Meeting the Needs of Some and High Risk

Meeting the Needs of Some and High Risk Readers Oregon Reading First Outreach November 7, 2008 Jerry Silbert, Reading Consultant Elizabeth Jankowski, Center on Teaching and Learning, UO 1

Meeting the Needs of High Risk Readers Objectives: n n n Understand program options for high risk readers Discussion considerations for moving a student to an intervention core (replacement) reading program Understand the role of oral language in the development of reading skills Discuss the continuous feedback loop of assessment, instruction and evaluation Learn characteristics of effective instruction for some risk and high risk readers 2

High Risk Readers: A Definition n Students who typically: – Enter a grade level significantly below grade level – Have not learned many of the prerequisite skills assumed by the grade level comprehensive reading program – Need intensive accelerated instruction to bring them to grade level as quickly as possible 3

Copyright n All materials are copy written and should not be reproduced or used without the expressed permission of Trish Travers, coordinator of the Oregon Reading First Center. Selected slides may have been reproduced from other sources and original references cited. 4

High Risk Readers n Students who typically: – Have significant deficits in language development. n Some students come to school with language development that is more than a year behind the norm for their grade. – Need explicit and systematic intervention to teach foundational language skills. 5

Why is oral language development so important? Large language and vocabulary differences do develop before kindergarten… 6

Cumulative Vocabulary Words Children from Professional 1100 Families Children From Working-Class 700 Families Children from 500 Welfare Families Age of child in months 7 Hart & Risley, 1995

Why is it Important? Developed vocabulary size in kindergarten is an effective predictor of reading comprehension in the middle elementary years. (Scarborough, 1998, 2001) n Orally tested vocabulary at the end of Grade 1 is a significant predictor of reading comprehension 10 years later. (Cunningham & n Stanovich, 1997) n Children with restricted vocabulary by Grade 3 have declining comprehension scores in the later elementary years. (Chall et al. , 1990) 8

Program Options: High Risk Readers n Option 1: – Grade Level Comprehensive Reading Program with scaffolding – Extra small group instruction on both grade level content and skills gaps from previous grade(s). n Option 2: – Intervention Core (Replacement) Reading Program – Supplement with vocabulary and comprehension concepts from Comprehensive Reading Program 9

Sample Criteria to Consider When Deciding If and When to move a Student to an Intervention Core Reading Program Progress Monitoring Decision rule (3 -point or trendline analysis) indicates change is needed. Previous data -based changes to instruction have been made. Peer Comparison Prior Variables Previously Put in Place (examples) Student is • preteaching making and or significantly reteaching less growth • increased than peers, instructional e. g. , . 75 time words per • intervention week growth materials compared to matched to average peer skill gaps growth of 2. 5 words per week. In-Program Unit Assessments Observations Diagnostic Information Student is having difficulty mastering content of classroom instruction with poor performance on in-program unit assessments. CRP and intervention materials are being used as designed. Student has significant skill gaps. The CRP and intervention materials do not match student’s current instructional needs. Behavior is not main barrier to student success. 10 *Use a convergence of data to make this decision. Not all criteria need to have been met.

Take a minute to think about. . . n How do you currently decide when a child should be “moved” to a replacement core reading program? n Are there any criteria from the previous slide you would now use? 11

Integrated Assessment, Intervention, Feedback Loop Plan Instructional Support Implement Instructional Support Evaluate Instructional Support 12

Reaching/Maintaining Grade Level Performance Grade Content to Cover K. 0 K. 5 1. 0 1. 5 2. 0 2. 5 3. 0 3. 5 GL 1 st grader SR 1 st grader HR 1 st grader GL 2 nd grader SR 2 nd grader HR 2 nd grader 13

Meeting the Needs of Some/High Risk Readers: Comprehensive Reading Program n Kindergarten Some/High Risk – 90 minutes daily initial instruction (maximize small groups if possible) – 15 minutes of daily pre-teaching or re-teaching – 15 -30 minutes of supplemental phonemic awareness and phonics instruction (based upon student need) – ELL and other Academic Language Learners: 30 additional minutes daily of systematic language and vocabulary instruction 14

Meeting the Needs of High Risk Readers: Replacement Core Reading Program n Kindergarten – Two 30 -45 minute small group lessons daily – 30 additional minutes daily systematic language and vocabulary instruction 15

Why is it so important to meet grade level status at the end of Kindergarten? End of Kindergarten NWF Predicting Performance in Grade 1 - Trend 1 End of Grade 1: Percent Meeting ORF Benchmark Grade K All Students Beginning of K High Risk Beginning of K Moderate Risk Beginning of K Low Risk Below benchmark: <25 29. 6 23. 2 36. 1 53. 2 At or above benchmark: > 25 73. 9 61. 8 74. 1 91. 2 Lowest benchmark interval: 2529 54. 0 47. 7 55. 2 71. 4 80% benchmark interval: 45 -49 85. 2 75. 9 85. 8 93. 5 90% benchmark interval: 55 -59 92. 8 86. 0 92. 2 98. 7 End of K NWF Performance 16

Meeting the Needs of Some/High Risk Readers: Comprehensive Reading Program n First Grade Some Risk – 90+ minutes daily initial instruction (maximize small group instruction as possible) – 15 minutes of daily pre-teaching or re-teaching – 30 minutes of teacher-directed, explicit small group instruction targeted at unmastered skills from previously lessons – Consider 30 minutes of explicit language and vocabulary instruction for ELL/Low Language learners 17

Meeting the Needs of Some/High Risk Readers: Comprehensive Reading Program n First Grade High Risk – 90+ minutes daily initial instruction (maximize small group instruction as possible) – 15 minutes of daily pre-teaching or reteaching – 45 -60 minutes of teacher-directed, explicit small group instruction targeted at unmastered skills from previously lessons – Consider 30 minutes of explicit language and vocabulary instruction for ELL/Low Language learners 18

Meeting the Needs of Some/High Risk Readers: Replacement Core Reading Program n First Grade High Risk – Two 30 -45 minute small group lessons daily – 15 -30 minutes daily to “firm up” or practice skills to mastery – Additional 20 minutes of fluency instruction when students are at mid-first grade reading level – 30 minutes in teacher-directed time for vocabulary and comprehension instruction from grade level materials 19

Why set a goal of being at grade level status by the end of first grade? End of Grade 1 Predicting Performance in Grade 2 - Trend 1 End of Grade 1: Percent Meeting ORF Benchmark Grade 1 All Students Beginning of 1 High Risk Beginning of 1 Moderate Risk Beginning of 1 Low Risk Below benchmark: < 39 18. 4 13. 9 19. 1 30. 5 At or above benchmark: > 39 84. 1 76. 8 78. 0 87. 8 Lowest benchmark interval: 4044 56. 8 60. 4 56. 3 55. 1 80% benchmark interval: 55 -59 81. 6 80. 8 79. 7 82. 2 90% benchmark interval: 65 -69 94. 1 91. 7 95. 8 94. 0 End of Grade 1 ORF Performance 20

Meeting the Needs of Some/High Risk Readers: Comprehensive Reading Program n Second/Third Grade Some Risk – 90 -150 minutes daily initial instruction in small groups if possible – 15 minutes of daily pre-teaching or reteaching – 30 -60 minutes of teacher-directed, explicit small group instruction targeted at unmastered skills from previously lessons and grades 21

Meeting the Needs of Some/High Risk Readers: Comprehensive Reading Program n Second/Third Grade High Risk – 90 -150 minutes daily initial instruction in small groups if possible – 15 minutes of daily pre-teaching or reteaching – 60 -90 minutes of teacher-directed, explicit small group instruction targeted at unmastered skills from previously lessons and grades • • • Small group Explicit instruction Many opportunities to respond Distributed review Brisk pacing Immediate correction 22

Meeting the Needs of Some/High Risk Readers: Replacement Core Reading Program n Second/Third Grade High Risk – Two 30 to 45 -minute small group lessons daily – 15 -30 minutes daily to “firm up” or practice skills to mastery – Additional 30 minutes for fluency instruction when students are at mid-first grade reading level – 30 minutes teacher-directed time for vocabulary and comprehension instruction from grade level materials 23

Time Considerations A Good Reference Annual Growth For All Students, Catch-up Growth For Those Who Are Behind Fielding, L. , Kerr, N. , Rosier, P. The New Foundation Press, Inc. 2007 The story of Kennewick, Washington 24

Considerations – Additional Time Annual Growth § Grade-Level Students ü Year’s growth in a year’s time is the GOAL § Some-Risk and High-Risk Students ü Years growth in a year’s time guarantees a GAP § Catch-up growth is essential! 25

Annual Growth For All Students, Catch-up Growth For Those Who Are Behind (Fielding, et al. , 2007) Question: How many minutes of direct instructional time should a principal schedule for a student in second and third grade to reasonably assure that he makes annual growth plus enough catch-up growth to move from the 12 th to the 50 th percentile by the end of fourth grade? 26

Annual Growth For All Students, Catch-up Growth For Those Who Are Behind (Fielding, et al. , 2007) n Each unit of 13 percentile points from the 50 th percentile equals a year of growth. State standard in percentiles is 50 th n Student’s second grade status in percentiles is 12 th n The difference is 38 points n Percentile point difference divided by 13 is 2. 9 years n 27

Annual Growth For All Students, Catch-up Growth For Those Who Are Behind (Fielding, et al. , 2007) Daily minutes of instruction required for – Annual third grade growth: 80 80 n Additional daily minutes to make three additional years of growth: 240 n Total daily minutes to catch up: 400 – Annual fourth grade growth: If you are three years behind at third grade, you will need 200 minutes of direct reading instruction daily each for two years, to reach the 50 th%ile by the end of grade 4. 28

Activity (15 minutes) n Select one grade level n Outline current programming for High Risk Students at that grade level n Compare to recommended programming for that grade level n What, if any, changes may be needed to the current plan for these students? 29

Integrated Assessment, Intervention, Feedback Loop Plan Instructional Support Implement Instructional Support Evaluate Instructional Support 30

Characteristics of Effective Intervention Instruction for Students at Some or High Risk Instruction is explicit. Clear models of what is to be learned are provided. n Skill instruction is carefully scaffolded to provide support during initial skill acquisition. n The introduction of skills is sequenced to facilitate student success. n Adequate practice and review is provided to enable students to retain information. n 31

Characteristics of Effective Intervention Instruction for Students at Some or High Risk Assessment guides teachers in placing and maintaining students at their instructional levels. n Frequent in-program and general outcome progress monitoring assessments are used to determine if students are mastering what is being taught. n In-depth reteaching is provided for students who do not pass the assessments. n 32

Suggestions to Make DI Beginning Reading Implementations Produce More Student Learning n n n n Program coordination Professional development Goals based upon student performance Teaching to fidelity Lesson progress is carefully monitored Adjustment/Regrouping Alignment with special education 33

Integrated Assessment, Intervention, Feedback Loop Plan Instructional Support Implement Instructional Support Evaluate Instructional Support 34

Progress Monitoring Assessments § In-Program Assessments • Analyzing Unit Assessments § Out-of Program RF Progress Monitoring Tool (DIBELS) • Decision Making Rules 35

In-Program Assessments n Consider Individual Performance: – Who are the students who failed one test, two consecutive tests? – Which tests? – Reteach any areas not mastered. – Are the same students failing from time to time? – Does data indicate a possible need for change in grouping placement? 36

Out-of-Program Progress Monitoring § In order to monitor progress toward a predetermined goal, the following components are necessary: • Graph: Baseline Data--Goal--Aim Line • Decision-Making Plan 37

Graphing 101 - Review n Baseline – Where are we starting from? n Goal – Where do we want to be at the end of the goal period? n Aim Line – How do we know if we are on track for meeting our goal? 38

Sample Individual Progress Monitoring Graph 100 Performance Goal Words Correct Per Minute 90 80 70 e in im L A Baseline 60 X X 50 X Sept Apr Oct May Nov Dec Jan Feb Mar 39

Baseline § Baseline üMiddle of 3 scores üGathered within one week üUse student’s instructional level to progress monitor üUse student’s grade level for school-wide benchmarking purposes 40

Goal Setting § Goal Setting • For Grade Level and Some Risk Students: § Goals are set by school standards as well as established benchmark scores. 41

Goal Setting § Goal Setting • For High-Risk Students: • Grades K and 1 üSet goals to achieve “Grade Level” status. • Grade 2 and 3 üIf Grade Level status is not reasonably attainable, set goal to move to “Some Risk” status at student’s grade level at the end of the year. 42

Aim Line § Connects baseline information to the goal. § Used to judge the rate at which a student is progressing. 43

Begin Data Collection 120 Words Correct Per Minute 100 Goal Line 80 XX 60 X 40 Begin Data Collection 20 0 Sept Apr Oct May Nov Dec Jan Feb Mar 44

Analyzing Progress Monitoring Data § 3 -Point Decision Rule • After plotting six weeks of data on the students’ graphs review the data using the following rules… National Center on Student Progress Monitoring, Advanced Applications of CBM in Reading, p. 6. and Deno, et al Progress Monitoring - Study Group Content Module. 45

Analyzing Progress Monitoring Data n 3 -Point Decision Rule • If 3 consecutive data points are below the goal line, consider making an instructional change in the student’s program. • If 3 consecutive data points are above the goal line, consider raising the goal. • If the consecutive data points are neither all above or nor below the goal line, continue with the student’s instructional program and monitor progress. 46

Begin Data Collection 120 Goal Line Words Correct Per Minute 100 80 What is your instructional decision? XX 60 X 40 20 0 Sept Apr Oct May Nov Dec Jan Feb Mar 47

Student-Level Application Brianna is a first grade student at a new school. There are no previous records from Kindergarten. n Recent screening information indicates that Brianna falls into the “High Risk” category of instructional need. n Diagnostic information indicates that Brianna has not acquired phonemic awareness skills, she lacks beginning alphabetic skills (few letter-sound relationships), and recognizes few sight words. n 48

Using the 3 -Point Rule for Instructional Decision Making Brianna Sounds Correct Per Minute - Sample Assessment XYZ 60 Make an instructional change 50 Goal Line 40 30 20 10 X XX Sept Apr What is your instructional decision? Oct May Nov Dec Jan Feb Mar 49

Consider Brianna… Brianna Sounds Correct Per Minute - Sample Assessment XYZ 60 Make an instructional change 50 Goal Line 40 30 20 What is your instructional decision? 10 X XX Sept Apr Oct May Nov Dec Jan Feb Mar 50

…and the loop continues. Plan Instructional Support Implement Instructional Support Evaluate Instructional Support 51

Questions and Comments 52