Addressing the Needs of Students with Reading Difficulties through Supplemental Interventions

Course Enhancement Module: Reading K–5, Part 4

H325A120003

H325A120003

Disclaimer

This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. Bonnie Jones and David Guardino serve as the project officers. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.

Primary Resources

The National Center on Intensive Intervention (NCII) www.intensiveintervention.org

National Center on Response to Intervention (NCRTI) http://www.rti4success.org

The IRIS Center for Training Enhancements. (2008). RTI (part 4) http://iris.peabody.vanderbilt.edu/module/rti04-alltogether/#content

1. Describe the essential elements

2. Explain the rationale

3. Select supplemental interventions

4. Implement instruction with fidelity

5. Use data to inform instruction

6. Next steps

Supplemental InterventionObjectives

Supplemental Reading Interventions

Standardized, evidence-based interventions designed for at-risk students. Tier 2, Supplemental intervention, Secondary intervention

Specific, targeted, remedial techniques (McCook, 2006) Strategic, purposeful adult actions that

prevent learning difficulties and accelerate, and/or enrich student learning (Cappello, et al. 2008)

What Are Supplemental Interventions?

Multi-Tiered System of Support

Supplemental Level of

Prevention(~15% of students)

Intensive Level of

Prevention(~ 5 % of students)

Universal Level of Prevention

(~80% of students)

(Filter et al., 2007; Kerr & Nelson, 2010)

DESCRIPTION

FOCUS All students

INSTRUCTION District adopted curriculum and instructional practices that are research based, are aligned with state or district standards and incorporate differentiated instruction

SETTING General education

ASSESSMENTS Screening, continuous progress monitoring, and outcome measures or summative assessments (used sparingly) (National Center on Response to Interventions, 2013)

Universal Instruction

DESCRIPTION

FOCUS Students identified through screening as at risk for poor learning outcomes

*Typically 15–20% of student population

INSTRUCTION Targeted, evidence-based supplemental instruction delivered to small groups

SETTING General education classroom or other regular education location within the school

ASSESSMENTS Progress monitoring, diagnostic, screening (National Center on Response to Interventions, 2013)

Supplemental Intervention

How does supplemental reading intervention instruction compare with universal reading instruction?

Put Your Heads Together

Improves the achievement of students at-risk for educational failure

Decreases the need for more intensive interventions & referrals for special education services

Allows for efficient use of time and resources

(National Center on Intensive Interventions, 2013)

Why Are Supplemental Interventions So Important?

Elements of Supplemental Interventions

1. Based on evidence

2. Implemented with fidelity

Supplemental Interventions are…

Five Elements of Fidelity

(Dane & Schneider, 1998; Gresham et al., 1993; O’Donnell, 2008)

Adherence: How well do we stick to the plan, curriculum, or assessment?

Exposure/Duration: How often does a student receive an intervention? How long does an intervention last?

Quality of Delivery: How well is the intervention, assessment, or instruction delivered? Do you use good teaching practices?

Program Specificity: How well is the intervention defined and how is it different from other interventions?

Student Engagement: How engaged and involved are the students in this intervention or activity?

Evidence Standards

(National Center on Intensive Interventions, 2013)

Type/Source

Population

Desired Outcomes

Effects

Selecting Evidence Based Interventions

NCII Interventions Tools Charthttp://

www.intensiveintervention.org/chart/instructional-intervention-tools

What Works Clearinghousehttp://ies.ed.gov/ncee/wwc/

findwhatworks.aspx

Best Evidence Encyclopediahttp://www.bestevidence.org/

Select a supplemental intervention to review

Obtain the necessary information online

Using Handout 1, evaluate the intervention

Share your results with another pair of partners

Activity: Selecting Evidence-Based Interventions

Commercial programs aren’t always required

Consider best instructional practices

Monitor student progress

A Cavaet

What Does Effective Supplemental

Reading Instruction Look Like?

Supplemental Instruction in Action!(Handout #2)

1: Skills taught

2: Student engagement

3: Feedback

4. Effective practices

Supplemental Instruction

The video is used with permission from the University of Texas/Texas Education Agency, 2014.

Discussion

Share notes in groups

Whole group share

Reflect upon effective practices

Five Essential Reading Components

Supplemental instruction incorporates a reading intervention program that targets the essential reading components:

K 1 2 3 Phonemic Awareness √ √Phonics √ √ √ √ Fluency √ √ √ Vocabulary √ √ √ √ Comprehension √ √ √ √

National Reading Panel, 2000; Texas Education Agency, 1998

What to Teach?

Analyze data from assessments

Align with core curriculum

Adjust when data indicate progress is not adequate

Supplemental Intervention Considerations

Who receives instruction Students who are not making adequate progress with Universal instruction

Amount of daily instruction Instruction may vary, depending on the age of the student, from 30–45 minutes per day (+ Universal):Younger students (e.g., kindergartners) have shorter attention spans and might require shorter amounts of time (e.g., 30 minutes)Older students are able to attend for longer amounts of time (e.g., 30–45 minutes)

When instruction is provided Scheduling options for supplemental could include:Taking time from two consecutive classes (e.g., 15 minutes from social studies and 15 minutes from science)Taking time from “specials” (e.g., music, library, art)In the event that a large percentage of students requires supplemental, the teacher might need to schedule more than one supplemental intervention period per day

http://iris.peabody.vanderbilt.edu/module/rti03-reading/cresource/how-is-high-quality-instruction-integrated-into-the-rti-approach/rti03_11/

Supplemental Intervention Considerations

Duration of instruction 10 weeks–20 weeks:The number of weeks may vary, but a minimum of 10–12 weeks is recommended.Students may need an additional round of Supplemental intervention.

Frequency of progress monitoring At least one time every 1–2 weeks

Who provides instruction Trained personnel may include:General education teacherReading specialistParaprofessionalsOther personnel

Where students are served Within or outside the general education classroom

http://iris.peabody.vanderbilt.edu/module/rti03-reading/cresource/how-is-high-quality-instruction-integrated-into-the-rti-approach/rti03_11/

http://iris.peabody.vanderbilt.edu/module/rti03-reading/cresource/how-is-high-quality-instruction-integrated-into-the-

rti-approach/rti03_11/

Progress Monitoring to Inform Instruction

Progress Monitoring

PURPOSE: –Monitor students’ response to instruction

–Estimate rates of improvement

–Identify students who are not progressing

–Compare different forms of instruction

FOCUS: identify students at-risk

TOOLS: brief valid, reliable, evidence based

TIMEFRAME: regular intervals (e.g., weekly, biweekly, or monthly)

(Center on Response to Intervention, 2013)

Why Progress Monitor?

30

Center on Response to Intervention, 2013

Identify Students Not Making Adequate Progress

I Increasing Scores:

X

goal line

trend lineX

goal line

trend line

Flat Scores:

X

X

X XX X

Progress Monitoring Answers the Questions

Are students making progress at an acceptable rate?

Are students meeting short- and long-term performance goals?

Does the instruction or intervention need to be adjusted or changed?

Focus of Progress Monitoring

Students identified as at risk for poor learning outcomes

Image courtesy of [renjith krishnan] / FreeDigitalPhotos.net

Progress Monitoring Tools

Review Progress Monitoring Tools Chart http://www.rti4success.org/progressmonitoringtools

Activity – Choose 2 progress monitoring assessments you think may be appropriate for students at the third grade level. Research the publisher, the purpose of the assessment, the cost, the training required, the reliability and the validity of those assessments.

Use Assessment Data to Inform Supplemental

Interventions

Group students Set individual student goals Plan targeted instruction Scaffold instruction

Case Study – Meet Abby

Abby is a second grade student who is struggling with reading. She reads word by word, rarely correcting mistakes, and comprehending little.

Abby is not making satisfactory progress at the universal level of instruction, even though her teacher differentiates for her. The teacher has tried:

•Books on tape

•Partner reading

•Reading to Abby

•Teaching irregular words

•Teaching making inferences

Abby’s DIBELS Scores

Benchmark Goal

Composite 141

Letter-Sounds 54

Words Read 13

ORF 52

Abby’s Scores

111

34

6

32

DIBELS Next Benchmark Goals: http://dibels.org/

Abby’s Fluency Goal

With a partner, using the table of oral reading fluency norms, create a long term and several short term fluency goals for Abby.

Refer to handout #3

Sample Long and Short Term Goals for Abby

Short term goalso Abby will read second grade text at 47

words correct per minute (Nov.). 63 words correct per minute (Jan.) and 80 words per minute (April).

Long term goalo Abby will read second grade level text

fluently at 90 words correctly per minute with 95% accuracy.

Abby’s Intervention

Small group repeated readings

Group Size Frequency Duration Provided by

2-5 students

2 times per week

20 minutes Classroom teacher

Explore Resources

1. The Reading ContinuumHandout

2. The Meadows Centerhttp://www.meadowscenter.org/files/resources/ReadingStrategiesDyslexia.pdf

3. Florida Center for Research in Reading

http://www.fcrr.org/curriculum/pdf/ GK-1/P_Final_Part2.pdf

Lesson Planning

Create a lesson plan to address Abby needs and help her move toward reaching her fluency goal.

Refer to handout #4

Data Based Decision Making

Progress Monitoring

Oral reading fluency curriculum-based monitoring (CBM) passages at her instructional grade level will be given to Abby once a week.

Progress Monitoring: Abby’s Reading Fluency Data

0

20

40

60

80

100

120

140

Nu

mb

er o

f w

ord

s r

ead c

orre

ctly in

1 m

inu

te

Date

Baseline

Goal Line

Initial Instruction

Instructional Change

46

Next Steps

At the end of six weeks, progress monitoring data information shows that Abby is not making progress.

Discuss some possible next steps to address Abby’s needs.

What If Supplemental Interventions Aren’t Sufficient?

National Center on Intensive Intervention October, 2013

Consider…

Has the student been taught using an appropriate evidence-based supplemental intervention program?

Has the teacher received training? Has the program been implemented with

fidelity?– Content

– Dosage/schedule

– Group size Has the program been implemented for a

sufficient amount of time to determine response?

Intensifying Interventions

Decrease group sizeIncrease frequency or duration of sessionsProvide more opportunities for practice with

feedbackChange interventionist to someone with greater

expertiseBreak tasks into smaller stepsProvide concrete learning opportunities Use explicit instruction and modeling

Complete the “Supplemental Interventions Needs Inventory”

(Handout #5)

Share responses as a team– Prioritize and plan for next steps with district or

school leadership or coach

Prioritizing Next Steps…

Set the foundation for intensive intervention

Should be evidence based

Must be implemented with fidelity

Have important implications for identification of students who need more intensive instruction

Supplemental Interventions…

References are provided in handout #6

Part 5 addresses Intensive Interventions

Thank you!