LPLC
Tier II Reading Intervention
Evelyn Johnson, Ed.D.
Margo Healy, M.Ed.
Cristianne Lane, M.Ed.
Lee Pesky Learning Center
Tier II Reading Intervention, Winter 2011
Agenda
LPLC
• Benefits of Strong Tier 1 and Tier 2
Instruction
• Entry Criteria
• The Four BIG Questions
– Identifying the Issues
• English Language Learners
• The Journey!
Tier II Reading Intervention, Winter 2011
What is at stake?
LPLC
What are the benefits to a student,
school or community when
students are proficient readers?
Tier II Reading Intervention, Winter 2011
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“From the first day of kindergarten to
the last day of elementary school, children substantially
define themselves as readers, and this has enormous
influence on their development as learners and
members of society. Those who succeed in becoming
fluent, strategic, and joyful readers are not guaranteed
success in school or in life, but they are well on their
way. However, those who do not succeed in reading, or
who become reluctant readers, face long odds in
achieving success in school and life”
Tier II Reading Intervention, Winter 2011
Slavin, Lake, Chambers, Cheung & Davis, 2009
RTI
RTI is a System of Instruction
LPLC
Tier I instruction is strong and
comprehensive (80% proficient).
Tier II interventions focus on specific
components of reading to respond to the
specific needs of individual students.
Students are usually taught in small
groups, but identified individually by
reliable formal and informal assessments.
Tier II Reading Intervention, Winter 2011
LPLC
The “Simple View” of Reading
“Reading comprehension is the
product of decoding and listening
comprehension.”
Tier II Reading Intervention, Winter 2011
Gough and Tunmer
Big Picture of Reading
Cognition: Thinking
Fluency
LPLC
Vocabulary
Decoding: Reading Words
Phonics
Phonemic Awareness
Tier II Reading Intervention, Winter 2011
Oral Language
Comprehension
RTI
Isolating the Reading Issues
LPLC
Going back to the simple definition of
reading we can use a series of 4 questions to
group students and plan interventions.
1.
2.
3.
4.
Can the student read grade-level text?
Is there a decoding problem?
Does the student comprehend text?
What if the student is not making
progress?
Tier II Reading Intervention, Winter 2011
Assessment
LPLC
Question #1:
Does the student read grade-level text?
Screeners:
• ISAT reading scores
• ORF* measures
• IRI measures
Oral reading fluency (also known as R-CBM)
Tier II Reading Intervention, Winter 2011
Reality Check!
LPLC
What do you already know about these students (grades, etc.)?
What information are you passing to the next grade?
What is your system for collecting and sharing student level data?
Tier II Reading Intervention, Winter 2011
LPLC
Normal Distribution Curve
10
Tier II Reading Intervention, Winter 2011
25
50
AIMSweb
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AIMSweb National Norm Tables will
translate an R-CBM score to a percentile
rank.
For example, a student scoring a “2” on the
first grade fall IRI (LSF), could be anywhere
from the 20th-48th percentile.
Tier II Reading Intervention, Winter 2011
LPLC
Tier II Reading Intervention, Winter 2011
LPLC
Normal Distribution Curve
10
Tier II Reading Intervention, Winter 2011
25
50
Decision
Point
AIMSweb
Average = 26th-75th percentile
LPLC
Below Average = 11th-25th percentile
High risk = Below the 11th percentile
Tier II Reading Intervention, Winter 2011
LPLC
“Take Aways...”
Regarding resources, our systems must be
efficient and inform our decisions regarding
who receives further testing and
intervention services.
Tier II Reading Intervention, Winter 2011
Establish a Data Management System
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• At the district level
• At the school level
• At the classroom level
Tier II Reading Intervention, Winter 2011
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Tier II Reading Intervention, Winter 2011
Question #1:
Can the student read grade level text?
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What are you using for screeners?
What is your criteria for determining
which students need additional
assessments?
Tier II Reading Intervention, Winter 2011
Question #1:
Process
Does the student read grade-level text?
NO
Is there a decoding problem?
LPLC
YES
Administer a
decoding intervention.
Tier II Reading Intervention, Winter 2011
YES
Continue with core instruction.
Tools
Question #2:
Is there a decoding problem?
LPLC
Diagnostic Tools:
– ORF miscue analysis
– Phonics/decoding surveys (example:
CORE*)
– San Diego Quick
– Phonological awareness tests (K-2...)
– Other (program placement tests, Words
Their Way spelling inventories)
*Consortium on Reading Excellence, Inc.
Tier II Reading Intervention, Winter 2011
Big Picture of Reading
Cognition: Thinking
Fluency
LPLC
Vocabulary
Decoding: Reading Words
Phonics
Phonemic Awareness
Tier II Reading Intervention, Winter 2011
Oral Language
Comprehension
RTI
Simulation #1
LPLC
An oral reading fluency “miscue analysis”
can help a teacher better understand a
student’s decoding abilities and other skills
as well.
These can be quite informal... or formal.
Tier II Reading Intervention, Winter 2011
LPLC
Tier II Reading Intervention, Winter 2011
Tools
Question #2:
Is there a decoding problem?
LPLC
Diagnostic Tools:
–
–
–
–
–
ORF miscue analysis
Phonics/decoding surveys (example: CORE)
San Diego Quick
CORE* phonological awareness tests (K-2...)
Other (program placement tests, Word Their Way
spelling inventories)
*Consortium on Reading Excellence, Inc.
Tier II Reading Intervention, Winter 2011
LPLC
CORE Phonics Survey
Part A: letter names (uppercase)
Part B: letter names (lowercase)
Part C: consonant sounds
Part D: long and short vowel sounds
Part E: short vowels
Part F: consonant blends with short vowels
Part G: short vowels, digraphs, trigraphs
Tier II Reading Intervention, Winter 2011
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Part H: R-controlled vowels
Part I: long vowel spellings
Part J: variant vowels
Part K: low frequency vowel and consonant
spellings
Part L: multisyllabic words
Tier II Reading Intervention, Winter 2011
Reality Check!
LPLC
Be efficient...
What do you already know about this student?
What information do you need?
Tier II Reading Intervention, Winter 2011
Tools
Question #2:
Is there a decoding problem?
LPLC
Diagnostic Tools:
–
–
–
–
–
ORF miscue analysis
Phonics/decoding surveys (example: CORE*)
San Diego Quick
Phonological awareness tests (K-2...)
Other (program placement tests, Words Their Way spelling
inventories)
*Consortium on Reading Excellence, Inc.
Tier II Reading Intervention, Winter 2011
Tools
Question #2:
Is there a decoding problem?
LPLC
Diagnostic Tools:
–
–
–
–
–
ORF miscue analysis
Phonics/decoding surveys (example: CORE*)
San Diego Quick
Phonological awareness tests (K-2...)
Other (program placement tests, Words Their Way spelling
inventories)
*Consortium on Reading Excellence, Inc.
Tier II Reading Intervention, Winter 2011
Instruction
Evidence-based Intervention Model
Direct, systematic, explicit decoding instruction
LPLC
What is the recipe?
Resources:
IES Practice Guides on Reading (WWC)
CORE Manual
Tier II Reading Intervention, Winter 2011
Simulation #2
##
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)
Tier II Reading Intervention, Winter 2011
(
*
w
Example
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Lesson Examples
Tier II Reading Intervention, Winter 2011
Progress Monitoring
Definitions
Progress monitoring (R-CBM)
Progress monitoring is a scientifically based practice that is used
to assess a student’s academic performance and evaluate the
effectiveness of instruction.
LPLC
Progress monitoring can be used at the district, school,
classroom and student level.
Program measures are assessments that teachers use to assess
skills taught in the intervention program.
Growth charts are graphs or charts that document progress
relative to the exit criteria (the target).
Tier II Reading Intervention, Winter 2011
Question #2:
Is there a decoding problem?
LPLC
What is your system for identifying
students with decoding problems?
What is the plan once students are
identified?
Tier II Reading Intervention, Winter 2011
Big Picture of Reading
Cognition: Thinking
Fluency
LPLC
Vocabulary
Decoding: Reading Words
Phonics
Phonemic Awareness
Tier II Reading Intervention, Winter 2011
Oral Language
Comprehension
RTI
Process
1. Can the student read grade-level text?
NO
2. Is there a decoding problem?
LPLC
YES
Administer a
decoding intervention.
YES
Continue with core instruction.
NO
3. Does the student
comprehend text?
YES
Administer fluency
Intervention.
Tier II Reading Intervention, Winter 2011
NO
Administer comprehension/
vocabulary intervention.
Assessment
Question #3: Does the student
comprehend the text?
LPLC
Possible indicators that students are struggling:
Miscue analysis/ errors when reading
Low R-CBM and/or inaccurate R-CBM
Low standardized test scores
Poor ISAT reading scores
Low grades
Poor performance on assignments
Observations
Low language skills
Misbehavior
Low MAZE scores
Tier II Reading Intervention, Winter 2011
Example
Simulation #3
LPLC
How do you know when students
can’t comprehend?
What don’t/can’t they do?
Tier II Reading Intervention, Winter 2011
Instruction
Evidence-based Intervention Model
LPLC
• Direct, explicit instruction in vocabulary
• Direct, explicit instruction in
comprehension strategies
Tier II Reading Intervention, Winter 2011
Vocabulary Recommendations
Instruction
(www.LPLearningCenter.org)
1. Select vocabulary wisely (Beck and McKeown)
LPLC
2. Explicitly teach vocabulary (Beck, Marzano, CORE)
3. Teach students strategies for unlocking
unfamiliar words (Graves)
Tier II Reading Intervention, Winter 2011
The simple view of strategies!
1. Look within the word (word parts)
LPLC
2. Look around the word (use context)
3. Look to what you already know
(background knowledge)
4. Look for resources (people, resources)
Tier II Reading Intervention, Winter 2011
Instruction
Instruction
Reciprocal Teaching Model
LPLC
RT is widely used as a Tier I comprehension
model.
It is also an effective, powerful instructional
strategy for Tier II intervention with a
strong evidence base (WWC).
Tier II Reading Intervention, Winter 2011
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Tier II Reading Intervention, Winter 2011
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Tier II Reading Intervention, Winter 2011
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Model, Guided Practice,
Independent Practice
Tier II Reading Intervention, Winter 2011
Video Clip: Middle School
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Video Clip: Summarization 6 Reciprocal
Teaching Part 1
Tier II Reading Intervention, Winter 2011
System
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Progress Monitoring
•
•
•
•
Back to the indicators
Program measures
R-CBM (with high accuracy)
Unprompted retells
Tier II Reading Intervention, Winter 2011
Question #3: Does the student comprehend?
LPLC
What is your system for identifying
students with comprehension problems?
What is the plan once students are
identified?
Tier II Reading Intervention, Winter 2011
RTI
Big Picture of Reading
Fluency
LPLC
Comprehension
Vocabulary
Decoding: Reading Words
Phonics
Phonemic Awareness
Tier II Reading Intervention, Winter 2011
Oral Language
Cognition: Thinking
Can the student read grade-level text?
YES
Continue with core instruction.
NO
Is there a decoding problem?
LPLC
YES
Administer a
decoding intervention.
NO
Does the student
comprehend text?
YES
Administer fluency
intervention.
Tier II Reading Intervention, Winter 2011
NO
Administer comprehension/
vocabulary intervention.
When ORF is low, also
administer fluency
Intervention.
Instruction
“Extra Time on Text”
LPLC
If decoding, comprehension and vocabulary
have been eliminated, then the student
mostly likely needs fluency practice.
Tier II Reading Intervention, Winter 2011
Intervention Models
Instruction
Repeated readings (with comprehension checks)
LPLC
Partner reading
(Timothy Rasinski)
Tier II Reading Intervention, Winter 2011
Progress Monitoring
R-CBM
Rubrics
Read at a good pace
LPLC
Made few mistakes
Attended to punctuation
Read smoothly
Tier II Reading Intervention, Winter 2011
Question #3, Part 2: Fluency Practice
LPLC
What is your system for identifying
students with fluency problems?
What is the plan once students are
identified?
Tier II Reading Intervention, Winter 2011
Process
1. Can the student read grade-level text?
NO
2. Is there a decoding problem?
LPLC
YES
Administer a
decoding intervention.
YES
Continue with core instruction.
NO
3. Does the student
comprehend text?
YES
Administer fluency
intervention.
Tier II Reading Intervention, Winter 2011
NO
Administer comprehension/
vocabulary intervention.
When ORF is low, also
administer fluency
Intervention.
4. What if the student is not making progress?
LPLC
Question #4:
What if the student is not making
progress?
Tier II Reading Intervention, Winter 2011
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Question #4:
What if the student is not making progress?
• Examine Tier I instruction
• Review the components of strong Tier 2
instruction (strong/weak chart from first training)
• Consider attendance
• Solicit help from parents
• Consider how peers are progressing
• Eliminate physical problems
• Document behaviors/strategies that may impact
progress
Tier II Reading Intervention, Winter 2011
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Recommendations for
English Language Learners
Tier II Reading Intervention, Winter 2011
RTI
Big Picture of Reading
Fluency
LPLC
Comprehension
Vocabulary
Decoding: Reading Words
Phonics
Phonemic Awareness
Tier II Reading Intervention, Winter 2011
Oral Language
Cognition: Thinking
LPLC
ELL Evidence-based Recommendations*
Provide focused, intensive small-group interventions for
English learners determined to be at risk for reading
problems. Although the amount of time in small-group
instruction and the intensity of this instruction should
reflect the degree of risk, determined by reading
assessment data and other indicators, the interventions
should include the five core reading elements
(phonological awareness, phonics, reading fluency,
vocabulary, and comprehension). Explicit, direct
instruction should be the primary means of
instructional delivery.
* IES Practice Guide (What Works Clearinghouse)
Tier II Reading Intervention, Winter 2011
LPLC
Continued
Provide high-quality vocabulary instruction
throughout the day. Teach essential content
words in depth. In addition, use
instructional time to address the meanings
of common words, phrases, and
expressions not yet learned.
Tier II Reading Intervention, Winter 2011
LPLC
Continued
Ensure that teachers of English learners
devote approximately 90 minutes a week to
instructional activities in which pairs of
students at different ability levels or
different English language proficiencies
work together on academic tasks in a
structured fashion. These activities should
practice and extend material already
taught.
Tier II Reading Intervention, Winter 2011
Wrap-Up
What did today’s training validate for you?
LPLC
With your group, identify your next steps in
this important journey...
Tier II Reading Intervention, Winter 2011
Thank You!
Contact:
LPLC
Dr. Evelyn Johnson
ejohnson@lplearningcenter.org
Cristianne Lane
clane@lplearningcenter.org
Tier II Reading Intervention, Winter 2011
Statewide Special Education Technical
Assistance (SESTA)
Gina Hopper,
Director
208.426.4363
Katie Bubak,
Statewide
Consultant
208.426.3257
katiebubak@boisestate.edu
ginahopper@boisestate.edu
Training materials can be found at www.idahotc.com
Project Sponsor
Idaho Department of Education
Special Education Division
Richard Henderson, Director
rhenderson@sde.idaho.gov