1. Everyone Can WIN with PIE Every DEIO
Effective strategies to provide students additional literacy support
Reflect something positive
a challenge you would like to problems solve

2. Today’s Objectives
What is RtI? We will focus in on Tier 2 instruction.
Plan an intervention with characteristics of effective interventions.
Discuss successes/challenges of PIE/WIN/DEIO
Brainstorm ideas for effective use of PIE/WIN/DEIO time
Share resources that may be valuable for intervention planning

3. We will never teach all of our students to read if we do not teach our students who have the greatest difficulties to read. Another way to say this: Getting to 100% requires going through the bottom 20%.
- Torgeson, 2006

4. Reflect on Universal + Do this well and will continue ,
√ Could do this better and will work on expanding
- Do not do well and will begin with intentionality
6 literacy experiences…classrooms promote

5. How should a school respond when kids don’t learn?
By ensuring a student receives increased levels of time and support
In a manner that is timely,
Increasingly directive (not invitational), and
SYSTEMATIC
--Rick DuFour

6. Coherence
We must ensure that struggling students receive high-quality, differentiated instruction and intervention that differs in intensity but is focused upon the common language of instruction for all students and which assures benchmark success.

7. Don’t try this on your own
RtI calls for deliberate, intentional, ongoing collaboration—a joining of forces, pooling of resources, and sharing of expertise—to meet shared goals for instruction and assessment.
--Successful Approaches to RtI
Benefits of WIN time with all students in a grade level as compared to classroom teacher?

8.
Turn and talk

9. RIP RTI?
One “aha” you take away from the article to share with your group

10. Common Language
Misconceptions video

11. Tier 2 In addition to Tier 1 – a coordinated continuum of support
10-15% of students
Based on area of need
Evidence based
Small group with similar learning needs
(typically 3-5 students)
Fidelity
Insufficient Progress in Tier 1
Monitoring progress (toward goal) at least bimonthly
In addition to Tier 1 – a coordinated continuum of support
Why?
To become independent at the universal level

12. Tier 2
“The use of data to differentiate (adjust or modify) instruction for students who are not making adequate progress, either through a teacher’s small group instruction or a reading specialist. For example, teachers may observe that their core program does not provide enough vocabulary or phonemic awareness instruction to adequately meet the needs of a group of students and then select or design a classroom intervention to meet those needs.” -

13. Tier 3
Intensive interventions provided by a more specialized individual (spec ed teacher, speech pathologist)
Intended for students reading one or more years below grade level and are struggling with a broad range of reading skills

15. Rocks of Effective Intervention
Develop an intervention plan
Match reader and text level
Dramatically expand reading activity
Use very small groups or 1:1
Coordinate interventions with classroom instruction
Deliver instruction by expert teacher (the neediest students need the teacher with the most expertise)
Focus instruction on meta-cognition and meaning
Uses high interest texts
Within child’s ZPD
Done with fidelity
Directive, not invitational
EVIDENCE based

16. Design an intervention
Scenario:
A small group of students is not proficient
in _______________ (eg. a recently taught concept, comprehension, decoding strategies, completing homework, engagement during independent reading, choosing a book…). Design an intervention in which you have considered the Big Rocks of Interventions.

17. Effective Intervention Survey

18. The goal of an RtI system is not to identify students for special ed, the goal is to improve outcomes for ALL students.

19. BREAK!
Ticket out: Please add one success and one challenge you have seen or can foresee with your PIE/WIN/DEIO time.
Come back in 10 minutes to dig into this time a little deeper!

20. WIN/PIE/DEIO
Different names…same goal: How can we meet the needs of all of our students outside of the core instruction time?
Based on common assessments
Cohesive with core curriculum
Flexible groupings
Collaboration is key!

21. Common Assessments PLC’s may work together to create common assessment
Example: Notebooking rubric
Running Records/Benchmarks
MAP Data
Pull out strands to focus on from NWEA website

22. Mini “Data-Dig”
Dig down into reading scores for students with grade level and/or grade level band
Determine needs within strands for student groups

23. Cohesive with Core Curriculum
Aligns with classroom instruction
Examples
Beginning of the year: Reading Stamina
How to be prepared for book clubs
Reader’s Theatres that align with genre focus to practice fluency (Example: myths, fairy tales)
Notebooking strategies

24. Flexible Groupings/ Collaboration
Groupings change frequently
Collaboration may look different depending on building, team, or student needs
Students move within multiple classrooms
Students remain with their teacher in a classroom
What will the other students be doing?

25. Documentation
How will you keep your interventions with students documented for future reference/progress monitoring?
Sample 1
Sample 2
Sample 3
Sample 4

26. PIE/WIN/DEIO Time Ideas
List

27. Successes/Challenges
Revisit poster

28. Grade Level Teams
When considering your grade level’s core curriculum, what needs do you often see at your grade level?
What interventions might be applicable to your grade level?
How can you see your grade level/team collaborating to make the most of your PIE/WIN/DEIO time?

29. Professional Resources

30. Professional Resources

31. District Points/Survey