K-12 Reading Plan and RtI Tiers of Instructional Intensity Four Step Process Impact of RtI on...

• K-12 Reading Plan and RtI• Tiers of Instructional Intensity• Four Step Process• Impact of RtI on Reading Instruction• Reading/Literacy Leadership Teams

Florida State Board Rule 6A-6.053 and .054 Comprehensive K-12 Reading Plan

• District and school leadership supports

reading as priority

• Data analysis drives decision-making

• Professional development targets

individual teacher needs based on

student performance data

• Measurable student achievement goals

• Research based instructional materials

and strategies target student needs

Elementary Curriculum, Assessment, and

Instruction

Elementary Curriculum, Assessment, and

Instruction

Chart C: Instructional MaterialsDecision Tree

Assessment Chart Reading/Literacy Leadership Team Roster

District Leadership

School Leadership

Professional Development

Comprehensive K-12 Reading Plan

Meeting the Needs of All Students through

Response to Instruction

Meeting the Needs of All Students through

Response to Instruction

Meeting the Needs of Struggling Readers

through Response to Intervention

Meeting the Needs of Struggling Readers

through Response to Intervention

Response to Instruction Response to Intervention

6 + 4 + ii + iii = NCLB

• Screening• Progress Monitoring• Diagnostic• Outcome

• Screening• Progress Monitoring• Diagnostic• Outcome

Four Types of AssessmentFlorida State Board Rule 6A-6.053

Broward’s Comprehensive Reading Plan

Four Types of AssessmentFlorida State Board Rule 6A-6.053


6 + 4 + ii + iii = NCLB

ii – Initial InstructionFlorida State Board Rule 6A-6.053


ii – Initial InstructionFlorida State Board Rule 6A-6.053


1) (b) Immediate intensive intervention must be provided daily for all students who have been identified with a reading deficiency. This intervention must be in addition to or as an extension of the ninety (90) minute reading block in a smaller group size setting or one on one. The student must continue to be provided with intensive reading instruction until the reading deficiency is remedied.

1) (b) Immediate intensive intervention must be provided daily for all students who have been identified with a reading deficiency. This intervention must be in addition to or as an extension of the ninety (90) minute reading block in a smaller group size setting or one on one. The student must continue to be provided with intensive reading instruction until the reading deficiency is remedied.

6 + 4 + ii + iii = NCLB

iii – Immediate Intensive InterventionFlorida State Board Rule 6A-6.053 and .054Broward’s Comprehensive Reading Plan

iii – Immediate Intensive InterventionFlorida State Board Rule 6A-6.053 and .054Broward’s Comprehensive Reading Plan

Instructional EnvironmentInstructional Environment

ALL STUDENTS DESERVE INSTRUCTION WITHIN THE LEAST RESTRICTIVE ENVIRONMENT.

ALL STUDENTS DESERVE INSTRUCTION WITHIN THE LEAST RESTRICTIVE ENVIRONMENT.

Instruction provided within an inclusion classroom is preferred over placement in a self-contained classroom,

IF THE STUDENT IS MAKING ADEQUATE PROGRESS.

Instruction provided within an inclusion classroom is preferred over placement in a self-contained classroom,


Instructional ResourcesInstructional Resources

ALL STUDENTS DESERVE INSTRUCTION USING THE LEAST RESTRICTIVE RESOURCES.

ALL STUDENTS DESERVE INSTRUCTION USING THE LEAST RESTRICTIVE RESOURCES.

Instruction provided using comprehensive resources that address all essential reading components are preferred over the use of highly intensive resources that limit instruction to only one or two essential reading components,


Instruction provided using comprehensive resources that address all essential reading components are preferred over the use of highly intensive resources that limit instruction to only one or two essential reading components,


“The primary difference between instruction appropriate for all children in the classroom and that required by children at risk for reading difficulties is

related to the manner in which instruction is provided.”

Foorman and Torgesen (2001)

RESPONSE TO INSTRUCTION / INTERVENTION (RtI)

Manner in which Instruction is Provided Continuum in Intensity of Instructional Delivery

Tier I, Tier II, and Tier III

• CRASH Course Review

Tier I:90 Minute

Reading Block

Tier I:90 Minute

Reading Blockii = high quality INITIAL INSTRUCTION – delivered to all students through a comprehensive core reading program DURING a daily 90-minute, uninterrupted reading block.

DAILY Initial Instruction (ii) must be:• Focused on Specific, Differentiated Needs of Students• Delivered Explicitly and Systematically • Scaffolded According to Needs of Students • Conducive to Learning, by Providing the Following Components -

* background knowledge building, motivation for learning, reading/writing connections, and print-rich classroom environments

Ele

men

taryWhole GroupWhole Group

Small GroupSmall Group

Independent/Group Practice and Application

Independent/Group Practice and Application

Tier II: Strategic

Intervention

Tier II: Strategic

InterventionAs stated in State Board rule 6A-6.054 this intervention must be provided:•Daily•In addition to, or as an extension of, the ninety (90) minute reading block•In addition to, and in alignment with, effective, initial core instruction•In a smaller group setting or one-on-one

Ele

men

tary

• More Explicit and Systematic Instructional Delivery

• More Scaffolded Teacher Support

• More Times Per Session

• More Sessions Per Week

• Smaller Group Sizes

TIER III: Intensive Intervention Instruction

Instructional IntensityInstructional Intensity

The school Collaborative Problem Solving Team (CPST) uses the collaborative problem-solving approach to identify more intensive, targeted interventions for Tier III students following Florida’s Formula for Effective and Powerful Instruction.

• FREQUENCY and duration of meeting in small groups (the WHEN) – Will extended instruction be once daily, twice daily, for 30 minutes, 60 minutes, or more? Before or after school, half-day Saturday camp, etc.?

• FOCUS of instruction (the WHAT) – How will the teacher provide more explicit and systematic instruction in targeted areas of need such as vocabulary, phonics, comprehension monitoring, etc.?

• FORMAT of lesson (the HOW) – What will be the structure of the lesson and level of scaffolding, modeling, explicitness, systematic delivery, content intensity, etc.?

• SIZE of instructional group – Will instruction be small group or one-on-one?

• Analyze DATA to determine the 3 Fs and 1 S (the WHY).

• Provide PROFESSIONAL DEVELOPMENT that focuses on the collection and analysis of data, the 3 Fs, and 1 S.

Tier II and III Instructional ResourcesTier II and III Instructional Resources

Effective reading intervention instruction can be delivered using a scientifically research based

Comprehensive Intervention Reading Program (CIRP), designed to provide instruction that addresses all of the essential components of reading,

ORSupplemental Intervention Reading Program (SIRP), designed to provide instruction that targets one or more of the essential components of

reading.

Effective reading intervention instruction can be delivered using a scientifically research based

Comprehensive Intervention Reading Program (CIRP), designed to provide instruction that addresses all of the essential components of reading,

ORSupplemental Intervention Reading Program (SIRP), designed to provide instruction that targets one or more of the essential components of

reading.

“What about the interaction of the curriculum, instruction,

learner, and learning environment should be

altered so that the student will learn?”

This shift alters everything!Ken Howell

Step 1: Problem IdentificationStep 1: Problem Identification

“What is the

problem?”

“Why is itoccurring?”

Step 3: Intervention DesignStep 3: Intervention Design

“What are we going to do about it?”

Step 2: Problem Analysis

Step 2: Problem Analysis

Step 4: Response to InterventionStep 4: Response to Intervention

“Is it working?”

Comprehensive Problem SolvingSTEP 1: PROBLEM IDENTIFICATION

What is the reader’s problem?

Comprehensive Problem SolvingSTEP 1: PROBLEM IDENTIFICATION

What is the reader’s problem?

Use Data – Identify the Problem

• How has the reader responded to Tier I initial core instruction?

• What reading behaviors are exhibited?

• Have diagnostic reading assessments been administered to determine precise/detailed picture of strengths and weaknesses?

• What additional assessment data is needed to better analyze the problem?

Use Data – Identify the Problem

• How has the reader responded to Tier I initial core instruction?

• What reading behaviors are exhibited?

• Have diagnostic reading assessments been administered to determine precise/detailed picture of strengths and weaknesses?

• What additional assessment data is needed to better analyze the problem?

Elementary Assessments FOR InstructionElementary Assessments FOR Instruction

Elementary Reading Assessment ScheduleElementary Reading Assessment Schedule

Analyze Data – Determine Why Problem is Occurring

• What is causing the discrepancy between what is expected and what is actually occurring?

Analyze Data – Determine Why Problem is Occurring

• What is causing the discrepancy between what is expected and what is actually occurring?

Comprehensive Problem SolvingSTEP 2: PROBLEM ANALYSIS

Why is the problem occurring?

Comprehensive Problem SolvingSTEP 2: PROBLEM ANALYSIS

Why is the problem occurring?

Disaggregate Data

Assess Student Needs

Review Resources

Target Instruction (differentiate by 3Fs and 1S)

Does the diagnostic assessment data indicate the reader has a specific deficiency in one essential

component of reading instruction, or is the deficiency apparent across multiple, essential components?

Does the diagnostic assessment data indicate the reader has a specific deficiency in one essential

component of reading instruction, or is the deficiency apparent across multiple, essential components?

Design and Implement Instructional Plan – Target Specific Differentiated Needs

• What intervention would best meet the reader’s needs?

• How intensive should the intervention be?

• Is adequate scaffolded support provided?

Design and Implement Instructional Plan – Target Specific Differentiated Needs

• What intervention would best meet the reader’s needs?

• How intensive should the intervention be?

• Is adequate scaffolded support provided?

Comprehensive Problem SolvingSTEP 3: INTERVENTION DESIGN

What are we going to do about the problem?

Comprehensive Problem SolvingSTEP 3: INTERVENTION DESIGN

What are we going to do about the problem?

Data – drives instruction (skill/strategy needs), rather than instructional programs

Tiers I, II, and III – continuum of instructional intensity (not specific program/category)

Instructional Intensity – more time per session, more sessions per week, smaller group sizes, more explicit/systematic delivery, etc. Reading resources should be allocated in direct proportion to the differentiated needs of students.

Tier ICore Curriculum Instruction – For ALL

Tier ICore Curriculum Instruction – For ALL

Tier IIStrategic Intervention Instruction

Tier IIStrategic Intervention Instruction

Tier IIIIntensive Intervention

Instruction

Tier IIIIntensive Intervention

Instruction

We know we have a struggling reader, what comes next?We know we have a struggling reader, what comes next?

These resources should be considered when students need more strategic (Tier II) or intensive (Tier III) intervention instruction, beyond the core reading program (Tier I).

Fidelity of implementation is critical to the success of these research-based programs. Oral language intervention should be incorporated into all daily instruction, based on student need.

Use the school-based speech and language pathologist as a resource.

SRCpp. 6-7

SRCpp. 6-7

District-Supported Interventions for Struggling Readers in Grades K-2

District-Supported Interventions for Struggling Readers in Grades 3-5

These resources should be considered when students need more strategic (Tier II) or intensive (Tier III) intervention instruction, beyond the core reading program (Tier I).

Fidelity of implementation is critical to the success of these research-based programs. Oral language intervention should be incorporated into all daily instruction, based on student need. Use

the school-based speech and language pathologist as a resource. SRC

pp. 8-9SRC

pp. 8-9

TriumphsTriumphs

FundationsFundations

Phonics for Reading Phonics for Reading

Great LeapsGreat Leaps

Grades K-2Grades K-2 Grades 3-5Grades 3-5

Super QARSuper QAR

Accelerated Literacy Learning

Accelerated Literacy Learning

TriumphsTriumphs

Wilson ReadingWilson Reading

Phonics for Reading Phonics for Reading

Intermediate Rewards

Intermediate Rewards

Super QARSuper QAR

Soar to SuccessSoar to Success

Evaluate Instructional Plan – Ensure Effective Response to Intervention

• Does progress monitoring inform instructional decisions?

• Is progress monitoring conducted regularly?

• Have measureable goals/benchmarks been established?

• Is graphic depiction of data used to monitor substantial deficiencies?

Evaluate Instructional Plan – Ensure Effective Response to Intervention

• Does progress monitoring inform instructional decisions?

• Is progress monitoring conducted regularly?

• Have measureable goals/benchmarks been established?

• Is graphic depiction of data used to monitor substantial deficiencies?

Comprehensive Problem SolvingSTEP 4: RESPONSE TO INTERVENTION

Is the intervention working?

Comprehensive Problem SolvingSTEP 4: RESPONSE TO INTERVENTION

Is the intervention working?

Graphically Displaying Progress-Monitoring Data

• Simple Line Graphs Provide Effective Display of Data Trends

• Frequency of Data Collection Can Vary – Monthly, Every Other Week, Weekly

• Factors Determining Frequency of Data Collection for Progress Monitoring – Intensity of Student Needs, Targeted Intervention, Type of Assessment

• Simple Line Graphs Provide Effective Display of Data Trends

• Frequency of Data Collection Can Vary – Monthly, Every Other Week, Weekly

• Factors Determining Frequency of Data Collection for Progress Monitoring – Intensity of Student Needs, Targeted Intervention, Type of Assessment

Simple Line Graphs Can Be Created Electronically

Excel program allows for entry of student progress-monitoring data that will

support the creation of simple line graphs, as demonstrated in the next two slides.

Personalize GraphBenchmark Line

Score (student data) LineTrend Line

Graphing – Running Record DataFirst Grade – Every 4 Weeks

Across the Year

Graphing – Oral Reading Fluency DataSecond Grade – Every 4 Weeks

Across the Year

Comprehensive Problem Solvingthrough Collaboration

is Critical to the Effective Practice of Response to Instruction/Intervention

How can the Reading/Literacy Leadership Team How can the Reading/Literacy Leadership Team support the work of CPST/RtI?support the work of CPST/RtI?

• Policy - Florida State Board Rule 6A-6.053 K-12 Reading Plan

• Aligns with other initiatives (SIP, RtI, FCIM, PLCs)

• A Nation at Risk – Impact on high school graduation/drop out; students that go to college/prison

• Positive impact on school improvement and student learning

• Positive impact on school culture across all stakeholders

“The principal will form or continue a Reading Leadership Team. The purpose of this team is to create capacity of reading knowledge within the school building.” 2009-10 FL DOE, Comprehensive K-12 Reading Plan

• Understand literacy challenges of students

• Build capacity of reading knowledge

• Focus on areas of literacy concern

• Ensure analysis of data drives all decision making

• Support reading goals through a whole-school approach

The focus, goals, and initiatives of the Reading/Literacy Leadership Team should be based on a detailed analysis of student and teacher data and align with the Reading goals in the School Improvement Plan.

Additional District Information on Response to Instruction/Intervention

Psychological Services Department of Broward County Public Schools

Mark A. Lyon, Ph.D., Team Leader

CPS/RtI Materials

http://www.broward.k12.fl.us/studentsupport/psychologicalservices/html/CPS_RTI.htm

49

“If we want children to learn to read well, we must find a way to induce them to read lots.If we want to induce children to read lots, we must teach them to read well.”

Marilyn Jager Adams

K-12 Reading Plan and RtI Tiers of Instructional Intensity Four Step Process Impact of RtI on...

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