Scaling-Up Interventions for Preventing Reading Problems Patricia Mathes, Ph.D. Live Chat, December 15, 2008

Presentation Goals Participants will leave this session with:  a deeper understanding of the challenges of maintaining and sustaining research proven instructional practices across time.  a plan for action to ensure instructional innovations continue into the future.

Life Cycle of Scaling Implementation (year 1) Sustaining (year 2) Maintaining (year 3) Institutionalization (year 4)

What is Being Scaled-Up Tier 1: Quality Core Enhanced general education classroom instruction. Tier 2: Secondary Intervention Child receives more intense intervention in general education, presumably in small groups. Tier 3: Tertiary Intervention increases in intensity and duration. Support typically needed across years. If progress is inadequate, move to next level.

Study Hours of Instruction Intervention Type Reading %tile for inclusion as At--Risk % of Students below the 30th%tile at end of study* Foorman et al, 1998whole yearWhole Class18th5% Mathes et al., 2005whole yearWhole Class18th3% Mathes et al., Peer Tutoring25th7% Mathes et al., Peer Tutoring25th5% Allor et al., Peer Tutoring25th6% Tier 1 -- Alone *extrapolated to entire population

Adding on Tier 2 Study Hours of Instruction Intervention Type Reading %tile for inclusion as at--risk % of Students below the 30th%tile at end of study* Torgesen et al., 2000Whole Year small groups of 3-518th1.4% Torgesen et al., 2003Whole Year small groups of 3-518th0.8% Mathes et al., 2005a (Early Interventions in Reading) Whole Year small groups of 318th0.02% Mathes et al., 2005b (Responsive Reading) Whole Year small groups of 3-518th1.7% Chard & Harn., 2007Whole Year small groups of 3-515th0.93% *extrapolated to entire population

5 Year Olds Before Learning To Read Right Left Simos, P.G., Fletcher J.M., Foorman, B.R., Francis, D.J., Castillo, E.M., Davis, R.N., Fitzgerald, M., Mathes, P.G., Denton C. & Papanicolaou, A.C. (2002). Brain activation profiles during the early stages of reading acquisition. Child Neurology.

After Intervention LeftRight normalized Good Intervention Normalizes Brain Activation Patterns Before Intervention

CTOPP Blending Words Blending Non Words TOWRE Word Phonetic decoding WJIII Word ID Word Attack Passage Comp Spelling SBRR vs. nonSBRR intervention nonSBRR Intervention vs. core only Data presented as Effect Sizes – anything over.20 is educationally relevant Science Matters!

The Real World: Tier 2 Study Hours of Instruction Intervention Type Reading %tile for inclusion as At--Risk % of Students below the 30th%tile at end of study* Mathes & Denton, 2008a25 weeksSmall group15th4.30% Mathes & Denton, 2008b25 weeksSmall group15th4.31% a = Early Interventions in Reading b = Responsive Reading

Questions  What are barriers and facilitators to research- supported educational practices be implemented wide-scale in schools?

Scaling Two Intervention Responsive Intervention (Denton & Hocker, 2005)  Systematic, explicit instruction in synthetic phonics & analogy phonics  Students apply decoding, fluency, & comprehension skills while reading/ writing  Teachers respond to student needs documented through assessment  Leveled text (decodable can be integrated) Early Interventions in Reading (Mathes & Torgesen, 2005)  Explicit instruction in synthetic phonics, with emphasis on fluency and comprehension strategies.  Decodable text  Carefully constructed scope and sequence designed to prevent possible confusions  Daily Lessons are prescriptive  Lessons are fully Specified **Prepublication title = Proactive Reading.

Previous Research Results  Students in both interventions performed significantly better than at- risk students in the same school who did not receive the interventions in phonological awareness, word reading, and oral reading fluency

The Current Project ( )  78 Schools in the Dallas/Fort Worth and Austin areas across 4 years.  Farthest North-Farthest South: 255 Miles  Farthest East-Farthest West: 105 Miles  Schools had a choice of intervention  Large urban, suburban, and very small rural districts

Factors that Impact Outcomes 1.Quantity of implementation 2.Quality of instruction 3.Quantity has more power than than quality! 4.Both are important!

Critical Components for high levels of Quality and Quantity Student Outcomes Coaching Leadership Teaching Expertise Scientifically- Based Curriculum

The Real World  What are the barriers to getting results? –Teacher mobility –Teacher Support –Leadership Support –Infrastructure

Teacher mobility over is a huge obstacle! = 45 teachers = 19 returning teachers (58% loss) = 8 returning teachers (83% total loss) = 4 returning teachers (92% total loss)

Teacher Support  Staff Development is not enough.  High teach mobility results in needs for ongoing support for teachers who are new implementers  Even highly expert teachers are faced with challenges.  All teachers need ongoing support.

Ns represent cohorts

Student Focused Coaching Data collection and review classroom observations conferencing Referencing teacher resources as needed

Virtual Coaching Data-Based and Student focused Classroom Observations Teacher Resources Communications

 Coaches facilitate communication in multiple ways –My coach (one-on-one discussions) –My team (group discussions) –Teleconferencing/ videoconferencing (personal coaching)

Coaching Results  On-site Coaching = to Virtual Coaching on all measures.  Both Coaching Models > On- Demand on measures of Phonemic Awareness, Alphabetic Decoding and Word Recognition  Teachers in both coaching conditions had higher implementation scores than teachers in the On-Demand Condition.

Leadership  School leadership has to support the instructional model. –Protecting time. –Building infrastructure

Infrastructure Effective Model  Intervention teacher(s) provides small group in addition to core through-out the day.  Special education, Title1, and general education work together seamlessly. Ineffective Model  General education teacher provides both core and Tier 2 intervention.  Special services don’t become involved until Tier 3.

Life Cycle of Scaling Implementation (year 1) Sustaining (year 2) Maintaining (year 3) Institutionalization (year 4)

Life cycle of scaling Implementation (year 1) Sustaining (year 2) Maintaining (year 3) Institutionalization (year 3)

Planning for the Future How will you ensure that the instructional innovations implemented are sustained? 1.Ongoing Implementation activities? 2.Ongoing teacher support systems? 3.Leadership development and support? 4.Creative funding (Title 1; Special Education – RTI)?

For further information, contact: Institute for Reading Research