1. I’ve Given the Phonics Screener, Now What? Presented by: Andrea Baker, District Title I Academic Coach LET’S CATCH THE STUDENTS THAT ARE FALLING THROUGH THE CRACKS!

2. Eight Core Principles of RTI I.We can effectively teach all children. II.Intervene early. III.Use a multi-tier model of service delivery. IV.Use a problem-solving model to make decisions within a multi-tier model. V.Use scientific, research-based validated intervention and instruction to the extent available. VI.Monitor student progress to inform instruction. VII.Use data to make decisions. A data-based decision regarding student response to intervention is central to RTI practices. VIII.Use assessment for screening, diagnostics, and progress monitoring. Batsche, G. et al., in Response to Internventin: Policy Considerations and Implementation, p. 19-20

3. Tiers of Intervention Instruction Take out your book, “Implementing Response to Intervention.” Number off 1-3 1 – Read pages 65-66 (Tier I) 2 – Read pages 66-68 (Tier II) 3 – Read pages 68-69 (Tier III) Get together with all of the people who read the same Tier to talk about what that Tier should be composed of. Get back together with your group and see if there is anything you’d like to change on your triangle.

4. 90 minutes 30 minutes Tier 1 Core-Houghton Mifflin Benchmark Whole and small group Tier 2 Small group Skills based Teacher Directed Tier 3 Intensive/Strategic Teacher Directed 70-80% of students 15% of students The 3 Tiers 5% of students Percentages from research by the NASDSE

5. Tier II Instruction Form Teacher- Led Groups Based on Student Data Explicit Instruction Systematic Instruction Teach Content Scaffolded Instruction Provide Enrichment Assess Learning Targeted instruction is provided to facilitate mastery of deficit skill Source: fcrr.org

6. Using DIBELS to Diagnose 1)Place DIBELS measures in order from lowest to highest skill. 2)Begin by looking at the lowest skill. Is the student fast and right? 3)If yes – go on to the next skill. If no – use a phonics/phonological awareness screener to pinpoint the exact skill deficit.

7. 4 Types of Reading Behaviors Fluency Accuracy RightFast Slow Wrong Clean it up and then speed it up!

8. Let’s Look at Some Data 1 st Grade Student (MOY) Marcus o NWF: 55/57=96% accuracy o ORF passage 1: 15/17=88% accuracy o ORF passage 2: 13/18=72% accuracy o ORF passage 2: 19/20=95% accuracy

9. 3 rd Grade Student (BOY) Sylvanna o ORF passage 1: 80/92=87% accuracy o ORF passage 2: 85/92=92% accuracy o ORF passage 2: 82/95=86% accuracy

10. How could teachers track this data?

11. Administering a Phonics Screener

12. Organizing and Using the Data

15. Phonics Intervention Lesson

16. Phonics Intervention Lesson (Continued)

17. Coaching…What Do I Do Now?