Getting explicit about reading

Courtney HuffJulie Bastow

Meaghan Gauthier

Getting Explicit About Reading

GEAR - Setting/Environment

9 Elementary Schools Avg. Free & Reduced

Lunch – 65% ~15 Title 1 Teachers Environmental

Challenges: › Lack of consistency

in Title 1 Programs› Not all Title 1

teachers have a literacy background

ALPENA HILLMAN

ALCONA

BINGHAM ARTS

GEAR – Relevant Data

All elementary schools completed a survey entitled, “STARS Framework for Interventions” › To detail schools’ current framework for

interventions › To identify strengths & weaknesses

Results provide rationale for GEAR


Survey Question 1: What data is used to determine who needs literacy intervention?

DIBELS is the primary assessment used in all schools

Two out of ten schools mentioned using MLPP as a diagnostic assessment in the early grades

MEAP is only additional data used in upper grades


Essential component of RTI – Use data for three purposes1. Screen2. Diagnose3. Progress Monitor

Problem identified in survey results: Reliance on the DIBELS screening assessment to make diagnostic decisions.

GEAR - Guiding Beliefs

#1A diagnostic reading

assessment is needed in order to determine

an individual student’s intervention needs.


Survey Question 2: Describe the format of intervention in your school(number of students in a group, push-in or pull-out, person responsible for facilitating intervention, etc.)

› The format is primarily the same across schools: Title 1 teacher provides interventions to groups of students ranging from 3-5 mostly outside the classroom.

› None of the schools reported the role of the general education teacher in the intervention process.

A Tiered Framework for RTI

1– 5% 1– 5%

5 - 10%

5 - 10%

80 - 90%

80 - 90%UNIVERSAL SCREENING

SCHOOL-WIDE

CLASSROOM-LEVEL

INTERVENTIONS

PROGRESS MONITORING

SMALL GROUP, RAPID

RESPONSE INTERVENTION

1 TO 1

GEAR – Guiding Beliefs

#2Explicit Tier 1 literacy instruction provides a

strong base in a framework for RTI


Survey Question 3: Describe the typical interventions within your school.› Every school implements research-based

interventions with varying levels of fidelity in fluency, phonics, and phonemic awareness.

› Fluency is the most common area for intervention

› None of the schools reported interventions in the area of comprehension


#3Comprehension is the

ultimate goal of reading.


Survey Question 4: How is student learning monitored and how often is it monitored?› All schools reported using

DIBELS as a progress monitoring tool once every 2-3 weeks.

› 3 out of 10 schools reported using a more specific tool for progress monitoring.

GEAR – Relevant Data Essential component of RTI – Student

progress needs to be monitored to determine if the intervention is working.

DIBELS is a good measure for progress monitoring, but may not be specific enough for certain students/interventions.

10

20

30

40

Dec.Scores

Feb.Scores

Jan.Scores

MarchScores

AprilScores

MayScores

JuneScores

60

50


#4Progress monitoring

tools should be specific to the intervention in order to effectively guide instruction

GEAR – Urgent Need

Schools seem to be lacking a systems approach to a vital area of intervention – comprehension.

A strong RTI framework includes a systematic approach to intervention in all areas. A varied approach may cause students to “slip through the cracks.”

GEAR – Urgent Need

http://www.youtube.com/watch?v=qIudAL5oDdo&feature=email




GEAR – Current Reality

Two concerns about current culture› Overreliance on DIBELS› Targeted

comprehension strategy instruction and intervention are not being implemented

GEAR – Preferred Future

Title 1 teachers as literacy leaders› Accurately diagnose struggling readers

with the Diagnostic Reading Assessment (DRA)

› Design explicit comprehension strategy lessons

› Coach classroom teachers through the same process

School

GEAR – Preferred Future

Common language in regards to diagnostic reading assessments and comprehension instruction.

Consistency in instruction, intervention, and data.

District

GEAR – Preferred Future Reduce the number of

struggling readers in the AMA ESD

Accurately identify a student’s literacy needs

Effective comprehension instruction and intervention

Balanced use of assessments

GEAR – Vision Statement

To strengthen schools’ current Response to Intervention

framework, the AMA ESD will provide training, resources, and

support in diagnostic reading assessment and explicit

comprehension instruction K-5.

GEAR – Strategic Plan

1. Will the AMA ESD have adequate support from its constituent districts to provide training in the Diagnostic Reading Assessment (DRA) and Strategies that Work (an approach to comprehension instruction) in the 2010-2011 school year?


2. Will there be enough time for Title 1 teachers to research, implement, and collaborate in a PLC format?


3. Will general education teachers be willing to implement the DRA and comprehension strategy instruction?


4. Will diagnostic assessment and strategy instruction become a part of schools” frameworks for intervention?

GEAR – Communication Plan

Conditions needed to implement this initiative› Monthly Title 1 meetings› 3 consultants act as coaches for

individual schools› Administrative update led by

consultants

GEAR – The Big Picture

http://www.youtube.com/watch?v=T_4D7h-Nzvg&feature=email






Education

Getting explicit about reading