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. Literacy Instruction 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

5. Literacy Instruction 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

6. 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

7. 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.

8. Screen Students

9. FAIR-FS <.85? NO YE S Syntactic Knowledg e STO P Take optiona l tasks? NO YE S Oral Reading Fluency STO P Oral Response Written Response Paper/Pencil Administration Computer Administration Initial Screening Diagnostic Test Additional Diagnostic Test

10. Choosing Effective Progress Monitoring & Literacy Support

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

12. NCII Academic Intervention

13. ELFAS/ https://portal.fldoesso.org/PORTAL/Sign-on/SSO-Home.aspx

14. 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

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

17. NCII Progress Monitoring Tool Charts

18. 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

19. Examples: Dry-Erase Boards

20. Differentiate Reading Instruction for All Students

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

23. Tier 2

24. 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 20-40 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.

25. 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

26. Instructional Grouping Example

27. Decoding=Low Comp=Adequate Decoding =Adequate Vocab, Fluency & Comp=Low Fluency=Adequate Vocab & Comp=Low

28. Grouping Example

29. Grouping Example Continued

31. Essential: Motivation Decoding Fluency Vocabulary Comprehension

32. 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.

33. Self-Monitoring/Self-Regulation Support 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 http://www.interventioncentral.org/home

34. 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

35. 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.

36. 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

37. 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.

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

39. Progress StudentWeek 1Week 2Week 3 1666882 2657586 74550 8707182 Once narrowing and aligning the focus, the four students began meeting with progress.

40. Tier 3

41. 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.

42. 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.

43. 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

45. 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

46. Professional development activity illustrates how to intensify instructional delivery Intervention planning worksheet with recommendations for intensifying interventions and recording actions Lesson reflection template to reflect on the instruction during an intervention session and outline improvements for subsequent sessions matrix of supplemental resources to extend learning

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

48. Aligning Tiers

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

52. VIDEO EXTRAS!

53. 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

54. Universal Design for Learning (Core)

55. 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?

56. 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?

57. Word ID Tier 2

58. 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?

59. 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?

60. Tier 2

61. Tier 3