Seaford School District Reading RtI Math AIS 2016 - 2017

ELA Standards READING – Fiction and Non Fiction WRITING – Opinion, Informative and Narrative WORD STUDY (Foundational Skills & Language) - Phonics, Word Recognition, Fluency, Conventions, Vocabulary, Comprehension SPEAKING & LISTENING – Collaboration, Comprehension, and Presentation of Ideas SUZANNE

Math Standards COUNTING & CARDINALITY OPERATIONS & ALGEBRAIC THINKING NUMBERS & OPERATIONS IN BASE TEN NUMBERS & OPERATIONS - FRACTIONS MEASUREMENT & DATA GEOMETRY JOHN

ELA Shifts Read as much non-fiction as possible Learn about the world by reading Read more challenging material closely Discuss reading using evidence Write about non-fiction using evidence Increase academic vocabulary LAURIE

Math Shifts FOCUS – Learn more about fewer, key topics COHERENCE – Build skills within and across grades RIGOR – Develop speed and accuracy Really know it and really do it Use it in the real world Think fast and solve problems JOHN

Elementary Curriculum ELA Domains (K-2) and Modules (3-5) Visit engageny.org Go Math Word Study Content Area (Social Studies & Science) Targeted Instruction Period: Independent Reading, Teacher Conferences, Guided Reading & Writing CAILIN

matched to student needs What is RtI? RtI is the practice of providing high-quality instruction/intervention matched to student needs and monitoring progress on a frequent basis by examining learning rate over time and level of performance to inform educational decisions. LIZ

Components of RtI 1. High quality, research-based instruction and intervention 2. Interventions with increasing intensity Measurement Universal screening for all 3 times per year Systematic and frequent progress monitoring to determine response by examining: level of performance rate of performance 4. Data-based decision-making 5. Multi-tiered Model SUZANNE

RtI Triangle LAURIE

Reading Intervention Tier 1 – Classroom Teacher (small group within the whole class) \ Tier 2 – Reading Specialist providing targeted interventions (small group 3 x 30) Tier 3 – Reading Specialist providing more intense support (smaller group 5 X 30) LIZ: Tier 1: High-Quality Classroom Instruction, Screening, and Group Interventions Within Tier 1, all students receive high-quality, scientifically based instruction provided by qualified personnel to ensure that their difficulties are not due to inadequate instruction. All students are screened on a periodic basis to establish an academic and behavioral baseline and to identify struggling learners who need additional support. Students identified as being “at risk” through universal screenings and/or results on state- or districtwide tests receive supplemental instruction during the school day in the regular classroom. The length of time for this step can vary. During that time, student progress is closely monitored using STAR, a validated screening system, which is a curriculum – based measurement.At the end of this period, students showing significant progress are generally returned to the regular classroom program. Students not showing adequate progress are moved to Tier 2. (CAILIN) Tier 2: Targeted Interventions Students not making adequate progress in the regular classroom in Tier 1 are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Intensity varies across group size, frequency and duration of intervention, and level of training of the professionals providing instruction or intervention. These services and interventions are provided in small-group settings in addition to instruction in the general curriculum. Students who continue to show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3. (LAURIE) Tier 3: Intensive Interventions and Comprehensive Evaluation At this level, students receive individualized, intensive interventions that target the students’ skill deficits. Students who do not achieve the desired level of progress in response to these targeted interventions are then referred for a comprehensive evaluation and considered for eligibility for special education services. The data collected during Tiers 1, 2, and 3 are included and used to make the eligibility decision. It should be noted that at any point in an RTI process, IDEA 2004 allows parents to request a formal evaluation to determine eligibility for special education.

Reading and Math AIS and RtI Providers Mrs. Cailin Healey Mrs. Suzanne Elefante Mrs. Laurie Walegir Mrs. Liz Vaeth Mr. John Berry (Math) JOHN

How students are identified for Reading Services: NYS ELA – Grades 3, 4, & 5 STAR Reading and Early Literacy TCRWP Benchmarks Classroom Assessments Teacher Observation and Recommendation SUZANNE

Reading Interventions Leveled Literacy Intervention Targeted Direct Instruction Fundations LAURIE

Components of LLI A combination of reading, writing, phonics, and word study Emphasis on comprehension strategies Attention to the features of fiction and nonfiction texts Specific work on sounds, letters, and words in activities designed to help children notice the details of written language and how language works Vocabulary-building Explicit teaching for fluent and phrased reading CAILIN

Suggestions for Reading at Home Schedule a family reading time where your child reads independently for enjoyment for an extended period of time Allow your child to read to you Read to your child (especially when they want to read more complex texts they have difficulty reading on their own) Be good role models, let your child see you reading. Take your child to the library or bookstore. Maintain contact with your service provider. Make reading and reading services important! Be on time! Visit Engageny.org LIZ

How students are identified for Math Services: New York State Math Test Gr. 3, 4, 5 STAR Math GO Math Assessments Classroom Performance Teacher Observation and Recommendation JOHN

Math AIS Curriculum Supports classroom curriculum GO Math Tiered Interventions Continues to build basic foundations Hands-on activities JOHN

Helping Your Child at Home Practice basic facts – addition, subtraction, multiplication, & division (flash cards, computer games) Participate in Math Sprints to master basic facts Use math in everyday situations – show why math is important Good communication with support provider Play math games – practice word problems Encourage use of THINK CENTRAL JOHN

Thank you for joining us! Working together for our children