High Quality Reading Instruction : Implementing RtI So What’s You Gonna Do? Weber School District...
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Transcript of High Quality Reading Instruction : Implementing RtI So What’s You Gonna Do? Weber School District...
High Quality Reading Instruction : Implementing
RtI
High Quality Reading Instruction : Implementing
RtI
So What’s You Gonna Do?Weber School District
September 3 & 4, 2009
So What’s You Gonna Do?Weber School District
September 3 & 4, 2009
UIC Center for Literacy, Tim Shanahan
You are responsible for making the moves that will improve reading achievement…
You not only must raise the scores this year, but you need a plan to keep raising the scores into the future…
You are responsible for making the moves that will improve reading achievement…
You not only must raise the scores this year, but you need a plan to keep raising the scores into the future…
How Do We Raise Reading Achievement?
How Do We Raise Reading Achievement?
So what you gonna do?So what you gonna do?
UIC Center for Literacy, Tim Shanahan
Some Solutions Unlikely to Work…
Some Solutions Unlikely to Work…
Maybe you could just buy a reading program… but if that worked, then wouldn’t everybody have high scores?
Maybe you could just buy a reading program… but if that worked, then wouldn’t everybody have high scores?
UIC Center for Literacy, Tim Shanahan
Some Solutions Unlikely to Work…
Some Solutions Unlikely to Work…
You could go to see the Wizard to find out if he could help….
But he’d probably just tell you to muster up the heart and brain and courage to get the job done.
You could go to see the Wizard to find out if he could help….
But he’d probably just tell you to muster up the heart and brain and courage to get the job done.
UIC Center for Literacy, Tim Shanahan
Some SolutionsUnlikely to Work…
Some SolutionsUnlikely to Work…
Maybe you could pray harder? Of course, prayer doesn’t work that way…
And everybody knows you can’t pray in the public schools…
Maybe you could pray harder? Of course, prayer doesn’t work that way…
And everybody knows you can’t pray in the public schools…UIC Center for
Literacy, Tim Shanahan
Some Solutions Unlikely to Work…
Some Solutions Unlikely to Work…
Maybe you’ll get lucky and a new housing project for rich kids will move into your neighborhood… then the scores could rise without doing anything!
Maybe you’ll get lucky and a new housing project for rich kids will move into your neighborhood… then the scores could rise without doing anything!
UIC Center for Literacy, Tim Shanahan
Some Solutions Unlikely to Work…
Some Solutions Unlikely to Work…
Or, the teachers could help the kids take the tests….uh, well, no, that’s been tried before….
And it would be wrong!
Or, the teachers could help the kids take the tests….uh, well, no, that’s been tried before….
And it would be wrong!
UIC Center for Literacy, Tim Shanahan
Some Solutions Unlikely to Work…
Some Solutions Unlikely to Work…
Maybe we could just hire Arthur Anderson accountants who would make the scores look good, even if the kids couldn’t read…
No, that’s been tried, too.
Maybe we could just hire Arthur Anderson accountants who would make the scores look good, even if the kids couldn’t read…
No, that’s been tried, too. UIC Center for
Literacy, Tim Shanahan
Clearly none of those ideas are going to work!!!
Clearly none of those ideas are going to work!!!
UIC Center for Literacy, Tim Shanahan
So what can you really do to improve reading
achievement?
So what can you really do to improve reading
achievement?“Eureka!!!
I’ll use the Literacy Improvement Pyramid to solve my problem.”
“Eureka!!!
I’ll use the Literacy Improvement Pyramid to solve my problem.”
UIC Center for Literacy, Tim Shanahan
Leadership
Amount of
Instruction
Curriculum Framework
Professional Developmen
t
Assessment & Monitoring
Teaching Materials
Special Kids
Parents Quality Variables
Motivation
Literacy Improvement Pyramid
____________________________________________________________________
UIC Center for Literacy, Tim Shanahan
LeadershipLeadership
Many correlational studies show the importance of leadership in school improvement
Improving reading school- or district- wide requires a coherent response
Leadership can improve things, but it also can make things worse
Leadership has an indirect outcome on student achievement outcomes, but it is an enabling variable
Many correlational studies show the importance of leadership in school improvement
Improving reading school- or district- wide requires a coherent response
Leadership can improve things, but it also can make things worse
Leadership has an indirect outcome on student achievement outcomes, but it is an enabling variable
UIC Center for Literacy, Tim Shanahan
Amount of InstructionAmount of Instruction
Amount of instruction is the biggest alterable factor in student learning
Large amount of correlational and experimental research evidence
Require 2-3 hours per day of reading and writing instruction, K-12
Increase time within and across the school day
Fastest gains can be achieved by increasing amount of teaching
Amount of instruction is the biggest alterable factor in student learning
Large amount of correlational and experimental research evidence
Require 2-3 hours per day of reading and writing instruction, K-12
Increase time within and across the school day
Fastest gains can be achieved by increasing amount of teaching UIC Center for
Literacy, Tim Shanahan
Curriculum FrameworkCurriculum Framework
Second biggest impact on learning is from what is taught
Explicit curriculum is important in ensuring that teaching occurs
Explicit curriculum prevents excessive overlaps across grade levels
Curriculum needs to be organized Importance of phonemic awareness,
phonics, sight vocabulary, comprehension, fluency, writing, vocabulary
Second biggest impact on learning is from what is taught
Explicit curriculum is important in ensuring that teaching occurs
Explicit curriculum prevents excessive overlaps across grade levels
Curriculum needs to be organized Importance of phonemic awareness,
phonics, sight vocabulary, comprehension, fluency, writing, vocabulary
UIC Center for Literacy, Tim Shanahan
Professional DevelopmentProfessional Development
Evidence shows that professional development for teachers improves student achievement
This professional development has to focus on how to teach/assess
Should be ongoing, multifaceted, and allow for practice and experimentation
This is one of the quality levers
Evidence shows that professional development for teachers improves student achievement
This professional development has to focus on how to teach/assess
Should be ongoing, multifaceted, and allow for practice and experimentation
This is one of the quality leversUIC Center for Literacy, Tim Shanahan
Assessment and Monitoring
Assessment and Monitoring
Need to assess student learning frequently in order to make needed adjustments
Assessment must be kept to a minimum so as not to reduce amount of instruction
Assessment is often key in inclusion or exclusion of teaching
Monitoring of amount and quality of teaching matters as well
Need to assess student learning frequently in order to make needed adjustments
Assessment must be kept to a minimum so as not to reduce amount of instruction
Assessment is often key in inclusion or exclusion of teaching
Monitoring of amount and quality of teaching matters as well
UIC Center for Literacy, Tim Shanahan
Teaching MaterialsTeaching Materials
Instructional materials include core programs, supplementary materials, and intervention materials
Instructional materials should be consistent with research
Instructional materials are needed but they don’t matter
Materials can be a quality lever Review of materials needs to consider not
just inclusion, but likelihood of success
Instructional materials include core programs, supplementary materials, and intervention materials
Instructional materials should be consistent with research
Instructional materials are needed but they don’t matter
Materials can be a quality lever Review of materials needs to consider not
just inclusion, but likelihood of success
UIC Center for Literacy, Tim Shanahan
Special Kids, Special Programs
Special Kids, Special Programs
Regular program will not be sufficient for all kids
The importance of special programs to your success depends upon the size of this population
Responding to these needs is often more of an ethical concern than one of improving school or district achievement
Children need to balance—not programs
Regular program will not be sufficient for all kids
The importance of special programs to your success depends upon the size of this population
Responding to these needs is often more of an ethical concern than one of improving school or district achievement
Children need to balance—not programs
UIC Center for Literacy, Tim Shanahan
ParentsParents
Parent involvement can improve reading achievement
Parents often need guidance to support learning
Parents can provide opportunities to use text and models of literacy use
Parents can also teach in helpful ways
Parents can make the school credible
If parents cannot help, you can still succeed
Parent involvement can improve reading achievement
Parents often need guidance to support learning
Parents can provide opportunities to use text and models of literacy use
Parents can also teach in helpful ways
Parents can make the school credible
If parents cannot help, you can still succeed
UIC Center for Literacy, Tim Shanahan
Other “Quality” VariablesOther “Quality” Variables
Kind of a miscellaneous category“Level” of instruction or match of
instruction to student needsClass sizeEnvironment that
encourages/supports learning (academic press)
Quality of explanation
Kind of a miscellaneous category“Level” of instruction or match of
instruction to student needsClass sizeEnvironment that
encourages/supports learning (academic press)
Quality of explanation
UIC Center for Literacy, Tim Shanahan
MotivationMotivation
Motivation at all levels (for students, teachers, parents, the public)
Need to provide coherent information to the community
Need to build motivation into your programs at all levels—to keep everyone moving towards the goal
Need to build partnerships to gain resources
Appreciation, inclusion of teachers
Motivation at all levels (for students, teachers, parents, the public)
Need to provide coherent information to the community
Need to build motivation into your programs at all levels—to keep everyone moving towards the goal
Need to build partnerships to gain resources
Appreciation, inclusion of teachers
UIC Center for Literacy, Tim Shanahan
Leadership
Amount of
Instruction
Curriculum Framework
Professional Developmen
t
Assessment & Monitoring
Teaching Materials
Special Kids
Parents Quality Variables
Motivation
Literacy Improvement Pyramid
____________________________________________________________________
UIC Center for Literacy, Tim Shanahan
Utah’s Literacy ModelUtah’s Literacy Model
© 2006 Utah State Office of Education & Emma Eccles Jones Center USU
4-6 Overview
42
Utah’s 3 Tier RtI Model of Reading InstructionUtah’s 3 Tier RtI Model of Reading Instruction
Instructional Principles forHelping All Readers
Instructional Principles forHelping All Readers
TIER 1 Intervention Refers to core classroom instruction for ALL
students. Materials: SBRR instructional materials
aligned to the Utah Elementary Language Arts Core Curriculum must be utilized, as well as supporting appropriate content materials.
Setting: General education classroom Time: Initial instruction provided within a
daily literacy time block
TIER 1 Intervention Refers to core classroom instruction for ALL
students. Materials: SBRR instructional materials
aligned to the Utah Elementary Language Arts Core Curriculum must be utilized, as well as supporting appropriate content materials.
Setting: General education classroom Time: Initial instruction provided within a
daily literacy time block
Instructional Principles forHelping All Readers
Instructional Principles forHelping All Readers
TIER 1 Intervention Assessment data is used to monitor and
maintain the on-going cycle of literacy success. Screening assessments are administered
initially to ALL Tier I students to identify at-risk students.
Benchmark assessments are administered periodically to determine if students are making progress, need extra support, and plan ongoing differentiates instruction.
Outcome assessments are also administered to ALL Tier 1 students to determine student growth/gain over time.
TIER 1 Intervention Assessment data is used to monitor and
maintain the on-going cycle of literacy success. Screening assessments are administered
initially to ALL Tier I students to identify at-risk students.
Benchmark assessments are administered periodically to determine if students are making progress, need extra support, and plan ongoing differentiates instruction.
Outcome assessments are also administered to ALL Tier 1 students to determine student growth/gain over time.
Instructional Principles forHelping All Readers
Instructional Principles forHelping All Readers
TIER 2 Intervention Tier 2 intervention refers to targeted SBRR
supplemental instruction aimed at remediating the specific needs of students who fail to meet Tier 1 benchmarks in one or more of the five critical areas of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Tier 2 is systematic, explicit, and aligned with Tier 1 instruction.
TIER 2 Intervention Tier 2 intervention refers to targeted SBRR
supplemental instruction aimed at remediating the specific needs of students who fail to meet Tier 1 benchmarks in one or more of the five critical areas of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Tier 2 is systematic, explicit, and aligned with Tier 1 instruction.
Instructional Principles forHelping All Readers
Instructional Principles forHelping All Readers
Tier 2 instruction Materials: Use of SBRR intervention and
content materials that support Tier 1 instruction
Setting: General education classroom or other appropriate setting
Time: 30 to 60 minutes daily in addition to general classroom Tier 1 instruction
Instructional interventions are differentiated based on the needs of individual students as determined by assessment data.
Tier 2 instruction Materials: Use of SBRR intervention and
content materials that support Tier 1 instruction
Setting: General education classroom or other appropriate setting
Time: 30 to 60 minutes daily in addition to general classroom Tier 1 instruction
Instructional interventions are differentiated based on the needs of individual students as determined by assessment data.
Instructional Principles forHelping All Readers
Instructional Principles forHelping All Readers
TIER 3 Intervention Tier 3 intervention refers to intensive
intervention for students who have not responded adequately to at least one round of Tier 2 instruction.
This small percentage of students usually have severe reading difficulties and requires instruction that is more explicit, more intensive, and specifically designed to meet individual needs in the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension.
TIER 3 Intervention Tier 3 intervention refers to intensive
intervention for students who have not responded adequately to at least one round of Tier 2 instruction.
This small percentage of students usually have severe reading difficulties and requires instruction that is more explicit, more intensive, and specifically designed to meet individual needs in the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Instructional Principles forHelping All Readers
Instructional Principles forHelping All Readers
TIER 3 Intervention Materials: SBRR intervention programs and
materials that specifically target diagnosed reading deficits
Setting: Appropriate setting within the school Time: 60 minutes daily in addition to Tier 1
classroom instruction Diagnostic and weekly progress monitoring
assessments are utilized extensively with this group of students to identify problems, check progress, and provide appropriate, targeted interventions using SBRR materials and practices.
TIER 3 Intervention Materials: SBRR intervention programs and
materials that specifically target diagnosed reading deficits
Setting: Appropriate setting within the school Time: 60 minutes daily in addition to Tier 1
classroom instruction Diagnostic and weekly progress monitoring
assessments are utilized extensively with this group of students to identify problems, check progress, and provide appropriate, targeted interventions using SBRR materials and practices.
Utah’s 3 Tier Model of Reading Instruction
Utah’s 3 Tier Model of Reading Instruction
Student movement through the 3 Tiers is a systematic process based upon student
assessment data and collaborative decisions.
Literacy AssessmentsLiteracy Assessments
http://www.schools.utah.gov/curr/lang_art/elem/core/ASSESSMENTS.pdf
http://www.schools.utah.gov/curr/lang_art/elem/core/ASSESSMENTS.pdf
Literacy AssessmentsLiteracy Assessments
36
Comprehensive Reading Assessment:
Four Purposes
Comprehensive Reading Assessment:
Four PurposesScreening - Designed as a first step in
identifying children who may be at high risk for delayed development or academic failure and in need of further diagnosis of their need for special services or additional reading instruction.
Diagnostic - Helps teachers plan instruction by providing in-depth information about students’ skills and instructional needs.
Screening - Designed as a first step inidentifying children who may be at high risk for delayed development or academic failure and in need of further diagnosis of their need for special services or additional reading instruction.
Diagnostic - Helps teachers plan instruction by providing in-depth information about students’ skills and instructional needs.
37
Comprehensive Reading Assessment:
Four Purposes
Comprehensive Reading Assessment:
Four PurposesProgress Monitoring - Determines
through frequent measurement if students are making adequate progress or need more intervention to achieve grade-level reading outcomes.
Outcome - Provides a bottom-line evaluation of the effectiveness of the reading program in relation to established performance levels.
Progress Monitoring - Determines through frequent measurement if students are making adequate progress or need more intervention to achieve grade-level reading outcomes.
Outcome - Provides a bottom-line evaluation of the effectiveness of the reading program in relation to established performance levels.
Purpose: To determine children who are likely to require additional instructional support to succeed (predictive validity).
When: Early in the academic year or when newstudents enter school.
Who: All students. Relation to instruction: Most valuable
when used to identify children who may need furtherassessment or additional instructional support.
Example: DIBELS
Purpose: To determine children who are likely to require additional instructional support to succeed (predictive validity).
When: Early in the academic year or when newstudents enter school.
Who: All students. Relation to instruction: Most valuable
when used to identify children who may need furtherassessment or additional instructional support.
Example: DIBELS
Screening AssessmentScreening Assessment
© 2006 Utah State Office of Education & Emma Eccles Jones Center USU
4-6 Overview
34
Diagnostic AssessmentDiagnostic Assessment
Purpose: To provide specific information on skills and strategy needs of individual students.
When: Following screening or at points during the year when students are not making adequate progress.
Who: Selected students as indicated by screeningor progress monitoring measures or teacher judgment.
Relation to instruction: Provided specific information on target skills; highly relevant.Example: Woodcock Johnson III
Purpose: To provide specific information on skills and strategy needs of individual students.
When: Following screening or at points during the year when students are not making adequate progress.
Who: Selected students as indicated by screeningor progress monitoring measures or teacher judgment.
Relation to instruction: Provided specific information on target skills; highly relevant.Example: Woodcock Johnson III
© 2006 Utah State Office of Education & Emma Eccles Jones Center USU
4-6 Overview
36
Progress-Monitoring AssessmentProgress-Monitoring Assessment
Purpose: Frequent, timely measures to determine whether students are learning critical skills, concepts, and strategies.
When: At minimum three times per yearat critical decision making points.
Who: All students. Relation to instruction: Indicates students
who require additional assessment and timely intervention.Example: DIBELS, QRI
Purpose: Frequent, timely measures to determine whether students are learning critical skills, concepts, and strategies.
When: At minimum three times per yearat critical decision making points.
Who: All students. Relation to instruction: Indicates students
who require additional assessment and timely intervention.Example: DIBELS, QRI
© 2006 Utah State Office of Education & Emma Eccles Jones Center USU
4-6 Overview
37
Outcome AssessmentOutcome Assessment
Purpose: To determine level of proficiency in relation to a norm reference population or a criterion.
When: Typically administered at end of year. Can be administered pre/post to assess overall growth.
Who: All students.
Relation to instruction: Provides index of overallefficacy but limited timely information for instructional decision making.
Example: Iowa Test of Basic Skills, Utah End of Level Test
Purpose: To determine level of proficiency in relation to a norm reference population or a criterion.
When: Typically administered at end of year. Can be administered pre/post to assess overall growth.
Who: All students.
Relation to instruction: Provides index of overallefficacy but limited timely information for instructional decision making.
Example: Iowa Test of Basic Skills, Utah End of Level Test
© 2006 Utah State Office of Education & Emma Eccles Jones Center USU
4-6 Overview
35
Ten Steps to Problem Solving Students’ Literacy Progress in
RTI Models
Ten Steps to Problem Solving Students’ Literacy Progress in
RTI Models
Implement “evidence-based” core literacy instruction programs and practices in Tier 1 instruction.
Collect progress monitoring assessment data on all students at three, equally spaced, “benchmark” intervals during the academic year.
Implement “evidence-based” core literacy instruction programs and practices in Tier 1 instruction.
Collect progress monitoring assessment data on all students at three, equally spaced, “benchmark” intervals during the academic year.
Ten Steps to Problem Solving Students’ Literacy Progress in
RTI Models
Ten Steps to Problem Solving Students’ Literacy Progress in
RTI Models
Identify which students scored below established literacy benchmark targets or indicators.
Provide daily doses of additional “evidence-based” and targeted literacy instruction in small groups (Tier 2) for identified students scoring below established benchmarks.
Frequently monitor student progress in daily small group literacy instruction to determine students’ response to the intervention.
Identify which students scored below established literacy benchmark targets or indicators.
Provide daily doses of additional “evidence-based” and targeted literacy instruction in small groups (Tier 2) for identified students scoring below established benchmarks.
Frequently monitor student progress in daily small group literacy instruction to determine students’ response to the intervention.
Ten Steps to Problem Solving Students’ Literacy Progress in
RTI Models
Ten Steps to Problem Solving Students’ Literacy Progress in
RTI Models
Review small group literacy instruction to revise or discontinue based upon results of frequent progress monitoring of students.
If revisions are needed consider increasing the intensity, duration, or frequency of small group literacy instruction groups to meet students’ literacy instructional needs.
After making revisions, continue to review, revise or discontinue the use of small group literacy instruction based upon frequent progress monitoring data.
Review small group literacy instruction to revise or discontinue based upon results of frequent progress monitoring of students.
If revisions are needed consider increasing the intensity, duration, or frequency of small group literacy instruction groups to meet students’ literacy instructional needs.
After making revisions, continue to review, revise or discontinue the use of small group literacy instruction based upon frequent progress monitoring data.
Ten Steps to Problem Solving Students’ Literacy Progress in
RTI Models
Ten Steps to Problem Solving Students’ Literacy Progress in
RTI Models
If after making revisions to small group literacy instruction students evidence the need on progress monitoring assessments for additional instructional support, recommend a student for comprehensive literacy diagnostic evaluation.
Determine eligibility and need of the student for supplemental literacy instructional support services (Tier 3) including special education, Title I, tutoring, speech-language, and English language learning programs.
If after making revisions to small group literacy instruction students evidence the need on progress monitoring assessments for additional instructional support, recommend a student for comprehensive literacy diagnostic evaluation.
Determine eligibility and need of the student for supplemental literacy instructional support services (Tier 3) including special education, Title I, tutoring, speech-language, and English language learning programs.