MN RtI Center

Multitiered System of Reading Instruction

A module for pre-service and in-service professional development

MN RTI CenterAuthor: Wendy Robinson, Heartland Iowa AEA 11

www.scred.k12.mn.us click on RTI Center

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MN RTI Center Training Modules

This module was developed with funding from the MN legislature It is part of a series of modules available from the MN RTI Center

for use in preservice and inservice training:

Module Title Authors

1. RTI Overview Kim Gibbons & Lisa Stewart

2. Measurement and RTI Overview Lisa Stewart

3. Curriculum Based Measurement and RTI Lisa Stewart

4. Universal Screening (Benchmarking): (Two parts)

What, Why and How

Using Screening Data

Lisa Stewart

5. Progress Monitoring: (Two parts)

What, Why and How

Using Progress Monitoring Data

Lisa Stewart & Adam Christ

6. Evidence-Based Practices Ann Casey

7. Problem Solving in RTI Kerry Bollman

8. Differentiated Instruction Peggy Ballard

9. Tiered Service Delivery and Instruction Wendy Robinson

10. Leadership and RTI Jane Thompson & Ann Casey

11. Family involvement and RTI Amy Reschly

12. Five Areas of Reading Kerry Bollman

13. Schoolwide Organization Kim Gibbons

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Overview

What is a multitiered system of reading instruction?

Public health prevention model/food pyramid

Literacy diet

Full continuum of support

Tiered levels of instruction

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What is a multitiered system of reading instruction?

Goal: Improved performance of all students,

aimed at preventing reading difficulties Multitiered systems:

Organized around levels of instruction and support that are matched to student needs based on data.

Basic principle: The greater the instructional need of

the student, the greater the intensity of the instruction and support.

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Where does the model come from? Public health prevention model

Organizing principles Earlier rather than later Evidence not opinion Systems not just classrooms Each and all students

Primary prevention Well baby check-ups Immunizations Cholesterol screening

Tertiary prevention

Secondary prevention

Primary prevention

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Food Pyramid

Healthy, balanced diet to ensure good physical health

Oils, butter

Dairy, meat, fishFruits and vegetables

Bread, cereal and grains

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Literacy Diet

Powerful literacy diet to ensure good literacy health

Primary grade levels ComprehensionVocabulary

Accurate and Fluent ReadingOf Connected Text

Phonics (Alphabetic Principle)Phonemic Awareness

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Literacy Diet

Powerful literacy diet to ensure good literacy health

Upper grade level Phonemic AwarenessAlphabetic Principle

Accurate and Fluent ReadingOf Connected Text

VocabularyComprehension

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Literacy Diet Powerful literacy diet to ensure good literacy

health

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ComprehensionVocabulary

Accurate and Fluent ReadingOf Connected Text

Phonics (Alphabetic Principle)Phonemic Awareness

Phonemic AwarenessAlphabetic Principle

Accurate and Fluent ReadingOf Connected Text

VocabularyComprehension

Primary grade level Upper grade level

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Eating from the food pyramid is sometimes not enough …

E.g. need to add iron-rich foods, pills, or vitamins

But, do not stop eating “real” food from the pyramid

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When instruction in the literacy diet is not enough… … Add supplemental or intensive instruction

(iron pill) in addition to core instruction (literacy diet) targeting area(s) of need.

Phonemic AwarenessAlphabetic Principle

Accurate and Fluent Reading of Connected Text

VocabularyComprehension

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Established - Benchmark

Established - Benchmark

Emerging - Strategic

Emerging - Strategic

Deficit - Intensive

Deficit - Intensive

For struggling readers, just making progress isn’t good enough.

Time

Benchmark 1Benchmark 1 Benchmark 2Benchmark 2 Benchmark 3Benchmark 3

Performance

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When students receive core instruction in the literacy diet in addition to the iron pill…

Established - Benchmark

Established - Benchmark

Performance

Time

Benchmark 1Benchmark 1 Benchmark 2Benchmark 2 Benchmark 3Benchmark 3

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For struggling students the goal is to accelerate student learning

Research shows to accelerate student learning:

More time spent in instruction (resources)

Instruction must be provided in smaller groups (resources)

Explicit and systematic instruction in the area of need (professional development)

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In The Past

GeneralEducation

Title Reading or

Other Reading Support

Special Education

Some “Fell’”Through

Some “Fell’”Through

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Full Continuum of Support

GeneralEducation

Title Reading & Reading Support,

Gifted Ed.

Special Education,Gifted Ed.IIIIIIII

all along the continuum!

I=

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Academic Systems Behavioral Systems

5-10% 5-10%

10-15% 10-15%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

75-85% 75-85%Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

A Smart System Structure: Enter School-Wide Systems for Student Success

Sugai, Horner and Gresham, 2002

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Tiered Levels of Instruction

Tier 1 - Core instruction intended for all

Tier 2 – Supplemental instruction intended for some

Tier 3 – Intensive instruction intended for few All

Some

Few

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Tier 1 (All)Who All students

Focus Scientific-based reading instruction and curriculum emphasizing the big ideas in reading: phonemic awareness, phonics, fluency, vocabulary and comprehension

Grouping Whole group, small group, partners, individual based on purpose and need

Time 90 minutes daily (minimum)

Assessment All students receive screening (benchmarking) assessment at least three times per year

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Tier 2 (Some)Who For students who are at-risk for reading difficulties

based on screening data and lack of adequate progress and response to core or Tier 1 instruction and support

Focus Targeted scientific-based reading instruction and curriculum focused on the area of need based on assessment data

Grouping Small group based on similar instructional needs

(1:5)

Time 20-30 minutes daily in addition to Tier 1 instruction

Assessment Weekly progress monitoring on target skill to ensure adequate learning rate (closing the gap)

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Tier 3 (Few)Who For students with intensive instructional needs in

reading who have not responded sufficiently to Tier 1 and Tier 2 instruction and support

Focus Sustained, intensive scientifically-based instruction based on individual needs of student

Grouping Small group instruction based on similar instructional needs (1:3)

Time 40 - 60 minutes daily in addition to Tier 1 instruction

Assessment Weekly progress monitoring on target skill to ensure adequate learning rate (closing the gap)

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Differences Across Tiers

Intensity of need Intensity of instruction Assessment frequency and precision

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Intensifying Instruction

The Big Five

1. More explicit

2. More modeling

3. More systematic

4. More opportunities to respond

5. More review

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Multitiered Levels of Instruction Makes a Difference

Can significantly reduce the number of children performing below criterion (Foorman, 2003) Tier 1 interventions can result in reducing at risk

readers from 25% of population to 6% Tier 2 interventions can further reduce to 3 to 4%

Can increase scores on standardized tests Can produce long lasting results for most children The largest gains are made in first part of intervention Brain functioning more normalized

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Punch Line

If you want to see it, teach it!

If you teach it, assess it!

If you assess it, analyze it!

If you assess/analyze it, use it to guide instruction!

Assess again to see if instruction was effective!

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References: Books

• Foorman, B. R. (2003). Preventing and remediating reading difficulties; Bringing science to scale. Baltimore: York Press.

• McCardle, P. & Chhabra, V. (2004). The voice of evidence in reading research. Baltimore: Paul Brooks Publishing.

• Reschly, D. (2007). Teacher quality for multitiered instruction. Washington, D.C: National Comprehensive Center for Teacher Quality.

• Shaywitz, S. (2003). Overcoming dyslexia. New York: Random House.

• Swanson, L. (1999). Interventions for students with learning disabilities: A meta-analysis of outcomes. Guilford, New York.

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References: Articles• Deno, S., Fuchs, L., Marston, D., & Shin, J. (2001). Using curriculum

based measurement to establish growth standards for students with learning disabilities. School Psychology Review, 30(4), 507-524.

• Stecker, P. M. (2007). Tertiary intervention: Using progress monitoring with intensive services. Teaching Exceptional Children, 39(5), 50-57.

• Davis, G. N., Lindo, E. J., & Compton, D. L. (2007). Children at risk for reading failure: Constructing an early screening measure. Teaching Exceptional Children, 39(5), 32-37.

• Foorman, B. R. (2007) Primary prevention in classroom reading instruction. Teaching Exceptional Children, 39(5), 24-30.

• Arllington, R. L. (2006). Research and the three tier model. Reading Today, 23(5), 20.

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Resources: Websites

• www.cbmnow.com

• www.aimsweb.com

• www.interventioncentral.com

• www.dibels.uoregon.edu

• www.nasponline.org

• www.rti4success.org

• www.rtinetwork.org• www.reading.uoregon.edu

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Resources: Websites (Cont’d)

• Florida Center for Reading Research– www.fcrr.org

• Institute for Education Sciences– www.ed.gov/about/offices/list/ies/index.html

• What Works Clearinghouse– www.w-w-c.org/

• Vaughn Gross Center for Reading and Language Arts– www.texasreading.org

• Institute of Child Health and Human Development. (2000). Report of the national reading panel: Teaching children to read.– www.nichd.nih.gov/publications/nrp

• National Research Council on Learning Disabilities, (2003). Responsiveness to Intervention Symposium.– www.nrcld.org/html/symposium2003/

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Activities To introduce the topic:

All Kids Can Learn Five Essential Components Bingo

Question-drive framework that provides a real life tool to help establish a multitiered system

Troubleshooting Guide that provides concrete example on how to intensify instruction when student are not responding to instruction at expected rate and performance

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Quiz 1.) Fill in the blanks. Multitiered systems are organized

around levels of _______ and ______that are matched to

student _____ and based on _____. 2.) The basic principle of a multitiered system of reading

instruction is the greater the instructional need of the student, A.) the less the intensity of the instruction and support. B.) the greater the intensity of the instruction and support. C.) the intensity of the instruction and support should not

change.

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Quiz (cont’d)

3.) The organizing principle(s) of the public health prevention model is/are A.) Earlier rather than later B.) Evidence not opinion C.) Systems not just classrooms D.) Each and all students E.) All of the above

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Quiz (cont’d)

4.) True or False? When instruction in the “literacy diet” is not enough, supplemental or intensive instruction (e.g. iron pill) should take the place of core instruction (literacy diet) when targeting area(s) of need.

5.) True or False? For struggling readers, just making progress isn’t good enough.

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Quiz (cont’d)

6.) Explain the difference between the old educational model and the full continuum of support.

7.) List some differences between tiers.

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The End

Note: The MN RTI Center does not endorse any particular product. Examples used are for instructional purposes only.

Special Thanks: Thank you to Dr. Ann Casey, director of the MN RTI Center, for

her leadership Thank you to Aimee Hochstein, Kristen Bouwman, and Nathan

Rowe, Minnesota State University Moorhead graduate students, for editing work, writing quizzes, and enhancing the quality of these training materials