Ask the Experts

The word "curriculum" is used to mean "published program" or "a list of objectives that should be addressed in a given subject/grade level." Both of these are very important in RTI models, both at Tier 1 (classroom instruction) and for supplemental intervention. It's important that instruction is directed at teaching appropriate objectives (content, strategies, and skills). Teachers can address their states' established objectives for each subject area and grade level, although students performing below grade level in reading need instruction designed to address their needs. If they have "holes in their foundational learning" (unmastered skills or ineffective strategies that are holding back their progress), teachers should use assessments to find out what the students need to learn — and teach it, moving them forward as quickly as possible. It's also critical that teachers are provided with high-quality published programs, and I'll focus my remarks on that meaning of "curriculum." Since my area of research and expertise is reading, I'll address it in my response. And, since much has been written about the adoption of research-based core reading programs at Tier 1, I'll discuss Tier 2 and 3 intervention programs.

There is a large amount of converging research evidence that students who struggle to learn to read benefit from a curriculum (program) that (a) is organized in a systematic way, with easier skills taught before harder ones, necessary subskills building in a logical sequence (as a simple example, teaching the sounds of b and r before introducing the br- blend and asking students to sound out the word "brand," and confusing elements separated (e.g., teaching b and d several weeks apart); (b) includes directions to the teacher to deliver explicit instruction, directly teaching students what they need to learn; (c) provides many opportunities for students to practice skills and strategies with clear positive and corrective feedback, scaffolding and support, as well as independently (with cumulative practice built in over time); and (d) provides for ample practice applying skills with teacher support and feedback in connected text at an appropriate level of difficulty. Effective reading intervention programs don't all look alike. Some are scripted and highly prescriptive, and some are not. Some use decodable text and some don't. Teachers should not have to put all this together on their own! They should be provided with a program that has these characteristics. They will probably need to adapt instruction to meet individual students' needs, but it's not a teacher's job to develop the curriculum from scratch.

Although just about every program on the market these days says that it is "research based," it is important for educators to actually look beyond the advertisements when adopting an intervention program and ask to see the studies that show evidence of effectiveness for students with reading difficulties. Ask for more than "testimonials" that say, "We used this program and our kids did great." Look for research that compared student outcomes using the program with outcomes from another approach. There are also websites that can help educators make their way beyond sales pitches to find curricula that really are supported by research evidence, such as the one maintained by the Florida Center on Reading Research (among others).

This quote from Lyon (2006) says it well, "If you find a program isn't doing well, that is to be expected if teachers aren't implementing the program with fidelity." Likewise, you can have the most well prepared teacher, but if the program is ineffective, kids will not learn. One can also have a great teacher and a great program but if the building level leadership is poor and the teachers are not provided enough time to teach and to collaborate with one another, then kids will not learn. It is complex, but so is life. The point is, when all elements are in place, students learn - even those from the direst circumstances.

(Retrieved on July 21, 2008 from http://www.therant.us/staff/nsalvato/2006/01252006.htm)