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%

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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%

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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