Cathy Burner, Inc. - A Direct Instruction Reading Coaching Service

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Click here to access the DirectInstruction.us Progress Monitoring site.

Cathy Burner Inc. is the result of a career using Direct Instruction Materials. In the early 70’s when I was working as a speech pathologist I learned about the success of a Direct Instruction program entitled, “ Language for Learning.” I secured the program and immediately realized impressive results. This experience lead to another, directing a large Direct Instruction implementation for a suburban school district outside of Columbus Ohio. It was at this juncture I was introduced to the authors Siegfried Engelmann, Wess Becker and Elaine Bruner just to name a few. I also was asked to be a per diem consultant for SRA (DirectInstruction.us). The professional development that resulted from the per diem employment was valuable in and of its self. I was invited to go to Chicago each summer to be briefed on the latest material available through the publishing division called SRA, Science Research Associates. At that time SRA was a subsidiary of IBM, today SRA is part of the large publishing company McGraw-Hill.

The Ohio State University adjunct professor position revolved around promoting and instructing undergraduate and graduate students on how to use the Direct Instruction programs by SRA.

My son was not exposed to these materials in his elementary school nor did our community offer a Summer School. This became the impetus for me to form my own company, Back To Basics Summer School and Tutoring, a business which I owned and operated for 10 years. Back to Basics would average 150 students over the course of a summer. Hiring teachers, scheduling students and managing the finances were a part of owning and operating this business.

My career never departed from using the DI programs at my employing school district. The population of students would change and I would change the program to meet the needs of the students but I found no need to stray from the Direct Instruction approach. I found success with At-Risk youth, students with police records as well as students who were identified as using drugs. Elementary and secondary student’s, special education students as well as regular education student’s scores rose with these programs in just hours of instruction.

I have worked as a national per diem consultant for McGraw-Hill traveling the country training and coaching teachers to use these Direct Instruction products. Reading First schools located on an Indian reservation in North Dakota, to Reading First schools located in Virginia and West Virginia have all been a part of this consulting service. Meeting with teachers and helping teachers monitor their class progress and improve their teaching techniques are all a part of the pleasure of working with this research driven materials.

The skills I offer your School are vast. Product knowledge as well as coaching and progress monitoring are vital to this Direct Instruction implementation (DirectInstruction.us). A seasoned consultant is essential and Cathy Burner INC is the consulting company for your school to realize student academic potential.

- Cathy Burner

Direct Instruction (DI) is a model for teaching that emphasizes well-developed and carefully planned lessons designed around small learning increments and clearly defined and prescribed teaching tasks. It is based on the theory that clear instruction eliminating misinterpretations can greatly improve and accelerate learning.

It is crucial that all concerned adopt the belief that all students, if properly taught, can learn.

DirectInstruction.us is available for Consulting and Status Reporting solutions.

The key to using Direct Instruction (DirectInstruction.us) is the placement tests in the SRA curriculum material. The placement tests will find the child’s instructional level. The child will be working in text book material with 80% familiar concepts and only 20% new concepts. This way the child is not too frustrated. We call this working at the child’s instructional level. SRA’s Direct Instruction material has been in publication for 40 years. They have researched the curriculum and placement tests. You can trust the recommendations for placement to determine the child’s instructional level.

Response to Intervention (RTI) is a strategy used to identify students facing academic or behavioral challenges. Once these students are identified, specific methods of targeted instruction can be applied to those students most in need of additional help. The methods used in Response to Intervention can be used to monitor student performance and show progress made within the program.

To implement an RTI program, schools must first test all the students in the program grades, to determine the baseline education level of all students. The test can be a state assessment or TerraNova, Stanford or Iowa; any test rendering normative information. From this data, teachers will see the students who fall below the average scores of their classmates, and can then place those students in one of three tiers of the RTI program.

The first tier of RTI is the least-intensive intervention. Students remain in their regular classes, are taught in large groups, and the usual texts are used. Tests are given regularly to provide teachers with data about the students’ level of learning. If the data for a particular student shows a score consistently lower than his or her peers, then they are moved to the second tier of the RTI program.

In the second tier, students are still taught in groups, although they may be smaller than the Tier 1 groups. Supplemental texts are added, texts, and students are tested frequently on their progress through these texts. The students who respond positively to this additional instruction are moved back to Tier 1, where they will continue to be monitored. Students requiring more help will progress to the next tier.

Students in Tier 3 of the RTI program are broken into even smaller groups, and commence a very intense instruction program, usually managed by teachers with skill in remediation. These sessions typically run 10-20 weeks, and students who respond are moved back to Tier 2 to continue their instruction. If students do not respond to the Tier 3 program, they may be moved into a Special Education program, where they can receive the instruction they need in another effort to catch up with their peers. Tier 3 is the most intensive program within RTI, with the advantages of giving students immediate, daily feedback regarding their progress and allowing students to master one task before moving on to the next. In addition, specific goals are set for the student to help them get back to Tier 2, and eventually back into Tier 1 of the program.

This intensive program helps students by closely monitoring their progress and identifying minor problem areas before they become more significant, as well as helping those students already labeled ‘at-risk’. By implementing the Response to Intervention program, educators have more knowledge of what their students need instruction on in order to succeed, and better methods to fulfill these needs.

Source: Kovaleski, Joseph. “Response to Intervention: Implications for General, Remedial and Special Education.” Dr. Joseph F. Kovaleski Info. Indiana University of Pennsylvania. 07 Feb 2007
http://www.coe.iup.edu/kovaleski/

DirectInstruction.us can be utilized to make the most out of a Direct Instruction teaching strategy.