Tier II Reading Intervention

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Tier II Reading Intervention

• Evelyn Johnson, Ed.D.
• Margo Healy, M.Ed.
• Cristianne Lane, M.Ed.
• Lee Pesky Learning Center

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Agenda

• Benefits of Strong Tier 1 and Tier 2 Instruction
• Entry Criteria
• The Four BIG Questions
• Identifying the Issues
• English Language Learners
• The Journey!

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What is at stake?

• What are the benefits to a student, school or
  community when students are proficient readers?

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• From the first day of kindergarten tothe 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
• Slavin, Lake, Chambers, Cheung Davis, 2009

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RTI is a System of Instruction
RTI

• 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.

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The Simple View of Reading

• Reading comprehension is the product of decoding
  and listening comprehension.
• Gough and Tunmer

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Big Picture of Reading
RTI
Cognition Thinking Comprehension Vocabulary De
coding Reading Words Phonics Phonemic Awareness
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Isolating the Reading Issues

• Going back to the simple definition of
  reading we can use a series of 4 questions to
  group students and plan interventions.
• 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?

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Question 1 Does the student read grade-level
text?
Assessment

• Screeners
• ISAT reading scores
• ORF measures
• IRI measures
• Oral reading fluency (also known as R-CBM)

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Reality Check!

• 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?

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Normal Distribution Curve
50
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AIMSweb

• 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.

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Normal Distribution Curve
50
25
10
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AIMSweb
Decision Point

• Average 26th-75th percentile
• Below Average 11th-25th percentile
• High risk Below the 11th percentile

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Take Aways...

• Regarding resources, our systems must be
  efficient and inform our decisions regarding who
  receives further testing and intervention
  services.

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Establish a Data Management System

• At the district level
• At the school level
• At the classroom level

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Question 1 Can the student read grade level
text?
What are you using for screeners? What is your
criteria for determining which students need
additional assessments?
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• Question 1
• Does the student read grade-level text?

Process
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Question 2 Is there a decoding problem?
Tools

• 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.

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Big Picture of Reading
RTI
Cognition Thinking Comprehension Vocabulary De
coding Reading Words Phonics Phonemic Awareness
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Simulation 1

• An oral reading fluency miscue analysis can
  help a teacher better understand a students
  decoding abilities and other skills as well.
• These can be quite informal... or formal.

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Question 2 Is there a decoding problem?
Tools

• 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.

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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

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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

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Reality Check!

• Be efficient...
• What do you already know about this student?
• What information do you need?

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Question 2 Is there a decoding problem?
Tools

• 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.

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Question 2 Is there a decoding problem?
Tools

• 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.

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Evidence-based Intervention Model
Instruction

• Direct, systematic, explicit decoding
  instruction
• What is the recipe?
• Resources
• IES Practice Guides on Reading (WWC)
• CORE Manual

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Simulation 2

• )
• (
• w

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Example

• Lesson Examples

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Progress Monitoring
Definitions

• Progress monitoring (R-CBM)
• Progress monitoring is a scientifically based
  practice that is used to assess a students
  academic performance and evaluate the
  effectiveness of instruction.
• 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).

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Question 2 Is there a decoding problem?
What is your system for identifying students with
decoding problems? What is the plan once
students are identified?
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Big Picture of Reading
RTI
Cognition Thinking Comprehension Vocabulary De
coding Reading Words Phonics Phonemic Awareness
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Process

• 1. Can the student read grade-level text?

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Question 3 Does the student comprehend the
text?
Assessment

• 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

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Simulation 3
Example

• How do you know when students cant comprehend?
• What dont/cant they do?

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Evidence-based Intervention Model
Instruction

• Direct, explicit instruction in vocabulary
• Direct, explicit instruction in comprehension
  strategies

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Vocabulary Recommendations(www.LPLearningCenter.o
rg)
Instruction

• 1. Select vocabulary wisely (Beck and McKeown)
• 2. Explicitly teach vocabulary (Beck, Marzano,
  CORE)
• 3. Teach students strategies for unlocking
  unfamiliar words (Graves)

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The simple view of strategies!
Instruction

• 1. Look within the word (word parts)
• 2. Look around the word (use context)
• Look to what you already know (background
  knowledge)
• 4. Look for resources (people, resources)

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Reciprocal Teaching Model
Instruction

• 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).

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Model, Guided Practice, Independent Practice
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Video Clip Middle School

• Video Clip Summarization 6 Reciprocal Teaching
  Part 1

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Progress Monitoring
System

• Back to the indicators
• Program measures
• R-CBM (with high accuracy)
• Unprompted retells

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Question 3 Does the student comprehend?
What is your system for identifying students with
comprehension problems? What is the plan once
students are identified?
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Big Picture of Reading
RTI
Cognition Thinking Comprehension Vocabulary De
coding Reading Words Phonics Phonemic Awareness
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• Can the student read grade-level text?

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Extra Time on Text
Instruction

• If decoding, comprehension and vocabulary have
  been eliminated, then the student mostly likely
  needs fluency practice.

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Intervention Models
Instruction

• Repeated readings (with comprehension checks)
• Partner reading
• (Timothy Rasinski)

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Progress Monitoring

• R-CBM
• Rubrics

Read at a good pace Made few mistakes Attended
to punctuation Read smoothly
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Question 3, Part 2 Fluency Practice
What is your system for identifying students with
fluency problems? What is the plan once students
are identified?
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Process

• 1. Can the student read grade-level text?

4. What if the student is not making progress?
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Question 4 What if the student is not making
progress?
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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

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• Recommendations for English Language Learners

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Big Picture of Reading
RTI
Cognition Thinking Comprehension Vocabulary De
coding Reading Words Phonics Phonemic Awareness
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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)

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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.

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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.

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Wrap-Up

• What did todays training validate for you?
• With your group, identify your next steps in this
  important journey...

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Thank You!

• Contact
• Dr. Evelyn Johnson
• ejohnson_at_lplearningcenter.org
• Cristianne Lane
• clane_at_lplearningcenter.org

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Statewide Special Education Technical Assistance
(SESTA)

• Gina Hopper,
• Director
• 208.426.4363
• ginahopper_at_boisestate.edu

• Katie Bubak,
• Statewide Consultant
• 208.426.3257
• katiebubak_at_boisestate.edu

Training materials can be found at
www.idahotc.com
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Project Sponsor
Idaho Department of Education Special Education
Division Richard Henderson, Director rhenderson_at_sd
e.idaho.gov