Selecting and Evaluating Your Core and Supplemental Reading Curricula An Overview Kent McIntosh, Ph.D. Amanda Sanford, M.S. Objectives Be able to define and identify critical features of RTI Understand how use of a core program fits into the RTI framework Learn essential components of a research based core & supplemental reading programs Learn how to select and evaluate core and supplemental reading programs University of Oregon 2 Schedule Part I (1.5 hrs.) Background & definition of RTI Core and supplemental curricula as a part of an RTI system Break Part II (1 hr.) Evaluating the effects of your core curriculum Evaluating your schoolwide reading Response to Intervention Definition: Response to Intervention is a process by which effective instruction and intervention are used as a primary means of preventing learning and social- emotional/behavioral difficulties. Students who do not demonstrate adequate response to intervention are identified for additional, more intensive intervention. program 3 4
Critical features of RTI CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Intensive Program: Individualized Instruction for Students with Sustained Learning Difficulties A system or individualized approach? Core Program: Appropriate, High-Quality Research-Based Instruction For All Students ~15% Strategic Program: Additional Interventions for Students At Risk of Sustained Difficulties ~80% of Students 5 6 CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Core Program: Appropriate, Universal High-Quality System: Research-Based Core Curriculum Instruction for For All All Students ~20% ~30% Intensive Program: Individualized Instruction for Students with Sustained Learning Difficulties Selected Program: Additional Interventions for Students At Risk of Sustained Difficulties A poor reader in first grade is at significant risk for long term academic difficulty. has an 88% probability of being a poor reader in fourth grade. ~35% ~45% Average readers in first grade have a 87% probability of remaining an average reader in fourth grade (Juel, 1988). ~35% of Students 7 8
Early reading performance is predictive of later reading success 9 Kame enui, Simmons, Coyne, & Harn, 2003 The Challenge: Humans are not innate readers Assuming that during reading class, there are: No absences No field trips No fire drills No special assemblies we have how many days to teach a child to read from grades 1-3? (Cole & Braun, 2003) 10 What are schools doing to improve reading skills? The three components for improving instruction 11 12
Key Principles of Delivery 1. Instruction in expectations for behavior 2. Use all of your minutes! 3. Teach at a brisk pace minimize teacher talk 4. Provide many, many opportunities to respond/read 5. Teach content to mastery Key Principles of Organization 1. Time At least 90 min. of protected time 2. Placement Appropriate level of instruction Flexible skill grouping 3. Group size Match size to need Who teaches? (Carnine, Silbert, & Kame enui, 1997) 13 (Simmons et al., 2002) 14 Activity Self-assess your core reading program s instructional components Effective reading programs: Use a research-based core curriculum Deliver the core with fidelity and using research based practices Organize the program so that a majority of students meet benchmarks Provide supplemental and intervention programs for students who need additional support 15 16
Core Programs & Research Research validated programs: there is research to demonstrate that the program is more effective than another program or method Research-based: a program is designed based on what we know about good instruction, but the program itself has not been researched A Core Reading Program should: Focus Instruction on Big Ideas Phonemic awareness Phonics Fluency Vocabulary Comprehension 17 (c) 2005 Dynamic Measurement Group 1. Phonemic Awareness 2. Phonics The understanding that individual sounds of spoken language (phonemes) work together to make words. This allows readers to hear, identify, and manipulate the individual sounds. Example: The sounds in the word man are /m/ /a/ /n/. Necessary for: Quickly reading known words Decoding unknown words Comprised of two main skills Letter-sound correspondence (the letter c makes the sound /c/) Phonological recoding understanding that sounds go together to make words (the letters c a, and t have the sounds /c/ /a/ /t/ and can be put together to make the word cat ) National Reading Panel. (2000) as cited in Good (2005) 19 National Reading Panel. (2000) as cited in Good (2005) 20
3. Fluency The skill of reading texts accurately and quickly, which allows readers to recognize and comprehend words at the same time. 4.Vocabulary The ability to store information about the meaning and pronunciation of words. There are four types of vocabulary: listening, speaking, reading, and writing. National Reading Panel. (2000) as cited in Good (2005) 21 National Reading Panel. (2000) as cited in Good (2005) 22 5. Reading Comprehension Understanding, remembering, and communicating with others about what has been read. Comprehension strategies help readers to make sense of a text. Activity With a partner, match the example on the left with the big idea on the right. National Reading Panel. (2000) as cited in Good (2005) 23 24
Which Big Idea? Child accurately and fluently reads a passage from a basal reader. Child uses a word in a sentence. Child looks at the letter b and says, /b/. Child says that the first sound in the word ball is /b/. Child answers questions about a passage he/she has read. Child hears the word, hat and says, /h/ /a/ /t/ /hat/. Child completes a phrase with a rhyming word, e.g., the kitten has lost it s mitten. Phonemic awareness Alphabetic principle Accuracy and fluency reading connected text Vocabulary Comprehension Selecting A Core Curriculum Consumer s Guide to Evaluating Core Curricula: http://oregonreadingfirst.uoregon.edu/curriculum_review.php (c) 2005 Dynamic Measurement Group 26 Scoring & Questions Scored like Consumer Reports Example Items: Can be used to evaluate a core, or can use the Oregon Reading First evaluation of core curricula Oregon Reading First Report on Core Curricula Evaluation: http://oregonreadingfirst.uoregon.edu/downloads /core_report_amended_3-04.pdf 27 28
Selecting Core & Supplemental Programs Use data to evaluate a program Use what other districts have shown works Evaluate a program using your own guide Use Reading First s evaluation of core and supplemental programs 29 30 What questions do you have? Take a break! You ve earned it! 31 32
Agenda Welcome back! Using your data to evaluate your core program Using a self-assessment form to evaluate your schoolwide reading program 33 34 What can we do with benchmark data? Evaluating your Core Reading Program What do we want to know? 35 36
Two questions for on-going evaluation of the core 1. Are we doing what we said we d do? 2. Is it working? 1. Are we doing better than last year? 2. Is our core program working for most kids? 3. What do we need to do to get our core to work for more students? Is our core program working for most kids? The 80% rule If under 80% of students are meeting benchmarks, focus on the core The 20% rule Provide the lowest 20% with additional reading support (strategic or intensive) (Adapted from: Horner, Kame enui) 37 38 School Examples from the DIBELS Data System Core Evaluation Reports Available NOW at http://dibels.uoregon.edu Schoolwide Data Histograms Box Plots Scatterplots - Summary of Effectiveness Report 39 40
41 42 Histograms Evaluating the Core PSF Spring First Grade Summarizes the distribution of scores of all children in a grade within a school or district. Student performance is depicted in three categories according to students who have (a) met established goals, (b) are below target levels, or (c) are seriously below target goals. Over the year, you should begin to see more students who meet established goals and fewer students who are seriously below target goals. 43 89% Established (42 students) 11% Emerging (5 students) 0% Deficit (0 students) 44
Evaluating the Core PSF Spring First Grade Evaluating the Core PSF Spring First Grade 70% Established (38 students) 27% Established (13 students) 26% Emerging (14 students) 49% Emerging (24 students) 4% Deficit (2 students) 45 24% Deficit (12 students) 46 Evaluating the Core 1998 99 First Grade Evaluating the Core 1999 00 First Grade 60 CBM Reading 140 CBM Reading 50 120 Frequency 40 30 20 Frequency 100 80 60 40 10 20 0 0 0-4 5-9 10-14 15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 Correct Words 28% Established Readers 57% Emerging Readers 15% Non-Readers 55-59 60-64 65-69 70-74 75 + 47 0-4 5-9 10-14 15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 Correct Words 57% Established Readers 36% Emerging Readers 6% Non-Readers 60-64 65-69 70-74 75 + 48
DIBELS Summary of Effectiveness Report Planning and Evaluation Tool 49 50 Another method for evaluating your reading program Planning and Evaluation Tool http://oregonreadingfirst.uoregon.edu/downloads/pet-r.pdf Planning and Evaluation Tool Purpose: To take an inventory of where you are Use it to set goals Scoring Layout Examples 51 52
Activity With your team, answer questions 1-5 in section III as they relate to a core reading program at your school or a school with which you work Big Ideas Your core reading system (i.e. classroom instruction) is the foundation that makes RTI work Select curricula that are researchbased (or adapt your curricula to fill the gaps) Evaluate the effectiveness of your core (and make adjustments!) 53 54 Online Resources http://reading.uoregon.edu http://oregonreadingfirst.uoregon.edu http://dibels.uoregon.edu What questions do you have? 55 56