Exeter-Milligan Elementary March 17, 2009. Why adopt a core program? What do we look for when...

Core Reading Program Review

Exeter-Milligan ElementaryMarch 17, 2009

Why adopt a core program?

What do we look for when analyzing core programs for adoption?◦ research basis◦ content (systematic, explicit instruction of “Big 5”)◦ design and delivery

How do we use the Consumer’s Guide to guide our analysis?

Agenda

Dr. Tanya Ilho, Nebraska RtI Consortium ◦ Core Program Review Training, 12.3.09◦ ESU Partner Training, 2.11.09

Lynette Block, Nebraska Reading First ◦ Core Program Review Training, 12.3.09 &1.19.09-1.20.09

Primary Resources

Core Reading Program ReviewWhy adopt a core program?

Core◦ provides instruction on the essential areas of reading ◦ the most (if not all) students

Supplemental◦ provides additional instruction in one or more areas of reading to

support the core◦ most (if not all) students

Intervention◦ provides additional instruction to students performing below grade

level on one or more essential skills◦ some students

Types of Reading Programs

primary tool that teachers use to teach children to read and ensure they reach reading levels that meet or exceed grade-level standards

instruction on the essential reading elements

In general, the core program should enable 80% or more of students to attain school-wide reading goals.

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Core Program

Simmons, Kame’enui, Harn, & Coyne © 2003

What are your reasons for core adoption?

Why Adopt a Core Program?

The “River Story”Kisler, 1967, as cited in Drum & Figler, 1973, p. 13

Moving Upstream: A Story of Prevention & Intervention

In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out.

Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.

In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath.

At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”

She replied, It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge.

Improve communication◦ Teachers within and across grades using common language and objectives

Improve learning◦ Provides students with a consistent method or approach to reading which is helpful for all

students ◦ Provides teachers an instructional sequence of skill presentation and strategies to

maximize student learning◦ Provides more opportunities to differentiate instruction when necessary

For teacher support◦ Teaching reading IS rocket science (Louisa Moats)◦ Without programs as tools we are asking teachers to construct AND instruct

Mobility across classroom, grades, and district

Create more focused and cost effective professional development

Why Do We Need a Common Core Reading Program Anyway?

Simmons, Kame’enui, Harn, & Coyne, 2003

Team Leadership

Parent Involvement

Scientifically or Research Based Instruction and

Intervention

Universal Screening

Progress Monitoring

Planned Service Delivery

Decision Rules

Intervention Delivery

Fidelity of Instruction

Nebraska Essential Elements

A core instructional program of validated efficacy adopted and implemented school-wide

Core instruction is differentiated to meet students’ skill needs

Supplemental and intervention programs to support core program

Programs and materials emphasize big ideas

Programs implemented with high fidelity

Strong professional development and coaching to support those providing instruction

Reliable and valid assessment systems to guide decision making

All Staff working together to meet the needs of ALL students

Tier 1 Critical Components

Be Scientifically-Based or Research based and implemented with fidelity

Provide explicit and systematic instruction on essential reading elements (i.e., the “Big Ideas”)

Have a systematic scope and sequence for instruction -- clear ‘road map’ for teachers. Uses the science to guide when and how skills are introduced, reviewed, and the order they are taught

Contain consistent and effective instructional routines that include teacher-led presentations, explanations, demonstrations, ample student practice, clear correction procedures and scaffolding strategies

Contain a variety of reading materials (e.g., fiction, nonfiction, plays, poetry, magazines, decodable tests) and activities (e.g., peer reading, read alouds, choral reading, independent reading) that allow children to engage in actual reading

Effective Core Reading Programs Should:

Include adequate time for instruction: At least a 90-minute uninterrupted block of time including a minimum of 30 minutes of small group, teacher-directed instruction for K-3 daily

Include clear pacing outlines across grade levels so children are delivered to the next grade level with the skills needed to be successful

Contain specific and clear instructions for flexible grouping and providing differentiated instruction

Outline time spent on each activity with more time dedicated to essential components

Effective Core Reading Programs Should:

Teaching Reading IS Rocket Science (Moats, 1999)

MOST READING FAILURE IS PREVENTABLE. “The evidence suggests that if we employ best practices, very few children will experience reading failure” (Moats, 2003)

Teaching reading is a job for an expert.

The majority of education professionals underestimate the depth of preparation and practice needed to design reading curricula and effectively teach reading.

The Science of Reading

The Science of Reading

Unprecedented convergence about what children need to be successful readers

National syntheses provide scientific evidence on which to base practice

Publishers respond to the marketplace and need

Window of opportunity to align what we know, what we use, and how we teach to attain critical results

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Why Focus on Reading Programs Now?

Simmons © 2003

~80% of students at benchmark in the beginning of the year

~80% of students at benchmark in the middle of the year◦ At the beginning of the year 21 students were at benchmark, in

the middle of the year 12 of those students were at benchmark

◦ 13 students who were “strategic” or “intensive” at the beginning of the year were “benchmark” in the middle of the year

Story of a school starting RTI without examination of the core

Again, consider the reasons.

What are your best hopes & worst fears?

Why Adopt a Core Program?

What do we look for when analyzing core programs for adoption?

• research basis• content• design and delivery

24Simmons © 2003


25

Content - The Big Ideas


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Content - Changing Emphasis of Big Ideas

Comprehension

Vocabulary

Automaticity and Fluency with the

Code

Alphabetic Principle

Phonological Awareness

321K

ListeningReading

ListeningReading

MultisyllablesLetter Sounds & Combinations


Learning a skill to an automatic level requires:

◦ initially practicing that skill correctly

◦ getting sufficient correct practice to become automatic with that skill

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Design & Delivery: How People Learn

K. Howe 2005

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Developing Automatic Words

NICHD Finding on Repetitions Needed to Turn an Unknown Word into an Automatic Word

Type of Learner Number ofRepetitions

Most Able 1 or 2

Average 4-14

Least Able 20 or more

Kathryn Howe © 2004

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Design & Delivery

K. Howe 2005

To initially practice skills correctly, low performing students need:

explicit instruction

modeling

scaffolding

31K. Howe 2005

many opportunities to respond

immediate error correction

sufficient & distributed review

For sufficient practice of skills to become automatic, low performing students need:

Design & Delivery

How do we use the Consumer’s Guide to guide our analysis?


When long-term efficacy studies are available, the results should be taken

into account!

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Efficacy Studies

K. Howe 2005

When long-term efficacy studies are not available . . .

. . . can be used.

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Core Consumer’s Guide

The Consumer’s Guide to Evaluating a Core

Reading Program Grades K-3

K. Howe 2005

The Core Consumer’s Guide is used to analyze core reading programs to see if they contain:

◦systematic instruction in the Big Ideas of beginning reading

◦strategies to explicitly and effectively teach those Big Ideas so students get initial correct practice and sufficient practice to MASTER skills

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Using the Core Consumer’s Guide

K. Howe 2005

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Consumers’ Guide Scoring Scale

Deborah C. Simmons, Edward J. Kame’enui © 2006

= Element consistently meets/exceeds criterion.

= Element partially meets/exceeds criterion.

= Element does not satisfy criterion.

When evaluating individual elements, slash (/) the respective circle that represents your rating (e.g., ).

Use the following criteria for each critical element:

2 pts.

1 pts.0 pts.

Within Lesson (w) (presence) Review 1 lesson or 2-3 lessons at beginning, middle, and end

of year

Scope and Sequence (ss) (development)

Review 2-3 lessons at introduction of a skill and end of a skill

Skills Trace (st) (repetition) Review 10 consecutive lessons

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Review Process for Item Type

K. Howe 2005

Within lesson procedure (w) involves identifying the first day (lesson) in which a critical skill (e.g., letter sound correspondence, word reading) is introduced and tracing that skill over a sequence of 2-3 days.

Then, the process is repeated to document evidence at two additional points in time (e.g., middle and end of program).

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Within Lesson Procedure

Fien © 2004

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Examples of Within Lesson (w) - Presence

1st Grade Comprehension

Kindergarten Vocabulary

2nd Grade Phonics


1. Provides explicit instruction of specific concepts and vocabulary. (w)

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Phonological and Phonemic Awareness Instruction - K

4. Following teacher models, provides multiple opportunities for students to respond orally. (w)

To play this game, children need a stack of cards that have simple pictures of common objects on them. Lay out one card (e.g., a card on which there is a picture of a table) for all children to see. Ask the children to name the picture and identify the onset sound (e.g., table, /t/).

Let each child draw a card and name the new picture (turtle), then the shared word (table), and decide whether they share the same onset [“Table, turtle. Yes, they start the same.”] (continued)

(w) Example 1

Fien © 2004

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Phonological & Phonemic Awareness Instruction - K (Cont.)


Let children take turns drawing cards, and continue the game

until all of the cards have been drawn. For the next round of

play, the teacher (or a child) picks a new picture card for the

others to match.

(w) Example 1

Fien © 2004

Phonological & Phonemic Awareness Instruction - K


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Say-It-and-Move-It

Today we are going to play a game called Say-it-and-Move-It.Watch me and listen. I’m going to say a sound /a/.

Now I’m going to say it and move it.

Demonstrate for the children by placing your finger on a disk, drawing out the /aaa/ sound, and simultaneously moving the disk below the thick black line to the black dot at the left hand side of the arrow. Then point to the disk and say, /a/, one sound. (continued)

(w) Example 3

Fien © 2004

Phonological & Phonemic Awareness Instruction - K (Cont.)


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Say-It-and-Move-It (continued)

Now I’m going to sweep the disk back to the top.

Now it’s your turn. Listen first. Say /a/. (Wait for a response.)

Now, say it and move it. (If the children have difficulty, model the correct response again.)

Let’s try some different sounds. Use the same procedure as above for introducing /s/ and /t/.

(w) Example 3

Fien © 2004

Scope and sequence procedure (ss) involves

using the scope and sequence to identify the

initial instruction on a skill and analyze how

instruction progresses over time. Document

progression in the evidence columns.

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Scope and Sequence Procedure

Fien © 2004

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Examples of Scope & Sequence (ss) - Development

1st Grade Fluency

Kindergarten Letter Sounds

1st Grade Fluency


Scope and Sequence Analysis (SS)

Phonological and Phonemic Awareness Instruction - K

Rating Criterion Evidence

Initial Instruction

Week __(Unit 4)

Week __(Unit 8/9)

1.Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss)

Unit 2, Day 2 & Day 3 Isolate initial /m/.Day 4Isolate initial /a/.

Day 3:Intro auditory blendingDay 5: Practice auditory blendingDay 7: auditory blending

Day 4: SegmentationDay 9: 1st sound manipulation + segmentationUnit 9:Day 4: segmentation

46Fien © 2004

Skills trace procedure (st) should be used for

selected skills that involve evaluation of

practice cycles or cumulative review. This

procedure involves identifying the first day

(lesson) in which a critical skill is introduced

and tracing that skill over 10 consecutive

lessons. A separate form is provided for

conducting skills traces.

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Skills Trace Procedure

Fien © 2004

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Examples of Skills Trace (st) - Repetition

2nd Grade Vocabulary

Kindergarten Irregular Words

1st GradeComprehension


1. Provides ample practice and review of words to develop automaticity. (w) and (st)

3. Provides guide practice and systematic review of critical comprehension strategies. (st)

4. Reviews previously introduced words cumulatively. (st)

Vocabulary Instruction

First Grade Skills Trace Items

Skills Trace Vocabulary Inst (ST) – 1st GradeSequence, Instruction, Review

1 - Lesson/Day

2 -Lesson/Day

3 - Lesson/Day

4 -Lesson/Day

5 -Lesson/Day

Day or Lesson

Theme 3, Lesson 7, Day 1





Instruction Chorus, Odor, Shoved

Assemble, Consume, Enthusiastic

Review Cycle

Chorus, Odor, Shoved

Assemble, Consume, Enthusiastic

Assemble, Consume, Enthusiastic, Odor, Chorus, Shoved

Sequence, Instruction, Review

6 - Lesson/Day

7 - Lesson/Day

8 - Lesson/Day

9 - Lesson/Day

10 - Lesson/Day

Day or Lesson






Instruction Applauded, Chatty, Gather

Duty, Envy, Resent

Review Cycle

Applauded, Chatty, Gather

Duty, Envy, Resent

Applauded, Chatty, Gather, Duty, Envy, Resent

50Simmons, Kame’enui, Harn, & Coyne © 2003

Big Ideas and subskills◦ Phonemic awareness◦ Phonics ◦ Fluency◦ Vocabulary◦ Comprehension

Effective instructional strategies◦ Explicit instruction◦ Systematic instruction◦ Many opportunities to respond

Performance targets Decodable text

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Content of Items

K. Howe 2005

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Examples of Strategies - Explicit Instruction

Kindergarten Comprehension

1st Grade Phonics

2nd Grade Comprehension


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Kindergarten Phonemic Awareness

KindergartenDecoding

1st Grade Phonics


Examples of Strategies - Systematic Instruction

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1st Grade Fluency

2nd Grade Vocabulary

3rd Grade Comprehension


Examples of Strategies - Opportunities to Respond

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Examples of Performance Targets

1st Grade Fluency

3rd Grade Fluency

HOW MUCH?

BY WHEN?


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Examples of Decodable Text

1st Grade Phonics

Kindergarten Decoding

1st Grade Fluency


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