Classwide Instruction Individual Instruction Models for selecting individual interventions Supporting READING skills.

Classwide Instruction

Individual Instruction

Models for selecting individual interventions

Supporting READING skills

Background

• School psychology professor at Utah State

• Teacher school psychologist researcher

• Strategies to strengthen our responses to learning and behavior problems.

• Pleased to Be at This Conference

UNIVERSAL TIER 1: Core Programs

Monitor 3 to 4 times/ year

~80% of Students

~15%

~5%

TIER 2 :Strategic/Supplemental

Monitor monthly

TIER 3: Individualized Intervention

Monitor 1 time a week

Providing systematic support

With Progress monitoring ( CBM)

TRW=73Omitted Words=11Errors=5CRW=58

Tier 1 3 x year CBM OUTCOME 1

Tier 1 CBM Outcome 2

Reading classwide intervention

Beat the Buzzard Routine

Get READY

• Quietly take out Demonstration Reading # 1

• Write name on it.

• Switch with a person next to you

• Then look at me quietly.

LISTEN

I am a puppy. My name is Jackson. Today, I had a very happy day.

I saw all kinds of things, and had a lot of fun. First, I went swimming in the

pond in front of my house. I swam with all of the fish. I got very wet. I

shook to dry off. When I was tired of swimming, I took a nap on the

bank of the pond. When I woke up, I saw a bug flying by. I followed it

for a while to see where it went. It flew all over my yard. Then it landed

on a log. Next, I went into the woods to explore. I saw a lot of different

things. I saw many plants that did not grow in my yard. There were

many pretty flowers. There were also many birds in the trees. They all

sang pretty songs. I stopped to listen to them for a while. Their songs

were nice. When I finished playing in the woods, I went to the boy’s

house next door. We played fetch for a little while. Then we played ball.

Next we played with the frisbee. Then the boy had to go inside. I went

home. When I got there, my owner was home. He took me riding in the

back of his truck. We went very fast and the wind blew through my fur. I

had a great day!

PRACTICE for 2 minutes

• Partner 1 reads.

• Partner 2 LISTEN AND SAY misread and stuck words until timer rings.

• DO NOT WRITE.

• Trade jobs

1 minute TIMED READING

• “GO” Partner 1 reads

• Partner 2 LISTEN and SAY and CIRCLE misread or stuck words

• When timer rings, MARK last word read.

• Trade jobs

COUNT AND GRAPHDemonstration 2

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Practice day

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READING PARTNERS READING PARTNERS STEP 1: GET READY Take out pencil, folder, one story, and chart. Go into reading partner assigned seating Write your name on story and trade stories.

STEP 2: LISTEN Follow along as the teacher reads the story

STEP 3: PRACTICE 2 minutes PARTNER 1 reads. PARTNER 2 LISTEN AND SAY misread and stuck words. Trade jobs when timer rings

STEP 4: 1 minute TIMED READING PARTNER 1 reads PARTNER 2 LISTEN and SAY and CIRCLE misread or stuck words MARK last word read when timer rings. Trade jobs

STEP 5: COUNT AND GRAPH Count every word that is not circled. Write the score on the story page and on your chart.

SETTING UP PAIRS

Step 1

SIGNAL FOR STUDENT ATTENTION. (clapping, stare, count down) Wait for students attention before going on to the next step.

Step 2

TELL THE STEPS THAT STUDENTS NEED TO DO. I need for you to…. quietly take out folders, pencils move to your reading partner assigned look at me

Step 3

PROVIDE THE TIME LIMIT Set timer for < 2 minutes amount of time. Tell students they have 2 minutes to do task.

Step 4

MONITOR Walk around the room. Redirect/prompt students who are off task

Step 5

GIVE FEEDBACK PRAISE COMPLIANCE Great Job! I like how you got ready in less than 2 minutes! PRACTICE NONCOMPLIANCE Some of you did not get ready in the time provided.

Step 6

BEGIN THE INTERVENTION

Beat the Buzzard

IDEAL TIME: < 2 MINUTES

Organize 1 two pocket folder per reading partner Copy 15 -30 different stories (numbered) for each student Put 2 sets of these stories per folder.

NAME: ________ DATE: _____

I am a puppy. My name is Jackson. Today, I had a very happy day. I saw all kinds of things, and had a lot of fun. First, I went swimming in the pond in front of my house. I swam with all of the fish. I got very wet. I shook to dry off. When I was tired of swimming, I took a nap on the bank of the pond. When I woke up, I saw a bug flying by. I followed it for a while to see where it went. It flew all over my yard. Then it landed on a log. Next, I went into the woods to explore. I saw a lot of different things. I saw many plants that did not grow in my yard.

STORY # 1

NAME: ________ DATE: _____

I am a puppy. My name is Jackson. Today, I had a very happy day. I saw all kinds of things, and had a lot of fun. First, I went swimming in the pond in front of my house. I swam with all of the fish. I got very wet. I shook to dry off. When I was tired of swimming, I took a nap on the bank of the pond. When I woke up, I saw a bug flying by. I followed it for a while to see where it went. It flew all over my yard. Then it landed on a log. Next, I went into the woods to explore. I saw a lot of different things. I saw many plants that did not grow in my yard.

STORY # 1

Before intervention

After 2 week intervention

8 week follow-up

Children below benchmark 51% 14% 29%

ResultsResults

100% treatment integrity when giving teachers scripts, materials, a classroom training session, and weekly support.

97% of the students above benchmark before intervention also increased scores.

Response to Class-wide Intervention

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Sessions

Dig

its C

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Mary

Chiquita

Randy

Sandy

Brandy

Colvin

Jolisha

Daleesha

Kiera

Bradley

Jared

Alfred

Sienna

Jarian

Trey

Robert

Andrea

Ashley

Jaren

instructional range

mastery

Baseline Intervention

DECISION RULES

When class median has reached mastery, are there children with scores below red line? YES Given another week’s growth of their previous average growth score would not reach instructional range in one more week? YES

ACTION TO BE TAKEN: Participate in Performance/Skill Deficit Assessment.

Universal CBM OUTCOME 1

TIER 2: Strategic/Supplemental

1. Early (Soar to) Success (Houghton Mifflin)

2. Read Well (Sopris West)3. Reading Mastery (SRA)4. Early Reading Intervention (Scott

Foresman)5. Great Leaps (Diamuid, Inc.)6. REWARDS (Sopris West)7. Ladders to Literacy (Brookes)8. Read Naturally

~80% of Students

~15%

~5%

http://www.fcrr.org

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1 2 3

Adam

James

Christina

Drew

Emi

Camy

Hector

Nina

Tier 2 Monthly CBM DATA

Are 80% of the Tier 2 students responding?   YES target those students who are not responding NO target program.

~80% of Students

~15%

~5%

TIER 2 :Strategic/Supplemental

TIER 3: Individualized Intervention

Matching intervention to student needs

1. Target Skills

Models for selecting an interventionto match student needs

WON’T DO: Fluent skills but does not want to do it.

CAN’T DO: Inadequate skills to do it.

Not enough help to do it right (accuracy)

Not enough time doing it (fluency).

It is just too hard (instructional level).

2. Common reasons for poor performance

3. Powerful Effective teaching

How To….

1)Select students for intervention using screening data

2)Identify Can’t do problems

3) Conduct reading level of assessment. 

3) Set up progress monitoring.  Select a measure, set a goal, etc.

4) Plan for implementation.  Who will do what and when.

Are you a Won’t do or Can’t do?

Demonstration reading # 1

Listen to your goal.

Are you a Won’t do or Can’t do?

• DO a 1 minute TIMED READING– Partner 1 reads for 1 minute– Partner 2 LISTEN and SAY and CIRCLE

misread or stuck words – When timer rings, MARK last word read.

• COUNT

• Did you beat last score?

Performance/Skill Deficit Assessment

PURPOSE OF DATA? To rule out lack of motivation as a factor

HOW? Administer CBM probe that student performed poorly on during class assessment. This time give the student a chance to earn reward for improved score.

OUTCOME? When student’s score falls above instructional grade level range, proceed to motivational intervention.

When student’s score falls below instructional, proceed to an instructional intervention.

Can’t Do/Won’t Do Assessment

Without incentive: 8 childrenWith incentive: 5 children

Fuchs rule of thumb:

If student reads 10-50 words correct in 1 minute but with less than 85-90% accuracy, move to next lower level

Assessing READING Level

3rd grade15Words

2nd grade25 words10 errors

1st grade39 words1 errors

Grade 3 story Scores

Middle Score

Assessment Decision

Fourth 1. ___2. ___3. ___

____If 70 or more

If less than 70

STOP. Reading level

Continue to next lower grade

Third 1. ___2. ___3. ___

____If 70 or more

If less than 70

STOP. Reading level

Continue to next lower grade

Second 1. ___2. ___3. ___

____If 40 or more

If less than 40

STOP. Reading level

Continue to next lower grade

First 1. ___2. ___3. ___

____If 40 or more

If less than 40

STOP. Reading level

Teach phonemic awareness skills

•Start at grade level passage. •Give three 1-minute assessments on three different grade level stories.•Score words read correctly in one minute. •If middle score is not at instructional level, administer three 1-minute reading assessments on next lower grade level.

CBM Data & Can’t Do Reason • PHONEMIC AWARENESS PROBLEM

-READINGLEVEL AT 1st GRADE OR LOWER 

• ACCURACY PROBLEM – SLOW AND > 4 ERRORS • FLUENCY PROBLEM – -SLOW AND < 4 ERRORS

• VOCABULARY PROBLEM – LOW COMPREHENSION AND MANY CIRCLED UNKNOWN

WORDS • COMPREHENSION PROBLEM – FLUENT BUT FEW QUESTIONS ANSWERED CORRECTLY,

POOR RETELL

Keep it Simple Selecting a Few Good Interventions

Won’t Do

Accuracy Fluency Vocabulary Comprehension

Reading Listening Preview

Error correction

Repeated Readings

Key words

Drill Sandwich

Concept maps

Generate Q before and Summarize after

Reciprocal teaching: what know, what want to know & what found out

A FEW PROVEN OPTIONS (skills + reason why + effective teaching)

Accuracy Listening Passage Preview + Phase Drill. Improve reading accuracy through modeling and error correction

Fluency Repeated Readings. Four repeated reading trials to increase fluency with increased practice opportunities

Vocabulary Key Words. Help students to comprehend unknown vocabulary words through presentation and discussion of words definition and usage

Comprehension Comprehension training (information, summarize, inference, prediction) with fluency

READING INTERVENTIONS

BASED ON1. Skill TARGET

2. Can’t DO

3. Effective Teaching STEPS

1. Accuracy (Slow and > 6 errors) Listening Preview + Phase Drill

STEP 1: LISTEN

Follow along as the teacher reads the story

STEP 2: PRACTICE

Have the student read the passage aloud while you underline errors (skips, mispronounces, hesitates 3 sec) on your copy. Supply the words missed.

STEP 3: DRILL ERROR CORRECTION.

Show the student the underlined words. Say the word and have the student read each sentence containing the error word three times.

STEP 4: 1 minute TIMED READING

STEP 5: COUNT AND RECORD

Accuracy Demonstration READING # 4

MODEL & LISTEN

I see a boy and a girl. They come by day after day. The girl can eat a lot. She is little. The boy is big. He does not talk to the girl. He plays with his dog. I like his dog. I want a dog. The dog is very big. The boy will read a book. The girl does not like to read. The girl will run and play. She does not like to sit. She will run up and down the street. She does like to talk. The girl will talk to any boy or girl. She will talk all day. She will talk all night. The girl and her mother talk a lot. I like to play with the girl. The girl and I play all day.

14284155678294107119129

GUIDED practice

I see a boy and a girl. They come by

day after day. The girl can eat a lot.

She is little. The boy is big. He does

not talk to the girl. He plays with his

dog. I like his dog. The dog is very big.

The

3-sec

pats

3-sec

ERROR Correction

I see a boy and a girl. They come by

day after day. The girl can eat a lot.

She is little. The boy is big. He does

not talk to the girl. He plays with his

dog. I like his dog. The dog is very big.

The

3-sec

pats

3-sec

INDEPENDENT PRACTICE 1 minute timing

I see a boy and a girl. They come by day after day. The girl can eat a lot. She is little. The boy is big. He does not talk to the girl. He plays with his dog. I like his dog. I want a dog. The dog is very big. The boy will read a book. The girl does not like to read. The girl will run and play. She does not like to sit. She will run up and down the street. She does like to talk. The girl will talk to any boy or girl. She will talk all day. She will talk all night. The girl and her mother talk a lot. I like to play with the girl. The girl and I play all day.

14284155678294107119129

Demonstration READING # 2

IMMEDIATE FEEDBACK Graph

My best score or goal is: _______ My score on the timed test is: ________ Did I beat my score? _____

Individually-administered

Materials: Copy of the school-wide reading passage and Copy of Screening scores “Treasure chest”

Administer and score a 1-minute timed reading. Provide a reward if child score on this reading exceeds the screening score.

Weekly Progress Monitoring

Rationale

Why the same probe?

Eliminates probe variability

Increases efficiency (1 probe verses 3 “cold” probes)

Poor readers who struggle on all reading are identified.

When students advance on 1 probe assessment, may monitor with 3 probes and take median score to see who should continue intervention another week.

Progress Monitoring

2. Fluency (Slow but < 4 errors) Repeated Readings

STEP 1: GET READY

STEP 2: PRACTICE 3 TIMES

Teacher starts a timer and tells student to read passage

Student reads from one passage.

Teacher LISTENS and SAYS misread or stuck words

At the end of the passage, tell the student the time it took to read the passage. Do this 3 times.

STEP 3: 1 minute TIMED READING

 STEP 4: COUNT AND RECORD

Demo

1 2 3 1 min timing

Jeff’s mom is having a baby. Jeff is very happy. He will have a new brother or sister. He does not know whether the baby will be a boy or a girl. He will be happy with a new little brother or sister. He will help the baby learn new things. He will teach the baby how to crawl, and then how to walk. He will help teach the baby how to talk. When the baby gets older, he will play with the baby. If he gets a little brother, the baby will be named James. When he is old enough, he will teach the baby how to play tag and football. He will ride bikes with the baby.

Same routine

• Peers and/or adult tutor

• Daily for 15 minutes

• Weekly CBM monitoring

3. Vocabulary and Fluency problemKey Words

STEP 1: IDENTIFY KEY WORDS

Student circles any word that looks hard to read or understand.  

STEP 2: LISTEN. Student follows along on one copy as teacher reads.  

STEP 3: GUIDED PRACTICE. Student reads with teacher help.  

STEP 4: PRACTICE KEY WORDS

Write the first 5 circled words on erase board. (or select words that were errors during practice or important words for story).

Read the five words to the student and student repeats words.

Define the words (verbal explanation, gestures and/or modeling).

Use the word in a sentence.  

STEP 5: 1 minute TIMED READING

STEP 6: COUNT AND RECORD

Circle unknowns, key words

fresh

silver

prepare

brick

decide

4. Comprehension

STEP 1: PRIOR TO READING

Review a list of 6 to 10 questions that is to be completed. Identify if the question is about material that will be right there in the reading material, implied from material in the text that needs to be searched and thought about, or require you to predict or infer something after reading the material.

Preview by scanning material and search for clues about what the reading is about, what you may already know about the material.

Comprehension

STEP 2: READ PASSAGE OUT LOUD with teacher help.

STEP 3: AFTER READING Turn the reading passage over.

Without looking at the passage, answer the questions.

Check your answer with the teacher

Count the number of questions you got right. Write score on chart.

Comprehension Option after reading for vocabulary practice:

Clinks

Write a few words that seems to be important to the story

Clunks

Write words that you do not understand.

What does the Clunk mean?

Look up or ask teacher for help

Comprehension Option after reading for main idea concept:

Write a “gist” sentence about the main idea in 10 or less words.

__________________________________________________

Write 2-3 important facts, ideas, or supporting details.

1. _______________________________________________

2. _______________________________________________

Phonics

• Programs to practice using phonic skill – Basic Skill Builders program (Beck, Conrad, &

Anderson, 1995) -practice sheets that are systematically sequenced for teaching brief units of reading skills.

– www.starfall.com Free

– http://www.funnix.com/ (direct instruction)

– Read, Write and Type

http://www.talkingfingers.com/readwritetype/RWT-learning-system.html

– www.Headsprout.com (direct instruction)

Keep it Simple Which Few Good Interventions will you select?

Phonics Accuracy Fluency Vocabulary Comprehension

Reading Funnix Listening Preview

Repeated Readings

Key words Review questions

+ vocabulary

TEAM Support Planning

1. Match an intervention to the problem

2. Prepare materials and train.

3. Set up a routine. Set a daily 10 - 15 minute intervention routine 4 to 5 days a week at a set location.

4. Monitor using a weekly CBM routine

Contact information

Donna Gilbertson, PhD

Utah State University

School Psychology Program

[email protected]