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Addressing the Needs of Students with Reading Difficulties through Supplemental Interventions
Course Enhancement Module: Reading K–5, Part 4
H325A120003
H325A120003
Disclaimer
This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. Bonnie Jones and David Guardino serve as the project officers. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.
Primary Resources
The National Center on Intensive Intervention (NCII) www.intensiveintervention.org
National Center on Response to Intervention (NCRTI) http://www.rti4success.org
The IRIS Center for Training Enhancements. (2008). RTI (part 4) http://iris.peabody.vanderbilt.edu/module/rti04-alltogether/#content
1. Describe the essential elements
2. Explain the rationale
3. Select supplemental interventions
4. Implement instruction with fidelity
5. Use data to inform instruction
6. Next steps
Supplemental InterventionObjectives
Supplemental Reading Interventions
Standardized, evidence-based interventions designed for at-risk students. Tier 2, Supplemental intervention, Secondary intervention
Specific, targeted, remedial techniques (McCook, 2006) Strategic, purposeful adult actions that
prevent learning difficulties and accelerate, and/or enrich student learning (Cappello, et al. 2008)
What Are Supplemental Interventions?
Multi-Tiered System of Support
Supplemental Level of
Prevention(~15% of students)
Intensive Level of
Prevention(~ 5 % of students)
Universal Level of Prevention
(~80% of students)
(Filter et al., 2007; Kerr & Nelson, 2010)
DESCRIPTION
FOCUS All students
INSTRUCTION District adopted curriculum and instructional practices that are research based, are aligned with state or district standards and incorporate differentiated instruction
SETTING General education
ASSESSMENTS Screening, continuous progress monitoring, and outcome measures or summative assessments (used sparingly) (National Center on Response to Interventions, 2013)
Universal Instruction
DESCRIPTION
FOCUS Students identified through screening as at risk for poor learning outcomes
*Typically 15–20% of student population
INSTRUCTION Targeted, evidence-based supplemental instruction delivered to small groups
SETTING General education classroom or other regular education location within the school
ASSESSMENTS Progress monitoring, diagnostic, screening (National Center on Response to Interventions, 2013)
Supplemental Intervention
How does supplemental reading intervention instruction compare with universal reading instruction?
Put Your Heads Together
Improves the achievement of students at-risk for educational failure
Decreases the need for more intensive interventions & referrals for special education services
Allows for efficient use of time and resources
(National Center on Intensive Interventions, 2013)
Why Are Supplemental Interventions So Important?
Elements of Supplemental Interventions
1. Based on evidence
2. Implemented with fidelity
Supplemental Interventions are…
Five Elements of Fidelity
(Dane & Schneider, 1998; Gresham et al., 1993; O’Donnell, 2008)
Adherence: How well do we stick to the plan, curriculum, or assessment?
Exposure/Duration: How often does a student receive an intervention? How long does an intervention last?
Quality of Delivery: How well is the intervention, assessment, or instruction delivered? Do you use good teaching practices?
Program Specificity: How well is the intervention defined and how is it different from other interventions?
Student Engagement: How engaged and involved are the students in this intervention or activity?
Evidence Standards
(National Center on Intensive Interventions, 2013)
Type/Source
Population
Desired Outcomes
Effects
Selecting Evidence Based Interventions
NCII Interventions Tools Charthttp://
www.intensiveintervention.org/chart/instructional-intervention-tools
What Works Clearinghousehttp://ies.ed.gov/ncee/wwc/
findwhatworks.aspx
Best Evidence Encyclopediahttp://www.bestevidence.org/
Select a supplemental intervention to review
Obtain the necessary information online
Using Handout 1, evaluate the intervention
Share your results with another pair of partners
Activity: Selecting Evidence-Based Interventions
Commercial programs aren’t always required
Consider best instructional practices
Monitor student progress
A Cavaet
What Does Effective Supplemental
Reading Instruction Look Like?
Supplemental Instruction in Action!(Handout #2)
1: Skills taught
2: Student engagement
3: Feedback
4. Effective practices
Supplemental Instruction
The video is used with permission from the University of Texas/Texas Education Agency, 2014.
Discussion
Share notes in groups
Whole group share
Reflect upon effective practices
Five Essential Reading Components
Supplemental instruction incorporates a reading intervention program that targets the essential reading components:
K 1 2 3 Phonemic Awareness √ √Phonics √ √ √ √ Fluency √ √ √ Vocabulary √ √ √ √ Comprehension √ √ √ √
National Reading Panel, 2000; Texas Education Agency, 1998
What to Teach?
Analyze data from assessments
Align with core curriculum
Adjust when data indicate progress is not adequate
Supplemental Intervention Considerations
Who receives instruction Students who are not making adequate progress with Universal instruction
Amount of daily instruction Instruction may vary, depending on the age of the student, from 30–45 minutes per day (+ Universal):Younger students (e.g., kindergartners) have shorter attention spans and might require shorter amounts of time (e.g., 30 minutes)Older students are able to attend for longer amounts of time (e.g., 30–45 minutes)
When instruction is provided Scheduling options for supplemental could include:Taking time from two consecutive classes (e.g., 15 minutes from social studies and 15 minutes from science)Taking time from “specials” (e.g., music, library, art)In the event that a large percentage of students requires supplemental, the teacher might need to schedule more than one supplemental intervention period per day
http://iris.peabody.vanderbilt.edu/module/rti03-reading/cresource/how-is-high-quality-instruction-integrated-into-the-rti-approach/rti03_11/
Supplemental Intervention Considerations
Duration of instruction 10 weeks–20 weeks:The number of weeks may vary, but a minimum of 10–12 weeks is recommended.Students may need an additional round of Supplemental intervention.
Frequency of progress monitoring At least one time every 1–2 weeks
Who provides instruction Trained personnel may include:General education teacherReading specialistParaprofessionalsOther personnel
Where students are served Within or outside the general education classroom
http://iris.peabody.vanderbilt.edu/module/rti03-reading/cresource/how-is-high-quality-instruction-integrated-into-the-rti-approach/rti03_11/
http://iris.peabody.vanderbilt.edu/module/rti03-reading/cresource/how-is-high-quality-instruction-integrated-into-the-
rti-approach/rti03_11/
Progress Monitoring to Inform Instruction
Progress Monitoring
PURPOSE: –Monitor students’ response to instruction
–Estimate rates of improvement
–Identify students who are not progressing
–Compare different forms of instruction
FOCUS: identify students at-risk
TOOLS: brief valid, reliable, evidence based
TIMEFRAME: regular intervals (e.g., weekly, biweekly, or monthly)
(Center on Response to Intervention, 2013)
Why Progress Monitor?
30
Center on Response to Intervention, 2013
Identify Students Not Making Adequate Progress
I Increasing Scores:
X
goal line
trend lineX
goal line
trend line
Flat Scores:
X
X
X XX X
Progress Monitoring Answers the Questions
Are students making progress at an acceptable rate?
Are students meeting short- and long-term performance goals?
Does the instruction or intervention need to be adjusted or changed?
Focus of Progress Monitoring
Students identified as at risk for poor learning outcomes
Image courtesy of [renjith krishnan] / FreeDigitalPhotos.net
Progress Monitoring Tools
Review Progress Monitoring Tools Chart http://www.rti4success.org/progressmonitoringtools
Activity – Choose 2 progress monitoring assessments you think may be appropriate for students at the third grade level. Research the publisher, the purpose of the assessment, the cost, the training required, the reliability and the validity of those assessments.
Use Assessment Data to Inform Supplemental
Interventions
Group students Set individual student goals Plan targeted instruction Scaffold instruction
Case Study – Meet Abby
Abby is a second grade student who is struggling with reading. She reads word by word, rarely correcting mistakes, and comprehending little.
Abby is not making satisfactory progress at the universal level of instruction, even though her teacher differentiates for her. The teacher has tried:
•Books on tape
•Partner reading
•Reading to Abby
•Teaching irregular words
•Teaching making inferences
Abby’s DIBELS Scores
Benchmark Goal
Composite 141
Letter-Sounds 54
Words Read 13
ORF 52
Abby’s Scores
111
34
6
32
DIBELS Next Benchmark Goals: http://dibels.org/
Abby’s Fluency Goal
With a partner, using the table of oral reading fluency norms, create a long term and several short term fluency goals for Abby.
Refer to handout #3
Sample Long and Short Term Goals for Abby
Short term goalso Abby will read second grade text at 47
words correct per minute (Nov.). 63 words correct per minute (Jan.) and 80 words per minute (April).
Long term goalo Abby will read second grade level text
fluently at 90 words correctly per minute with 95% accuracy.
Abby’s Intervention
Small group repeated readings
Group Size Frequency Duration Provided by
2-5 students
2 times per week
20 minutes Classroom teacher
Explore Resources
1. The Reading ContinuumHandout
2. The Meadows Centerhttp://www.meadowscenter.org/files/resources/ReadingStrategiesDyslexia.pdf
3. Florida Center for Research in Reading
http://www.fcrr.org/curriculum/pdf/ GK-1/P_Final_Part2.pdf
Lesson Planning
Create a lesson plan to address Abby needs and help her move toward reaching her fluency goal.
Refer to handout #4
Data Based Decision Making
Progress Monitoring
Oral reading fluency curriculum-based monitoring (CBM) passages at her instructional grade level will be given to Abby once a week.
Progress Monitoring: Abby’s Reading Fluency Data
0
20
40
60
80
100
120
140
Nu
mb
er o
f w
ord
s r
ead c
orre
ctly in
1 m
inu
te
Date
Baseline
Goal Line
Initial Instruction
Instructional Change
46
Next Steps
At the end of six weeks, progress monitoring data information shows that Abby is not making progress.
Discuss some possible next steps to address Abby’s needs.
What If Supplemental Interventions Aren’t Sufficient?
National Center on Intensive Intervention October, 2013
Consider…
Has the student been taught using an appropriate evidence-based supplemental intervention program?
Has the teacher received training? Has the program been implemented with
fidelity?– Content
– Dosage/schedule
– Group size Has the program been implemented for a
sufficient amount of time to determine response?
Intensifying Interventions
Decrease group sizeIncrease frequency or duration of sessionsProvide more opportunities for practice with
feedbackChange interventionist to someone with greater
expertiseBreak tasks into smaller stepsProvide concrete learning opportunities Use explicit instruction and modeling
Complete the “Supplemental Interventions Needs Inventory”
(Handout #5)
Share responses as a team– Prioritize and plan for next steps with district or
school leadership or coach
Prioritizing Next Steps…
Set the foundation for intensive intervention
Should be evidence based
Must be implemented with fidelity
Have important implications for identification of students who need more intensive instruction
Supplemental Interventions…
References are provided in handout #6
Part 5 addresses Intensive Interventions
Thank you!