Month Featured Webinar Series Oct.15
Early Intervention: The Key to Success
Yujeong Park, Ph.D., & Amber Benedict, Ph.D.
Presenters
Yujeong Park, Ph.D.
Assistant professor,
Special Education, Univ. of TN
(Learning disabilities/Assessment)
Amber Benedict, Ph.D.
Postdoc research associate,
Special Education, Univ. of FL
(Literacy instruction/PD)
Content
•  Third Grade Reading Policies
•  Early Intervention & Multi-Tiered Systems of
Support
•  Students with LD as Learners
•  Effective Reading Instruction in Multi-Tiered
Frameworks
•  Support and Resources for Parents
•  Question & Answer Session
1. Third Grade Reading Policies
Why is Third Grade so Important?
•  Reading proficiently by 3rd grade is a critical
milestone for future success:
o  Children who are not reading proficiently by third
grade are four times more likely than their peers to
not graduate high school.
o  For students who are their schools’
most struggling readers, the rate of
not
graduating is six times greater.
o  Students with LD are at even greater
risk
of falling behind and not graduating. (Hernandez, 2011; NAEP, 2007, 2009, 2011, 2013)
Third Grade Reading Policies
•  A total of 32 states have policies aimed at
improving 3rd grade reading performance.
These policies include:
o Early identification of reading difficulties
o Intervention
o Retention
Early Identification
•  Early identification of children that are at risk for
LD can improve a student’s likelihood of
success.
•  Improvements include:
o  Universal preschool
o  Use of early screenings & diagnostic evaluations
o  Early identification and support for children struggling
with learning and behavioral difficulties and disabilities
(Cor&ella & Horowitz, 2014) Intervention
•  Adoption of Response to Intervention (RtI)
•  In 2011 94% of schools reported implementing
some level of RtI
•  In the subsequent section, we will address the
components of successful RtI frameworks to
help support student reading proficiency
(Cor&ella & Horowitz, 2014) Retention
•  Mandatory Retention: 14 states require
students to be proficient to a certain score on
state-wide reading assessment in order to be
promoted to 4th grade
o 8 of these states offer exemptions for students
with disabilities, however, research indicates
retaining students with LD may be more
harmful than helpful
What are teachers and parents to do?
For a list of state that prac&ce reten&on and to read about their exemp&ons visit: hDp://www.ecs.org/html/Document.asp?chouseid=10154 2. Early Intervention &
Multi-Tiered System of Supports
Old (Traditional) Approach:
IQ-Achievement Discrepancy Model
•  Performing as Expected
•  Identified as having a RD
Figure source: http://iris.peabody.vanderbilt.edu/module/rti01-overview
Challenges & Concerns with
Discrepancy Criteria
•  A “wait to fail” model
•  Not assess or inform the quality of instruction
received by students
•  Not consider students’ opportunities to learn
•  Little information to guide subsequent instruction
•  Problematic assessment procedures & practices Vaughn & Bos (2012)
IDEA 2004 Reauthorization
[614(b)(6)(A)-(B)]
When determining whether a child has a specific
learning disability
•  The local education agency (LEA) is not required to
consider a severe discrepancy between achievement
and intellectual ability.
•  The LEA may use a process that determines if a
student responds to scientific, research-based
intervention as part of the evaluation.
Updated Procedure in the IDEA 2004
•  Not achieve adequately for his age or meet the state’s
grade-level standards (Oral Expression, Listening
comprehension, Written expression, Basic reading skill,
Reading fluency, Reading comprehension, Math
calculation, Math problem solving)
•  Not make sufficient progress to meet age or stateapproved grade-level standards in one or more of the
areas above when provided with a response to scientific,
research-based intervention
•  The student has been provided appropriate instruction in
reading or math
Updated Procedure in the IDEA 2004 (cont’)
•  The student’s lack of achievement is not primarily the
result of any of the following:
o  A visual, hearing, or motor disability
o  Mental retardation
o  Emotional disturbance
o  Cultural factors
o  Limited English proficiency
o  Environmental or economic disadvantage.
Updated Procedure in the IDEA 2004 (cont’)
•  The eligibility team MUST
o  Consider information from an observation of the
student to record academic performance and
behavior in the areas of difficulty
o  Document all of its eligibility findings in writing
o  Include detailed information about the findings and
conclusions reached by the team
o  Not rely on any one criterion nor require any specific
mathematical discrepancy in making a determination
regarding a specific learning disability.
Multi-Tiered Approach to Identification/Intervention:
Response to Intervention (RtI)
Figure source: http://www.hopeofdetroit.com/response-to-intervention.html
Key Components of RtI Model
•  Multi-tiered, consisting of 3 or 4 tiers
•  High-quality, research-based instruction matched
to the needs of students and coordinated across
the tiers
•  Universal screening, continuous progress
monitoring students’ learning over time
•  Early interventions of increasing intensity
•  Instructional decisions based on student data
National Center on Response to Intervention (2010, April). http://www.rti4success.org/
sites/default/files/rtiessentialcomponents_042710.pdf
What Parents Need be Aware of
•  You children received research based reading instruction
in the general education classroom?
•  Schools screened all children early to determine if they
are “at risk” ?
•  Schools monitored the progress of all “at risk” children to
determine if they are benefiting from instruction?
•  School used any program/curriculum correctly and as
intended?
•  School ensured parents are aware of their rights?
Universal Screening
•  An essential component of RTI models at the
Tier 1 level
•  To identify or predict students who may be at risk
for poor learning outcomes
•  Typically brief, conducted with all students
•  Reliable, valid, & evidence based
•  Examples: Beginning of Kindergarten
Assessment (BKA), DIBELS (6th ed), Formative
Assessment System for Teachers (FAST)
Vaughn & Bos (2012)
Progress monitoring
•  Whereas screening is used to assess all
students to determine who might need additional
support, progress monitoring is applied with
individual students to assess their response to
interventions.
o Quick to administer, administered frequently
o Focus on targeted skills in the core curriculum
Fletcher & Vaughn, 2009; Vaughn & Bos, 2012)
Responders vs. Non-Responders
Responders
•  High responders
who respond well to
interventions
NonResponders
•  Students who make
minimal or no gains
High-Quality
Validated
Instructions/
Interventions
Identifying Why Students Do Not Respond to
Instruction
•  Reasons the student may not be responding to
instruction:
o  The type of method of approach
o  The level of instruction
(A)
(B)
(C)
o  The learning environment
3. Students with LD as Learners
What do we know about students with LD
that affects their abilities to learn?
•  Experience difficulties:
o Memory,
o Attention
o Self regulation
(Geary, 2004; Swanson & Jerman,
2006; Swanson & Saez, 2003)
Therefore, these students require instruction that is
different than a typically developing reader...
(Connor, Jakobson, Crowe, & Meadows, 2009)
Influence on Literacy
4. Effective Reading Instruction
in Multi-Tiered Frameworks
Interventions that Improve Literacy
•  Students with LD benefit from instruction and
intervention that is individualized and focused.
(Vaughn, Gersten, & Chard, 2000)
What do we know about teaching
students with LD? •  Explicit
•  Systematic
•  Repeated and frequent opportunities to
respond/practice
•  Instructional rigor with scaffolding
•  Corrective feedback
•  Motivating
What do we know from research about
teaching reading to students with LD?
• 
• 
• 
• 
Word knowledge (Phonemic Awareness, Phonics)
Reading fluency
Vocabulary
Reading comprehension
(e.g., Na&onal Early Literacy Panel, 2008; Na&onal Reading Panel, 2000a, 2000b; Sweet & Snow, 2002) Word Knowledge
•  Explicit and systematic word study instruction
(e.g., Abbott & Berninger, 1999; Bhattacharya & Ehri, 2004; Bhat, Griffin, &
Sindelar, 2003)
•  Word study helps students with LD to become
more flexible readers by using a combination of
strategies that analyze words both for their
structure (i.e., decoding) and meaning (i.e.,
morphology) (Henry, 1993)
Word Knowledge cont.
•  Word study interventions focus on teaching:
o letter sounds
o decoding
o syllable instruction
o spelling
o reading non-decodable words
o text reading
(Vadasy et al., 2002; Jenkins, Peyton, Sanders, & Vadasy, 2004) Reading Fluency
•  Fluency is the ability to read text effortlessly with
speed, accuracy, appropriate pace, and prosody
(National Reading Panel, 2000)
•  Essential components:
o Repeated reading
o Modeling
o Corrective feedback (Harn & Chard, 2013)
Vocabulary
•  Vocabulary instruction should begin in
preschool and involve interactive talk with
modeling (National Early Literacy Panel, 2008)
•  For younger students (k-1):
o  Shared book reading (Coyne and colleagues 2007, 2010)
•  For older students:
o  Explicit instruction in morphological analysis and
contextual analysis, as well as cognitive
strategies (e.g., Baumann et al., 2002; Terrill, Scruggs, & Mastropieri,
2004)
Comprehension
•  The ability to read and engage in text
independently and make inferences, draw
conclusions, analyze characters and events,
denote meaning and tone, and detect arguments
and claims in both literary and informational texts
(CCSS, 2012)
Comprehension cont.
•  Intervention that relies on direct instruction for strategy
instruction and comprehension monitoring is most
effective at improving the comprehension of students
with LD
•  Key features:
–  Student questioning
–  Interactive dialogue
–  Scaffolded instruction
–  Elaboration of strategies
–  Modeling
–  Small group instruction
–  Cues to prompt students
(Swanson, 1999)
An Example in Word Study
English Language Arts Standards Reading:
Foundational Skills >> Grade 2
Craft and Structure:
CCSS.ELA-LITERACY.RL.2.4
Describe how words and phrases (e.g., regular
beats, alliteration, rhymes, repeated lines) supply
rhythm and meaning in a story, poem, or song
Phonics and Word Recognition:
CCSS.ELA-LITERACY.RF.2.3.C
Decode regularly spelled two-syllable words with
long vowels.
Pamela
•  Second grade general education teacher
•  Goal to help students describe how words and
phrases supply rhythm and meaning in a story,
poem, or song
•  Uses guided questions and modeling to facilitate
student learning
•  Some students, including those with LD, struggle
splitting the word in the correct location and
identifying the correct vowel sound
Jackie
•  Pamela’s special education colleague
•  Co-plans lessons with Pamela to teach students
to decode regularly spelled two-syllable words
with long vowels to a small group
•  Extends Pamela’s instruction explicitly preteaching v/cv syllable type and reviewing short
and long vowels using letter tiles (e.g., ta/ble,
•  ca/ble, a/ble)
5. Support and Resources for
Parents
What is the Parent’s Role in RtI
•  Parents are key players in a student’s success
–  Become involved early
–  Communicate frequently with child’s teacher and don’t be
afraid to share your concerns
–  Ask to see your child’s data
–  Ask questions:
•  How is my child doing?
•  What curriculum are you using?
•  Is there anything that we can be doing at home to support our child
in being successful at school?
–  Remember, under IDEA families/parents have the right to
request a formal evaluation for a disability at any time.
This service should be conducted in a timely manner.
When to Request an Evaluation
•  When moves from a Tier 1 (General Ed; Core) to a Tier 2
•  When your child is not making expected academic or
behavioral progress after appropriate, quality instruction
& appropriate period of time
•  Public agency must promptly request parent consent to
evaluate child
•  The initial evaluation must be conducted within a
“reasonable period of time” after receiving parental
consent (e.g., 60-day timeframe in IDEA 2004
§300.301(c)(1)])
Your Roles & Rights as a Parent
•  Guidelines vary widely from state to state and
even district to district
•  Do your best to educate yourself on local
policies regarding retention mandates:
o  Grounds for retention,
o  Intervention and notification processes,
o  The possibility of alternative assessment
criteria
o  Appeal procedures.
http://www.wrightslaw.com/info/retain.strategies.heath.htm
Your Roles & Rights as a Parent cont.
•  Gather evidence in the form of report cards,
tests, quizzes and homework assignment, and
conference notes
•  Build a logical case to support your child, not an
emotional one
•  Understand your rights under IDEA and/or
Section 504 plan
http://www.wrightslaw.com/info/retain.strategies.heath.htm
How to Talk to Your Child Being Retained
Do:
•  Let your child know that teachers, peers and mentors will
help him/her make the transition
•  Frame retention as an opportunity for increased learning
•  Encourage your child to be a potential leader in the
classroom activities
•  Encourage your child to participate in social activities or
school-level program with his/her peers
Resources
• 
• 
• 
• 
• 
• 
• 
• 
• 
10 Strategies to fight mandatory retention and other damaging policies:
http://www.wrightslaw.com/info/retain.strategies.heath.htm
Cortiella, C. (2006). A parent’s guide to response-to-intervention. New York: National
Center on Learning Disabilities. (Available online at:
www.ncld.org/images/stories/downloads/parent_center/rti_final.pdf)
Screening tools chart:
http://www.rti4success.org/resources/tools-charts/screening-tools-chart
Early Childhood Technical Assistance Center:
http://ectacenter.org/topics/literacy/literacy.asp
All Children Can Read: http://literacy.nationaldb.org/
Center for Early Literacy Learning: http://www.earlyliteracylearning.org/
Reading Rockets: http://www.readingrockets.org/
What Works Clearinghouse – Early Childhood Education:
Helping My Child Read – Reading Resources:
http://www2.ed.gov/parents/read/resources/edpicks.jhtml?exp=4
6. Question & Answer Session
Thank You!
Please feel free to contact us with additional
questions or for more information. Dr. Yujeong Park
Dr. Amber Benedict
[email protected]
865-974-3586
[email protected]
352-294-2224
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References
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students with reading disabilities in grades 4-7. Annals of Dyslexia, 49, 223-250. doi: 10.1007/
s11881-999-0025-x
Baumann, J. F., Edwards, E. C., Font, G., Tereshinki, C. A., Kame ennui, E. J., & Olejnik, S. (2002).
Teaching morphemic and contextual analysis to fifth-grade students. Reading Research
Quarterly, 37(2), 150-176. doi: 10.1598/RRQ.37.2.3
Bhat, P., Griffin, C. C., & Sindelar, P. T. (2003). Phonological awareness instruction for middle school
students with learning disabilities. Learning Disability Quarterly, 26, 73-89. doi: 10.2307/1593591
Bhattacharya, A., & Ehri, L C. (2004). Graphosyllabic analysis helps adolescent struggling readers
read and spell words. Journal of Learning Disabilities, 37(4), 331-348. doi:
10.1177/00222194040370040501
Common Core State Standards Initiative (2012). http://www.corestandards.org.
Connor, C. M., Jakobsons, L. J., Crowe, E., & Meadows, J. (2009). Instructions, differentiation, and
student engagement in Reading First classrooms. Elementary School Journal, 109(3), 221-250.
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References
Coyne, M. D., McCoach, D. B., Loftus, S., Zipoli, R., Ruby, M., Crevecoeur, Y. C., & Kapp, S. (2010).
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