1. Project PASS: A Model System for Early Prevention of Reading and Behavioral Failure

3. Model Demonstration Schools J. Williams Elementary J. Williams Elementary 400 Pre-K - 5 graders 86% free/reduced lunch 85% nonwhite 61% 3rd graders @ benchmark on FCAT M. Terwilliger Elementary M. Terwilliger Elementary 425 Pre-K - 5 graders 425 Pre-K - 5 graders 50% free reduced lunch 46% nonwhite 66% 3rd graders @ benchmark on FCAT Littlewood ElementaryLittlewood Elementary 600 Pre-K - 5 graders 50% free reduced lunch 42% nonwhite 71% 3rd graders @ benchmark on FCAT

4. Multi-tier Model National Association of State Directors of Special Educators Inc

5. UFLI Small-Group Instruction Carbo Recorded Books Read Naturally Waterford Early Reading Program Individualized Tutoring Literacy Centers Leveled books Writing Listening Research Success for All Harcourt Trophies Individualized Tutoring Special Education Reading Lane, 2001

6. Individualized Social Skills Instruction Functional Assessment Special Education School-wide Positive Behavior Support Small Group social skills instruction Self-monitoring Check in/Check out Behavior Adapted from Lane, 2001; PBIS.org

7. Using Office Discipline Referrals The five BIG questions 1. Where are problem behavior events occurring? 2. When are problem behavior events occurring? 3. Why are problem behavior events occurring? 4. What are the problems behaviors? 5. Are there specific students who are contributing to the problem behavior events? PBIS.org

8. J. W. Elementary Referrals by Location Classroom problems!

9. J. W. Elementary End of Reading!

10. Secondary Interventions: Reading UFLI Small Group Instruction Literacy Centers – Carbo Recorded Books – Magnetic Letters/Word Work – Foam Phonics Boards – Language Master – Phonics Phones Individualized Tutoring

11. What is UFLI? One-on-One Tutoring  Gaining Fluency  Measuring Progress  Writing for Reading  Reading a New Book  Extending Literacy Small Group Modification  Book Introduction  Coaching Through Book  Manipulative Letter Work  Rereading Book OR OR  Reread familiar text and measure progress  Manipulative letter work  Introduce and coach through New Book  Writing for Reading Hayes, Lane, & Pullen, 1998

13. Foam Phonics

14. Phonics/Whisper Phones Students can listen to themselves as they read a story, list of words, or review letter sounds Good independent activity with feedback built in Student can move at his/her own pace

15. The Carbo Recorded-Book Method™ Designed to increase reading fluency. Books are recorded a few pages on each side of tape at a slower than usual pace. Recorded books available for reading levels PP-8. Assists struggling readers to integrate rhythm, pace and natural flow of language necessary for comprehension.

16. Carbo Books: Implementation Assign books and tapes to reading groups or individuals. Student should listen to a tape side 2-3 times while following along in book. Read the passage aloud to teacher, volunteer, or peer. Discuss content of story then move on to next tape side.

17. Secondary Interventions: Behavior Small Group Social Skills Instruction Self Monitoring Check in/Check out

18. Checklist Adapted from Skillstreaming the Elementary School Child Skill Cards (McGinnis & Goldstein, 1997)

19. Behavior Recording Form

20. Method: Instructional Procedures

21. Method: Prompt Card Adapted from Skillstreaming the Elementary School Child Skill Cards (McGinnis & Goldstein, 1997

22. Tertiary Interventions: Reading Individualized Tutoring – UFLI One-on-One Tutoring – Specialized Tutoring Special Education

23. Tertiary Interventions: Behavior Individualized Social Skills Instruction Functional Behavior Assessment Special Education

24. Data Driven Instruction With the model in place, we needed a method of determining which students needed secondary and tertiary interventions… DIBELS Office discipline referrals

25. DIBELS: Dynamic Indicators of Basic Early Literacy Skills 5 brief measures of important skills that form the basis for early success in reading. – Letter naming fluency – Initial sound fluency – Phonemic segmentation fluency – Nonsense word fluency – Oral reading fluency

26. Instructional Patterns of DIBELS Scores Intensive: All measures are at high risk, or All measures are at high risk, or Majority are at high risk with others at moderate risk Majority are at high risk with others at moderate risk Strategic: One measure at high risk and others at moderate risk, or or Majority are at high risk with one at low risk, or Majority are at high risk with one at low risk, or All risk levels represented in measures All risk levels represented in measures Initial (or Benchmark) All at low risk

29. 39% 32%31%