Building Adolescent Literacy into a Response to ... · Building Adolescent Literacy into a Response to ... What can you do to improve the reading skills of ... Gates-MacGinitie Reading

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www.SRADirectInstruction.com/Adolescent_Literacy_Webinars

Building Adolescent Literacy into a Response to Intervention Model

Nancy Marchand-Martella, Ph.D.Ronald Martella, Ph.D.

Points to Ponder…Why should we focus our attention on RtI for more effective adolescent literacy instruction? Do you have a seamless approach for providing scientifically based interventions in your school?How do you measure student performance to determine if these interventions are working?What can you do to improve the reading skills of adolescent learners?

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Objectives:Research-based recommendations for improving instruction and intervention.Ideas for building a comprehensive literacy structure for grades 7-12.How to provide multiple levels of support based on student need.

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What’s the Problem?Students struggle with the complex demands of reading middle and high school text.NAEP (2005) assessed twelfth graders:

65% read below the proficient reading level. • 57% White, 84% African American, 80% Hispanic, 74%

American Indian/Alaskan Native.NAEP (2007) assessed eighth graders:

66% read below the proficient reading level.• 60% White, 87% African American, 85% Hispanic, 82%

American Indian/Alaskan Native.

Source: National Assessment of Educational Progress (2005, 2007)

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The Problem (continued):Poor academic skills are consistently linked with

higher dropout rates, unemployment, andentrance into the juvenile justice/prison system.

Source: National Association of State Boards of Education (NASBE, 2005)

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College Students’ Literacy in Doubt

More than 50% of students at 4-year schools and more than 75% of students at 2-year schools lack skills to perform complex literacy tasks.

Source: American Institutes for Research (2006)

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Who are these struggling adolescent readers?

Largest group experiences some problems with fluency and comprehension while reading more advanced text. Second group has difficulties with fluency and comprehension no matter what they read.Smallest group (no more than 10%) cannot decode or read the words on a page.

Source: National Governors Association Center for Best Practices (2005)

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“Reading First” to “Reading Next”:Approximately 8 million 4th-12th gradersstruggle to read at grade level.About 70% require some type of remediation.Very few need help reading the words on the page; their most common problem is COMPREHENSION!

Source: Biancarosa and Snow (2006)

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What are the Elements of an Effective Adolescent Literacy Program?1. Direct, explicit comprehension instruction.2. Effective instructional principles embedded in content.3. Motivation and self-directed learning.4. Text-based collaborative learning.5. Strategic tutoring.6. Diverse texts.7. Intensive writing.8. A technology component.9. Ongoing formative assessment of students.10. Extended time for literacy.11. Professional development.12. Ongoing summative assessment of students and programs.13. Teacher teams.14. Leadership.15. Comprehensive and coordinated literacy program.

Sources: Biancarosa & Snow (2006)

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What do we mean by a Comprehensive and Coordinated Literacy Program?

Response to Intervention (RtI)

Some great RtI websites with downloadable documents:www.rti4success.org (National Center on Response to Intervention)www.wrightslaw.com (Wrights Law)www.interventioncentral.org (Intervention Central)www.rtinetwork.org (RtI Action Network)www.ncld.org (National Center for Learning Disabilities)

http://www.rti4success.org/

http://www.interventioncentral.com/

http://www.rtinetwork.org/

http://www.rtinetwork.org/

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What is RtI?A process to determine a child’s response to scientifically based interventions instead of/or in addition to IQ-achievement discrepancy for LD determination.Tiered instructional approach with increased intensity of instruction provided at each tier.

Source: Duffy (2007)Source: SRA Read to Achieve (2010). ©SRA/McGraw-Hill.

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Facts about RtIIDEA (2004) allows educators to qualify a student much sooner than the “wait-to-fail” model.RtI is now used more broadly as a data-based approach to decision making that impacts instruction.

More students are regularly monitored.Better use of scientifically based instruction and interventions.Reduced bias in assessment for students from culturally and linguistically diverse backgrounds.Reduced focus on deficits and more attention on teaching and learning.

Source: Duffy (2007)

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Two RtI ApproachesProblem Solving

Preventative interventions tailored to meet student’s individual needs.Academic deficiencies seen as motivational issues.

Standard-Treatment Protocol Promotes acquisition of new skills.Typically have a regimented set of programs or approaches to use at each RtI level.

RecommendationUse Standard Treatment Protocol & Problem Solving

for academic and behavioral problems.Source: Fuchs and Fuchs (2007--TEC special issue on RtI)

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How can you implement RtI?Define three tiers. What programs will you be using? How will instructional fidelity be maintained?Identify screening and progress monitoring tools.How will students move from one level to the next?Examine the roles for teachers. Who participates and what are their responsibilities?Determine how collaboration will occur. When will student progress be discussed and decisions be made?Ensure ongoing professional development. How will staff be trained in RtI, differentiated instruction, and best practices in progress monitoring, for example?

Source: Duffy (2007). Note: Be sure to check out the Pasadena Story by Walsh (2006).

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Important Considerations for Successful RtI Implementations

Source: SRA Read to Achieve (2010).©SRA/McGraw-Hill.

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Focus on Five Areas of Instruction

1. Word Study2. Fluency3. Vocabulary4. Comprehension5. Motivation

Sources: Boardman et al. (2008); Kamil et al. (2008); Torgesen et al. (2007)

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Use Explicit Instruction

Teacher modeling

Guided practice with feedback

Independent practice

Generalization

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Source: SRA Read to Achieve (2010).© SRA/McGraw-Hill.

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Ensure Firm RespondingHave students “say it like they know it.”Give multiple opportunities for students to respond. Provide homework only when students are firm on a skill; it should be EXTRA practice not NEW LEARNING!Have students write about what they are reading.

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Consider Stages of Learning


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Use Differentiated Instruction

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Use Screening and Diagnostic Assessments (some examples)

Group Reading Assessment and Diagnostic Evaluation (American Guidance Service)Woodcock Reading Mastery Tests-Revised-Normative Update (Pearson)Gates-MacGinitie Reading Tests (Riverside)Gray Oral Reading Tests-4th edition (Pearson)Diagnostic Assessment of Reading (Riverside)Test of Silent Word Reading Fluency (PRO-ED)

See Torgesen & Miller (2009) and http://www.fcrr.org/assessmentMiddleHighSchool.htm

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Use Progress MonitoringWithin-program assessments.Out-of-program assessments.

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See Hasbrouck (2006) for fluency norms.


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Progress MonitoringAIMSweb (see www.aimsweb.com).Develop your own progress monitoring assessments (e.g., maze reading = select 250-word passage from curriculum; remove every 7th word/3 choices; give 3 minutes to complete; count number correct; discontinue after 3 wrong)

See www.studentprogress.org (National Center on Student Progress Monitoring) and www.fcrr.org

(Florida Center for Reading Research) for details.

http://www.aimsweb.com/

http://www.studentprogress.org/

http://www.fcrr.org/

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Tier 1 PlacementTier 1: Universal screening in combination with 5 to 8 weeks of weekly progress monitoring.Students who score below cutoff (e.g., 25th percentile) on universal screener and have poor rates of improvement over 5 to 8 weeks of Tier 1, go to Tier 2.

Source: 2007 special issue of Teaching Exceptional Children on RtI

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Tier 2 PlacementTier 2: More intensive and strategic instruction.Small-group instruction/tutoring, daily with minimum 30-minute sessions beyond core program and bimonthly progress monitoring.Instruction provided for 10-20 weeks then re-evaluate (move to Tier 1, another round of Tier 2, or proceed to Tier 3).Use standard treatment protocol and problem solving approaches.Use scientifically based reading interventions.


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Tier 3 PlacementTier 3: Most intensive instruction; in some RtI models, Tier 3 = special education.One on one or small-group, specially designed instruction with minimum two 30-min daily sessions in addition to core program and weekly to bimonthly progress monitoring.Instruction provided until benchmark is met (move back to Tier 1 or provide Tier 2 supports with Tier 1).Use scientifically based reading interventions.


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Important Quote“What RtI does is put everybody on the same playing field. It doesn’t matter what your language structure is, whether or not you’re disabled, or whether or not you’re poor. What matters is what you need to progress at a satisfactory pace in the general curriculum.”

Source: (Wayne Sailor, University of Kansas as cited by Duffy, 2007).

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Our kids are worth it!!

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Resources for this Webinarwww.SRADirectInstruction.com/Adolescent_Literacy_Webinars

View a recording of the complete WebinarDownload the PowerPoint presentation (Read-only)See a list of recommended resources for adolescent literacy researchDiscuss what you have learned in the Signals Forum

http://www.sradirectinstruction.com/Adolescent_Literacy_Webinars

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Sources for Adolescent Literacy•American Institutes for Research. (2006). The literacy of America’s college students. Available at: www.air.org.•Biancarosa & Snow. (2006). Reading next: A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York. Available at: www.all4ed.org.•Boardman et al. (2008). Effective instruction for adolescent struggling readers: A practice brief. Available at: www.centerforinstruction.org.•Duffy. (2007). Meeting the needs of significantly struggling learners in high school: A look at approaches to tiered instruction.www.betterhighschools.org/docs/NHSC_RTIBrief_08-02-07.pdf•Gajria. (2007). Synopsis of improving comprehension of expository text in students with learning disabilities: A research synthesis. Available at: www.centerforinstruction.org.•Hasbrouck. (2006). Drop everything and read aloud. Available at: www.aft.org/pubs-reports/american_educator/issues/summer06/fluency.htm.•Haynes. (2007). From state policy to classroom practice: Improving literacy instruction for all students. Available at: www.nasbe.org/index.php/file-repository?func=fileinfo&id=132•Heller & Greenleaf. (2007). Literacy instruction in the content areas: Getting to the core of middle and high school improvement. Available at: www.all4ed.org.•Kamil et al. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice guide. Available at: http://ies.ed.gov/ncee/wwc.•Manhattan Institute for Policy Research. (2005). Public high school graduation and college-readiness rates. Available at: www.manhattan-institute.org/html/ewp_08.htm.•McPeak & Trygg. (2007). The secondary literacy instruction and intervention guide. Available at: www.stupski.org.

http://www.air.org/

http://www.all4ed.org/

http://www.all4ed.org/

http://www.centerforinstruction.org/


http://www.betterhighschools.org/docs/NHSC_RTIBrief_08-02-07.pdf

http://www.aft.org/pubs-reports/american_educator/issues/summer06/fluency.htm



http://ies.ed.gov/ncee/wwc

http://www.manhattan-institute.org/html/ewp_08.htm

http://www.stupski.org/

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•National Assessment of Educational Progress. (2005, 2007). The nation’s report card. Available at: http://nationsreportcard.gov.•National Association of Secondary School Principals. (2005). Creating a culture of literacy: A guide for middle and high school principals. Available at: www.nassp.org/s_nassp/index.asp?CID=1138&DID=54609•National Association of State Boards of Education. (2006). Reading at risk: The state response to the crisis in adolescent literacy. Available at: www.nasbe.org.•National Governors Association. (2005). Reading to achieve: A governor’s guide to adolescent literacy. Available at: www.nga.org/center.•National Institute for Literacy. (2007). What content-area teachers should know about adolescent literacy. Available at: www.nifl.gov.•RAND Corporation. (2005). Achieving state and national literacy goals, a long uphill road: A report to Carnegie Corporation of New York. Available at: www.rand.org/pubs/technical_reports/TR180-1/index.html.•Scammacca et al. (2007). Interventions for adolescent struggling readers: A meta-analysis with implications for practice. Available at: www.centerforinstruction.org.•Shanahan. (2005). Adolescent literacy intervention programs: Chart and program review guide. Available at: www.learningpt.org.•Torgesen et al. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. Available at: www.centerforinstruction.org.•Torgesen & Miller. (2009). Assessments to guide adolescent literacy instruction. Available at: www.centerforinstruction.org.•Walsh. (2006). Supporting secondary literacy reform in a low-resource context: The Pasadena story. Available at: www.stupski.org.•Willingham. (2006/2007). The usefulness of brief instruction in reading comprehension strategies. Available at: www.aft.org/pubs-reports/american_educator/issues/winter06-07/CogSci.pdf.•*Special issue of Teaching Exceptional Children: Theme on Responsiveness to Intervention (2007). To order, contact the Council for Exceptional Children www.cec.sped.org.

Sources for Adolescent Literacy

http://nationsreportcard.gov/

http://www.nassp.org/s_nassp/index.asp?CID=1138&DID=54609

http://www.nasbe.org/

http://www.nga.org/center

http://www.nifl.gov/

http://www.rand.org/pubs/technical_reports/TR180-1/index.html




http://www.learningpt.org/

http://www.stupski.org/

http://www.aft.org/pubs-reports/american_educator/issues/winter06-07/CogSci.pdf



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