Course Enhancement Module on Evidence-based Reading Instruction Collaboration for Effective Educator Development, Accountability and Reform H325A120003

CEM Overview  Part 1: Introduction  Part 2: Multi-tiered Systems of Reading Support  Part 3: Essential Components of Reading Instruction K-5  Part 4: Supplemental Reading Instruction  Part 5: Intensive Reading Instruction

Part 1: Introduction  Purpose of the Module  Rationale for Addressing Reading Difficulties  Principles of Effective Instruction

Note Part 1 includes resources from: The Meadows Center for the Prevention of Educational Risk ©University of Texas System/Texas Education Agency

Purpose of the Module  Build knowledge and capacity of preservice and inservice teachers to teach a diversity of students to read  Provide resources for teacher and leader educators and professional development providers  Provide resources to enhance existing course content

Rationale  Teacher preparation programs must produce knowledgeable teachers of reading  Many teachers do not have the depth of knowledge necessary to teacher struggling readers  As a result, the majority of 4 th and 8 th graders are not proficient readers (NAEP, 2013)

Principles of Effective Reading Instruction  Explicit Instruction with Modeling  Systematic Instruction with Scaffolding  Multiple Opportunities to Practice and Respond  Immediate and Corrective Feedback  Ongoing Progress Monitoring

1. Explicit Instruction with Modeling  Don’t commit “assumicide”  Tell students the objective  Break into smaller steps, when necessary  Model, model, model and model

Explicit Instruction with Modeling  Involves modeling and explaining concepts and skills in ways that: –Are concrete and visible –Use clear language –Use multiple examples  Consists of overlap and similarity in instructional procedures by including: -Predictable, clear, and consistent instructions -Known expectations -Familiar routines

Explicit Instruction with Modeling  Includes extended practice –Provides review and extension –Relates to monitoring student understanding  Can benefit all learners within all components of reading

Modeling The teacher models instructional tasks by:  Demonstrating the task aloud  Following a step-by-step procedure  Using language specific to the demonstration of the skill  Speaking clearly while modeling  Checking for student understanding while modeling

2. Systematic Instruction with Scaffolding  Move from easier to more difficult skills and concepts  Provide “temporary support” as you scaffold the student’s learning

Systematic Instruction with Scaffolding  Clearly define expectations  Reduce student confusion  Carefully sequence instruction –Move from easier to more difficult skills –Begin with higher utility skills –Begin with what students already know  Break down complex tasks  Incorporate assessment and feedback

3. Multiple Opportunities to Practice  Build in opportunities for many responses  Provide guided and independent practice  Ensure practice leads to mastery: –Provide practice across days, weeks, months –Group students to facilitate practice

Multiple Opportunities to Practice 1.Maximize student participation -Active student engagement -Practice in related skills and concepts -Connections to prior knowledge 2.Increasing number of students’ responses -More items prepared for practice -Choral responses when feasible -Think-Pair-Share

4. Immediate and Corrective Feedback  Immediate feedback and correction –Teacher uses during guided practice. – Students provide corrective feedback to each other.

4. Immediate and Corrective Feedback (cont.) Formative Feedback = Descriptive  Telling students they are correct or incorrect.  Explaining why an answer is correct.  Telling students what they have and have not achieved.  Specifying or implying a better way.  Helping students develop ways to improve.

5. Progress Monitoring  Every two weeks OR more often for struggling students.  Use data to plan instruction.  Use data to set up groups in class.  Also, consider student responses during lessons and other observations.

Let’s Recap  Write down at least two ideas about the features of effective instruction that are most critical for you to consider.

H325A120003

Multi Tier Systems of Support (MTSS) - A comprehensive system of differentiated supports that includes: ✓ universal screening ✓ progress monitoring ✓ evidence-based instruction ✓ data-based decision making Defining MTSS 22

 Intended to support all students  It is not a stand alone product, class, or instruction program.  Allows educators to evaluate the success of:  Grade levels/classes  Instructional groups  Individual students (including those with disabilities) MTSS is a preventative framework… 23

1. Screening 2. Progress Monitoring 3. School-wide, Multi-Level Prevention System –Primary Level (Core, Tier 1) –Secondary Level (Supplementary, Tier 2) –Intensive Level (Tier 3) 4. Data-Based Decision Making for: –Instruction –Evaluating effectiveness –Movement within the multi-level system Essential Components of MTSS 24

Essential Component  Screening 25

 PURPOSE: Identify students who are at risk for poor reading outcomes  FOCUS: ALL students  TOOLS: Brief assessments that are valid, reliable, and demonstrate diagnostic accuracy for predicting learning or behavioral problems  TIMEFRAME: Administered more than one time per year (e.g., fall, winter, spring) Screening 26

Areas for Screening in Early Reading  Letter Naming Fluency  Phoneme Segmentation  Nonsense word fluency  Word identification  Oral reading fluency

Screening Answers the questions:  Is core curriculum effective?  Which students need additional assessment and instruction? 28

Essential Component  Progress Monitoring 29

 PURPOSE: Monitor students’ response to primary, secondary, or tertiary instruction in order to estimate rates of improvement, identify students who are not demonstrating adequate progress, and compare the efficacy of different forms of instruction  FOCUS: Students identified through screening as at risk for poor learning outcomes  TOOLS: Brief assessments that are valid, reliable, and evidence based  TIMEFRAME: Students are assessed at regular intervals (e.g., weekly, biweekly, or monthly) Progress Monitoring 30

Progress Monitoring Answers the questions:  Are students meeting short- and long-term performance goals?  Are students making progress at an acceptable rate?  Does the instruction need to be adjusted or changed? 31

Screening v. Progress Monitoring  “Close Cousins”  Often, the same tools used  It is important to distinguish: –Universal Screening, which is for all students, from –Progress monitoring, which is for some students who have been identified as at- risk.

Multi-Level Prevention System 33

Essential Component  Evidence-based Interventions 34

 FOCUS: ALL students  INSTRUCTION: District curriculum and instructional practices that are research based; aligned with state or district standards; and incorporate differentiated instruction  SETTING: General education classroom  ASSESSMENTS: Screening, continuous progress monitoring, and outcome measures or summative assessments Core Instruction 35

1. Whole Group Instruction (9:27) 2. Differentiated Core Instruction (17:49) tiated_Instruction/Differentiated_Instru ction.swf Meadows Center Clips 36

 FOCUS: Students identified through screening as at risk for poor learning outcomes  INSTRUCTION: Targeted, supplemental instruction delivered to small groups; Instruction is delivered with fidelity (i.e., consistent with the way it was designed)  SETTING: General education classroom or other general education location within the school  ASSESSMENTS: Progress monitoring, diagnostic Supplemental Instruction 37

Secondary Intervention (25:20) tiated_Instruction/Differentiated_Instruct ion.swf Meadows Center Clip 38

 What is similar about the small group instruction provided at the primary and secondary levels of instruction?  What were the differences?  Who received instruction at the primary and secondary levels? Core and Supplemental Instruction 39

 FOCUS: Students who have not responded to core and supplemental level prevention  INSTRUCTION: Intensive, supplemental instruction delivered to small groups or individually  SETTING: General education classroom or other general education location within the school  ASSESSMENTS: Progress monitoring, diagnostic Intensive Intervention 40

 Match of intervention to observed skill deficit (i.e., individualization based on assessment data)  Pedagogy  Intervention  Duration  Frequency  Interventionist  Group size  Behavior/motivation strategies Changing the Intensity and Nature of Instruction 41

Essential Component  Data-based Decision Making 42

 Analyze data at all levels of MTSS implementation (i.e., state, district, school, grade level) and all levels of prevention (i.e., core, supplemental, or intensive).  Establish routines and procedures for making decisions.  Set explicit decision rules for assessing student progress (e.g., state and district benchmarks, level, and/or rate).  Use data to compare and contrast the adequacy of the core curriculum and the effectiveness of different instructional and behavioral strategies. Data-Based Decision Making: The Basics 43

 Instruction  Evaluate effectiveness within and across groups  Movement within the multi-level prevention system Data-Based Decision Making: Types of Decisions 44

Disclaimer This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A Bonnie Jones and David Guardino serve as the project officers. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.