Everyone Can WIN with PIE

Every DEIOEffective strategies to provide

students additional literacy support

Today’s Objectives O What is RtI? We will focus in on Tier 2

instruction. O Plan an intervention with characteristics

of effective interventions. O Discuss successes/challenges of

PIE/WIN/DEIOO Brainstorm ideas for effective use of

PIE/WIN/DEIO time O Share resources that may be valuable for

intervention planning

O We will never teach all of our students to read if we do not teach our students who have the greatest difficulties to read. Another way to say this: Getting to 100% requires going through the bottom 20%.

- Torgeson, 2006

Reflect on Universal

+ Do this well and will continue ,

√ Could do this better and will work on expanding

- Do not do well and will begin with intentionality

How should a school respond when kids don’t learn?

O By ensuring a student receives increased levels of time and support

O In a manner that is timely,O Increasingly directive (not

invitational), andO SYSTEMATIC

--Rick DuFour

Coherence

We must ensure that struggling students receive high-quality, differentiated instruction and intervention that differs in intensity but is focused upon the common language of instruction for all students and which assures benchmark success.

Don’t try this on your own

O RtI calls for deliberate, intentional, ongoing collaboration—a joining of forces, pooling of resources, and sharing of expertise—to meet shared goals for instruction and assessment.

--Successful Approaches to RtI

O http://www.edutopia.org/stw-differentiated-instruction-budget-overview-video

O http://www.edutopia.org/stw-differentiated-instruction-budget-overview

RIP RTI?O One “aha” you take away from the

article to share with your group

Common Language

Insufficient Progress in Tier 1Monitoring progress (toward goal) at least bimonthly

In addition to Tier 1 – a coordinated continuum of support

10-15% of students

Based on area of need

Evidence based

Small group with similar learning needs (typically 3-5 students)

Fidelity

Why?To become independent at the universal level

Tier 2

Tier 2O “The use of data to differentiate (adjust or

modify) instruction for students who are not making adequate progress, either through a teacher’s small group instruction or a reading specialist. For example, teachers may observe that their core program does not provide enough vocabulary or phonemic awareness instruction to adequately meet the needs of a group of students and then select or design a classroom intervention to meet those needs.” -

Tier 3O Intensive interventions provided by a

more specialized individual (spec ed teacher, speech pathologist)

O Intended for students reading one or more years below grade level and are struggling with a broad range of reading skills

Rocks of Effective Intervention

O Develop an intervention plan O Match reader and text level O Dramatically expand reading activity O Use very small groups or 1:1 O Coordinate interventions with classroom instruction O Deliver instruction by expert teacher (the neediest

students need the teacher with the most expertise) O Focus instruction on meta-cognition and meaningO Uses high interest texts O Within child’s ZPDO Done with fidelityO Directive, not invitational O EVIDENCE based

Design an interventionScenario:

A small group of students is not proficient in _______________ (eg. a recently taught concept, comprehension, decoding strategies, completing homework, engagement during independent reading, choosing a book…). Design an intervention in which you have considered the Big Rocks of Interventions.

Effective Intervention Survey

O Survey

The goal of an RtI system is not to identify students for special ed, the goal is to improve outcomes for ALL students.

BREAK! O Ticket out: Please add one success

and one challenge you have seen or can foresee with your PIE/WIN/DEIO time.

O Come back in 10 minutes to dig into this time a little deeper!

WIN/PIE/DEIO O Different names…same goal: How

can we meet the needs of all of our students outside of the core instruction time?

O Based on common assessments O Cohesive with core curriculum O Flexible groupings O Collaboration is key!

Common Assessments

O PLC’s may work together to create common assessment O Example: Notebooking rubric

O Running Records/Benchmarks O MAP Data

O Pull out strands to focus on from NWEA website

Mini “Data-Dig”

O Dig down into reading scores for students with grade level and/or grade level band

O Determine needs within strands for student groups

Cohesive with Core Curriculum

O Aligns with classroom instruction O Examples

O Beginning of the year: Reading Stamina

O How to be prepared for book clubs O Reader’s Theatres that align with

genre focus to practice fluency (Example: myths, fairy tales)

O Notebooking strategies

Flexible Groupings/ Collaboration

O Groupings change frequently

O Collaboration may look different depending on building, team, or student needsO Students move within multiple

classroomsO Students remain with their teacher in a

classroom O What will the other students be doing?

Documentation O How will you keep your interventions

with students documented for future reference/progress monitoring? O Sample 1O Sample 2O Sample 3O Sample 4

O http://helloliteracy.blogspot.com/2011/07/response-to-intervention-at-our-school.html

PIE/WIN/DEIO Time Ideas

O List

Successes/Challenges O Revisit poster

Grade Level Teams O When considering your grade level’s

core curriculum, what needs do you often see at your grade level?

O What interventions might be applicable to your grade level?

O How can you see your grade level/team collaborating to make the most of your PIE/WIN/DEIO time?

Professional Resources

Professional Resources

District Points/Survey