A Blended Model for Reading Intervention Presented by: Peter Cleary Director of Professional Services, EPS
“Learning to read is critical to a child’s overall well being. If a youngster does not learn to read in a literacy driven society, hope for a fulfilling, productive life diminishes.” G. Reid Lyon Chief of the Child Development and Behavior Branch of the National Institute of Child Health and Development
Blended Model Components • Universal screening • Progress monitoring • Data-informed decision-making • Print and online reading intervention programs • Data collection and customization of instruction and assessment are two major benefits of this approach.
The “Ideal” Instructional Model 5% 10% 85% Tier 3: Intensive, Individual Interventions Tier 2: Targeted Group Interventions Tier 1: Classroom Instruction and Research Based Strategies
Formative Assessment Is a process that takes place ‘continuously’ during the course of teaching & learning to provide teachers & students with feedback to close the gap between current learning & desired goals. Formative assessment is minute by minute, daily & weekly assessments Margaret Heritage, Formative Assessment
Formative Assessments • Are ongoing assessments, reviews & observations in a classroom • Teachers use FA to improve instructional methods & provide student feedback throughout the teaching & learning process • The results of FA are used to modify & validate instruction • FA creates “precision teaching” that is data driven & provides feedback to students to monitor their learning
Universal Screening Obtain a level playing field for students to determine who is in most need of supplemental assistance.
Universal Screening What is the purpose? • Provides data to assist with decision-making • Tells us which students need supplemental instruction Who participates? • All students three times a year
Universal Screening Oral Reading procedure: • quick • easy to administer • accurate and powerful indicator of overall reading competence Maze Procedure: • measures comprehension
Universal Screening • Assessment three times a year • Quick and easy to administer • Repeatable testing of age appropriate skills • For all students • Given at grade level • Identifies students who need supplemental instruction • Compares students to national or local norms
Oral Reading Probes • Oral Reading Fluency WCPM Assessment • three 1-minute readings at grade level • quickly provides teachers with data • fluency is used as a thermometer • Advantages • dependable indicator of student’s academic well being • can be administered to multiple students at once • recordings can be accessed for scoring at teachers’ convenience
Maze Probes • Cloze Fluency- Maze at grade level • Measures students’ ability to apply contextual clues in developing word meaning and comprehension strategies • Raw score provided for grade level
Path Driver for Reading Source: Path Driver for Reading
Determining Capacity Source: Path Driver for Reading
First Step: Planning • Create a schedule • Determine the capacity • Determine location • Ensure technical infrastructure is working • Computers must be equipped to record sound • Computers must have microphones
Staff Availability • Who will administer the universal screener? • How many days will it take to administer throughout the building? • Who will train teachers on how to score? Who will score? Who will evaluate the data?
Assessing Expression Phrasing and expression plays a key role in assessing reading fluency. Does your student: • Phrase words and use intonation, stress and pauses? • Adhere to the author’s syntax? • Use expression by their tone? • Read most of the text smoothly? • Pay attention to punctuation marks? • Hesitate, sound out or repeat words or phrases?
Determining Reading Rate Source: Path Driver for Reading
Universal Screening Data • Determines a benchmark before winter/spring tests • Visually shows if a student is closing the gap • Determines the progress monitoring level
Aimsweb H Source: http://www.aimsweb.com
Assigning Interventions Once you have screening data, you need to determine what kinds of intervention is best for targeted students.
Progress Monitoring • Once you have identified your “target” students, and the appropriate interventions are assigned, you need to know if the interventions are working.
Progress Monitoring Source: Path Driver for Reading
Blended Model for Reading Intervention • Use a combination of online and print supplemental materials that are research-based. • Students will have a wide range of specific needs. • This is a big challenge for educators.
Blended Model for Reading Intervention • Allows the student to experience multiple learning modalities and instructional approaches • Direct, one-on-one instruction, small group, teacher led, individual, technology-based and high engagement print
Key Components of an Effective Reading Intervention Program • Structured phonemic awareness exercises that build from simple to complex • Automaticity-based phonics training for permanent skill development • Direct vocabulary instruction that links to comprehension • Scaffolded comprehension instruction that leads to independent reading • Comprehensive fluency practice that builds reading proficiency • Writing instruction that reinforces the reading-writing connection
Multi-Tiered Approach to Reading Instruction 5% 10% 85% Tier 3: Intensive, Individual Interventions Tier 2: Targeted Group Interventions Tier 1: Classroom Instruction and Research Based Strategies
EPS Learning Portal Supporting all kinds of learner in reading
Group Discussion and Sharing • What are you schools using for: • Screening • Progress Monitoring • Interventions is reading • What are some logistical challenges: • Creating instructional groups • Scheduling • Capacity
Summary • Blended Intervention Model should have these main components: • Universal screening • Progress monitoring • Data-informed decision-making • Print and online reading intervention programs