1 Oregon Reading First Cohort B Supplemental and Intervention Programs September 27, 2005.

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Oregon Reading FirstCohort B

Supplemental and Intervention ProgramsSeptember 27, 2005

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Oregon Reading FirstInstitutes on Beginning Reading

Content developed by:

Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D.Professor, College of Education Professor, College of EducationUniversity of Oregon University of Oregon

Michael D. Coyne, Ph. D. Beth Harn, Ph. DUniversity of Connecticut University of Oregon

Prepared by:

Patrick Kennedy-Paine Katie TateUniversity of Oregon University of Oregon

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Cohort B, Supplemental and Intervention Programs, Content Development

Content developed by:

Patricia Travers

Additional support:

Katie Tate

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Copyright

All materials are copy written and should not be reproduced or used without expressed permission of Dr. Carrie Thomas Beck, Oregon Reading First Center. Selected slides were reproduced from other sources and original references cited.

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Cohort B IBRs: Year 01IBR I June 23

Aug 23-25

Aug 26

Selecting a Core Program

Schoolwide Model, SBRR/5 Big Ideas, DIBELS Foundations, The 90 Minute Reading Block

DIBELS Administration

IBR II Sept. 27

Sept. 28 or Sept. 29

S-I Program Overview

Identify Students Who Need Support/Plan Support

IBR III Feb. 1 or Feb. 2 Evaluating Support Models

IBR IV May 30-June 9

(1 day - regional)

Evaluating and Planning

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Goal of the Institute on Beginning Reading (IBR)

Build the capacity, communication, and commitment

to ensure that all children are readers by Grade 3.

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A Schoolwide Beginning Reading Model

Schoolwide framework or infrastructure that supports comprehensive and coordinated reading goals, assessment

and instruction for all students

Ongoing progress monitoring and instructional adjustments that allow for differentiated and individualized instruction for each

student

For Each

Student

Instruction

Goals

Assessment

For All Studen

ts

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For Each

Student

Instruction

GoalsAssessme

nt

For All Student

s

What Are Our Goals?Guiding questions: What Outcomes Do We Want for Our Students?

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What Are Our Goals?Essential Components in Reading

Effective, comprehensive, reading instruction includes instruction in each of the essential components:

.

PhonologicalAwareness

Fluency

Phonics

Vocabulary

Reading

Comprehension

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PET

What Are Our Goals?Planning & Evaluation Tool

Planning and Evaluation Tool forEffective Schoolwide Reading Programs - Revised

(PET-R)

Edward J. Kame’enui, Ph.D.Deborah C. Simmons, Ph.D.

Institute for the Development of Educational AchievementCollege of EducationUniversity of Oregon

*Based on: Sugai, G., Horner, R., & Todd, A. (2000). Effective behavior support: Self-assessment survey. Eugene, OR: University of Oregon.

Revised May, 2003

Institute on Beginning (IBR)

Reading Action Plan(RAP)

Name of School, District City, State

Reading Goals and Priorities

1. What:

Who:

When:

2. What:

Who:

When:

3. What:

Who:

When:

Committee Members

What Are Our Goals?

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What Are Our Goals?Curriculum-based or Standards-based 180-day Pacing

Maps

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What Are Our Goals?Clear Goals and Expectations for Each

Grade

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For Each

Student

Instruction

GoalsAssessme

nt

For All Student

s

Guiding questions: How are we doing? What is our current level of performance as a school? as a grade? as a class? as an individual student? How far do we need to go to reach our goals and outcomes?

How Are We Doing?

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How Are We Doing? Three Levels of Instructional Support

Instructional Recommendations Are Based on Performance Across All Measures

Benchmark: Established skill performance across all administered measures

Strategic: One or more skill areas are not within the expected performance range

Intensive: One or many skill areas are within the significantly at-risk range for later reading difficulty

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School-Level Report: Histogram

– A histogram summarizes the distribution of scores of all children in a grade within a school/district. It provides information on both the number and

percentage of children performing at specified values.

44% Low risk for reading difficulties25% Some risk for reading difficulties31% At risk for reading difficulties

Oral Reading Fluency


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A class list provides a report of children’s performance on all measures administered at a given benchmark period in relation to established goals.


Phoneme Segmentation Fluency

Letter Naming Fluency Nonsense Word Fluency

Student Score %ile Status Score %ile Status Score %ile StatusInstructional

Recommendation

Sam 22 10 Emerging 3 1 At risk 5 5 At risk Intensive

Jill 19 9 Emerging 14 8 At risk 13 20 Some risk Strategic

Susan 47 58 Established 5 2 At risk 14 20 Some risk Strategic

Ken 67 95 Established 31 38 Some risk 19 26 Some risk Strategic

Kim 40 36 Established 46 75 Low risk 27 49 Low risk Benchmark

Jose 41 39 Established 44 70 Low risk 58 90 Low risk Benchmark

Fall of First Grade

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For Each

Student

Instruction

GoalsAssessme

nt

For All Student

s

How Do We Get There?

Guiding question: What are the critical components that need to be in place to reach our goals?

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How Do We Get There?Why Focus on a Reading Program?

Aligning what we know and what we do to maximize outcomes.

Unprecedented convergence on skills children need to be successful readers

Much classroom practice is shaped by reading programs

– Publishers have responded to the research and redesigned programs.

– A program provides continuity across classrooms and grades in approach.

Many state standards are using research to guide expectations

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How Do We Get There?Types of Reading Programs

Vaughn et al, 2001.CORE, 2003.

CoreReading Program

(Benchmark)

SupplementalReading Program

(Strategic)

Intervention Reading Program

(Intensive)

80% 15% 5%

Classifying Reading Programs

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How Do We Get There?Types of Reading Programs

Core Reading Programs:

– Provide instruction on the essential areas of reading for the majority of students

Supplemental Programs:

– Provide additional instruction in one or more areas of reading (e.g., phonological awareness, fluency, etc.) to support the core

Intervention Programs:

– Provide additional instruction to students performing below grade level on one or more essential instructional skills (e.g., increasing structure and time to accelerate learning).

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LEVEL OF SUPPORT INSTRUCTIONAL PLANASSESSMENT PLAN

Benchmark

(Core)

SBRR Core Reading Program-minimum 90 minutes daily

Progress Monitoring: Three times per year- All students

In-Program Assessments

Screening & Outcome Assessment


Intensive

(Intervention)

SBRR Core Reading Program Plus Intervention

or Supplant Core with Intervention Program

minimum 90 minutes daily

Progress Monitoring: Every 2 weeks




Strategic

(Supplemental)

SBRR Core Reading Program

Plus Supplement


Progress Monitoring: Monthly



Three Levels of Support, Instruction, and AssessmentThe Big Picture.......

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How Do We Get There?

Getting to 100% requires going through the bottom 20%.

Children who are at reading risk face the “tyranny of time” (Kame’enui, 1998).

Assuming students will ‘catch up’ with practice as usual is not wise. Catching up is a low probability occurrence.

The bottom 20% will require a very different kind of effort in both the short and long run.

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How Do We Get There?Strategic

Level of Instructional Support

Level of SupportINSTRUCTIONAL PLACEMENT

ASSESSMENT PLAN

Strategic

(Supplemental)

Core Reading Program

Plus Supplement/Enhancement


Progress Monitoring: Monthly



Addressing the needs of some students. . .

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Instructional AdjustmentsAlterable

Components Specific Adjustments

Opportunities to Learn (Time/

Concentration of Instruction)

Increase attendance

Provide instruction daily

Increase opportunities to respond

Vary schedule of easy/hard tasks/skills

Add another instructional period (double dose)

Program Efficacy

Preteach components of core program

Use extensions of the core program

Supplement core with appropriate materials

Replace current core program

Implement specially designed program

Program Implementation

Model lesson delivery

Monitor implementa-tion frequently

Provide coaching and ongoing support

Provide additional staff development

Vary program/ lesson schedule

Grouping for Instruction

Check group placement

Reduce group size

Increase teacher-led instruction

Provide individual instruction

Change instructor

Coordination of Instruction

Clarify instructional priorities

Establish concurrent reading periods

Provide complemen-tary reading instruction across periods

Establish communica-tion across instructors

Meet frequently to examine progress


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Supplemental Reading Programs

Support and extend the critical elements of a core reading program.

Provide additional instruction in one or two areas (i.e., fill the gaps for phonological awareness, fluency).

Provide more instruction or practice in particular area(s) of need.

Can often be effective in supporting an identified gap in an otherwise strong core reading program

May include large group, small group, one-on-one instruction.

Provide more teacher scaffolding.

Provide more explicit and systematic instruction.

.

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Supplemental ProgramsOregon Reading First

Approved Supplemental Programsas of 8/15/05

Program Grades Big IdeasBuild Up Kit K-3 PA, PhonicsComprehension Strategy Posters K-3 (Comprehension)FOCUS: Reading and LanguageProgram

K-3 PA in K-1

Funnix K-2 PA, Phonics, FluencyHarcourt Accelerated ReadingInstruction

K-2 PA in 1

Headsprout K-2 PhonicsKaleidoscope A 2 PhonicsKaleidoscope B 3 PhonicsOpen Court Phonics Kits K-3 PA in K and 1

Phonics in 1PALS (K) K PAPALS (First Grade) 1 PA , PhonicsPhonics for Reading 1-3 Phonics 1-3, Fluency 2-3Project Read K-3 PhonicsRoad to the Code K-1 PASaxon Phonics and Spelling K-3 PA in 1, Phonics K-3, Fluency in 1S.P. I.R.E K-3 PA, Phonics 1-3, FluencySystematic Instruction in PhonemicAwareness, Phonics, and SightWords (SIPPS) Level 1

K-1 PA, Phonics

Systematic Instruction in PhonemicAwareness, Phonics, and SightWords (SIPPS) Level 2

1-2 Phonics

Touch Phonics K-3 PhonicsVocabulary for Achievement 3 (Vocabulary)Voyager Extended Day 1-3 PA in 1Voyager Passport K-3 PA in K-1, Phonics K-3, Fluency 1-2Voyager Universal Literacy System K-2 PA K-1, Phonics K-1, Fluency 2Waterford K-2 PA in K-1, Phonics in 1-2, Fluency in

1-2, (Vocabulary in K),(Comprehension in 1-2)

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Let’s look at some examples....

QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.

Program: __Touchphonics__________________ Date of Publication: __1999__Publisher: ___Educators Publishing Service

Grade Level K.0 K.5 K.9 1.0 1.5 1.9 2.0 2.5 2.9 3.0 3.5 3.9Most AppropriateUse of Program

Recommended Use(s) of Program:

___ Supplemental to enhance the core program for all students_X_ Supplemental to prevent/remediate skill deficits for students in the core who are somewhat below grade level___ Intervention to prevent/remediate skill deficits for students in the core who are somewhat below /significantly below grade level___ Intervention to replace the core program for students substantially below grade level

Essential components targeted Oregon Reading First Review:by program:

___ Phonemic Awareness __X_ Phonics __ Fluency_ _ Vocabulary___ Comprehension

Program length, time requirements, grouping recommendations:Number of levels: OneNumber of lessons:74Presentation time per lesson: 15-20 minutes a day, 3-days a weekRecommended number of students per group: Small group instruction

Assessments:

Placement tests: Screening TestProgress-monitoring assessments: Yes

TouchPhonics

Fluency76%76%76%76%Phonics

PhonemicAwareness

ThirdSecondFirstKindergartenORFCReview

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Touchphonics Video Clip

QuickTime™ and aH.263 decompressor

are needed to see this picture.

Program: __Phonics of Reading__ ________________ Date of Publica tion: ____2002Publis her: ___ Curriculum Asso ciate s

Grade Leve l K.0 K.5 K.9 1.0 1.5 1.9 2.0 2.5 2.9 3.0 3.5 3.9Most App ropria teUse of P rogram

Re comme nde d Use (s ) of Program:

___ Supp lemen ta l to enhan ce the co re program for a ll s tuden ts_X_ Supp lementa l to preven t/remed iate skill de ficits for s tuden ts in the core who a re so mewha t be low grade leve l___ Inte rvent ion to preven t/remed iate skill de ficits for s tuden ts in the core who a re so mewha t be low /s ignificant ly be low grade leve l___ Inte rvent ion to rep lace the core program for s tuden ts sub s tan tia lly be low grade leve l

Esse ntial c ompone nts targe ted Oreg on Rea ding F irst Rev iew :by program:

___ Phone mic Awa rene s s_X_ Phon ics __ Fluenc y_ _ Vo cabu la ry ____ Comp rehen sion

Program le ngth, time requireme nts, grouping recomme ndations :Numbe r of leve ls: 3Numbe r of les sons : Leve l 1: 30 les sons ; Leve l 2: 32 les son s ; Leve l 3: 36 les son sPresenta tion time pe r les son : 30 -40 minutes te a che r direc ted and 15 minute s for indep e ndent wo rkRe commended numbe r of s tuden ts pe r group : S mall group ins truction of up to ten s tuden ts

As sessmen ts :

Placemen t tes ts : Ye sProgres s-monitoring as ses smen ts: Ye s , at the end of e very 3-4 les son s the re is a formal measu re (che ck-ups) of s tudent s’ skills.

Phon ics for Read ing

81%81%60%Fluency81%80%75%Phonics

PhonemicAwareness


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Phonics for Reading Video Clip

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How Do We Get There?Intensive

Level of Instructional Support

Level of SupportINSTRUCTIONAL PLACEMENT

ASSESSMENT PLAN

Intensive

(Intervention)

K-1: Beginning of the year-Core Program plus intervention Program

Middle of the year: Intervention Program

2-3: Beginning of the year- Intervention Program

Progress Monitoring: Every 1 to 2 weeks



Addressing the needs of each student. . .

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Instructional AdjustmentsAlterable

Components Specific Adjustments

Opportunities to Learn (Time/

Concentration of Instruction)

Increase attendance

Provide instruction daily

Increase opportunities to respond

Vary schedule of easy/hard tasks/skills

Add another instructional period (double dose)

Program Efficacy

Preteach components of core program

Use extensions of the core program


Replace current core program

Implement specially designed program

Program Implementation

Model lesson delivery

Monitor implementa-tion frequently

Provide coaching and ongoing support

Provide additional staff development

Vary program/ lesson schedule

Grouping for Instruction

Check group placement

Reduce group size

Increase teacher-led instruction

Provide individual instruction

Change instructor

Coordination of Instruction

Clarify instructional priorities

Establish concurrent reading periods

Provide complemen-tary reading instruction across periods

Establish communica-tion across instructors

Meet frequently to examine progress

Supplement or Replace core with appropriate materials or program

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Intervention Reading Programs

Designed for children who demonstrate reading difficulty and are performing significantly below grade level.

Provide more explicit, systematic instruction to accelerate learning and to bring the learner to grade-level performance.

Have a high criterion level of performance.

Lessons are taught to mastery

Typically focus on more than one area (e.g., phonics, fluency, and comprehension).

Specialized, intense, and typically delivered in small group settings.

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Intervention Programs Oregon Reading First

Approved Intervention Programsas of 8/15/05

Program Grades Big IdeasCorrective Reading: Decoding(Level A)

K-1 PA, Phonics, Fluency

Corrective Reading: Decoding(Level B1 and B2)

2-3 Phonics, Fluency

ERI K-1 PA, PhonicsHorizons A/B 1-2 PA, PhonicsHorizons C/D 3 PhonicsLanguage for Learning K-2 (Vocabu lary)Language for Thinking 1-3 (Vocabu lary)PALS (Teacher-Directed) 1 PA, PhonicsPhonemic Awareness in YoungChildren

K-1 PA

Read Naturally 1-3 FluencyRead Well K K PA, Phonics, (Vocabu lary),

(Comprehension)Read Well 1 PA, Phonics, Fluency,

(Comprehension)Reading Mastery Classic I, II, FastCycle

K-2 PA, Phonics, Fluency

Reading Mastery Classic III /Reading Mastery Plus 3

3 Phonics, Fluency

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Let’s look at some examples....

QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.

QuickTime™ and aTIFF (Uncompressed) decompressor


QuickTime™ and aTIFF (Uncompressed) decompressor


Program: __Early Reading Intervention_______________________ Date of Publication: _2003___Publisher: __Scott Foresman_____________



___ Supplemental to enhance the core program for all students___ Supplemental to prevent/remediate skill deficits for students in the core who are somewhat below grade level_X Intervention to prevent/remediate skill deficits for students in the core who are somewhat below /significantly below grade level___ Intervention to replace the core program for students substantially below grade level


_X_ Phonemic Awareness_X_ Phonics_ _ Fluency___ Vocabulary___ Comprehension

Program length, time requirements, grouping recommendations:Number of levels: ERI is divided into 4 parts: Part 1: Learning Letters and Sounds; Part 2: Segmenting, Blending, and Integrating;Part 3: Reading Words; Part 4: Reading Sentences and Storybooks. Each lesson is divided into two parts: PA/AlphabeticUnderstanding and Spelling/WritingNumber of lessons: 126Presentation time per lesson: 30 minuteRecommended number of students per group: 2-5. For homogeneous small group lessons

Assessments:Placement tests: Yes. Placement test is divided into six subtests, or parts. Part A assesses letter names and sounds and Parts B-F assess phonological awareness and alphabetic understanding.Progress-monitoring assessments: Progress monitoring tests, (daily or on Day 3 and Day 6 of the instructional cycle); checklist for monitoring student progress, and exit test to ensure mastery

ER I

Fluency81%81%Phonics95%95%PhonemicAwareness


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Early Reading Intervention Video Clip



Program: __Reading Mastery Classic I & II and Reading Mastery III_____________ Date of Publication: __2003__Publisher: __SRA / McGraw-Hill_______


Recommended Use(s):

Supplemental program to enhance the core program for all students Supplemental program to prevent/remediate skill deficits for students in the core who are somewhat below grade level X Intervention to replace the core program for students substantially below grade level

Essential components targeted Oregon Reading First Review:by program: :

_X_ Phonemic Awareness_X_ Phonics_X_ Fluency___ Vocabulary___ Comprehension

Program length, time requirements, grouping recommendations:

Number of levels: 2 - RM I and RM IINumber of lessons per level: 160 Presentation time per lesson: 30-35 minutes (X 2 for intensive students)Recommended number of students per group: 3-8

Assessments:

Placement tests: One for each level Progress-monitoring assessments: One every 5 lessonsSkill screening/diagnostic tests: One every 5 lessons

Professional Development Recommendations:

Developers recommend at least 3 days of inservice prior to using the programs and 15-20 hours of inservice during the year. They also recommend at least 10 in-class coaching sessions from a program expert.

Reading Mastery I Reading Mastery II

83%L384%L-285%-L184%L-2Fluency100%-L382%-L289%-L182%-L289%-L1Phonics

93%-L193%-L1PhonemicAwareness


Read ing Mas te ry III

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Reading Mastery Video Clip



Program: __Corrective Reading Series Date of Publication: __1999__ Publisher: __SRA / McGraw-Hill_______

Program: __Corrective Reading_________ Date of Publication: ____ Publisher: __SRA / McGraw-Hill_______

Grade Level 1.0 1.5 1.9 2.0 2.5 2.9 3.0 3.5 3.9 4.0 4.5 4.9Most AppropriateUse of Program

Recommended Use(s):

Supplemental program to enhance the core program for all students Supplemental program to prevent/remediate skill deficits for students in the core who are somewhat below grade level X Intervention to replace the core program for students substantially below grade level


_X Phonemic Awareness (Level A)_X_ Phonics (Level A & B)_X Fluency (Level A & B)___ Vocabulary___ Comprehension

Program length, time requirements, grouping recommendations:Program length, time requirements, grouping recommendations:

Number of levels: 3 – A, B-1 B-2Number of lessons per level: 65 Presentation time per lesson: 45-50 minutesRecommended number of students per group: no more than 12 students

Assessments:Placement tests: One for each level Progress-monitoring assessments: Daily individual checkouts – Two in-depth mastery tests

Professional Development Recommendations:Developers recommend at least 2- 3 days of inservice prior to using the programs and 8-12 hours of inservice during the year. They also

recommend several in-class coaching sessions from a program expert. More in-class coaching and inservice is genernally needed for Decoding A and B-1because the teacher will be presenting to children who are significantly behind.

Corre ctive Re ading

84%-B1/284%-B1/275%-AFluency99%-B1/292%-B1/2100%-A100%-APhonics

98%-A98%-APhonemicAwareness


Program: __Read Well_______________________ Date of Publication: _2004___ Publisher: __Sopris West____________________



___ Supplemental to enhance the core program for all students___ Supplemental to prevent/remediate skill deficits for students in the core who are somewhat below grade level_X_ Intervention to replace the core program for students substantially below grade level


_X_ Phonemic Awareness_X_ Phonics_X_ Fluency_X_ Vocabulary (RW K)_X_ Comprehension

Program length, time requirements, grouping recommendations:

Number of levels: 2 - Read Well (K) and Read WellNumber of lessons per level: RW(K) - 26 five-day units plus 3 review units, RW - 38 five-day unitsPresentation time per lesson: RW (K) - 80-90 min., RW - 30 min.Recommended number of students per group: 5-8 for homogeneous small group lessons

Assessments:

Placement tests: One for each level Progress-monitoring assessments: Unit mastery assessments for each levelSkill screening/diagnostic tests: Provided periodicallythroughout level 2 (Read Well)


Sopris West provides a 2-day training session for each level. On-going inservice and in-class coaching recommended throughout the year.

Read Well (K) Read Well

100%Fluency94%92%Phonics91%97%PhonemicAwareness


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Read Well Video Clip



Program: __Language for Learning and Language for Thinking____________________ Date of Publication: _2002___Publisher: __SRA/_McGraw-Hill___________



___ Supplemental to enhance the core program for all students_X_ Supplemental to prevent/remediate skill deficits for students in the core who are somewhat below grade level___ Intervention to prevent/remediate skill deficits for students in the core who are somewhat below /significantly below grade level___ Intervention to replace the core program for students substantially below grade level


___ Phonemic Awareness___ Phonics_ _ Fluency_X_ Vocabulary

Program length, time requirements, grouping recommendationsNumber of lessons: Each program contains 150 lessonsPresentation time per lesson: 25-30 minuteRecommended number of students per group: 6 (low)-12 (higher achievers). For homogeneous small group lessons

Assessments:

Placement test: YesProgress-monitoring assessments: Each program contains 15 mastery tests (after every tenth lesson)Acceleration Schedule: Yes


Developers recommend 2-3 days of inservice prior to using the programs and two nservice sessions during the year. They also recommend in-class coaching sessions from a program expert.

Language for Learning Language for Thinking

Language forThinkingLanguage forLearning andLanguage forThinking

Language forLearning andLanguage forThinking

Language forLearningVocabularyThirdSecondFirstKindergartenORFCReview

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Language for Learning Video Clip



Program: __Read Naturally___________________ Date of Publication: ___2000 _Publis her: __Read Natu ra lly

Grade Leve l K.0 K.5 K.9 1.0 1.5 1.9 2.0 2.5 2.9 3.0 3.5 3.9Most App ropria teUse of P rogram

Re comme nde d Use (s ) of Program:

_X Supp lemen ta l to enhan ce the core program for a ll s tuden ts_X_ Supp lementa l to preven t/remed iate skill de ficits for s tuden ts in the core who a re so mewha t be low grade leve l___ Inte rvent ion to preven t/remed iate skill de ficits for s tuden ts in the core who a re so mewha t be low /s ignificant ly be low grade leve l___ Inte rvent ion to rep lace the core program for s tuden ts sub s tan tia lly be low grade leve l

Esse ntial c ompone nts targe ted Oreg on Rea ding F irst Rev iew :by program: :

___ Phone mic Awa rene s s___ Phon ics_X Fluenc y_ _ Vo cabu la ry___ Comp rehen sion

Program le ngth, time requireme nts, grouping recomme ndations :Numbe r of leve ls: 1.0 -8.0Numbe r of les sons : 24 les sons pe r leve lPresenta tion time pe r les son : 20 -30 minutesRe commended numbe r of s tudent s pe r group : 4 -5 for homogeneous s mall group les sons

As sessmen ts :

Placemen t tes ts : Ye sProgres s-monitoring as se s sment s : Yes , a s pa rt of ea ch les son .

Profess ional Deve lopmen t Rec ommen dations :

A one da y sem ina r prior to using the program is recommended by the deve lope rs .

Read Na turally

92%92%92%FluencyPhonicsPhonemicAwareness


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Read Naturally Video Clip



rogram: __Horizons ____________ Date of Publica tion: __2003__ Publis her: __SRA / McGraw-Hill_______

Grade Leve l 1.0 1.5 1.9 2.0 2.5 2.9 3.0 3.5 3.9 4.0 4.5 4.9Most App ropria teUse of P rogram

Re comme nde d Use (s ):

Supp lemen ta l program to enhan ce the co re program for a ll s tuden ts Supp lemen ta l program to prevent /remed ia te skill de ficits for s tudent s in the core who a re some what be low grade leve l X Inte rven tion to rep lace the core p rogram for s tudent s subs tant ia lly be low grade leve l

Esse ntial c ompone nts targe ted by program: Oregon Read ing Firs t Review :

_X_ Phone mic Awa rene s s_X_ Phon ics_X_ Fluenc y___ Vo cabu la ry___ Comp rehen sion

Program le ngth, time requireme nts, grouping recomme ndations :Numbe r of leve ls: 2 Horizon s A Ho rizons BNumbe r of les sons pe r leve l: 150 (Horizon s A/B Fas t Trac k ha s a tota l of 150 les sons )Presenta tion time pe r les son : 40 -45 minute sRe commended numbe r of s tudent s pe r group : leve l A – no t more than 10 – leve l B – not mo re than 12.

As sessmen ts :Placemen t tes ts : One fo r each leve l Progres s-monitoring as ses sme nts : One every 10 les son s

Profess ional Deve lopmen t Rec ommen dations :De velope rs recommend a t lea s t 2-3 da ys of inservice p rior to us ing the program s and 10 -15 hou rs of inservice du ring the yea r. The y a lso recommend a t lea s t 10 in-clas s coach ing se s sions from a p rogram e xpe rt.

Horizons A /B Horizons C /D

47%55%55%Fluency88%88%88%Phonics

81%PhonemicAwareness

ThirdSecondFirstKindergartenOregon RFReview

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Horizons Video Clip

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One Final---But Critical Note.......

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Choose programs with “good bones,” but once you’ve chosen the program don’t assume good

outcomes will follow.

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Reading Programs Must be Implemented with High Fidelity

To optimize program effectiveness:

Implement the program everyday with fidelity

Deliver the instruction clearly, consistently, and explicitly

Provide scaffolded support to students

Provide opportunities for practice with corrective feedback

Implement the program using a qualified/highly trained interventionist

Follow the recommendations for initial training and ongoing professional

development.

Programs are only as good asthe level of implementation

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For a reading program to be balanced, it must be

differentiated to meet the needs of each child.

-Vaughn, 2002

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Activity: Identify the instructional design features that are present and not present in the video clips by circling YES or NO and, if possible, provide examples.

Program:___________________________________________

YES NO Teacher provides modeled example(s) prior

to student practice.

Example:

YES NO Teacher provides opportunities for student

responses.

Example:

YES NO Teacher Provides practice and review for

mastery of new skill/strategy.

Example:

YES NO Teacher provides specific corrective feedback.

Example:

YES NO Student(s) are actively engaged in the lesson.

Example:

Program:___________________________________________

YES NO Teacher provides modeled example(s) prior

to student practice.

Example:

YES NO Teacher provides opportunities for student

responses.

Example:

YES NO Teacher Provides practice and review for

mastery of new skill/strategy.

Example:

YES NO Teacher provides specific corrective

feedback.

Example:

YES NO Student(s) are actively engaged in the lesson.

Example(s):

1 Oregon Reading First Cohort B Supplemental and Intervention Programs September 27, 2005.

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