Access Webinar: IDEA and Strategies for Literacy Instruction

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Access WebinarIDEA and Strategies for Literacy
Instruction

• Catherine Christo
• California State University, Sacramento
• Christo_at_csus.edu 916 278-6649

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Outline

• Foundations for IDEIA or IDEA 2004
• Key Elements in IDEIA relevant to reading
• Essential elements of response to intervention
  models
• Progress monitoring

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Influences on IDEIA

• NCLB
• Presidents Commission on Excellence in Special
  Education
• Learning Disabilities Roundtable

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Foundations for NCLB Reading Components

• National Right to Read Foundation (1993)
• Dissemination of NIH findings
• Reading Excellence Act (1998)
• Professional development, instructional materials
  and assessments to implement scientific research
  based methods
• Scientific research
• systematic, empirical methods..
• rigorous data analysis
• measurements or observational methods that
  supply valid data
• has been accepted by peer reviewed journal

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Foundations for NCLB Reading Components

• National Research Council consensus report
  Preventing Learning Difficulties in Young
  Children (1998)
• ..early reading instruction should include
  direct teaching about sound symbol relationships
• National Reading Panel Report published by NIH in
  2000
• Basis for Reading First legislation in NCLB
• Identified essential components of instruction
• Developed standards for screening studies
• Two documents stressed importance of a
  comprehensive approach to reading instruction

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Guiding Principles of NCLB Related to IDEA 2004

• Focus on what works
• Scientifically researched methods
• National Institute
• Accountability
• Related to standards
• Mandated achievement for students at all levels
• Progress monitoring
• Early intervention

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Outline

• Foundations for IDEIA or IDEA 2004
• Key Elements in IDEIA relevant to reading
• Essential elements of response to intervention
  models
• Progress monitoring

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Key Elements in IDEIA Relevant to Literacy
Instruction

• Identification
• Early intervention
• Response to Intervention Model
• Scientific Research based interventions
• Determining service delivery
• Progress monitoring

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IDEA 2004

• Disorder in a basic psychological process may
  manifest itself in the imperfect ability to
  listen, think, speak, read, write, spell, or do
  mathematical calculations
• Does not include learning problem due to visual,
  hearing, motor disabilities, mental retardation,
  emotional disturbance, environmental, cultural or
  economic disadvantage

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SLD Under IDEA 2004

• Special Rule for Eligibility Determination. In
  making a determination of eligibility under
  paragraph (4)(A), a child shall not be determined
  to be a child with a disability if the
  determinant factor for such determination is (A)
  lack of appropriate instruction in reading,
  including in the essential components of reading
  instruction (as defined in section 1208(3) of
  ESEA) (B) lack of instruction in math or (C)
  limited English proficiency.

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IDEA 2004

• When determining whether a child has a disability
  a local educational agency shall not be
  required to take into consideration whether a
  child has a severe discrepancy between
  achievement and intellectual ability
• ..a local education agency may use a process that
  determines if the child responds to scientific,
  research-based intervention as a part of the
  evaluation procedures

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Outline

• Foundations for IDEIA or IDEA 2004
• Key Elements in IDEIA relevant to reading
• Essential elements of response to intervention
  models
• Progress monitoring

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Three Tiered Model

• Assessment by response to intervention
• Monitor and evaluate at all stages
• Tier 1
• Provide classroom support
• Tier 2
• Provide more intensive support
• Tier 3
• Consider special education

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Critical Factors in RTI Affecting Literacy
Instruction

• Determine whether child has been given
  scientific, research based intervention
• Determine if child has responded or made
  adequate progress
• Progressively more intense interventions

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National Reading Panel Identified Five Component
Skills

• Three are critical to the development of
  automatic word identification
• Phonemic Awareness
• Phonics
• Fluency
• Two are critical to reading comprehension
• Vocabulary
• Comprehension strategies
• There is interaction/additive effects among these
  five skills

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National Reading Panel Conclusions

• Phonemic awareness training is highly effective
  across a variety of learners and a variety of age
  and grade levels
• Systematic phonics instruction
• significant benefits for struggling readers in K
  to 6
• More effective for low SES students other methods
• improves reading for disabled readers and
  spelling for good readers

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National Reading Panel Conclusions

• Fluency should be included in instruction
• value of independent silent reading is unclear
• Guided repeated reading may be more useful for
  struggling readers
• Effective instruction in vocabulary differs
  across grade levels
• Computers
• Prior to reading
• Repetition and multiple exposures
• Rich contexts, incidental learning

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National Reading Panel Conclusions

• A combination of comprehension strategies is most
  effective
• Monitoring, question generation and answering
• Cooperative learning
• Summarization
• Use of story structure

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Scientific, Research Based Interventions

• Explicit, systematic instruction
• Target areas of need (five components of skilled
  reading)
• Provide intense intervention
• Skill development
• Implemented by trained personnel
• Research studies are empirical, scientific

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Tier I Interventions

• Within classroom
• May target groups of students
• Measurable goals for all
• Instituted early for identified and at-risk
  students
• Individualized and flexible grouping
• Base on ongoing assessment
• Will be extensions of curriculum

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Criteria to Determine Need for Tier I Intervention

• Poor performance on screening tests
• Bottom portion of students
• Mid K screening
• Response to instruction
• Identify those not at risk

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Tier II Supplemental Reading Instruction

• May go beyond classroom instruction
• Provided in small group or one to one
• Systematic, integrated program
• Provided by trained persons
• Frequent, intense
• Measuring progress related to curriculum

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Criteria To Determine Need for Tier II
Intervention

• Advancing toward benchmarks
• District developed benchmarks
• Within curriculum
• Prepared benchmarks (e.g. DIBELS)
• Set at-risk or not at risk criteria
• Monitoring progress
• Those not making adequate progress are referred
  on

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Who Does It Most Readily Help?

• Those without underlying processing disorders
  (phonological and naming speed)
• Those who respond quickest
• Those whose reading problems are a result of
  limited exposure
• Those with better foundational literacy skills
• IQ does not differentiate those who will be helped

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Group Size and Composition

• Same ability grouping
• Small groups within classrooms
• Small groups equal to or better than one on one
• Up to three to four students

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How Long Does It Take?

• Rate of progress in intervention predicts future
  reading success
• Early intervention in phonemic awareness and
  phonics has long lasting effects and requires
  least amount of time
• Depends on age, severity of deficit
• For children with mild deficits 50-100 hours may
  be sufficient

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Early Intervention Makes a Difference

• Can significantly reduce number of children
  performing below criterion (Foorman, 2003)
• Tier 1 interventions can result in reducing at
  risk readers from 25 of population to 6
• Tier 2 interventions can further reduce to 3 to
  4
• Increase scores on standardized tests
• Results are long lasting for most children
• Largest gains are made in first part of
  intervention
• Brain functioning more normalized

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Why Is Early Intervention Important?

• Establishes basic early skills
• Puts children on growth trajectory
• Response to early intervention shows growth curve
  in basic skills to be greater than normal for
  those receiving intervention

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Tier III Interventions

• Intensive
• Targeted with thorough assessment
• Generally given later than first and second tier
• Special education or special-educationlike
• Problems in reading rate remain for most
  children who require this level of intervention

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Upper Grade Interventions

• Often lack intensity
• Little direct instruction or guided practice in
  phonics
• Lack of comprehension strategy instruction
• Typical special education during 4th and 5th
  grade increases reading by only .04 SD over what
  would occur in classroom
• Issues of language ability

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Research Based Upper Grade Interventions

• Teach phonemic decoding explicitly
• Provide opportunities for supervised practice
• Intensive
• Small group
• Related to entry level skills
• Provide all NRP elements of reading instruction
• Teach morphology as need more than phonics at
  upper grades to read words

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Persistent Fluency Deficits

• As children learn to read they increase their
  store of sight words
• Average readers are doing so from 1st grade on
  and continue to do so
• Delayed readers fall behind early
• Gap continues to widen without intervention
• Effects of early delay are both direct and
  indirect
• Text support
• Vocabulary

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RTI Requires

• Systematic approach to instruction
• Collaboration across classrooms and regular and
  special education
• Explicit goals and expectations
• Explicit instruction
• Progress monitoring

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Outline

• Foundations for IDEIA or IDEA 2004
• Key Elements in IDEIA relevant to reading
• Essential elements of response to intervention
  models
• Progress monitoring

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Progress Monitoring

• Use to measure student progress
• Has student responded to intervention?
• Use to evaluate effectiveness of instruction
• Individual students
• Instructional approaches
• Use to determine appropriate instructional
  placement

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Curriculum Based Measurement

• Fluency based measures
• Have capacity for providing growth trajectory
• Easy, quick to administer
• Psychometrically sound
• Local norms
• DIBELS
• Aimsweb

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DIBELS Progression
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Aimsweb
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Oral Fluency Rates
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Expected Growth in Fluency (Deno et al., 2001)

• Typical students in first grade gain _at_ 2 words
  per week in oral reading fluency (ORF)
• Grade two students gain about 1.66 decreasing to
  about .6 in fifth and sixth grade
• Special education students is about ½ that of
  regular education students
• High quality interventions was about 1.5
• Benchmark for interventions
• 2 words per week to level of 30 CWM
• Approximately 1 word per week thereafter

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References

• McCardle, P Chhabra, V. (2004). The voice of
  evidence in reading research. Baltimore Paul
  Brooks Publishing
• Deno, S. , Fuchs, L., Marston, D., Shin, J.
  (2001). Using curriculum based measurement to
  establish growth standards for students with
  learning disabilities. School Psychology Review,
  30 (4). 507-524.
• Foorman, B. R. 2003. Preventing and remediating
  reading difficulties Bringing science to scale.
  Baltimore York Press,.

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References continued

• National Research Council on Learning
  Disabilities, 2003. Responsiveness to
  Intervention Symposium. www.nrcld.org/html/symposi
  um2003/
• Shaywitz, 2003. Overcoming dyslexia. New York
  Random House.
• Swanson, L. 1999. Interventions for students with
  learning disabilities A meta-analysis of
  outcomes. Guilford, New York.

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Resources Websites

• www.cbmnow.com
• www.aimsweb.com
• www.interventioncentral.com
• www.dibels.uoregon.edu
• Institute of Child Health and Human Development,
  2000. Report of the National Reading Panel
  Teaching Children to Read. www.nichd.nih.gov/publi
  cations/nrp
• www.nasponline.org

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Resources Websites

• www.fcrr.org Florida Center for Reading Research
• www.ed.gov/about/offices/list/ies/index.html
  Institute for Education Sciences
• www.w-w-c.org/ What Works Clearinghouse
• Oregon IDEA
• http//idea.uoregon.edu/

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Information on IDEA

• http//nasponline.org
• http//www.nasponline.org/advocacy/IDEA2004.pdf
• http//www.nasponline.org/advocacy/2004LDRoundtabl
  eRecsTransmittal.pdf
• http//www.ideapractices.org/
• http//www.cde.ca.gov/sp/se/lr/ideareathztn.asp
• http//www.cec.sped.org/pp/IDEA_120204.pdf