January 16, 2008 TIER 2 TRAINING: THE KEY IS GRADE LEVEL TEAMS January 16, 2008 Presented by: Barb Curl, Ph.D. I-ASPIRE North Regional Coordinator, LADSE

TIER 2 TRAINING:THE KEY IS GRADE

LEVEL TEAMS

January 16, 2008January 16, 2008

Presented by:Barb Curl, Ph.D.

I-ASPIRE North Regional Coordinator,LADSE Psychologist and NSSEO RtI Coach

[email protected]

Sponsored by

PrerequisitesParticipants Should:• Understand the Core Concepts of Problem-

Solving as Implemented in a 3-Tier Intervention Model.

• Administer and Score Reading Curriculum-Based Measurement (R-CBM) and Understand The Process of Reading Benchmarking

• Be familiar with the Problem-Solving Steps and Process.

• Understand the principles of Tier 1 problem solving and the necessity of having a research-based Core/Tier 1 reading program and implementing it with a high level of integrity

4 main Parts to Tier TrainingI. REVIEW of CORE RTI COMPONENTS and PRINCIPLES

-The Data, The Interventions, The Teaming/Thinking-Big Ideas about Problem Identification and data at Tier

II. INTERVENTIONS-Big Ideas about Problem Analysis and planning your Tier 2 Intervention System

III. TEAMING-Big Ideas about Intervention Planning

IV. DATABig Ideas about Plan Evaluation: -Progress Monitoring and Decision Rules-Analyzing for Progress, Discrepancy, and Need-Setting Goals

Problem Solving Method

Plan EvaluationDid our plan work?

Plan EvaluationDid our plan work?

Problem Analysis

Why is it happening?Why is it happening?

Problem Analysis

Why is it happening?Why is it happening?

Problem IdentificationIs there a problem? What is it?Is there a problem? What is it?

Problem IdentificationIs there a problem? What is it?Is there a problem? What is it?

Plan Development

What shall we do about it?What shall we do about it?

Plan Development

What shall we do about it?What shall we do about it?

RtI Blueprint Foundation

Better ToolsBetter TrainingMore Support

for Teachers, Parents, and Students to Meet the Needs of ALL Students

Build a Foundation with continual Self Study

Describe your existing Progress Monitoring and Universal

Screening Systems: Are they scientifically based?

Describe your existing Academic and Behavior

Interventions: Are they scientifically based? (Focus on Reading

now)

Describe your existing Systems of Supports, including

Teams, and Team and Individual Professional Roles and

Functions

Identify Assessment Tools and Practices That Are NOT

scientifically based

Building Blocks: Year 1

Teach and Ensure Understanding of Foundational

Concepts and Vocabulary

Build Your Scientifically Based Data System for Universal

Screening and Progress Monitoring (CBM)

Build Your Intervention System with Research-Based

Interventions

Build More Effective Teams with Teachers in Mind

Build Your Leadership and Staff Development Plan

Foundational Concepts:

InterventionsData

Teaming/Thinking

Problem Solving/RtI Core Components and Principles-Use of Research-based,Scientifically validated 3 tiers of instruction/intervention-Scientifically based screening & progress monitoring to inform instruction and intervention-Use of a Problem Solving Methodology/Data based decision making at each tier-Prevention and Early Intervention-Problem Solving is about building a better support system for general education-Every student is everyone’s responsibility

Yo

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his

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et t

his

:

TIER 1.ProblemSolving

Multi- Tiered Reading InstructionMulti- Tiered Reading Instruction

Level 1: Primary InterventionEnhanced and effective general education classroom instruction. Beginning of the intervention continuum.

Level 2: Secondary InterventionChild receives more intense intervention in general education, presumably in small groups.

Level 3: TertiaryIntervention increases in intensity and duration; remedial education

If progress is If progress is inadequate, inadequate, move to next move to next level.level.

Tier 1 checklist

• Leadership Team/Vision/Consensus Building

• Universal Screening and Benchmarking

• Strengthening your Tier 1/Core curriculum

-Problem Solving at Tier 1

TEAM DATA DISCUSSION/TIER 1 PLANNING TIME

Tier 1 Problem Solving

Problem Identification What is the problem?

Problem Analysis Why is it happening?

Progress MonitoringDid it work?

Intervention PlanningWhat should be done about it?

50

15

35

4th Grade FallTier 3

5%

Expectation

Tier 215%

Tier 180%

STANDARDS BASED TRIANGLES USING ISAT CUT SCORES

Scientifically Based Reading Programs

• Instructional Content– Phonemic Awareness– Phonics– Fluency– Vocabulary– Comprehension

• Instructional Design– Explicit Instructional

Strategies– Coordinated and

Systematic Instructional Sequences

– Ample Practice Opportunities

– Cumulative Review– Aligned Student Materials

Ingredients

Recipe

What does empirical, scientificevidence mean?

• It means that programs have evidence of efficacy established through carefully designed experimental studies.

• It means that programs has been shown to work with students of similar demographics and needs.

• It also means that programs reflect current and confirmed research in reading (ingredients and recipe required!)

• It means these studies have been described in detail in order for other researchers to replicate and described so readers are not left with relevant questions

If there is a Tier 1 concern…There are generally 3 ways to address this concern:1. Explore and adopt a new Core curriculum2. Supplement your Core curriculum with robust,

research-based interventions and instructional enhancements

3. Implement your Tier 1 curriculum with higher integrity (Use Instructional Planning Form, treatment integrity forms, and Principal Walk Throughs)

and more 4. Instructional Enhancements

• Remember the focus must be on factors over which you have

jurisdiction:

Quality/type/intensity of instruction & program implementation:

– Program & program Emphasis

– Time (opportunities to learn)

– Grouping structures

INSTRUCTIONAL ENHANCEMENTS

These factors are often overlooked

when building a Tier 1 & Tier 2 system.

TIER 2.ProblemSolving

Problem Analysis





BIG IDEAS About Problem IdentificationProblem Identification

• Not Every Problem is a Problem that Warrants Individual Problem Solving.

• A Significant Problem Can Be Defined Using a Norms-Based or Standards-Based Approach

• Referral Driven PI is Acceptable, but No Longer Sufficient.

Identifying a Discrepancy…Identifying a Discrepancy…

Example of a TargetedTargeted ProblemACADEMIC Area

Definitional Component Example

What Is Expected All third grade students are fluent readers readers at a state Proficient standard.

What Is Occurring 7 students are below state Proficient standards.

The Situation Third grade classroom in Nearby Elementary

Referral-Driven Practices: The Familiar Way

• A teacher or parent makes a referral to PST because an individual student may have Educational Need.

• Team collects PI data and determines the Severity of the Performance Discrepancy…OR…

• Based on Severity of the Performance Discrepancy, students may Access Tier 2 or Tier 3 Resources…..OR…

Universal Screening Practices:The Contemporary Way

• Universal Screening and Benchmarking Data is collected at the beginning of a school year.

• School leadership team makes a decision about whether to use norms- or standards-based discrepancy for PI.

• Team(s) use the Data to make PI Decisions.• Programs and Resources are Allocated to each

of the 3-Tiers based on the PI Data.

Implications of Universal Screening

Zone Instruction Progress Monitor

Green High Quality Core

Benchmark-All3X yearly

Yellow High Quality Core + High Quality Tier 2

Strategic-Monthly or more

Red High Quality Core at Instructional Level Plus Tier 3

Frequent-Weekly

Use Benchmark for Universal Screening

Two Approaches to Identifying Students:

1. Standards-Based Approaches to Identify Intensity of Programs Needed, Program Evaluation, and Progress Monitoring Frequency (ISAT Cut Score-attached Tier 1 Workbook)

2. Norm-Based Approaches to Identify the Most Needy Students for Allocation of Resources and Progress Monitoring Frequency (Aimsweb norms-Attached Tier 2 Workbook)

1. Standard-Based 1. Standard-Based ApproachesApproaches

• Illinois AIMSweb Standards Tied to ISAT• Oregon DIBELS Standards

Standards-Based Approaches to Identify Intensity of Programs Needed, Program Evaluation, and Progress Monitoring Frequency (ISAT Cut Score-attached Tier 1 Workbook)

The desired outcome is to have the student meet standards on High Stakes Tests.

Illinois AIMSweb Standards

(Cut Scores

for ISAT)

Tier 3

Tier 2

2. Norm-Based Approaches2. Norm-Based Approaches

Percentile Rank Cut Scores:Percentile rank scores are derived scores that

indicate the percentage of people in the norming sample that scored at or below a given raw score. Percentile rank scores for at risk students typically are derived from local norms, but Aimsweb national norms can be used.

Norm-Based Approaches to Identify the Most Needy Students for Allocation of Resources and Progress Monitoring Frequency (Aimsweb norms-Attached Tier 2 Workbook)

3rd gr.Aimsweb Nat. Norms: 80/51/31

A Norm-Based Approach

< 50th-25th%Tier 2 Candidates

<Below 25thTier 3 Candidates<Below 10thIndividual PS

Each system should decide their cut score and allocation of resources.

A Norm-Based Approach

< 25thTier 2 Candidates

<10thIndividual Problem Solving and/or Tier 3 Candidates

Problem-Solving/RtIResource Management

• Public Education Resource Deployment– Support staff cannot

resource more than 20% of the students

– Service vs Effectiveness--BIG ISSUE

1-5% 1-5%

5-10% 5-10%

80-90%80-90%

Students

Academic Behavior

Table Talk Activity #1.Problem Identification

• Plan for taking Universal Screening and Benchmarking Data

• Plan for determining Cut Scores for Program Evaluation and Allocating Resources

p. 1 Workbook

Problem Analysis

Problem Identification

What is the problem?




Some Research Findings

Remedial interventions typically supplant other forms of instruction.

However, interventions should SUPPLEMENT other forms of instruction/the Core.

Example of 3-Tier Level Interventions

Time

Curricular Focus

Curricular Breadth

Frequency of Progress Monitoring

Tier I

90

5 areas

Core

3X Yearly or greater

Tier 2

120

Less than 5

Core+

Supplemental

Monthly or

greater

Tier 3

180

2 or less

Core+

Intensive

Weekly

Reading

PUTTING IT ALL TOGETHERIn primary grades (Reid G. Lyon, Ph.D, 1999)

VOCABULARY

COMPREHENSION

(Build Foundational Skillsfrom the bottom up andthen loop.)

At the same time, CONSTANT EXPOSURE)

Learning to Read

So students can

Read to Learn.

PHONEMIC

AWARENESS

PHONICS

FLUENCY

ORAL LANGUAGE

DEVELOPMENT

• Phonological core deficit: (aka ‘Cracking the Code’)- Inability to process accurately and efficiently the phonological building blocks of language and the units of print that represent them. This type of struggling reader makes up the majority.

Phonological Core Deficit

DecodingPhonology

Dr.Sally Shaywitz, Overcoming Dyslexia, 2003, p. 52

Problem Analysis TOOLS

Problem Identification

What is the problem?




• Remember the focus must be on factors over which you

have jurisdiction:

Quality/type/intensity of instruction & program

implementation:

– Program & program Emphasis

– Time (opportunities to learn)

– Grouping structures

INSTRUCTIONAL ENHANCEMENTS

These factors are often overlooked

when building a Tier 1 & Tier 2 system.

Alterable Components

Options 1. 2. 3. 4. 5.Program

Emphasis

Use core program & explicitly teach priority skills

Use extensions of the core program (e.g., add examples)

to better

focus on

priority skills

Supplement core with reteaching or intervention components of core.

Supplement current core program with intervention program

Implement specially designed program.

Increasing IntensityInstructional Enhancements

Increasing Intensity


Options 1. 2. 3. 4. 5.Time(Opportunities to learn)

Schedule & deliver 90 min. of daily reading instruction (min. 30 min. small group.)

Increase oppor

tunities to respond during core instruction

(AET)

Schedule core + supple

mental periods daily (90+30) or 60+30).

Schedule 2

Intervention

Sessions

Daily (no

Less than

90 min.

Total).




Options 1. 2. 3. 4. 5.

Grouping for Instruction

Check group placement & provide combination of whole & small group instruction.

Schedule small group opportunity for specific practice

Reduce group size.

Provide individual instruction



LINKING ASSESSMENT DATA INFORMING THE 5 BIGAREAS OF READING TO INSTRUCTION AND

INTERVENTIONS

Measures: 5 Big Areas: Interventions:LNF PHONEMIC AWARENE SS KPALS

LSF PHONICS MHEGGERTY

PSF FLUENCY GREAT LEAPS

NWF VOCABULARY SLANT

ORF COMPREHENSION REWARDS

WRITING 6 MIN. SOLUTIONS

SPELLING READ NATURALLY

READ 180

JOLLY PHONICS

ELEMENTS OF READ-VOCAB.

COLLABORATIVE STRAT. READ.

K-LETTER SOUND FLUENCY

This is a very lowClass. EveryoneJolly Phonics.Everyone gets

KPALS.For the studentsWith 0, they getKPALS again.

K- PHONEMIC SEGMENTATION FLUENCY

Depending on theFinancial situation/Philosophy/buy-in,

Another district Would use

Read Well forA class with

These needs.

This class getsMHeggerty.

K-LSF

The data tells you that this

Class has very different needs.

Everyone gets

Jolly Phonics.

Some get JP again. The 3 lowest get

KPALS, too.

• INSERT DATA AS EXAMPLES OF WHAT DATA LOOKS LIKE WHEN PLANNING A SPECIFIC INTERVENTION

3RD GR. ORF

Everyone gets 6 Min. Solution

Another 15 min. of daily6 Min. Solution. HighError rates use GreatLeaps decodable Passages and get 5 min. indiv. Great Leaps

Horizons and decodable Great Leaps dailyHorizons twice daily And 10 Great Leapsdaily

5th gr. ORF

List Students at Tier 2 & 3

Tier 2 Fall BenchmarkAleksander 91 wrcMahtyerra 90 wrcMia 89 wrcEvelyn 88 wrcJoseph 87 wrcEzequiel 86 wrcSarah 79 wrc

Tier 3 Fall BenchmarkNico 54 wrc

Problem Analysis- 5th gradeFluency +

Accuracy +Comprehension +

Fluency +Accuracy +

Comprehension -

Fluency +Accuracy -

Fluency –Accuracy +

Fluency –Accuracy –

Comprehension -

Enrichment for grade level readers and above

Tier 1+ enrichment-Lessons in Lit

ComprehensionVocabulary

Jackson

Jacob

-Multiple Wd. Meanings-Elements ofRead-Vocab-Collab. Strat.Reading-Think Alouds

Phonics/Word Analysis

Alexis

Saul

Jackson

Jacob

-REWARDS-Great Leaps-SLANT-Read.Mastery/Horizons

Fluency

JackieYeseniaAleksandarMahtyerraJoseph -6 Min. Solution-Repeat. Phrases-Great Leaps-Quick Reads-Read.Natural.

Phonemic Aware./Phonics/

Fluency/Comp

NicoEzequielMiaSaulSarahEvelyn

-MHeggerty-Jolly Grammar-SLANT-Great Leaps-Reading Mastery/Horizons/Corr.Read.-

Re-Screen in 4 months MAZE Self-Monitoring Re-Read Phonics/Decoding

Students below target received Collaborative Strategic Reading and Elements of Reading-Vocabulary.

THEN, it worked so well and students liked the interventions so much, the entire class began getting the interventions. Tier 2 still received more time.

Bollman, 2006

Fluency + Accuracy +

Comprehension +

Fluency + Accuracy +

Comprehension -

Fluency +

Accuracy –

Fluency –

Accuracy +

Fluency –

Accuracy –

Re-Screen In 4 Mos. MAZE Pencil Tap Re-Read SLA

Problem Analysis

Self Monitoring Phonics/Decoding

5th Grade

Tier 1+ enrichment-Lessons in Lit

-Elements ofRead-Vocab-Vocab. ThruMorphemes-Collab. Strat.Reading-Think Alouds-Lessons in Lit..

-Jolly Grammar-REWARDS-Great Leaps-SLANT-Read.Mastery/Horizons-Lessons in Lit.

-6 Min. Solution-Repeat. Phrase-Great Leaps-Quick Reads-Lessons in Lit.

-MHeggerty-Jolly Grammar-SLANT-Great Leaps-Reading Mastery/Horizons-

ComprehensionVocabulary

Phonics/Word Analysis Fluency

Phonemic Aware. /Phonics/Fluency

Wookbook p. 6

Instructional Planning Form (IPF)

Instructional Strategies Materials Arrangement Time Motivational Strategies

Skill Teaching Strategy

Student Name(s)_______________________ Teacher Name________________ School Year __________Goal ___________________________________________________________________________________

10/03 Adapted from the U of Oregon

Workbook p. 7

Sample IPF: 2nd Grade

Sample IPF:Second Grade

Instructional Strategies Materials Arrangement

Time Motivational Strategies

Assessment Procedures


Decoding/Encoding(Phonics/Word

Analysis))

Teacher-Led Instruction

Harcourt Trophies Intv.

Jolly Grammar 2

19:1Independent

30 mins. daily

Verbal PraiseSticker System

BenchmarkingDecodable

probesSpelling Test

Fluency Teacher, Partner Reading

HarcourtTrophies Intv.

6 Minute Solution

19:11:1

20 min.daily

Fluency Self-made charts

Benchmarking Progress

Monitoring

Vocabulary Teacher-Led Instruction

Independent

HarcourtTrophies Intv.Elements of

reading-Voab.

19:1Independent

20 mins. daily

Verbal Praise VocabularyMatching

Comprehension (Guided Reading

Groups)

Teacher-Led Small groupIndependent

work

Leveled BookThink AloudsMetacognitive

Strategies

3-6:1Independent

40 min. daily

ConferencingPositive

FeedbackSticker System

Conferencing

Student Name_______________________ Teacher Name________________ School Year ____________Goal ___________________________________________________________________________________


Sample IPF:Second Grade



Assessment ProceduresSkill Teaching

Strategy

Decoding/Encoding(Phonics/Word

Analysis))


Harcourt Trophies Intv.

Jolly Grammar 2

19:1Independent

30 mins. daily

Verbal PraiseSticker System

BenchmarkingDecodable

probesSpelling Test

Fluency Teacher, Partner Reading

HarcourtTrophies Intv.

6 Minute Solution

19:11:1

20 min.daily

Fluency Self-made charts

Benchmarking Progress

Monitoring

Vocabulary Teacher-Led Instruction

Independent

HarcourtTrophies Intv.Elements of

reading-Voab.

19:1Independent

20 mins. daily

Verbal Praise VocabularyMatching

Comprehension (Guided Reading

Groups)

Teacher-Led Small groupIndependent

work

Leveled BookThink AloudsMetacognitive

Strategies

3-6:1Independent

40 min. daily

ConferencingPositive

FeedbackSticker System

Conferencing

Student Name_______________________ Teacher Name________________ School Year ____________Goal ___________________________________________________________________________________


Sample IPF: First Grade



Assessment Procedures


Decoding/Encoding(Working with Words)


Independent

Word WallsWord Cards

19:1Independent

20 mins. daily

Verbal Praise Leveled BenchmarkingSpelling Test

Vocabulary, Fluency(Teacher Read-Aloud

Silent Reading)

Teacher-Led Independent

Teacher Selected

Stories/Books on Theme

Leveled Books

19:1Independent

30 mins. daily

20 mins. daily for At-

Risk Students

Verbal Praise Leveled Benchmarking

Class Discussion

Comprehension(Guided Reading)


Independent

Big BooksTrade Books

19:1Independent

20 mins. daily


Class Discussion

Fluency & Comprehension (Guided Reading

Groups)


Leveled Books 3-6:1 20 mins. 3x wk


Class Discussion

All 5 Nat’l Reading Panel Skills


Read Well 3-6:1At-Risk

Students Only

20 mins. 4x wk

Verbal Praise CBM 1x monthly

Student Name__________ Teacher Name________________ School Year ________Goal ________________________________________________________________


Intervention Planning and Implementation




Plan Development and ImplementationWhat should be done about it?

We needed better/new tools.We needed better/new tools.

Use Evidence-Based Programs and Progress Monitoring Practices

Most Intensive Evidence-Based Reading Programs that Work for STUDENTS Who Need Most

CBM Intensive Monitoring 1x Per Week

More Intensive Evidence-Based Reading Programs that Work for GROUPS Who Need More

CBM Strategic Monitoring 1x Per Month or CBM Intensive Monitoring 1x Per Week (depending on grade)

Evidence-Based Reading Programs and Assessment that Works for MOST

CBM Benchmarking 3x Per Year

High SES ExampleTier 3

Intensive Interventions:

Reading Mastery Corrective

Reading (4-12) Language! (3-12)

Tier 2

Targeted Interventions:

Read Well (1-3) Horizons

Tier 1 Universal

Interventions:

Four Block Guiding Reading

Houghton Mifflin Harcourt

Tier 2

____%

Tier 1

%

Tier 3 %

Middle SES Example

Tier 3 Intensive

Interventions:

Corrective Reading (4-12)

Language! (3-12)

Tier 2 Targeted

Interventions:

Horizons Reading Mastery Language! (3-12)

Tier 1 Universal

Interventions:

Harcourt Houghton Mifflin Open Court Read Well (1-3)

Tier 2

____%

Tier 1

%

Tier 3 %

Low SES Example

Tier 3 Intensive

Interventions:

Language! (3-12) Corrective

Reading (4-12)

Tier 2 Targeted

Interventions:

Reading Mastery Corrective

Reading (4-12) Language! (3-12)

Tier 1 Universal

Interventions:

Reading Mastery Horizons Read Well (1-3) Open Court

Tier 2

____%

Tier 1

_____%

Tier 3 %

Examples of TIER 2 Strategic/Supplemental Reading Programs*

Early (Soar to) Success (Houghton Mifflin)Read Well (Sopris West)

Reading Mastery (SRA)

Early Reading Intervention (Scott Foresman)

Great Leaps (Diamuid, Inc.)REWARDS (Sopris West)

Ladders to Literacy (Brookes)

Read Naturally

Peer Assisted Learning Strategies (PALS)

~80% of Students

~15%

~5%

*Reviewed by: Oregon Reading First http://oregonreadingfirst.uoregon.edu/curriculum_review.php

SRA DI PROGRAMS-READING MASTERY,HORIZONSCORRECTIVE READINGGREAT LEAPS REWARDS, 6 MIN. SOLUTIONSREPEATED PHRASESEARLY SUCCESSLIPS, EAROBICSCOLLABORATIVE STRATEGIC READING.

K PALS, 1ST GR. PALSM. HEGGERTY PROGRAMGREAT LEAPS, HORIZONSREWARDS, QUICK READSJOLLY PHONICS, JOLLY GRAMMAR,6 MINUTE SOLUTIONSMETACOGNITIVE STRAT., EARLY SUCCESSVOCABULARY THROUGH MORPHEMESREPEATED PHRASESLIPS, EAROBICSREAD NATURALLYCOLLABORATIVE STRATEGIC READINGELEMENTS OF READING-VOCABULARY

K PALS, 1st GR. PALS, M. HEGGERTY PROGRAMJOLLY PHONICS, JOLLY GRAMMAR,6 MINUTE SOLUTIONSVOCABULARY THROUGH MORPHEMESREWARDSMETACOGNITIVE STRAT., COLLABORATIVE STRATEGIC READINGELEMENTS OF READING-VOCABULARY

FRAMEWORK for READING INTERVENTIONS

TIER I.

TIER II.At-risk students-Supplemental interventions

TIER III.Highly at-risk studentsIntensive interventions

FIVE BIG AREAS OF READING EVIDENCE/RESEARCH-BASED INTERVENTIONS- K-6

PHONEMIC AWARENESS

KPALS Michael Heggerty Phonemic Awareness Curriculum Great Leaps- K-2 LIPS

PHONICS/WORD ANALYSIS KPALS, 1st GR. PALS Great Leaps- Gr. K-2; 3-6 Jolly Phonics, Jolly Grammar REWARDS-Gr. 3-5, Gr. 4-6, Plus Reading Mastery, Horizons Corrective Reading-Decoding LIPS

FLUENCY

6 Minute Solutions- Great Leaps- Gr. K-2, 3-6 REWARDS-Gr. 3-5, Gr. 4-6 Quick Reads Read Naturally Repeated Phrases Vocabulary through Morphemes

VOCABULARY Bringing Words to Life-Robust Vocabulary Instruction (resource) Elements of Reading-Vocabulary Vocabulary through Morphemes

COMPREHENSION Early Success Metacognitive Strategies/Think Alouds Corrective Reading-Comprehension Collaborative Strategic Reading

MATRIX OF EVIDENCE/RESEARCH-BASED READING INTERVENTIONS-

5 Big Areas of PhonemicReading: Awareness

Phonics Fluency Vocabulary Comprehension

Kindergarten -KPALS-MHeggertyProgram-Earobics

-KPALS -Bringing Words toLife-Elements ofReading-Vocabulary

-MetacognitiveStrategies

1st Grade -MHeggertyProgram-1st Gr. PALS-Great Leaps-K-2-Earobics

-MHeggertyProgram-1st Gr. PALS-Great Leaps-K-2-SLANT-SRA Read.Mastery

-1st Gr. PALS-Great Leaps-K-2-SLANT

-Bringing Words toLife-Elements ofReading-Vocabulary-CORE VocabularyHandbook


2nd Grade -Great Leaps- K-2-MHeggertyProgram

-Great Leaps-K-2-SLANT-SRA Read.Mastery

-6 Min.Solutions-Great Leaps, K-2-SLANT-Repeated Phrases-Repeated Readings



3rd Grade -Great Leaps-K-2 -Great Leaps,Gr.3-5-REWARDS, Gr. 3-5-SRA Read.Mastery

--6 Min.Solutions-Great Leaps, Gr.3-5REWARDS, Gr. 3-5-Repeated Phrases-Repeated Readings


-MetacognitiveStrategies-CollaborativeStrategic Reading-Soar to Success

4th Grade -Great Leaps,Gr.3-5-REWARDS

-6 Min.Solutions-REWARDS

-Bringing Words toLife


Intervention Planning and Implementation




Plan Development and ImplementationWhat should be done about it?

First Grade Reading Instruction in 3-Tiers

84%

15%

5 %

11%

Tier 1 Instructional Reading = 60 MinutesAssessment- 3 Times/Year Using R-CBM

Tier 2 Instructional Reading = 105 MinutesAssessment- Weekly Using R-CBM

Tier 3 Instructional Reading = 120 minutesAssessment- Weekly Using R-CBM

Block Guided Reading Making WordsWord Wall

WordsShared Reading

Skill Focus Fluency, DecodingPhonemic Awareness

Spelling Comprehension

Time Allotted

15 min 15 min 15 min 15 min

Staff GE GE GE GE

BlockDirect

InstructionGuided Reading

Making Words

Word Wall Words

Shared Reading

Skill FocusDecodingFluency

Fluency,Decoding

Phonemic Awareness

SpellingComprehensio

nTime

Allotted30 min 30 min 15 min 15 min 15 min

Staff RS, SE RS, SE GE GE GE

BlockDirect

InstructionGuided Reading

Making Words

Word Wall Words

Shared Reading

Skill Focus

DecodingFluency

Phonemic Awareness

Fluency,Decoding

Phonemic Awareness

SpellingComprehensio

n

Time Allotted

60 min 15 min 15 min 15 min 15 min

Staff SE, RS GE GE GE GE

How can immediate, intensive How can immediate, intensive interventions be scheduled and interventions be scheduled and

delivered?delivered?1.1. Delivered by regular classroom teacher during the Delivered by regular classroom teacher during the “uninterrupted reading period”“uninterrupted reading period”

2. Delivered by additional resource personnel during 2. Delivered by additional resource personnel during the “uninterrupted reading period”, or at other times the “uninterrupted reading period”, or at other times during dayduring day3. Delivered by classroom and resource personnel 3. Delivered by classroom and resource personnel during, after school, or before school programsduring, after school, or before school programs

5. Delivered by peers during “uninterrupted reading 5. Delivered by peers during “uninterrupted reading period”period”

6.6. Delivered by computers throughout the dayDelivered by computers throughout the day

7.7. Power HourPower Hour

4. Delivered by well-trained and supervised 4. Delivered by well-trained and supervised paraprofessionals during the “uninterrupted reading paraprofessionals during the “uninterrupted reading period” or other timesperiod” or other times

What is Power Hour?• It is part of the Literacy Block. It provides an

additional 60 min. of intervention time per day.

• It is for the entire school, each grade level, each day at same time (kindergarten has two blocks am/pm).

• Regular Literacy Blocks are either 90+ minutes per day or 90-150 min., depending on grade level and need.

• During Regular Literacy Blocks, there are specific skills determined by district that are addressed in the areas of spelling, writing, other Language Arts skills

• Biggest Shift in thinking and practices: ALL students get the CORE and the basic 90+ min. (90-150 min.) time of literacy development (may need to be modified).

What is Power Hour? (cont.)• During Power Hour, this time specifically

addresses Tier 2 and 3 tier students. Provides them with interventions that target skill deficits.

• Some work may be whole group instruction based on curriculum.

• Mostly, all students are worked with in small groups

• Grade level and accelerated readers receive enrichment.

• Again, struggling (Tier 2 and 3) readers receive intensive interventions addressing their specific needs. Tier 3 also have additional interventions on top of Power Hour.

Tier 2/Grade Level Teams are the key.

Power Hour/Intervention Planning• In the initial planning phase, after tier 1 planning,

grade level teams use benchmark data to decide who needs interventions and what they will be.

• Also, during initial planning, the progress monitoring schedule is determined: who will be monitored, by whom, what measure, how often.

• Every grade level is different, depending on the needs of students.

• AN IMPORTANT AND CRITICAL POINT: The System needs to be FLEXIBLE to meet the needs of all students.

Tier 2/Grade Level Team(Again, the KEY to entire system.)

On-going Planning and Evaluation• Each week for 30 minutes, teams meet

(Subs/Specials take over Power Hour. Students do more independent activities.).

• There is on-going analysis and interpretation of progress monitoring data (teams are all trained to do this. One team member is trained more and is lead.)

• There is on-going refinement of Power Hour/Intervention plans.

• Each teacher is trained to collect his/her own progress monitoring data on identified students and enter into the Aimsweb system

Tier 2: Getting TIME with Instuctional Enhancements

• “Free” time--does not require additional personnel– Staggering instruction – Differentiating instruction– Cross class and cross grade instruction– Skill-based instruction

• Standard Protocol or Problem Solving Intervention approach or a Combination

• Reduced range of “standard” curriculum• After-School• Home-Based

Emphasis, Time, Grouping

2nd

1st

Cross Groupings in 3rd

4th

5th Gr.

3rd Grade

2nd Gr.

4th Gr.

Reach in 3rd Grade: Range from 2nd-5th Gr.

KEY: Grade Level teams provide more Reach…What is Reach?

Table Talk Activity #2.Discuss Need for more Instructional

Enhancements built into Tier 1 and Tier 2

Estimate/Record the % of students at Tier 2. What % of FTEs is allocated for tier 2?

What Interventions do you use for Tier 2? Are they Research-Based?

What do you need for Tier 2? Will you implement a Standard Protocol and/or Problem Solving system? Or Combination?

*Analyze a Grade Report. Begin to identify what interventions students will need, using an IPF and Problem Analysis Wsheet

p. 3 Workbook

Plan AnalysisAnd Intervention Planning

_______

%FTEs

P. 4

5th gr. ORF

p. 5

Documents

January 16, 2008 TIER 2 TRAINING: THE KEY IS GRADE LEVEL TEAMS January 16, 2008 Presented by: Barb Curl, Ph.D. I-ASPIRE North Regional Coordinator, LADSE