Supporting Students with Intensive Literacy Needs

1. Supporting Students with Intensive Literacy Needs Spring Conference Oregon RTI Project May 8, 2012

2. Getting to know you Write, pair, share- • What do you already know about supporting students with intensive literacy needs? • What questions do you have? What do you hope to learn today?

3. The Problem Solving Process 1. Problem Identification How is it working? What is the problem? Improved Student Achievement 2. Problem Analysis 4. Plan Implementation & Evaluation What are we going to do about the problem? Why is the problem occurring? 3. Plan Development

4. The Water… E • Focus on “the water”- • Instruction • Curriculum • Environment I C

5. ICEL I – Instruction C – Curriculum E – Environment L – Learner

6. What we will cover today:

7. What we will not cover today • Assessment/evaluation for the sole purpose of special education eligibility • Diagnosing disabilities • Aptitude by Treatment Interactions • The “magic bullet”, “do-it-all” curriculum

8. “It is better to know some of the questions than all of the answers.” James Thurber

9. Who are students with intensive literacy needs? Students with identified disabilities Students who may have a disability Students with significant literacy deficits

10. If there was a problem…

11. Why proactive problem solving? “Problem solving assessment typically takes a more direct approach to the measurement of need than has been the case in historical special education practice” -Reschley, Tilly, & Grimes (1999) “Intervention studies that address the bottom 10-25% of the student population may reduce the number of at-risk students to rates that approximate 2-6%” -Fletcher, Lyon, Fuchs, & Barnes (2007)

12. Role of the School Psychologist “School psychologists have often played a strong role in the diagnosis of children with reading problems. As our nation progresses into the 21st century where accountability of instructional and learning outcomes are at the forefront of objectives in most school systems, school psychologists need to move toward a proactive role of designing instructional interventions from data-based decision-making practices” -Best Practices in School Psychology IV

13. Rationale: Oregon Administrative Rules581-015-2170 Specific Learning Disability (1) If a child is suspected of having a specific learning disability, the following evaluation must be conducted: • (a) Academic assessment. An assessment of the child's academic achievement toward Oregon grade-level standards; • (b) Review. A review of cumulative records, previous IEPs or IFSPs and teacher collected work samples; • (c) Observation. An observation of the child in the child's learning environment (including the regular classroom setting) to document the child's academic performance and behavior in the areas of difficulty, which must consist of: • (A) Information from an observation by a qualified professional in routine classroom instruction and monitoring of the child's performance before the child was referred for an evaluation; or • (B) An observation conducted by a qualified professional (who is a member of the evaluation team) of the child's academic performance in a regular classroom after the child has been referred for an evaluation and parent consent obtained; or • (C) For a child who is less than school age or out of school, an observation in an age-appropriate environment. • (d) Progress monitoring data, including: • (A) Data that demonstrate that before, or as part of, the referral process, the child was provided appropriate instruction in regular education settings, delivered by qualified personnel; and • (B) Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress that is directly linked to instruction.

14. Rationale: Oregon Administrative Rules581-015-2170 Specific Learning Disability • If a child is suspected of having a specific learning disability, the following evaluation must be conducted: • (d) Progress monitoring data, including: • (A) Data that demonstrate that before, or as part of, the referral process, the child was provided appropriate instruction in regular education settings, delivered by qualified personnel; and • (B) Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress that is directly linked to instruction.

15. The Problem Solving Process 1. Problem Identification How is it working? What is the problem? Improved Student Achievement 2. Problem Analysis 4. Plan Implementation & Evaluation What are we going to do about the problem? Why is the problem occurring? 3. Plan Development

16. Problem Solving Form

17. Step 1: Problem Identification 1. Problem Identification What is the problem? Improved Student Achievement

18. Step 1: Problem Identification A problem is defined as a discrepancy between: Expected performance Problem Definition Current performance

19. Step 1: Problem Identification • Expected performance is based on data: • Performance of typical/average peers • Research-based benchmarks • Proficiency scores • Actual performance is based on current student data

20. Step 1: Problem Identification • Calculating magnitude of discrepancy Absolute discrepancy: Discrepancy Ratio: – Expected performance Current performance -40 wcpm = – 72 wcpm(Winter 2nd Grade) 32 wcpm ÷ Larger Number Smaller Number 2.25 times discrepant ÷ = 72 wcpm(Winter 2nn Grade) 32 wcpm

21. Discrepancy between Current Performance & Expected Performance

22. Step 1: Problem Identification Problem Definitions should be: • Objective – observable and measurable • Clear – passes “the stranger test” • Complete – includes examples (and non-examples when necessary) and baseline data

23. Problem Definition: Example Harry (2nd grader) is currently reading a median of 44 words correct per minute (wcpm) with 83% accuracy when given 2nd grade level text. He also answers an average of 3/10 comp questions correct on weekly in-class tests. 2nd grade students in his school are reading an average of 85 wcpm with 97% accuracy on 2nd grade text and answering 9/10 comp questions correct.

24. Problem Definition: Non-Example Harry struggles with being a fluent reader and is not meeting the 2nd grade reading benchmark. He makes a lot of mistakes and is currently reading at a 1st grade level. He also has difficulties answering comprehension questions at grade level and does poorly on his weekly reading tests.

25. Step 1: Problem Identification • Replacement Skill or Target Behavior • What would it look like if this student were successful? • What would we prefer the student do, instead of the problem behavior?

26. Problem Definition & Target Skill

27. The Problem Solving Process 1. Problem Identification Improved Student Achievement 2. Problem Analysis Why is the problem occurring?

28. Step 2: Problem Analysis Problem Identification Plan Development The WHY should always drive the WHAT Problem Analysis

29. Student Learning Howyou teach Whatyou teach Whoyou teach Whereyou teach

30. We can control the how, what, and where. We don’t have much control over the who.

31. When it comes to problem analysis, just remember…

32. ICE, ICE baby I – Instruction C – Curriculum E – Environment then L – Learner

33. Hypothesis Development ? ? ? ?

34. ICEL

35. Instruction, Curriculum, & Environment • What should appropriate instruction, curriculum, and environment look like? • Video: Anita Archer Cause & Effect Video 3rd grade (www.explicitinstruction.org) • Observe and note effective teaching practices with regard to instruction, curriculum, and environment

36. Instruction, Curriculum, & Environment

37. Talk time • What effective teaching practices did you see related to instruction, curriculum, & environment? • What are all the ways we can gather information about the instruction, curriculum, environment, and learner?

38. RIOT R – Review I – Interview O – Observe T – Test

39. Hypothesis Development RIOT RIOT RIOT RIOT

40. Instruction • Thinking about RIOT procedures, what are some ways we can gather information about Instruction?

41. Instruction: Examples Targets for Intervention Explicitness Pacing Corrective Feedback

42. Explicit instruction • Presents lesson objectives • Step-by-step presentation of skills • Clear, easily understood • Presents strategies • Model-Lead-Test • Scaffolds: fades supports, provides prompts or cues as necessary (Brophy & Good, 1986; Carnine, Silbert, & Kame’enui, 1997; Kame’enui & Simmons, 1990; Rosenshine & Stevens, 1986)

43. Opportunities to Respond • Any instructional question, statement, or gesture made by the teacher that elicited an oral or physical response, and have an academic component to them (Millen, 2005). Presented to group or individual. • 12 response per minute = 80% accuracy; 10% off-task (Engelmann and Becker, 1978). Vs. • 4 responses per minute = 70% accuracy; 30% off-task • Rate of 4-6 for initial tasks and 9-12 for drill/practice (Council For Exceptional Children, 1987). • Increase in OTRs resulted in increased rates of words read correctly and increased on-task behavior (Sutherland and Wehby (2001).

44. Corrective Feedback • If a student or group (during choral responding) provides an inaccurate response the teacher provides the correct answer. • Immediate, brief • Teacher models correct response and allows student to say correct response • Record errors • Practice common errors • My turn… Your turn… Starting over (Heron & Harris, 2001; Rosenshine & Stevens, 1986 )

45. When it comes to interventions… “It is clear that the program is less important than how it is delivered, with the most impressive gains associated with more intensity and an explicit, systematic delivery” Fletcher & Colleagues, 2007

46. Observe:Early Reading Intervention • Take data on OTRs and Error Correction What effective practices can you see?

47. Observe:Early Reading Intervention

48. Observe: Early Reading Intervention • What did you see? What effective practices did you note?

49. Lunchtime!!

50. Session 3 • Based on today’s presentations thus far… • In your school/district what alterable variables of instruction do you see impacting the students you serve? • What is one thing you can do next week to positively impact the instructional environments of your students?