: Essential Principles of RtI: Universal Screening, early identification Intensive, research-based interventions Progress Monitoring, data based documentation Fidelity of Intervention Progression of Tiers of Intervention
Research principles from Richard Allington’s What Really Matters in Response to Intervention Reading volume and stamina Reader to Text match Very small intervention groups with expert teacher Double dose of reading volume and instruction Early intervention Best practice in the classroom at Tier One Support for ALL struggling readers
Critical Questions: How will we increase the reading volume in our classrooms? How will we provide the volume of independent level texts for our struggling readers to increase their volume? How will we meet the needs of all of our readers who need a double dose? How will we provide a double dose for our special education students?
Important Decisions: Where do we start? Begin with Tier One: classroom instruction. Improving our knowledge and implementation of best practice in reading instruction. Create a data wall that provides information and opportunities for critical conversations. Find a way to use current resources and time to provide intervention and support for all students.
Greenland’s “Power Up” Research of the Intervention Block Looking at changes to the building schedule Creating opportunities for critical conversations and building a PLC Using the data wall to make critical choices about where to implement Power Up Building a staff commitment to Power Up
The Challenge Continues… Finding opportunities for continued staff development. Finding resources in both people and materials without additional funding. Making difficult choices regarding the number of students who receive intervention. Finding a way to move intervention beyond reading.
One of our main conclusions: The Importance of Effective Teachers and Teaching in Intervention “No school with mediocre classroom instruction ever became effective just by adding a high quality remedial or resource room program. We have added more instructional aides, more specialist teachers, and more computers and software programs, while ignoring powerful evidence on the importance of high quality classroom teaching.” Allington & Johnston, 2000; Bembry, et. al., 1998; Ferguson, 1991; Pressley, et. al., 2000
Workshops/Visitations ◦ WSRA RtI Workshops ◦ Washington School for Comprehensive Literacy format, Sheboygan WI ◦ Grade level Data Meetings ◦ Create Data Wall
Four columns 1. Exceeding 2. Meeting 3. Approaching 4. Below 5 Rows Color coded for each grade level
StudentLevelComp. Score (F&P) Writing Score (F&P) Fluency Rate (F&P) Fluency Score (0-3) Word Strategies Acc/SC EnrichRec. Level Intervention notes … 1 st Grade Creating flexible groups Teacher: Intervention Session:
StudentLevelComp. Strategies Word solving Word meaning FluencyNon- fiction Extend Intervention Notes … 4 th grade Creating flexible groups Teacher:Session dates:
LLI - Susie Room 110 LLI (5K) -Kris Room 111 Fluency - Dianna Room 112 GR + - Gail Room 113 3 students2 students11 students Levels B – E 5 students Levels C-D Enrichment – Jenifer Room 114 Comprehension - Lori Room 115 Extra Reading Conferencing- Judy Room 116 11 students Levels J -M 12 students Levels E -G 12 students Levels E – J Grade 1 demo group chart
Fluency Lisa Room 110 Retelling/Comprehension Sara Room 112 LLI Kris Room 113 back LLI-L&M Susie Room 114 10 students Level P -R 13 Students Level R - T 3 students4 students Guided Reading Plus- O&P Jenny Room 115 Guided Reading Plus- M&N Tammy Room 116 8 Students Dianna/Jenifer Extension group – 30 students Room 118 4 th grade class #14 th grade class #24 th grade class #3 11 Students Levels R - U 10 Students Levels S – X 9 Students Levels P – R Grade 4 demo group chart
With title one funding Available staff ◦ 3-- 1 st grade teachers ◦ 1-- reading specialist ◦ 3—title one part time intervention teachers ◦ 2– Special Ed teachers ◦ 1—Learning resource ◦ 1 Principal ◦ 3- 3 rd grade teachers ◦ Total 14 Without funding Available staff 3– 1 st grade teachers 1—reading specialist 1—special Ed teacher 1—Learning resource 1—Principal 3—4 th grade teachers Total 10
Student’s needs before Power Up Power Up—double dose Planned instruction—Extension of Reader’s Workshop Changes Successes… Increases in: Reading Volume Stamina Confidence Less Stigma Reading behavior and motivation Students see themselves and others as readers Views from Grade One - Gail
1 st Thoughts Classroom Implications Needed changes Materials Small group guided reading plus Large group Classroom instruction Challenges Differences in children This year
Change in Philosophy Opportunity for Double or Triple Dose Sharing Responsibilities
Collect Data– Decide what information we needed. Provide enough information in an easy to read manner. Structure of graphs ◦ Include all students Easy to follow the progress of any student over time.
Tier 1 = Best practice classroom instruction; all students receive Tier 1. Ending Benchmarks K – C 1 st – I 2 nd – L/M 3 rd – P/P+ 4 th – S/T F Enrichment ERE Reading Extension Comprehension GR + RTI Data Chart 2010 - 2011 Greenland Elementary School Oconomowoc, WI Developed by Jenifer Melton GR +
Tier 1 = Best practice classroom instruction; all students receive Tier 1. Ending Benchmarks K – C 1 st – I 2 nd – L/M 3 rd – P/P+ 4 th – S/T Enrichment ERE GR + Fluency D Reading Extension
Bibliography of Professional Materials Books Allington, R. L (2009). What Really Matters in Response to Intervention: Research- Based Designs Boston, Allyn & Bacon. Allington, R.L (2006). What Really Matters for Struggling Readers: Designing research-based programs (2 nd. Ed). Boston, Allyn & Bacon. Boushey, G. & Moser, J (2006) The Daily 5: Fostering Literacy Independence in the Elementary Schools, Portland, MA., Stenhouse. Boushey, G. & Moser, J (2009) The Café Book: Engaging All Students in Daily Literacy Assessment and Instruction,Portland, MA., Stenhouse. Buffum, A., Mattos., M., Weber, C. (2009). Pyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn. Bloomington, IN, Solution Tree. Dorn, L. & Soffos C. (2005). Teaching For Deep Comprehension: A Readers Workshop Approach, Portland, MA Stenhouse. Johnson, P. & Keier. K (2010). Catching Readers Before They Fall: Supporting Readers Who Struggle, K-4, Portland, MA., Stenhouse Serravallo, J., (2010), Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers, Portsmouth, NH., Heinemann. CHOICELITERACY.ORG
Materials Dorn, L.& Soffos, C. (2009). Interventions That Work: Guided Reading Plus Groups, Boston, Allyn & Bacon. Fountas & Pinnell (2007). Leveled Literacy Intervention Systems. Portsmouth, NH, Heinemann. Fountas & Pinnell ( 2005) Benchmark Assessment Systems, Portsmouth, NH, Heinemann. Other Valuable Resources Washington Charter School, Sheboygan, WI. RtI Web Site READINGRESOURCE.NET