1. Mark R. Shinn, Ph.D. Professor and Director, School Psychology Program National Louis University, Skokie, IL markshinn@me.com http://markshinn.org Evidence-Based Practices Follow Up Webinar Beginning the Serious Work North Dakota Department of Public Instruction Webinar February 2, 2012

2. Recall Our “Places to Begin” Reading to Identify Scaffold Features and Why They Are Important (ASAP)--That’s What Our Leadership Group Has Done So Far Any Additions? Build Consensus on Scaffold Identify Interventions for Review, Including Local Inventory Prioritize List Field Test Scaffold on Top 3-5 Priority Interventions and Discuss Results (Everyone to Test Inter-Rater) Revise Scaffold as Necessary Expand to Include Reviews of All Priority Interventions (At Least 2-3 per Program) Publish Brief Background Document on Process and Participants

3. Tier 2 is “MORE” (More) Time (More) Explicit Teacher-Led Instruction (More) Scaffolded Instruction (More) Opportunities to Respond with Corrective Feedback (More) Language Support, Especially Vocabulary (More) Intensive Motivational Strategies (More) Frequent Progress Monitoring

4. Today Brief Review of Features of Powerful Tier 2 and 3 Interventions Look at Sample Consumer’s Guide Review Some Potential Features

5. Tier 3 is “MOST” (Most) Time (Most) Explicit Teacher-Led Instruction (Most) Scaffolded Instruction (Most) Opportunities to Respond with Corrective Feedback (Most) Language Support, Especially Vocabulary (Most) Intensive Motivational Strategies (Most) Frequent Progress Monitoring

6. Commit to Reading These Three IES Practice Guides to Identify Common Features Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving Adolescent Literacy: Effective Classroom and Intervention Practices: A Practice Guide. Washington, DC: U.S. Department of Education. Gersten, R., Baker, S. K., Shanahan, T., Linan- Thompson, S., Collins, P., & Scarcella, R. (2007). Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. Washington, DC: US Department of Education. Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly III, W. D. (2009). Assisting students struggling with reading: Response to intervention and multi-tier intervention in the primary grades. Washington, DC: US Department of Education.

7. Elementary Recommendations

8. EL Recommendations

9. Secondary Recommendations

10. Similarities Screening Frequent Progress Monitoring An Emphasis on Explicitness (For All Reading Skills) Intensity Vocabulary

11. Commit to Reading Chapter 1 in Explicit Instruction On the ND DPI E-B Website, or www.explicitinstruction.o rg www.explicitinstruction.o rg

12. Let’s Examine Our Samples

13. Mark’s Beginning Suggestions Works Best With? Works Less Well With? Grade Ranges Comprehensive Intervention or Specifically Targeted? Fidelity of Implementation Tools Available? Placement and Diagnostic Tests Included? Cost? Suggested Implementation Time and Duration? Intensity of Training and Support Required?

14. Commitments Reading to Identify Scaffold Features and Why They Are Important (ASAP)--That’s What Our Leadership Group Has Done So Far Any Additions? Build Consensus on Scaffold Identify Interventions for Review, Including Local Inventory Prioritize List Field Test Scaffold on Top 3-5 Priority Interventions and Discuss Results (Everyone to Test Inter-Rater) Revise Scaffold as Necessary Expand to Include Reviews of All Priority Interventions (At Least 2-3 per Program) Publish Brief Background Document on Process and Participants