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Course Enhancement Module on Evidence-based Reading Instruction
Collaboration for Effective Educator Development, Accountability and Reform
H325A120003
H325A120003
CEM Overview
Part 1: Introduction Part 2: Multi-tiered Systems of Reading Support Part 3: Essential Components of Reading
Instruction K-5 Part 4: Supplemental Reading Instruction Part 5: Intensive Reading Instruction
Part 1: Introduction
Purpose of the ModuleRationale for Addressing
Reading DifficultiesPrinciples of Effective
Instruction
Note
Part 1 includes resources from:
The Meadows Center for the Prevention of Educational Risk
©University of Texas System/Texas Education Agency
Purpose of the Module
Build knowledge and capacity of preservice and inservice teachers to teach a diversity of students to read
Provide resources for teacher and leader educators and professional development providers
Provide resources to enhance existing course content
Rationale
Teacher preparation programs must produce knowledgeable teachers of reading
Many teachers do not have the depth of knowledge necessary to teacher struggling readers
As a result, the majority of 4th and 8th graders are not proficient readers (NAEP, 2013)
Principles of Effective Reading Instruction
Explicit Instruction with Modeling
Systematic Instruction with Scaffolding
Multiple Opportunities to Practice and Respond
Immediate and Corrective Feedback
Ongoing Progress Monitoring
1. Explicit Instruction with Modeling
Don’t commit “assumicide”
Tell students the objective
Break into smaller steps, when necessary
Model, model, model and model
Explicit Instruction with Modeling
Involves modeling and explaining concepts and skills in ways that:– Are concrete and visible– Use clear language– Use multiple examples
Consists of overlap and similarity in instructional procedures by including:- Predictable, clear, and consistent instructions- Known expectations- Familiar routines
Explicit Instruction with Modeling
Includes extended practice
– Provides review and extension
– Relates to monitoring student understanding
Can benefit all learners within all components of reading
Modeling
The teacher models instructional tasks by:Demonstrating the task aloudFollowing a step-by-step procedureUsing language specific to the demonstration of the skillSpeaking clearly while modelingChecking for student understanding while modeling
2. Systematic Instruction with Scaffolding
Move from easier to more difficult skills and concepts
Provide “temporary support” as you scaffold the student’s learning
Systematic Instruction with Scaffolding
Clearly define expectationsReduce student confusionCarefully sequence instruction
– Move from easier to more difficult skills– Begin with higher utility skills– Begin with what students already know
Break down complex tasksIncorporate assessment and feedback
3. Multiple Opportunities to Practice
Build in opportunities for many responses
Provide guided and independent practice
Ensure practice leads to mastery:– Provide practice across days, weeks,
months– Group students to facilitate practice
Multiple Opportunities to Practice
1. Maximize student participation - Active student engagement- Practice in related skills and concepts- Connections to prior knowledge
2. Increasing number of students’ responses
- More items prepared for practice- Choral responses when feasible- Think-Pair-Share
4. Immediate and Corrective Feedback
Immediate feedback and correction
– Teacher uses during guided practice.
– Students provide corrective feedback to each other.
4. Immediate and Corrective Feedback (cont.)
Formative Feedback = DescriptiveTelling students they are correct or incorrect.
Explaining why an answer is correct.
Telling students what they have and have not achieved.
Specifying or implying a better way.
Helping students develop ways to improve.
5. Progress Monitoring
Every two weeks OR more often for struggling students.
Use data to plan instruction.
Use data to set up groups in class.
Also, consider student responses during lessons and other observations.
Let’s Recap
Write down at least two ideas about the features of effective instruction that are most critical for you to consider.
H325A120003
Multi Tier Systems of Support (MTSS) -
A comprehensive system of differentiated supports that includes:
✓universal screening
✓progress monitoring
✓evidence-based instruction
✓data-based decision making
Defining MTSS
22
Intended to support all students It is not a stand alone product, class,
or instruction program. Allows educators to evaluate the
success of: Grade levels/classes Instructional groups Individual students (including those with
disabilities)
MTSS is a preventative framework…
23
1. Screening2. Progress Monitoring3. School-wide, Multi-Level Prevention System
– Primary Level (Core, Tier 1) – Secondary Level (Supplementary, Tier 2) – Intensive Level (Tier 3)
4. Data-Based Decision Making for:– Instruction – Evaluating effectiveness– Movement within the multi-level system
Essential Components of MTSS
24
Essential Component
Screening
25
PURPOSE: Identify students who are at risk for poor reading outcomes
FOCUS: ALL students TOOLS: Brief assessments that are valid,
reliable, and demonstrate diagnostic accuracy for predicting learning or behavioral problems
TIMEFRAME: Administered more than one time per year (e.g., fall, winter, spring)
Screening
26
Areas for Screening in Early Reading
Letter Naming FluencyPhoneme SegmentationNonsense word fluencyWord identificationOral reading fluency
Screening
Answers the questions: Is core curriculum effective? Which students need additional
assessment and instruction?
28
Essential Component
Progress Monitoring
29
PURPOSE: Monitor students’ response to primary, secondary, or tertiary instruction in order to estimate rates of improvement, identify students who are not demonstrating adequate progress, and compare the efficacy of different forms of instruction
FOCUS: Students identified through screening as at risk for poor learning outcomes
TOOLS: Brief assessments that are valid, reliable, and evidence based
TIMEFRAME: Students are assessed at regular intervals (e.g., weekly, biweekly, or monthly)
Progress Monitoring
30
Progress Monitoring
Answers the questions: Are students meeting short- and long-term
performance goals? Are students making progress at an
acceptable rate? Does the instruction need to be adjusted
or changed?31
Screening v. Progress Monitoring
“Close Cousins”Often, the same tools usedIt is important to distinguish:
– Universal Screening, which is for all students, from
– Progress monitoring, which is for some students who have been identified as at-risk.
Multi-Level Prevention System
33
Essential Component
Evidence-based Interventions
34
FOCUS: ALL studentsINSTRUCTION: District curriculum and
instructional practices that are research based; aligned with state or district standards; and incorporate differentiated instruction
SETTING: General education classroomASSESSMENTS: Screening, continuous
progress monitoring, and outcome measures or summative assessments
Core Instruction
35
1. Whole Group Instruction (9:27)
2. Differentiated Core Instruction (17:49)
http://buildingrti.utexas.org/CAP/Differentiated_Instruction/Differentiated_Instruction.swf
Meadows Center Clips
36
FOCUS: Students identified through screening as at risk for poor learning outcomes
INSTRUCTION: Targeted, supplemental instruction delivered to small groups; Instruction is delivered with fidelity (i.e., consistent with the way it was designed)
SETTING: General education classroom or other general education location within the school
ASSESSMENTS: Progress monitoring, diagnostic
Supplemental Instruction
37
Secondary Intervention (25:20)
http://buildingrti.utexas.org/CAP/Differentiated_Instruction/Differentiated_Instruction.swf
Meadows Center Clip
38
What is similar about the small group instruction provided at the primary and secondary levels of instruction?
What were the differences?Who received instruction at the
primary and secondary levels?
Core and Supplemental Instruction
39
FOCUS: Students who have not responded to core and supplemental level prevention
INSTRUCTION: Intensive, supplemental instruction delivered to small groups or individually
SETTING: General education classroom or other general education location within the school
ASSESSMENTS: Progress monitoring, diagnostic
Intensive Intervention
40
Match of intervention to observed skill deficit (i.e., individualization based on assessment data)
Pedagogy InterventionDurationFrequencyInterventionistGroup sizeBehavior/motivation strategies
Changing the Intensity and Nature of Instruction
41
Essential Component
Data-based Decision Making
42
Analyze data at all levels of MTSS implementation (i.e., state, district, school, grade level) and all levels of prevention (i.e., core, supplemental, or intensive).
Establish routines and procedures for making decisions.
Set explicit decision rules for assessing student progress (e.g., state and district benchmarks, level, and/or rate).
Use data to compare and contrast the adequacy of the core curriculum and the effectiveness of different instructional and behavioral strategies.
Data-Based Decision Making: The Basics
43
Instruction Evaluate effectiveness within and
across groupsMovement within the multi-level
prevention system
Data-Based Decision Making: Types of Decisions
44
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.