1. Scott Baker, Ph.D. Michael Rebar, Ph.D. Oregon Reading First Center Oregon Reading First Review of Supplemental and Intervention Programs: Summary by Essential Component Vocabulary

2. Baker & Rebar © 2004 2 Acknowledgments  Oregon Department of Education  Institute for the Development of Educational Achievement, College of Education, University of Oregon  U.S. Department of Education, Office of Special Education Programs  Oregon Reading First Supplemental and Intervention Curriculum Review Panel

3. Baker & Rebar © 2004 3 Content Development Content developed by: Scott Baker University of Oregon Michael Rebar, Ph.D. Pacific Institutes for Research Additional support: Patrick Kennedy-Paine Katie Tate University of Oregon

4. Baker & Rebar © 2004 4 Copyright  All materials are copy written and should not be reproduced or used without expressed permission of Dr. Edward J. Kame’enui or Dr. Deborah C. Simmons. Selected slides were reproduced from other sources and original references cited.

5. Baker & Rebar © 2004 5 Schoolwide: Each & All Prevention Oriented Scientifically Based Results Focused IBR Foundational Features: Translating Research into Practice

6. Baker & Rebar © 2004 6 Today’s Focus IBR Guiding Questions 1.Goals: What outcomes do we want for our students in our state, district, and schools? 2.Knowledge: What do we know and what guidance can we gain from scientifically based reading research? 3.Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student? 4.Outcome Assessment: How far do we need to go to reach our goals and outcomes? 5.Core Instruction: What are the critical components that need to be in place to reach our goals? 6.Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?

7. Baker & Rebar © 2004 7 The objectives of today’s session are to: 1.Review items on the Supplemental/ Intervention (S/I) Consumer's Guide for vocabulary. 2.Review data on all S/I vocabulary programs. 3.Discuss overall strengths and weaknesses found in all S/I vocabulary programs. 4.Provide an overview of selected S/I vocabulary programs. Objectives: What You Will Learn and Do

8. Baker & Rebar © 2004 8 Consumer’s Guide: Vocabulary Items

9. Baker & Rebar © 2004 9 Consumer’s Guide: Vocabulary Items (cont.)

10. Baker & Rebar © 2004 10 Summary

11. Baker & Rebar © 2004 11 Summary

12. Baker & Rebar © 2004 12 Summary

13. Baker & Rebar © 2004 13 Summary

14. Baker & Rebar © 2004 14 Evidence of Sufficient Instructional Quality for Vocabulary Programs

15. Baker & Rebar © 2004 15 Evidence of Insufficient Instructional Quality for Vocabulary Programs

16. Baker & Rebar © 2004 16 Evidence of Insufficient Instructional Quality for Vocabulary Programs

17. Baker & Rebar © 2004 17 Sample Program: Language for Learning  Grades: K-2  Publisher: SRA McGraw-Hill, 1999  Author: Siegfried Engelmann, Jean Osborn  Grouping: ~ 6 (low) - 12 (high achievers)  Lessons: 150  Time: 25-30 minutes per day, daily  Cost: $597

18. Baker & Rebar © 2004 18 Sample Program: Vocabulary for Achievement Sample Program: Vocabulary for Achievement  Grade: 3  Publisher: Great Source, 2001  Author: Margaret Ann Richek  Grouping: (NS*) Small group to full class  Lessons: 30  Time: 1 lesson per week (40-60 minutes)  Cost: $10.35 per student copy, $16.50 teacher guide ($345 for 30 student copies + 2 teacher guides) NS = Not Specified

19. Baker & Rebar © 2004 19 Sample Program: Accelerated Vocabulary  Type: Software  Grade: 3  Publisher: Renaissance Learning, 2002  Grouping: Individual  Lessons: 100 quizzes  Time: (NS) ~ 15 minutes per quiz  Cost: $399 (200 students, 100 quizzes), $79 for 50 additional students