1. Chapter 13 Identifying and Working With Students with Diverse Needs
Jesus Jr. Camposeco
ECE 682
Dr. David L. Brown

2. “ There are two kinds of teachers: the kind that fills you
with so much quail shot that you can’t move,
and the kind that just gives you a little prod behind
and you jump to the skies.”
By: Robert Frost

3. Response to Intervention IDEA 2004
Oral Expression
Listening Comprehension
Writing Expression
Basic Reading Skills
Fluency
Reading Comprehension

4. “ RTI is not a model to be imposed on schools, but rather a framework to help schools identify and support students before the difficulties they encounter with language and literacy became more serious” (International Reading Association, 2009).
For students to be identified with learning disability teachers must engage in a “process that incorporates both assessment and intervention so that immediate benefits came to the students”. The purpose is to “identify students with learning disabilities and to prevent mislabeling and over identification of student having disabilities.” (Lipson & Wixson, 2012)

5. Guiding Principles 1.Instruction
2.Response Teaching and Differentiation
3. Assessment
4. Collaboration
5. Systemic and comprehension
6. Expertise
Guiding Principles

6. The RTI Process Step 1 & 2
Use screaming assessments: DIBELS, PALS & BEARS
Testing and Identifying
Students Intervention: Students’ Greatest need
Strategies are scientifically valid
Small group student

7. Steps 3, 4 & 5 Monitoring & Recorded
Weekly progress monitoring
If no improvements are made recommendation is for more intense intervention.
Intense intervention is individualized or in a very small group over longer period of time.
Constantly monitoring & adjusted accordingly.
RTI is Assessed Again
Intense intervention includes 30 to 40 minutes by specialist.
Setting is most beneficial for the student. Side by side.

8. Differentiating Instruction
Good teaching is inevitably the fine art of connecting content and kids- of doing what it takes to adapt “how we teach so what we teach takes hold in the lives and minds of students” (Tomlinson & Jarvis, 2006).
1. Content
2. Process/activities
3. Product
4. Learning styles
No two students have the same background knowledge or strength or construct meaning the same way.

9. Tutoring
Individualize instruction is through tutoring, which is one on one instruction struggling readers benefit for being tutored, tutoring can be effective for second- language learners (Otaiba & Pappamihiel, 2005).
Individual students tutored is one of the most effective forms of instructional for struggling elementary and middle school students.
Research reveals that students who are not reading by the 3rd grade have higher chance of dropping out before graduating from high school then proficient readers.
New requirements of the CCSS, tutoring for older students may also be necessary so they will be prepare for college and career reading and writing tasks.
One downside to tutoring is that is costly for school districts, tutoring programs drained school districts budget specially when they use certified teachers as tutors.
Many school districts seek volunteer tutors in order to save money include retiree community members, college students, business leaders, and parents.

10. Figure 13.1 Guidelines for Successful Tutoring Programs
1. Tutors should be trained by certified reading specialists.
2. Tutors need ongoing training and feedback.
3. The student should work with the same tutor in each session.
4. Tutors must be reliable and punctual.
5. A certified specialist should be present during the tutoring sessions to answer questions and provide input.
6. Tutoring sessions need to be structured.
7. Tutors should use high-quality instructional materials.
8. The reading specialist needs to assess the tutee on a regular basis.
9. The instruction in the tutoring session must coordinate with classroom instruction. (Allington, R. 2006).

11. Successful Tutoring Programs
The Howard Street Tutoring Program
Afterschool program
Designed to help 2nd & 3rd grade readers
Developed in Chicago
Book Buddies
Program for 1st & 2nd grade STRUGGLING readers
Success for All
Based on ALL students MUST succeed in early grades
Immediate & Intensive Interventions
Reading Recovery
Most successful in the United States
Developed in New Zealand

12. Reading Recovery
Developed as an early intervention and remediation program.
For extremely deficient learning and reading and writing for 1st graders (Clay, 1985).
Uses certified teachers, tutor for 30 minutes each day.
Goal: help struggling readers read at grade level as soon as possible (15-22 weeks).
Student test out of the program or referred to a long-term tutoring program.
Reading recovery is a certified teachers who are trained by certified reading recovery instructors.
Reading recovery is the most effective tutoring program, but it is expensive due to its specialized training, staff or certified teachers & the use of leveled books. Recommended books are organized in defined granites labeled 1-20 for first graders (Allington, 2013).
Helps students who are extremely low in literacy reach grade level expectations by the end of 1st grade.
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13. Reading Recovery Session-(30) min/daily
1. Students reread 2 or more familiar books on easy reading level to experience success.
2. Students reread a book on their instructional level that was introduced in previous session. Tutor keeps running records to analyze and assess growth.
3. Tutor gives isolated word study instruction (using plastic letters on magnetic board).
4. Students write a 1-2 sentence short story, focus on a writing for meaning and on listening for the sounds in words.
5. Tutor writes the story on a sentence strip & cuts the words apart. The student arranges the words to construct the sentence (and can take home to practice)
6. Tutor introduces a new book on the instructional level & student attempts to read the new book. The new book becomes the text used for the running record the following day.
(Reading Recovery Council, 2013)

14. Planning & Conducting Tutors need to plan for each session.
Trained tutors should use sessions to observe and provide feedback to the tutor.
Tutors should collaborate with the classroom teacher to understand skills and concepts that are deficient.
*Lesson Plans for Tutoring session
Based on Lesson plan
Used to direct to particular goals & activities used should meet those goals.
Should include:
Written objectives
Sequence of the session
Materials Needed
Reflection on each area of the lesson.

15. Written Objectives Tutor Reflects on: Past accomplishments
Current progress
Future goals to define objectives
Objectives:
State expectations to complete with accuracy
Based on State/National Standards
Changing
Beginning of year are simple objectives intended for easy reading & instructional reading
Year Progression- Specific & challenging goals

16. Planning and Conducting the Tutoring Session FIGURE 13.2 AND 13.3

17. Major Components of Reading Recovery
Easy Reading Material
Rereading book to keep Running Records
Word Study
Writing
New Reading Material
Major Components of Reading Recovery

18. Sequence of the Lesson Elements
The purpose of the easy reading is to build the tutee’s reading confidence, rate, fluency, and expression.
1. 40 minutes sessions at least twice a week.
2. Consistent format in each session:
A) 10 minutes for easy read.
B) 5 minutes to reread the material introduced in the previous sessions. (Tutor keeps a running record during this reading.)
C) Ten minutes for word study.
D) 5 to 10 minutes for writing
E) 10 to 15 minutes for introduction and reading new material at the tutee’s instructional level.

19. Appropriate materials
Tutoring sessions are fast paced, tutors need all necessary books and supplies at their fingertips before sessions.
Lesson plan should include ALL materials needed.
Books
Computer
Whiteboard
Magnetic letters
Letter stamps
Salt/sand
Tray for writing
Paper/Pencil
Sentence Strips

20. Reflection of the Lesson
Essential part of teaching on every lesson taught.
Effective tutors reflect on what the student did well, improvement from previous lessons & attitude changes toward the material.
Running records should note the degree on accuracy in what cueing system should you used.
Tutor should reflect on why student failed to meet a goal.
Reflection should be honest and accurate so planning can be more effective.

21. Session 2
Session 3
Session 1
Getting Started

22. Tutoring Sessions for English Learners
Possess 5 characteristics in Ch. 14 see next slide:
Must be culturally sensitive
Understand:
Second language acquisition
Difference between Progressive stages of English language development (oral proficiency-Acquire in 2 years; academically-acquire in 5-7 years.
Support active roles in classroom successful social interaction peer acceptance aiding academic growth
Tutors need to:
Build confidence by accepting & reaffirming
Take interest in the likes/dislikes of the student
Give time for discussion to become confident in expressing themselves

23. 5 Fundamental Characteristics
1. Meet state and district requirements background checks.
2. Have prior experience reading to children.
3. Are competent in the literacy skills they will be teaching and are able to master skills taught during training.
4. Have positive attitudes about working with children of many cultures and background are respect the child’s development progress.
5. Are proficient in English if they are second Language Learners.

24. Tutoring sessions for English learners
Get to know the tutee
Make them feel comfortable
Ask them to read a concept book in their native language
Make the tutee feel safe & relax
Assess letters and sounds
Assess oral vocabulary

25. Sample format for Subsequent sessions
Review from Previous Lesson
5-10 minutes
Phonics
Building Vocabulary
Sentence Strip
Letter/words
Writing
Reading to the Tutee
Sample format for Subsequent sessions

26. Figure 13.4 First Grade English Learner

27. Figure 13.5 Ways to help tackle challenging words

28. Intervening with the tutee during reading
Good tutor scaffold struggling readers.
Acceptable strategies and activities include:
Phonemic awareness development
word identification
Comprehension
Vocabulary
Helpful to log all reading strategies & books read to and by the student used in tutoring.
The log helps connect the tutoring session to the classroom.

29. Tutoring & Technology
Most students attend schools that have appropriate software programs & Internet access to allow face-to-face tutoring through videoconferencing.
Videoconferencing capabilities
Study indicates: tutoring through videoconferencing improves student comprehension and fluency and shows growth from pre-to post- testing (Houge & Greer, 2009).
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30. Differentiated instruction
Gifted Students
Bored by daily work
Need Higher Levels of Thinking & appropriate instruction
ELL Students
Need more time with area content
Modified Instruction-use of learning strategies

31. Concluding Thoughts
ALL teachers need to know about RTI implications and how to implement in their classrooms.
Meet the goals set by the state standards.
Look for community resources for tutoring.
Teachers must implement and appropriately structured program with appropriate materials.
The goal of tutoring: help struggling readers & writers to gain the literacy skills needed for college and/or future careers

32. References
DeVries, Beverly A. (2014). Literacy Assessment & Intervention for Classroom Teachers (4th Edition), Routledge (ISBN: )
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