1. MN RtI Center Multitiered System of Reading Instruction A module for pre-service and in-service professional development MN RTI Center Author: Wendy Robinson, Heartland Iowa AEA 11 www.scred.k12.mn.us click on RTI Center

2. MN RtI Center 2 MN RTI Center Training Modules  This module was developed with funding from the MN legislature  It is part of a series of modules available from the MN RTI Center for use in preservice and inservice training:

3. MN RtI Center Overview  What is a multitiered system of reading instruction?  Public health prevention model/food pyramid  Literacy diet  Full continuum of support  Tiered levels of instruction 3

4. MN RtI Center What is a multitiered system of reading instruction?  Goal: Improved performance of all students, aimed at preventing reading difficulties  Multitiered systems: Organized around levels of instruction and support that are matched to student needs based on data.  Basic principle: The greater the instructional need of the student, the greater the intensity of the instruction and support.

5. MN RtI Center Where does the model come from?  Public health prevention model Organizing principles  Earlier rather than later  Evidence not opinion  Systems not just classrooms  Each and all students Primary prevention  Well baby check-ups  Immunizations  Cholesterol screening Tertiary prevention Secondary prevention Primary prevention

6. MN RtI Center Food Pyramid  Healthy, balanced diet to ensure good physical health Oils, butter Dairy, meat, fish Fruits and vegetables Bread, cereal and grains

7. MN RtI Center Literacy Diet  Powerful literacy diet to ensure good literacy health  Primary grade levels Comprehension Vocabulary Accurate and Fluent Reading Of Connected Text Phonics (Alphabetic Principle) Phonemic Awareness

8. MN RtI Center Literacy Diet  Powerful literacy diet to ensure good literacy health  Upper grade level Phonemic Awareness Alphabetic Principle Accurate and Fluent Reading Of Connected Text Vocabulary Comprehension

9. MN RtI Center Literacy Diet  Powerful literacy diet to ensure good literacy health 9 Comprehension Vocabulary Accurate and Fluent Reading Of Connected Text Phonics (Alphabetic Principle) Phonemic Awareness Alphabetic Principle Accurate and Fluent Reading Of Connected Text Vocabulary Comprehension Primary grade level Upper grade level

10. MN RtI Center Eating from the food pyramid is sometimes not enough …  E.g. need to add iron-rich foods, pills, or vitamins  But, do not stop eating “real” food from the pyramid

11. MN RtI Center When instruction in the literacy diet is not enough… …  Add supplemental or intensive instruction (iron pill) in addition to core instruction (literacy diet) targeting area(s) of need. Phonemic Awareness Alphabetic Principle Accurate and Fluent Reading of Connected Text Vocabulary Comprehension

12. MN RtI Center Established - Benchmark Emerging - Strategic Deficit - Intensive For struggling readers, just making progress isn’t good enough. Time Benchmark 1 Benchmark 2 Benchmark 3 Performance

13. MN RtI Center When students receive core instruction in the literacy diet in addition to the iron pill… Established - Benchmark Performance Time Benchmark 1 Benchmark 2 Benchmark 3

14. MN RtI Center For struggling students the goal is to accelerate student learning  Research shows to accelerate student learning: More time spent in instruction (resources) Instruction must be provided in smaller groups (resources) Explicit and systematic instruction in the area of need (professional development)

15. MN RtI Center In The Past General Education Title Reading or Other Reading Support Special Education Some “Fell’” Through Some “Fell’” Through

16. MN RtI Center Full Continuum of Support General Education Title Reading & Reading Support, Gifted Ed. Special Education, Gifted Ed. I I I I I I I I all along the continuum! I =

17. MN RtI Center Academic SystemsBehavioral Systems 5-10% 10-15% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 75-85% Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive A Smart System Structure: Enter School- Wide Systems for Student Success Sugai, Horner and Gresham, 2002

18. MN RtI Center Tiered Levels of Instruction  Tier 1 - Core instruction intended for all  Tier 2 – Supplemental instruction intended for some  Tier 3 – Intensive instruction intended for few All Some FewFew

19. MN RtI Center Tier 1 (All) WhoAll students FocusScientific-based reading instruction and curriculum emphasizing the big ideas in reading: phonemic awareness, phonics, fluency, vocabulary and comprehension GroupingWhole group, small group, partners, individual based on purpose and need Time90 minutes daily (minimum) AssessmentAll students receive screening (benchmarking) assessment at least three times per year

20. MN RtI Center Tier 2 (Some) WhoFor students who are at-risk for reading difficulties based on screening data and lack of adequate progress and response to core or Tier 1 instruction and support FocusTargeted scientific-based reading instruction and curriculum focused on the area of need based on assessment data GroupingSmall group based on similar instructional needs (1:5) Time20-30 minutes daily in addition to Tier 1 instruction AssessmentWeekly progress monitoring on target skill to ensure adequate learning rate (closing the gap)

21. MN RtI Center Tier 3 (Few) WhoFor students with intensive instructional needs in reading who have not responded sufficiently to Tier 1 and Tier 2 instruction and support FocusSustained, intensive scientifically-based instruction based on individual needs of student GroupingSmall group instruction based on similar instructional needs (1:3) Time40 - 60 minutes daily in addition to Tier 1 instruction AssessmentWeekly progress monitoring on target skill to ensure adequate learning rate (closing the gap)

22. MN RtI Center Differences Across Tiers  Intensity of need  Intensity of instruction  Assessment frequency and precision

23. MN RtI Center Intensifying Instruction  The Big Five 1. More explicit 2. More modeling 3. More systematic 4. More opportunities to respond 5. More review

24. MN RtI Center Multitiered Levels of Instruction Makes a Difference  Can significantly reduce the number of children performing below criterion (Foorman, 2003) Tier 1 interventions can result in reducing at risk readers from 25% of population to 6% Tier 2 interventions can further reduce to 3 to 4%  Can increase scores on standardized tests  Can produce long lasting results for most children  The largest gains are made in first part of intervention  Brain functioning more normalized

25. MN RtI Center Punch Line  If you want to see it, teach it!  If you teach it, assess it!  If you assess it, analyze it!  If you assess/analyze it, use it to guide instruction!  Assess again to see if instruction was effective!

26. MN RtI Center References: Books Foorman, B. R. (2003). Preventing and remediating reading difficulties; Bringing science to scale. Baltimore: York Press. McCardle, P. & Chhabra, V. (2004). The voice of evidence in reading research. Baltimore: Paul Brooks Publishing. Reschly, D. (2007). Teacher quality for multitiered instruction. Washington, D.C: National Comprehensive Center for Teacher Quality. Shaywitz, S. (2003). Overcoming dyslexia. New York: Random House. Swanson, L. (1999). Interventions for students with learning disabilities: A meta-analysis of outcomes. Guilford, New York.

27. MN RtI Center References: Articles Deno, S., Fuchs, L., Marston, D., & Shin, J. (2001). Using curriculum based measurement to establish growth standards for students with learning disabilities. School Psychology Review, 30(4), 507-524. Stecker, P. M. (2007). Tertiary intervention: Using progress monitoring with intensive services. Teaching Exceptional Children, 39(5), 50-57. Davis, G. N., Lindo, E. J., & Compton, D. L. (2007). Children at risk for reading failure: Constructing an early screening measure. Teaching Exceptional Children, 39(5), 32-37. Foorman, B. R. (2007) Primary prevention in classroom reading instruction. Teaching Exceptional Children, 39(5), 24-30. Arllington, R. L. (2006). Research and the three tier model. Reading Today, 23(5), 20.

28. MN RtI Center Resources: Websites www.cbmnow.com www.aimsweb.com www.interventioncentral.com www.dibels.uoregon.edu www.nasponline.org www.rti4success.org www.rtinetwork.org www.reading.uoregon.edu

29. MN RtI Center Resources: Websites (Cont’d) Florida Center for Reading Research –www.fcrr.orgwww.fcrr.org Institute for Education Sciences –www.ed.gov/about/offices/list/ies/index.htmlwww.ed.gov/about/offices/list/ies/index.html What Works Clearinghouse –www.w-w-c.org/www.w-w-c.org/ Vaughn Gross Center for Reading and Language Arts –www.texasreading.orgwww.texasreading.org Institute of Child Health and Human Development. (2000). Report of the national reading panel: Teaching children to read. –www.nichd.nih.gov/publications/nrpwww.nichd.nih.gov/publications/nrp National Research Council on Learning Disabilities, (2003). Responsiveness to Intervention Symposium. –www.nrcld.org/html/symposium2003/www.nrcld.org/html/symposium2003/

30. MN RtI Center Activities  To introduce the topic: All Kids Can Learn Five Essential Components Bingo  Question-drive framework that provides a real life tool to help establish a multitiered system  Troubleshooting Guide that provides concrete example on how to intensify instruction when student are not responding to instruction at expected rate and performance 30

31. MN RtI Center Quiz  1.) Fill in the blanks. Multitiered systems are organized around levels of _______ and ______that are matched to student _____ and based on _____.  2.) The basic principle of a multitiered system of reading instruction is the greater the instructional need of the student, A.) the less the intensity of the instruction and support. B.) the greater the intensity of the instruction and support. C.) the intensity of the instruction and support should not change. 31

32. MN RtI Center Quiz (cont’d)  3.) The organizing principle(s) of the public health prevention model is/are A.) Earlier rather than later B.) Evidence not opinion C.) Systems not just classrooms D.) Each and all students E.) All of the above 32

33. MN RtI Center Quiz (cont’d)  4.) True or False? When instruction in the “literacy diet” is not enough, supplemental or intensive instruction (e.g. iron pill) should take the place of core instruction (literacy diet) when targeting area(s) of need.  5.) True or False? For struggling readers, just making progress isn’t good enough. 33

34. MN RtI Center Quiz (cont’d)  6.) Explain the difference between the old educational model and the full continuum of support.  7.) List some differences between tiers. 34

35. MN RtI Center The End  Note: The MN RTI Center does not endorse any particular product. Examples used are for instructional purposes only.  Special Thanks: Thank you to Dr. Ann Casey, director of the MN RTI Center, for her leadership Thank you to Aimee Hochstein, Kristen Bouwman, and Nathan Rowe, Minnesota State University Moorhead graduate students, for editing work, writing quizzes, and enhancing the quality of these training materials