of your design:

1. Professional Development/Knowledge Base

2. Effective Instructional Tools

3. Systemic Reorganization and Support

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1. Professional Development1. Professional Development

The targeted audience should be:

Teachers who will teach the intervention class

Content Area teachers who will benefit from improved strategies to help students develop vocabulary and comprehension

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Reading Professional Reading Professional DevelopmentDevelopment20 to 40 hours for understanding

Joyce and Showers, 1982, 1995

Adolescent learning issues

Ongoing support and mentoring

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Reading Professional Reading Professional DevelopmentDevelopmentModeling and Demonstration Lessons:

Take place in the actual classroomsOutside experts or skilled teachersIntervention programs – models come

directly from the program10%-15% are likely to implement the

practiceJoyce et al., 1999

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Reading Professional Reading Professional DevelopmentDevelopmentWorkshop setting and simulated practice:

Done with peers Controlled environment for learning

without worrying about managing the complete class

Teachers can make mistakes and improve

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Reading Professional Reading Professional DevelopmentDevelopmentStructured Feedback:

System for observing participant behavior Self-administered 40% implementation rate

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Reading Professional Reading Professional DevelopmentDevelopmentCoaching for Classroom Application:

Direct coaching in the classroom Coaching includes modeling, side-by-side

teaching and helping teachers reflect upon their own teaching

90% implementation rate

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2. Instructional Tools2. Instructional Tools

Effect programs for adolescents will address:

Motivation to read. Decoding skills and fluency. Language comprehension. Text comprehension.

Peterson et al., 2000

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Motivation to readMotivation to read

Design programs that: include materials students can read

successfully but are age appropriate (e.g., Lexiles)

provide real-life reading opportunities (e.g., newspaper, magazines)

establish independent reading programs have student choice

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Decoding skills and fluencyDecoding skills and fluency

Explicit instruction in decoding skillsmultisyllabic word attack skillsspelling ability through identifiable

stages (alphabetic spelling – within-word spelling – patterns based on meanings)

Fluency development

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Fluency DevelopmentFluency Development

Speed, accuracy and prosody Prosody – one who recognizes phrasal

junctures, and understands the words sufficiently to know which word to emphasize, where to pause, and where to move more quickly

Reading intervention program and base program for all middle school students

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Fluency provides a bridge between word recognition and comprehension.

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Language comprehensionLanguage comprehension

Includes linguistic and syntactic knowledge, and semantics (word meaning knowledge)

Explicit instruction for weaker students Morphemic knowledge (roots and affixes) Vocabulary development

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Text comprehensionText comprehension

Lack of background knowledge about reading and about different text structures

Opportunities for self-selection of texts, making connections and self-monitoring while reading

Inferencing – need teacher modeling – “think alouds”

Explicit teaching of comprehension strategies

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continued…continued…

Content-area informational text:

Explicit instruction in expository text structures, signal words often used in sentences and use of graphic organizers

Incorporate in intensive intervention classes, in regular English classes and in the teaching repertoire of content area teachers

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3. School Support Systems and 3. School Support Systems and LeadershipLeadership School leadership Assessment Time Instructional grouping for intervention Coaching The home-school connection

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School leadership (Literacy Team)School leadership (Literacy Team)

Must be heroic!

Year 1 – challenge of changing teachers’ beliefs about reading instruction

Year 2 - refining the approach while ensuring consistency and adherence to the program design

Year 3 – “Domestication”

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““Domestication”Domestication”

Educators tend to become comfortable with a program so…

they alter it…they adjust it…

they do it their own way.

Less fidelity to the program design and consequently a lower success rate

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Why Program Fidelity is ImportantWhy Program Fidelity is Important

To ensure sufficient practice, correct sequence and precise methods

To make sure the entire treatment occurred To be able to effectively gauge the quality

of the selected program/treatment To provide the substance for teachers who

are new, overworked, unskilled or ineffective

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Why a Lack of Fidelity:Why a Lack of Fidelity:Program ReasonsProgram Reasons

Program selected was actually weaker than suspected and had many gaps

Teachers were not trained and prepared to teach the program selected

The program complexity required greater skill at implementation

The system didn’t redesign the organizational structures necessary to implement the program

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Why a Lack of Fidelity:Why a Lack of Fidelity:People ReasonsPeople Reasons

Resistance and downright insubordination Inadequate training and support The administration is not clear, firm and

tenacious The myth of autonomy and academic

freedom – teachers want to pick and choose

Philosophical beliefs

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AssessmentAssessment

Assessment Toolkits1. Screening assessments2. Formative and ongoing assessments3. Summative assessments

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TimeTime

Time to maximize learning Significantly below level students, 2 hours

(or two periods blocked) a day Simply keeping pace with one’s peer is not

enough Struggling students will need increased

time and instruction of the highest quality

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CoachingCoaching

Leadership should design and implement a system of peer and expert coaching

Coaching must be supported by clear expectations and guidelines

Coaches will assist and support teachers as they try a new strategy, implement new materials and engage in assessment and intervention of students

Coaches need to be trained and mentored as they grow in their roles.

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The home-school connectionThe home-school connection

Independent, outside reading for students

Parents must understand the school’s expectations

Parents may also fill vital tutoring roles.

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SummarySummary

Everybody’s business!Well-designed and ongoing professional

developmentAppropriate tools tightly linked to the

researchSupport systems initiated by the local

leadership

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“Now is the time that we mustchoose between what is right, andwhat is easy.”

Quote by Albus Dumbledore in Harry Potter and the Goblet of Fire.