1. Exeter-Milligan Elementary March 17, 2009

2.  Why adopt a core program?  What do we look for when analyzing core programs for adoption? ◦ research basis ◦ content (systematic, explicit instruction of “Big 5”) ◦ design and delivery  How do we use the Consumer’s Guide to guide our analysis?

3.  Dr. Tanya Ilho, Nebraska RtI Consortium ◦ Core Program Review Training, 12.3.09 ◦ ESU Partner Training, 2.11.09  Lynette Block, Nebraska Reading First ◦ Core Program Review Training, 12.3.09 &1.19.09-1.20.09

4. Why adopt a core program?

5.  Core ◦ provides instruction on the essential areas of reading ◦ the most (if not all) students  Supplemental ◦ provides additional instruction in one or more areas of reading to support the core ◦ most (if not all) students  Intervention ◦ provides additional instruction to students performing below grade level on one or more essential skills ◦ some students

6.  primary tool that teachers use to teach children to read and ensure they reach reading levels that meet or exceed grade- level standards  instruction on the essential reading elements  In general, the core program should enable 80% or more of students to attain school-wide reading goals. 6 Simmons, Kame’enui, Harn, & Coyne © 2003

7.  What are your reasons for core adoption?

8. The “River Story” Kisler, 1967, as cited in Drum & Figler, 1973, p. 13

9. In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out.

10. Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.

11. In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath. At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”

12. She replied, It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge.

13.  Improve communication ◦ Teachers within and across grades using common language and objectives  Improve learning ◦ Provides students with a consistent method or approach to reading which is helpful for all students ◦ Provides teachers an instructional sequence of skill presentation and strategies to maximize student learning ◦ Provides more opportunities to differentiate instruction when necessary  For teacher support ◦ Teaching reading IS rocket science (Louisa Moats) ◦ Without programs as tools we are asking teachers to construct AND instruct  Mobility across classroom, grades, and district  Create more focused and cost effective professional development Simmons, Kame’enui, Harn, & Coyne, 2003

15. Team Leadership Parent Involvement Scientifically or Research Based Instruction and Intervention Universal Screening Progress Monitoring Planned Service Delivery Decision Rules Intervention Delivery Fidelity of Instruction Nebraska Essential Elements

16.  A core instructional program of validated efficacy adopted and implemented school-wide  Core instruction is differentiated to meet students’ skill needs  Supplemental and intervention programs to support core program  Programs and materials emphasize big ideas  Programs implemented with high fidelity  Strong professional development and coaching to support those providing instruction  Reliable and valid assessment systems to guide decision making  All Staff working together to meet the needs of ALL students

17.  Be Scientifically-Based or Research based and implemented with fidelity  Provide explicit and systematic instruction on essential reading elements (i.e., the “Big Ideas”)  Have a systematic scope and sequence for instruction -- clear ‘road map’ for teachers. Uses the science to guide when and how skills are introduced, reviewed, and the order they are taught  Contain consistent and effective instructional routines that include teacher- led presentations, explanations, demonstrations, ample student practice, clear correction procedures and scaffolding strategies  Contain a variety of reading materials (e.g., fiction, nonfiction, plays, poetry, magazines, decodable tests) and activities (e.g., peer reading, read alouds, choral reading, independent reading) that allow children to engage in actual reading

18.  Include adequate time for instruction: At least a 90-minute uninterrupted block of time including a minimum of 30 minutes of small group, teacher- directed instruction for K-3 daily  Include clear pacing outlines across grade levels so children are delivered to the next grade level with the skills needed to be successful  Contain specific and clear instructions for flexible grouping and providing differentiated instruction  Outline time spent on each activity with more time dedicated to essential components

19.  Teaching Reading IS Rocket Science (Moats, 1999)  MOST READING FAILURE IS PREVENTABLE. “The evidence suggests that if we employ best practices, very few children will experience reading failure” (Moats, 2003)  Teaching reading is a job for an expert.  The majority of education professionals underestimate the depth of preparation and practice needed to design reading curricula and effectively teach reading.

21.  Unprecedented convergence about what children need to be successful readers  National syntheses provide scientific evidence on which to base practice  Publishers respond to the marketplace and need  Window of opportunity to align what we know, what we use, and how we teach to attain critical results 21 Simmons © 2003

22.  ~80% of students at benchmark in the beginning of the year  ~80% of students at benchmark in the middle of the year ◦ At the beginning of the year 21 students were at benchmark, in the middle of the year 12 of those students were at benchmark ◦ 13 students who were “strategic” or “intensive” at the beginning of the year were “benchmark” in the middle of the year

23.  Again, consider the reasons.  What are your best hopes & worst fears?

24. What do we look for when analyzing core programs for adoption? research basis content design and delivery 24 Simmons © 2003

25. 25 Simmons, Kame’enui, Harn, & Coyne © 2003

26. 26 Comprehension Vocabulary Automaticity and Fluency with the Code Alphabetic Principle Phonological Awareness 321K Listening Reading Listening Reading Multisyllables Letter Sounds & Combinations Simmons, Kame’enui, Harn, & Coyne © 2003

28. Learning a skill to an automatic level requires: ◦ initially practicing that skill correctly ◦ getting sufficient correct practice to become automatic with that skill 28 K. Howe 2005

29. 29 Developing Automatic Words NICHD Finding on Repetitions Needed to Turn an Unknown Word into an Automatic Word Kathryn Howe © 2004

30. 30 K. Howe 2005 To initially practice skills correctly, low performing students need:  explicit instruction  modeling  scaffolding

31. 31 K. Howe 2005  many opportunities to respond  immediate error correction  sufficient & distributed review For sufficient practice of skills to become automatic, low performing students need: Design & Delivery

32. How do we use the Consumer’s Guide to guide our analysis?

33. When long-term efficacy studies are available, the results should be taken into account! 33 K. Howe 2005

34. When long-term efficacy studies are not available...... can be used. 34 The Consumer’s Guide to Evaluating a Core Reading Program Grades K-3 K. Howe 2005

35.  The Core Consumer’s Guide is used to analyze core reading programs to see if they contain: ◦ systematic instruction in the Big Ideas of beginning reading ◦ strategies to explicitly and effectively teach those Big Ideas so students get initial correct practice and sufficient practice to MASTER skills 35 K. Howe 2005

36. 36 Deborah C. Simmons, Edward J. Kame’enui © 2006 = Element consistently meets/exceeds criterion. = Element partially meets/exceeds criterion. = Element does not satisfy criterion. When evaluating individual elements, slash (/) the respective circle that represents your rating (e.g., ). Use the following criteria for each critical element: 2 pts. 1 pts. 0 pts.

37.  Within Lesson (w) (presence)  Review 1 lesson or 2-3 lessons at beginning, middle, and end of year  Scope and Sequence (ss) (development)  Review 2-3 lessons at introduction of a skill and end of a skill  Skills Trace (st) (repetition)  Review 10 consecutive lessons 37 K. Howe 2005

38.  Within lesson procedure (w) involves identifying the first day (lesson) in which a critical skill (e.g., letter sound correspondence, word reading) is introduced and tracing that skill over a sequence of 2-3 days.  Then, the process is repeated to document evidence at two additional points in time (e.g., middle and end of program). 38 Fien © 2004

39. 39 Examples of Within Lesson (w) - Presence 1st Grade Comprehension Kindergarten Vocabulary 2nd Grade Phonics Deborah C. Simmons, Edward J. Kame’enui © 2006 1. Provides explicit instruction of specific concepts and vocabulary. (w)

40. 40 Phonological and Phonemic Awareness Instruction - K 4. Following teacher models, provides multiple opportunities for students to respond orally. (w) To play this game, children need a stack of cards that have simple pictures of common objects on them. Lay out one card (e.g., a card on which there is a picture of a table) for all children to see. Ask the children to name the picture and identify the onset sound (e.g., table, /t/). Let each child draw a card and name the new picture (turtle), then the shared word (table), and decide whether they share the same onset [“Table, turtle. Yes, they start the same.”] (continued) (w) Example 1 Fien © 2004

41. 41 Phonological & Phonemic Awareness Instruction - K (Cont.) 4. Following teacher models, provides multiple opportunities for students to respond orally. (w) Let children take turns drawing cards, and continue the game until all of the cards have been drawn. For the next round of play, the teacher (or a child) picks a new picture card for the others to match. (w) Example 1 Fien © 2004

42. 4. Following teacher models, provides multiple opportunities for students to respond orally. (w) 42 Say-It-and-Move-It Today we are going to play a game called Say-it-and-Move-It. Watch me and listen. I’m going to say a sound /a/. Now I’m going to say it and move it. Demonstrate for the children by placing your finger on a disk, drawing out the /aaa/ sound, and simultaneously moving the disk below the thick black line to the black dot at the left hand side of the arrow. Then point to the disk and say, /a/, one sound. (continued) (w) Example 3 Fien © 2004

43. 4. Following teacher models, provides multiple opportunities for students to respond orally. (w) 43 Say-It-and-Move-It (continued) Now I’m going to sweep the disk back to the top. Now it’s your turn. Listen first. Say /a/. (Wait for a response.) Now, say it and move it. (If the children have difficulty, model the correct response again.) Let’s try some different sounds. Use the same procedure as above for introducing /s/ and /t/. (w) Example 3 Fien © 2004

44.  Scope and sequence procedure (ss) involves using the scope and sequence to identify the initial instruction on a skill and analyze how instruction progresses over time. Document progression in the evidence columns. 44 Fien © 2004

45. 45 Examples of Scope & Sequence (ss) - Development 1st Grade Fluency Kindergarten Letter Sounds 1st Grade Fluency Deborah C. Simmons, Edward J. Kame’enui © 2006

46. Phonological and Phonemic Awareness Instruction - K RatingCriterion Evidence Initial Instruction Week __ (Unit 4) Week __ (Unit 8/9) 1.Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss) Unit 2, Day 2 & Day 3 Isolate initial /m/. Day 4 Isolate initial /a/. Day 3: Intro auditory blending Day 5: Practice auditory blending Day 7: auditory blending Day 4: Segmentation Day 9: 1st sound manipulation + segmentation Unit 9: Day 4: segmentation 46 Fien © 2004

47.  Skills trace procedure (st) should be used for selected skills that involve evaluation of practice cycles or cumulative review. This procedure involves identifying the first day (lesson) in which a critical skill is introduced and tracing that skill over 10 consecutive lessons. A separate form is provided for conducting skills traces. 47 Fien © 2004

48. 48 Examples of Skills Trace (st) - Repetition 2 nd Grade Vocabulary Kindergarten Irregular Words 1 st Grade Comprehension Deborah C. Simmons, Edward J. Kame’enui © 1999 1. Provides ample practice and review of words to develop automaticity. (w) and (st) 3. Provides guide practice and systematic review of critical comprehension strategies. (st) 4. Reviews previously introduced words cumulatively. (st)

49. Vocabulary Instruction

50. Sequence, Instruction, Review 1 - Lesson/Day 2 - Lesson/Day 3 - Lesson/Day 4 - Lesson/Day 5 - Lesson/Day Day or Lesson Theme 3, Lesson 7, Day 1 Theme 3, Lesson 7, Day 2 Theme 3, Lesson 7, Day 3 Theme 3, Lesson 7, Day 4 Theme 3, Lesson 7, Day 5 Instruction Chorus, Odor, Shoved Assemble, Consume, Enthusiastic Review Cycle Chorus, Odor, Shoved Assemble, Consume, Enthusiastic Assemble, Consume, Enthusiastic, Odor, Chorus, Shoved Sequence, Instruction, Review 6 - Lesson/Day 7 - Lesson/Day 8 - Lesson/Day 9 - Lesson/Day 10 - Lesson/Day Day or Lesson Theme 3, Lesson 8, Day 1 Theme 3, Lesson 8, Day 2 Theme 3, Lesson 8, Day 3 Theme 3, Lesson 8, Day 4 Theme 3, Lesson 8, Day 5 Instruction Applauded, Chatty, Gather Duty, Envy, Resent Review Cycle Applauded, Chatty, Gather Duty, Envy, Resent Applauded, Chatty, Gather, Duty, Envy, Resent 50 Simmons, Kame’enui, Harn, & Coyne © 2003

51.  Big Ideas and subskills ◦ Phonemic awareness ◦ Phonics ◦ Fluency ◦ Vocabulary ◦ Comprehension  Effective instructional strategies ◦ Explicit instruction ◦ Systematic instruction ◦ Many opportunities to respond  Performance targets  Decodable text 51 K. Howe 2005

52. 52 Examples of Strategies - Explicit Instruction Kindergarten Comprehension 1st Grade Phonics 2nd Grade Comprehension Deborah C. Simmons, Edward J. Kame’enui © 2006

53. 53 Kindergarten Phonemic Awareness Kindergarten Decoding 1st Grade Phonics Deborah C. Simmons, Edward J. Kame’enui © 2006 Examples of Strategies - Systematic Instruction

54. 54 1st Grade Fluency 2nd Grade Vocabulary 3rd Grade Comprehension Deborah C. Simmons, Edward J. Kame’enui © 2006 Examples of Strategies - Opportunities to Respond

55. 55 Examples of Performance Targets 1st Grade Fluency 3rd Grade Fluency HOW MUCH? BY WHEN? Deborah C. Simmons, Edward J. Kame’enui © 2006

56. 56 Examples of Decodable Text 1st Grade Phonics Kindergarten Decoding 1st Grade Fluency Deborah C. Simmons, Edward J. Kame’enui © 2006