Presentation on theme: "Addressing the Needs of Students With Persistent Reading Di"— Presentation transcript
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Addressing the Needs of Students With Persistent Reading Difficulties Through Intensive Intervention
Douglas Fuchs, Devin Kearns, and Laura MagnusonVanderbilt University, Boston University, and American Institutes for ResearchApril 11, 2014
This document was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H326Q110005. Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or policies 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 document is intended or should be inferred.Slide2
The intensive intervention framework (5 min.)Overview of Data-Based Individualization (DBI) in reading (10 min.)
Critical elements of DBI in reading (25 min.)Important considerations for making DBI work (5 min.)Group discussion (15 min.)Session Overview
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The Intensive Intervention Framework
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Intensive intervention
addresses severe and persistent learning or behavior difficulties. Intensive intervention should be: Driven by data
Characterized by increased intensity (e.g., smaller group, expanded time) and individualization of academic instruction and/or behavioral supports
What Is Intensive intervention?
4Slide5
Secondary intervention program, delivered with greater intensityProgress
monitoringInformal diagnostic assessmentAdaptationContinued progress monitoring, with adaptations occurring whenever needed to ensure adequate progressFive DBI Steps
5Slide6
A Bird’s Eye View of DBI
6Slide7
Overview of DBI in Reading: Why Do We Do DBI?
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Why? Many Students With Disabilities Are Struggling in School
8U.S. elementary-age children with learning disabilities (LD) below 20th percentile on comprehension
64%
High school students with LD years below grade level in reading
3.4 years
Fraction of high school students with LD who drop out
¼
Percentage of students with LD with paid employment, two years postsecondary
46%Slide9
“Virtually all children and youth with disabilities, including those with very serious learning problems, are helped sufficiently by the core curriculum with co-teaching, modifications to the core instructional program, or other such supports.”
Why? Unfounded and Naïve Beliefs About Teaching Kids with LD9
Fuchs, Fuchs, & Vaughn, 2014, p. 14
Unfounded and naïve beliefSlide10
Why? Primary and Secondary Prevention Often Are Not Enough
10
Primary prevention
Low-salt diet Stress reduction
Secondary prevention
Intensive intervention
Inexpensive
diuretics
Beta-blockers
ACE inhibitors
Other novel, patient-specific treatments
The Medical Analogy:
High Blood Pressure TreatmentSlide11
A Case Study: Kelsey
11In fourth gradeReads at a second-grade level
Participated in a secondary intervention using a research-validated program
Group of six 30 minutes, 4 times a week, for 7 weeks
Explicit instruction Led by knowledgeable paraprofessionalSlide12
Kelsey’s Secondary Intervention Progress
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Progress monitored on a measure of passage reading fluency
Her aim/goal line
(where we want her weekly scores to be)
Her progress
(her actual scores)Slide13
Kelsey is exactly the type of child who needs intensive intervention.Kelsey received good instruction.
Kelsey needs a more intensive instructional program.Kelsey Is Not Responding to Secondary Prevention13
Many children in intensive intervention participated in good programs.
Their problems are not anyone’s “fault.”
Some children just need
more
time structure practice clarity teacher attention
different
methods of explanation content
Slide14
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After Secondary Prevention:
What Do We Do for Kelsey Now?Slide15
Data-Based Individualization
Improving Skills for Students With Intensive Needs15Slide16
Secondary prevention with greater intensity
Progress monitoringDiagnostic assessmentAdaptation of the interventionIterations5A. Progress monitoring5B. Analysis5C. AdaptationSteps of DBI in Reading
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Danielson & Rosenquist, 2014; Lemons, Kearns, & Davidson, 2014
1
x
2
3
+
4
5Slide17
Secondary Prevention With Greater Intensity
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Secondary prevention programNot an approach or a loosely structured set of activitiesResearch-validated program (tested by researchers)
Clear sequence of lessonsExplicit instruction (I do, we do, you do) approach (Archer & Hughes, 2011)Fidelity of implementationGreater intensity (quantitative changes)Greater frequency, length of sessions, or durationSmaller group sizeLess heterogeneity in the group (students more similar in level)
Secondary Prevention With Greater Intensity
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Kelsey’s Secondary Prevention Program
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Explicit
Systematic
Research-Based
(Fuchs, Kearns et al., 2012)
Focused on Foundational Skills
Sight words
Sound-symbol correspondence
Decoding
Spelling
Reading level-appropriate textsSlide20
Kelsey’s Progress After Secondary Prevention
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Oral reading fluency (accuracy; %)
Oral reading fluency (rate)
MAZE
Slight
improvement in oral reading fluency
rate,
and accuracySlide21
Intensifying Secondary Prevention: Quantitative Changes
214 days
5 days
Time
4 students
3 students
Group
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Progress Monitoring
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Reliable and valid measure (evaluated by researchers)Use “Academic Progress Monitoring Tools Chart” available at intensiveintervention.org
Easy-to-administer measureTakes little teacher and student timeEasy to scoreMeasure can be given weeklyEnough parallel formsDesigned for regular administrationChoose a Progress Monitoring (PM) Measure
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Determine the correct levelStudent’s instructional level Not student’s grade level
Determine student’s aim and plot itCollect Initial Data and Create an Aimline 24
Kelsey is doing
second-grade
oral reading fluency
Using second-grade benchmark (85)
or
Using second-grade expected rate of improvement (to 72)Slide25
Collect data weeklyAfter seven weeks (8 data points), evaluate progressIs student tracking the aimline?
Yes—stay on targetAbove—increase the goal or stay on targetBelow—diagnose and adapt instructionCollect Data Through Initial DBI25Slide26
Diagnostic Assessment
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Informal Diagnostic Assessment
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Error analysis of PM data
Classroom assessments and work samples
Standardized assessments (if possible)Slide28
Review the diagnostic assessmentsCome up with a theory about what might be causing the student’s academic difficulty
Start considering adaptationsUsing the Assessment Results28
bunny vu… IDK
knife twin
Spellings include all sounds
Replaces nonwords with real words
Good sight word knowledge
PM errors are mainly for polysyllabic words
spin … IDK count?
Kelsey
tends to guess
and needs strategies to
decode polysyllabic
words.Slide29
Adaptation
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20 minutes with teacher in small group, rather than 15 minutes5 minutes of one-to-one time with teacher15 minutes of partner practice, rather than whole-group reading activities in general education
Adaptation for Kelsey:Quantitative Changes30Slide31
Adaptation for Kelsey:Qualitative Changes
Skip ahead in the scope and sequence to the polysyllabic lessons
Supplement with polysyllabic
strategies …Slide32
Polysyllabic Strategy Options
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Peeling off
Overt strategy
Lovett, Lacarenza, &
Borden, 2000
Archer, Gleason, & Vachon, 2002
“I peel off (affix) at the beginning (or end) of the word. The root is ____. The word is ____.”
(p. 468)
“First, I will try /
first pronunciation
/, then I will try /
second pronunciation
/, and see which gives me a real word.” (p. 469)
Vowel alert
Covert strategySlide33
Polysyllabic Strategy Options
DISSECT Lenz & Hughes, 1990Discover the contextIsolate the word’s prefix
S
eparate the word’s suffix
S
ay the word’s stem or base word
E
xamine the word’s stem
C
heck with another person
T
ry to find the word in the dictionary
BEST
O’Connor et al
., 2002; O’Connor, Fulmer
,
Harty
,
&
Bell, 2005; O’Connor
&
Bell, 2004
B
reak the word apart
E
xamine each part
S
ay each part
T
ry the whole thing in context
Mnemonic strategiesSlide34
Polysyllabic Strategy Options
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Wilson, 2002
Lindamood &
Lindamood, 1998
Syllable marking
Tracking with syllablesSlide35
How to decide:Think about the principles for intensive intervention
Which strategies have small steps?Which strategies have precise language (3Cs language: clear, concise, consistent)?Which strategies lend themselves to modeling real reading behavior?ChoicesPeeling offVowel alertOvert and covert strategiesPolysyllabic Strategy Chosen
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Results of Adaptation
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Iterations
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Check Progress Weekly: Are the Adaptations Still Working?
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What should we do now?Diagnose: What is the source of the problem?Adapt: How can we change the program again to produce greater growth?
After Four Points Below the Line, Diagnose and Adapt Again39Slide40
Important Considerations for Making DBI Work
Tips From Our Work in Schools40Slide41
Make Sure You Choose a Valid and Reliable PM System
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Running records
Program-specific mastery measures
X
XSlide42
The Instructional Platform Is a PROGRAM
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X
An adequate resource but not an instructional platform: Not systematic and explicitSlide43
The Instructional Platform Is a PROGRAM
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X
An adequate website with actual lesson plans, but it is not a program that is tightly and carefully designedSlide44
The Adaptations Make Sense
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Balance training
Kearns & Fuchs (2013)
Brain workouts
Working memory treatment
Neurofeedback training
X
To date, few scientific studies suggest these “cognitive” approaches work: Stick to academicsSlide45
Every other week is not enough during DBI.Weekly monitoring is needed to show small changes.
Monitor Progress Enough45Slide46
Do not forget to loop them in early in the process.Make sure the entire staff knows about DBI and basically what will happen.Include other service providers, such as speech pathologists, who may have insight and ideas.
Make Sure All Key Individuals Come to DBI Meetings46Slide47
Tools ChartsAcademic Intervention: http://www.intensiveintervention.org/chart/instructional-intervention-tools
Progress Monitoring: http://www.intensiveintervention.org/chart/progress-monitoring NCII Resources
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DBI Training Series http://www.intensiveintervention.org/content/dbi-training-series
Webinars http://www.intensiveintervention.org/resources/webinarsRegister now for our April 29th webinar: “So What do I do Now? Strategies for Intensifying Intervention when Standard Approaches Don’t Work
”
NCII Resources
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Group Discussion
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Archer, A. L., Gleason, M.,,&
Vachon, V. (2002). REWARDS (Reading Excellence: Word Attack & Rate Development Strategies). Longmont, CO: Sopris West. Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. New York, NY: Guilford. Danielson, L., & Rosenquist, C. (2014). Introduction to the TEC special issue on data-based individualization. TEACHING Exceptional Children, 46, 6–12
.
Fuchs, D., Fuchs, L. S., & Vaughn, S. (2014). What is intensive instruction and why is it important?.
TEACHING Exceptional Children
,
46,
14.
Lemons, C. J., Kearns, D. M., & Davidson, K. A. (2014). Data-based individualization in reading:
Intensifying
interventions for students with significant reading disabilities.
TEACHING Exceptional Children, 46, 20–29.
Lenz
, B. K., & Hughes, C. A. (1990). A word identification strategy for adolescents with learning disabilities.
Journal of Learning Disabilities, 23,
149
–
158
, 163.
Lindamood, P
.,
& Lindamood, P. (l998).
The Lindamood Phoneme Sequencing
program
for
reading
,
spelling
, and speech
, Austin, TX: PRO-ED, Inc.Lovett, M. W., Lacerenza, L., & Borden, S. L. (2000). Putting struggling readers on the PHAST track: A program to integrate phonological and strategy-based remedial reading instruction and maximize outcomes. Journal of Learning Disabilities, 33, 458–476.O’Connor, R. E., Bell,
K. M., Harty, K. R., Larkin, L. K., Sackor, S., & Zigmond, N. (2002). Teaching reading to poor readers in the intermediate grades: A comparison of text difficulty. Journal of Educational Psychology, 94, 474–485.
O’Connor,
R. E
., & Bell, K. M. (2004). Teaching students with reading disability to read words. In A. Stone, E. Silliman, B. Ehren, & K. Apel (Eds.),
Handbook of language and literacy: Development and disorders
(pp.
479
–
496
). New
York, NY:
Guilford Press.O’Connor, R. E., Fulmer, D., Harty, K., & Bell, K. (2005). Layers of reading intervention in kindergarten through third grade: Changes in teaching and child outcomes. Journal of Learning Disabilities, 38, 440–455.Wilson, B. (2002). The Wilson Reading System. Millbury, MA: Wilson Language Training. References50Slide51
This module was produced under the U.S. Department of Education, Office of Special Education Programs, Award No. H326Q110005. Celia Rosenquist serves as the project officer. 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.
Disclaimer51Slide52
National Center on Intensive Intervention
1000 Thomas Jefferson Street NWWashington, DC 20007-3835866-577-5787www.intensiveintervention.orgEmail: ncii@air.org
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