1 / 43

Intensifying Interventions: Maximize ELA Success for All Learners

Discover evidence-based literacy practices to accelerate reading achievement for non-responders and students below grade level. Implement explicit instruction, increase practice turns, differentiate instruction, and collaborate as a multi-tiered system.

rskinner
Download Presentation

Intensifying Interventions: Maximize ELA Success for All Learners

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Intensifying Interventions: Maximize ELA Success for All Learners WV Capacity Building Institute July 2019

  2. ELA Proficiency rates WVGSA 2018

  3. Out of your class of 10 students, which 4 or 5 of them deserve to read?

  4. So what’s the solution?

  5. You could buy a reading program.

  6. Maybe you could hope and wish harder.

  7. OR we could… • Deliver explicit instruction • Increase practice turns and feedback • Differentiate and specially design instruction • Work collaboratively as a multi-tiered system …implement evidence-based literacy practices What Works Clearinghouse (WWC) – National Center on Improving Literacy (NCIL) – Institute of Education Sciences (IES) – Center on Instruction

  8. Education with intention matters deeply to building the world we want to see.

  9. Intention  Intensification

  10. Intensification for Students…. Which Students? • Non-responders • Students who have not responded adequately to universal instruction • Students who have not responded adequately to universal instruction and initial targeted intervention • Students who have not responded to intensive intervention • Students reading substantially below grade level • Students – especially in grades 2 and above – who are well below grade level; immediate intense intervention may be better than systematic increases in intensity

  11. Remember…We can Intensify Instruction Across Tiers of Support The primary purpose of: • Differentiating reading instruction during universal instruction • Implementing targetedsupplementalreading interventions and • Implementing intensive reading interventions is to accelerate reading achievement.

  12. Intensive Intervention Practice Categories • Change intervention dosage or time • Change the learning environment to promote attention and engagement • Combine cognitive processing strategies with academic learning • Modify delivery of instruction (National Center on Intensive Intervention, 2019)

  13. Intensification Practice Category #1:Change Dosage or Time • Increase daily intervention time • Increase duration/number of sessions • Increase frequency of sessions (e.g. 2x/day) • Provide extended instruction (e.g. after school)

  14. Think about it…

  15. Accelerate Learning When you increase… • amount of time trying to learn something • rate of learning in a fixed period of time …you accelerate learning

  16. More Practice

  17. Intensification Practice Category #2:Change the Learning Environmentto Promote Attention and Engagement • Reduce group size • Create homogenous groups • Change the instructional setting • Reduce noise and other distractions to promote academic engagement • Other ?

  18. Alterable Variables for Practice Category #2

  19. Instructional Setting: Gain and Maintain Attention Connect with students Eye contact Smile Name Monitor Add delight and humor Teach with enthusiasm • Gain attention • Elicit responses from students • Maintain a perky pace • Maintain close proximity to students

  20. Intensification Practice Category #3:Combine Cognitive Processing Strategies with Academic Learning • Memory • Self-regulation and self-monitoring • Attribution • Other ?

  21. What is Working Memory? …preservation of information while simultaneously processing same or other information. It is characterized by: • The amount of information individuals can process at roughly the same time to perform complex tasks • Mental multitasking • Making distinctions between what is and isn’t important

  22. Intensify by Integrating Writing • Major overlaps between phonological and orthographic aspects of reading and writing in the primary grades • Encourage invented spelling • “Before we practice reading words in our word list, let’s warm-up some of the letters we’ll be seeing in our words. After writing the letters, we’ll practice saying the letter name and sound.” • Writing about text is more powerful than just reading it or reading it and rereading it/studying it/discussing it

  23. Intensify by Integrating Writing • Self-Regulated Strategy Development • www.thinkSRSD.com

  24. Intensify by How to Remember Key Information During Learning • Review prior learning before presenting new information • Repeat instructions, key words, etc. (and have student write key words) • Develop mnemonic devices to help students remember information • POW • TIDE • TREE • Check for understanding frequently • Teach students to self-check for understanding and ask clarifications • Other ideas?

  25. Self-regulation is taking ownership of learning.

  26. Self-regulation is taking ownership of learning. • Planning and setting goals • Monitoring learning and progress toward goals • Regulation of language and memory to support learning (i.e. self-talk and strategies) • Attention

  27. Self-Talk

  28. Positive Attribution …Requires a growth-based mindset. “I did poorly on the spelling test because I’m stupid.” I know my strategies and I can use them when I’m sounding out new words.

  29. Self-Efficacy Linked to a Growth-based Mindset I know what to do and how to do it. I am confident when reading because I have a strategy for… • When reading, I know how to figure out words I don’t know. • When reading an informational text, I know how to find the key ideas and details. • When writing a report, I know how to organize my ideas. • When retelling a story, I know what parts to include. • When writing a story, I know how to elaborate on my ideas in well-constructed sentences.

  30. Intensify by Modeling “Think Aloud” Strategies • Prepare to lead a think aloud by observing students’ common challenges • Be intentional • Set purpose: transparency • “Notice the words I say to myself, so I can self-regulate when I write.” • Model self-regulation: cognitive , behavior , and affect • Have students discuss what they saw • Create self-regulation plan (SRP)

  31. Intensify by Modeling “Think Aloud” Strategies Phonemic segmentation “We are going to practice saying the sounds in words. I am going to remember to hold up a finger for each sound. Ok, /d/, /o/, /g/ ….”

  32. Intensify by Modeling “Think Aloud” Strategies Vocabulary “We just read that bear was slumbering. I’m not sure what slumbering means. I’m going to reread this page to see if I can figure out what slumbering means.”

  33. Intensify by Modeling “Think Aloud” Strategies Comprehension “I am going to retell the story The Three Little Pigs. [teacher models the retell…] Now, I want to reflect on how I did. Did I include all the story information in my retell? Did I tell who the main character was, what happened first, what happened next, and what happened at the end? Yes! I can mark off all my parts.”

  34. Intensify by Incorporating Procedural Checklists and Prompt Sheets

  35. Intensify by Helping Students Focus on Goals • Involve students in goal setting and monitoring • Have students keep track of how many trials it takes for a student to achieve mastery of a new skill • Teach students to ask themselves questions to determine if they are working well and making progress • Other ideas?

  36. Intensification Practice Category #4:Modify Delivery of Instruction • Content • Systematic and explicit instruction • Precise, simple, replicable language • Feedback and error correction • Other?

  37. Content Example Task factors that influence difficulty: • Instructional materials must be carefully designed based on: • Letters in words • Complexity of words • Letters in words for initial blending (soundout-out) instruction should: • Consist of continuous sounds (e.g., m, s, l, a f) • Be familiar • Be visually and auditorily dissimilar (i.e., do not teach /b/ and /d/ together) • Occur in a large number of words so they will be of high utility Carnine, Silbert & Kame’ennui, 1997

  38. Remember If you keep doing what you’re doing, you’ll keep getting what you’re getting.

  39. More intensity means more… …explicit instruction …modeling …practice with …monitoring and feedback …time

  40. Intensive Intervention Practice Categories • Change intervention dosage or time • Change the learning environment to promote attention and engagement • Combine cognitive processing strategies with academic learning • Modify delivery of instruction (National Center on Intensive Intervention, 2019)

  41. Thank you! Resources https://improvingliteracy.org/ https://ies.ed.gov/ncee/wwc/ https://wvde.us/college-and-career-readiness/support-for-ccrs/ www.thinkSRSD.com Maggie Luma Coordinator, Office of Special Education State Lead for Campaign for Grade Level Reading myelencsi@k12.wv.us @maggie_luma 304-558-2696

More Related