Intensifying Reading Interventions
Meghan DuffyDirector of Primary Literacy Interventions
Special Education OfficeDivision of Specialized Learning and Student Support
Everyone Reading Conference: CUNY Graduate CenterFebruary 2020
Overview• Specially Designed Instruction/Multi Tiered Systems
of Support Academics (Reading)
• Professional Learning Model
• Four Key Domains • Intensive Intervention• Explicit and Systematic Instruction• Data Analysis to Make Instructional Decisions• Word Reading and Comprehension
• Building Independence: Case Studies
• Successes and Challenges
• Next Steps 2
What is Specially Designed Instruction (SDI)? • Speciallydesignedinstruction(SDI)meansadapting,as
appropriatetotheneedsofaneligiblestudent….,thecontent, methodology, and/ordeliveryofinstruction toaddresstheuniqueneedsthatresultfromthestudent'sdisability;andtoensureaccessforthestudenttothegeneraleducationcurriculum,sothat[they]canmeettheeducationalstandardsthatapplytoallstudents.
(From:RegulationsoftheCommissionerofEducation:Part200StudentswithDisabilities(200.1)(vv)
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ImpactofDisability:Doesthestudent’sdisabilityimpacthis/herinvolvementinthegeneraleducationcurriculum?Howdoesthedisabilityimpactinvolvementandprogressinreading,writing,math,etc.?
Multi-Tiered Systems of Support-Academics (Reading)
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Intensive Intervention in MTSS
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•Tier 3•follows unsuccessful primary and secondary prevention
•evidence based instruction•requires targeted progress monitoring•involves team-based decisions based on data •is individualized
Overview of Professional Learning Series: Year 1
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Day 1: Introduction to Intensive Interventions in Reading/The Big Ideas
Days 3 & 4: Acadience Progress Monitoring Training
Day 2: The Role of Assessment Across Instructional Tiers
Day 5: Explicit Instruction in Word Reading
Day 6: Data Analysis and Qualitative Adaptations
Day 7: High Leverage Comprehension Strategies
Day 8: Building Independence
What have we learned from Year 1?• Background knowledge in the big ideas of reading
• Building knowledge in secondary prevention programs
• Building knowledge of explicit instruction
• Continued course work in intensive intervention and applying this information to other professional learnings and case studies
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Overview of Professional Learning Series: Year 2
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Day 1: Introduction to Intensive Interventions in Reading/The Big Ideas
Day 3: Case Studies in Motion
Day 2: Acadience Progress Monitoring Training
Day 4: Diagnostic Assessments and Qualitative Adaptations
Centrally Funded IEP Teacher: Year 4
Session Topic(s)
Session 1 Big Ideas of Reading and Diagnostic Assessments
Session 2 Making Adaptations with the use of the Principles of Explicit Instruction
Session 3 Fluency and Great Leaps
Session 4 Great Leaps and Impact Presentations
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Four Key Domains
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Intensive Intervention
Explicit and Systematic Instruction
Data Analysis to Make
Instructional Decisions
Word Reading and
Comprehension
Build Teacher Independence
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Intensive Intervention
Intensive Intervention
Explicit and Systematic Instruction
Data Analysis to Make
Instructional Decisions
Word Reading and
Comprehension
Intensive Intervention
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• Deepen our knowledge of the Big Ideas of Reading to develop profiles of student’s reading skills
• Identify when students do not respond to general education instruction and secondary prevention and when intensive intervention should be considered
• Evaluate secondary prevention programs to ensure alignment to student needs and have evidence of strong effect on students who present reading difficulties
Intensive Intervention
Explicit and Systematic Instruction
Data Analysis to Make
Instructional Decisions
Word Reading and
Comprehension
Simple View of Reading
Reading Words & Sentences• Phonemic Awareness• Phonics• Reading Fluency
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Understanding What is Read• Vocabulary• Comprehension
SuccessfulReading
(Coyne, 2017)
What is Specially Designed Instruction (SDI)?
“Specialized instruction might be delivering a specialized reading program or other Orton Gillingham based approaches. It might involve implementation of Data Based Individualization, a research-based process of individualizing and intensifying interventions through the systematic use of assessment data, validated interventions and research-based adaptation strategies.”
(United Federation of Teachers www.uft.org)
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1. Secondary intervention program
2. Progress monitoring
3. Diagnostic assessment
4. Adaptations using a taxonomy of intervention adaptations
5. Continued progress monitoring, with adaptations occurring as needed to ensure adequate progress
Five Data-Based Individualization (DBI) Steps
Data Based Individualization and Special Education Many students in need of the more intensive intervention using DBI are students with disabilities.
DBI provides a systematic data-based process for:
• Designing specialized instruction based on student need
• Evaluating progress on IEP goals
• Intensifying specialized instruction for students who are not making adequate progress
v Schools must ensure that students with disabilities have access to the most intensive supports within the school including DBI when appropriate.
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National Center on Intensive Intervention
Explicit and Systematic Instruction
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Intensive Intervention
Explicit and Systematic Instruction
Data Analysis to Make
Instructional Decisions
Word Reading and
Comprehension
Explicit and Systematic Instruction
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• Identify clear, measurable objectives with a singular focus that fit the lesson
• Design lessons to teach strategies in word reading and comprehension using the I Do, We Do, You Do sequence
• Write clear, concise explanations for key concepts and use them consistently
• Use modeling techniques appropriate to the content being taught
• Elicit frequent responses using appropriate questioning techniques
Intensive Intervention
Explicit and Systematic Instruction
Data Analysis to Make
Instructional Decisions
Word Reading and
Comprehension
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ModelingI DO
PracticeWE DOYOU DO
Supporting Practices
• Eliciting Frequent Responses
• Provide Feedback
Modeling
Clear Explanations
Planned Examples
(Kearns, 2017)
Explicit Instruction
Explicit Instruction Lesson
(Lesson timeframe 30-45 minutes)
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Modeling Practice
G Independent Practice
Guided Practice
Modeling PracticeGuidedPractice
Independent Practice
(Coyne, 2017)
Explicit Instruction: Word Reading
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Modeling Practice M P
(Coyne, 2017)
Lesson timeframe (15 minutes)
Instructional Sequence (30 seconds)
Across Tiers
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Tier1 IWeWeWe You
Tier2 IIWeWeWe We We We You
Tier3 IIIWeWeWeWeWe We We WeWeWeWeWe WeWe
**I Wewe WeWeWeWeWeWe You
(Archer, 2019)
Data Analysis to Make Instructional Decisions
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Intensive Intervention
Explicit and Systematic Instruction
Data Analysis to Make
Instructional Decisions
Word Reading and
Comprehension
Data Analysis to Make Instructional Decisions
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• Monitor student response to intensive intervention using appropriate instruments for the student and the skills being targeted
• Track the progress of at-risk students using reliable, valid progress monitoring tools
• Evaluate formal and informal sources of diagnostic data about student performance to determine areas of need and form a hypothesis regarding non response
• Make adaptations to students’ instructional programs using quantitative and qualitative changes
Intensive Intervention
Explicit and Systematic Instruction
Data Analysis to Make
Instructional Decisions
Word Reading and
Comprehension
Discerning the differences among various assessments
ProgressMonitoring(PM)
• Regularchecksofstudentprogress
• Measuresofimportantacademicoutcomes
• Testswithmanyformsofequivalentdifficultly
• Canbeadministeredquickly
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Whatquestiondoesitanswer?
Howwellistheinstructiongoing?
(Kearns, 2017)
Progress Monitoring
• Always choose the instructional level.• If a fifth grader is reading at a second grade level,
what will happen if they do a fifth grade progress monitoring probe every week? • The student will not show progress
• Fidelity • Follow the administration directions exactly• Score the same way every time• Follow the progress monitoring schedule
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Acadience Progress Monitoring Training
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Acadience Measure Basic Early Literacy Skill Measured
Grades
First Sound Fluency (FSF) Phonemic Awareness Kindergarten
Letter Naming Fluency (LNF) Indicator of Risk Kindergarten, Early First Grade
Phoneme Segmentation Fluency (PSF)
Phonemic Awareness Kindergarten, Early First Grade
Nonsense Word Fluency (NWF) Alphabetic PrincipalBasic Phonics
Kindergarten, First Grade, Early Second Grade
Oral Reading Fluency (ORF) Advanced PhonicsWord Attack SkillsAccuracy and FluencyReading Comprehension
First-Sixth Grades
DAZE Reading Comprehension Third-Sixth Grades
Diagnostic Assessments• An assessment that teachers can use as a tool to collect
information about a student’s strengths and weaknesses in a skill or area. Examples of these assessments are:• Running records• Phonics inventory• Observations and anecdotal notes• Error analysis of progress monitoring data
• Assessments determine specific instructional needs and can be used when students are not responding to an intervention
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Data-Based Individualization: Adaptations
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Adaptations
• Dosage (intervention time)
• Student-program alignment
• Explicit instruction principles use
• Behavior Supports
• Generalizing Skills
Quantitative/Qualitative Adaptations: Dosage
• The amount of time the students spends practicing• Repeat, strategically reorder, or create lessons• Increase the amount of intervention time per day
or number of lesson per week• Decrease group size• Increase opportunities to respond/practice in each
lesson
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(Kearns, et. al. 2017)
Qualitative Adaptations: Alignment
• How well the program addresses a student’s academic skill deficits in foundational skills• Add or change the skills taught to address the full
set of student deficits in a curricular area• Adjust to minimize or eliminate instruction of
already mastered skills• Changes the strategy for teaching a skill when the
current strategy may not be effective• Use observation data or self-report to determine
instructional time alignment with student needs
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(Kearns, et. al. 2017)
Qualitative Adaptations: Explicit Instruction
• Clarify explanation using concise, consistent language
• Include enough modeling to assure students are ready for guided practice
• Increase or better structure guided or independent practice opportunities (i.e., practice with fading support)
• Improve phrasing of questions at the student’s appropriate performance level requiring a variety of response formats
• Increase number of opportunities for students to respond actively to teacher questions in a variety of response formats
• Provide feedback that is more immediate, specific, positive, corrective, and/or frequent
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(Kearns, et. al. 2017)
Qualitative Adaptations: Behavior Supports
• The extent to which self-regulation, motivation, executive function, or strategies to minimize non-academic behaviors. • Increase the structure of the environment in terms of schedule, routines,
physical space• Clarify expectations for students, teach and practice expectations,
monitor compliance, and/or reinforce expectations through repeated practice
• Increase engagement by giving choices, varying tasks, decreasing “downtime”, intersperse easier known tasks with harder new tasks to build momentum, and increase explicit instruction use
• Acknowledge appropriate behavior/consistently ignore inappropriate behaviors
• Select reinforcement strategies to match the function of the student's behavior
• Teach and practice strategies to improve/support self-regulation and/or executive functioning
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(Kearns, et. al. 2017)
Qualitative Adaptations: Generalizing Skills/Attention to Transfer
• Whether the program includes opportunities to practice skills outside of the original content (e.g., applying word decoding to sentences).• Examine standards to see what transfer will require and
build activities to move toward those standards• Provide students with practice that relies on known skills
but presents them differently• Have student extend the use of the skill to other areas of
learning• Teach student self-monitoring strategies to think about
when to use strategy
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(Kearns, et. al. 2017)
Word Reading and Comprehension
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Intensive Intervention
Explicit and Systematic Instruction
Data Analysis to Make
Instructional Decisions
Word Reading and
Comprehension
Word Reading and Comprehension
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Intensive Intervention
Explicit and Systematic Instruction
Data Analysis to Make
Instructional Decisions
Word Reading and
Comprehension
Word Reading
• Phonemic Awarenessv Rhyming tasksv Segmentation tasks
• Phonicsv Decoding/Encodingv Multisyllabic word reading:
Overt/Covert strategies• Fluencyv Word Levelv Sentence Levelv Paragraph Level
Comprehension
• Before Reading v Vocabulary v Activating background knowledge
• During Readingv Question Answer Relationships
(QAR)
• After Readingv Summarizing the Whole
Building Independence
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Case Study: Elizabeth • Student: Elizabeth (3rd grade)
• Instructional Level: 1st grade instructional level
• Explicit, Systematic Instruction using an Orton Gillinghambased Intervention Program 3x per week for 30 minutes
• Progress Monitoring: • First Grade Nonsense Word Fluency (NWF)• First Grade Oral Reading Fluency (ORF)• Second Grade Oral Reading Fluency (ORF)
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Progress Monitoring Data: Elizabeth
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End of Year GoalsEnd of Year Goals
Nonsense Word Fluency (NWF)
Correct Letter Sounds
Whole Words Read
Case Study: Adam • Student: Adam (8th grade)
• Instructional Level: 4th grade
• Explicit, Systematic Instruction using an Orton Gillinghambased reading program 3x per week for 45 minutes
• Progress monitoring: • Fourth Grade Oral Reading Fluency (ORF)
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Adam Progress Monitoring Data
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Oral Reading Fluency (ORF)
End of Year Goals
Summary of Successes and Challenges
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Successes• Teacher efficacy and empowerment
• Improved student outcomes by closing instructional gaps
• Continual professional learning sequence with retrieval practice
• Communication with participants between sessions
Challenges • Time outside of school
• Knowledge building outside of professional learning series
Participant Feedback
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Participant Feedback• “I have seen such growth in my case study child as well as
others that I work with in small groups. It is a direct reflection of the material I am absorbing in our sessions! Very valuable.”
• “I really learned a lot about the depth and span of reading instruction. It was more informative than any college class or professional development in the building.”
• “I was able to get hands on experience with a variety of case study examples. I was able to look at student trends and discuss each student’s needs.”
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Next Steps
Year 1
Year 2
Year 3
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• Four Year 1 SDI cohorts citywide
• NYC DOE District 2 cohorts
• Monthly DBI meetings• CF IEP Teacher Year 4
• Intensive Intervention lab sites
• Provide continual coursework
