Post on 03-Jan-2016
description
A Blended Model for Reading Intervention
Presented by: Peter ClearyDirector of Professional Services, EPS
“Learning to read is critical to a child’s overall well being. If a youngster does
not learn to read in a literacy driven society, hope for a fulfilling, productive
life diminishes.”
G. Reid LyonChief of the Child Development andBehavior Branch of the National Institute of Child Health and Development
Blended Model Components Universal screening Progress monitoring Data-informed decision-making Print and online reading intervention programs
Data collection and customization of instruction and assessment are two major benefits of this approach.
Tier 1: Classroom Instruction andResearch Based Strategies
Tier 2: Targeted Group Interventions
Tier 3: Intensive, Individual Interventions
The “Ideal” Instructional Model
85%
10%
5%
Formative Assessments
Summative Assessments
Purpose Improve instruction & provide student feedback
Measure student competency
When Administered Ongoing End of each unit
How Students Use Results
Self-monitor understanding
Gauge progress toward goals
How Teachers Use Results
Check understanding
Grades, promotion
Formative vs. Summative Assessments
Formative Assessment
Is a process that takes place ‘continuously’ during the course of teaching & learning to
provide teachers & students with feedback to close the gap between current learning &
desired goals.
Formative assessment isminute by minute, daily & weekly
assessments
Margaret Heritage, Formative Assessment
Formative Assessments Are ongoing assessments, reviews &
observations in a classroom Teachers use FA to improve instructional
methods & provide student feedback throughout the teaching & learning process
The results of FA are used to modify & validate instruction
FA creates “precision teaching” that is data driven & provides feedback to students to monitor their learning
Past vs. PresentPAST PRESENT
Special Education General Education
Reactive “Wait to Fail” Early Intervention Services
Parent or Teacher Referral
Data-Driven Decisions
Aptitude Achievement Discrepancy Model
Differentiated Instruction within Tiers
School Support Team Response to Intervention Team
Universal ScreeningObtain a level playing field for students to determine who is in most need of supplemental assistance.
Universal Screening
What is the purpose?◦Provides data to assist with decision-making◦Tells us which students need supplemental
instruction
Who participates?◦All students three times a year
Universal Screening
Oral Reading procedure:◦quick◦easy to administer◦accurate and powerful indicator of overall
reading competence
Maze Procedure:◦measures comprehension
Assessment three times a year Quick and easy to administer Repeatable testing of age appropriate skills For all students Given at grade level Identifies students who need supplemental
instruction Compares students to national or local norms
Universal Screening
Oral Reading Fluency WCPM Assessment◦ three 1-minute readings at grade level ◦quickly provides teachers with data◦ fluency is used as a thermometer
Advantages◦dependable indicator of student’s academic well
being◦can be administered to multiple students at once◦ recordings can be accessed for scoring at
teachers’ convenience
Oral Reading Probes
Cloze Fluency- Maze at grade level Measures students’ ability to apply contextual
clues in developing word meaning and comprehension strategies
Raw score provided for grade level
Maze Probes
Path Driver for Reading
Source: Path Driver for Reading
Determining Capacity
Source: Path Driver for Reading
Create a schedule Determine the capacity Determine location Ensure technical infrastructure is working
◦Computers must be equipped to record sound◦Computers must have microphones
First Step: Planning
Who will administer the universal screener?
How many days will it take to administer throughout the building?
Who will train teachers on how to score? Who will score? Who will evaluate the data?
Staff Availability
Phrasing and expression plays a key role in assessing reading fluency. Does your student:Phrase words and use intonation, stress and pauses?Adhere to the author’s syntax?Use expression by their tone?Read most of the text smoothly?Pay attention to punctuation marks?Hesitate, sound out or repeat words or phrases?
Assessing Expression
Determining Reading Rate
Source: Path Driver for Reading
Universal Screening Data Determines a benchmark before winter/spring
tests Visually shows if a student is closing the gap Determines the progress monitoring level
Example of Benchmark Data
Aimsweb
HSource: http://www.aimsweb.com
Assigning Interventions Once you have screening data, you need to determine what kinds of intervention is best for targeted students.
Once you have identified your “target” students, and the appropriate interventions are assigned, you need to know if the interventions are working.
Progress Monitoring
Progress Monitoring
Source: Path Driver for Reading
Progress Monitoring
Progress Monitoring
Blended Model for Reading Intervention
Use a combination of online and print supplemental materials that are research-based.
Students will have a wide range of specific needs.
This is a big challenge for educators.
Blended Model for Reading Intervention
Blended Model for Reading Intervention
• Allows the student to experience multiple learning modalities and instructional approaches
• Direct, one-on-one instruction, small group, teacher led, individual, technology-based and high engagement print
Key Components of an Effective Reading Intervention Program
• Structured phonemic awareness exercises that build from simple to complex
• Automaticity-based phonics training for permanent skill development
• Direct vocabulary instruction that links to comprehension
• Scaffolded comprehension instruction that leads to independent reading
• Comprehensive fluency practice that builds reading proficiency
• Writing instruction that reinforces the reading-writing connection
Developing Reading Fluency
“Never, never think outside the
Box !”
Tier 1: Classroom Instruction andResearch Based Strategies
Tier 2: Targeted Group Interventions
Tier 3: Intensive, Individual Interventions
Multi-Tiered Approach to Reading Instruction
85%
10%
5%
EPS Learning PortalSupporting all kinds of learner in reading
EPS Learning Portal
Group Discussion and Sharing
• What are you schools using for:• Screening
• Progress Monitoring
• Interventions is reading
• What are some logistical challenges:• Creating instructional groups
• Scheduling
• Capacity
Summary
Blended Intervention Model should have these main components:
• Universal screening• Progress monitoring• Data-informed decision-
making• Print and online reading
intervention programs