1. Addressing the Needs of Students with Reading Difficulties through Supplemental Interventions Course Enhancement Module: Reading K–5, Part 4 H325A120003

3. Disclaimer This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. 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.

4. Primary Resources  The National Center on Intensive Intervention (NCII) www.intensiveintervention.orgwww.intensiveintervention.org  National Center on Response to Intervention (NCRTI) http://www.rti4success.orghttp://www.rti4success.org  The IRIS Center for Training Enhancements. (2008). RTI (part 4) http://iris.peabody.vanderbilt.edu/module/rti04- alltogether/#content http://iris.peabody.vanderbilt.edu/module/rti04- alltogether/#content

5. 1.Describe the essential elements 2.Explain the rationale 3.Select supplemental interventions 4.Implement instruction with fidelity 5.Use data to inform instruction 6.Next steps Supplemental Intervention Objectives

6. Supplemental Reading Interventions

7.  Standardized, evidence-based interventions designed for at-risk students. Tier 2, Supplemental intervention, Secondary intervention  Specific, targeted, remedial techniques (McCook, 2006)  Strategic, purposeful adult actions that prevent learning difficulties and accelerate, and/or enrich student learning (Cappello, et al. 2008) What Are Supplemental Interventions?

8. Multi-Tiered System of Support Supplemental Level of Prevention (~15% of students) Intensive Level of Prevention (~ 5 % of students) Universal Level of Prevention (~80% of students) (Filter et al., 2007; Kerr & Nelson, 2010)

9. DESCRIPTION FOCUS All students INSTRUCTION District adopted curriculum and instructional practices that are research based, are aligned with state or district standards and incorporate differentiated instruction SETTING General education ASSESSMENTS Screening, continuous progress monitoring, and outcome measures or summative assessments (used sparingly) (National Center on Response to Interventions, 2013) Universal Instruction

10. DESCRIPTION FOCUS Students identified through screening as at risk for poor learning outcomes *Typically 15–20% of student population INSTRUCTION Targeted, evidence-based supplemental instruction delivered to small groups SETTING General education classroom or other regular education location within the school ASSESSMENTS Progress monitoring, diagnostic, screening (National Center on Response to Interventions, 2013) Supplemental Intervention

11. How does supplemental reading intervention instruction compare with universal reading instruction? Put Your Heads Together

12.  Improves the achievement of students at-risk for educational failure  Decreases the need for more intensive interventions & referrals for special education services  Allows for efficient use of time and resources (National Center on Intensive Interventions, 2013) Why Are Supplemental Interventions So Important?

13. Elements of Supplemental Interventions

14. 1.Based on evidence 2.Implemented with fidelity Supplemental Interventions are…

15. Five Elements of Fidelity (Dane & Schneider, 1998; Gresham et al., 1993; O’Donnell, 2008) Adherence: How well do we stick to the plan, curriculum, or assessment? Exposure/Duration: How often does a student receive an intervention? How long does an intervention last? Quality of Delivery: How well is the intervention, assessment, or instruction delivered? Do you use good teaching practices? Program Specificity: How well is the intervention defined and how is it different from other interventions? Student Engagement: How engaged and involved are the students in this intervention or activity?

16. Evidence Standards (National Center on Intensive Interventions, 2013)

17.  Type/Source  Population  Desired Outcomes  Effects Selecting Evidence Based Interventions NCII Interventions Tools Chart http://www.intensiveintervention.org/ chart/instructional-intervention-tools What Works Clearinghouse http://ies.ed.gov/ncee/wwc/findwhat works.aspx Best Evidence Encyclopedia http://www.bestevidence.org/

18.  Select a supplemental intervention to review  Obtain the necessary information online  Using Handout 1, evaluate the intervention  Share your results with another pair of partners Activity: Selecting Evidence- Based Interventions

19.  Commercial programs aren’t always required  Consider best instructional practices  Monitor student progress A Cavaet

20. What Does Effective Supplemental Reading Instruction Look Like?

21. Supplemental Instruction in Action! (Handout #2) 1: Skills taught 2: Student engagement 3: Feedback 4. Effective practices

22. Supplemental Instruction The video is used with permission from the University of Texas/Texas Education Agency, 2014.

23. Discussion  Share notes in groups  Whole group share  Reflect upon effective practices

24. Five Essential Reading Components Supplemental instruction incorporates a reading intervention program that targets the essential reading components: K 1 2 3  Phonemic Awareness √ √  Phonics √ √ √ √  Fluency √ √ √  Vocabulary √ √ √ √  Comprehension √ √ √ √ National Reading Panel, 2000; Texas Education Agency, 1998

25. What to Teach?  Analyze data from assessments  Align with core curriculum  Adjust when data indicate progress is not adequate

26. Supplemental Intervention Considerations Who receives instructionStudents who are not making adequate progress with Universal instruction Amount of daily instructionInstruction may vary, depending on the age of the student, from 30–45 minutes per day (+ Universal): Younger students (e.g., kindergartners) have shorter attention spans and might require shorter amounts of time (e.g., 30 minutes) Older students are able to attend for longer amounts of time (e.g., 30–45 minutes) When instruction is providedScheduling options for supplemental could include: Taking time from two consecutive classes (e.g., 15 minutes from social studies and 15 minutes from science) Taking time from “specials” (e.g., music, library, art) In the event that a large percentage of students requires supplemental, the teacher might need to schedule more than one supplemental intervention period per day http://iris.peabody.vanderbilt.edu/module/rti03-reading/cresource/how-is-high-quality-instruction- integrated-into-the-rti-approach/rti03_11/

27. Supplemental Intervention Considerations Duration of instruction10 weeks–20 weeks: The number of weeks may vary, but a minimum of 10–12 weeks is recommended. Students may need an additional round of Supplemental intervention. Frequency of progress monitoringAt least one time every 1–2 weeks Who provides instructionTrained personnel may include: General education teacher Reading specialist Paraprofessionals Other personnel Where students are servedWithin or outside the general education classroom http://iris.peabody.vanderbilt.edu/module/rti03- reading/cresource/how-is-high-quality-instruction- integrated-into-the-rti-approach/rti03_11/

28. Progress Monitoring to Inform Instruction

29. Progress Monitoring PURPOSE: –Monitor students’ response to instruction –Estimate rates of improvement –Identify students who are not progressing –Compare different forms of instruction FOCUS: identify students at-risk TOOLS: brief valid, reliable, evidence based TIMEFRAME: regular intervals (e.g., weekly, biweekly, or monthly) (Center on Response to Intervention, 2013)

30. Why Progress Monitor? Data allow us to… Estimate the rates of improvement (ROI) across time. Compare the efficacy of different forms of instruction. Identify students who are not demonstrating adequate progress. Determine when an instructional change is needed. 30 Center on Response to Intervention, 2013

31. Identify Students Not Making Adequate Progress I Increasing Scores: X goal line trend line X goal line trend line Flat Scores: X X X X XX words Words

32. Progress Monitoring Answers the Questions  Are students making progress at an acceptable rate?  Are students meeting short- and long-term performance goals?  Does the instruction or intervention need to be adjusted or changed?

33. Focus of Progress Monitoring  Students identified as at risk for poor learning outcomes Image courtesy of [renjith krishnan] / FreeDigitalPhotos.net

34. Progress Monitoring Tools Review Progress Monitoring Tools Chart http://www.rti4success.org/progressmonitoringtools http://www.rti4success.org/progressmonitoringtools Activity – Choose 2 progress monitoring assessments you think may be appropriate for students at the third grade level. Research the publisher, the purpose of the assessment, the cost, the training required, the reliability and the validity of those assessments.

35. Use Assessment Data to Inform Supplemental Interventions  Group students  Set individual student goals  Plan targeted instruction  Scaffold instruction

36. Case Study – Meet Abby  Abby is a second grade student who is struggling with reading. She reads word by word, rarely correcting mistakes, and comprehending little.

37. Abby is not making satisfactory progress at the universal level of instruction, even though her teacher differentiates for her. The teacher has tried: Books on tape Partner reading Reading to Abby Teaching irregular words Teaching making inferences

38. Abby’s DIBELS Scores Benchmark Goal Composite141 Letter-Sounds54 Words Read13 ORF52 Abby’s Scores 111 34 6 32 DIBELS Next Benchmark Goals: http://dibels.org/

39. Abby’s Fluency Goal  With a partner, using the table of oral reading fluency norms, create a long term and several short term fluency goals for Abby.  Refer to handout #3

40. Sample Long and Short Term Goals for Abby  Short term goals o Abby will read second grade text at 47 words correct per minute (Nov.). 63 words correct per minute (Jan.) and 80 words per minute (April).  Long term goal o Abby will read second grade level text fluently at 90 words correctly per minute with 95% accuracy.

41. Abby’s Intervention Small group repeated readings Group SizeFrequencyDurationProvided by 2-5 students 2 times per week 20 minutesClassroom teacher

42. Explore Resources 1.The Reading Continuum Handout 2. The Meadows Center http://www.meadowscenter.org/files/res ources/ReadingStrategiesDyslexia.pdf 3.Florida Center for Research in Reading http://www.fcrr.org/curriculum/pdf/http://www.fcrr.org/curriculum/pdf/ GK-1/P_Final_Part2.pdf

43. Lesson Planning Create a lesson plan to address Abby needs and help her move toward reaching her fluency goal. Refer to handout #4

44. Data Based Decision Making

45. Progress Monitoring Oral reading fluency curriculum- based monitoring (CBM) passages at her instructional grade level will be given to Abby once a week.

46. Progress Monitoring: Abby’s Reading Fluency Data 46

47. Next Steps  At the end of six weeks, progress monitoring data information shows that Abby is not making progress.  Discuss some possible next steps to address Abby’s needs.

48. What If Supplemental Interventions Aren’t Sufficient? National Center on Intensive Intervention October, 2013

49. Consider…  Has the student been taught using an appropriate evidence-based supplemental intervention program?  Has the teacher received training?  Has the program been implemented with fidelity? –Content –Dosage/schedule –Group size  Has the program been implemented for a sufficient amount of time to determine response?

50. Intensifying Interventions  Decrease group size  Increase frequency or duration of sessions  Provide more opportunities for practice with feedback  Change interventionist to someone with greater expertise  Break tasks into smaller steps  Provide concrete learning opportunities  Use explicit instruction and modeling

51.  Complete the “Supplemental Interventions Needs Inventory” (Handout #5)  Share responses as a team –Prioritize and plan for next steps with district or school leadership or coach Prioritizing Next Steps…

52.  Set the foundation for intensive intervention  Should be evidence based  Must be implemented with fidelity  Have important implications for identification of students who need more intensive instruction Supplemental Interventions…

53. References are provided in handout #6 Part 5 addresses Intensive Interventions Thank you!