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Prevention to Avoid Intervention
Response to Instruction!
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Targets Quick overview of RTI
Understand we should spend 90 minutes of core reading time. Recognize the reasons for assessments. Define fidelity to the core. Understand that engaging instruction is key. Recognize that instruction must be explicit.
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Partnerships Pick someone near you to be your partner.
The person with the next birthday is coffee. The other person is cream.
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RTI Not another thing! THE BUDGET CFA PLC Interventions
ELL & Sheltered Instruction Grade level data meeting Behavior Professional development TAG Special Education Core Program Title I Instruction Assessment THE BUDGET
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Response to Intervention
ELL Title Programs Response to Intervention District Office Resources Curriculum Development Professional Development Special Education
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The Process is Ongoing and Long-Term
CONSENSUS INFRASTRUCTURE IMPLEMENTATION The IDM Process is ongoing, and is a long-term commitment. It will also vary in every school and from year to year depending on the unique characteristics of that school. For example, if your school has a high turnover in staff each year there will need to be more attention paid to ongoing consensus building with new staff. On the other hand, if through the process you find that you need to make some big changes to the instructional practices in your building, more time may need to be spent on building teacher skills for quality implementation. For long-term processes: Think about and plan for sustainability IDM is not a ‘flash in the pan’ initiative This is about changing the culture of your school This should become the way you do business at your school Building leadership teams are vital for sustainability. Heartland Education Agency
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So how do we make this happen?
Interventions Progress Monitoring Decision rules and reading protocol Core Curriculum with strong instruction Universal screener Data based teaming Leadership Professional Development
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RTI focus is on General Education!
Teachers don’t fail students, systems do. RTI is a system for differentiation of instruction! RTI is a system that is predicated on the general education teachers’ skill and knowledge of instruction, assessment, curriculum, and children.
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Talk Time Coffee please answer the following question: How does this information compare to what your already knew about RTI? Cream please answer the following question: What barriers do you see in making this change? With extra time switch questions
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Response To Intervention
R.T.I. = Response To Intervention
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Response To Instruction
R.T.I. = Response To Instruction
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Doing what works. . . but works for who? This is a systematic response for all students and adults.
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How’s your herd?
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Strong core instruction
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Weak core instruction
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We should spend 90 minutes of core reading time
because effective core instruction is the most important thing you can do in RTI.
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90 minutes Core programs are written and designed to be taught for 90 to 120 minutes. This does not include the instruction of writing It may include the practice of writing Writing in response to reading
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90 Minutes Daily focused on the BIG 5
Literacy Diet 90 Minutes Daily focused on the BIG 5 Powerful literacy diet to ensure good literacy health Adapted from Phonemic Awareness Phonics Fluency & Accuracy Vocabulary Comprehension
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When eating from the food pyramid is not enough …
Need to add iron pills, or vitamins, but do not stop eating from the food pyramid. Provide additional support through Tier 2 and Tier 3 Interventions Adapted from
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Struggling readers in core
They need the most instruction Need to be exposed to grade level material If they miss grade level material, they will never catch up Just because there is a deficit in one area, does not mean there is a deficit in all areas of reading Interventions are limited in scope
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Everyday in successful classrooms
Big Five of Reading Phonemic Awareness(pre K-2) Phonics (K-3) Fluency (K-6) Vocabulary (K-adult) Comprehension (K-adult) (NRP, 2000)
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Phonemic Awareness Word comparison Rhyming Sentence segmentation
easy Word comparison Rhyming Sentence segmentation Syllable segmentation and blending Onset-rime blending and segmentation Blending and segmenting individual phonemes Phoneme addition, deletion and manipulation hard
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Phonics Letter sounds VC and CVC Consonant Digraphs CVCC and CCVC
Silent E R-control vowels Advanced consonants (i.e.,-tch, kn, soft c &g) Vowel Teams Multi-syllable words Prefixes and suffixes easy hard
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The old man the vegetable garden.
Fluency importance Accuracy Prosody Expression Emphasis Phrasing Volume Smoothness Rate CWPM 95% 98% 99% The Secret Life of Bees 18.5 7.4 3.6 My Brother Sam is Dead 15 6 3 The Magic School Bus 2.4 1.2 The old man the vegetable garden.
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Instructional needs Vocabulary
Contextual Analysis: A strategy readers use to infer or predict a word from the context in which it appears. Morphemic Analysis: A strategy in which the meanings of words can be determined or inferred by examining their meaningful parts (i.e., prefixes, suffixes, roots, etc.) Expressive Vocabulary: Requires a speaker or writer to produce a specific label for a particular meaning. Receptive Vocabulary: Requires a reader to associate a specific meaning with a given label as in reading or listening. Center for Teaching and Learning, University of Oregon
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Vocabulary Instructional needs Contextual Analysis Morphemic Analysis
Expressive Vocabulary Receptive Vocabulary Center for Teaching and Learning, University of Oregon
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Instructional needs Comprehension Text Structure
Make Inferences and Analyze Evaluate Story Structure Generate Questions Summarize Monitor Comprehension Keep in mind: Reading OAKS strand information is more related to the difficulty of the passage than the ability for the student to use the skill
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We should spend 90 minutes of core reading time
because effective core instruction is the most important thing you can do in RTI.
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Talk Time Coffee please answer the following question: What is the current amount of time that you spend on reading? Cream please answer the following question: How does Rigby currently help you to meet your students’ needs? With extra time switch questions
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Instructional changes occur based on a variety of assessments
because effective core instruction is the most important thing you can do in RTI.
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Digging Deeper How deep you dig depends on the intensity of the problem. OR
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Types of assessment Screeners easyCBM
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Oral reading fluency and comprehension activity
Meet a new friend. Find a person who you do not know in the room. (This is important because this is how these assessments are often given to students.) One person will be the Test Administrator, paper A. The other will be the Test Taker, paper B. Read your directions to yourself. Test Administrator, give the test and score. Test Taker, read the passage aloud and be prepared to answer questions.
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Essential Features of Reliable and Valid Progress Monitoring Tools
Robust indicator of academic health Brief and easy to administer Can be administered frequently Must have multiple, equivalent forms (If the metric isn’t the same, the data are meaningless) Must be sensitive to growth
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Purposes of Screeners Evaluate overall effectiveness of program Select students who need additional support Monitor progress of students A universal screener should over-identify students who might need something more!
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Progress monitoring Screener tools also help us to answer the question – Is what we are doing working?
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What course should we follow? How are we doing?
Where are we? What is our goal? What course should we follow? How are we doing? Our Goal Desired Course Notes: For example, in the Northwest boating is an important recreation and livelihood. Whether you are on a whale watching tour or fishing, sometimes finding your way back to your port is easy. The sky is clear, the ocean blue, and you can clearly see your home port and the course you should follow to reach a safe harbor. [click] But sometimes the fog roles in and our journey to our goal becomes much more difficult and challenging. It is hard to tell where we are, where we want to be, what course to follow, and whether we are getting closer to safety or need to make a course adjustment. [click] So we turn on the GPS and ask where we are. [click] Of course, knowing where we are is only of limited help. The great philosopher Buckaroo Bonzai once commented, “No matter where you go, there you are!” [click] We also need to know where the port, our safe harbor, is. [click] [click] We also need to know what course to follow to get there. [click] The GPS can tell us to point the boat at 117 degrees and progress for 20 minutes at 10 knots to reach our goal. Now we have a good plan about how to get to our goal, our safe harbor, and avoid the rocks and cliffs on either side. But, sometimes our plans go awry…. [click] We also need to check up on our progress in time to make course corrections. [click] If we are off course, the time to modify our plan is early, in time to still reach our safe harbor and not end up on the rocks. [click] We are Here Actual Course
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Types of assessment Mastery assessment Weekly tests Novel tests
Answer questions about text Common Formative Assessments
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Responding to the text example
Write about the book. Invite children to write in their literature response journals what they learned from reading this book or to suggest their own writing projects. For example, children may want to write about something they do every day using their hands. Or they might take a survey of which fingerprint patterns their classmates have and write a few sentences summarizing the survey. Rl 2 – Amazing Hands, p. 178
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Common Formative Assessments
Pre and post test of power standards Student results analyzed in Data Teams to guide instructional planning and delivery. Regular and timely feedback regarding student attainment of most critical standards, which allows teachers to modify instruction to better meet the diverse learning needs of all students. CFA’s provide evidence of proficiency regarding the Power Standards.
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Types of assessment Diagnostic Assessment DRA, Phonics assessment, QRI
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Purpose of Diagnostic Assessments
The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction. Diagnostic tests should only be given when there is a clear expectation that they will provide new information about a child’s difficulties learning to read that can be used to provide more focused, or more powerful instruction.
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DRA
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Quick Phonics Screener
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QRI
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QRI
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Types of assessment Program Assessment OAKS
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OAKS Passing OAKS 3rd grade (204) places a child in the 17th percentile Passing 3rd grade is not enough. By 5th grade, if these students stay at the same percentile they will fail OAKS By 10th grade, if these students stay at the same percentile they will fail OAKS This student will score a 236 and pass at the 32nd percentile Based on ODE percentiles
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Grade Meeting = 35 percentile 3rd grade 204 209 4th grade 211 216 5th grade 218 220 6th grade 222 225 7th grade 227 230 8th grade 231 232 10th grade 236
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Pulling the Data Together
Avoid the TBU True But Useless! Tier 1 meetings help you to evaluate the health of the core program.
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1st WRF 71% 2nd 44% 3rd 42% 4th 43% 5th 38% 1st WRF 35% 2nd 51% 3rd
Grade % at or above the district target ( 50th percentile) 1st WRF 71% 2nd 44% 3rd 42% 4th 43% 5th 38% Grade % at or above the district target ( 50th percentile) 1st WRF 35% 2nd 51% 3rd 44% 4th 39% 5th Grade % at or above the district target ( 50th percentile) 1st WRF 35% 2nd WRF 44% 3rd 38% 4th 25% 5th 41% Grade % at or above the district target ( 50th percentile) 1st WRF 27% 2nd 32% 3rd 24% 4th 18% 5th 25%
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ODE reports
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Types of assessment Screeners + Mastery Assessment +
Diagnostic Assessment + Program Assessment+ Professional Learning Communities = A Data System
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Types of assessment Screeners + Mastery Assessment +
Diagnostic Assessment + Program Assessment+ Professional Learning Communities = A Decision System
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Instructional changes occur based on a variety of assessments
because effective core instruction is the most important thing you can do in RTI.
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Talk Time What types of assessments do you currently see in use?
Cream please answer the following question: What types of assessments do you currently see in use? Coffee please answer the following question: Are current assessments being used for the purpose that they were designed? With extra time switch questions
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There must be fidelity to the core
because effective core instruction is the most important thing you can do in RTI.
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Text Protocol Read the What is Fidelity of Implementation and Why is Fidelity of Implementation Important? section, page 42. If you finish continue into the next section.
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Text Protocol What is Fidelity of Implementation Why is Fidelity of Implementation Important? Share with your partner one sentence that stands out for you. Coffee then Cream. Share with your partner one phrase that stands out for you. Cream then Coffee Share with your partner one word that stands out for you. Coffee then Cream
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vs.
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Fidelity to the core Worksheets Fidelity
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Why is fidelity important?
Comprehensive program that incorporates all components of reading Students have the opportunity to make connections Students read text that supports vocabulary, phonics, and comprehension lessons The whole school has a common language, common goal, and common tools
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Fidelity… … the big 5 of reading
… to the curriculum scope and sequence … to district/state standards and benchmarks … to effective instructional practices
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Big 5 of Reading Phonemic Awareness Phonics Fluency Vocabulary
Comprehension
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Scope and sequence
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Scope and sequence We want to be sure that we know what has and what will be taught. Mastery of skills looks different at all levels Repeated opportunities to learn
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Scope and sequence We must complete the year to complete the “race”
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State Standards
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Effective Instructional Practices
Optimize engaged time/time on task Promote high levels of success Increase content coverage Have students spend more time in instructional groups Scaffold instruction Address different forms of knowledge Ellis and Worthington, 1994
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Who ensures fidelity? District must decide on the key points of the core curriculum Fidelity checklist should provide clarity to teachers
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Curriculum specific fidelity checklists
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Non-curriculum specific fidelity checklists
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Who ensures fidelity? District must decide who is responsible to check
Principal Literacy coach Fidelity checks should occur regularly two to three times a year 10 minutes each class
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There must be fidelity to the core
because effective core instruction is the most important thing you can do in RTI.
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Talk Time Define fidelity in 1 sentence.
Cream please answer the following question: Define fidelity in 1 sentence. Coffee please answer the following question: How can you roll out fidelity tools successfully? With extra time switch questions
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Engaging instruction is key
because effective core instruction is the most important thing you can do in RTI.
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Is this engaging instruction?
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Is this engaging instruction?
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Students must be engaged in instruction to learn from the instruction.
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Pacing Optimize instructional time
Allow for student think/processing time Good pacing keeps students from being bored, but is not so fast they cannot keep up Brief introduction and eternal review
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Partnerships Increase student talk time
Intentionally assigned by teacher Multiple turns leads to multiple opportunities More turns = more practice
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Dr. Anita Archer Focus … As you watch this video,
Note the active participation procedures that are directly taught to students.
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Talk Time Coffee will begin followed by Cream Begin to list the active participation strategies that were taught to students List items until you have exhausted your list With extra time talk about how you could spread this practice around your schools.
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Instruction must be explicit
because effective core instruction is the most important thing you can do in RTI.
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Components of Effective Instruction
Explicit Systematic Practice and Feedback Application and Mastery Overtly teaching each step through teacher modeling and many examples (Gradual Release Model).
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Components of Effective Instruction
Explicit Systematic Practice and Feedback Application and Mastery Breaking lessons and activities into sequential, manageable steps that progress from simple to more complex concepts and skills. i.e. scope and sequence of program
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Components of Effective Instruction
Explicit Systematic Practice and Feedback Application and Mastery Providing many opportunities for students to respond and demonstrate what they are learning, which may include teacher modeling, rehearsal, and feedback.
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Components of Effective Instruction
Explicit Systematic Practice and Feedback Application and Mastery Generalize what is learned in different contexts. We want students to apply the lessons to the next text they read.
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Whole group instruction
Text is designed to be the initial instruction Text is used as a model to teach literacy skills Whole group text may be above or below some students Whole group instruction should be a limited amount of time
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Instruction matters Think aloud to model new information for students
I do, we do, ya’ll do, you do (scaffolding) Graphic organizers Maintain a perky pace. Maintain close proximity to students.
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Whole group video Write down effective instructional strategies in whole group Scaffolding Think aloud Graphic organizer 2nd grade, Rural Southeast, Oregon Description is the focus and was taught Video begins just after a picture walk
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You will be discussing one of these questions with your partner:
How did the instructor scaffold the reading for the students? How did the instructor make his thinking around comprehension public?
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Talk Time With extra time switch questions
Cream please answer the following question: How did the instructor scaffold the reading for the students? Coffee please answer the following question: How did the instructor make his thinking around comprehension public? With extra time switch questions
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Small Group Instruction
Text is at the students instructional level The text is focused on the needs of the students Teacher provide background, addresses vocabulary and text features Each student has their own copy of the text and they read independently while the adult observes their reading behaviors After the students read, the adult leads a group discussion
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It is all about the end result!
Managing groups You should spend more time face to face with your most struggling readers. Is this fair? There are only 2 kinds of fair. . . state and county It is all about the end result!
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Managing groups Flexible based on what the child has demonstrated
Skill grouping Ability grouping Flexible based on what the child has demonstrated 2nd graders are grouped who didn’t do well on “oi” sound last week 5th grade readers are grouped who are strong at “summarizing,” not on “inference” Students generally read at the same level, but it may be for different reasons A student who struggles due to decoding vowels is grouped with a student who struggles with reading speed.
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Instructional Level Text
Understand why students are in a group together Use multiple sources of data to determine the level easyCBM Mastery tests Observations
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The text is focused on the needs of the students
We are teaching the reader not the text We are teaching literacy not literature! We are teaching for application
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Reading of the text Set the purpose for reading the text
Each student should have a copy of the text Passage reading procedures Choral Reading Cloze Reading Silent Reading Partner Reading Ask questions of the readers
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Instruction must be explicit
because effective core instruction is the most important thing you can do in RTI.
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Effective core instruction
We should spend 90 minutes of core reading time There must be fidelity to the core Engaging instruction is key Instruction must be explicit
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DIET At the top, record your school district name, school name, current school year, and who is completing the form. For RTI Components 1-7, read the accompanying descriptors for each score category (0 - Creating Consensus, 1 - Creating Infrastructure, 2 - Initial Implementation, 3 - Full Implementation) and provide an item score (0, 1, 2, or 3) in the right-hand column that best describes your school. Each descriptor serves as a general indicator of a school’s level of implementation and is not meant to be a comprehensive evaluation of all systems a school may have in place. Add up the item scores for RTI components 1-7 and record overall score in the total box. For Item 8: Coaching, circle the box that best describes your school. Turn in the one on blue paper.
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