Catch Them Before They Fall Early Identification and Intervention to Prevent Reading Failure for Young Children Dr. Joseph K. Torgesen Florida State University and Florida Center for Reading Research Durango, Colorado, March, 2007 I’m going to write some text to go with these slides, butit must necessarily be sketchy at this point. If you have any questions about any of the comments or slides, you can always e-mail me. I will either refer you to something to read, or try to write a more elaborated explanation.

First Reader By Billy Collins I can see them standing politely on the wide pages that I was still learning to turn, Jane in a blue jumper, Dick with his crayon-brown hair, playing with a ball or exploring the cosmos of the backyard, unaware they are the first characters, the boy and girl who begin fiction. Beyond the simple illustrations of their neighborhood, the other protagonists were waiting in a huddle: frightening Heathcliff, frightened Pip, Nick Adams carrying a fishing rod, Emma Bovary riding into Rouen. But I would read about the perfect boy and his sister even before I would read about Adam and Eve, garden and gate, and before I heard the name Gutenberg, the type of their simple talk was moving into my focusing eyes. I like to start my talks with this wonderful little poem about reading. The author’s name is Billy Collins. Anyone know who Billy Collins is? He’s the poet laureate of the U.S. just appointed for a second term.

It was always Saturday and he and she were always pointing at something and shouting, “Look!” pointing at the dog, the bicycle, or at their father as he pushed a hand mower over the lawn, waving at aproned mother framed in the kitchen doorway, pointing toward the sky, pointing at each other. They wanted us to look but we had looked already and seen the shaded lawn, the wagon, the postman. We had seen the dog, walked, watered and fed the animal, and now it was time to discover the infinite, clicking permutations of the alphabet’s small and capital letters. Alphabetical ourselves in the rows of classroom desks, we were forgetting how to look, learning how to read. The meaning I take from this is that reading is something that changes children’s lives. If they learn to read well, they are on one trajectory of growth, but if they struggle in reading, they are on another path that often does not end in school success, and thus can have a seriously limiting effect on their lives.

Beginning with the End in Mind: Our Ultimate Goal for Prevention of Reading Difficulties

To provide instruction and supports that will enable every child to: Read text written at their grade level with good comprehension and fluency Examples: Pick up a piece of fiction and read it with enjoyment and good comprehension of plot, characters, and action This is another reason for RF Read expository, or non-fiction text and grasp the main ideas as well as their connection to supporting details so that new concepts and information are understood and learned.

The essential elements for success From the “science of reading” Information about the individual components of instruction and assessment that are most effective in preventing reading difficulties. Practices from Schools Making Significant Gains Provides information about school and classroom systems that are effective in improving achievement.

The essential elements for success From the “science of reading” Information about the individual components of instruction and assessment that are most effective in preventing reading difficulties. Part I: The science of Reading and Reading Instruction

The top 5 discoveries 1. Skilled, fluent reading by third grade depends on the development of many thousands of highly specified orthographic representations for words The orthography of a language refers to the way the language is represented in print An orthographic representation is a representation of a word’s spelling that is stored in memory A fully developed, or fully specified, orthographic representation contains information about all of the letters, and allows a word to be read accurately “at a single glance”

These are iNTirEStinG and cHallinGinG times for anyone whose pRoFEshuNle responsibilities are rEelaTed in any way to liTiRucY outcomes among school children. For, in spite of all our new NaWLEGe about reading and reading iNstRukshun, there is a wide-spread concern that public EdgUkAshuN is not as eFfEktIve as it shood be in tEecHiNg all children to read.

The report of the National Research Council pointed out that these concerns about literacy derive not from declining levels of literacy in our schools but rather from recognition that the demands for high levels of literacy are rapidly accelerating in our society.

The report of the National Research Council pointed out that these concerns about literacy derive not from declining levels of literacy in our schools but rather from recognition that the demands for high levels of literacy are rapidly accelerating in our society.

The report of the National Research Council pointed out that these concerns about literacy derive not from declining levels of literacy in our schools but rather from recognition that the demands for high levels of literacy are rapidly accelerating in our society.

Which is the real word? smoak smoke circus cercus wagon wagun first ferst traid trade

The top 5 areas of discovery 1. Skilled, fluent reading by third grade depends on the development of many thousands of highly specified orthographic representations for words 2. Early establishment of efficient phonemic decoding skills is critical to the development of later accurate and fluent reading 3. Many children struggle in learning in acquiring phonics skills because they are slow to develop phonemic awareness 4. Skilled reading by third grade also depends upon the development of extensive word knowledge (vocabulary)-this becomes particularly important to comprehension performance at about third grade 5. Skilled reading by third grade also depends on skill in the use of a variety of comprehension strategies and thinking skills

Taught by methods that are… Effective early reading instruction must build reading skills in five important areas by providing instruction that is both engaging and motivating. Taught by methods that are… engaging & motivating Phonemic Awareness Identifying words accurately and fluently Phonics Fluency Constructing meaning once words are identified In reading first, these ideas have been translated into the idea that instruction for children in grades K-3 should focus on helping children acquire skills and knowledge in all of these areas. These are a description of the most important components of good readiung skill for young children, and they are also areas that should be targeted for instruction. These areas do not mean that there is only one way to teach these skills and abilities – for example, there are many different kinds of instruction and activities teachers can used to build childrens awareness and use of comprehension strategies, but this list just means that this broad area should be a target of systematic and explicit instruction. Vocabulary Comprehension strategies

The Many Strands that are Woven into Skilled Reading (Scarborough, 2001) BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING LITERACY KNOWLEDGE PHON. AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION SKILLED READING: fluent execution and coordination of word recognition and text comprehension. LANGUAGE COMPREHENSION WORD RECOGNITION increasingly automatic strategic Skilled Reading- fluent coordination of word reading and comprehension processes Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

What we know from science about the growth of reading skills: 1. It is very important to get off to a strong start in learning to read during early elementary school 2. It is critical that children acquire skill in use of the alphabetic principle to help accurately identify unknown words early in development of reading skill “From all these different perspectives, two inescapable conclusions emerge. The first is that mastering the alphabetic principle is essential to becoming proficient in the skill of reading….” (Rayner, et al., 2001) Lets take a look at some specific things we have learned about the growth of reading skills. Recently, some scientists did a multi-disciplinary review of the most recent scientific studies of reading, and they came to this conclusion Raynor, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S. 2001. How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2: 31-73.

Children vary enormously in their talent and preparation for acquiring proficient phonemic decoding skills

The nature of the underlying difficulty for most children who struggle in learning to read words accurately and fluently Weaknesses in the phonological area of language competence inherent, or intrinsic, disability lack of opportunities to learn in the pre-school environment Expressed primarily by delays in the development of phonemic awareness and phonics skills

What is Phonemic Awareness? Oral Language Skill

A functional definition of phonemic awareness: it involves the ability to notice, think about, or manipulate, the individual sounds in words. Torgesen, J.K., & Mathes, P. (2000). A Basic Guide to Understanding, Assessing, and Teaching Phonological Awareness. Austin, TX: PRO-ED.

Words are composed of strings of phonemes. A phoneme is the smallest unit of sound in a word that makes a differences to its identity big dig bog bin

Words are composed of strings of phonemes. A phoneme is the smallest unit of sound in a word that makes a differences to its identity b i g dig bog bin

When children acquire awareness of phonemes in words… It helps them understand how print is used to represent words

Development of phonological sensitivity is influenced by preschool experiences related to socio-economic stratus We compared the performance of 250 children from higher income families to 170 children from lower income families. Children were between two- and five-years of age.

Why is it important for children to acquire good phonemic decoding skills (phonics) early in reading development? Because learning to read involves everyday encounters with words the child has never before seen in print. Phonemic analysis provides the most important single clue to the identity of unknown words in print.

First, do phonemic analysis and try an approximate pronunciation The most efficient way to make an “accurate first attempt” at the identity of a new word is: First, do phonemic analysis and try an approximate pronunciation Then, close in on the exact right word by finding one containing the right sounds, that also makes sense in the sentence. (chapter 10, Preventing Reading Difficulties in Young Children (2000)

The connection to reading fluency: To be a fluent reader, a child must be able to recognize most of the words in a passage “by sight”

December, 3rd Grade Correct word/minute=60 19th percentile The Surprise Party My dad had his fortieth birthday last month, so my mom planned a big surprise party for him. She said I could assist with the party but that I had to keep the party a secret. She said I couldn’t tell my dad because that would spoil the surprise. I helped mom organize the guest list and write the invitations. I was responsible for making sure everyone was included. I also addressed all the envelopes and put stamps and return addresses on them…..

December, 3rd Grade Correct word/minute=128 78th percentile The Surprise Party My dad had his fortieth birthday last month, so my mom planned a big surprise party for him. She said I could assist with the party but that I had to keep the party a secret. She said I couldn’t tell my dad because that would spoil the surprise. I helped mom organize the guest list and write the invitations. I was responsible for making sure everyone was included. I also addressed all the envelopes and put stamps and return addresses on them…..

The connection to reading fluency: To be a fluent reader, a child must be able to recognize most of the words in a passage “by sight” Children must correctly identify words 3-8 times before they become “sight words” Children must make accurate first attempts when they encounter new words, or the growth of their “sight word vocabulary” will be delayed—they will not become fluent readers

Words likely to be encountered for the first time in first grade animal faster happy never time sleep rabbit Words likely to be encountered for the first time in first grade

Words likely to be encountered for the first time in second grade amaze beach comfortable example interesting grease stiff sweep Words likely to be encountered for the first time in second grade

Passage from 3rd grade reading comprehension test ______the middle ____, it was the ______for a ______ to wear his full set of _____ whenever he ________ in ______ – even in times of______! When a ______ believed he was _____ friends, he would ______ his ______. This ______ of __________ showed that the ______ felt ______ and safe.

Passage from 3rd grade reading comprehension test During the middle ages, it was the custom for a knight to wear his full set of armor whenever he appeared in public – even in times of peace ! When a knight believed he was among friends, he would remove his helmet. This symbol of friendship showed that the knight felt welcome and safe.

What we know about the growth of reading skills: 1. It is very important to get off to a strong start in learning to read during early elementary school 2. It is critical that children acquire skill in use of the alphabetic principle to help accurately identify unknown words early in development of reading skill 3. Children who are delayed in the development of alphabetic understanding and skill struggle to become fluent readers

Paths to poor reading fluency in 3rd grade 1. Children who do not learn phonemic decoding strategies are usually inaccurate readers, and they don’t read independently because there are too many words they can’t decode on their own. 2. Students who don’t learn to use phonemic decoding strategies until mid second or early third grade miss out on 1 or 2 years of productive reading practice. Thus, we have evidence that the FCAT increasingly assesses “higher order thinking skills” as grade level increases. 3. Some students learn phonemic decoding skills early and well, but they don’t read very much text. Thus, they miss out on practice that can help them learn to recognize 1000’s of words at a single glance.

What we know about the growth of reading skills: 1. It is very important to get off to a strong start in learning to read during early elementary school 2. It is critical that children acquire skill in use of the alphabetic principle to help accurately identify unknown words early in development of reading skill 3. Children who are delayed in the development of alphabetic understanding and skill struggle to become fluent readers 4. Accurate and fluent word reading skills contribute importantly to the development of reading comprehension

in their pursuit of every child The very best teachers of children who struggle in learning to read are Relentless in their pursuit of every child

The first commandment of Relentlessness Let no child “escape” from first grade without being proficient in phonemic decoding skills

Making Sense of Phonics: The Hows and Whys Isabel Beck: Guilford (2006) All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

The second commandment of Relentlessness As children become accurate and independent readers, encourage, cajole, lead, beg, support, demand, reward them for reading as broadly and deeply as possible

Osborn, J. , Lehr, F. , & Hiebert, E. H. (2003). A Focus on Fluency Osborn, J., Lehr, F., & Hiebert, E.H. (2003). A Focus on Fluency. Monograph published by Pacific Resources for Education and Learning. Copies available at www.prel.org/programs/rel/rel.asp Hudson, R.F., Lane, H.B., & Pullen, P.C. (2005). Reading Fluency Assessment and Instruction: What, Why, and How?. The Reading Teacher, 58, 702-714.

“Thinking guided by print” What we know about the growth of reading skills: 5. Oral language vocabulary and other forms of verbal and conceptual knowledge also contribute importantly to the development of reading comprehension. 6. Children must also develop and actively use a variety of comprehension monitoring and comprehension building strategies to reliably construct the meaning of text. As students develop, reading comes more and more to be… “Thinking guided by print”

The third commandment of Relentlessness Beginning in Kindergarten, teach vocabulary and thinking skills as intensely, and robustly as possible

Bringing Words to Life Isabel Beck M. McKeown L. Kucan Guilford Press This wonderful new book from Isabelle Beck provides a good guide to what we mean about explicit and robust instruction to build children’s vocabulary so that it will help them in reading comprehension.

Big ideas from “Bringing Words to Life” First-grade children from higher SES groups know about twice as many words as lower SES children Poor children, who enter school with vocabulary deficiencies have a particularly difficult time learning words from “context” Research has discovered much more powerful ways of teaching vocabulary than are typically used in classrooms – generalization to reading comprehension Here are some of the big ideas from the book A “robust” approach to vocabulary instruction involves directly explaining the meanings of words along with thought-provoking, playful, interactive follow-up.

Four Critical Elements for More Robust Vocabulary Instruction Select the right words to teach – Tier 2 words absurd fortunate ridiculous Develop child-friendly definitions for these words Engage children in interesting, challenging, playful activities in which they learn to access the meanings of words in multiple contexts Here are some of the big ideas from the book Find a way to devote more time during the day to vocabulary instruction

Summary of Part I: What should comprehension instruction be instruction of? - Mike Pressley 1. Teach decoding skills 2. Encourage the development of sight words 3. Teach students to use semantic context cues to evaluate whether decodings are accurate 4. Teach vocabulary meanings 5. Encourage extensive reading 6. Teach self-regulated use of comprehension strategies Pressley, M. (2000). What should comprehension instruction be the instruction of? In M.L. Kamil, P.B.Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (vol. III, pp. 545–561).Mahwah, NJ: Erlbaum.

A reason to be relentless….

Questions/Discussion All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

The essential elements for success Practices from Schools Making Significant Gains Provides information about the school and classroom systems that are effective in improving achievement. Part II: Applications of science in classrooms and schools

How much difference does high quality implementation make? Student outcomes in reading are influenced by two main variables Student abilities and attitudes plus influences in the home and neighborhood The quality and quantity of instruction they receive in school

Decreasing Performance Relationship of “school challenge” to student performance 100 90 80 70 60 50 40 30 20 10 1 2 3 4 5 6 63 75 82 86 91 96 Increasing Challenge 72 66 587 RF schools in Florida 61 58 53 51 % of 1-3 Students Performing At Grade Level at the End of Year Decreasing Performance Average % at GL 0 1 2 3 4 5 6 Level of School Challenge based on % of students qualifying for FR lunch

The Adult Learning and Performance Gap 100 90 80 70 60 50 40 30 20 10 63 75 82 85 91 96 57 85 53 80 Approx. 27% Approx. 20% 46 72 46 73 40 67 35 64 % of 1-3 Students Performing At Grade Level at the End of Year The data in this slide come from the WRRFTAC table entitled Table 1. Percent of Students Performing at Benchmark in Kindergarten through Grade 3 in Schools with Different Percentages of Incoming High Risk Kindergarten Students. The data came from an analysis of 2004-2005 DIBELS data from the Reading First schools of 12 WRRFTAC states. The table breaks down the performance by intervals of % High Risk Fall Kindergarten and by the mean end-of-year K-3 performance for the top 1/3 highest performing schools, the top 15% highest performing schools, and all schools. Low 15% schools Top 15% Schools 1 2 3 4 5 6 Level of School Challenge based on % of students qualifying for FR lunch

The prevention of reading difficulties: three areas in which we must become stronger each year 1. Increase the quality, consistency, and reach of instruction in every K-3 classroom 2. Conduct timely and valid assessments of reading growth to identify struggling readers. Use this data to improve school level and instructional planning All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. 3. Provide more intensive interventions to help struggling readers “catch up” to grade level standards in each grade K-3.

Essential Practices in Successful, High Challenge Schools 1. Efforts to help increase the quality, consistency, and reach of instruction in every K-3 classroom a. Insuring teachers have excellent professional development, including appropriate materials to guide and support instruction b. Monitoring and supporting classroom instruction through leadership walkthroughs All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

Purposes of the walkthrough Improving fidelity and consistency of classroom instruction: Principal walkthroughs Purposes of the walkthrough The purpose of a classroom visit is to help teachers improve their instruction and identify the best teaching practices in your school. Observation visits reflect your interest in instruction and in your staff's professional growth. (Blase & Blase, 1998; Scholastic, 2005) Could show the intervention video from the National Academy--brief Usually, after whole group instruction takes place, students rotate through different centers engaging in reading activities. Implementing Learning Centers is an effective classroom model that will help teachers differentiate instruction. As a Reading Coach, you will need to help teachers plan for and implement differentiated instruction. This takes strong classroom management, good organization skills, and pre-planning. Teacher Center: Small group, differentiated instruction is implemented at the Teacher Center. Based on DIBELS data, teachers will be able to group students and identify which skills should be emphasized for each group. At the teacher center, each group should be different in terms of: group size, instructional focus, and maybe even allotted time for instruction. Student Centers: can be formatted in a variety of ways. Each group that works with the teacher does not have to stay together during the entire Center time. Students can work in groups, pairs, cooperatively, or individually during center time. Students do need to be academically engaged and there should be some sort of accountability for the activities completed at Student Centers.

Essential Practices in Successful, High Challenge Schools 1. Efforts to help increase the quality, consistency, and reach of instruction in every K-3 classroom a. Insuring teachers have excellent professional development, including strong training in use of the core program to guide instruction b. Monitoring and supporting classroom instruction through principal walkthroughs All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. Are teachers providing explicit, systematic, and motivating whole group instruction? Is small group instruction differentiated appropriately by student need?

Increasing the quality and power of teacher-led, small-group, differentiated instruction Instruction should be differentiated to meet the needs of individual students in at least four ways Frequency and duration of meeting in small groups – every day, three times per week, etc. Size of instructional group – 3 students, 6 students, 8 students, etc. Focus of instruction – work in phonemic awareness in phonics, work in fluency and comprehension, etc. All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. Lesson format – guided reading vs. skills focused lessons

Download at: http://www.fcrr.org/assessment/pdf/smallGroupAlternativeLessonStructures.pdf Or, just go to the FCRR website (www.fcrr.org) and its listed on the home page under the new stuff

Four good, books for instructional ideas Making Sense of Phonics:The Hows and Whys Isabel Beck: Guilford (2006) Bringing Words to Life:Robust Vocabulary Instruction Beck, McKeown, & Kucan: Guilford (2002) Vocabulary Handbook Consortium on Reading Excellence(2006) All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. Comprehension Process Instruction: Creating Success in Grades K-3 Block, Rogers, & Johnson (2004)

Essential Practices in Successful, High Challenge Schools 1. Efforts to help increase the quality, consistency, and reach of instruction in every K-3 classroom a. Insuring teachers have excellent professional development, including strong training in use of the core program to guide instruction b. Monitoring and supporting classroom instruction through principal walkthroughs All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. Are teachers providing explicit, systematic, and motivating whole group instruction? Is small group instruction differentiated appropriately by student need? Are other students engaged in independent learning activities that are appropriate and engaging

Organization of a classroom during small group instruction Classroom teacher and group of 4 Are these students working productively on appropriate practice activities? Something that might be helpful: FCRR has developed 240 ISA’s for K-2 and 170 for 2-3 – Resource teacher and group of 3 All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. Independent Learning Activity (4) Independent Learning Activity (3) Independent Learning Activity (4)

A source for high quality independent student learning activities To download up to 240 independent student learning activities for K-1 classrooms, and up to 170 activities for students in grades grades 2-3, go to http://www.fcrr.org/Curriculum/studentCenterActivities.htm Could show the intervention video from the National Academy--brief Usually, after whole group instruction takes place, students rotate through different centers engaging in reading activities. Implementing Learning Centers is an effective classroom model that will help teachers differentiate instruction. As a Reading Coach, you will need to help teachers plan for and implement differentiated instruction. This takes strong classroom management, good organization skills, and pre-planning. Teacher Center: Small group, differentiated instruction is implemented at the Teacher Center. Based on DIBELS data, teachers will be able to group students and identify which skills should be emphasized for each group. At the teacher center, each group should be different in terms of: group size, instructional focus, and maybe even allotted time for instruction. Student Centers: can be formatted in a variety of ways. Each group that works with the teacher does not have to stay together during the entire Center time. Students can work in groups, pairs, cooperatively, or individually during center time. Students do need to be academically engaged and there should be some sort of accountability for the activities completed at Student Centers. There is also a teacher resource manual providing directions for classroom management during small group instruction, and approximately 70 minutes of video training

Essential Practices in Successful, High Challenge Schools 2. Be sure school-level assessment plan is working, and provide leadership in use of data to plan instruction at the school and classroom level Beginning of the year screening tests Progress monitoring tests during the year All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. Diagnostic tests End-of-year outcome tests

Guidance on how to establish a comprehensive assessment plan for grades K-3 http://www.centeroninstruction.org/files/K-3%20reading%20assessment.pdf

Essential Practices in Successful, High Challenge Schools 2. Be sure school-level assessment plan is working, and provide leadership in use of data to plan instruction at the school and classroom level Two important uses of student data 1. School level planning involves identifying needs for materials, personnel, time – takes place in spring or early summer-has budget implications All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

Essential Practices in Successful, High Challenge Schools 2. Be sure school-level assessment plan is working, and provide leadership in use of data to plan instruction at the school and classroom level Two important uses of student data 1. School level planning involves identifying needs for materials, personnel, time – takes place in spring or early summer-has budget implications All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. 2. Provide leadership for the use of data to make adjustments and increase power of instruction for those who need it –attend important data meetings

Essential Practices in Successful, High Challenge Schools 3. Provide powerful interventions to students who need them for as long as they need them A. Developing a school schedule that allows sufficient time for interventions All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

Example of Staggered Reading Blocks with “Walk and Read” Team Reading Writing Math Science/SS Special Area Lunch K 8:45-10:30 10:30-11:30 1:35-2:35 12:15-12:50 12:50-1:35 11:30-12:15 1 12-1 1-2 2-2:30 11:15-12 10:30-11:15 2 10:30-12:15 9:45-10:30 8:45-9:45 1:15-1:40 1:40-2:25 12:30-1:15 3 9:30-10:30 8:45-9:30 12:15-1 4 12:45-2:30 8:45-9:35 10:20-11:20 11:20-11:55 9:35-10:20 11:55-12:40 5 9:45-10:25 11:50-12:35 10:25-11:10 11:10-11:50

Organization of a classroom during small group instruction Classroom teacher and group of 4 Are these students working productively on appropriate practice activities? Something that might be helpful: FCRR has developed 240 ISA’s for K-2 and 170 for 2-3 – Resource teacher and group of 3 All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. Independent Learning Activity (4) Independent Learning Activity (3) Independent Learning Activity (4)

Essential Practices in Successful, High Challenge Schools 3. Provide powerful interventions to students who need them for as long as they need them A. Developing a school schedule that allows sufficient time for interventions B. Identifying or providing sufficient personnel to deliver the intervention instruction C. Providing appropriate programs and materials to support the intervention instruction All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. Will need something for early reading accuracy-phonics Will need something for fluency growth Will also likely need a supplement for vocabulary

Essential Practices in Successful, High Challenge Schools 3. Provide powerful interventions to students who need them for as long as they need them A. Developing a school schedule that allows sufficient time for interventions B. Identifying or providing sufficient personnel to deliver the intervention instruction C. Providing appropriate programs and materials to support the intervention instruction All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. D. Oversight, energy, follow-up – use data meetings to ask about students, make decisions to increase support, etc.

Guidance on essential procedures for implementing effective interventions with young children http://www.centeroninstruction.org/files/Principals%20guide%20to%20intervention.pdf

Obtain copy at: http://www.fcrr.org/Interventions/pdf/teachingAllStudentsToReadComplete.pdf Or, Go to www.fcrr.org Click on Interventions for struggling readers (in right column) You will see the title of the document

Evidence from one school that we can do substantially better than ever before School Characteristics: 70% Free and Reduced Lunch (going up each year) 65% minority (mostly African-American) Elements of Curriculum Change: Movement to a more balanced reading curriculum beginning in 1994-1995 school year (incomplete implementation) for K-2, then improved implementation in 1995-1996 Implementation in Fall of 1996 of screening and more intensive small group instruction for at-risk students

Hartsfield Elementary Progress over five years Screening at beginning of first grade, with extra instruction for those in bottom 30-40% 31.8 Proportion falling below the 25th percentile in word reading ability at the end of first grade 30 20.4 20 10.9 10 6.7 3.7 1995 1996 1997 1998 1999 Average Percentile 48.9 55.2 61.4 73.5 81.7 for entire grade (n=105)

31.8 30 Proportion falling below the 25th Percentile 20.4 20 10.9 10 6.7 3.7 1995 1996 1997 1998 1999 Average Percentile 48.9 55.2 61.4 73.5 81.7 30 Hartsfield Elementary Progress over five years Proportion falling below the 25th Percentile 20 14.5 9.0 10 5.4 2.4 1996 1997 1998 1999

FCAT Performance in Spring, 2003 10 15 20 25 30 35 40 Level 2 Level 1 Hartsfield Elem. State Average http://www.fcrr.org/TechnicalReports/Hartsfieldnew.pdf

A final concluding thought…. There is no question but that “leaving no child behind in reading” is going to be a significant challenge… It will involve professional development for teachers, school reorganization, careful assessments, and a relentless focus on the individual needs of every child… How candid is Jack Welch? What kind of aligner is he?! But, its not the most difficult thing we could be faced with…

Science of reading section Thank You To obtain this powerpoint presentation, go to www.fcrr.org Science of reading section All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.