Developing Effective RTI R di RTI Reading Interventions: Guidelines for Schools · 2011-12-21 · RTI R di RTI Reading Interventions: Guidelines for Schools Jim Wright ... exppglicit

Response to Intervention

Developing Effective RTI R di RTI Reading Interventions:

Guidelines for Schools

Jim Wrightwww.interventioncentral.org

www.interventioncentral.org


Intervention Centralwww interventioncentral orgwww.interventioncentral.org



Workshop PPTs and handout available at:

http://www.interventioncentral.org/cesa3



Workshop AgendaGuidelines: Selecting an Effective Tier 1 Guidelines: Selecting an Effective Tier 1 (Core) Reading ProgramR di S l R di I t ti Reading: Sample Reading Interventions Tier 2/3 Reading Interventions: Quality Indicators

Elements of Effective ‘Direct Instruction’

S tti R di I t ti G l f ‘Off L l’ St d tSetting Reading Intervention Goals for ‘Off-Level’ Students

Selecting School-Wide Reading Screening Tools: Selecting School Wide Reading Screening Tools: RecommendationsCreating a ‘Data Analysis Team’ to Make Tier 2/3


Creating a Data Analysis Team to Make Tier 2/3 Reading Intervention Placements


RTI Assumption: Struggling Students Are ‘Typical’ U til P Oth iUntil Proven Otherwise…

RTI logic assumes that:A t d t h b i t t l i l d ti i t i l – A student who begins to struggle in general education is typical, and that

– It is general education’s responsibility to find the instructional It is general education s responsibility to find the instructional strategies that will unlock the student’s learning potential

Only when the student shows through well-documented interventions that he or she has ‘failed to respond to intervention’ does RTI begin to investigate the possibility th t th t d t h l i di bilit th that the student may have a learning disability or other special education condition.

www.interventioncentral.org 5


Essential Elements of RTI (Fairbanks, Sugai, Guardino, & Lathrop, 2007)Essential Elements of RTI (Fairbanks, Sugai, Guardino, & Lathrop, 2007)

1. A “continuum of evidence-based services available to all students" that range from universal to highly g g yindividualized & intensive

2. “Decision points to determine if students are performing significantly below the level of their peers performing significantly below the level of their peers in academic and social behavior domains"

3. “Ongoing monitoring of student progress"4. “Employment of more intensive or different

interventions when students do not improve in response" to lesser interventionsresponse to lesser interventions

5. “Evaluation for special education services if students do not respond to intervention instruction"


Source: Fairbanks, S., Sugai, G., Guardino, S., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, p. 289.


RTI ‘Pyramid of Tier 3: Intensive interventionsInterventions’ Tier 3: Intensive interventions.Students who are ‘non-responders’ to Tiers 1 & 2 are

Tier 3

referred to the RTI Team for more intensive interventions.

Tier 2 Individualized interventions. Subset of students receive interventions Tier 2

Tier 1: Universal interventions

students receive interventions targeting specific needs.

Tier 1Tier 1: Universal interventions.Available to all students in a classroom or school. Can consist


of whole-group or individual strategies or supports.


Selecting the Right Reading Program(s)

Focus of Inquiry: How can our school create a ti f di t t Ti 1 3 th t continuum of reading support at Tiers 1-3 that

is responsive to the needs of all students?



“ ”“…we want to emphasize that effective interventions for almost all children highly at risk interventions for almost all children highly at risk for reading disabilities should contain strongly explicit instruction in the knowledge and skills p grequired for learning to read words accurately and fluently, and that this instruction should be b l d d i t t d ith li it i t ti i balanced and integrated with explicit instruction in other language and reading skills that are also important for good reading comprehension ” important for good reading comprehension. (Foorman & Torgesen, 2001; p. 209).


Source: Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16, 203-212.


Five Big Ideas in ReadingFive Big Ideas in Reading• “Phonemic Awareness: The ability to hear and

manipulate sounds in words manipulate sounds in words. • Alphabetic Principle: The ability to associate sounds

with letters and use these sounds to form words. • Fluency with Text: The effortless, automatic ability to

read words in connected text. • Vocabulary: The ability to understand (receptive) and

use (expressive) words to acquire and convey meaning. • Comprehension: The complex cognitive process • Comprehension: The complex cognitive process

involving the intentional interaction between reader and text to convey meaning.”


y g

SOURCE: University of Oregon: http://reading.uoregon.edu/big_ideas/trial_bi_index.php


Direct / Indirect Instruction Continuum“Literature-based instruction emphasizes use of authentic literature for independent reading, read-alouds, and collaborative discussions. It stands in contrast to skills-based programs that are typically defined as traditional programs that use a commercially available basal reading program and follow a sequence of skills ordered in difficulty.” (Foorman & Torgesen, 2001; p. 204)

“direct instruction in letter- “less direct instruction in “implicit instruction in the direct instruction in letter-sound correspondences practices in controlled vocabulary texts (direct

less direct instruction in sound-spelling patterns embedded in trade books (embedded code)” (Foorman &

implicit instruction in the alphabetic principle while reading trade books (implicit code)” (Foorman & y s (

code)” (Foorman & Torgesen, 2001; p. 204)

( ) (Torgesen, 2001; p. 204)

( p ) (Torgesen, 2001; p. 204)




Balanced Literacy: A Framework for Literacy I t ti N t PInstruction—Not a Program

“Balanced literacy is an approach for teaching literacy that is id l d i l th t It i l widely used in classrooms across the country. It involves

several methods of teaching and learning reading and writing, whole class instruction directed by the teacher with whole class instruction directed by the teacher with independent work in reading, writing, and oral language. By integrating a variety of approaches, a balance is achieved in g g y pp ,which students learning to understand text (from a whole language approach) as well as how to read text (from a phonics approach).”


Source: Balanced Literacy: An Overview. Promising Practices Website. Retrieved on March 20, 2009, from http://www.teachingmatters.org/literacy/guide_overview.htm


Creating an RTI Literacy Program at Tiers 1 & 2 Responsive to the Needs of All Students pp. 57-59 Verify that the School’s Reading Program is ‘Evidence-Based’. Use Benchmarking/Universal Screening Data to Verify that the Current

Core Reading Program is Appropriate. E t bli h B dth f I t ti l E ti i R di Establish a Breadth of Instructional Expertise in Reading. Adopt Efficient Methods of Instructional Delivery and Time

ManagementManagement.Mass Resources for Focused Literacy Instruction & Intervention in the

Primary Grades. Avoid Use of Less Effective Reading Instructional Strategies. Adopt Evidence-Based Tier 2 (Supplemental) Reading Interventions


for Struggling Students. Promote Ongoing Professional Development.

13


RTI Core Literacy Instruction: ElementsV if th t th S h l’ R di P i ‘E id B d’ Verify that the School’s Reading Program is ‘Evidence-Based’.

The school has an evidence-based reading program in place for all elementary grades.

• The program is tied to a well-designed literacy curriculum and may consist of one or several commercial reading-instruction products.

• The program is supported by research as being effectiveThe program is supported by research as being effective.• Teachers implementing the reading program at their grade level

can describe its effective instructional elements.



Fl id C f R di R h H • Florida Center for Reading Research: Has a series of reports posted online describing various core instructional and intervention reading core instructional and intervention reading programs. The series was discontinued in 2008 but can still be useful to schoolsbut can still be useful to schools.

• What Works Clearinghouse: This federally • What Works Clearinghouse: This federally sponsored website evaluates the effectiveness of various core and supplemental reading (and other various core and supplemental reading (and other academic and behavioral) programs.



RTI Core Literacy Instruction: ElementsU B h ki /U i l S i D t t V if th t th Use Benchmarking/Universal Screening Data to Verify that the

Current Core Reading Program is Appropriate. The school uses benchmarking/universal screening data in literacy to verify that its

t di ff ti l t th d f it current reading program can effectively meet the needs of its student population at each grade level.

• In grades K-2, if fewer than 80% of students are successful on phonemic awareness and alphabetics screenings, the core reading program at that grade level is patterned after direct instruction p g g p(Foorman & Torgesen, 2001).

• In grades K-2 if more than 80% of students are successful on In grades K 2, if more than 80% of students are successful on phonemic awareness and alphabetics screenings, the school may choose to adopt a reading program that provides “less direct instruction in sound-spelling patterns embedded in trade books


instruction in sound spelling patterns embedded in trade books (embedded code)” (Foorman & Torgesen, 2001; p. 205).


Apply the ’80-15-5’ Rule to Determine if the Focus of the Apply the 80 15 5 Rule to Determine if the Focus of the Intervention Should Be the Core Curriculum, Subgroups of Underperforming Learners, or Individual Struggling Students (T. Christ, 2008)

– If less than 80% of students are successfully meeting academic or If less than 80% of students are successfully meeting academic or behavioral goals, the intervention focus is on the core curriculum and general student population. If no more than 15% of students are not successful in meeting – If no more than 15% of students are not successful in meeting academic or behavioral goals, the intervention focus is on small-group ‘treatments’ or interventions. f % f f– If no more than 5% of students are not successful in meeting academic or behavioral goals, the intervention focus is on the individual student.


Source: Christ, T. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 159-176).


Comparison of Sunnyside & Baylor Schools: Winter Benchmarking: Gr 1


Source: DIBELS Website. Retrieved on May 8, 2007, from https://dibels.uoregon.edu/

Response to InterventionSunnyside Central School District

Winter Benchmarking: Gr 1 On all literacy screening

District Student Population: 986

screening measures, Sunnyside fell below the 80%

Eligible for Free/Reduced-Price L h 43%

below the 80% success level:

PSF: 72% ‘emerging/ Lunch: 43%

Number of Students in Grade1: 69

established’

NWF: 66% ‘emerging/ established’

Nonsense Word Fluency: 34% of students fell below

in Grade1: 69 established

PSF: 65% ‘some risk/ low risk’

‘Deficient’ level (<30 NWF)Oral Reading Fluency: 35% of students fell below ‘Deficient’ level

Phoneme SegmentationFluency: 28% of students


(<8 DORF)y

fell below ‘Deficient’ level(<10 PSF)

Response to InterventionWinter Benchmarking: Gr 1Baylor Unified Free School District

On all literacy screening

District Student Population: 1452

screening measures, Baylor exceeded the 80% success level:

Eligible for Free/Reduced-Price L h 6%

success level:

PSF: 94% ‘emerging/ established’

Lunch: 6%

Number of Students in Grade1: 106

NWF: 91% ‘emerging/ established’

Nonsense Word Fluency: 9% of students fell below

in Grade1: 106 PSF: 86% ‘some risk/ low risk’

‘Deficient’ level (<30 NWF)Oral Reading Fluency: 14% of students fell below ‘Deficient’ level

Phoneme SegmentationFluency: 6% of students


(<8 DORF)y

fell below ‘Deficient’ level(<10 PSF)

Response to InterventionWinter Benchmarking: Gr 1:



Direct / Indirect Instruction ContinuumDirect / Indirect Instruction Continuum

Sunnyside Elementary Core Reading Program

Baylor Elementary Core Reading Program

“direct instruction in letter- “less direct instruction in “implicit instruction in the sound correspondences practices in controlled vocabulary texts (direct

d )”

sound-spelling patterns embedded in trade books (embedded code)” (Foorman & Torgesen 2001; p 204)

alphabetic principle while reading trade books (implicit code)” (Foorman & Torgesen 2001; p 204)


code)” (Foorman & Torgesen, 2001; p. 204)

Source: What Works Clearinghouse. Retrieved April 15, 2009, from . http://ies.ed.gov/ncee/wwc/

Torgesen, 2001; p. 204) Torgesen, 2001; p. 204)


Direct / Indirect Instruction ContinuumSunnyside:“Read Naturally Read Naturally is a fluency program designed to develop in Sunnyside:“Read Naturally. Read Naturally is a fluency program designed to develop in readers the skills necessary for fluent and effortless reading: speed, accuracy and proper expression. Three strategies that figure prominently in the Read Naturally program are reading along with a fluent model individual repeated readings of the same passage at reading along with a fluent model, individual repeated readings of the same passage at the student’s reading level, and progress monitoring. Read Naturally may be used flexibly as a supplement to provide extra practice for young readers, for students learning the English language, and as an intervention for struggling readers. Students of any age may g g g , gg g y g yuse this program…the strategies within the Read Naturally program have been shown by scientific research to be effective for improving students’ reading fluency..” (FCRR, 2009)

“direct instruction in letter-sound correspondences practices in controlled

“less direct instruction in sound-spelling patterns

b dd d i t d b k

“implicit instruction in the alphabetic principle while

di t d b k practices in controlled vocabulary texts (direct code)” (Foorman & Torgesen, 2001; p. 204)

embedded in trade books (embedded code)” (Foorman & Torgesen, 2001; p. 204)

reading trade books (implicit code)” (Foorman & Torgesen, 2001; p. 204)


p )Sources: Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16, 203-212.Florida Center for Reading Research. Retried on April 15, 2009 from http://www.fcrr.org


Direct / Indirect Instruction ContinuumBaylor: “Little Books. The Little Books are a set of books designed for interactive book reading between parents and children or teachers and students. The books use thematic topics familiar to children. They are written with high-frequency words and use simple phrases and sentences. They also have strong links between illustrations and text. Little Books was found to have potentially positive effects on general reading achievement.” What Works Clearinghouse (2009).

“direct instruction in letter-sound correspondences practices in controlled

“less direct instruction in sound-spelling patterns

b dd d i t d b k

“implicit instruction in the alphabetic principle while

di t d b k practices in controlled vocabulary texts (direct code)” (Foorman & Torgesen, 2001; p. 204)

embedded in trade books (embedded code)” (Foorman & Torgesen, 2001; p. 204)

reading trade books (implicit code)” (Foorman & Torgesen, 2001; p. 204)


p )Sources: Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16, 203-212.What Works Clearinghouse. Retrieved April 15, 2009, from . http://ies.ed.gov/ncee/wwc/


RTI Core Literacy Instruction: ElementsEstablish a Breadth of Instructional Expertise in

Reading. Teachers are knowledgeable about the causes of reading delays They understand that the most common of reading delays. They understand that the most common explanation for deficiencies in foundation reading skills for students entering kindergarten is that—prior to public students entering kindergarten is that prior to public school—those delayed students did not have the same exposure to spoken vocabulary, phonemic awareness activities, and print as did their more advanced classmates. Classroom teachers have the instructional

ti t t h hild h di kill t expertise to teach children whose reading skills are up to 2 years below those of their classmates.



“ ”I call the range of students whom [teachers] come to view as adequately responsive – i.e., teachable – as the tolerance; those who are perceived to be outside the tolerance; those who are perceived to be outside the tolerance are those for whom teachers seek additional resources. The term “tolerance” is used to indicate that t h f i ibl b d th i teachers form a permissible boundary on their measurement (judgments) in the same sense as a confidence interval. In this case, the teacher actively measures the distribution of responsiveness in her class by processing information from a series of teaching trials and perceives some range of students as within the toleranceperceives some range of students as within the tolerance.(Gerber, 2002)


Source: Gerber, M. M. (2003). Teachers are still the test: Limitations of response to instruction strategies for identifying childrenwith learning disabilities. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.


Activity: Creating an RTI Literacy Program at Tiers 1 & 2…

p. 60: Verify that the School’s p yReading Program is ‘Evidence-Based’.

As a team, select a ‘discussion activity’ sheet f h i i p. 61: Use Benchmarking/

Universal Screening Data to V if h h C C

of your choice appearing on the right.

Verify that the Current Core Reading Program is Appropriate

Complete the activity-sheet. Appropriate.

p. 62: Establish a Breadth of Instructional Expertise in

Be prepared to report out on your work.


Instructional Expertise in Reading.

27

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RTI Core Literacy Instruction: ElementsAd t Effi i t M th d f I t ti l D li d Adopt Efficient Methods of Instructional Delivery and

Time Management. The teacher uses an appropriate range of efficient instructional delivery and time-

t th d t t h t d t d t management methods to match student readers to effective learning activities. Examples include:

• reading centers (Kosanovich et al n d )reading centers (Kosanovich et al., n.d.)• using students as peer tutors (e.g. Mathes et al., 2003)• incorporating paraprofessionals (Foorman, Breier, &

Fl h 2003) d l l h Fletcher, 2003), adult volunteer tutors, or other non-instructional personnel under teacher supervision to review and reinforce student reading skillsg

• scheduling core literacy instruction at the same time for each grade level to allow students to access reading instruction across classrooms as needed (cf Burns &


instruction across classrooms as needed (cf. Burns & Gibbons, 2008).


“ ”“The most effective early intervention is prevention—in the form of differentiated classroom i t ti M t h i d i t instruction. Many techniques and programs exist for helping classroom teachers with small-group instruction such as classwide peer tutoring and instruction, such as classwide peer tutoring…and cooperative grouping. But one of the persistent problems of differentiated classroom instruction is phow to engage classroom teachers in continuous progress monitoring and translating the results of assessment to differentiated instruction.” (Foorman & Moats, 2004; p. 54).


Source: Foorman, B. R., & Moats, L. C. (2004). Conditions for sustaining research-based practices in early reading instruction. Remedial & Special Education, 25, 51-60.


Building Tier 1 Capacity in the Teaching of Reading: E l f Diff ti ti I t tiExample of Differentiating Instruction

In grades K-3, teachers can differentiate instruction for children during the block of ‘core literacy instruction’ through flexible small group the block of core literacy instruction through flexible small-group instruction.

• Reading centers are set up in the classroom, at which students might g p gwork in groups, in pairs, or individually.

• These centers might be designed for students to access independentlyor to be teacher ledor to be teacher-led.

• Group sizes can range from 3-5 for ‘struggling students’ up to 5-7 for those students who are on grade level.g


Source: Kosanovich, M., Ladinsky, K., Nelson, L., & Torgesen, J. (n.d.). Differentiated reading instruction: Small group alternative lesson structures for all students. Florida Center for Reading Research. Retrieved on November 5, 2008, from http://www.fcrr.org/assessment/pdf/smallGroupAlternativeLessonStructures.pdf


Building Tier 1 Capacity in the Teaching of Reading: E l f Diff ti ti I t ti Example of Differentiating Instruction (Cont.)

Reading center activities can include guided reading and skills-focused lessons lessons.

• ‘Guided reading’ activities provide more general reading instruction. The teacher guides a group discussion of the text (e.g., selection of the g g p ( gtext, introducing the text to students, talking about the content of the text, providing instruction in ‘strategic strategies’ to better access the text etc ) text, etc.).

• ‘Skills-focused’ lessons provide specific, focused instruction and practice in crucial reading skills (e.g., letter-sound correspondence, phoneme segmentation). Students with similar reading deficits are placed in specific skills-focused groups to allow targeted interventions.



Response to InterventionBuilding Tier 1 Capacity in the Teaching of Reading:

Example of Differentiating Instruction Example of Differentiating Instruction (Cont.)

The teacher determines the composition and instructional activities to be used in reading centers via ongoing reading assessment be used in reading centers via ongoing reading assessment information (e.g., DIBELS progress-monitoring data, classroom observations, etc.).

• The teacher creates a master ‘reading center’ schedule ( a series of teacher-led and independent reading centers to accommodate all students in the classroom)students in the classroom).

• Recruitment for reading centers is flexible: Children are assigned to specific reading centers based on their reading profile. Those center assignments are regularly updated based on classroom reading assessment data.




Using Peer Tutors as Vehicle for Instructional D li PALSDelivery: PALS

“Peer-Assisted Learning Strategies (PALS) is a peer-tutoring program. According to the developer's website, g p g g p ,it is designed to be incorporated into the existing curriculum with the goal of improving the academic performance of children with diverse academic needs. performance of children with diverse academic needs. Teachers train students to use PALS procedures. Students partner with peers, alternating the role of tutor while reading aloud listening and providing feedback in while reading aloud, listening, and providing feedback in various structured activities. PALS is typically implemented three times a week for 30 to 35 minutes. Although PALS can be used in different subject areas Although PALS can be used in different subject areas and grade levels, this intervention report focuses on the use of PALS to improve reading skills of students in kindergarten through third grade ”


kindergarten through third grade.Source: What Works Clearinghouse. Peer-Assisted Learning Strategies (PALS). Retrieved on May 8, 2007, from https://dibels.uoregon.edu/

Response to InterventionPeer-Assisted Learning Strategies (PALS)

Research FindingsResearch Findings

“PALS was found to have potentially positive PALS was found to have potentially positive effects on alphabetics, fluency, and comprehension ”comprehension.


Source: What Works Clearinghouse. Peer-Assisted Learning Strategies (PALS). Retrieved on May 8, 2007, from https://dibels.uoregon.edu/


Peer Tutor Training ManualManual




RTI Core Literacy Instruction: ElementsMass Resources for Focused Literacy Instruction &

Intervention in the Primary Grades. The school organizes its resources to provide the most intensive organizes its resources to provide the most intensive general-education literacy instruction and intervention support at the early grades – Grades K through 2—support at the early grades Grades K through 2because research suggests that student reading deficits can be addressed in these primary grades with far less effort and with better outcomes than for students whose reading deficits are addressed in later grades (Foorman, B i & Fl t h 2003)Breier, & Fletcher, 2003),.



RTI Core Literacy Instruction: ElementsAvoid Use of Less Effective Reading Instructional

Strategies. Classrooms make minimal use of inefficient instructional reading activities such as Round Robin instructional reading activities such as Round Robin Reading that can result in poor modeling of text reading and reduced rates of actual student reading engagement--and reduced rates of actual student reading engagementand may also cause emotional distress for poor readers (Ash, Kuhn, & Walpole, 2009; Ivey, 1999). Furthermore, the school has a clear and shared understanding that purposeful, focused reading interventions are required to h l t li d Th i t t f dhelp struggling readers: The passive strategy of grade-retention has not been shown to be an effective means of reading intervention (Foorman Breier & Fletcher 2003)


reading intervention (Foorman, Breier, & Fletcher, 2003),


“ ”“Children’s status as readers is established early… Torgesen et al. (1997) showed that over 8 of 10 hild ith d di bl t th children with severe word reading problems at the

end of the first grade performed below the average at the beginning of the third grade Such evidence at the beginning of the third grade. Such evidence supports the view that early reading problems are the result of deficits rather than delay. In other ywords, the early childhood mantra “Just wait; they’ll catch up” has no empirical basis.” (Foorman, Breier, & Fletcher, 2003; p. 626)


Source: Foorman, B. R., Breier, J. Il, & Fletcher, J. M. (2003). Interventions aimed at improving reading success: An evidence-based approach. Developmental Neuropsychology, 24, 613-639.


RTI Core Literacy Instruction: ElementsAdopt Evidence-Based Tier 2 (Supplemental) Reading

Interventions for Struggling Students. The school has a range of evidence based Tier 2 intervention options for a range of evidence-based Tier 2 intervention options for those students who fail to respond adequately to classroom literacy instruction alone Group-based Tier 2 classroom literacy instruction alone. Group based Tier 2 interventions are capped at 7 students, and all children in those groups have the same general intervention need (Burns & Gibbons, 2008). Tier 2 instruction is more explicit (e.g., contains more direct-instruction elements), intensive ( t h tt ti ) d ti ( ti l (e.g., more teacher attention), and supportive (e.g., timely performance feedback, praise, and encouragement) than the reading instruction that all children receive (Foorman


the reading instruction that all children receive (Foorman & Torgesen, 2001).


RTI Core Literacy Instruction: ElementsP t O i P f i l D l t Th h l Promote Ongoing Professional Development. The school

supports teachers with professional development as they implement any reading program (Foorman, Breier, & implement any reading program (Foorman, Breier, & Fletcher, 2003). Training addresses such key topics as:

• understanding the underlying research, instructional objectives, and components of the program

• managing the classroom during reading activities, i i i i l • moving at an appropriate instructional pace

• grouping students.



Activity: Creating an RTI Literacy Program at Tiers 1 & 2…

p. 63: Adopt Efficient Methods of p pInstructional Delivery and Time Management.

As a team, select a ‘discussion activity’ sheet f h i i p. 64: Mass Resources for

Focused Literacy Instruction & I i i h P i

of your choice appearing on the right.

Intervention in the Primary Grades.

65 A id U f L Eff ti

Complete the activity-sheet.

p. 65: Avoid Use of Less Effective Reading Instructional Strategies.

p 67: Promote Ongoing

Be prepared to report out on your work.


p. 67: Promote Ongoing Professional Development.

41

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ReferencesReferences• Ash, G. E., Kuhn, M. R., & Walpole, S. (2009). Analyzing “inconsistencies” in practice:

Teachers' continued use of round robin reading. Reading & Writing Quarterly, 25, 87-103.• Burns M K & Gibbons K A (2008) Implementing response-to-intervention in Burns, M. K., & Gibbons, K. A. (2008). Implementing response to intervention in

elementary and secondary schools: Procedures to assure scientific-based practices. New York: Routledge.

• Foorman, B. R., Breier, J. Il, & Fletcher, J. M. (2003). Interventions aimed at improving reading success: An evidence-based approach. Developmental Neuropsychology, 24, 613-ead g success e de ce based app oac e e op e ta eu opsyc o ogy, , 6 3639.

• Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16, 203-212.

• Ivey, G. (1999). A multicase study in the middle school: Complexities among young adolescent readers. Reading Research Quarterly, 34, 172-192.

• Kosanovich, M., Ladinsky, K., Nelson, L., & Torgesen, J. (n.d.). Differentiated reading instruction: Small group alternative lesson structures for all students. Florida Center for g pReading Research. Retrieved on November 5, 2008, from http://www.fcrr.org/assessment/pdf/smallGroupAlternativeLessonStructures.pdf

• Mathes, P. G., Torgesen, J. K., Clancy-Menchetti, J., Santi, K., Nicholas, K., Robinson, C., Grek, M. (2003). A comparison of teacher-directed versus peer-assisted instruction to t li fi t d d Th El t S h l J l 103(5) 459 479


struggling first-grade readers. The Elementary School Journal, 103(5), 459–479.


Research-Based Reading Interventions Focus of Inquiry: What are examples of classroom reading interventions that are classroom reading interventions that are supported by research?

-Letter Cube Blending (Alphabetics/Phonics)P i d R di (Fl ) -Paired Reading (Fluency)

-HELPS Program (Fluency)-Reading (Comprehension) Fix-Up Skills


p-Phrase-Cued Text Lessons

43


Letter Cube Blending d i r• The Letter Cube Blending intervention targets alphabetic

(phonics) skills. The student is given three cubes with assorted consonants and vowels appearing on their sides. The student rolls the cubes and records the resulting letter

bi ti di h t Th t d t th combinations on a recording sheet. The student then judges whether each resulting ‘word’ composed from the letters randomly appearing on the blocks is a real word or letters randomly appearing on the blocks is a real word or a nonsense word. The intervention can be used with one student or a group. (Florida Center for Reading Research, g p ( g ,2009; Taylor, Ding, Felt, & Zhang, 2011).

Sources: Florida Center for Reading Research (2009) Letter cube blending Retrieved from


Sources: Florida Center for Reading Research. (2009). Letter cube blending. Retrieved from http://www.fcrr.org/SCAsearch/PDFs/K-1P_036.pdfTaylor, R. P., Ding, Y., Felt, D., & Zhang, D. (2011). Effects of Tier 1 intervention on letter–sound correspondence in a Response-to-Intervention model in first graders. School Psychology Forum, 5(2), 54-73.


Letter Cube BlendingPREPARATION: Here are guidelines for preparing Letter Cubes:• Start with three (3) Styrofoam or wooden blocks (about 3 inches in

diameter). These blocks can be purchased at most craft stores.• With three markers of different colors (green, blue, red), write the

lower case letters listed below on the sides of the three blocks with lower-case letters listed below on the sides of the three blocks--with one bold letter displayed per side. - Block 1: t,c,d,b,f,m: green marker- Block 2: a,e,i,o.u,i (The letter I appears twice on the block.): blue marker- Block 3: b,d,m,n,r,s: red marker


, , , , ,• Draw a line under any letter that can be confused with letters that have

the identical shape but a different orientation (e.g., b and d).




Letter Cube BlendingINTERVENTION STEPS: At the start of the intervention, each student is given a Letter Cube Blending Recording Sheet. During the Letter Cube Blending activity:Cube Blending activity:

1. Each student takes a turn rolling the Letter Cubes. The student tosses the cubes on the floor, a table, or other flat, unobstructed surface. The cubes are then lined up in 1-2-3 (green: blue: red) order.

2. The student is prompted to sound out the letters on the cubes.The student is prompted to sound out each letter to blend the letters The student is prompted to sound out each letter, to blend the letters, and to read aloud the resulting ‘word’.





Letter Cube Blending

INTERVENTION STEPS (Cont.):3 Th t d t id tifi d d th d ‘ l’ 3. The student identifies and records the word as ‘real’ or

‘nonsense’. The student then identifies the word as ‘real’ or ‘nonsense’ and then writes the word on in the appropriate column on the Letter pp pCube Blending Recording Sheet.

4. The activity continues to 10 words. The activity continues until students in the group have generated at least 10 words on their students in the group have generated at least 10 words on their recording sheets.





Letter Cube BlendingLetter Cube BlendingSample Recording Sheet

d i r

Sources: Florida Center for Reading Research. (2009). Letter cube blending. Retrieved from Retrieved from http://www.fcrr.org/SCAsearch/PDFs/K-1P_036.pdf

Taylor, R. P., Ding, Y., Felt, D., & Zhang, D. (2011). Effects of Tier 1 intervention on


(2011). Effects of Tier 1 intervention on letter–sound correspondence in a Response-to-Intervention model in first graders. School Psychology Forum, 5(2), 54-73.




Interventions for…Increasing Reading Fluency

• Assisted Reading Practice• Listening Passage Preview

(‘Listening( ListeningWhile Reading’)P i d R di • Paired Reading

• Repeated Readingp g



The student reads aloud in tandem with an

Paired Readingtandem with an accomplished reader. At a student signal the helping student signal, the helping reader stops reading, while the student continues on the student continues on. When the student commits a reading error the helping reading error, the helping reader resumes reading in tandem


tandem.




Building Reading Building Reading Comprehension



Students periodically check their understanding of

‘Click or Clunk’ Self-Check

their understanding of sentences, paragraphs, and pages of text as they read. Self Check

pp. 42-44pages of text as they read. When students encounter problems with vocabulary or problems with vocabulary or comprehension, they use a checklist to apply simple checklist to apply simple strategies to solve those reading difficulties.


reading difficulties.


‘Click or Clunk’ Check SheetCheck Sheet



‘ The combination of lack of practice, deficient ‘…The combination of lack of practice, deficient decoding ‘…The combination of lack of practice, deficient decoding ‘…The combination of lack of practice, deficient decoding ‘Click or Clunk?’ Example

‘…The combination of lack of practice, deficient decoding ‘…The combination of lack of practice, deficient decoding …The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead

e co b a o o ac o p ac ce, de c e decod gskills, and difficult materials results in unrewarding early reading experiences that lead to less involvement




e co b a o o ac o p ac ce, de c e decod gskills, and difficult materials results in unrewarding early reading experiences that lead to less involvement unrewarding early reading experiences that lead to less involvement in reading related activities.L k f d ti th t f th l

y g pin reading related activities. Lack of exposure and practice on the part of the less skilled readers

y g pin reading related activities. Lack of exposure and practice on the part of the less skilled readers delays



y g pin reading related activities. Lack of exposure and practice on the part of the less skilled readers delays Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity

d d t th d t iti l l Sl

practice on the part of the less skilled readers delays the development of automaticity and speed at the word metacognition level Sl

p p ythe development of automaticity and speed at the word-metacognition level. Slow, capacity-draining



p p ythe development of automaticity and speed at the word-metacognition level. Slow, capacity-draining and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require

iti th t h ld b ll t d t hi h

speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require

iti th t h ld b ll t d t hi h

word metacognition level. Slow, capacity draining word-recognition processes require cognitive resources that should be allocated to higher level

g , p y gword-recognition processes require cognitive resources that should be allocated to higher-level

g , p y gword-recognition processes require cognitive resources that should be allocated to higher-level

g , p y gword-recognition processes require cognitive resources that should be allocated to higher-level cognitive resources that should be allocated to higher-level process of text integration and comprehension.’cognitive resources that should be allocated to higher-level process of text integration and comprehension.’resources that should be allocated to higher-level process of text integration and comprehension.’

gprocess of text integration and comprehension.’- Stanovich K (1986)




- Stanovich, K., (1986)- Stanovich, K., (1986)- Stanovich, K., (1986)Stanovich, K., (1986)Stanovich, K., (1986)Stanovich, K., (1986)


Promoting Student Promoting Student Reading C h i ‘FiComprehension ‘Fix-Up’ Skills pp. 21-23p pp



Reading Comprehension ‘Fix-Up’ Skills: A Toolkit

Good readers continuously monitor their understanding of informational text When necessary they also take steps to informational text. When necessary, they also take steps to improve their understanding of text through use of reading comprehension ‘fix-up’ skills. comprehension fix up skills. Presented here are a series of fix-up skill strategies that can help struggling students to better understand difficult reading p gg g gassignments…



Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)[St d t St t ] P ti U d t di & B ildi • [Student Strategy] Promoting Understanding & Building Endurance through Reading-Reflection Pauses (Hedin & Conderman 2010) The student decides on a reading interval Conderman, 2010). The student decides on a reading interval (e.g., every four sentences; every 3 minutes; at the end of each paragraph). At the end of each interval, the student p g p ) ,pauses briefly to recall the main points of the reading. If the student has questions or is uncertain about the content, the student rereads part or all of the section just read. This strategy is useful both for students who need to monitor their understanding as well as those who benefit from brief breaks understanding as well as those who benefit from brief breaks when engaging in intensive reading as a means to build up endurance as attentive readers.


endurance as attentive readers.

59


Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)[St d t St t ] Id tif i C t ti M i Id • [Student Strategy] Identifying or Constructing Main Idea Sentences (Davey & McBride, 1986; Rosenshine, Meister & Chapman 1996) For each paragraph in an assigned reading Chapman, 1996). For each paragraph in an assigned reading, the student either (a) highlights the main idea sentence or (b) highlights key details and uses them to write a ‘gist’ sentence. g g y gThe student then writes the main idea of that paragraph on an index card. On the other side of the card, the student writes a question whose answer is that paragraph’s main idea sentence. This stack of ‘main idea’ cards becomes a useful tool to review assigned readings tool to review assigned readings.



Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)[St d t St t ] R t t i P h ith M i Id • [Student Strategy] Restructuring Paragraphs with Main Idea First to Strengthen ‘Rereads’ (Hedin & Conderman, 2010). The student highlights or creates a main idea sentence for The student highlights or creates a main idea sentence for each paragraph in the assigned reading. When rereading each paragraph of the selection, the student (1) reads the main idea p g p , ( )sentence or student-generated ‘gist’ sentence first (irrespective of where that sentence actually falls in the paragraph); (2) reads the remainder of the paragraph, and (3) reflects on how the main idea relates to the paragraph content.



Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)St d t St t ] A l V b l ‘Fi U ’ Skill f • Student Strategy] Apply Vocabulary ‘Fix-Up’ Skills for Unknown Words (Klingner & Vaughn, 1999). When confronting an unknown word in a reading selection the confronting an unknown word in a reading selection, the student applies the following vocabulary ‘fix-up’ skills:1 Read the sentence again 1. Read the sentence again. 2. Read the sentences before and after the problem

sentence for clues to the word’s meaning.sentence for clues to the word s meaning.3. See if there are prefixes or suffixes in the word that can

give clues to meaning. g g4. Break the word up by syllables and look for ‘smaller words’

within.



Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)[St d t St t ] R di A ti l Th h T t • [Student Strategy] Reading Actively Through Text Annotation (Harris, 1990; Sarkisian et al., 2003). Students are likely to increase their retention of information when they likely to increase their retention of information when they interact actively with their reading by jotting comments in the margin of the text. Using photocopies, the student is taught to g g p p , gengage in an ongoing 'conversation' with the writer by recording a running series of brief comments in the margins of the text. The student may write annotations to record opinions about points raised by the writer, questions triggered by the reading or unknown vocabulary wordsreading, or unknown vocabulary words.



Phrase-Cued Text Lessons

• Phrase-cued texts are a means to train students to recognize the natural pauses that occur between phrases in their reading. Because phrases are units that

ft l t k id th t d t’ bilit t often encapsulate key ideas, the student’s ability to identify them can enhance comprehension of the text (Rasinski 1990 1994)(Rasinski, 1990, 1994).

Sources: Rasinski T V (1990) The effects of cued phrase boundaries on reading performance: A review Kent Ohio: Kent


Sources: Rasinski, T.V. (1990). The effects of cued phrase boundaries on reading performance: A review. Kent, Ohio: Kent State University. (ERIC Document Reproduction Service No. ED313689).Rasinski, T. V. (1994). Developing syntactic sensitivity in reading through phrase-cued texts. Intervention in School and Clinic, 29, 165-168.


Phrase-Cued Text Lessons

MATERIALS:• Two copies of a student passage: One annotated with

phrase-cue marks and the other left without annotation.



Sources: Rasinski, T.V. (1990). The effects of cued phrase boundaries on reading performance: A review. Kent, Ohio: Kent State University. (ERIC Document Reproduction Service No. ED313689).Rasinski, T. V. (1994). Developing syntactic sensitivity in reading through phrase-cued texts. Intervention in School and Clinic, 29, 165-168.


Phrase-Cued Text LessonsPREPARATION H id li f i h d PREPARATION: Here are guidelines for preparing phrase-cued

passages:1 S l t P S l t h t (100 250 d) th t 1. Select a Passage. Select a short (100-250 word) passage that

is within the student’s instructional or independent level.2 Mark Sentence Boundaries Mark the sentence boundaries of 2. Mark Sentence Boundaries. Mark the sentence boundaries of

the passage with double slashes (//). 3 Mark Within Sentence Phrase Breaks Read through the 3. Mark Within-Sentence Phrase-Breaks. Read through the

passage to locate ‘phrase breaks’ —naturally occurring pause points that are found within sentences. Mark each of these points that are found within sentences. Mark each of these phrase breaks with a single slash mark (/).



Sources: Rasinski, T.V. (1990). The effects of cued phrase boundaries on reading performance: A review. Kent, Ohio: Kent State University. (ERIC Document Reproduction Service No. ED313689).Rasinski, T. V. (1994). Developing syntactic sensitivity in reading through phrase-cued texts. Intervention in School and Clinic, 29,

Response to InterventionExample: Passage With Phrase-Cued Text Annotation



Phrase-Cued Text LessonsINTERVENTION STEPS Ph d t t l h ld b i d t i INTERVENTION STEPS: Phrase-cued text lessons should be carried out in

10 minute sessions 3-4 times per week. Here are steps to carrying out this intervention:

1. [When first using this strategy] Introduce Phrase-Cued Texts to the Student. Say to the student: “Passages are made up of key ideas, and these key ideas are often contained in units called ‘phrases’ Several these key ideas are often contained in units called ‘phrases’. Several phrases can make up a sentence. When we read, it helps to read phrase by phrase to get the full meaning of the text.”

Show the student a prepared passage with phrase-cue marks inserted. Point out how double-slash marks signal visually to the reader the longer Point out how double slash marks signal visually to the reader the longer pauses at sentence boundaries and single slash marks signal the shorter phrase pauses within sentences.Sources: Rasinski T V (1990) The effects of cued phrase boundaries on reading performance: A review Kent Ohio: Kent




Phrase-Cued Text LessonsINTERVENTION STEPS (Cont.): 2. Follow the Phrase-Cued Text Reading Sequence: The tutor prepares a

new phrase-cued passage for each session and follows this sequence:new phrase cued passage for each session and follows this sequence:a) The tutor reads the phrase-cued passage aloud once as a model,

while the student follows along silently.b) The student reads the phrase-cued passage aloud 2-3 times. The

tutor provides ongoing feedback about the student reading, noting the student’s observance of phrase breaks student s observance of phrase breaks.

c) The session concludes with the student reading aloud a copy of the passage without phrase-cue marks. The tutor provides feedback about the student’s success in recognizing the natural phrase breaks in the student’s final read-aloud.





Phrase-Cued Text LessonsAdditional Ideas for Using Phrase-Cued Texts. Educators might consider

these additional ideas for using this strategy (Rasinski, 1994):• Use Phrase-Cued Texts in a Group-Lesson Format The teacher would Use Phrase-Cued Texts in a Group-Lesson Format. The teacher would

modify the intervention sequence (described above) to accommodate a group or class. The teacher models reading of the phrase-cued passage; th t h d t d t t d th h th h ll th the teacher and students next read through the passage chorally; then students (in pairs or individually) practice reading the phrase-cued text aloud while the instructor circulates around the room to observe. Finally, students individually read aloud the original passage without phrase-cue marks.

• Encourage Parents to Use the Phrase Cued Text Strategy Parents • Encourage Parents to Use the Phrase-Cued Text Strategy. Parents can extend the impact of this strategy by using it at home, with training and materials provided by the school.





Phrase Cued Text GeneratorGenerator




RTI at Tier 2/3: Supplemental Instruction in readingreading

F f I i H l t l Ti Focus of Inquiry: How are supplemental Tier 2/3 reading programs set up and scheduled?



Big Ideas in ReadingBig Ideas in Reading• “Phonemic Awareness: The ability to hear and manipulate

sounds in words. • Alphabetic Principle: The ability to associate sounds with letters

and use these sounds to form words. • Fluency with Text: The effortless automatic ability to read words • Fluency with Text: The effortless, automatic ability to read words

in connected text. • Vocabulary: The ability to understand (receptive) and use

( i ) d t i d i (expressive) words to acquire and convey meaning. • Comprehension: The complex cognitive process involving the

intentional interaction between reader and text to convey ymeaning.”


Source: Big ideas in beginning reading. University of Oregon. Retrieved September 23, 2007, from http://reading.uoregon.edu/index.php



Tier 3

referred to the RTI Team for more intensive interventions.

Tier 2 Individualized interventions. Subset of students receive interventions targeting Tier 2


receive interventions targeting specific needs.





Tier 2/3 Interventions: Essential Elements• Instructional programs or practices used in the intervention

meet the district’s criteria of ‘evidence-based.• The intervention has been selected because it logically

addressed the area(s) of academic deficit for the target student (e.g., an intervention to address reading fluency was chosen for a student whose primary deficit was in reading fl )fluency).

• If the intervention is group-based, all students enrolled in the Tier 2/3 intervention group have a shared intervention need Tier 2/3 intervention group have a shared intervention need that could reasonably be addressed through the group instruction provided


instruction provided.

75

Source: Wright, J. (2011). Evaluating a student’s ‘non-responder’ status: An RTI checklist. Retrieved from http://www.interventioncentral.org/sites/default/files/rti_non_responder_eligibility_checklist.pdf


Tier 2/3 Interventions: Essential Elements (Cont.)• The student-teacher ratio in the group-based intervention

provides adequate student support. NOTE: For Tier 2, group p q pp , g psizes should be capped at 7 students. Tier 3 interventions may be delivered in smaller groups (e.g., 3 students or f ) i di id llfewer) or individually.

• The intervention provides contact time adequate to the t d t d i d fi it NOTE Ti 2 i t ti h ld student academic deficit. NOTE: Tier 2 interventions should

take place a minimum of 3-5 times per week in sessions of 30 minutes or more; Tier 3 interventions should take place 30 minutes or more; Tier 3 interventions should take place daily in sessions of 30 minutes or more (Burns & Gibbons, 2008).


)

76

Source: Wright, J. (2011). Evaluating a student’s ‘non-responder’ status: An RTI checklist. Retrieved from http://www.interventioncentral.org/sites/default/files/rti_non_responder_eligibility_checklist.pdf


Scheduling Elementary Tier 2/3 InterventionsOption 3: ‘Floating RTI’:Gradewide Shared Schedule. Each grade has a scheduled RTI time Option 3: Floating RTI :Gradewide Shared Schedule. Each grade has a scheduled RTI time across classrooms. No two grades share the same RTI time. Advantages are that outside providers can move from grade to grade providing push-in or pull-out services and that students can be grouped by need across different teachers within the grade.

Classroom 1 Classroom 2 Classroom 3Grade K

Anyplace Elementary School: RTI Daily Scheduleg y g

9:00-9:30

Classroom 1 Classroom 2 Classroom 3Grade 1


9:45-10:15

10:30 11:00Classroom 1 Classroom 2 Classroom 3Grade 2


10:30-11:00

12:30-1:00



1:15-1:45

2:00-2:30


Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices. New York: Routledge.

Classroom 1 Classroom 2 Classroom 3Grade 5 2:00 2:30


Using Non-Instructional Personnel as Tier 2 I t ti i t

“Peer tutors and adult volunteers are Interventionists

“ ”intriguing options for tier 2, and research has supported both within this model…Tutors may also include much older students, or paraprofessionals, or parent volunteers. It must be emphasized, though, that any tutor serving in an instructional role needs to have proper training and ongoing oversight of a teaching professional.”


Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices. New York: Routledge p. 90

Response to InterventionClearinghouse for RTI Tier 2/3 Programs

• The What Works Clearinghouse (http://ies ed gov/ncee/wwc/) is a • The What Works Clearinghouse (http://ies.ed.gov/ncee/wwc/) is a federally-sponsored website that summarizes research supporting various Tier 2 and Tier 3 intervention programs.p g



HELPS Reading Fluency ProgramProgram

www.helpsprogram.org



HELPS Program: Reading Fluencyg g ywww.helpsprogram.org

• HELPS (Helping Early Literacy with Practice Strategies) is a free ( p g y y g )tutoring program that targets student reading fluency skills. Developed by Dr. John Begeny of North Carolina State University, the program is an evidence-based intervention package that includes:

adult modeling of fluent reading – adult modeling of fluent reading, – repeated reading of passages by the student, – phrase-drill error correction phrase drill error correction, – verbal cueing and retell check to encourage student reading

comprehension,


– reward procedures to engage and encourage the student reader.

81

Response to InterventionRTI Challenge: Developing & Implementing Effective

Tier 2/3 Reading Intervention Programs Tier 2/3 Reading Intervention Programs • Discuss the range of Tier 2/3 supplemental

reading intervention programs that your school currently has in place to address the most frequent student academic problemsfrequent student academic problems.

• What are some positive steps that your school has taken to develop and implement Tier 2/3 has taken to develop and implement Tier 2/3 interventions?

• What are significant challenges that still remain?What are significant challenges that still remain?



El t f Di t I t ti 4 6Elements of Direct Instruction pp. 4-6

Focus of Inquiry: What are the essential elements of a ‘direct instruction’ approach for ppreading interventions or other remedial teaching?teaching?



“ ”“Risk for reading failure always involves the interaction of a particular set of child characteristics with specific characteristics of the instructional environment. Risk status is not entirely inherent in the child, but always involves a “mismatch” between child characteristics and the instruction that is provided.” (Foorman & Torgesen, 2001; p. 206).



Response to InterventionRTI Interventions: What If There is No Commercial

Intervention Package or Program Available?Intervention Package or Program Available?

“Although commercially prepared programs and … manuals g y p p p gand materials are inviting, they are not necessary. … A recent review of research suggests that interventions are

h b d d lik l t b f l if th research based and likely to be successful, if they are correctly targeted and provide explicit instruction in the skill, an appropriate level of challenge sufficient opportunities to an appropriate level of challenge, sufficient opportunities to respond to and practice the skill, and immediate feedback on performance…Thus, these [elements] could be used as pe o a ce us, ese [e e e s] cou d be used ascriteria with which to judge potential …interventions.” p. 88


Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. Routledge: New York.


Motivation Deficit 1: The student is Motivation Deficit 1: The student is unmotivated because he or she cannot do the assigned work. the assigned work.

• Profile of a Student with This Motivation Problem:Profile of a Student with This Motivation Problem:The student lacks essential skills required to do the task.



Motivation Deficit 1: Cannot Do the Work• Profile of a Student with This Motivation Problem (Cont.):

Areas of deficit might include:• Basic academic skills. Basic skills have straightforward criteria for correct

performance (e.g., the student defines vocabulary words or decodes text or computes ‘math facts’) and comprise the building-blocks of more or computes math facts ) and comprise the building blocks of more complex academic tasks (Rupley, Blair, & Nichols, 2009).

• Cognitive strategies. Students employ specific cognitive strategies as “ idi d ” t l t l d i t k h “guiding procedures” to complete more complex academic tasks such as reading comprehension or writing (Rosenshine, 1995).

• Academic-enabling skills. Skills that are ‘academic enablers’ (DiPerna, Academic enabling skills. Skills that are academic enablers (DiPerna, 2006) are not tied to specific academic knowledge but rather aid student learning across a wide range of settings and tasks (e.g., organizing work

t i l ti t)


materials, time management).


Motivation Deficit 1: Cannot Do the Work (Cont.)( )

• What the Research Says: When a student lacks the ycapability to complete an academic task because of limited or missing basic skills, cognitive strategies, or academic-

fenabling skills, that student is still in the acquisition stage of learning (Haring et al., 1978). That student cannot be expected to be motivated or to be successful as a learner expected to be motivated or to be successful as a learner unless he or she is first explicitly taught these weak or absent essential skills (Daly, Witt, Martens & Dool, 1997).absent essential skills (Daly, Witt, Martens & Dool, 1997).



Motivation Deficit 1: Cannot Do the Work (Cont.)( )

• How to Verify the Presence of This Motivation Problem:yThe teacher collects information (e.g., through observations of the student engaging in academic tasks; interviews with

fthe student; examination of work products, quizzes, or tests) demonstrating that the student lacks basic skills, cognitive strategies or academic enabling skills essential to cognitive strategies, or academic-enabling skills essential to the academic task.



Motivation Deficit 1: Cannot Do the Work (Cont.)( )• How to Fix This Motivation Problem: Students who are

not motivated because they lack essential skills need to be not motivated because they lack essential skills need to be taught those skills.

Direct-Instruction Format. Students learning new material, concepts, or skills benefit from a ‘direct instruction’

h (B V D H d & B i 2008 approach. (Burns, VanDerHeyden & Boice, 2008; Rosenshine, 1995; Rupley, Blair, & Nichols, 2009).





Motivation Deficit 1: Cannot Do the Work (Cont.)( )• How to Fix This Motivation Problem: When following a

direct-instruction format the teacher:direct instruction format, the teacher:ensures that the lesson content is appropriately

matched to students’ abilities.matched to students abilities.opens the lesson with a brief review of concepts or

material that were previously presented.p y pstates the goals of the current day’s lesson.breaks new material into small, manageable increments, breaks new material into small, manageable increments,

or steps.




direct-instruction format the teacher:direct instruction format, the teacher:throughout the lesson, provides adequate explanations

and detailed instructions for all concepts and materials and detailed instructions for all concepts and materials being taught. NOTE: Verbal explanations can include ‘talk-alouds’ (e.g., the teacher describes and explains each step of a cognitive strategy) and ‘think-alouds’ (e.g., the teacher applies a cognitive strategy to a

ti l bl t k d b li th t i particular problem or task and verbalizes the steps in applying the strategy).regularly checks for student understanding by posing


regularly checks for student understanding by posing frequent questions and eliciting group responses.

93



direct-instruction format the teacher:direct instruction format, the teacher:verifies that students are experiencing sufficient success

in the lesson content to shape their learning in the in the lesson content to shape their learning in the desired direction and to maintain student motivation and engagement.provides timely and regular performance feedback and

corrections throughout the lesson as needed to guide student learning.




direct-instruction format the teacher:direct instruction format, the teacher:allows students the chance to engage in practice

activities distributed throughout the lesson (e.g., through activities distributed throughout the lesson (e.g., through teacher demonstration; then group practice with teacher supervision and feedback; then independent, individual student practice).ensures that students have adequate support (e.g.,

clear and explicit instructions; teacher monitoring) to be successful during independent seatwork practice activities


activities.

95




Activity: ‘Good Instruction is Research-Based’• Review the elements of effective ‘direct instruction’

that appear on page 5 of your handout.• Discuss how you can share this checklist with

others in your school to help them to realize that teacher-delivered instruction that follows these guidelines is ‘research-based’ and supports RTI, e.g.:– Whole-group: Tier 1 Core Instructiong p– Small-group: Tier 1 Intervention; Tier 2/3 Intervention– Individual student: Tier 3 Intervention



School-Wide ScreeningsFocus of Inquiry: What is the purpose of Focus of Inquiry: What is the purpose of school-wide screenings for reading-related kill d h h ld th b d t d?skills and how should they be conducted?



RTI Literacy: Assessment & Progress-Monitoring To measure student ‘response to instruction/intervention’ effectively, the RTI model measures students’ academic performance and progress on schedules matched to each student’s risk profile and progress on schedules matched to each student s risk profile and intervention Tier membership.

• Benchmarking/Universal Screening. All children in a grade level are assessed at least 3 times per year on a common collection of academic assessments.

• Strategic Monitoring Students placed in Tier 2 (supplemental) • Strategic Monitoring. Students placed in Tier 2 (supplemental) reading groups are assessed 1-2 times per month to gauge their progress with this intervention.

• Intensive Monitoring. Students who participate in an intensive, individualized Tier 3 intervention are assessed at least once per week.


Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices. New York: Routledge.

Response to InterventionEducational Decisions and Corresponding Types of

AssessmentAssessment• SCREENING/BENCHMARKING DECISIONS: Tier 1: Brief screenings

to quickly indicate whether students in the general-education to quickly indicate whether students in the general education population are academically proficient or at risk.

• PROGRESS-MONITORING DECISIONS: At Tiers and 3, ongoing ‘formative’ assessments to judge whether students on intervention are making adequate progress.

• INSTRUCTIONAL/DIAGNOSTIC DECISIONS: At any Tier detailed • INSTRUCTIONAL/DIAGNOSTIC DECISIONS: At any Tier, detailed assessment to map out specific academic deficits , discover the root cause(s) of a student’s academic problem.

• OUTCOME DECISIONS: Summative assessment (e.g., state tests) to evaluate the effectiveness of a program.


Source: Hosp, M. K., Hosp, J. L., & Howell, K. W. (2007). The ABCs of CBM: A practical guide to curriculum-based measurement. New York: Guilford Press.


Building-Wide Screening: Assessing All Students (Stewart & Silberglit 2008)(Stewart & Silberglit, 2008)

Screening data in basic academic skills are collected at least 3 times per year (fall winter spring) from all studentstimes per year (fall, winter, spring) from all students.

• Schools should consider using ‘curriculum-linked’ measures such as Curriculum-Based Measurement that will show such as Curriculum-Based Measurement that will show generalized student growth in response to learning.

• If possible schools should consider avoiding ‘curriculum-If possible, schools should consider avoiding curriculumlocked’ measures that are tied to a single commercial instructional program.


Source: Stewart, L. H. & Silberglit, B. (2008). Best practices in developing academic local norms. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 225-242). Bethesda, MD: National Association of School Psychologists.

Response to InterventionApplications of Screening Data (Stewart & Silberglit, 2008)

Screening data can be used to:• Evaluate and improve the current core instructional Evaluate and improve the current core instructional

program.• Allocate resources to classrooms, grades, and Allocate resources to classrooms, grades, and

buildings where student academic needs are greatest.• Guide the creation of targeted Tier 2/3 (supplemental Guide the creation of targeted Tier 2/3 (supplemental

intervention) groups.• Set academic goals (using local or research norms) Set academic goals (using local or research norms)

for improvement for students on Tier 2 and Tier 3 interventions.


Source: Stewart, L. H. & Silberglit, B. (2008). Best practices in developing academic local norms. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 225-242). Bethesda, MD: National Association of School Psychologists.

Response to InterventionClearinghouse for RTI Screening and Progress-

Monitoring ToolsMonitoring Tools• The National Center on RTI

(www.rti4success.org) maintains pages rating the technical adequacy of RTI screening and progress-monitoring tools.

• Schools should strongly consider selecting screening tools that have national norms or benchmarks to help them to assess the academic-risk level of their students.



Big Ideas in Reading1. “Phonemic Awareness: The ability to hear and

manipulate sounds in words. 2. Alphabetic Principle: The ability to associate sounds

with letters and use these sounds to form words. 3 Fl ith T t Th ff tl t ti bilit t 3. Fluency with Text: The effortless, automatic ability to

read words in connected text. 4 Vocabulary: The ability to understand (receptive) and 4. Vocabulary: The ability to understand (receptive) and

use (expressive) words to acquire and convey meaning.

5. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to convey meaning ”


and text to convey meaning.Source: Big ideas in beginning reading. University of Oregon. Retrieved September 23, 2007, from http://reading.uoregon.edu/index.php


Selecting Performance ‘Cut-Points’ for Tier 2/3 S i E l i E CBM NServices: Example using EasyCBM Norms

1ers

1

TI T

ieRT

Source: EasyCBM: (2010). Interpreting the EasyCBM progress monitoring test results Retrieved February 22 2011 from 10%ile

20%ile

231 WPM

51 WPM


results. Retrieved February 22, 2011, from http://www.easycbm.com/static/files/pdfs/info/ProgMonScoreInterpretation.pdf

10%ile

331 WPM


Example: Using Local Norms in Coordination with Benchmark Datawith Benchmark Data


Response to InterventionBaylor Elementary School : Grade Norms: Correctly Read Words Per Min : Sample Size: 23 Students

Group Norms: Correctly Read Words Per Min: Book 4-1: Raw DataGroup Norms: Correctly Read Words Per Min: Book 4-1: Raw Data31 34 34 39 41 43 52 55 59 61 68 71 74 75 85 89 102 108 112 115 118 118 131LOCAL NORMS EXAMPLE T t th 4th d t d tLOCAL NORMS EXAMPLE: Twenty-three 4th-grade students were administered oral reading fluency Curriculum-Based Measurement passages at the 4th-grade level in their school. p g g

In their current number form, these data are not easy to interpret.

So the school converts them into a visual display—a box-plot —to show the distribution of scores and to convert the

t til fscores to percentile form.

When Billy, a struggling reader, is screened in CBM reading fluency he shows a SIGNIFICANT skill gap when compared to


fluency, he shows a SIGNIFICANT skill gap when compared to his grade peers.

Response to InterventionBaylor Elementary School : Grade Norms: Correctly Read Words Per Min : Sample Size: 23 Students January Benchmarking

Group Norms: Correctly Read Words Per Min: Book 4-1: Raw DataGroup Norms: Correctly Read Words Per Min: Book 4-1: Raw Data31 34 34 39 41 43 52 55 59 61 68 71 74 75 85 89 102 108 112 115 118 118 131G N C t d

National Reading Norms: 112 CRW

Median (2nd Quartile)=71

Group Norms: Converted to Box-Plot

Source: Tindal, G., Hansbrouck, J., &

Norms: 112 CRW Per Min

3rd Quartile=1081st Quartile=43

, ,Jones, C. (2005).Oral

reading fluency: 90 years of

measurement[Technical report

Billy=19[Technical report

#33]. Eugene, OR: University of Oregon.

Low Value=31 Hi Value=131

0 20 40 60 80 100 120 140 160


0 20 40 60 80 100 120 140 160Correctly Read Words-Book 4-1


Creating a School-Wide Screening Plan: R d tiRecommendations

1. Analyze your student demographics and academic f d l t d i t h d t performance and select academic screeners matched to

those characteristics. 2 C id il ti i t l ( t i l 2. Consider piloting new screening tools (e.g., at single

grade levels or in selected classrooms) before rolling out through all grade levels through all grade levels.

3. Ensure that any discussion about grade- or school- or district-wide adoption of RTI screening tools includes district wide adoption of RTI screening tools includes general education and special education input.



Creating a School-Wide Screening Plan: R d ti (C t )Recommendations (Cont.)

4. When adopting a screening tool, inventory all formal t d i i t d i h l Di assessments administered in your school. Discuss

whether any EXISTING assessments can be made optional or dropped whenever new screening tools are optional or dropped whenever new screening tools are being added.

5 If possible use screening tools found by the National 5. If possible, use screening tools found by the National Center on RTI to have ‘technical adequacy’.



Team Activity: Creating a Screening Plan for Your y g gSchool

• Review the recommendations just presented on school-wide screenings.g

• If your school is currently using a set of school-wide screeners, discuss how you might evaluate y gthem to ensure that they are adequate and meet your needs.

• If your school does NOT yet have a set of school-wide screeners, discuss how you might b i t l t d il t th


begin to select and pilot these screeners.

111


RTI: Creating a Data Analysis Team to Analysis Team to Manage Tier 2/3

S iServices

Ji W i htJim Wrightwww.interventioncentral.org




Tier 3

referred to the RTI Team for more intensive interventions.Data

A l i Tier 2 Individualized interventions. Subset of students receive interventions

Analysis Team

Tier 2


students receive interventions targeting specific needs.





Data Analysis Team: Definition

The Data Analysis Team (DAT) is the gatekeeper for Tier 2/3 services.

The DAT meets at least 3 times per year, after fall, winter, and spring schoolwide academic screenings to review screening spring schoolwide academic screenings, to review screening results and to select students for Tier 2/3 intervention services.

O ti ll th DAT l t i di ll b t i Optionally, the DAT also meets periodically between screenings (e.g., once per month) to review the progress of students on Tier 2/3 intervention. If appropriate, students can be moved into,

d t f Ti 2/3 b t i if th d t across, and out of Tier 2/3 groups between screenings if the data support such moves.



Data Analysis Team: Objectivesy j

The DAT’s objectives during fall/winter/spring reviews of screening data are to:screening data are to:

1. Review with classroom teachers whether at least 80% of 1. Review with classroom teachers whether at least 80% of students reached benchmark/proficiency

2. Brainstorm core instructional strategies that can help to address patterns of weakness found at the Tier 1 group address patterns of weakness found at the Tier 1 group level.

3. Sort students found to be at risk into two groups:g p– Mild risk: Classroom teacher can provide interventions and

progress-monitor at Tier 1More severe risk: Student is placed in supplemental (Tier


– More severe risk: Student is placed in supplemental (Tier 2/3) intervention.


Data Analysis Team: SkillsetCore members serving on the DAT should be knowledgeable about:

• The interpretation of RTI screening and progress-it i d tmonitoring data.

• The range of Tier 2/3 programs/groups in the school (and any available slots within those programs/groups)(and any available slots within those programs/groups).

• The setting of academic performance goals for individual students.students.

• Strong instructional practices that support groups (core instruction) and individual students (classroom or


supplemental intervention).


Data Analysis Team: Membership

In your teams:Core members serving on the DAT should be knowledgeable about:

• List personnel (positions) that might • The interpretation of RTI screening and

progress-monitoring data(p ) gserve as ‘core members’ of the Data A l i T

progress-monitoring data.• The range of Tier 2/3 programs/groups

in the school (and any available slots ithi th / )Analysis Team.

• Which core

within those programs/groups).• The setting of academic performance

goals for individual students.member(s) should facilitate DAT

ti ith d

goals for individual students.• Strong instructional practices that

support groups (core instruction) and individual students (classroom or


meetings with grade-level teacher teams?

individual students (classroom or supplemental intervention).


Data Analysis Team: Data Preparationy p

In preparation for a DAT screening data meeting (Fall, Winter Spring):Winter, Spring):

• Building-wide screening data are entered into electronic Building wide screening data are entered into electronic format to facilitate storage and retrieval (e.g., Excel spreadsheet, RTI-M Direct, AIMSWeb).

• Reports are generated listing students at risk (below benchmark)—organized by ‘strategic’ (moderate risk) and ‘intensive’ (higher risk)and intensive (higher risk).

• Copies of benchmark criteria (e.g., DIBELS NEXT) are brought to the DAT meeting


brought to the DAT meeting.


Benchmark Example: DIBELS NEXT Grade 3Benchmark Example: DIBELS NEXT Grade 3



Tier 2 Data Analysis Team: Structuring Screening-Data

Meetingsg



Data Analysis Team: Structure of Screening Data Meetings

During screening data meetings, the DAT meets with teams of grade-level teachers to:teams of grade level teachers to:– systematically look at the impact of core instruction (goal: at

least 80 percent of students reaching the screening benchmark)benchmark)

– offer recommendations for classroom instructional practice to boost student performance at Tier 1p

– identify those students who need supplemental (Tier /3) intervention services.


Source: Kovaleski, J. F., Roble, M., & Agne, M. (n.d.). The RTI Data Analysis Teaming process. Retrieved on May 3, 2011, from http://www.rtinetwork.org/essential/assessment/data-based/teamprocess


Data Analysis Team: Meeting Structure/ScriptData Analysis Team: Meeting Structure/Script

On the conference webpage, you On the conference webpage, you can download a script, Data Analysis for Instructional Decision Making: Team Process, as a structure for running your DAT meetingsmeetings.



Data Analysis Team: Next StepsIn your teams:

• Next Steps: Discuss how your • Next Steps: Discuss how your school might put together a Data Analysis Team to meet at yleast three times per year after fall/winter/spring screenings.



Off Level Students and Progress MonitoringOff-Level Students and Progress-MonitoringFocus of Inquiry: How does a school decide on the appropriate intervention and progress-monitoring levels in reading for a student who monitoring levels in reading for a student who has significant academic delays?



AIMSweb Cut-Points: Using National A t S lAggregate Sample

• Low Risk: At or above the 25th percentile: Core Low Risk: At or above the 25 percentile: Core instruction alone is sufficient for the student.

• Some Risk: 10th to 24th percentile: Student will • Some Risk: 10 to 24 percentile: Student will benefit from additional intervention, which may be provided by the classroom teacher or other be provided by the classroom teacher or other provider (e.g., reading teacher).At Risk: Below 10th percentile : Student requires • At Risk: Below 10th percentile : Student requires intensive intervention, which may be provided by the classroom teacher or other provider (e g


the classroom teacher or other provider (e.g., reading teacher).

125


Big Ideas in Reading1. “Phonemic Awareness: The ability to hear and

manipulate sounds in words. 2. Alphabetic Principle: The ability to associate sounds

with letters and use these sounds to form words. 3 Fl ith T t Th ff tl t ti bilit 3. Fluency with Text: The effortless, automatic ability

to read words in connected text. 4 Vocabulary: The ability to understand (receptive) and 4. Vocabulary: The ability to understand (receptive) and

use (expressive) words to acquire and convey meaning.

5. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to convey meaning ”


and text to convey meaning.Source: Big ideas in beginning reading. University of Oregon. Retrieved September 23, 2007, from http://reading.uoregon.edu/index.php


127

www.interventioncentral.orgSource: AIMSweb® Growth Table Reading-Curriculum Based Measurement: Multi-Year Aggregate: 2006-2007 School Year


How to Set a Goal for an ‘Off-Level’ InterventionHow to Set a Goal for an Off Level Intervention1. Comparing Student Performance to Benchmarks

d Id tif i S Di i Th t d t and Identifying Severe Discrepancies. The student is administered reading fluency probes equivalent to hi h t d l t (d i th his or her current grade placement (during the Fall/Winter/Spring schoolwide screening) and the

lt d t If th t d t results are compared to peer norms. If the student falls significantly below the level of peers, he or she

d dditi l t t d t i may need additional assessment to determine whether the student is to receive intervention and

t ‘ ff d l l’www.interventioncentral.org

assessment ‘off grade level’.

128

Response to InterventionExample of Progress-Monitoring Off-Level: Randy

In January, Mrs. Chandler, a 4th-grade teacher, receives her classwide reading fluency screening results. She notes that a student who has recently transferred to her classroom Randy performed at 35 transferred to her classroom, Randy, performed at 35 Words Read Correct (WRC) on the 1-minute AIMSweb Grade 4 fluency probes AIMSweb Grade 4 fluency probes.

Mrs. Chandler consults AIMSweb reading-fluency research norms and finds that a reasonable minimumreading rate for students by winter of grade 4 (25th

til ) i 89 WRC


percentile) is 89 WRC.

129

Response to Intervention AIMSweb Norms: ‘Typical’ reader (25th

percentile) in Gr 4 at Example of Progress-Monitoring Off Level: Randy percentile) in Gr 4 at

mid-year (winter norms): 89 WRC

Off-Level: Randy

Target Student Randy: 35 WRC35 WRC

Conclusion: Randy’s d l l grade-level

performance is in the ‘frustration’ range. g

He requires a Survey-Level Assessment to

www.interventioncentral.org 130Source: AIMSweb® Growth Table Reading-Curriculum Based Measurement: Multi-Year Aggregate: 2006-2007 School Year

Level Assessment to find his optimal ‘instructional’ level.


How to Set a Goal for an ‘Off-Level’ Intervention2. Conducting a Survey Level Assessment (SLA). For

students with large discrepancies when compared to g p pbenchmarks, the teacher conducts a SLA to determine the student’s optimal level for supplemental intervention and

it iprogress-monitoring.

• The teacher administers AIMSweb reading probes from successively earlier grade levels and compares the student’s performance to the benchmark norms for that grade levelperformance to the benchmark norms for that grade level.

• The student’s ‘instructional’ level for intervention is the first grade level in which his reading fluency rate falls at or above


grade level in which his reading-fluency rate falls at or above the 25th percentile according to the benchmark norms.

131


Because Randy’s reading fluency rate is so far y g ybelow the grade-level norms (a gap of 54 WRC), his teacher decides to conduct a Survey Level Assessment to find the student’s optimal grade level placement for supplemental reading instruction.



133Survey Level Assessment. The teacher conducts a teacher conducts a Survey Level Assessment with Randy, assessing him using CBM reading fluency probes from fluency probes from successively earlier grades until he performs at or above performs at or above the 25th percentile according to the


AIMSweb norms.


134

On Grade 3-level probes, Randy attains a median score of 48 WRCWRC.

The AIMSweb winter (2 th il ) norm (25th percentile)

for a 3rd grade student is 69 WRC.

The student is still in the ‘frustration’ range


the frustration range and the Survey Level Assessment continues.


135

On Grade 2-level probes, Randy attains a p , ymedian score of 64 WRC.

The AIMSweb winter norm (25th percentile) f 2 d d t d t for a 2nd grade student is 53 WRC.

The student is now in the ‘instructional’ range and the Survey


range and the Survey Level Assessment ends.


How to Set a Goal for an ‘Off-Level’ Intervention3. Selecting an ‘Off-Level’ Progress-Monitoring

Goal. To set a progress-monitoring goal the Goal. To set a progress monitoring goal, the teacher looks up the benchmark WRC for the 50th percentile at the student’s off-level 50th percentile at the student s off level ‘instructional’ grade level previously determined through the Survey Level Assessment.through the Survey Level Assessment.



137Goal-Setting. To find the progress-

it i l f monitoring goal for Randy, his teacher looks up the pbenchmark WRC for the 50th percentile at Grade 2 (his off-level Grade 2 (his off level ‘instructional’ grade level)—which is 79 WRCWRC.

This becomes the


progress-monitoring goal for the student.


How to Set a Goal for an ‘Off-Level’ Intervention4. Translating the Progress-Monitoring Goal into

Weekly Increments. y

The teacher’s final task before starting the progress-monitoring is to translate the student’s ultimate intervention goal into ‘ambitious but realistic’ weekly i t increments.

O f l th d f d t i i kl th t One useful method for determining weekly growth rates is to start with research-derived growth norms and to then use a ‘multiplier’ to make the expected rate of


then use a multiplier to make the expected rate of weekly growth more ambitious.

138


4 T l ti th P M it i G l i t W kl How to Set a Goal for an ‘Off-Level’ Intervention

4. Translating the Progress-Monitoring Goal into Weekly Increments. (Cont.)The teacher first looks up the average rate of weekly student • The teacher first looks up the average rate of weekly student growth supplied in the research norms. (NOTE: If available, a good rule of thumb is to use the growth norms for the 50thgood rule of thumb is to use the growth norms for the 50percentile at the ‘off-level’ grade at which the student is receiving intervention and being monitored.)

• The teacher then multiplies this grade norm for weekly growth by a figure between 1.5 and 2.0 (Shapiro, 2008). Because the original weekly growth rate represents a typical rate student improvement, using this multiplier to increase the target student’s weekly growth estimate is intended accelerate


student’s weekly growth estimate is intended accelerate learning and close the gap separating that student from peers.

139


140

Determining Weekly Rate of Improvement g y p(ROI). Randy is to be monitored on intervention at grade 2. The teacher finds—according to AIMSweb norms—that a typical according to AIMSweb norms—that a typical student in Grade 2 (at the 50th percentile) has a rate of improvement of 1.1 WRC per week.

She multiplies the 1.1 WRC figure by 1.8 (teacher judgment) to obtain a weekly growth


( j g ) y ggoal for Randy of about 2.0 additional WRCs.


141

Randy’s ultimate goal is 79 WRC (the Randy s ultimate goal is 79 WRC (the 50th percentile norm for grade 2).

D i th S L l A t During the Survey Level Assessment, Randy was found to read 64 WRC at the 2nd grade level. g

There is a 15-WRC gap to be closed to get Randy to his goalget Randy to his goal.

At 2 additional WRC per week on i t ti R d h ld l th


intervention, Randy should close the gap within about 8 instructional weeks.


5 Advancing the Student to Higher Grade Levels for How to Set a Goal for an ‘Off-Level’ Intervention

5. Advancing the Student to Higher Grade Levels for Intervention and Progress-MonitoringThe teacher monitors the student’s growth in reading fluency The teacher monitors the student s growth in reading fluency at least once per week (twice per week is ideal).

• When the student’s reading fluency exceeds the 50thWhen the student s reading fluency exceeds the 50percentile in Words Read Correct for his or her ‘off-level’ grade, the teacher reassesses the student’s reading fluency using AIMSweb materials at the next higher grade.

• If the student performs at or above the 25th percentile on probes from that next grade level, the teacher advances the student and begins to monitor at the higher grade level.


• The process repeats until the student eventually closes the gap with peers and is being monitored at grade of placement.

142


143

Advancing the Student to Hi h G d L l (C t )

Advancing the Student to

Higher Grade Levels (Cont.). So Mrs. Chandler assesses Randy on AIMSweb reading gHigher Grade Levels of Progress-Monitoring. His teacher Ms Chandler notes

y gfluency probes for Grade 3 and finds that he reads on average 72 WRC —exceeding the Grade 3 teacher, Ms. Chandler, notes that after 7 weeks of intervention, Randy is now

di 82 WRC di

WRC exceeding the Grade 3 25th percentile cut-off of 69 WRC.

Th f R d i d d t reading 82 WRC—exceeding the 79 WRC for the 50th

percentile of students in Grade

Therefore, Randy is advanced to Grade 3 progress-monitoring and his intervention materials are


p2 (winter norms). adjusted accordingly.


Activity: Group Di i

Setting Individual RTI Academic Goals Using Research Norms for Discussion

• Review the steps

gStudents Receiving ‘Off-Level’ Interventions

1 C i St d t P f t outlined in this workshop for setting

l f t d t

1. Comparing Student Performance to Benchmarks and Flagging Extreme Discrepancies

goals for students on off-level interventions. How prepared is your

2. Conducting a Survey Level Assessment (SLA).

3 S l ti ‘Off L l’ P• How prepared is your district to use research norms to guide goal-

3. Selecting an ‘Off-Level’ Progress-Monitoring Goal.

4. Translating a Progress-Monitoring norms to guide goalsetting for a student whose intervention is

4. Translating a Progress Monitoring Goal into Weekly Increments.

5. Advancing the Student Who Makes P Hi h G d L l f


‘off-level’?144

Progress to Higher Grade Levels for Intervention and Progress-Monitoring.


RTI: Reading Programs & Interventions: N t StNext Steps

In your teams:In your teams:

• Review the resources and ideas shared at this workshop workshop.

• Decide on 2-3 key ‘next steps’ that you will take to capitalize on the workshop content and move RTI/reading forward in your school or district.


Documents

Developing Effective RTI R di RTI Reading Interventions: Guidelines for Schools · 2011-12-21 · RTI R di RTI Reading Interventions: Guidelines for Schools Jim Wright ... exppglicit