Prevention to Avoid Intervention Response to Instruction!

Targets Quick overview of RTI Understand we should spend 90 minutes of core reading time. Recognize the reasons for assessments. Define fidelity to the core. Understand that engaging instruction is key. Recognize that instruction must be explicit.

Partnerships Pick someone near you to be your partner. The person with the next birthday is coffee. The other person is cream.

THE BUDGET Not another thing! PLC Core Program ELL & Sheltered Instruction Title I Grade level data meeting Assessment Instruction Professional development Behavior Special Education Interventions TAG CFA

Professional Development Special Education ELL District Office Resources Title Programs Curriculum Development Response to Intervention

The Process is Ongoing and Long-Term CONSENSUS Heartland Education Agency

So how do we make this happen? Universal screener Core Curriculum with strong instruction Decision rules and reading protocol Progress Monitoring Interventions

RTI focus is on General Education! Teachers dont fail students, systems do. RTI is a system for differentiation of instruction! RTI is a system that is predicated on the general education teachers skill and knowledge of instruction, assessment, curriculum, and children.

Talk Time Coffee please answer the following question: How does this information compare to what your already knew about RTI? Cream please answer the following question: What barriers do you see in making this change? With extra time switch questions

R.T.I. = Response To Intervention

R.T.I. = Response To Instruction

but works for who? This is a systematic response for all students and adults. Doing what works...

Hows your herd?

Strong core instruction

Weak core instruction

We should spend 90 minutes of core reading time because effective core instruction is the most important thing you can do in RTI.

90 minutes Core programs are written and designed to be taught for 90 to 120 minutes. This does not include the instruction of writing It may include the practice of writing Writing in response to reading

Literacy Diet Powerful literacy diet to ensure good literacy health Phonemic Awareness PhonicsFluency & Accuracy VocabularyComprehension Adapted from 90 Minutes Daily focused on the BIG 5

When eating from the food pyramid is not enough Need to add iron pills, or vitamins, but do not stop eating from the food pyramid. Adapted from

Struggling readers in core They need the most instruction Need to be exposed to grade level material If they miss grade level material, they will never catch up Just because there is a deficit in one area, does not mean there is a deficit in all areas of reading Interventions are limited in scope

Everyday in successful classrooms Big Five of Reading Phonemic Awareness(pre K-2) Phonics (K-3) Fluency (K-6) Vocabulary (K-adult) Comprehension (K-adult) (NRP, 2000)

Word comparison Rhyming Sentence segmentation Syllable segmentation and blending Onset-rime blending and segmentation Blending and segmenting individual phonemes Phoneme addition, deletion and manipulation Phonemic Awareness easy hard

Letter sounds VC and CVC Consonant Digraphs CVCC and CCVC Silent E R-control vowels Advanced consonants (i.e.,-tch, kn, soft c &g) Vowel Teams Multi-syllable words Prefixes and suffixes Phonics easy hard

95%98%99% The Secret Life of Bees 18.57.43.6 My Brother Sam is Dead 1563 The Magic School Bus 62.41.2 Accuracy Prosody Expression Emphasis Phrasing Volume Smoothness Rate CWPM The old man the vegetable garden. Fluency importance

Vocabulary Contextual Analysis: A strategy readers use to infer or predict a word from the context in which it appears. Morphemic Analysis: A strategy in which the meanings of words can be determined or inferred by examining their meaningful parts (i.e., prefixes, suffixes, roots, etc.) Expressive Vocabulary: Requires a speaker or writer to produce a specific label for a particular meaning. Receptive Vocabulary: Requires a reader to associate a specific meaning with a given label as in reading or listening. Center for Teaching and Learning, University of Oregon Instructional needs

Vocabulary Contextual Analysis Morphemic Analysis Expressive Vocabulary Receptive Vocabulary Center for Teaching and Learning, University of Oregon Instructional needs

Comprehension Text Structure Make Inferences and Analyze Evaluate Story Structure Generate Questions Summarize Monitor Comprehension Keep in mind: Reading OAKS strand information is more related to the difficulty of the passage than the ability for the student to use the skill Instructional needs

We should spend 90 minutes of core reading time because effective core instruction is the most important thing you can do in RTI.

Talk Time Coffee please answer the following question: What is the current amount of time that you spend on reading? Cream please answer the following question: How does Rigby currently help you to meet your students needs? With extra time switch questions

Instructional changes occur based on a variety of assessments because effective core instruction is the most important thing you can do in RTI.

Digging Deeper How deep you dig depends on the intensity of the problem. OR

Types of assessment Screeners easyCBM

Oral reading fluency and comprehension activity Meet a new friend. Find a person who you do not know in the room. (This is important because this is how these assessments are often given to students.) One person will be the Test Administrator, paper A. The other will be the Test Taker, paper B. Read your directions to yourself. Test Administrator, give the test and score. Test Taker, read the passage aloud and be prepared to answer questions.

Robust indicator of academic health Brief and easy to administer Can be administered frequently Must have multiple, equivalent forms (If the metric isnt the same, the data are meaningless) Must be sensitive to growth Essential Features of Reliable and Valid Progress Monitoring Tools

Purposes of Screeners Evaluate overall effectiveness of program Select students who need additional support Monitor progress of students A universal screener should over-identify students who might need something more!

Progress monitoring Screener tools also help us to answer the question Is what we are doing working?

Where are we? What is our goal? What course should we follow? How are we doing? Actual Course Desired Course Our Goal We are Here

Types of assessment Mastery assessment Weekly tests Novel tests Answer questions about text Common Formative Assessments

Responding to the text example Write about the book. Invite children to write in their literature response journals what they learned from reading this book or to suggest their own writing projects. For example, children may want to write about something they do every day using their hands. Or they might take a survey of which fingerprint patterns their classmates have and write a few sentences summarizing the survey. Rl 2 Amazing Hands, p. 178

Common Formative Assessments Pre and post test of power standards Student results analyzed in Data Teams to guide instructional planning and delivery. Regular and timely feedback regarding student attainment of most critical standards, which allows teachers to modify instruction to better meet the diverse learning needs of all students. CFAs provide evidence of proficiency regarding the Power Standards.

Types of assessment Diagnostic Assessment DRA, Phonics assessment, QRI

Purpose of Diagnostic Assessments The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction. Diagnostic tests should only be given when there is a clear expectation that they will provide new information about a childs difficulties learning to read that can be used to provide more focused, or more powerful instruction.

Quick Phonics Screener Quick Phonics Screener

Types of assessment Program Assessment OAKS

OAKS Passing OAKS 3 rd grade (204) places a child in the 17 th percentile Passing 3 rd grade is not enough. By 5 th grade, if these students stay at the same percentile they will fail OAKS By 10 th grade, if these students stay at the same percentile they will fail OAKS This student will score a 236 and pass at the 32 nd percentile Based on 2009-2010 ODE percentiles

GradeMeeting= 35 percentile 3 rd grade204209 4 th grade211216 5 th grade218220 6 th grade222225 7 th grade227230 8 th grade231232 10 th grade236

Pulling the Data Together Avoid the TBU True But Useless! Tier 1 meetings help you to evaluate the health of the core program.

Grade % at or above the district target ( 50 th percentile) 1 st WRF 71% 2 nd 44% 3 rd 42% 4 th 43% 5 th 38% Grade% at or above the district target ( 50 th percentile) 1 st WRF 35% 2 nd WRF 44% 3 rd 38% 4 th 25% 5 th 41% Grade % at or above the district target ( 50 th percentile) 1 st WRF 35% 2 nd 51% 3 rd 44% 4 th 39% 5 th 44% Grade % at or above the district target ( 50 th percentile) 1 st WRF 27% 2 nd 32% 3 rd 24% 4 th 18% 5 th 25%

2009-2010 ODE reports

Types of assessment Screeners + Mastery Assessment + Diagnostic Assessment + Program Assessment+ Professional Learning Communities = A Data System

Types of assessment Screeners + Mastery Assessment + Diagnostic Assessment + Program Assessment+ Professional Learning Communities = A Decision System

Instructional changes occur based on a variety of assessments because effective core instruction is the most important thing you can do in RTI.

Talk Time Cream please answer the following question: What types of assessments do you currently see in use? Coffee please answer the following question: Are current assessments being used for the purpose that they were designed? With extra time switch questions

There must be fidelity to the core because effective core instruction is the most important thing you can do in RTI.

Text Protocol Read the What is Fidelity of Implementation and Why is Fidelity of Implementation Important? section, page 42. If you finish continue into the next section.

Text Protocol What is Fidelity of Implementation Why is Fidelity of Implementation Important? Share with your partner one sentence that stands out for you. Coffee then Cream. Share with your partner one phrase that stands out for you. Cream then Coffee Share with your partner one word that stands out for you. Coffee then Cream

Fidelity to the core Worksheets Fidelity

Why is fidelity important? Comprehensive program that incorporates all components of reading Students have the opportunity to make connections Students read text that supports vocabulary, phonics, and comprehension lessons The whole school has a common language, common goal, and common tools

Fidelity the big 5 of reading to the curriculum scope and sequence to district/state standards and benchmarks to effective instructional practices

Big 5 of Reading Phonemic Awareness Phonics Fluency Vocabulary Comprehension

Scope and sequence

We want to be sure that we know what has and what will be taught. Mastery of skills looks different at all levels Repeated opportunities to learn

We must complete the year to complete the race Scope and sequence

State Standards

Effective Instructional Practices Optimize engaged time/time on task Promote high levels of success Increase content coverage Have students spend more time in instructional groups Scaffold instruction Address different forms of knowledge Ellis and Worthington, 1994

Who ensures fidelity? District must decide on the key points of the core curriculum Fidelity checklist should provide clarity to teachers

Curriculum specific fidelity checklists

Non- curriculum specific fidelity checklists

Who ensures fidelity? District must decide who is responsible to check Principal Literacy coach Fidelity checks should occur regularly two to three times a year 10 minutes each class

There must be fidelity to the core because effective core instruction is the most important thing you can do in RTI.

Talk Time Cream please answer the following question: Define fidelity in 1 sentence. Coffee please answer the following question: How can you roll out fidelity tools successfully? With extra time switch questions

Engaging instruction is key because effective core instruction is the most important thing you can do in RTI.

Is this engaging instruction?

Students must be engaged in instruction to learn from the instruction.

Pacing Optimize instructional time Allow for student think/processing time Good pacing keeps students from being bored, but is not so fast they cannot keep up Brief introduction and eternal review

Partnerships Increase student talk time Intentionally assigned by teacher Multiple turns leads to multiple opportunities More turns = more practice

Dr. Anita Archer Focus As you watch this video, Note the active participation procedures that are directly taught to students.

Talk Time Coffee will begin followed by Cream Begin to list the active participation strategies that were taught to students List items until you have exhausted your list With extra time talk about how you could spread this practice around your schools.

Instruction must be explicit because effective core instruction is the most important thing you can do in RTI.

Overtly teaching each step through teacher modeling and many examples (Gradual Release Model). Explicit Systematic Practice and Feedback Application and Mastery Components of Effective Instruction

Breaking lessons and activities into sequential, manageable steps that progress from simple to more complex concepts and skills. i.e. scope and sequence of program Explicit Systematic Practice and Feedback Application and Mastery Components of Effective Instruction

Providing many opportunities for students to respond and demonstrate what they are learning, which may include teacher modeling, rehearsal, and feedback. Explicit Systematic Practice and Feedback Application and Mastery Components of Effective Instruction

Generalize what is learned in different contexts. We want students to apply the lessons to the next text they read. Explicit Systematic Practice and Feedback Application and Mastery Components of Effective Instruction

Whole group instruction Text is designed to be the initial instruction Text is used as a model to teach literacy skills Whole group text may be above or below some students Whole group instruction should be a limited amount of time

Instruction matters Think aloud to model new information for students I do, we do, yall do, you do (scaffolding) Graphic organizers Maintain a perky pace. Maintain close proximity to students.

Whole group video Write down effective instructional strategies in whole group Scaffolding Think aloud Graphic organizer 2 nd grade, Rural Southeast, Oregon Description is the focus and was taught Video begins just after a picture walk

You will be discussing one of these questions with your partner: How did the instructor scaffold the reading for the students? How did the instructor make his thinking around comprehension public?

Talk Time Cream please answer the following question: How did the instructor scaffold the reading for the students? Coffee please answer the following question: How did the instructor make his thinking around comprehension public? With extra time switch questions

Small Group Instruction Text is at the students instructional level The text is focused on the needs of the students Teacher provide background, addresses vocabulary and text features Each student has their own copy of the text and they read independently while the adult observes their reading behaviors After the students read, the adult leads a group discussion

Managing groups You should spend more time face to face with your most struggling readers. Is this fair? There are only 2 kinds of fair... state and county It is all about the end result!

Skill grouping Flexible based on what the child has demonstrated 2 nd graders are grouped who didnt do well on oi sound last week 5 th grade readers are grouped who are strong at summarizing, not on inference Ability grouping Students generally read at the same level, but it may be for different reasons A student who struggles due to decoding vowels is grouped with a student who struggles with reading speed. Managing groups

Instructional Level Text Understand why students are in a group together Use multiple sources of data to determine the level easyCBM Mastery tests Observations

The text is focused on the needs of the students We are teaching the reader not the text We are teaching literacy not literature! We are teaching for application

Reading of the text Set the purpose for reading the text Each student should have a copy of the text Passage reading procedures Choral Reading Cloze Reading Silent Reading Partner Reading Ask questions of the readers

Instruction must be explicit because effective core instruction is the most important thing you can do in RTI.

Effective core instruction We should spend 90 minutes of core reading time There must be fidelity to the core Engaging instruction is key Instruction must be explicit

DIET At the top, record your school district name, school name, current school year, and who is completing the form. For RTI Components 1-7, read the accompanying descriptors for each score category (0 - Creating Consensus, 1 - Creating Infrastructure, 2 - Initial Implementation, 3 - Full Implementation) and provide an item score (0, 1, 2, or 3) in the right-hand column that best describes your school. Each descriptor serves as a general indicator of a schools level of implementation and is not meant to be a comprehensive evaluation of all systems a school may have in place. Add up the item scores for RTI components 1-7 and record overall score in the total box. For Item 8: Coaching, circle the box that best describes your school. Turn in the one on blue paper.

Prevention to Avoid Intervention Response to Instruction!

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