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Broward’s Elementary Reading Plan and Response to Intervention/ Instruction (RtI)

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Reading Resource Specialists’ Meeting. r. Broward’s Elementary Reading Plan and Response to Intervention/ Instruction (RtI). May 26, 2010 . SRC p. 3. 6 + 4 + ii + iii = NCLB . Screening Progress Monitoring Diagnostic Outcome. 4 Assessment Types. 6 + 4 + ii + iii = NCLB . - PowerPoint PPT Presentation

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Page 1: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

rr

Page 2: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

SRC p.

3

Page 3: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

ScreeningProgress MonitoringDiagnosticOutcome

6 + 4 + ii + iii = NCLB

Page 4: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

6 + 4 + ii + iii = NCLB

ii – Initial InstructionFlorida State Board Rule 6A-6.053

Broward’s Comprehensive Reading Plan

SRC p. 3

Page 5: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

DURING 90-Minute

Reading Block

Comprehensive CoreReading Programs

Whole Group Instruction

Small Group Instruction

Independent/Group Practice and Application

Broward Schools – ii

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

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

Page 6: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

DURING 90-Minute

Reading Block

Third Grade Alternative Comprehensive Core

Reading ProgramsWhole Group Instruction

Small Group Instruction

Independent/Group Practice and Application

Broward Schools – ii

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

ii = high quality INITIAL INSTRUCTION – delivered to all third year third grade students through an alternative comprehensive core reading program during a daily 90-minute, uninterrupted reading block.

* Kaleidoscope OR* Wilson Reading OR

* Voyager WITH Treasures/Triumphs

Page 7: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

6 + 4 + ii + iii = NCLB

(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.

SRC p. 3

iii – Immediate Intensive InterventionFlorida State Board Rule 6A-6.054

Broward’s Comprehensive Reading Plan

Page 8: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

iii = IMMEDIATE INTENSIVE INTERVENTION – delivered to struggling readers through supplemental/comprehensive intervention reading programs, beyond the 90-minute reading block.

DAILY Intervention Instruction (iii) must be:• Delivered Beyond Reading Block, as Double/Triple Dose(s)• Focused on Specific, Differentiated Needs of Students• Progress Monitored Frequently• Delivered in a More Intensive Reading Instructional Format

* flexible grouping, smaller instructional group size, greater instructional time, greater instructional intensity that is explicit and systematic, and greater scaffolding and accommodations• Continued Until the Deficiency(ies) Remedied

Broward Schools – iii

BEYOND 90-Minute

Reading Block

Supplemental and Comprehensive Intervention Reading Programs

Small Group Instruction

One-on-One Instruction

Page 9: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

FREQUENCY and duration of meeting in small groups (the WHEN) – once daily, twice daily, etc. FOCUS of instruction (the WHAT) – work in vocabulary, phonics, comprehension, etc. FORMAT of lesson (the HOW) – determining lesson structure and level of scaffolding, modeling, explicitness, systematic delivery, content intensity, etc. SIZE of instructional group – 1, 3, 4, 6 students, etc. Analyze DATA to determine the 3 Fs and 1 S (the WHY) Provide PROFESSIONAL DEVELOPMENT that focuses on the collection andanalysis of data, the 3 Fs, and 1 S

SRC p. 3

Page 10: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Disaggregate Data

Assess Student Needs

Review Resources

Target Instruction (differentiate by 3Fs and 1S)

Page 11: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Instructional 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.

Page 12: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Instructional 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,

IF THE STUDENT IS MAKING ADEQUATE PROGRESS.

Page 13: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Step 1: Problem Identification

“What is the problem?”

“Why is itoccurring?”

Step 3: Intervention Design

“What are we going to do about it?”

Step 2: Problem AnalysisStep 4: Response to Intervention

“Is it working?”

Page 14: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Comprehensive Problem SolvingSTEP 1: PROBLEM IDENTIFICATION

What is the reader’s problem?

Use Data – Identify the Problem

• How has the reader responded to Tier 1 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?

Page 15: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Analyze Data – Determine Why Problem is Occurring

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

• 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?

Comprehensive Problem SolvingSTEP 2: PROBLEM ANALYSIS

Why is the problem occurring?

Page 16: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

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?

Page 17: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

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?

Page 18: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

SRC p. 3 RESPONSE TO INTERVENTION / INSTRUCTION (RtI)

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

Tier I, Tier II, and Tier III

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Page 20: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Struggling Reader Chart – support strengthening instruction for struggling readers

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 IIStrategic Intervention Instruction

Tier IIIIntensive Intervention

Instruction

SRC p. 2

TIER IALL Students Receive Initial

Core Instruction

TIER IITier I Students Receiving

Strategic Interventions

TIER IIITier I Students Receiving

Intensive Interventions

Page 21: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Comprehensive Core Reading Programs

* foundation of reading instruction

* consist of scientific, research-based instructional practices

* methodologies designed to support all students in core curriculum

Comprehensive CoreReading Programs

Tier ICore Curriculum Instruction

Supplemental programs may be used to enhance instruction based on needs of class/school.

For example, if data indicates a specific school has a need to increase vocabulary instruction beyond that offered by the comprehensive core reading program, then a vocabulary program is needed to supplement the core curriculum for all students.

SRC p. 2

ALL Students Receive Initial Core Instruction

TIER I

Page 22: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Supplemental and Intervention Resources included in Comprehensive Core Reading Programs

* alignment with effective core instruction

* provides additional instructional support

Tier IIStrategic Intervention Instruction

For example, Triumphs can be delivered at a variety of strategic levels to increase student progress:

• Treasures Approaching Level; w/ Triumphs Intervention, both during two separate small group instruction times within the 90-minute reading block• Triumphs Intervention, during small group instruction within the 90-minute reading block; w/ Triumphs Intervention, during a double dose of instruction delivered beyond the 90-minute reading block

SRC p. 2

Tier I Students Receiving Strategic Interventions

TIER II

Page 23: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Supplemental and Comprehensive Intervention Programs Recommended

on Struggling Reader Chart

* data indicates inadequate student progress

* comprehensive core reading program resources not meeting differentiated needs of students

* supports delivery of more strategic instruction

Tier II – cont’dStrategic Intervention Instruction

For example, the phonics instruction in Fundations provides more visual, tactile, and kinesthetic support than Triumphs, and may be more effective and powerful for certain populations of students:• Triumphs Intervention, during small group instruction within the 90-minute reading block; w/ Fundations, during a double dose of instruction delivered beyond the 90-minutereading block.

SRC p. 2

Tier I Students Receiving Strategic Interventions

TIER II

Page 24: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Supplemental and Comprehensive Intervention Programs Recommended

on Struggling Reader Chart

* data indicates inadequate student progress

* comprehensive core reading program resources not meeting differentiated needs of students

* supports delivery of more intensive instruction

Tier IIIIntensive Intervention Instruction

For example, comprehensive and supplemental intervention programs can be combined to provide increased daily doses of intensive, explicit, and systematic instruction, offering a more effective and powerful instructional plan for students exhibiting the greatest substantial reading deficiencies:

SRC p. 2TIER III

Tier I Students Receiving Intensive Interventions

Page 25: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Tier III – cont’dIntensive Intervention Instruction

•Triumphs Intervention, during small group instruction within the 90-minute reading block; w/ Triumphs Intervention, extended during a double dose of instruction deliveredbeyond the 90-minute reading block; w/ Great Leaps, during a triple dose of instruction delivered beyond both the 90-minute reading block and double dose instructional time

•Triumphs Intervention, during small group instruction within the 90-minute reading block; w/ Fundations, during a double dose of instruction delivered beyond the 90-minutereading block in a two-to-one pull-out model

SRC p. 2TIER III

Tier I Students Receiving Intensive Interventions

Page 26: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

ScreeningProgress MonitoringDiagnosticOutcome

Schools are encouraged to continue using the assessments that have proven to be valuable for the purpose(s) intended.

SRC p. 4

Page 27: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Assessment for Instruction SRC p. 5

Page 28: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

2009-2010 Elementary Reading Assessment Schedule (2 pages) The following chart does not reflect all assessment options recommended for progress monitoring of all essential components of reading instruction. See Struggling Reader Chart and PMP for a complete list of recommended progress-monitoring assessments.

Page 29: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

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

Page 30: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

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 four slides.

Personalize GraphBenchmark Line

Score (student data) LineTrend Line

Page 31: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Graphing – Letter Naming DataKindergarten – Weekly

Across One Quarter

Page 32: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Graphing – Running Record DataFirst Grade – Every 4 Weeks

Across the Year

Page 33: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Graphing – Oral Reading Fluency DataSecond Grade – Every 4 Weeks

Across the Year

Page 34: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Graphing – Sequencing (comprehension) DataSecond Grade – Every Other Week

Across Two Quarters

Page 35: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

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

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

Page 36: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

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. 8-9

Page 37: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Triumphs

Fundations

Phonics for Reading

Great Leaps

Grades K-2

Grades3-5

Super QAR

Accelerated Literacy Learning

TriumphsWilson Reading

Phonics for Reading

Intermediate Rewards

Super QAR

Soar to Success

Full Descriptions Provided for each of these Programs

SRC pp. 6-9

Page 38: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Elementary Struggling Reader Supporting Resources

Supplemental resources are suitable for differentiating instruction for all students (Tiers I, II, III). 

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 p. 10

Page 39: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Elementary Struggling Reader Technology Resources

Technology resources are suitable for differentiating instruction for all students (Tiers I, II, III).

SRC p. 11

Page 40: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

District Supported Interventions for Language Acquisition - ESOL K-5

The materials listed below are supplementary and are intended for differentiated instruction for English Language Learners.

Fidelity of implementation is critical to the success of these research-based programs.

SRC pp. 12-13

Page 41: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Supporting Differentiated Instruction for Struggling ReadersUsing Supplemental Leveled Texts

Struggling readers become frustrated if unable to read grade-level text. When a student’s instructional reading level falls significantly below grade level, exposureto grade-level texts through scaffolded teacher support is vital.

Scaffolded instructional support occurs as “teachers challenge their students to engage in learning tasks they are unable to complete independently by providing support,” through modeling, thinking aloud, and dialoguing, which enables students to actively participate by “sharing their teachers’ understanding of the tasks” until they become capable of performing the tasks independently.Contributed by Judith Winn, Ph.D., Associate Professor in the Department of Exceptional Education at the University of Wisconsin-Milwaukee

LEVELED TEXT RESOURCE COLLECTIONS School Resource Room Classroom Libraries Core Programs Supplemental Intervention Programs

SRCp. 14

Page 42: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

The Reading Level Equivalency Chart

provides measurements for determining

grade-level equivalency

across several text-leveling systems and assessments.

Readiness Through Grade Five

SRCp. 15

Page 43: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Comprehensive Problem Solvingthrough Collaboration

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

Page 44: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)

Additional District Information on Response to Intervention/Instruction

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

Page 45: Broward’s Elementary Reading Plan and  Response to Intervention/ Instruction (RtI)