The Academically Misunderstood: Creating Systems that Understand and Meet Instructional Need Gregory...
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Transcript of The Academically Misunderstood: Creating Systems that Understand and Meet Instructional Need Gregory...
The Academically Misunderstood: Creating
Systems that Understand and Meet Instructional Need
Gregory J. Benner, Ph.D.University of Washington, Tacoma
Email: [email protected]: (253) 692-4621
Fax: (253) 692-5612
Big Picture Objectives The academically misunderstood:
Who are they? Systems that understand and meet
instructional need Features of supplemental instruction
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Interventions•Some students (at-risk)•High efficiency•Rapid response•Individual or Group
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
Understanding
Have you ever been misunderstood? In what ways are students with behavioral
problems misunderstood?
Key idea: Solutions to academic and/or behavioral problems start with understanding them.
Story
“The Dinosaur that Drove a Dumptruck”
The Real Story:
Access to the Core Instruction Program Varies Across Schools
All Students80%
Some Students15%
A Few Students5%
Difficult to think this way in schools serving large disadvantaged populations
Some
Few
To Achieve Greater Success—Think!!
Effect Size Difference in Total Language
ED Population General Population
ES=1.2
Pathway Analysis (Nelson, Benner, & Neill, 2006)
Language
Behavior
Academic Fluency
Academic Skills
-0.21
0.67
0.26
-0.21
0.81
From the Research Literature(Nelson, Benner, & Gonzalez, 2003)
10
Rapid NamingES: .51
Rapid NamingES: .51
BehaviorES: .46
BehaviorES: .46
MemoryES: .30
MemoryES: .30
IQES: .28
IQES: .28
PhonologicalES: .42
PhonologicalES: .42
Most Influential
Least Influential Demographic
ES: -.01
DemographicES: -.01
LiteracyOutcomes
The Best of Times• Randomized controlled trials of intensive
fluency instruction on neurological functioning– Increased activity in the left hemisphere regions of
the brain after instruction– Maintained more than one year after
• Reading (Shaywitz et al., 2004)
• Math (Delazer, Domahs, Bartha, Brenneis, Locky, & Trieb, 2004)
– “Actual shift in brain activation patterns as untrained math facts are learned (Delazer et al., 2003)”
Fluency: The True Definition of Mastery
12
Fluency = Accuracy + Speed
= Automatic or “Second Nature” Response
= True Mastery of Basic Skills and Composite Performance
Everybody Needs Fluency
13
Even, Ray Charles
• ROBERT SIEGEL: You practice a lot?
• RAY CHARLES: Whenever I can. I don’t -- I don’t practice as much as I would like to, because I’m not around a big piano all the time. But I try to, you know, I try to practice a little bit every day for the most part.
• ROBERT SIEGEL: And when you practice, I mean, do you practice the tunes that you’ll be playing at the next concerts......?
• RAY CHARLES: Oh, no, no, no, no, no, no, no, no, no, no.....
• ROBERT SIEGEL: I guess the answer is no, you’re saying?
• RAY CHARLES: No. No. I practice things like scales and chords and movement of my hands and things like that, because, I mean, I -- what I’m going to play on stage, I know. What I’m practicing for is to try to improve what I might play, you know. You gotta practice. I mean you gotta keep your fingers loose, you gotta keep your mind active, you know, because what your mind thinks of -- the question is: what your mind thinks of, can your fingers play it?
• ROBERT SIEGEL: Right.
14
Systems that Understand: Matching
Instruction to Need
An Achievable Outcome with Well Selected and Implemented Supplemental Programs
All Students95%
A Few Students3-5%
How do you spell student success?
Supplemental InstructionSupplemental Instruction
How Much Does High Quality Supplemental Instruction Matter? 281 middle school students
Screening criteria (conducted spring prior to intervention year) Median DIBELS ORF score fell in the “at-risk” category
participated: 5th (<103), 6th (<104), 7th (<125), and 8th (<125).
Corrective Reading Decoding Placement Test Ensure that the Corrective Reading Decoding strand was appropriate
for addressing their word reading skill problems Establish homogenous groups and place students in the appropriate
level (B1, B2, or C)
Reference: Benner, G. J., Nelson, J. R., Stage, S. A., & Ralston, N. C. (2008). Fidelity of Implementation: Influence on the Effects of a Reading Intervention for Middle School Students Experiencing Reading Difficulties. Manuscript in Progress.
School Demographics School 1: Rural, 75 participants
Enrollment: 222 53% free/reduced, 14% special education services Ethnic breakdowns: 51% Caucasian, 46% American Indian/Alaskan
Native, 3% Hispanic, 1% African American.
School 2: Rural, 63 participants Enrollment: 250 60% free or reduced, 12% special education services, 10% ELL Ethnic breakdowns: 58% Caucasian, 24% Hispanic, 14% American
Indian/Alaskan Native, 2% Asian American, 1% African American.
School 3: Urban, 143 participants Enrollment: 585 59% free or reduced lunch, 14% special education services, 3% ELL Ethnic breakdowns: 55% Caucasian, 23% African American, 15%
Hispanic, 5% Asian American, 3% American Indian/Alaskan Native.
Project BERS Intervention Plan
Tier IV: Students with Severe Reading Problems Corrective Reading B1 (65 Lessons) then B2 (65 Lessons)
& Rewards (20 Lessons)
Tier III: Students with Moderate Reading Problems Corrective Reading B2 (65 Lessons) then Rewards (20
Lessons), and C1(125 Lessons)
Tier II: Students with Mild Reading Problems Rewards (20 Lessons) then Corrective Reading C1 (125
Lessons)
Tier I: Average or Above Average Readers Rewards Plus in Science and Social Studies
Project BERS Progress Monitoring Plan Tier IV: Students with Severe Reading Problems
Every week 3rd Grade DIBELS ORF (3 probes) DIBELS NWF (2 probes)
Tier III: Students with Moderate Reading Problems Every two weeks
4th Grade DIBELS ORF (3 probes) DIBELS NWF (2 probes)
Tier II: Students with Mild Reading Problems Every two weeks
6th Grade DIBELS ORF (3 probes) 6th Grade MAZE CBM (1 Probe)
BAM-IIIDate
ORF Progress
AimlineChange Lines
9/24/2007 30 30
10/1/2007 31
10/8/2007 32
10/15/2007 31
10/22/2007 35
10/29/2007 36
11/5/2007
11/12/2007
11/19/2007
11/26/2007
12/3/2007
12/10/2007
12/17/2007 50
R.O.I. 1.00
PrintingSet Up GraphEntering DataSaving the File
Oral Reading Fluency ProgressStudent Name
20
25
30
35
40
45
50
Week
Wor
ds R
ead
Cor
rect
per
Min
ute
ORF Progress
Aimline
ORF ProgressTrendline
aim
line
chan
ge
inst
ruct
ion
chan
ge
If 4 consecutive progress points are above the aimline, then raising the aimline is recommended.If 4 progress points fall below the aimline, a change of instruction is recommended.
OutcomesWJ-III Gains Across 3 Middle Schools
0
1
2
3
4
5
6
7
8
1 2 3
School
Sta
nd
ard
Sc
ore
Ga
in
(pre
/po
st) Broad Reading
Letter-Word ID
Passage Comp
Word attack
School 3 (14 Teachers)Fidelity and Gain
0%10%20%30%40%50%60%70%80%90%
100%
0 1 2 3 4 5 6 7 8
Broad Reading Gain
Fid
elit
y P
erce
nta
ge
School 2 (3 Teachers)Fidelity and Gain
0%10%
20%30%40%50%
60%70%80%
90%100%
0 1 2 3 4 5 6 7 8 9 10 11 12
Broad Reading Gain
Fide
lity
Per
cent
age
An Example of the Importance of Implementation
Implementation Area Standard Score Effect
Follows the lesson format 3.34**Uses specific praise statements and feedback
1.11
Monitors student responses 2.42**Re-teaches when needed 2.48**Uses established error correction procedures
2.69**
Overall 12.80**
Overview of Tier III Pilot
Reading Mastery—Language StrandTier III, ELL, and Sped (as needed) grades 3-5 in 3 high need elementary schools
Reading Mastery—Reading StrandTier III: Grades K-2
Corrective Reading—Decoding StrandTier III: Grades 3-5
Decoding B1: Lessons 16-35Lesson Number
Fluency Progress
(wpm)Errors Aimline
Change Lines
Lesson 16 55 1 60
Lesson 17 56 2
Lesson 18 58 0
Lesson 19 60 2
Lesson 20 59 5 60
Lesson 21 61 7 65
Lesson 22 62 4
Lesson 23 60 2
Lesson 24 63 0
Lesson 25 65 1 65
Lesson 26 67 2 70
Lesson 27 70 4
Lesson 28
Lesson 29
Lesson 30 70
Lesson 31 75
Lesson 32
Lesson 33
Lesson 34
Lesson 35 75
R.O.I. 6.25
PrintingSet Up GraphEntering DataSaving the File
Words per MinuteStudent Name
50
55
60
65
70
75
80
Wo
rds
Rea
d C
orr
ect
per
Min
ute
Fluency Progress (wpm)
Aimline
Fluency ProgressTrendline
aim
line
chan
ge
inst
ruct
ion
chan
ge
Number of ErrorsStudent Name
012345678
Err
ors
Example Expectations: Large and Small Group
Demonstrate learner position: Students’ backs are against the back of the chair, feet are on the floor in front of the chair, and hands are together on desk/lap.
Look at the focus of instruction: Students’ eyes are on the instructional materials, teacher, or peer.
Answer on signal: Students start and stop on teacher signal (group and individual).
Responses are teacher-initiated and subject focused: Students’ responses are only teacher-initiated and subject focused.
Use classroom voice: Students use six-inch voices.
Teacher Students
15 pts. 30 pts.
Outcomes
36 kids with behavior, reading, and language difficulties (n = 36) Word Meaning (Language):
12th to 24th percentile Word Recognition:
17th to 30th Silent Reading Comprehension
13 to 23rd Spelling
17th to 27th
Effective Supplemental Instruction
Diagnose well Daily fluency CBA. Graphing—kid takes ownership High quality programs implemented well
(small things—big gains) Fluency teaching Manage behavior during instructional
situations
Book
Nelson, J. R., Benner, G. J., & Mooney, P. (2008). Instructional practices for students with behavioral disorders: Strategies for reading, writing, and math. New York: Gilford Press.