CINDY EDWARDS, RT I - DYSLEXIA /504 ADMINISTRATIVE SUPERVISOR

AUSTIN ISD2012

RtI A Focus on Early Reading Within

A Multi-Tiered Preventative Framework

Objectives

Describe the characteristics and current research base on the RtI Multi-Tiered Preventative Framework in primary grade reading

What is RtI in early reading? What is evidence-based instruction? How should RtI in early reading be implemented? How should intervention responsiveness be determined? What instruments can we rely upon to guide our instruction? What progress monitoring instruments can we use?

RtI in Early Reading

Comprehensive school-wide frameworks for which students at risk for reading difficulties are identified and are provided with evidence based and data-informed instruction and interventions before they fall farther behind their peers or result in grade retention

Eliminate the Gap

We know- students who struggle with reading in the early grades are likely to continue to struggle if they receive only typical instruction.

Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher, 1996; Jewel, 1988; Torgesen& Burgess, 1998

Essential Characteristics of Effective Instruction for Reading

Multi-tiered preventative systemsEvidence-based classroom reading instructionSupplemental intervention provided when neededStudent progress is monitored and outcomes evaluated.Student assessment data are examined regularly, and

decisions related to intervention are based on student data. Sufficient teacher professional development is provided so

that high-quality instruction is delivered with fidelity to evidence-based programs and practices.

On-going follow-up support and coaching is provided for teachers and support staff

Gersten et al., 2008 ; Kovaleski& Black, 2010

3 Tiers

Tier 1 intervention (primary prevention): quality evidence-based, differentiated classroom reading instruction and universal screening to identify students at-risk for reading difficulties

Tier 2 intervention(secondary intervention or secondary prevention): supplemental intervention provided to students identified as at-risk for reading difficulties

Tier 3 intervention (tertiary intervention or tertiary prevention): higher intensity intervention for students with inadequate response in Tier 2

A Closer Look at Features of Effective Instruction

* Multi-Tiered Preventative System for Reading provides well integrated instruction that focuses on the foundations of early literacy

* Evidence Based Classroom Reading Instruction

Early Literacy Building Blocks and Associated Component skills

Oral Language

Phonological Awareness

Print Knowledge

•Phonemic Awareness•Phonics•Vocabulary•Fluency•Comprehension•Spelling•Writing

Examples Evidence Based Instruction That Supports Early Literacy Building Blocks:

http://www.austinschools.org/curriculum/RtI/TAP/ELA/K5_literacyTAP.html

http://www.austinschools.org/curriculum/RtI/TAP/ELA/phonHierarchyGuid.html - english

http://www.austinschools.org/curriculum/RtI/resources/reading.html

Dialogic Reading PEER Sequence Prompts the child to say something about the book.Evaluates the child’s response.Expands the child’s response by rephrasing and

adding information.Repeats the prompt to make sure the child has

learned from the expansion. 

This is a short interaction between the child and the adult.

http://link.brightcove.com/services/player/bcpid66991092001?bckey=AQ~~,AAAAAFwNJhQ~,2UA9EcWU7eO78740FEYQjamFClC8k6eB&bclid=23711452001&bctid=809572821001

HTTP: / /WWW.AUSTINSCHOOLS.ORG/CURRICULUM/RTI /TAP/ELA/DIAGNOSTICGUIDE_RDG_K12.HTML - PHONAWARENES

HTTP: / /WWW.TPRI .ORG/RESOURCES/ INDEX.HTML

HTTP: / /WWW.TEJASLEE.ORG/

* Supplemental Intervention Provided When Needed

* Student Progress is Monitored and Outcomes Evaluated

LETRS: WHERE BEST PRACTICE BECOMES EVERYDAY PRACTICE

TPRI & TEJAS LEE

WORDS OF OUR WORLD (WOW)

* Professional Development* On-going Support and Coaching

Questions