Supporting Students with Intensive Literacy Needs

1

Supporting Students with Intensive Literacy Needs

Spring ConferenceOregon RTI Project

May 8, 2012

2

Getting to know youWrite, pair, share-• What do you already know about

supporting students with intensive literacy needs?

• What questions do you have? What do you hope to learn today?

3

The Problem Solving Process

Improved Student

Achievement

2. Problem Analysis

1. Problem Identificati

on

3. Plan Developme

nt

4. Plan Implementation & Evaluation

What is the problem?

Why is the problem

occurring?

What are we going to do about the problem?

How is it working?

4

The Water…

IC

EFocus on “the water”-• Instruction• Curriculum• Environment

5

ICEL

I – Instruction C – CurriculumE – EnvironmentL – Learner

6

What we will cover today:

Session 1:

Step 1: Problem IdentificationStep 2: Problem Analysis (Instruction)

Session 2:w/ Kevin Feldman

Step 2 (cont): Problem Analysis (Instruction)

Session 3: Step 2 (cont): Problem Analysis (Curriculum, Environment, Learner)

Step 3: Plan DevelopmentStep 4: Plan Implementation &

Evaluation

7

What we will not cover today

• Assessment/evaluation for the sole purpose of special education eligibility

• Diagnosing disabilities

• Aptitude by Treatment Interactions

• The “magic bullet”, “do-it-all” curriculum

8

“It is better to know some of the questions than all of the answers.”

James Thurber

9

Who are students with intensive literacy needs?Students with identified

disabilitiesStudents who may have a

disabilityStudents with significant literacy

deficits

10

If there was a problem…

Why proactive problem solving?

“Problem solving assessment typically takes a more direct approach to the measurement of need than has been the case in historical special education practice” -Reschley, Tilly, & Grimes (1999)

“Intervention studies that address the bottom 10-25% of the student population may reduce the number of at-risk students to rates that approximate 2-6%” -Fletcher, Lyon, Fuchs, & Barnes (2007)

11

12

Role of the School Psychologist

“School psychologists have often played a strong role in the diagnosis of children with reading problems. As our nation progresses into the 21st century where accountability of instructional and learning outcomes are at the forefront of objectives in most school systems, school psychologists need to move toward a proactive role of designing instructional interventions from data-based decision-making practices”

-Best Practices in School Psychology IV

13

Rationale: Oregon Administrative Rules

581-015-2170 Specific Learning Disability

(1) If a child is suspected of having a specific learning disability, the following evaluation must be conducted:

• (a) Academic assessment. An assessment of the child's academic achievement toward Oregon grade-level standards;

• (b) Review. A review of cumulative records, previous IEPs or IFSPs and teacher collected work samples;

• (c) Observation. An observation of the child in the child's learning environment (including the regular classroom setting) to document the child's academic performance and behavior in the areas of difficulty, which must consist of:

– (A) Information from an observation by a qualified professional in routine classroom instruction and monitoring of the child's performance before the child was referred for an evaluation; or

– (B) An observation conducted by a qualified professional (who is a member of the evaluation team) of the child's academic performance in a regular classroom after the child has been referred for an evaluation and parent consent obtained; or

– (C) For a child who is less than school age or out of school, an observation in an age-appropriate environment.

• (d) Progress monitoring data, including: – (A) Data that demonstrate that before, or as part of, the referral process, the child was provided

appropriate instruction in regular education settings, delivered by qualified personnel; and – (B) Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting

formal assessment of student progress that is directly linked to instruction.

14

(1) If a child is suspected of having a specific learning disability, the following evaluation must be conducted:

• (d) Progress monitoring data, including: – (A) Data that demonstrate that before, or as part of, the

referral process, the child was provided appropriate instruction in regular education settings, delivered by qualified personnel; and

– (B) Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress that is directly linked to instruction.

Rationale: Oregon Administrative Rules

581-015-2170 Specific Learning Disability

15


Improved Student

Achievement

2. Problem Analysis


on

3. Plan Developme

nt


What is the problem?

Why is the problem

occurring?


How is it working?

16

Problem Solving Form

17

Improved Student

Achievement


onWhat is the

problem?

Step 1: Problem Identification

18


A problem is defined as a discrepancy between:

Current performanceExpected performance Problem

Definition

19


• Expected performance is based on data:–Performance of typical/average peers–Research-based benchmarks–Proficiency scores

• Actual performance is based on current student data

20


• Calculating magnitude of discrepancy

Absolute discrepancy:

Discrepancy Ratio:

Expected performance Current performance–

÷Larger Number Smaller Number

72 wcpm (Winter 2nd Grade) 32 wcpm

=

= -40 wcpm–

72 wcpm (Winter 2nn Grade) 32 wcpm÷

2.25 times

discrepant

Discrepancy between Current Performance & Expected

Performance

22


Problem Definitions should be:

1. Objective – observable and measurable

2. Clear – passes “the stranger test”3. Complete – includes examples (and

non-examples when necessary) and baseline data

23

Problem Definition: Example

Harry (2nd grader) is currently reading a median of 44 words correct per minute (wcpm) with 83% accuracy when given 2nd grade level text. He also answers an average of 3/10 comp questions correct on weekly in-class tests. 2nd grade students in his school are reading an average of 85 wcpm with 97% accuracy on 2nd grade text and answering 9/10 comp questions correct.

24

Problem Definition: Non-Example

Harry struggles with being a fluent reader and is not meeting the 2nd grade reading benchmark. He makes a lot of mistakes and is currently reading at a 1st grade level. He also has difficulties answering comprehension questions at grade level and does poorly on his weekly reading tests.

25


• Replacement Skill or Target Behavior

–What would it look like if this student were successful?

–What would we prefer the student do, instead of the problem behavior?

Problem Definition & Target Skill

27


Improved Student

Achievement

2. Problem Analysis


on

Why is the problem

occurring?

28

The WHY should always drive the WHAT

Plan Developme

nt

Problem Identificati

on

Step 2: Problem Analysis

Problem Analysis

Instruction: Curriculum:

Environment: Learner:

How you teach

What you teach

Where you teach

Who you teach

Student Learning

30

We can control the how, what, and where.

We don’t have much control over the who.

31

When it comes to problem analysis, just remember…

32

ICE, ICE babyI – Instruction C – CurriculumE – Environment

thenL – Learner

Hypothesis DevelopmentInstruction: Curriculum:


? ?

? ?

ICEL

35

Instruction, Curriculum, & Environment

• What should appropriate instruction, curriculum, and environment look like?

– Video: Anita Archer Cause & Effect Video 3rd grade (www.explicitinstruction.org)

– Observe and note effective teaching practices with regard to instruction, curriculum, and environment

http://www.explicitinstruction.org/

36

Instruction, Curriculum, & Environment

37

Talk time• What effective teaching practices did you

see related to instruction, curriculum, & environment?

• What are all the ways we can gather information about the instruction, curriculum, environment, and learner?

38

RIOT

R – Review I – Interview O – Observe T – Test



RIOTRIOT

RIOTRIOT

40

Instruction• Thinking about RIOT procedures,

what are some ways we can gather information about Instruction?

R – Review Examine lesson plans, attendance, permanent products for instructional demands

I – Interview Talk to teachers about expectations, instructional strategies used

O – Observe Observe instruction in the classroom for effective instructional practices

T – Test Aggregate test scores of classroom

41

Instruction: Examples

Explicitness

Pacing

Corrective Feedback

Who knows…? I do, we do, y’all do, you do

1-2 OTR’s/min 8-12 OTR’s/min

<50% errors corrected

95-100% errors corrected

Targets for Intervention

42

Explicit instruction• Presents lesson objectives• Step-by-step presentation of skills• Clear, easily understood• Presents strategies• Model-Lead-Test• Scaffolds: fades supports, provides prompts

or cues as necessary

(Brophy & Good, 1986; Carnine, Silbert, & Kame’enui, 1997; Kame’enui & Simmons, 1990; Rosenshine & Stevens, 1986)

43

Opportunities to Respond

• Any instructional question, statement, or gesture made by the teacher that elicited an oral or physical response, and have an academic component to them (Millen, 2005). Presented to group or individual.

• 12 response per minute = 80% accuracy; 10% off-task (Engelmann and Becker, 1978).

Vs.• 4 responses per minute = 70% accuracy; 30% off-task

• Rate of 4-6 for initial tasks and 9-12 for drill/practice (Council For Exceptional Children, 1987).

• Increase in OTRs resulted in increased rates of words read correctly and increased on-task behavior (Sutherland and Wehby (2001).

44

Corrective Feedback• If a student or group (during choral responding) provides an

inaccurate response the teacher provides the correct answer.• Immediate, brief• Teacher models correct response and allows student to say

correct response• Record errors• Practice common errors• My turn… Your turn… Starting over

(Heron & Harris, 2001; Rosenshine & Stevens, 1986 )

45

When it comes to interventions…

“It is clear that the program is less important than how it is delivered, with the most impressive gains associated with more intensity and an explicit, systematic delivery” Fletcher & Colleagues, 2007

46

Observe:Early Reading Intervention

• Take data on OTRs and Error Correction

What effective practices can you see?

Opportunities to RespondCorrect Responses Incorrect Responses

Error Corrected

Error Not Corrected

47

Observe:Early Reading Intervention

48

Observe: Early Reading Intervention

• What did you see?

What effective practices did you note?

Opportunities to RespondCorrect Responses Incorrect Responses

Error Corrected

Error Not Corrected

49

Lunchtime!!

50

Session 3• Based on today’s presentations thus

far…– In your school/district what alterable

variables of instruction do you see impacting the students you serve?

–What is one thing you can do next week to positively impact the instructional environments of your students?

51

Curriculum• Thinking about RIOT procedures,

what are some ways we can gather information about Curriculum?

R – Review Examine permanent products for skills taught, scope & sequence, instructional match

I – Interview Talk to teachers, administrators about philosophy of curriculum, coverage, etc.

O – Observe Student success rate

T – Test Readability of textbooks

52

Curriculum: Examples

Skills Taught

Level of Difficulty

Fidelity to the core

Not matched to need Matched to need

Frustrational (<80%)

Instructional (>80-90%)

Weak (<80%) Strong (>80%)


53

The Challenge with Frustration Level

Instruction• Activity:

– Oral Reading Fluency Assessment

• Find a partner– Partner 1 (person with next Birthday) –

Reader– Partner 2 – Test Administrator

54

Percent Accuracy• 70% accurate on new information (Watkins &

Slocum, 2003); 90% accurate on previously taught skills (Engelmann, 1999).

• 80% accuracy on new information (Rosenshine & Stevens,1986); 95% accuracy when reviewing (Brophy, 1980).

55

VocabularyReading Comprehension

Phonemic Awareness

Phonics(Alphabetic Principle)

Oral ReadingAccuracy & Fluency

Reading Skills Build on Each Other

56

Environment• Thinking about RIOT procedures,

what are some ways we can gather information about Environment?

R – Review Examine school rules, attendance, class size

I – Interview Talk to teachers about expectations, rules, behavior management system, classroom culture, talk to parents

O – Observe Observe in the classroom

T – Test Aggregate test scores of classroom

57

Environment: Examples

Behavior Expectations/Management

Teacher-studentinteractions

Physical setup

Not defined Explicitly taught & reinforced

Low rate of reinforcement

Mostly positive (4:1)

Chaotic & distracting

Organized & distraction-free


58

Academic Learning Time: Typical School

1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months)= 1105 Attendance Time (Time in School)- 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc)= 835 Allocated Time (Time scheduled for teaching)- 209 (25% of allocated time for administration,

transition, discipline-15 minutes/hour)= 626 Instructional time (time actually teaching)- 157 Time off task (Engaged 75% of time)= 469 Engaged Time (On task)- 94 Unsuccessful Engaged Time (Success Rate 80%)= 375 Academic Learning Time

Education Resources Inc., 2005Efficiency Rating = 32%

Hours

59

Academic Learning Time: Effective School

1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months)= 1105 Attendance Time (Time in School)- 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc)= 835 Allocated Time (Time scheduled for teaching)- 125 (15% of allocated time for administration,

transition, discipline-9 minutes/hour)= 710 Instructional time (actually teaching-710 vs. 626)- 71 Time off task (Engaged 90% of time)= 639 Engaged Time (639 vs. 469 On task)- 64 Unsuccessful Engaged Time (Success Rate 90%)= 575 Academic Learning Time

Education Resources Inc., 2005

Hours

Efficiency Rating = 49%

60

The Difference: Typical vs. Effective Schools

Variable Typical School

Effective School Time gained How the time is gained

Allocated Non-instructional Time

25%(15 min/hr)

15%(9 min/hr)

+84 more hours

Teaching expectations, teaching transitions, managing appropriate and inappropriate behavior efficiently

Engagement Rate

75% 90% +86 more hours

Better management of groups, pacing

Success Rate 80% 90% +30 more hours

Appropriate placement, effective teaching

Academic Learning time

375 hours 575 hours = 200 more hours (53% more) OR95 more school days (4-5 months!)

61

Observe: Teaching Expectations

62

Observe: Teaching Expectations

• Talk to your partner and answer the following questions:– Partner 2: What effective practices did

you note?– Partner 1: How will this influence

learning in the classroom?– Alternate partners: What suggestions

do you have for the teacher?

63

Learner• Thinking about RIOT procedures,

what are some ways we can gather information about Learner?

R – Review Examine cumulative file, health records, developmental history, etc

I – Interview Talk to teachers, parents, student about perceptions of the problem

O – Observe Observe student in the classroom

T – Test Direct assessment

64

Learner: Examples

Educational History

Current CBM scores

Student behavior

Poor attendance Great attendance

Well below benchmarks At benchmarks

Off-task, disruptive, disengaged

Focused & attentive

65

Before considering additional testing

• Start with existing data:– Screening data– Progress monitoring data– State testing data (OAKS)– Curriculum data

• Is additional data needed?– What additional questions do you have?– Which diagnostic assessments can

answer those questions?

66

Problem Solving Model in a PictureN

onse

nse

Wor

d Fl

uenc

y

Mid-year cutoff at risk

Mid-year cutoff low risk

Increase intensity of Intervention: 1) Increase intervention fidelity 2) Increase time 3) Smaller Group Size

1. Problem Identification2. Problem Analysis3. Plan Development4. Plan, Implement, & Evaluate SupportProblem Solving Model in a Picture Implement a Research-Based Intervention

67

ALTERABLE VARIABLES TO INTENSIFY INSTRUCTIONAlterable Variable Level of Specific Enhancement

Options 1. 2. 3. 4.

Instructional Delivery

INSTRUCTION

Coaching to support implementation of all parts of the Comprehensive Learning System

Professional develop-ment to improve instructional delivery: explicit instruction, error correction, and opportunities to respond

Coaching to Improve explicit instruction, error correction, and opportunities to respond

Change person teaching

Time

INSTRUCTION

Schedule & deliver 90 minutes of daily reading instruction during protected reading block

Increase reading block time, e.g., to 120 min., and/or add intervention period daily

Schedule two intervention sessions daily (a double dose of 90 min. + 90 min.)

Schedule before school, after school, and summer school instruction sessions

Grouping for

InstructionENVIRONMENT

Check group placement & provide whole & small group instruction

Check for group homogeneity and reduce size of small group

Check further for group homogeneity and further reduce size of small group

Provide individual instruction if needed

Instructional Materials

CURRICULUM

Change placement in program

Add scaffolding to program

Add additional intervention program(s)

Change program(s)

INCREASING INTENSITYModification of Kame’enui, Simmons, Coyne, & Harn (2003)

Thanks to Oregon Reading First & Western Region Reading First Technical Assistance Center

68

Where are we?What is our goal?What course should we follow?

How are we doing?

ActualCourse

DesiredCourse

Our Goal

We are Here

69

10

20

30

40

Dec.Scores

Feb.Scores

Jan.Scores

M archScores

AprilScores

M ayScores

JuneScores

60

50

Aimline

A change in instruction

Progress Monitoring: The Teacher’s Map

The GPS for Educators

70

10

20

30

40

Dec.S cores

F eb.S cores

J an.S cores

Marc hS cores

AprilS cores

MayS cores

J uneS cores

60

50

Aimline

Determine Response to Appropriate InstructionWhen a student fails to make adequate progress we should change their instruction to help her meet the goal

71

Additional Resources• Curriculum-Based

Evaluation: Teaching & Decision Making– Howell & Nolet

• CORE Assessing Reading Multiple Measures

• Quick Phonics Screener



RIOTRIOT

RIOTRIOT

73

Hypothesis Development• What can we do that will reduce the

problem (decrease the gap between what is expected and what is occurring)? Expected

performance

Current performance

74

Problem Hypothesis• Why is the problem occurring?• Example:

– Harry’s reading fluency and comprehension problems occur because he lacks strategies for decoding silent-e words and vowel digraphs (oa, ea, ae, ou, etc). His current instruction does not provide enough explicit modeling of these skills. He also currently has a low level of engagement and is highly distracted in both his classroom and intervention room.

75

Prediction Statement• What will make the problem better?• Example:

– Harry will improve if he receives explicit instruction in his identified missing skills. He also needs instruction that utilizes high pacing and effective active engagement strategies to keep him highly engaged in instruction, and an environment that is quiet, without distraction from other students.

Problem Hypothesis & Prediction

77

Step 3: Plan Development

Improved Student

Achievement

2. Problem Analysis


on

3. Plan Developme

nt


Intervention Plan

79

Intervention Plan• What will we done?• How will it be done?• Who is responsible?• Where will it occur? How often?• Group size?

80

Students with intensive needs & students with disabilities

need more…… time (Simmons et al. 2002)

… modeling (Archer & Hughes, 2011)

… explicitness (Archer & Hughes, 2011; Brophy & Good, 1986)

… review (Carnine, Silbert, & Kame’enui, 1997; Kame’enui & Simmons, 1990; Rosenshine & Stevens, 1986)

… opportunities to practice (Engelmann and Becker, 1978; Millen, 2005; Sutherland and Wehby, 2001)

… feedback (Heron & Harris, 2001; Rosenshine & Stevens, 1986)

Progress Monitoring Plan

Fidelity Monitoring Plan

Fidelity checklist

Importance of Feedback• Wickstrom et al studied 33

intervention cases. • Teachers agreed to do an

intervention and were then observed in class.

• 0/33 Teachers had fidelity above 10%.

• 33/33 on a self report measure indicated that they had used the intervention as specified by the team.

Slide taken from a presentation by Joseph Witt

85

Creating an Individualized Intervention

86

However…

…We cannot definitively say that a child has a learning disability simply because we do not have the resources to provide what the child needs.

87

Step 4: Plan Implementation &

Evaluation

Improved Student

Achievement

2. Problem Analysis


on

3. Plan Developme

nt


How is it working?

Attendance

Fidelity Data

Progress Monitoring Data…

…as compared to peers/expected growth

92

10

20

30

40

Dec.S cores

F eb.S cores

J an.S cores

Marc hS cores

AprilS cores

MayS cores

J uneS cores

60

50

AimlineAmy

Chase

Mary

Isaiah

Cohort Data

93

10

20

30

40

Dec.S cores

F eb.S cores

J an.S cores

Marc hS cores

AprilS cores

MayS cores

J uneS cores

60

50

Aimline

Amy

Mary

Isaiah

Cohort Data

Chase

Magnitude of Discrepancy

Next Steps: Based on Data & District Policies &

Procedures

96

Importance of Feedback“Among the most powerful of interventions is feedback or formative evaluation – providing information to the teacher as to where he or she is going, how he or she is going there, and where he or she needs to go next” Hattie, 2012 (Visible Learning for Teachers)

“Feedback is the breakfast of champions”

Kevin Feldman

97

Providing Feedback• Thank you• 3 Keepers, Glows, Compliments, etc.

– The students (desirable student behavior) because you (teacher behavior).

• 1 Polisher, Grows, etc.– It is important that students (desirable

student behavior). In order to do that you might try (teacher behavior).

98

Conclusion

IC

EFocus on “the water”-• Instruction• Curriculum• Environment

99

Session 3• Based on today’s presentations…

– In your school/district what alterable variables of instruction, curriculum, and environment do you see impacting the students you serve?

–What is one thing you can do next week to positively impact the instructional environments of your students?

100

Final Thoughts

“Each problem that I solved became a rule, which served afterwards to solve other problems.”

Rene Descartes

Documents

Supporting Students with Intensive Literacy Needs