Intensifying Interventions: Maximize ELA Success for All Learners Harrison County Special Education August 2019

Education with intention matters deeply to building the world we want to see. Every student deserves access to literacy. Every student deserves a great teacher.not by chance, but by design.

Characteristics of Strategic Learners Characteristics of Non-Strategic Learners Able to analyze a problem and develop a plan Access their background knowledge and apply it to novel tasks Develop new organizational or procedural strategies as the task becomes more complex Use effective self-regulated strategies while completing a task Attribute high grades to hard work Review task-oriented-goals and determine whether they have been met Unorganized, impulsive, unaware where to begin an assignment Unaware of possible steps to break the problem into a manageable task Exhibit problems with memory Unable to focus on a task Lack persistence Experience feelings of frustration, failure, anxiety Attribute failure to uncontrollable factors (e.g., luck, teacher’s instructional style) Do any of you have student that fall into the second category? The IRIS Center. (2008). SRSD: Using learning strategies to enhance student learning. Retrieved from https://iris.peabody.vanderbilt.edu/module/srs/

The evidence is clear Reading trajectories are established early in a student’s academic career and are stable across time (Good, Simmons & Kame’enui, 2001) Without early, intensive intervention, struggling readers do not “catch up” to their average performing peer. In actuality, the gap between good and poor widens over time (Adams, 1990; Good et al., 2001; National Research Council, 1998). For struggling readers the later the onset of intervention the poorer the odds that these students will become proficient readers (Torgesen, 2000,2001). The act of reading is "peculiarly human and yet distinctly unnatural."

Support Documents Tools for teaching the prerequisite and enabling skills necessary for mastering each standard Intended to assist teachers in planning instruction to address the achievement gap by recognizing what students are able to do in relation to the grade-level standards Intended to assist educators in: Writing IEP goals Designing targeted interventions Developing lesson plans Planning for instructional grouping Planning for parent communication and conferences Give teachers the strategies they need to deliver instruction.

What two things do you need to learn something new? Consider this… What two things do you need to learn something new?

What two things do you need to learn something new? Practice Feedback

Intensification for Students…. Which Students? Non-responders Students who have not responded adequately to universal instruction Students who have not responded adequately to core 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

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

Intensive Intervention Practice Categories Checklist 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)

Intensification Practice Category #1: Change Dosage or Time Increase daily intervention time Increase duration/number of sessions Increase frequency of sessions Provide extended instruction

Drastically Increase Practice Turns and Feedback

Comprehension of language Decoding of text Comprehension of language Reading to gain meaning A simple formula. When you are presented with a passage of text, how do you get meaning from it? You need to do two things: convert written words into speech, and understand that speech. However, these things cannot be taught in isolation.

The Braid of Literacy Word Recognition Skilled Reading: Increasingly automatic Skilled Reading: Fluent execution of word recognition and text comprehension Skills woven together to create skilled readers. Language comprehension: background knowledge, vocabulary, language structures, verbal reasoning, literacy knowledge Word Recognition: phonological awareness, decoding, sight word recognition Increasingly strategic Language Comprehension

Standards Our goal is to teach the grade-level standards. However, we are not teaching them in isolation.

https://webtop.k12.wv.us/0/apps/tree/static/doc/guidance/wvccr-ela-skill-progressions.pdf

Support for CCRS K-2 ELA and Math 3-5 ELA and Math 6-8 ELA 9-12 ELA (includes Transition English Language Arts for Seniors) Supposed to be: Any senior who did not pass the benchmark on the Grade 11 assessment (SAT scores is less than 470 ((SAT is less than 480)) If your parents and school SAT team agree, you can take a higher English instead – you can take English 12. Transition English is less standards, less literary, more technical – it’s a combo of 10th, 11th, and 12th standards Very few people even bother with the course – they don’t fill it. Encourage

Give Ss the support they need in the form of scaffolds Give Ss the support they need in the form of scaffolds. Graphic organizers, etc/.

Classrooms are far more important than schools in determining how children perform at school. Effective schools are only as effective to the extent they have effective teachers. Many of the influences that really make a difference to student learning in developed nations are within schools, from the influence of specific teachers, specific curriculum, and strategies teachers use to teach.

Writing

Resources Support Document Skill Progressions for CCRS ELA https://pals.virginia.edu/tools-activities.html

“Classrooms are far more important than schools in determining how children perform at school. Effective schools are only as effective to the extent they have effective teachers. Many of the influences that really make a difference to student learning in developed nations are within schools, from the influence of specific teachers, specific curriculum, and strategies teachers use to teach.” John Hattie, Visible Learning 2009

Reflections/Questions? Maggie Luma O: 304-558-2696 C: 732-261-3397 myelencsi@k12.wv.us