Catch Them Before They Fall

(1)

Catch Them Before They Fall

Early Identification and Intervention to

Prevent Reading Failure for Young Children

Dr. Joseph K. Torgesen

Florida State University and

Florida Center for Reading Research

Durango, Colorado, March, 2007

(2)

First Reader

By Billy Collins

I can see them standing politely on the wide pages that I was st

I can see them standing politely on the wide pages that I was still learning to ill learning to turn, Jane in a blue jumper, Dick with his crayon

turn, Jane in a blue jumper, Dick with his crayon--brown hair, playing with a ball brown hair, playing with a ball or exploring the cosmos of the backyard, unaware they are the fi

or exploring the cosmos of the backyard, unaware they are the first characters, rst characters, the boy and girl who begin fiction.

the boy and girl who begin fiction.

Beyond the simple illustrations of their neighborhood, the other

Beyond the simple illustrations of their neighborhood, the other protagonists protagonists were waiting in a huddle: frightening

were waiting in a huddle: frightening HeathcliffHeathcliff, frightened Pip, Nick Adams , frightened Pip, Nick Adams carrying a fishing rod, Emma Bovary riding into Rouen.

carrying a fishing rod, Emma Bovary riding into Rouen.

But I would read about the perfect boy and his sister even befor

But I would read about the perfect boy and his sister even before I would read e I would read about Adam and Eve, garden and gate, and before I heard the name

about Adam and Eve, garden and gate, and before I heard the name Gutenberg, Gutenberg, the type of their simple talk was moving into my focusing eyes.

(3)

It was always Saturday and he and she were always pointing at so

It was always Saturday and he and she were always pointing at something mething and shouting,

and shouting, “Look!“Look!”” pointing at the dog, the bicycle, or at their father as pointing at the dog, the bicycle, or at their father as he pushed a hand mower over the lawn, waving at

he pushed a hand mower over the lawn, waving at apronedaproned mother framed in mother framed in the kitchen doorway, pointing toward the sky, pointing at each o

the kitchen doorway, pointing toward the sky, pointing at each other.ther. They wanted us to look but we had looked already and seen the sh

They wanted us to look but we had looked already and seen the shaded aded lawn, the wagon, the postman. We had seen the dog, walked, wate

lawn, the wagon, the postman. We had seen the dog, walked, watered and red and fed the animal, and now it was time to discover the infinite, cl

fed the animal, and now it was time to discover the infinite, clicking icking permutations of the alphabet

permutations of the alphabet’’s small and capital letters. Alphabetical s small and capital letters. Alphabetical ourselves in the rows of classroom desks, we were forgetting how

ourselves in the rows of classroom desks, we were forgetting how to look, to look, learning how to read.

(4)

Beginning with

the End in

Mind:

Our Ultimate

Goal for

Prevention of

Reading

Difficulties

(5)

To provide instruction and supports that will

enable every child to:

Pick up a piece of fiction and read it with enjoyment and

good comprehension of plot, characters, and action

Read expository, or non

-

fiction text and grasp the main

ideas as well as their connection to supporting details

so that new concepts and information are understood

and learned.

Read text written at their grade level with

good comprehension and fluency

Examples:

(6)

The essential elements for success

Practices from

Schools

Making Significant

Gains

Provides information

about school and

classroom systems

that are effective in

improving

achievement.

From the “science

of reading”

Information about the individual components

of instruction and assessment that are

most effective in preventing reading

(7)

The essential elements for success

From the “science

of reading”

Information about the individual components

of instruction and assessment that are

most effective in preventing reading difficulties.

Part I:

The science of

Reading and

Reading

Instruction

(8)

The top 5 discoveries

1. Skilled, fluent reading by third grade depends on the

development of many thousands of

development of many thousands of highly specifiedhighly specified orthographic representations

orthographic representations for wordsfor words

The

The orthographyorthography of a language refers to the way the of a language refers to the way the language is represented in print

language is represented in print

An

An orthographic representationorthographic representation is a representation of is a representation of a word

a word’’s spelling that is stored in memorys spelling that is stored in memory A fully developed, or fully specified, o

A fully developed, or fully specified, orthographic rthographic representation

representation contains information about all of the contains information about all of the letters, and allows a word to be read accurately

letters, and allows a word to be read accurately ““at a at a single glance

(9)

These are iNTirEStinG and cHallinGinG

times for anyone whose pRoFEshuNle

responsibilities are rEelaTed in any way to

liTiRucY outcomes among school

children. For, in spite of all our new

NaWLEGe about reading and reading

iNstRukshun, there is a wide-spread

concern that public EdgUkAshuN is not as

eFfEktIve as it shood be in tEecHiNg all

(10)

The report of the National Research

Council pointed out that these concerns

about literacy derive not from declining

levels of literacy in our schools but rather

from recognition that the demands for

high levels of literacy are rapidly

accelerating in our society.

(11)

The

report

of the

National Research

Council pointed

out that these

concerns

about

literacy derive

not from

declining

levels

of

literacy

in our

schools

but

rather

from

recognition

that the

demands

for

high

levels

of

literacy

are

rapidly

(12)

The

report

of the

National Research

Council pointed

out that these

concerns

about

literacy derive

not from

declining

levels

of literacy in our

school

s but

rather

from

recognition

that the

demands

for

high

levels

of literacy are

rapidly

(13)

Which is the real word?

smoak

smoke

circus

cercus

wagon

wagun

first

ferst

traid

trade

(14)

The top 5 areas of discovery

1. Skilled, fluent reading by third grade depends on the

development of many thousands of highly specified

orthographic representations

orthographic representations for wordsfor words

4. Skilled reading by third grade also depends upon the

development of extensive word knowledge

development of extensive word knowledge (vocabulary(vocabulary))--this this becomes particularly important to comprehension

becomes particularly important to comprehension

performance at about third grade

5. Skilled reading by third grade also depends on skill in the u

5. Skilled reading by third grade also depends on skill in the use se of a variety of

of a variety of comprehension strategiescomprehension strategies and thinking skillsand thinking skills 3. Many children struggle in learning in acquiring phonics skil

3. Many children struggle in learning in acquiring phonics skills ls because they are slow to develop

because they are slow to develop phonemic awarenessphonemic awareness 2. Early establishment of efficient

2. Early establishment of efficient phonemic decodingphonemic decoding skills is skills is critical to the development of later accurate and fluent reading

(15)

Taught by methods

that are

that are……

engaging & motivating

Effective early reading instruction must build reading

skills in five important areas by providing instruction

that is both engaging and motivating.

Phonemic Awareness

Phonics

Fluency

Vocabulary

Comprehension strategies

Identifying words Identifying words accurately and accurately and fluently fluently Constructing Constructing meaning meaning once words once words are identified are identified

(16)

Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

The Many Strands that are Woven into Skilled Reading (Scarborough, 2001) BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING LITERACY KNOWLEDGE PHON. AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION

SKILLED READING: fluent execution and coordination of word recognition and text comprehension. LANGUAGE COMPREHENSION WORD RECOGNITION increa singly autom atic in cre asin gly stra teg_ic Skilled Reading-fluent coordination of

word reading and comprehension

(17)

What we know from science about the growth of

reading skills:

1. It is very important to get off to a strong start in learnin

1. It is very important to get off to a strong start in learning to g to read during early elementary school

read during early elementary school

“

“From all these different perspectives, two inescapable From all these different perspectives, two inescapable conclusions emerge. The first is that mastering the

conclusions emerge. The first is that mastering the

alphabetic principle is essential to becoming proficient

in the skill of reading

in the skill of reading……..”” ((RaynerRayner, et al., 2001), et al., 2001) 2. It is critical that children acquire skill in use of the

2. It is critical that children acquire skill in use of the

alphabetic principle to help accurately identify unknown

words early in development of reading skill

Raynor

Raynor, K., , K., FoormanFoorman, B.R., , B.R., PerfettiPerfetti, C.A., , C.A., PesetskyPesetsky, D., & Seidenberg, M.S. 2001. , D., & Seidenberg, M.S. 2001. How psychological science informs the teaching of reading.

How psychological science informs the teaching of reading. Psychological Science Psychological Science in the Public Interest, 2:

(18)

Children vary enormously

in their talent and

preparation for acquiring

proficient phonemic

decoding skills

(19)

The nature of the underlying difficulty for most

children who struggle in learning to read words

accurately and fluently

Weaknesses in the phonological area of language

competence

Expressed primarily by delays in the development

of

phonemic awareness

and

phonics skills

inherent, or intrinsic, disability

lack of opportunities to learn in the pre

-

school

environment

(20)

What is

Phonemic

Awareness?

Oral Language

Skill

(21)

A functional definition of phonemic

awareness:

it involves the ability to notice, think

about, or manipulate, the individual

sounds in words.

Torgesen

Torgesen, J.K., & , J.K., & MathesMathes, P. (2000). , P. (2000). A Basic Guide to Understanding, A Basic Guide to Understanding, Assessing, and Teaching Phonological Awarenes

(22)

big

d

ig

b

o

g

bi

n

Words are composed of strings of phonemes. A phoneme is the smallest unit of sound in a word that makes a differences to its identity

(23)

b i g

d

ig

b

o

g

bi

n

Words are composed of strings of phonemes. A phoneme is the smallest unit of sound in a word that makes a differences to its identity

(24)

When children

acquire

awareness of

phonemes in

words

…

It helps them

understand how

print is used to

represent words

(25)

Development of phonological sensitivity

is influenced by preschool experiences

related to socio

-

economic stratus

Å

We compared the performance of

250 children from higher income

families to 170 children from lower

income families.

Å

Children were between two

-

and five

-

-years of age.

(26)

(27)

(28)

Why is it important for children to acquire

good phonemic decoding skills (phonics)

early in reading development?

Because learning to read involves

everyday

encounters with words the child has

never

before seen in print.

Phonemic analysis provides the

most

important single clue

to the identity of

unknown words in print.

(29)

The most efficient way to make an

“

accurate

first attempt

”

at the identity of a new word is:

First, do phonemic analysis and try an

approximate pronunciation

Then, close in on the exact right word by

finding one containing the right sounds,

that also makes sense in the sentence.

(chapter 10, Preventing Reading Difficulties in Young Children (chapter 10, Preventing Reading Difficulties in Young Children

(2000) (2000)

(30)

The connection to reading fluency:

To be a fluent reader, a child must be able to

recognize most of the words in a passage

“

(31)

December, 3rd _Grade

Correct word/minute=60 19th _percentile

The Surprise Party

My dad had his fortieth birthday last month, so my mom

planned a big surprise party for him. She said I could assist w

planned a big surprise party for him. She said I could assist with ith the party but that I had to keep the party a secret. She said I

the party but that I had to keep the party a secret. She said I

couldn

couldn’’t tell my dad because that would spoil the surprise. t tell my dad because that would spoil the surprise. I helped mom organize the guest list and write the

I helped mom organize the guest list and write the

invitations. I was responsible for making sure everyone was

included. I also addressed all the envelopes and put stamps and

return addresses on them

(32)

December, 3rd Grade

Correct word/minute=128 78th _percentile

The Surprise Party

My dad had his fortieth birthday last month, so my mom

planned a big surprise party for him. She said I could assist w

planned a big surprise party for him. She said I could assist with ith the party but that I had to keep the party a secret. She said I

the party but that I had to keep the party a secret. She said I

couldn

couldn’’t tell my dad because that would spoil the surprise. t tell my dad because that would spoil the surprise. I helped mom organize the guest list and write the

I helped mom organize the guest list and write the

invitations. I was responsible for making sure everyone was

included. I also addressed all the envelopes and put stamps and

return addresses on them

(33)

The connection to reading fluency:

To be a fluent reader, a child must be able to

recognize most of the words in a passage

“

by sight

”

Children must correctly identify words 3

-

8

times before they become

“

sight words

”

Children must make accurate first attempts

when they encounter new words, or the

growth of their

“

sight word vocabulary

”

will be

delayed

(34)

animal

faster

happy

never

time

sleep

rabbit

Words likely

to be

encountered

for the first

time in first

grade

(35)

amaze

beach

comfortable

example

interesting

grease

stiff

sweep

Words likely

to be

encountered

for the first

time in

second grade

(36)

Passage from 3

rdrd

grade reading

comprehension test

______the middle ____, it was the

______for a ______ to wear his full

set of _____ whenever he

________ in ______

–

even in times

of______! When a ______ believed

he was _____ friends, he would

______ his ______. This ______

of __________ showed that the

______ felt ______ and safe.

(37)

During

the middle

ages

, it was the

custom

for a

knight

to wear his full

set of

armor

whenever he

appeared

in

public

–

even in times of

peace

!

When a

knight

believed he was

among

friends, he would

remove

his

helmet

.

This

symbol

of

friendship

showed

that the

knight

felt

welcome

and

safe.

Passage from 3

rdrd

grade reading

comprehension test

(38)

What we know about the growth of reading skills:

1. It is very important to get off to a strong start in learning g to read during early elementary school

to read during early elementary school

3. Children who are delayed in the development of

alphabetic understanding and skill struggle to become

fluent readers

(39)

Paths to poor reading fluency in 3

rdrd

grade

1. Children who do not learn phonemic decoding strategies

are usually inaccurate readers, and they don

are usually inaccurate readers, and they don’’t read t read

independently because there are too many words they

can

can’’t decode on their own.t decode on their own. 2. Students who don

2. Students who don’’t learn to use phonemic decoding t learn to use phonemic decoding

strategies until mid second or early third grade miss out on

1 or 2 years of productive reading practice.

3. Some students learn phonemic decoding skills early and

well, but they don

well, but they don’’t read very much text. Thus, they miss t read very much text. Thus, they miss out on practice that can help them learn to recognize

out on practice that can help them learn to recognize

1000

(40)

What we know about the growth of reading skills:

1. It is very important to get off to a strong start in learning g to read during early elementary school

to read during early elementary school

3. Children who are delayed in the development of

alphabetic understanding and skill struggle to become

fluent readers

4. Accurate and fluent word reading skills contribute

importantly to the development of reading

comprehension

(41)

The very best teachers of children who

struggle in learning to read are

Relentless

in their pursuit of every child

(42)

The first commandment of

Relentlessness

Let no child

“

escape

”

from first

grade without being proficient in

phonemic decoding skills

(43)

Making Sense of Phonics:

The

Hows

and Whys

Isabel Beck: Guilford (2006)

(44)

The second commandment of

Relentlessness

As children become accurate and

independent readers,

encourage

,

cajole

,

lead

,

beg

,

support

,

demand

,

reward

them

for reading as broadly and deeply as

possible

(45)

Hudson, R.F., Lane, H.B., &

Pullen, P.C. (2005). Reading

Fluency Assessment and

Instruction: What, Why, and

How?.

How?. The Reading Teacher, 58The Reading Teacher, 58, , 702

702--714.714.

Osborn, J., Lehr, F., &

Osborn, J., Lehr, F., & HiebertHiebert, , E.H. (2003).

E.H. (2003). A Focus on FluencyA Focus on Fluency. . Monograph published by Pacific

Monograph published by Pacific

Resources for Education and

Learning. Copies available at

www.prel.org/programs/rel/rel.asp

(46)

What we know about the growth of reading skills:

5. Oral language vocabulary and other forms of verbal and

conceptual knowledge also contribute importantly to the

development of reading comprehension.

6. Children must also develop and actively use a variety of

comprehension monitoring and comprehension building

strategies to reliably construct the meaning of text.

As students develop, reading

comes more and more to be

…

“

(47)

The third commandment of

Relentlessness

Beginning in Kindergarten, teach

vocabulary and thinking skills as

intensely, and robustly as

possible

(48)

Bringing

Words to Life

Isabel Beck Isabel Beck M. M. McKeownMcKeown L. L. KucanKucan Guilford Press Guilford Press

(49)

Big ideas from

“

Bringing Words to Life

”

First

-

grade children from higher SES groups know about

twice as many words as lower SES children

Poor children, who enter school with vocabulary

deficiencies have a particularly difficult time learning

words from

“

context

”

Research has discovered much more powerful ways of

teaching vocabulary than are typically used in

classrooms

–

generalization to reading comprehension

A

“

robust

”

approach to vocabulary instruction involves

directly explaining the meanings of words along with

thought

(50)

Four Critical Elements for More Robust

Vocabulary Instruction

Select the right words to teach

–

Tier 2 words

Develop child

-

friendly definitions for these words

Engage children in interesting, challenging, playful

activities in which they learn to access the meanings of

words in multiple contexts

Find a way to devote more time during the day to

vocabulary instruction

(51)

What should comprehension instruction be

instruction of?

-

Mike PressleyMike Pressley

1. Teach decoding skills

2. Encourage the development of sight words

3. Teach students to use semantic context cues to

evaluate whether

decodings

are accurate

4. Teach vocabulary meanings

5. Encourage extensive reading

6. Teach self

-

regulated use of comprehension strategies

Pressley, M. (2000). What should comprehension instruction be th

Pressley, M. (2000). What should comprehension instruction be the instruction of? e instruction of? In M.L.

In M.L. KamilKamil, , P.B.MosenthalP.B.Mosenthal, P.D. Pearson, & R. Barr (Eds.), , P.D. Pearson, & R. Barr (Eds.), Handbook of reading Handbook of reading research

research (vol. III, pp. 545(vol. III, pp. 545––561).Mahwah, NJ: Erlbaum.561).Mahwah, NJ: Erlbaum.

Summary of Part I:

(52)

A reason to be relentless

(53)

Questions/

Discussion

(54)

The essential elements for success

Practices from

Schools

Making Significant

Gains

Provides information

about the school and

classroom systems

that are effective in

improving

achievement.

Part II:

Applications

of science in

classrooms

and schools

(55)

How much difference does high

quality implementation make?

Student outcomes in reading are influenced by

two main variables

Student abilities and attitudes plus influences

in the home and neighborhood

The quality and quantity of instruction they

receive in school

(56)

Relationship of “school challenge” to student performance 100 90 80 70 60 50 40 30 20 10 0

Level of School Challenge based on % of students qualifying for FR lunch

% of 1-3 Students Performing At

G

rade Level at the End of Year

1 2 3 4 5 6

Increasing ChallengeIncreasing Challenge

72 61 58 53 ₅₁ 66 Decreasin g Perform_ance Decreasin g Perform_ance 0 1 2 3 4 5 6 Average % at GL 587 RF schools in Florida 63 75 82 86 91 96

(57)

The Adult Learning and Performance Gap

100 90 80 70 60 50 40 30 20 10 0 75 82 85 91 1 2 3 4 5 6 57 85 53 80 46 72 46 73 40 67 35 64 Low 15% schools Top 15% Schools Approx. 27% 63 ₉₆

Level of School Challenge based on % of students qualifying for FR lunch

% of 1-3 Students Performing At

G

rade Level at the End of Year

(58)

1. Increase the quality, consistency, and

reach

of

instruction in every K

-

3 classroom

2. Conduct timely and valid assessments of reading

growth to identify struggling readers. Use this data

to improve school level and instructional planning

3. Provide more intensive interventions to help

struggling readers

“

catch up

”

to grade level

standards in each grade K

-

3.

The prevention of reading difficulties

: three areas in

which we must become stronger each year

(59)

1. Efforts to help increase the quality, consistency,

and

reach

of instruction in every K

-

3 classroom

Essential Practices in Successful, High

Challenge Schools

a. Insuring teachers have excellent professional

development, including appropriate materials to

guide and support instruction

b. Monitoring and supporting classroom instruction

through leadership walkthroughs

(60)

Improving fidelity and consistency of classroom

instruction: Principal walkthroughs

Purposes of the walkthrough

The purpose of a classroom visit is to help

teachers improve their instruction and

identify the best teaching practices in your

school. Observation visits reflect your

interest in instruction and in your staff's

professional growth.

(Blase & Blase, 1998; (Blase & Blase, 1998; Scholastic, 2005)

(61)

and

reach

-

3 classroom

development, including strong training in use of

the core program to guide instruction

through principal walkthroughs

Are teachers providing explicit, systematic, and motivating

whole group instruction?

Is small group instruction differentiated appropriately by

student need?

Essential Practices in Successful, High

Challenge Schools

(62)

Increasing the quality and power of teacher

-

-led, small

led, small

-

group, differentiated instruction

Instruction should be differentiated to meet the needs

of individual students in at least

of individual students in at least fourfour waysways

Frequency and duration of meeting in small groups

Frequency and duration of meeting in small groups –– every day, three times per week, etc.

every day, three times per week, etc.

Size of instructional group

Size of instructional group –– 3 students, 6 students, 8 3 students, 6 students, 8 students, etc.

students, etc.

Focus of instruction

Focus of instruction –– work in phonemic awareness in work in phonemic awareness in phonics, work in fluency and comprehension, etc.

phonics, work in fluency and comprehension, etc.

Lesson format

Lesson format –– guided reading vs. skills focused guided reading vs. skills focused lessons

(63)

Download at:

http://www.fcrr.org/ass essment/pdf/smallGrou pAlternativeLessonStru ctures.pdf

Or, just go to the FCRR website (www.fcrr.org) and its listed on the

home page under the new stuff

(64)

Four good, books for instructional ideas

Bringing Words to

Life:Robust

Vocabulary

Instruction

Beck,

Beck, McKeownMcKeown, & , & KucanKucan: Guilford (2002): Guilford (2002)

Comprehension Process Instruction:

Creating Success in Grades K

-

3

Block, Rogers, & Johnson (2004)

Making Sense of

Phonics:The

Hows

and Whys

Isabel Beck: Guilford (2006)

Vocabulary Handbook

Consortium on Reading Excellence(2006)

(65)

1. Efforts to help increase the quality, consistency,

and

reach

-

3 classroom

development, including strong training in use of

the core program to guide instruction

through principal walkthroughs

Are teachers providing explicit, systematic, and motivating

whole group instruction?

Is small group instruction differentiated appropriately by

student need?

Are other students engaged in independent learning

activities that are appropriate and engaging

Essential Practices in Successful, High

Challenge Schools

(66)

Organization of a classroom during small group

instruction

Classroom teacher and group of 4 Independent Learning Activity (4) Independent Learning Activity (4) Resource teacher and group of 3

Something that might be helpful: FCRR has

developed 240 ISA’s for K-2 and 170 for 2-3 –

Independent Learning Activity (3)

Are these students working productively on appropriate practice activities?

(67)

A source for high quality independent

student learning activities

To download up to 240 independent student

learning activities for K

-

1 classrooms, and up to

170 activities for students in grades

grades

2

-

3,

go to

http://www.fcrr.org/Curriculum/studentCenterActivities.htm

There is also a teacher resource manual providing directions

for classroom management during small group instruction,

and approximately 70 minutes of video training

(68)

2. Be sure school

-

level assessment plan is working,

and provide leadership in use of data to plan

instruction at the school and classroom level

Beginning of the year screening tests

Progress monitoring tests during the year

Diagnostic tests

End

-

of

-

year outcome tests

Essential Practices in Successful, High

Challenge Schools

(69)

http://www.centeronins truction.org/files/K-3%20reading%20asse ssment.pdf

Guidance on how to

establish a

comprehensive

assessment plan for

grades K-3

(70)

2. Be sure school

-

and provide leadership in use of data to plan

1. School level planning involves identifying needs

for materials, personnel, time

–

takes place in

spring or early summer

-

has budget implications

Two important uses of student data

Challenge Schools

(71)

2. Be sure school

-

1. School level planning involves identifying needs

for materials, personnel, time

–

takes place in

spring or early summer

-

has budget implications

Two important uses of student data

2. Provide leadership for the use of data to make

adjustments and increase power of instruction

for those who need it

–

attend important data

meetings

Challenge Schools

(72)

3. Provide powerful interventions to students who

need them for as long as they need them

A. Developing a school schedule that allows sufficient

time for interventions

Challenge Schools

(73)

Example of Staggered Reading

Blocks with “Walk and Read”

11:10-11:50 10:25-11:10 11:50-12:35 8:45-9:45 9:45-10:25 12:45-2:30 5 11:55-12:40 9:35-10:20 11:20-11:55 10:20-11:20 8:45-9:35 12:45-2:30 4 12:15-1 8:45-9:30 2-2:30 1-2 9:30-10:30 10:30-12:15 3 12:30-1:15 1:40-2:25 1:15-1:40 8:45-9:45 9:45-10:30 10:30-12:15 2 10:30-11:15 11:15-12 2-2:30 1-2 12-1 8:45-10:30 1 11:30-12:15 12:50-1:35 12:15-12:50 1:35-2:35 10:30-11:30 8:45-10:30 K Lunch Special Area Science /SS Math Writing Reading Team

(74)

Organization of a classroom during small group

instruction

Classroom teacher and group of 4 Independent Learning Activity (4) Independent Learning Activity (4) Resource teacher and group of 3

Something that might be helpful: FCRR has

developed 240 ISA’s for K-2 and 170 for 2-3 –

Independent Learning Activity (3)

Are these students working productively on appropriate practice activities?

(75)

A. Developing a school schedule that allows sufficient

B. Identifying or providing sufficient personnel to deliver

the intervention instruction

C. Providing appropriate programs and materials to

support the intervention instruction

Will need something for fluency growth

Will need something for early reading accuracy

-

-phonics

phonics

Will also likely need a supplement for vocabulary

Essential Practices in Successful, High

Challenge Schools

(76)

B. Identifying or providing sufficient personnel to deliver

the intervention instruction

C. Providing appropriate programs and materials to

support the intervention instruction

D. Oversight, energy, follow

-

up

–

use data meetings to

ask about students, make decisions to increase

support, etc.

Essential Practices in Successful, High

Challenge Schools

(77)

http://www.centeronin struction.org/files/Prin cipals%20guide%20t o%20intervention.pdf Guidance on essential procedures for implementing effective interventions with young children

(78)

Obtain copy at: http://www.fcrr.org/ Interventions/pdf/tea chingAllStudentsTo ReadComplete.pdf Or, Go to www.fcrr.org Click on Interventions for struggling readers (in right column)

You will see the title of the document

(79)

Evidence from one school that we

can

do

substantially better than ever before

School Characteristics:

70% Free and Reduced Lunch (going up each year)

65% minority (mostly African

65% minority (mostly African--American)American) Elements of Curriculum Change:

Elements of Curriculum Change:

Movement to a more balanced reading curriculum

beginning in 1994

beginning in 1994--1995 school year (incomplete 1995 school year (incomplete implementation) for K

implementation) for K--2, then improved implementation 2, then improved implementation in 1995

in 1995--19961996

Implementation in Fall of 1996 of screening and more

intensive small group instruction for at

(80)

Proportion

falling below the 25th percentile

in word reading ability at the end of first grade 10 20 30 31.8 20.4 10.9 6.7 3.7 1995 1996 1997 1998 1999 Average Percentile 48.9 55.2 61.4 73.5 81.7 for entire grade (n=105)

Hartsfield Elementary Progress over five years

Screening at beginning of first grade, with extra instruction for those in bottom 30-40%

(81)

Proportion falling below the 25th Percentile 10 20 30 Proportion falling below the 25th Percentile 10 20 30 31.8 20.4 10.9 6.7 3.7 1995 1996 1997 1998 1999 Average Percentile 48.9 55.2 61.4 73.5 81.7 14.5 9.0 5.4 _2.4 1996 1997 1998 1999 Hartsfield Elementary Progress over five years

(82)

Hartsfield Elem. State Average 10 15 20 25 30 35 40 Level 2 Level 1

FCAT Performance in Spring, 2003

(83)

A final concluding thought

…

.

There is no question but that

“

leaving no child

behind in reading

”

is going to be a significant

challenge

…

It will involve professional development for

teachers, school reorganization, careful

assessments, and a relentless focus on the

individual needs of every child

…

But, its not the most difficult thing we could be

faced with

(84)

Thank You

www.fcrr.org

Science of reading

section

To obtain this