1. Effective Literacy Instruction

2. Problem Solving Process
Problem ID-Types of data sources, measure intensity, group like needs
Problem Analysis-generate hypothesis based on skill deficit (e.g., lack of skill, motivation)
Plan, Develop & Implement-consider options for intensifying instruction, ID interventions matched to need
Evaluate-How will progress be defined? What PM assessment will be used? How will fidelity be ensured?

3. Tiered Supports

4. Remember…Tier 1
Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students.
Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction.
Tier I: Begins with clear goals:
What exactly do we expect all students to learn ?
How will we know if and when they’ve learned it?
How you we respond when some students don’t learn?
How will we respond when some students have already learned?

5. Effective Literacy Instruction

6. Literacy
More than just the ability to read and write

7. Literacy Instruction for Adolescents
Provide direct, explicit instruction and supportive practice with effective comprehension strategies throughout the school day
Increase the amount and quality of open, sustained discussion of reading content
Set and maintain high standards for text, conversation, questions and vocabulary
Increase students’ motivation and engagement with reading
Teach essential content knowledge, so all students master critical concepts

8. Literacy Instruction for Adolescents
Ensure:
sequencing, drill-repetition-practice procedure, segment information into parts for later synthesis
control task difficulty through prompts and cues
technology
problem solving
small interactive groups

9. Adolescent Literacy . Identify students’ literacy needs
Align resources for support
Evaluate programs
Raise literacy expectations across grades and curricula
Build educators’ capacity to provide adolescent literacy instruction
Extend time for literacy
Assess performance continually

10. Tier 1
Screen students for reading related skills at the beginning of the year and again in the middle of the year who display concerns.
Regularly monitor the progress of students at risk at each grade level.
Differentiate reading instruction for all students to ensure mastery of standards.

11. Screen Students

12. FAIR-FS Initial Screening <.85? Diagnostic Test
Additional Diagnostic Test
Word Recognition
STOP
STOP
Diagnostic Test NO NO
Compute PLS Score
Take optional tasks?
<.85?
Vocabulary Knowledge
YES
YES
Syntactic Knowledge
Oral Reading Fluency
Presenter:
Two-step process:
First fly-in, “Initial screening to identify those students who need extra help.
Second fly-in, After completing the 3 screening tasks, a “probability of literacy success” score is calculated. This score indicates the probability (likelihood/chance) that a student will reach end-of-year expectations. Those students whose likelihood of passing is below .85 will take the Syntactic Knowledge task in order to obtain additional information regarding that skill set. Teachers have the options to have all students take this task.
Fourth fly-in, Diagnostic tests to provide a profile of literacy strengths and weaknesses
If the teacher wishes to get even more information about a given student’s performance, the open response tasks (oral reading fluency, oral response, & written response) may be administered. These optional tasks are completely up to the teacher’s discretion.”
Reading Comprehension
Oral Response
Written Response
Computer Administration
Paper/Pencil Administration
FAIR-FS Train-the-Trainer July 2014

13. Choosing Effective Progress Monitoring & Literacy Support

14. Dig In…
…ensure you’re matching support to student needs.

15. What Works Clearinghouse
Please Note:
These examples are for illustrative purposes only; we are not endorsing any specific products.
Click on an intervention report of interest, and you will find a summary of all the available research on the particular intervention and the quality of that research.
Here, I have pulled up the report summary for LANGUAGE!, an intervention for 3-12th grade students struggling with reading. On the left side of the screen, there is a brief summary on the program’s effectiveness, program information, and the research. You can also click on the arrow icon to read the full report.

16. NCII Academic Intervention

17. CPALMS Presenter: “This is a comprehensive site that offers:
The Florida Standards
Course descriptions
PD programs
Resources and much more”

18. ELFAS/ Florida English Language Arts Formative Assessment Project
Florida English Language Arts Formative Assessment Project
Formative Assessment Tasks
Professional Development Toolkits
Family
Resources
Professional Development Modules
Presenter:
“The graphic represents additional resources available for teacher, and families. The Professional Development Toolkit, Professional Development Modules and Family Resources are available currently.
We encourage teachers to view the Professional Development Toolkits and Modules that support the implementation of the LAFS as a first step to understanding and utilizing the ELA Formative Assessments and formative instructional practices in their classrooms. The Professional Development Toolkits contained within the ELFAS provide teachers with access to teaching strategies, lesson suggestions, supplemental materials and information about formative assessments. The toolkits are modular: Module I focuses on the LAFS, and the Instructional Shifts and Module II focuses on Formative Assessments.
The Florida English Language Arts Formative Assessment System (ELFAS) is an instructional resource created to support the statewide implementation of the Language Arts Florida Standards (LAFS). Designed for teachers in Florida, this resource is a database of K-8 formative assessment tasks and professional development information.
Additional Notes:
The ELFAS Formative Assessment Tasks is another resource for teachers that will be available in the near future.
These tasks are:
based on Language Arts Florida Standards
written by teachers for teachers
reviewed by experts in the field
Grades K-8: 4 tasks per standard – 1492 total.

19. Instructional Resources
ELFAS Resources
The IRIS Center
Instructional routines for Small Groups
Learn Zillion
Read Write Think
Reading Rockets
Teaching Channel
Why Teach Spelling
Webinar: Writing and Writing Instruction to Improve Reading: What We Have Learned from Research
Latin and Greek Word Elements
Persuasive Speeches: Planning a Lesson Series
Presenter:
“Here are some examples that you will find in the PD toolkit.”
Additional information:
Show Latin and Greek Word Elements

20. FLDOE Online Tools
CPALMS: Collaborate, Plan, Align, Learn, Motivate, Share eIPEP: Electronic Institutional Program Evaluation Plans ELFAS: English Language Arts Formative Assessment System IBTP: Items Bank and Test Platform FSL: Florida School Leaders PMRN - Progress Monitoring and Reporting Network
Presenter:
“Two of the teacher resources available through the FLDOE SSO are CPALMS and English Language Arts Formative Assessment System.
FAIR-FS Train-the-Trainer July 2014

21. Regularly Monitor Student Progress
Determine whether or not students are responding adequately to their current instructional environment

24. NCII Progress Monitoring Tool Charts

25. Summaries & Reflections Section 2: Lists, Charts, & Graphic Organizers
What Are Formative Assessments and Why Should We Use Them? Using a Variety of Formative Assessments Types of Assessment Strategies How to Use the Assessments in This Book Keeping Track of the Data Differentiating Instruction in Response to Formative Assessments Formative Assessment Data Collection Designing Tiered Activities Gathering Multiple Sources of Evidence 25 Quick Formative Assessments: Quick Reference
Section 1:
Summaries & Reflections
Section 2:
Lists, Charts, & Graphic Organizers
Section 3:
Visual Representations of Information
Section 4:
Collaborative Activities
Sample from book

26. Examples:
Dry-Erase Boards

27. Resources
Use of Ongoing Progress Monitoring to Improve Reading Instruction:
Easy CBM:
CBA Manual:
CBM Manual:
 The National Center on Student Progress Monitoring contains a CBM manual and information:
Oral Reading Fluency Passage Generator:

28. Differentiate Reading Instruction for All Students

30. Tier 1
Read case study and discuss effective strategies and supports to enhance core instruction.

31. Tier 2

32. Remember…Tier 2
Tier 2 instruction provided to students must be integrated with Tier 1 content and performance expectations.
The impact should result in approximately 70% or more of the students achieving grade-level expectations or making significant growth in the case in which the typical student is performing below grade/subject standards. (i.e., gap is closing towards benchmark and/or progress monitoring standards).
Where are the students performing now?
Where do we want them to be?
How long do we have to get them there?
How much do they have to grow per year/monthly to get there?
What resources will move them at that rate?

33. Tier 2
Provide up to 3 foundational reading skills to students who scored below benchmark on universal screening data.
Instruction systematic, highly explicit and interactive on reading skills (phonological awareness, decoding, fluency and vocabulary).
Small group instruction in homogeneous groups for minutes for 3 to 5 days a week.
Ensure ongoing progress monitoring data to regroup students after six weeks.
Carefully monitor progress of students at least once a month.
More focused, targeted instruction – supplemental support aligned with standards.

34. Reading

35. Assisting Students Struggling with Reading
Systematic
Highly Explicit
Highly Interactive
Small homogeneous groups min, 3-5 times per week
Phonemic awareness, phonics, vocabulary, fluency, comprehension
Monitor progress regularly
Interactive
Systematic - building skills gradually first in isolation and then by integrating them with other skills.
Explicit - step by step direct instruction-involves high level of teacher-student interaction that includes frequent opportunities for practice and feedback-making the “thinking” process public.
Interactive - Build skills gradually and provide a high level of teacher-student interaction with opportunities for practice and feedback.
IES Practice Guide – What Works Clearinghouse

36. Instructional Grouping
Individual ability scores guide grouping
Students in need of similar skill development should be grouped together
Groups should be dynamic and modified as individual student needs change
Students at high risk need to be placed in the smallest instructional groups
Determine intervention type, frequency, and intensity
Presenter:
“We will take a few minutes to discuss general concepts to consider when forming small groups in order to adjust instruction. These are some guidelines to follow when adjusting instruction and grouping students.
Present slide.
FAIR-FS Train-the-Trainer July 2014

37. Instructional Grouping
Mason is below 30th percentile on vocabulary and reading comprehension but on grade level for spelling.
Mark is at risk on spelling but on grade level for reading comprehension and vocabulary.
Molly is at risk on spelling, reading comprehension and word reading but at grade level on following directions.
Makesia is at risk on following directions and vocabulary but at grade level on spelling.
CHANGE TO STRENGTHS & WEAKNESSES
Presenter: “For example, let’s review these scenarios about student scores. (Present slide.) How would you address the needs of these students in terms of grouping and instruction?

38. Instructional Grouping
Individual ability scores guide grouping
Students in need of similar skill development should be grouped together
Groups should be dynamic and modified as individual student needs change
Students at high risk need to be placed in the smallest instructional groups
Determine intervention type, frequency, and intensity

39. Instructional Grouping
No ONE correct way as to how groups should be formed
Each group focus is different based on instructional need
Groups are fluid
Monitor student progress regularly (curriculum based)
Present slide.

40. Motivation Decoding Fluency Vocabulary Comprehension
Commonality from research

41. MOTIVATION
Motivation and engagement are critical for adolescent readers. If students are not motivated to read, research shows that they will simply not benefit from reading instruction.

42. Self Regulated Strategy Resources
Graphic Organizers:
Writing Instructional Chart
Reading Quest:
ReadWriteThink:
Research and Reading:
ReadWriteThink- Graphic Organizers:
Presenter:
“Here are some links of resources for strategies. The Writing Instructional Chart was created by the FCRR team to help teachers locate some of the evidenced-based strategies for writing.”

43. http://www.interventioncentral.org/home FEATURED TOOLS:
Academic Intervention Planner
Behavior Intervention Planner
Bhavior Rating Scales
ChartDog Graph Maker
Dolch Wordlist Fluency
Early Math Fluency
Learning Disability
Letter Name Fluency
Math Work Worksheet
Reading Fluency
Self-Check Behavior
Student Academic Success

44. DECODING
Systematic, explicit, and direct instruction produce the best results High-frequency sound-spelling relationships and words should be the focus of instruction Instruction should be reflective Opportunities to practice identification of words in context should be frequent Connections among word analysis, word recognition, and semantic access should be emphasized
Systematic, explicit, and direct instruction produce the best results (e.g., see Curtis and Chmelka, 1994; Curtis and McCart, 1992)
High-frequency sound-spelling relationships and words should be the focus of instruction (Graham, Harris, and Loynachan, 1993; Blevins, 2001)
Instruction should be reflective
Opportunities to practice identification of words in context should be frequent
Connections among word analysis, word recognition, and semantic access should be emphasized (e.g., see Henry, 1990).

45. Resources Assessment Strategies and Reading Profiles:
Florida Standards – Professional Development Toolkit:
Word Analysis: (Teach word analysis and practice)
Presenter:
“We have provided links to some resources that teachers may use for word recognition instruction.”

46. FLUENCY
Fluency is defined as the ability to read quickly, accurately, and with appropriate expression. Close relationship between fluency and reading comprehension. For the studies of older students receiving guided oral reading instruction, the NRP reports that students showed the most significant improvements in reading accuracy. Oral reading instruction also resulted in improvements in reading fluency and reading comprehension.

47. Resources

48. VOCABULARY
Explicit instruction may be useful in closing the gap between the students with the highest levels of vocabulary knowledge and those with the lowest. Repetition and rich support Meaningful tasks Active engagement Multimedia Taught directly and indirectly
• explicit instruction (particularly of difficult words and words that are not
part of pupils’ everyday experience),
• indirect instruction (i.e. exposure to a wide range of reading materials),
• multimedia methods (going beyond the text to include other medias such
as visual stimulus, the use of the computer or sign language),
• capacity methods (focusing on making reading an automatic activity), and
• association methods (encouraging learners to draw connections between
what they do know and unfamiliar words).
Evidence from Apthorp (2006) supports and extends the National Reading Panel’s
conclusions. She concluded that there was a solid evidence base supporting three
key elements of vocabulary instruction:
• defining and explaining word meanings;
• arranging frequent encounters with new words (at least six exposures to a
new word); and
• encouraging pupils’ deep and active processing of words and meanings
in a range of contexts.These kinds of activities are effective for vocabulary
development and improved reading comprehension.
• ensuring the learning environment is word rich;
• addressing vocabulary learning as a distinct area in the curriculum;
• careful selection of appropriate words for planned teaching and
reinforcement (for example,words that have parts found in many other
words, such as medicine/medical/medicate). Duke and Moses (2003)
concluded that key factors in deciding which words to teach explicitly
include how easily related they are to other words children know, and how
much knowing the word will help them with the texts and experiences are
likely to encounter in the future.

49. Resources English Language Roots: Vocabulary Instruction:
Vocabulary building:
Building Vocabulary: Prefixes,
Roots, and Suffixes
Common Content Area Roots and Affixes:
Teaching Morphology: Enhancing
Vocabulary Development and
Reading Comprehension
Improve your Vocabulary:
Double Your Vocabulary in a Month via Latin & Greek roots:
Presenter:
“In addition to the ELFAS resources, many others are available. This slide and several of the following slides provide other links to useful instructional resources in the areas of vocabulary, comprehension and syntactic knowledge.”
Additional Information:
Show Vocabulary Instruction (PPT)
Check:
English Language Roots
Vocabulary Building
Building Vocabulary : Prefixes Roots and Suffixes
Common Content Area roots and affixes
Activities to build voc and word skills – dead link

50. Resources 4 Tools for Building Academic Vocabulary:
Activities to Build Vocabulary & Word Skills:
Building Vocabulary: Prefixes, Roots, and Suffixes
Common Content Area Roots and Affixes:
Double Your Vocabulary in a Month via Latin & Greek roots:
English Language Roots:
Improve your Vocabulary:
Images of Vocabulary Activities:
Teaching Morphology: Enhancing Vocabulary Development and Reading Comprehension
Vocabulary building:
Vocabulary Instruction:
Visuwords:
Word Generation
Presenter:
“We have provided links to some resources that teachers may use for vocabulary instruction.”

51. Comprehension
Teach Students how to use reading comprehension strategies Teacher students to identify and use the text’s organizational structure to comprehend, learn, and remember context. Guide student through focused, high-quality discussion on the meaning of text. Select texts purposefully to support comprehension development. Establish an engaging and motivating context in which to teach reading comprehension.

52. Resources
from Strategies That Work, Mosaic of Thought, and Reading with Meaning (Inferring and Determining Importance)
Intervention Central:
Learning Network:
Reading Comprehension Strategies:
Reading Strategies for the Secondary Classroom:
ReadWriteThink:
Research and Reading:
Research to Practice Brief:
Seven Strategies to Teach Students Text Comprehension:
TeacherVision:
Presenter:
“We have provided links to some resources that teachers may use for comprehension instruction.”

53. Resources Graphic Organizers: Intervention Central: Learning Network:
Reading Quest:
ReadWriteThink:
Research and Reading:
Research to Practice Brief:
Stem Starters:
Reading Comprehension Strategies:
TeacherVision:
Seven Strategies to Teach Students Text Comprehension:
Reading Strategies for the Secondary Classroom:
ReadWriteThink- Graphic Organizers:
Present slide.
[Click on “Reading Comprehension Strategies]
Additional information
Maybe highlight one and show

54. Resources
from Strategies That Work, Mosaic of Thought, and Reading with Meaning (Inferring and Determining Importance)
Intervention Central:
Learning Network:
Reading Comprehension Strategies:
Reading Strategies for the Secondary Classroom:
ReadWriteThink:
Research and Reading:
Research to Practice Brief:
Seven Strategies to Teach Students Text Comprehension:
TeacherVision:
Presenter:
“We have provided links to some resources that teachers may use for comprehension instruction.”

55. Tier 2
Review Case Study and discuss strategies and supports to enhance Tier 2.
Discuss alignment

56. Tier 3

57. Remember…Tier 3 Where is the student performing now?
Where do we want him to be?
How long do we have to get him there?
What supports has he received?
What resources will move him at that rate?

58. Tier 3
Provide daily targeted reading instruction very few students (one on one).
Ensure feedback based on responses, teach to mastery, and plan instruction with instructional sequence.
Implement concentrated instruction focused on a small, but targeted set of reading skills.
Schedule multiple and extended instructional sessions.
May require up to 30 more repetition as their peers.

59. Tier 3
Include opportunities for extensive practice and high quality feedback.
Plan and individualize tier 3 instruction using input from school based team.
Ensure mastery of reading skill or strategy prior to moving on.
Based on individual student need, aligned with standards, instruction and supplemental supports.

60. Intensify Instructional Delivery
Model with clear and detailed explanations
Concrete learning opportunities (pictures, graphics, manipulatives, think-alouds)
Tasks broken down into small steps
Instruction broken down into simple segments
Step-by-step strategies
Support reduced over a period of time
Center on Instruction, p.20

62. Intervention Support
Provide instruction in academic language aligned with core instruction
Teach strategies for interpreting unknown academic vocabulary independently
Word Meaning:
Focus at the the word and text level
Improve knowledge of word means and concepts
Comprehension:
Provide instruction over a longer period of time
Monitor progress

63. Designing and Delivering Intensive Interventions
LEARN Review and understand research-based information on the design and delivery of intensive interventions. PLAN Collaboratively discuss considerations for designing and delivering intensive interventions and draft preliminary plans and action steps. IMPLEMENT Use information collected during the planning process to design and deliver intensive intervention lessons.

64. Designing and Delivering Intensive Interventions
REFLECT Examine the delivery of an intensive intervention lesson, consider its effectiveness, and identify strengths and areas for improvement. REFINE Use information gathered during the implementation of intensive interventions and subsequent reflection to improve instruction.

65. Lesson Reflection Template

66. Tier 3
Read case study and discuss effective strategies and supports to enhance Tier 3.
Discuss alignment

67. Aligning Tiers

68. Aligning Tiers of Instruction
Tiers 2 and 3 supports are provided to allow students to meet Tier 1 expectations
Infrastructure necessary to align Tiers 1, 2, and 3:
Leadership support
Effective PLC
Time for collaborative planning and communication
Materials utilized as Tiers 2 and 3 supports align with/supplement materials utilized in Tier 1
Cross-training use of specific strategies to match student need
Interventionists know core (Tier 1) expectations to provide strategies aligned (e.g., Interventionist should be a part of the PLC that unpacks standards, otherwise, collaborative conversations need to occur between the core teacher and interventionist)

71. Alignment Read case study alignment
and discuss effective strategies and supports aligned to core.

72. VIDEO EXTRAS!

73. Rigorous and Relevant Curriculum (Core)
Higher order thinking is an expectation
The understanding of concepts and skills is applied to real-world problems and contexts
5 minute video

74. Universal Design for Learning (Core)
10:13 minutes

75. Core
Students find missing words from classmates to complete analogies Questions to Consider: Why is setting a time limit essential to this activity? How can this activity be used as both a pre-teaching and review activity? What are the learning benefits of allowing students to be mobile?
5 minutes
Middle school

76. Core
Lesson Objective
Build vocabulary by examining Questions to Consider
What scaffolds does the teacher put into place to get her students using new vocabulary?
Which words are best suited for paint chips?
How could you use paint chips in your classroom?
2 minute
High school

77. Word ID Tier 2
14:24

78. Tier 3
Questions to Consider: How does "envisioning" help students understand the story? What methods are used to improve comprehension, vocabulary and reading speed? Why is reading stamina so important to a student's success?
5 minutes

79. Tier 1
Questions to Consider: How would using the, "I do it, We do it, You do it together, You do it alone," model change the way you plan your lessons? How do the post-its hold students accountable and push them to think about their own cognition? Beyond shifting the cognitive load, what are the benefits of structuring lessons in this way?
5 minutes
Lesson Objective Explore the "gradual release" instructional model with Sarah as she tries it in her class

80. Tier 2
20;52

81. Tier 3
6:47