Scaling up interventions for preventing reading problems
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Scaling-Up Interventions for Preventing Reading Problems. Patricia Mathes, Ph.D. Live Chat, December 15, 2008. Presentation Goals. Participants will leave this session with:

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Scaling up interventions for preventing reading problems

Scaling-Up Interventions for Preventing Reading Problems

Patricia Mathes, Ph.D.

Live Chat, December 15, 2008


Presentation goals

Presentation Goals

Participants will leave this session with:

  • a deeper understanding of the challenges of maintaining and sustaining research proven instructional practices across time.

  • a plan for action to ensure instructional innovations continue into the future.


Life cycle of scaling

Life Cycle of Scaling

Implementation (year 1)

Sustaining (year 2)

Maintaining (year 3)

Institutionalization (year 4)


What is being scaled up

Tier 1: Quality Core

Enhanced general education classroom instruction.

Tier 2: Secondary Intervention

Child receives more intense intervention in general education, presumably in small groups.

Tier 3: Tertiary

Intervention increases in intensity and duration. Support typically needed across years.

What is Being Scaled-Up

If progress is inadequate, move to next level.


Tier 1 alone

Tier 1 -- Alone

*extrapolated to entire population


Adding on tier 2

Adding on Tier 2


Scaling up interventions for preventing reading problems

5 Year Olds Before Learning To Read

Right

Left

Right

Left

Simos, P.G., FletcherJ.M., Foorman, B.R., Francis, D.J., Castillo, E.M., Davis, R.N., Fitzgerald, M., Mathes, P.G., Denton C. & Papanicolaou, A.C. (2002). Brain activation profiles during the early stages of reading acquisition. Child Neurology.


Scaling up interventions for preventing reading problems

Good Intervention Normalizes Brain Activation Patterns

Before Intervention

After

Intervention

normalized

Right

Left


Scaling up interventions for preventing reading problems

Science Matters!

SBRR vs. nonSBRR intervention

nonSBRR Intervention vs. core only

Data presented as Effect Sizes – anything over .20 is educationally relevant


The real world tier 2

The Real World: Tier 2

a = Early Interventions in Reading

b = Responsive Reading


Questions

Questions

  • What are barriers and facilitators to research-supported educational practices be implemented wide-scale in schools?


Scaling two intervention

Responsive Intervention

(Denton & Hocker, 2005)

Systematic, explicit instruction in synthetic phonics & analogy phonics

Students apply decoding, fluency, & comprehension skills while reading/ writing

Teachers respond to student needs documented through assessment

Leveled text (decodable can be integrated)

Early Interventions in Reading(Mathes & Torgesen, 2005)

Explicit instruction in synthetic phonics, with emphasis on fluency and comprehension strategies.

Decodable text

Carefully constructed scope and sequence designed to prevent possible confusions

Daily Lessons are prescriptive

Lessons are fully Specified

Scaling Two Intervention

**Prepublication title = Proactive Reading.


Previous research results

Students in both interventions performed significantly better than at-risk students in the same school who did not receive the interventions in phonological awareness, word reading, and oral reading fluency

Previous Research Results


The current project 2004 08

The Current Project(2004-08)

  • 78 Schools in the Dallas/Fort Worth and Austin areas across 4 years.

  • Farthest North-Farthest South: 255 Miles

  • Farthest East-Farthest West: 105 Miles

  • Schools had a choice of intervention

  • Large urban, suburban, and very small rural districts


Factors that impact outcomes

Factors that Impact Outcomes

  • Quantity of implementation

  • Quality of instruction

  • Quantity has more power than than quality!

  • Both are important!


Critical components for high levels of quality and quantity

Critical Components for high levels of Quality and Quantity

Coaching

Teaching Expertise

Leadership

Scientifically-Based Curriculum


The real world

The Real World

  • What are the barriers to getting results?

    • Teacher mobility

    • Teacher Support

    • Leadership Support

    • Infrastructure


Teacher mobility over is a huge obstacle

Teacher mobility over is a huge obstacle!

2004-05 = 45 teachers

2005-06 = 19 returning teachers (58% loss)

2006-07 = 8 returning teachers (83% total loss)

2007-08 = 4 returning teachers (92% total loss)


Teacher support

Teacher Support

  • Staff Development is not enough.

  • High teach mobility results in needs for ongoing support for teachers who are new implementers

  • Even highly expert teachers are faced with challenges.

  • All teachers need ongoing support.


Scaling up interventions for preventing reading problems

Ns represent 2004-07 cohorts


Student focused coaching

Student Focused Coaching

classroom observations

Data collection and review

Referencing teacher resources as needed

conferencing


Virtual coaching

Virtual Coaching

Data-Based and Student focused

Classroom Observations

Communications

Teacher Resources


Communications

Coaches facilitate communication in multiple ways

My coach (one-on-one discussions)

My team (group discussions)

Teleconferencing/videoconferencing (personal coaching)

Communications


Coaching results

Coaching Results

  • On-site Coaching = to Virtual Coaching on all measures.

  • Both Coaching Models > On-Demand on measures of Phonemic Awareness, Alphabetic Decoding and Word Recognition

  • Teachers in both coaching conditions had higher implementation scores than teachers in the On-Demand Condition.


Leadership

Leadership

  • School leadership has to support the instructional model.

    • Protecting time.

    • Building infrastructure


Infrastructure

Effective Model

Intervention teacher(s) provides small group in addition to core through-out the day.

Special education, Title1, and general education work together seamlessly.

Ineffective Model

General education teacher provides both core and Tier 2 intervention.

Special services don’t become involved until Tier 3.

Infrastructure


Life cycle of scaling1

Life Cycle of Scaling

Implementation (year 1)

Sustaining (year 2)

Maintaining (year 3)

Institutionalization (year 4)


Life cycle of scaling2

Life cycle of scaling

Implementation (year 1)

Sustaining (year 2)

Maintaining (year 3)

Institutionalization (year 3)


Planning for the future

Planning for the Future

How will you ensure that the instructional innovations implemented are sustained?

  • Ongoing Implementation activities?

  • Ongoing teacher support systems?

  • Leadership development and support?

  • Creative funding (Title 1; Special Education – RTI)?


For further information contact

For further information, contact:

[email protected]

Institute for Reading Research

http://www.smu.edu/irr


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