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Aligning Reading Programs to MeetAligning Reading Programs to Meetthe Needs of All Studentsthe Needs of All Students
Implementing and Evaluating theSchoolwide Beginning Reading Model:
Instruction
GoalsAssessment
For Each Student
For All Students
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IBR Foundational Features:Translating Research into Practice
S c h o ol w id e :
E a c h & A ll
P r e v e n t i o n O r i e n t e d S c i en
t i f i c a l l y
B a s ed
R e s u l t s F o c u s e d
Simmons, Kameenui, Harn & Coyne. 2003.
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A School-Wide ReadingA School-Wide ReadingImprovement ModelImprovement Model
For Each Student
Instruction
GoalsAssessment
For All Students
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Essential Components in ReadingEssential Components in ReadingEffective, comprehensive, reading instruction includes
instruction in each of the essential components:
.
PhonologicalAwareness
Fluency
Phonics
Vocabulary
Reading
Comprehension
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Improving Reading InstructionImproving Reading Instructionin Oregonin Oregon
Systematic, high quality instruction that focuses on the fiveessential components of beginning reading.
Reliable and valid assessments for screening, diagnostic,
and monitoring progress decisions.Skillful, research based interventions for children who needintensive intervention in learning to read.
Oregon Reading First, 2002
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Aligning Core, Supplemental, andAligning Core, Supplemental, andIntervention ProgramsIntervention Programs
Goal and Challenge
To implement, evaluate, and replicate aschoolwide beginning reading modelthat will accelerate and sustain the early
reading achievement of all students.
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Objectives: What You Will Learn and DoObjectives: What You Will Learn and Do
The objectives of todays session are to:1. Describe three levels of instructional support.2. Identify guidelines for aligning core,
supplemental and intervention programs.3. Discuss factors to consider when building an
aligned and coordinated beginning readingmodel.
4. Provide methods to evaluate the effectivenessof your levels of instructional support.
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Three Levels of Three Levels of Instructional SupportInstructional Support
Instructional Recommendations Are Based onPerformance Across All Measures
Benchmark : Established skill performance across alladministered measures
Strategic : One or more skill areas are not within theexpected performance range
Intensive : One or many skill areas are within thesignificantly at-risk range for later reading difficulty
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Three Levels of Instructional Support
Intensive
Strategic
Benchmark
5%
15%
80%
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A class list provides a report of childrens performance on all measuresadministered at a given benchmark period in relation to establishedgoals.
Three Levels of Instructional SupportThree Levels of Instructional Support
Phoneme SegmentationFluency
Letter Naming Fluency Nonsense Word Fluency
Student Score %ile Status Score %ile Status Score %ile Status InstructionalRecommendation
Sam 22 10 Emerging 3 1 At risk 5 5 At risk Intensive
Jill 19 9 Emerging 14 8 At risk 13 20 Some risk Strategic
Susan 47 58 Established 5 2 At risk 14 20 Some risk Strategic
Ken 67 95 Established 31 38 Somerisk
19 26 Some risk Strategic
Kim 40 36 Established 46 75 Low risk 27 49 Low risk Benchmark
Jose 41 39 Established 44 70 Low risk 58 90 Low risk Benchmark
Fall of First Grade
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Types of Reading ProgramsTypes of Reading Programs
Vaughn et al, 2001.CORE, 2003.
Provide essential areasof reading instruction for the majority of students.
Core
ReadingProgram(Benchmark)
Provide additionalinstruction in one or more areas of reading tosupport the core.
Supplemental
ReadingProgram(Strategic)
Provide additionalinstruction to studentsperforming below gradelevel on one or moreessential instructionalskills.
Intervention
ReadingProgram(Intensive)
80% 15%5%
Classifying Reading Programs
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Core Reading ProgramCore Reading Program
A core program is the base reading
program designed to provide instructionon the essential areas of reading for themajority of students schoolwide.
In general, the core program shouldenable 80% or more of students toattain schoolwide reading goals.
Simmons, Kame'enui, Harn, & Coyne 2003.
A Core Instructional Program of Validated Efficacy Adopted and Implemented School-
wide.
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BenchmarkBenchmarkLevel of Instructional SupportLevel of Instructional Support
Level of SupportINSTRUCTIONAL PLACEMENT
ASSESSMENT PLAN
Benchmark SBRR Core ReadingProgram-minimum 90
minutes daily
Progress Monitoring: Three times per year- All studentsIn-Program Assessments
Screening & Outcome Assessment
Addressing the needs of most students. . .
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Core Reading ProgramsCore Reading Programs
We may need to supplement or modify, but we must do it
judiciously.Simmons, Kameenui, Harn & Coyne. 2003.
One Size Does NOT Fit All.
Period!
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Core Reading ProgramsCore Reading Programs
Simmons, Kameenui, Harn & Coyne. 2003.
However,
one size maywork effectivelyfor most.
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Selecting Additional ReadingSelecting Additional ReadingProgramsPrograms
Differentiated Instruction Aligned WithStudent Needs
Students are grouped based on assessment results.Specified supplemental and/or interventionprograms are implemented depending on studentneeds and profiles.
Groups are systematically and regularly reorganizedbased on progress monitoring data.
Simmons, Kameenui, Harn & Coyne. 2003.
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Supplemental Reading ProgramsSupplemental Reading Programs
Support and extend the critical elements of a corereading program.
Provide additional instruction in one or two areas (i.e., fillthe gaps for phonological awareness, fluency).
Provide more instruction or practice in particular area(s)of need.
May include large group, small group, one-on-oneinstruction.
Provide more teacher scaffolding.
Provide more explicit and systematic instruction.
Simmons, Kameenui, Harn & Coyne. 2003.
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StrategicStrategicLevel of Instructional SupportLevel of Instructional Support
Level of SupportINSTRUCTIONAL PLACEMENT
ASSESSMENT PLAN
Strategic Core Reading ProgramPlus Supplement
Progress Monitoring: MonthlyIn-Program AssessmentsScreening & Outcome Assessment
Addressing the needs of somestudents. . .
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Intervention Reading ProgramsIntervention Reading Programs
Designed for children who demonstrate reading difficultyand are performing below grade level (< 20thpercentile).
Provide more explicit, systematic instruction to
accelerate learning to a high criterion level of performance.
Focus on more than one area (e.g., phonics, fluency,and comprehension).
Teacher instruction to meet the needs of students whoare struggling in their classrooms.
Typically delivered in small group settings.
Simmons, Kameenui, Harn & Coyne. 2003.
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IntensiveIntensiveLevel of Instructional SupportLevel of Instructional Support
Level of SupportINSTRUCTIONAL PLACEMENT
ASSESSMENT PLAN
Intensive Part Core Reading ProgramPlus Intervention
or Supplant Core withIntensive Program
Progress Monitoring: Every 2 weeksIn-Program AssessmentsScreening & Outcome Assessment
Addressing the needs of each student. . .
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Three Levels of Instructional Support:Three Levels of Instructional Support:Summary of CSI MapSummary of CSI Map
GuidelinesOne instructional support map per grade level.Each grade level map addresses benchmark, strategic andintensive student levels of support.
All teachers/specialists should work from the same map.Data will direct changes as necessary.Each map is a work in progress.Use alterable variables to assist in increasing/decreasingintensity for varying levels of support.
Alter the fewest number of variables that impact readingprogress.
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Three Levels of Instructional Support:Summary of CSI Map
Ti me Period InstructionalRecommend
ation
Participat ioninCore Supplemental andIntervention Programs /
Strategies
Supplemental andI nterventionProgram Delivery
Frequency of DIBELSProgress
Monitoring
Determining Ins tructionalEffectiveness
benc hmark: Who:
When:
Activi ties:
GroupS ize:
Who:
When:__w/in90 minutes__outside of 90 min
Ti me :
GroupS ize:
Who:
HowO ften:
Criteria:
strategic: Who:
When:
Activi ties:
GroupS ize:
Who:
When:__w/in90 minutes__outside of 90 min
Ti me :
GroupS ize:
Who:
HowO ften:
Criteria:
Fall toWinter
intensive: Who:
When:
Activi ties:
GroupS ize:
Who:
When:__w/in90 minutes__outside of 90 min
Ti me :
GroupS ize:
Who:
HowO ften:
Criteria:
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Three Levels of Instructional Support:Three Levels of Instructional Support:Summary of CSI MapSummary of CSI Map
Instr.Recommen-
dation
Participation inCore
Supplementaland Intervention
Programs/Strategies
Supplemental andIntervention
Program Delivery
Frequency of DIBELS
ProgressMonitoring
DeterminingInstructionalEffectiveness
intensive: Who:All intensivestudents*
When:M-F, 9:00-9:30
Activities:Learning to Readand Word Worksections from HM(emphasis on redchecked items)
Group Size:Whole (30 minutes)
Early ReadingIntervention
*Enhancevocabularysections of HMusing IBR2strategies.
* Provideadditional practiceopportunities onletter-soundcorrespondencesand wordblending.
Who:Certified teacher (i.e.title I, special ed,classroom teacher,speech pathologist)
When:XX w/in 90 minutes(ERI)XX outside of 90 min(double dose)
Time:30 minutes daily for ERI
Group Size:Small (< 4 students)
Every TwoWeeks
Who:Classroom teacher with assistance fromreading coach,possibly earlyliteracy teams or grade level teams asdiscussed in teammeetings
How Often:Monthly
Criteria:3 points at or abovegoal line on Dibels,continue program
3 points below goalline, changeinstruction
Kindergarten Example
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Aligning Core, Supplemental , andAligning Core, Supplemental , andIntervention ProgramsIntervention Programs
We have not succeeded in answering all of our problems.
Indeed, we often feel we have not
completely answered any of them
The answers we have found only serve toraise a whole set of new questions.
In some ways, we feel we are as confusedas ever, but we believe we are confused ona much higher level, and about moreimportant things.
QuickTim e and a TIFF (LZW ) decom pressor
are needed to see this picture.
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Lessons Learned: One Districts EvolutionBefore: A Little of This, A Little of That
Read WellOpen Court
OptimizeReading MasteryHorizonsRead Naturally
Open CourtIntervention
Explode the CodePrimary PhonicsSaxon
Flair Write Well
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Core Program:Open Court
Supplemental Programs:Open Court Booster HorizonsRead Naturally
Intervention Programs: Early Reading Intervention
Reading Mastery
Lessons Learned: One Districts EvolutionAfter: A Streamlined Model
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Objectives: What You Will LearnObjectives: What You Will Learnand Doand Do
The objectives of todays session are to:1. Describe three levels of instructional support.2. Identify guidelines for aligning core,
supplemental and intervention programs.3. Discuss factors to consider when building an
aligned and coordinated beginning readingmodel.
4. Provide methods to evaluate the effectivenessof your levels of instructional support.
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Guiding Questions for Aligning Core,Guiding Questions for Aligning Core,Supplemental, and Intervention ProgramsSupplemental, and Intervention Programs
1. What essential components (PA, PH, FL,COMP, VOC) do your programs address?
2. Is the scope and sequence for introducing eachessential component similar across programs?
3. Do the programs utilize similar instructionalstrategies to teach high priority skills?
4. Is the amount of instructional content studentsreceive appropriate across programs?
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1. What essential components (PA, PH, FL, COMP,1. What essential components (PA, PH, FL, COMP,
VOC) do your programs address?VOC) do your programs address?
For each supplemental and intervention program your gradelevel has adopted, determine:
What essential component(s) does the program teach?For what grade level(s) is the program most appropriate?Are the expected outcomes for the program specified?Are they appropriate?
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2. Is the scope and sequence for introducing each2. Is the scope and sequence for introducing eachessential component similar across programs?essential component similar across programs?
Analyze the architecture of the core,supplemental and intervention programs todetermine alignment of scope and sequence.
Keep the struggling readers in mind whendetermining if scope and sequences align.
Be careful not to layer conflicting programs ontop of one another.
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Progression of Regular Word Reading
Sounding Out(saying the
sound of each letter)
Whole Word Reading (vocalizing each sound
and blending it to a whole word)
Sight Word Reading (sounding the word out in
your head and then reading the whole word)
Automatic Word Reading(reading the word without sounding it out)
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Remember Your Curriculum Maps....Remember Your Curriculum Maps....
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Example of Scope and Sequence AnalysesExample of Scope and Sequence Analyses
Lets take a look at some examples....
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3. Do the programs utilize similar strategies to3. Do the programs utilize similar strategies toteach important skills?teach important skills?
Do the programs use similar or conflicting strategiesto teach children to:
identify main ideablend sounds to form wordsread irregular wordssegment or blend phonemes in words
use context to infer the meaning of a word
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Examples of Similar and ConflictingExamples of Similar and ConflictingStrategy InstructionStrategy Instruction
Lets take a look at some examples....
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Applying a Strategy Across ProgramsApplying a Strategy Across ProgramsTouchphonics strategy for teaching students tosound out and blend sounds to form a word:
Lessons divided into 9 parts:1. Build the word2. Touch and sound the units
3. Blend the sounds into a word4. Cover and spell the word5. Cover and write the word6. Change the word/ Shake and Make7. Read the word in isolation
8. Read the word in print9. Write the word in print
Could apply this strategy to the core phonicsinstruction.
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4. Is the amount of instructional content students4. Is the amount of instructional content studentsreceive appropriate across programs?receive appropriate across programs?
Document the amount of instructional contentstruggling readers cover when they are placed inmultiple programs.
This is essential when the student is receivingservices from multiple teachers/specialists (e.g.,SPED, Title 1).
Broader coverage of content could be problematic,some students may need to go deeper.
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Example of Skills Trace AnalysesExample of Skills Trace Analyses
Lets take a look at some examples....
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Breakout ActivityBreakout Activity
Within your school teams, divide up so as tocomplete each of the following analyses:1. Scope and Sequence Analysis2. Strategy Instruction Analysis3. Skills Trace Analysis
If your school team only consists of a few staff members, select one of the above analyses tocomplete.Teams will have 30 minutes to work.Be prepared to share out to the large group.
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Large Group SharingLarge Group Sharing
1. Identify your school.2. Identify grade level for analyses.3. Identify strategic or intensive support plan.
4. Identify the programs that were cross-walked.5. Identify specific analyses completed (Scope
and Sequence, Strategy, or Skills Trace).6. Share findings based on analyses.
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Scope and Sequence Analyses:Scope and Sequence Analyses:Recommendations and ConsiderationsRecommendations and Considerations
If there is discrepancy in the scope and sequence of skillsinstruction across programs, consider the following:
Avoid layering the programs on top of each other, especiallyfor struggling readers.
Add pre-teaching and re-teaching lessons from the extrasupport handbooks to the core instruction.
If the intervention or supplemental program is considerablystronger than the core, replace part of the core instructionalcontent with the specific big ideas addressed by the
supplemental/intervention program.*Use data to evaluate decisions (e.g. Summary of EffectivenessReports, Histogram Reports)
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Strategy Instruction Analyses:Strategy Instruction Analyses:Recommendations and ConsiderationsRecommendations and Considerations
If the strategy instruction is not consistent acrossprograms:
Apply the most explicit strategy from one programs acrossall programs.
Revisit a strategy that appears explicit, systematic andprovide review of previously taught skills.
Select a set of highly similar examples (e.g., cvc words withcontinuous sounds in the initial position) and develop a
systematic strategy to teach the set of examples (e.g.,blending each sound in a word using an explicit finger pointing prompt).
Skill T A lSkills Trace Analyses:
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Skills Trace Analyses:Skills Trace Analyses:Recommendations and ConsiderationsRecommendations and Considerations
If there is discrepancy in the scope and sequence
of skills instruction across programs, consider thefollowing:
Avoid layering the programs on top of each other, especiallyfor struggling readers.
Add pre-teaching and re-teaching lessons from the extrasupport handbooks to the core instruction.
If the intervention or supplemental program is considerablystronger than the core, replace part of the core instructional
content with the specific big ideas addressed by thesupplemental/intervention program.*
Use data to evaluate decisions (e.g., Summary of Effectiveness Reports, Histogram Reports).
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Objectives: What You Will Learn and DoObjectives: What You Will Learn and Do
The objectives of todays session are to:1. Describe three levels of instructional support.2. Identify guidelines for aligning core,
supplemental and intervention programs.3. Discuss factors to consider when building an
aligned and coordinated beginning readingmodel.
4. Provide methods to evaluate the effectivenessof your levels of instructional support.
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90-Minute Block90-Minute Block
CORECORE + SUPPLEMENTCORE + INTERVENTION
INTERVENTIONINTERVENTION + SUPPLEMENT
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Factors to Consider:Factors to Consider:
Matching Students to ProgramsSupplementing vs. SupplantingProgram PacingAllocating Additional Instructional TimeAssessing Students Progress
Coordinating Programs Across Grades
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Matching Students to ProgramsMatching Students to Programs
Use DIBELS data to guide decisionmaking.Avoid the Road to Nowhere:
We know where were going, but we dontknow where weve been . . .
(Talking Heads, Road to Nowhere)
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Matching Students toMatching Students to ProgramsPrograms : Example: Example
Problem: School A has just purchasedRead Well K and is trying to set up their kindergarten program for 2004-2005.
Which students will participate in ReadWell K?
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Matching Students to Programs: ExampleMatching Students to Programs: Example
School A: 2003-2004 Summary of Effectiveness Reports
Beginning of K Middle of Year N = 60 # Established32 Intensive Students 522 Strategic Students 5
6 Benchmark Students 4
Middle of K End of Year n = 56 # Established21 Intensive Students 9
24 Strategic Students 2211 Benchmark Students 10
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Matching Students to Programs: ExampleMatching Students to Programs: Example
Is it necessary for all kindergartenstudents to participate in Read Well K?
Which students are benefiting from thecore program?
Which students failed to make adequateprogress in the core program andrequire an intervention?
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The consequences of providing extraintervention are considered far less riskythan a wait-and-see position that withholds
opportunity for additional instruction untilstudents are seriously discrepant from their peers.
Oregon Reading First Grant Application, 2002
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Supplementing vs. SupplantingSupplementing vs. Supplanting
Factors to Consider:1. Overall Strength of Core Program
2. Which Essential Components Does theIntervention Program Teach? What arethe Outcomes?
3. Grade Level of Students: Kindergartenvs. Grade 3
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1. Overall Strength of the Core Program1. Overall Strength of the Core Program
Is the program a top tier or a middle tier program?
Within the top tier programs, consider level of intensity (e.g., spiral curriculum vs. masterybased)
Determine if fidelity of implementation is at a
high and effective level.
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Overall Strength of Core Program: ExampleOverall Strength of Core Program: Example
School B:Core Program: Middle tier Benchmark Status on PSF at End of
Kindergarten 2003-2004:n = 51Deficit: 22%
Emerging: 37%Established: 41%
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Overall Strength of Core Program: ExampleOverall Strength of Core Program: Example
School C:Core Program: Top tier - high intensityBenchmark Status on PSF at End of
Kindergarten 2003-2004:n = 67Deficit: 6%
Emerging: 15%Established: 79%
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Overall Strength of Core ProgramOverall Strength of Core Program
Some core programs have the necessary intensity tomeet the full range of student needs which includes:(a) grouping by instructional level, (b) continualmonitoring for mastery and regrouping, (c)acceleration for some students and remediation for
others, and (d) implementing the program with highfidelity.
Other core programs lack the architecture. Mayrequire use of more supplemental and interventionprograms to meet the needs of the full range of students.
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Example 1: ERIExample 1: ERI
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Example 1: ERIExample 1: ERIIs the intervention appropriate for kindergarten students?
Yes, ERI outcomes match or exceed kindergartenbenchmarks.
Is the intervention appropriate for first grade students?
Only for those very low performers to establish PA and AU
with the understanding that acceleration is important toallow students to transition into a first grade program thatwould build skills necessary for students to meet the ORFgoal at the end of first grade.
Is the intervention appropriate for second grade students?No
Whi h ti l t d th i t tiWhi h ti l t d th i t ti
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Which essential components does the interventionWhich essential components does the interventionprogram teach? What are the outcomes?program teach? What are the outcomes?
Example 2: Read WellDesigned for students in first gradeEssential Components: PA, Phonics, Fluency, Vocabulary, ComprehensionOutcomes: Phonemic Awareness
Letter-Sounds Blending Irregular Words
Multi-syllable Words Decodable Passage Reading Multiple Genres Story Elements Story Mapping
* Students who exit the program at Unit 38 are reading 80-100 cwpm.
* ~ 2.5 basal level* narrative and expository text
E l 2 R d W llE l 2 R d W ll
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Example 2: Read WellExample 2: Read Well
Is the intervention appropriate for kindergarten students?
Read Well K now available for kindergarten students. Is the intervention appropriate for first grade students?
Yes Is the intervention appropriate for second grade students?
Yes- remedial*
Is the intervention appropriate for third graders?Yes - remedial*
* Note that the program allows students to progress through eachunit at a pace appropriate for them:
Condensed Unit - 2 daysExpanded Unit - 6-8 daysRegular Unit - 3 days
Whi h ti l t d th i t tiWhi h ti l t d th i t ti
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Which essential components does the interventionWhich essential components does the interventionprogram teach? What are the outcomes?program teach? What are the outcomes?
Consider intervention program content and outcomes whendeciding whether to supplement or supplant the core.
If an intervention program only teaches 1 or 2 essentialcomponents, it may work best to use the program as asupplement to the core.*
If the intervention program is comprehensive and teaches all5 essential components, then supplanting the core wouldmake sense. Note that this would be the case only for those
students who did not benefit from the core program.* Note that in some cases it may be necessary to supplant the core with an
intervention that only teaches 1 or 2 essential components if the alignment iscompletely off or resources are limited.
3 G d L l f S d3 G d L l f St d t
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3. Grade Level of Students3. Grade Level of Students
If the students are in grades K or 1 . . .Then we have less to teach to catch thestudents up. It makes sense to address all 5essential components in our overallinstructional plan.
The core program in K and 1 will be moreforgiving for these students. It may be that
we can work to enhance and supplement thecore for most students.
Program Grades EssentialComponents
SupplantCore?
Rationale
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p
Phonemic Awarenessin Young Children
K-1 PA No This program only teaches 1 of theessential components. Use tosupplement PA instruction in core
program following alignmentguidelines.
ERI K PA, Phonics No This program only teaches 2 of theessential components. In the originalresearch studies, this program wasalways used in addition to instructionin the core program.
Read Well K K PA, Phonics,Vocab, Comp
Yes This program teaches all of theessential components appropriate for K. Will want to supplant only for thosestudent who did not benefit from thecore.
Language for Learning K-2 Vocab No This program only teaches 1 of theessential components. If resourcesare limited and must choose betweenRead Aloud from core vs. Lang. for Learning, will want to choose moreintensive instruction for the studentswho are struggling.
KindergartenScenarios
G d L l f St d tG d L l f St d t
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Grade Level of StudentsGrade Level of Students
If the students are in grades 2 or 3 . . .
It is difficult to catch students up. May need to focus on decodingand fluency. Allocate the majority of instructional time to theseareas.
Supplant with intervention program from week 1 of instruction.
Accelerate students progress by providing double dose of theintervention program in the afternoon.
Sample interventions include:
Corrective Reading: Decoding
Reading Mastery I, II, Fast Cycle, and III
Program Pacing /Program Pacing /
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Program Pacing /Program Pacing /Allocating Additional Instructional TimeAllocating Additional Instructional Time
Time allocated to program
Utilizing time within 90-minute block
Utilizing time outside of 90-minute block
Program Pacing:Program Pacing:
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Program Pacing:Program Pacing:Time Allocated to ProgramTime Allocated to Program
Completing at least one lesson a day is essential.
In many programs, the pieces of the lesson aredesigned to work together and should not be dividedup over a period of two or more days.
For example, each ERI lesson has two parts: (1) PA/AU and(2) Spelling/Writing. The Spelling/Writing portion of thelesson was designed to compliment and build on the newskills introduced in the first part of the lesson.
For example, Corrective Reading: Decoding Level B1 andB2 have a series of activities designed to teach preskillsnecessary for daily passage reading - sounds practice, wordreading. Also, passage reading has follow-up activities(comprehension and reading checkouts) that work bestwhen presented on the same day of the passage reading.
Program Pacing:Program Pacing:
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Program Pacing:Program Pacing:Time Allocated to ProgramTime Allocated to Program
Follow Program Guidelines for Pacing:
FOR EXAMPLE:
ERI - 30 minutes a day, 5 days a week
Corrective Reading: Decoding Level A- minimum of 35 teacher-directed minutes daily
Corrective Reading: Decoding Levels B1/B2 -
minimum of 45 teacher-directed minutes daily Read Naturally - 20 minutes, at least 3 days a week
Program Pacing: Time Allocated to ProgramProgram Pacing: Time Allocated to Program
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Program Pacing: Time Allocated to ProgramProgram Pacing: Time Allocated to Program
Make projections for lesson completion
For example: School E has placed 15 intensive second grade students in ReadingMastery Classic Fast Cycle. The students all placed in the program at lesson 1 at thebeginning of the year. (Groups started the third week in September.) If studentscomplete one lesson a day, they will be approximately at lesson 63 upon returning fromWinter Break. Fast Cycle has 170 lessons. Students enter in to beginning second gradematerial at lesson 81 so should be at least that far in the program mid-year. If the goal isfor these second graders to finish Fast Cycle by the end of the school year, School E will
need to adjust instructional time to allow for more lesson completion.What can School E do to increase instructional time for these intensive second graders?
Program Pacing:Program Pacing:
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g gg gUtilizing time within 90-minute blockUtilizing time within 90-minute block
Golden Rule: Maximize academic learning time of students
Academic Learning Time = Time children are engaged intasks in which they can be highly successful .
If students require intensive interventions, use the timeduring the 90-minute block to provide these interventions.
If students are spending part of their 90-minute blockcompleting independent work, consider pulling studentsfrom these independent work activities for more intensive,teacher-directed instruction (e.g., Could ELL, Title, or SPED specialists work with students at this time?Instructional Assistants? Peer tutors? Parent volunteers?)
Program Pacing:Program Pacing:
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Program Pacing:Program Pacing:Utilizing time outside of 90-minute blockUtilizing time outside of 90-minute block
Additional time needs to be allocated for students who are not making adequateprogress.
These additional instructional minutes areoften provided outside of the 90-minuteblock.
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Double-Dosing InstructionDouble-Dosing Instruction
Once placed in a strong instructional program,students most often need MORE NOT DIFFERENT.
Schedule your double dose keeping MORE in mind.
Some double-dose options include:
Firming up the mornings lesson
Moving on to the next lesson
L Fi UL Fi U
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Lesson Firm UpLesson Firm Up
Does NOT mean instructor needs to repeat exact lesson fromthe morning.
Identify areas where students struggled (e.g., letter-soundknowledge, regular word reading, irregular words, reading inconnected text, fluency, comprehension questions, vocabulary)
Be more specific (e.g., students were not firm on letter soundsfor a, n, r, t; students had difficulty reading words with the final erule; students did not know irregular words brother, where,people; students did not meet 60 cwpm goal for fluencycheckouts; students had difficulty sequencing important events inthe story; students could not successfully use the 5 newvocabulary words in their own speaking and writing.)
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L Fi UL Fi U
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Lesson Firm UpLesson Firm Up
For example: Highlighters: circle, underline Pocket Chart Cards
Pointy Fingers Halloween Rings Game Boards/Cards
Dictation
(from Marilyn Spricks Tweaking Read Well)
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ppOther ideas include:
Redoing a sounds/words page with the added incentive of earning points.
Fluency practice - Students take turns going around the table each reading one sentence fromthe mornings passage. Emphasis is on accuracy. Once the group meets goal for accuracy(e.g., no more than 3 total errors for whole story), then students pair up for timed readings.
Reading Olympics -
Warm-up
Sprints
And the list goes on . . .
Wh t b t ft h l t t iWh t b t ft h l t t i g
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What about after-school tutoringWhat about after-school tutoringprograms?programs?
Same rules apply here.
Think MORE NOT DIFFERENT
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A i St d t PA i g St d t P g
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Assessing Students ProgressAssessing Students Progress
Always keep your eyes on the DIBELS!
DIBELS measures reliably identify and predict a students later reading proficiency in a time efficient and standardized manner
Once students are identified as being at risk, an intervention is
put into action. Educators need to have timely feedback toensure that the efforts are beneficial.
DIBELS as a progress monitoring assessment provideseducators with information on students who are on track or require more intensive instruction.
Assessing Students Progress:Assessing Students Progress:
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Where do in-program tests fit in?Where do in-program tests fit in?
In-Program Tests tell us:
Once an intervention program is selected, in-program tests can identify: (a)what lesson the student should begin at, and (b) how the student should begrouped.
Is the student at mastery at this point of time in this specific program?
What skills does the student need additional practice on before moving forward?
Does the student need to go back and repeat a series of lessons?
Does the student need to be regrouped?
When can the student exit from this program?
How Do DIBELS andHow Do DIBELS and
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In-Program Tests Work Together?In-Program Tests Work Together?
DIBELS will identify a students instructional recommendation:benchmark, strategic, intensive.
Use DIBELS recommendations for identifying those students who willreceive additional support (strategic, intensive).
Identify supplemental and intervention programs that will meet theneeds of these students.
Once the program(s) have been identified, use in-program tests for placement, grouping, and to inform instruction within the program.
Use DIBELS as an overall indicator of strength of the interventionprogram. Is the student making reasonable progress toward the nextcritical literacy benchmark? What if the student is performing stronglyin the program, but is not making necessary gains toward the nextbenchmark?
I t ti l E h tInstructional Enhancements
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Instructional EnhancementsInstructional EnhancementsAlterable
Components Speci fic Enhancemen ts
Options 1 2 3 4 5
ProgramEmphas is
Use coreprogram &explicitlyteach p riorityskills.
Useextensions of the coreprogram(e.g., addexamp les)
Supp lementcore wi threteach ing or interven tioncomponen tsof core.
Replacecurrent co reprogram wi thinterven tionprogram.
Implementspec iallydesi gnedprogram
Time(Opportunities to
Learn)
Schedu le &deliver 90minutes of daily read inginstruction(minimum 30minute ssma ll group ).
Increaseoppo rtunitiesto respondduring coreinstruction.
Schedu lecore +supp lemen talperiod daily.(90 + 30 or 60 + 30)
Schedu letwointerven tionsessionsdaily (no l essthan 90minute stota l)
Grouping for Instruction
Check groupplacemen t &providecomb inationof whole &small groupinstruction.
Schedu lesmall groupoppo rtunityfor spec ificpractice
Reducegroup size
Provideindivi dua linstruction
I n c r e
a s i n gI n
t en
s i t y
Increasing Intensity
Coordinating Programs Across GradesCoordinating Programs Across Grades
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Coordinating Programs Across GradesCoordinating Programs Across Grades
Elements of a Coordinated Beginning Reading Model:
1. Program alignment within a grade for benchmark,strategic, and intensive students.
2. Coordination of services provided by regular education, specialists, IAs, etc.
3. Coordination of programs across grade levels.
Summary of Effectiveness of Core, Strategic, and Intensive Programs:Summary of Effectiveness of Core, Strategic, and Intensive Programs:O g R di g Fi t P j t id D tOregon Reading First Projectwide Data
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Oregon Reading First Projectwide DataOregon Reading First Projectwide DataSpring, 2004Spring, 2004
Effectiveness Of Core Curriculum
Effectiveness of Strategic Support
Program
Effectiveness of Intensive Support
Program
K 731/791 554/771 243/595
92% 72% 41%Grade 1 647/692 263/716 28/778
94% 37% 4%
Grade 2 775/843 75/292 9/994
92% 26% 1%Grade 3 622/725 114/517 17/879
86% 22% 2%
Coordinating Programs Across GradesCoordinating Programs Across Grades
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g gg gK 1 2 3
Benchmark Houghton-Mifflin Houghton-Mifflin
+ enhancevocab/comp withIBR strategies
Houghton-Mifflin
+ enhancevocab/comp withIBR strategies
Houghton-Mifflin
+ enhancevocab/comp withIBR strategies
Strategic High: HM +
ClassroomManagement/Extra SupportHandbooks
Low: HM + ERI
High: HM (see
above) +ClassroomManagement/Extra SupportHandbooksRead NaturallyLow: Horizons
High: HM
(see above) +ClassroomManagement/Extra SupportHandbooksRead NaturallyLow: Horizons
High: HM
(see above) +ClassroomManagement/Extra SupportHandbooksRead NaturallyLow: Horizons
Intensive HM + ERI HM + ERIReading MasteryClassic
Reading MasteryClassic
Reading MasteryClassic
Coordinating Programs Across Grades:Coordinating Programs Across Grades:A NonexampleA Nonexample
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A NonexampleA NonexampleK 1 2 3
Benchmark Houghton Mifflin Houghton Mifflin Houghton Mifflin Houghton Mifflin
Strategic
Headsprout
Read Naturally
HeadsproutBuild Up Kit
Read Naturally
Build Up Kit
Read Naturally
Build Up Kit
Intensive ERI
Language for Learning - SPEDHeadsprout
ERIReading MasteryClassic - SPED
Language for Learning - SPEDHeadsproutBuild Up Kit
Reading MasteryClassic - SPED
Language for Learning - SPED
Build Up Kit
Reading MasteryClassic - SPED
Build Up Kit
Breakout Activity:Breakout Activity:
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yyCoordinating Programs Across GradesCoordinating Programs Across Grades
In school level teams, complete theCoordinating Programs Across Gradesflowchart using your Summary of CSI Maps as aguide.
Examine consistency of instruction across gradelevels for (a) strategic students, and (b) intensivestudents.
Discuss implications and potential areas for change.
L C ll bL t C ll b t
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Lets CollaborateLets Collaborate
Over break, collect strips to represent each core,supplemental, and intervention program included on your schools CSI Map.Tape strips to a piece of butcher paper, starting with thecore program on top, then supplemental programs, then
intervention programs. Be sure to write your schoolsname on the top of the paper.Display your schools completed chart so all can see.After break, look for those schools who have similar combinations of core, supplemental, and interventionprograms.Get together with those schools to share implementationideas.
Objectives: What You Will Learn and DoObjectives: What You Will Learn and Do
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Objectives: What You Will Learn and DoObjectives: What You Will Learn and Do
The objectives of todays session are to: 1. Describe three levels of instructional support.2. Identify guidelines for aligning core,
supplemental and intervention programs.3. Discuss factors to consider when building an
aligned and coordinated beginning readingmodel.
4. Provide methods to evaluate the effectivenessof your levels of instructional support.
Progress of Groups of Students: Instructional StepsProgress of Groups of Students: Instructional Steps
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g p pg p pfrom Kindergarten to Successful Reading Outcomesfrom Kindergarten to Successful Reading Outcomes
The outcome of each step depends on (a) students beginning skills, (b)effectiveness of core curriculum and instruction, and (c) effectiveness of systemof additional instructional support.
Evaluating Levels of InstructionalEvaluating Levels of Instructional
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ggSupportSupport
Use the following DIBELS reports to examine studentsprogress:
Summary of Effectiveness ReportsHistogramsClass Lists
Examine reports to determine progress of groups of students and individual students
Kindergarten
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Time Fall Winter Spring
Question A. How manybenchmark, strategic,and intensivestudents are in myclassroom?B. Who are thebenchmark, strategic,and intensive
students?
A. How successful is my instruction in
helping benchmark, strategic, and intensivestudents reach phonological awarenessgoals?B. How effective are instructional programsat reducing the numbers of students at riskin phonological awareness?C. Is instruction improving the phonologicalawareness skills of the majority of students?D. Who are the benchmark, strategic, andintensive students?
Report A. HistogramB. Class ListsA. Summary of Effectiveness ReportsB. HistogramsC. Class Lists
First Grade
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Time Fall Winter Spring
Question A. How manybenchmark, strategic,and intensivestudents are in myclassroom?B. Who are thebenchmark, strategic,and intensivestudents?
A. How successful is my instruction in
helping benchmark, strategic, and intensivestudents reach decoding and oral readingfluency goals?B. How effective are the instructionalprograms at reducing the numbers of students at risk on decoding and oralreading fluency scores?C. Is instruction improving the decodingskills and oral reading fluency of themajority of students?D. Who are the benchmark, strategic, andintensive students?
Report A. HistogramB. Class Lists
A. Summary of Effectiveness ReportsB. HistogramsC. Class Lists
Second Grade
F ll Wi S i
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Time Fall Winter Spring
Question A. How manybenchmark, strategic,and intensive studentsare in my classroom?B. Who are thebenchmark, strategic,and intensive students?
A. How successful is my instruction inhelping benchmark, strategic, and intensivestudents reach oral reading fluency goals?B. How effective are the instructionalprograms at reducing the numbers of students at risk in oral reading fluency?C. Is instructional support improving the oralreading fluency of the majority of students?D. Who are the benchmark, strategic, andintensive students?
Report A. HistogramB. Class Lists
A. Summary of Effectiveness ReportsB. HistogramsC. Class Lists
Third Grade
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Time Fall Winter Spring
Question A. How manybenchmark, strategic,and intensivestudents are in myclassroom?B. Who are thebenchmark, strategic,and intensivestudents?
A. How successful is my instruction inhelping benchmark, strategic, and intensivestudents reach oral reading fluency goals?B. How effective are instructional programsat reducing the numbers of students at riskin oral reading fluency?C. Is instruction improving the oral reading
fluency of the majority of students?D. Who are the benchmark, strategic, andintensive students?
ReportA. HistogramB. Class Lists
A. Summary of Effectiveness ReportsB. HistogramsC. Class Lists
Summary of Effectiveness ReportsSummary of Effectiveness Reports
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Summary of Effectiveness ReportsSummary of Effectiveness Reports
Questions answered by the reportHow effective is my instruction for benchmark, strategic, andintensive students?
How to use the reportDocument percentage of students at the three levels of instructional support that meets benchmark goals.
Cautionary noteRemember to look at the actual number of students in eachcategory as you consider making changes at the student level
or the systems level.
Effectiveness of Intensive Support Program:Effectiveness of Intensive Support Program:G d 1 F ll Wi
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Grade 1 Fall to Winter Grade 1 Fall to Winter Although the percentage of studentsmeeting the benchmark goal is the same
in each school, differences in the number of students influence implications.
Implications for School A:
1) Core, supplemental, and intensiveprograms are not being successful with alarge percentage of students andsignificant change is warranted.
2) Intervention program for intensivestudents is not resulting in a sufficientnumber of children reaching benchmarkgoal. Change is warranted.
Implications for School B:
1) Reading programs are resulting in a high
percentage of students reachingbenchmark goal.
2) Focus on improving the number andpercentage of intensive students whomeet benchmark goal by addressingalterable variables chart.
Numbers of
IntensiveStudents
Percent
School A
(Grade 1TotalStudents =103)
9/90Out of 90intensivestudents in thefall, 9 made thewinter goal of 50on NWF.
10%
School B(Grade 1TotalStudents =103)
1/10Out of 10intensivestudents in thefall, 1 made thewinter goal of 50on NWF.
10%
Effectiveness of Core Curriculum: Grade 3Effectiveness of Core Curriculum: Grade 3Wi S iWi S i
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Winter to SpringWinter to Spring
Although the percentage of
students meeting the benchmarkgoal is the same in each school,differences in the number of students influence implications.
School C needs to consider systemic changes to increase thenumber of students who reachbenchmark status in the winter of Grade 3 (9 of 78).
School D can celebrate the highnumber of students who reachbenchmark status in the winter of Grade 3, and who remained ontrack to the spring of Grade 3 (58of 78).
Numbers of BenchmarkStudents
Percent
School C(TotalGrade 3students =78)
9/9Out of ONLY 9benchmarkstudents in thewinter, all 9 madeit to the 120 ORFgoal in the spring.
100%
School D(TotalGrade 3students =78)
58/ 58Out of 58benchmarkstudents in thewinter all 58 madeit to the 120 ORFgoal in the spring.
100%
Summary of Effectiveness of Core, Strategic and IntensiveSummary of Effectiveness of Core, Strategic and IntensivePrograms: Oregon RF Schools (Winter to Spring)Programs: Oregon RF Schools (Winter to Spring)
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Programs: Oregon RF Schools (Winter to Spring)Programs: Oregon RF Schools (Winter to Spring)Students Reaching Benchmark GoalStudents Reaching Benchmark Goal
Benchmark:Effectiveness of Core Curriculum
Strategic:Effectiveness of
SupplementalProgram
Intensive:Effectiveness of
Intervention Program
K 731/791 554/771 243/595
92% 72% 41%Grade 1 647/692 263/716 28/778
94% 37% 4%
Grade 2 775/843 75/292 9/994
92% 26% 1%Grade 3 622/725 114/517 17/879
86% 22% 2%
Breakout Activity Summary of Breakout Activity Summary of
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Effectiveness ReportsEffectiveness Reports
Examine your grade level summary of effectiveness report from last spring.
In your grade level teams discuss whatchanges are being made this year in theinstructional plan to increase the number of
intensive students making the benchmarkgoal.
Histogram ReportsHistogram Reports
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Histogram Reportsg p
Questions answered by the reportAt this point in time, how well are students performingon a key reading measure?
How to use the reportNote the percentage of students who have reached a
key reading goal or the percentage of students at thethree levels of risk. Histograms at different points intime provide evidence for how well reading programsare working to reduce risk.
Cautionary note
Each report includes one individual measure. While allmeasures are crucial stepping stones, focus on themeasure that is used for the benchmark goal at thattime period.
Oregon Reading FirstOregon Reading First
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32% (n= 789) Established41% (n= 991) Emerging27% (n= 653) Deficit
Mid Year Grade 1 NWFMid Year Grade 1 NWF
Oregon Reading FirstOregon Reading First
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61% (n= 1397) Established29% (n= 658) Emerging1O% (n= 221) Deficit
End of Year Grade 1 NWFEnd of Year Grade 1 NWF
Breakout Activity- Histogram ReportsBreakout Activity- Histogram Reports
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Breakout Activity- Histogram ReportsBreakout Activity Histogram Reports
Based on your fall histogram reports, whatpercentage of students are in each of the threelevels of risk?
How is your grade level team going to use thesedata when planning instructional groups and theallocation of personnel to teach the groups?
Do additional personnel need to be trained insupplemental and intervention programs to servethe numbers of at risk students?
Progress Monitoring ReportsProgress Monitoring Reports
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Progress Monitoring ReportsProgress Monitoring ReportsQuestions answered by the report
Are individual students making adequate progress on criticalearly literacy skills?
How to use the report
Monitor the effectiveness of current interventions and theneed for change in the instructional plan.
Three points below the aim line indicates that aninstructional change is needed.
Cautionary noteSetting appropriate goals for individual students can becomplex. Need to set attainable goals that also encouragean accelerated learning rate so the student can catch up.
Progress Monitoring: The Teachers MapProgress Monitoring: The Teachers Map
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g g p
1 0
2 0
3 0
4 0
D e c .S
F e b .S
J a n .S
M a r c hS
A p r i lS
M a yS
J u n eS
6 0
5 0
Aimline
A change in intervention
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