1. Guidelines for Implementation of 21 st Century Content Standards and Objectives, Reading First and Response to Intervention (RTI) Office of Instruction Office of Instructional Technology Office of Special Programs

2. Frequently Asked Questions

3. What is the Response to Intervention (RTI) process? RTI –is NOT a special education initiative –is first and foremost, a framework for organizing instruction for ALL students –is a process designed to intervene early and prevent reading difficulties –is a process that documents increasing levels of support have been provided to at-risk students prior to referral to special education

4. What are the components of RTI? Three Tier Reading Model Universal Screening Progress Monitoring Teaming & Collaboration Data-based Decision Making Professional Development

5. What does policy say about intervention? –Strategies for early detection and intervention to correct student deficiencies in reading, language arts, and mathematics shall be employed throughout the instructional term in each of the primary elementary and intermediate elementary grades. (Policy 2510 §5.3.2 and §5.4.2) –The RTI process is characterized by procedures aligned with the steps of problem solving and documents a students response or non-response to general education interventions and academic performance in comparison to grade-level standards. (Policy 2419 p.34 Definition)

6. Are there minutes required for tier 2 and tier 3 intervention? NO –Neither Policy 2419 nor Policy 2510 specify a required number of minutes for intervention.

7. Do RTI guidelines recommend minutes for intervention? Yes –Tier 2 - 30 minutes –Tier 3 - 45-60 minutes

8. What are the time requirements for Reading/ELA at the elementary programmatic level?

9. Policy 2510 5.3 K-2

10. In grades K-2, does the time requirement specify 90 minutes for Reading or for Reading English Language Arts (RELA)? The 90 minutes of Reading English Language Arts instruction should include CSOs for RELA This clarification will ensure that Standard 2: Writing and Standard 3: Listening, Speaking and Media Literacy in the 21 st Century RELA CSOs are taught.

11. Policy 2510 5.4 Grades 3-4

12. Policy 2510 5.5 Grades 5-8

13. Should technology be used during the reading block? YES –Policy 2510 8.8. Technology must play a major role in the delivery of all programs of study. Technology will be used as part of the delivery process for instruction and providing information for students. The use of technology, particularly computers, will also be a part of the curriculum so that students develop the skills and knowledge to use technology as an effective tool for learning, processing information and communicating information to others.

14. What is the appropriate use of technology during instruction? As a tool, technology can be used: –in whole group to deliver explicit systematic reading instruction –in small group for differentiated reading skills practice and intervention –in lab settings for meaningful related practice and application for specific reading skills –in learning centers for meaningful reading practice and application –in the classroom to support individual students content knowledge and learning

15. Should writing be taught during the RELA block? YES –Policy 2510 8.6. Instruction and practice in writing is required to be taught to all students. Teachers are required to establish expectations for written work in each subject area and to require that writing is a routine part of all classes. Schools provide teachers with resources, technical assistance and professional development in understanding the writing process and in grading students written work.

16. Do I have to use DIBELS? NO –Unless you are an identified Reading First school. The RTI process requires the process of universal screening and progress monitoring. (Policy 2419 p34) DIBELS is an example of such an instrument.

17. What does fidelity to the core mean? Fidelity to the core means there is a basic set of skills that must be taught in a sequence. Early reading instruction must be taught in a systematic and explicit manner. Adopted textbooks provide a sequence of skills and strategies that guide instructional design. Additional instructional resources should be used for skill acquisition.

18. How does fidelity to the core relate to policy? Students will apply reading skills and strategies to inform, to perform a task and to read for literacy experience by identifying and using grade appropriate essential reading components (phonemic awareness, phonics, vocabulary, fluency, comprehension, written application) and selecting a wide variety of literature and diverse media to develop independence as readers. –(Policy 2520.1 RLA K-4 Standard 1)

19. Do I have to use the adopted text? YES Policy 2510 –7.7.1. Ensure that the instructional materials used as the primary resource for instruction in required programs of study are on the most recent list of state adopted instructional materials or have been exempted by the WVBE through an approved waiver or through the West Virginia Virtual School course approval process.

20. Do I have to use only the adopted text? NO Policy 2510 7.7.2. Establish procedures to select instructional materials and supplemental resources that correlate with approved content standards, objectives and performance descriptors for each content area. Instructional Guides, Standards-based units of instruction, SAS and Riverdeep Odyssey are recommended as support for 21 st century instruction and learning.

21. May I use novels and trade books in K-2 and 3-4 classrooms? YES –Novels and trade books may be used to differentiate instruction for all students. –Novels and trade books may be utilized to support vocabulary acquisition and comprehension. –Students may check out books from room/library for independent reading.

22. Can I use the resources on Teach 21 in my reading classroom? YES!!! –Instructional Guides –Standards-Based Units –techSteps –Riverdeep Odyssey –Writing Roadmap –Acuity http://wvde.state.wv.us/teach21

23. What does our WV assessment data tell us about 3 rd grade student performance in RELA? DIBELS data tells us WV is doing very well with accuracy and fluency. WV assessment data indicates deficiencies in –Vocabulary –Reading comprehension –Writing All schools need to review their RELA assessment data to adjust instruction on vocabulary, comprehension, and writing. Third grade students need to be able to read and understand text in all content areas in a fluent manner.

24. What does a K-2 RELA block look like and what is recommended? Time should be allocated to master the 5 components of reading as follows: –Whole-group instruction To introduce new concepts/reading skills –Small group instruction Targeted instruction to meet individual students A first line of intervention to correct student deficiencies in RELA Centers are utilized for skill practice Instruction in writing should follow CSOs for grades K-2 Technology shall be integrated during all subjects

25. How do I use my allocated instructional minutes to meet Policy 2510 requirements (K-2)? Reading/ELA90 Math60 Science30 Music, Visual Arts, Health, Physical Ed. 30 Social Studies30 Foreign Language30 encouraged Intervention Block30 TechnologyIntegrated in all content areas 15 minutes can be added to the content area identified by individual school benchmark data 15 315 Total Minutes

26. What distinguishes a Reading First school from any other school? Reading First grant requires: –Specific professional development –DIBELS –Specific allocation of time (120 minutes of uninterrupted reading instruction daily)

27. How do I use my allocated instructional minutes to meet Policy 2510 requirements in a Reading First School? Reading/ELA120 Math60 Science30 Music, Visual Arts, Health, Physical Ed. 30 Social Studies30 Intervention Block30 TechnologyIntegrated in all content areas 15 minutes can be added to the content area identified by individual school benchmark data 15 315 Total Minutes

28. How do I use my allocated instructional minutes to meet Policy 2510 requirements (3-4)? Reading/English Language Arts90 English Language Arts Science30 Social Studies30 Math60 Music, Visual Arts, Health, Physical Ed.30 Intervention30 TechnologyIntegrated in all content areas Foreign Language30 encouraged 15 minutes can be added to the content area identified by individual school benchmark data 15 315 Total Minutes

29. What are the WV Goals for Response To Intervention? Increase reading skills for ALL students in grades K-3 Strengthen early intervention and prevention of reading difficulties for struggling readers Support and further professional development in reading for all teachers Establish a method of SLD identification

30. What is the timeline for implementation of RTI? Elementary July 1, 2009 Middle July 1, 2010 High July 1, 2011

31. Where is WV in the implementation process? K-2 Reading Model –Emphasis on Tier 1 –Training on Tier 2 will begin summer of 2008 An Adolescent Instruction Model (AIM) for Literacy is in place. –3 pilot sites (Clay, Hardy and McDowell) 9 Professional Development Schools in 3 counties (Braxton, Hancock, and Raleigh)

32. What is the Response to Intervention (RTI) process? RTI –is NOT a special education initiative –is first and foremost, a framework for organizing instruction for ALL students –is a process designed to intervene early and prevent reading difficulties –is a process that documents increasing levels of support have been provided to at-risk students prior to referral to special education

33. QUESTIONS ???