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Adolescent Intervention Model Adolescent Intervention Model (AIM) for Reading(AIM) for Reading
West Virginia’s PathwayWest Virginia’s Pathway
Office of InstructionOffice of Special Programs, Extended and Early LearningOffice of Student Assessment and Accountability
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Consortium for Reading Consortium for Reading Excellence (CORE)Excellence (CORE)
Scientifically based research“Preventing Reading Difficulties’Report of the National Reading PanelPut Reading First
National Advisory BoardIsabel Beck, Barbara Foorman, Phyllis Hunter, Edward Kame’enui, Mark Shinn, Shane Templeton and Joseph Torgesen
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CORE “Educational triage…”CORE “Educational triage…”
well-run intensive care unitsspecialized care excellent core instructionextended and enrichment opportunities
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Adolescent Literacy School Adolescent Literacy School Improvement CycleImprovement Cycle
Balanced Formal &Informal Assessments
Strategic, AcceleratedIntervention
Committed InstructionalLeadership
Ongoing, Imbedded,Research-based
ProfessionalDevelopment
Highly EffectiveTeachers
Increased Student
Achievement
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Enduring EffectEnduring Effect
Designing, implementing and sustainingeffective reading programs is everybody’sbusiness.
Science
Health
Career &Technical
ArtsReadingSocial Studies
SpecialEduc.
EnglishMath
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Diverse LearnersDiverse Learners
Mild learning disabilitiesPrimary language different “skilled evaders of reading”Low motivation, anxiety
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Program and curriculum designs Program and curriculum designs must take in to account …must take in to account …
lack of background knowledge of these diverse learners.
delayed language development of these diverse learners.
limited successful reading experiences of these diverse learners.
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Adolescent Intervention ModelAdolescent Intervention Model
Levels of Support:
1. Advanced2. Benchmark3. Strategic4. Intensive
Kame’enui and Simmons, 2000
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Who are the Advanced learners?Who are the Advanced learners?
May already know much of the contentAt or above grade-level standardsBenefits from opportunities for elaborationMay appear bored
Linda Diamond, CORE, 2004
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Who are the Benchmark learners?Who are the Benchmark learners?
Generally can meet standardsAverage learnerCan adapt and adjust to teacher’s style
Linda Diamond, CORE, 2004
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Who are the Strategic learners?Who are the Strategic learners?
Typically tests between the 30th – 40th percentile on normative measures
Gaps in skills and knowledge 1-2 years behind Can basically read but not with depth Does not apply him/herself and may appear
unmotivated Content area work may be challenging May not complete homework
Linda Diamond, CORE, 2004
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Who are the Intensive learners?Who are the Intensive learners?
Tests below the 30th percentile on normative measures
Very low performance Reading skills are limited Very frustrated and unmotivated Demonstrates behavior and absentee problems Cannot handle content area work Does not turn in homework
Linda Diamond, CORE, 2004
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Advanced – the standard reading program plus 25 books per year; assessment every 6-8 weeks; need challenge, extension and enrichment
Benchmark – adopted grade-level text plus 25 books per year; assessment every 6-8 weeks; in-class modifications
Strategic – adopted grade-level text plus 25 books per year; added support class; assessed every 3-4 weeks; direct instruction with adjustment of pace and complexity; possible tutoring program
Intensive –special supplementary materials and/or specialized program; assessed every 2 weeks; pinpoint problems and target interventions
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Who provides the instruction in Who provides the instruction in each tier?each tier? Advanced – teachers that have received
Advanced Placement training and teachers that have received Pre-AP instructional strategies
Benchmark – ELA teachers Strategic – ELA teachers, reading specialists,
content area teachers, special educators, coaches Intensive – reading specialist with assistance
from special educators/coaches
*Each school determines who teaches which students.
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What are the roles of assessment What are the roles of assessment in the model? in the model? Advanced and Benchmark – assessment
every 6-8 weeks, data monitored Strategic – diagnostic tests to pinpoint
problems and target intervention, assess students every 3-4 weeks, data regularly monitored by coach/principal
Intensive – assess every 2 weeks and use diagnostic tests to pinpoint areas of weakness
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What does test data do for the What does test data do for the student?student? Advanced – students benefit from enrichment
and more in-depth work in order to continually grow and to avoid boredom
Benchmark – students occasionally might need some reteaching
Strategic – students need assistance in the ELA class by utilizing added time, adjustments to pace, and increased explicitness and intensity of focus; students need targeted content area classes that focus on pre, during and post – reading strategies
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continued…continued…
Intensive – students need extended intensive and specialized instruction in small groups/small class size
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What about time?What about time?
Advanced and Benchmark – ELA period (80 – 90 minutes)
Strategic – ELA period (80 – 90 minutes) plus strategic reading class (literacy intensive content area classes), possible strategic tutoring program
Intensive – the traditional ELA period is replaced by intensive intervention period plus another class period
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Intervention TierIntervention Tier
“It is crucial to implement well-designed intervention classes (replacing the English class) of sufficient duration (usually two periods at least) to lift the intensive learners to basic literacy in two years.”
Linda Diamond, CORE 2004
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Three components of your design:Three components of your design:
1. Professional Development/Knowledge Base
2. Effective Instructional Tools
3. Systemic Reorganization and Support
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1. Professional Development1. Professional Development
The targeted audience should be:
Teachers who will teach the intervention class
Content Area teachers who will benefit from improved strategies to help students develop vocabulary and comprehension
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Reading Professional Reading Professional DevelopmentDevelopment20 to 40 hours for understanding
Joyce and Showers, 1982, 1995
Adolescent learning issues
Ongoing support and mentoring
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Reading Professional Reading Professional DevelopmentDevelopmentModeling and Demonstration Lessons:
Take place in the actual classroomsOutside experts or skilled teachersIntervention programs – models come
directly from the program10%-15% are likely to implement the
practiceJoyce et al., 1999
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Reading Professional Reading Professional DevelopmentDevelopmentWorkshop setting and simulated practice:
Done with peers Controlled environment for learning
without worrying about managing the complete class
Teachers can make mistakes and improve
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Reading Professional Reading Professional DevelopmentDevelopmentStructured Feedback:
System for observing participant behavior Self-administered 40% implementation rate
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Reading Professional Reading Professional DevelopmentDevelopmentCoaching for Classroom Application:
Direct coaching in the classroom Coaching includes modeling, side-by-side
teaching and helping teachers reflect upon their own teaching
90% implementation rate
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2. Instructional Tools2. Instructional Tools
Effect programs for adolescents will address:
Motivation to read. Decoding skills and fluency. Language comprehension. Text comprehension.
Peterson et al., 2000
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Motivation to readMotivation to read
Design programs that: include materials students can read
successfully but are age appropriate (e.g., Lexiles)
provide real-life reading opportunities (e.g., newspaper, magazines)
establish independent reading programs have student choice
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Decoding skills and fluencyDecoding skills and fluency
Explicit instruction in decoding skillsmultisyllabic word attack skillsspelling ability through identifiable
stages (alphabetic spelling – within-word spelling – patterns based on meanings)
Fluency development
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Fluency DevelopmentFluency Development
Speed, accuracy and prosody Prosody – one who recognizes phrasal
junctures, and understands the words sufficiently to know which word to emphasize, where to pause, and where to move more quickly
Reading intervention program and base program for all middle school students
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Fluency provides a bridge between word recognition and comprehension.
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Language comprehensionLanguage comprehension
Includes linguistic and syntactic knowledge, and semantics (word meaning knowledge)
Explicit instruction for weaker students Morphemic knowledge (roots and affixes) Vocabulary development
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Text comprehensionText comprehension
Lack of background knowledge about reading and about different text structures
Opportunities for self-selection of texts, making connections and self-monitoring while reading
Inferencing – need teacher modeling – “think alouds”
Explicit teaching of comprehension strategies
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continued…continued…
Content-area informational text:
Explicit instruction in expository text structures, signal words often used in sentences and use of graphic organizers
Incorporate in intensive intervention classes, in regular English classes and in the teaching repertoire of content area teachers
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3. School Support Systems and 3. School Support Systems and LeadershipLeadership School leadership Assessment Time Instructional grouping for intervention Coaching The home-school connection
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School leadership (Literacy Team)School leadership (Literacy Team)
Must be heroic!
Year 1 – challenge of changing teachers’ beliefs about reading instruction
Year 2 - refining the approach while ensuring consistency and adherence to the program design
Year 3 – “Domestication”
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““Domestication”Domestication”
Educators tend to become comfortable with a program so…
they alter it…they adjust it…
they do it their own way.
Less fidelity to the program design and consequently a lower success rate
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Why Program Fidelity is ImportantWhy Program Fidelity is Important
To ensure sufficient practice, correct sequence and precise methods
To make sure the entire treatment occurred To be able to effectively gauge the quality
of the selected program/treatment To provide the substance for teachers who
are new, overworked, unskilled or ineffective
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Why a Lack of Fidelity:Why a Lack of Fidelity:Program ReasonsProgram Reasons
Program selected was actually weaker than suspected and had many gaps
Teachers were not trained and prepared to teach the program selected
The program complexity required greater skill at implementation
The system didn’t redesign the organizational structures necessary to implement the program
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Why a Lack of Fidelity:Why a Lack of Fidelity:People ReasonsPeople Reasons
Resistance and downright insubordination Inadequate training and support The administration is not clear, firm and
tenacious The myth of autonomy and academic
freedom – teachers want to pick and choose
Philosophical beliefs
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AssessmentAssessment
Assessment Toolkits1. Screening assessments2. Formative and ongoing assessments3. Summative assessments
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TimeTime
Time to maximize learning Significantly below level students, 2 hours
(or two periods blocked) a day Simply keeping pace with one’s peer is not
enough Struggling students will need increased
time and instruction of the highest quality
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CoachingCoaching
Leadership should design and implement a system of peer and expert coaching
Coaching must be supported by clear expectations and guidelines
Coaches will assist and support teachers as they try a new strategy, implement new materials and engage in assessment and intervention of students
Coaches need to be trained and mentored as they grow in their roles.
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The home-school connectionThe home-school connection
Independent, outside reading for students
Parents must understand the school’s expectations
Parents may also fill vital tutoring roles.
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SummarySummary
Everybody’s business!Well-designed and ongoing professional
developmentAppropriate tools tightly linked to the
researchSupport systems initiated by the local
leadership
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“Now is the time that we mustchoose between what is right, andwhat is easy.”
Quote by Albus Dumbledore in Harry Potter and the Goblet of Fire.