Prevention to Avoid Intervention Response to Instruction!
Slide 3
Targets Quick overview of RTI Understand we should spend 90
minutes of core reading time. Recognize the reasons for
assessments. Define fidelity to the core. Understand that engaging
instruction is key. Recognize that instruction must be
explicit.
Slide 4
Partnerships Pick someone near you to be your partner. The
person with the next birthday is coffee. The other person is
cream.
Slide 5
THE BUDGET Not another thing! PLC Core Program ELL &
Sheltered Instruction Title I Grade level data meeting Assessment
Instruction Professional development Behavior Special Education
Interventions TAG CFA
Slide 6
Slide 7
Professional Development Special Education ELL District Office
Resources Title Programs Curriculum Development Response to
Intervention
Slide 8
The Process is Ongoing and Long-Term CONSENSUS Heartland
Education Agency
Slide 9
So how do we make this happen? Universal screener Core
Curriculum with strong instruction Decision rules and reading
protocol Progress Monitoring Interventions
Slide 10
RTI focus is on General Education! Teachers dont fail students,
systems do. RTI is a system for differentiation of instruction! RTI
is a system that is predicated on the general education teachers
skill and knowledge of instruction, assessment, curriculum, and
children.
Slide 11
Talk Time Coffee please answer the following question: How does
this information compare to what your already knew about RTI? Cream
please answer the following question: What barriers do you see in
making this change? With extra time switch questions
Slide 12
R.T.I. = Response To Intervention
Slide 13
R.T.I. = Response To Instruction
Slide 14
but works for who? This is a systematic response for all
students and adults. Doing what works...
Slide 15
Hows your herd?
Slide 16
Strong core instruction
Slide 17
Weak core instruction
Slide 18
We should spend 90 minutes of core reading time because
effective core instruction is the most important thing you can do
in RTI.
Slide 19
90 minutes Core programs are written and designed to be taught
for 90 to 120 minutes. This does not include the instruction of
writing It may include the practice of writing Writing in response
to reading
Slide 20
Literacy Diet Powerful literacy diet to ensure good literacy
health Phonemic Awareness PhonicsFluency & Accuracy
VocabularyComprehension Adapted from 90 Minutes Daily focused on
the BIG 5
Slide 21
When eating from the food pyramid is not enough Need to add
iron pills, or vitamins, but do not stop eating from the food
pyramid. Adapted from
Slide 22
Struggling readers in core They need the most instruction Need
to be exposed to grade level material If they miss grade level
material, they will never catch up Just because there is a deficit
in one area, does not mean there is a deficit in all areas of
reading Interventions are limited in scope
Slide 23
Everyday in successful classrooms Big Five of Reading Phonemic
Awareness(pre K-2) Phonics (K-3) Fluency (K-6) Vocabulary (K-adult)
Comprehension (K-adult) (NRP, 2000)
Slide 24
Word comparison Rhyming Sentence segmentation Syllable
segmentation and blending Onset-rime blending and segmentation
Blending and segmenting individual phonemes Phoneme addition,
deletion and manipulation Phonemic Awareness easy hard
Slide 25
Letter sounds VC and CVC Consonant Digraphs CVCC and CCVC
Silent E R-control vowels Advanced consonants (i.e.,-tch, kn, soft
c &g) Vowel Teams Multi-syllable words Prefixes and suffixes
Phonics easy hard
Slide 26
95%98%99% The Secret Life of Bees 18.57.43.6 My Brother Sam is
Dead 1563 The Magic School Bus 62.41.2 Accuracy Prosody Expression
Emphasis Phrasing Volume Smoothness Rate CWPM The old man the
vegetable garden. Fluency importance
Slide 27
Vocabulary Contextual Analysis: A strategy readers use to infer
or predict a word from the context in which it appears. Morphemic
Analysis: A strategy in which the meanings of words can be
determined or inferred by examining their meaningful parts (i.e.,
prefixes, suffixes, roots, etc.) Expressive Vocabulary: Requires a
speaker or writer to produce a specific label for a particular
meaning. Receptive Vocabulary: Requires a reader to associate a
specific meaning with a given label as in reading or listening.
Center for Teaching and Learning, University of Oregon
Instructional needs
Slide 28
Vocabulary Contextual Analysis Morphemic Analysis Expressive
Vocabulary Receptive Vocabulary Center for Teaching and Learning,
University of Oregon Instructional needs
Slide 29
Comprehension Text Structure Make Inferences and Analyze
Evaluate Story Structure Generate Questions Summarize Monitor
Comprehension Keep in mind: Reading OAKS strand information is more
related to the difficulty of the passage than the ability for the
student to use the skill Instructional needs
Slide 30
We should spend 90 minutes of core reading time because
effective core instruction is the most important thing you can do
in RTI.
Slide 31
Talk Time Coffee please answer the following question: What is
the current amount of time that you spend on reading? Cream please
answer the following question: How does Rigby currently help you to
meet your students needs? With extra time switch questions
Slide 32
Instructional changes occur based on a variety of assessments
because effective core instruction is the most important thing you
can do in RTI.
Slide 33
Digging Deeper How deep you dig depends on the intensity of the
problem. OR
Slide 34
Types of assessment Screeners easyCBM
Slide 35
Oral reading fluency and comprehension activity Meet a new
friend. Find a person who you do not know in the room. (This is
important because this is how these assessments are often given to
students.) One person will be the Test Administrator, paper A. The
other will be the Test Taker, paper B. Read your directions to
yourself. Test Administrator, give the test and score. Test Taker,
read the passage aloud and be prepared to answer questions.
Slide 36
Robust indicator of academic health Brief and easy to
administer Can be administered frequently Must have multiple,
equivalent forms (If the metric isnt the same, the data are
meaningless) Must be sensitive to growth Essential Features of
Reliable and Valid Progress Monitoring Tools
Slide 37
Purposes of Screeners Evaluate overall effectiveness of program
Select students who need additional support Monitor progress of
students A universal screener should over-identify students who
might need something more!
Slide 38
Progress monitoring Screener tools also help us to answer the
question Is what we are doing working?
Slide 39
Where are we? What is our goal? What course should we follow?
How are we doing? Actual Course Desired Course Our Goal We are
Here
Slide 40
Slide 41
Types of assessment Mastery assessment Weekly tests Novel tests
Answer questions about text Common Formative Assessments
Slide 42
Responding to the text example Write about the book. Invite
children to write in their literature response journals what they
learned from reading this book or to suggest their own writing
projects. For example, children may want to write about something
they do every day using their hands. Or they might take a survey of
which fingerprint patterns their classmates have and write a few
sentences summarizing the survey. Rl 2 Amazing Hands, p. 178
Slide 43
Common Formative Assessments Pre and post test of power
standards Student results analyzed in Data Teams to guide
instructional planning and delivery. Regular and timely feedback
regarding student attainment of most critical standards, which
allows teachers to modify instruction to better meet the diverse
learning needs of all students. CFAs provide evidence of
proficiency regarding the Power Standards.
Slide 44
Types of assessment Diagnostic Assessment DRA, Phonics
assessment, QRI
Slide 45
Purpose of Diagnostic Assessments The major purpose for
administering diagnostic tests is to provide information that is
useful in planning more effective instruction. Diagnostic tests
should only be given when there is a clear expectation that they
will provide new information about a childs difficulties learning
to read that can be used to provide more focused, or more powerful
instruction.
Slide 46
Slide 47
DRA
Slide 48
Slide 49
Slide 50
Slide 51
Slide 52
Quick Phonics Screener Quick Phonics Screener
Slide 53
QRI
Slide 54
QRI
Slide 55
Types of assessment Program Assessment OAKS
Slide 56
OAKS Passing OAKS 3 rd grade (204) places a child in the 17 th
percentile Passing 3 rd grade is not enough. By 5 th grade, if
these students stay at the same percentile they will fail OAKS By
10 th grade, if these students stay at the same percentile they
will fail OAKS This student will score a 236 and pass at the 32 nd
percentile Based on 2009-2010 ODE percentiles
Pulling the Data Together Avoid the TBU True But Useless! Tier
1 meetings help you to evaluate the health of the core
program.
Slide 59
Slide 60
Grade % at or above the district target ( 50 th percentile) 1
st WRF 71% 2 nd 44% 3 rd 42% 4 th 43% 5 th 38% Grade% at or above
the district target ( 50 th percentile) 1 st WRF 35% 2 nd WRF 44% 3
rd 38% 4 th 25% 5 th 41% Grade % at or above the district target (
50 th percentile) 1 st WRF 35% 2 nd 51% 3 rd 44% 4 th 39% 5 th 44%
Grade % at or above the district target ( 50 th percentile) 1 st
WRF 27% 2 nd 32% 3 rd 24% 4 th 18% 5 th 25%
Slide 61
2009-2010 ODE reports
Slide 62
Types of assessment Screeners + Mastery Assessment + Diagnostic
Assessment + Program Assessment+ Professional Learning Communities
= A Data System
Slide 63
Types of assessment Screeners + Mastery Assessment + Diagnostic
Assessment + Program Assessment+ Professional Learning Communities
= A Decision System
Slide 64
Instructional changes occur based on a variety of assessments
because effective core instruction is the most important thing you
can do in RTI.
Slide 65
Talk Time Cream please answer the following question: What
types of assessments do you currently see in use? Coffee please
answer the following question: Are current assessments being used
for the purpose that they were designed? With extra time switch
questions
Slide 66
There must be fidelity to the core because effective core
instruction is the most important thing you can do in RTI.
Slide 67
Text Protocol Read the What is Fidelity of Implementation and
Why is Fidelity of Implementation Important? section, page 42. If
you finish continue into the next section.
Slide 68
Text Protocol What is Fidelity of Implementation Why is
Fidelity of Implementation Important? Share with your partner one
sentence that stands out for you. Coffee then Cream. Share with
your partner one phrase that stands out for you. Cream then Coffee
Share with your partner one word that stands out for you. Coffee
then Cream
Slide 69
vs.
Slide 70
Fidelity to the core Worksheets Fidelity
Slide 71
Why is fidelity important? Comprehensive program that
incorporates all components of reading Students have the
opportunity to make connections Students read text that supports
vocabulary, phonics, and comprehension lessons The whole school has
a common language, common goal, and common tools
Slide 72
Fidelity the big 5 of reading to the curriculum scope and
sequence to district/state standards and benchmarks to effective
instructional practices
Slide 73
Big 5 of Reading Phonemic Awareness Phonics Fluency Vocabulary
Comprehension
Slide 74
Scope and sequence
Slide 75
We want to be sure that we know what has and what will be
taught. Mastery of skills looks different at all levels Repeated
opportunities to learn
Slide 76
We must complete the year to complete the race Scope and
sequence
Slide 77
State Standards
Slide 78
Effective Instructional Practices Optimize engaged time/time on
task Promote high levels of success Increase content coverage Have
students spend more time in instructional groups Scaffold
instruction Address different forms of knowledge Ellis and
Worthington, 1994
Slide 79
Who ensures fidelity? District must decide on the key points of
the core curriculum Fidelity checklist should provide clarity to
teachers
Slide 80
Curriculum specific fidelity checklists
Slide 81
Non- curriculum specific fidelity checklists
Slide 82
Who ensures fidelity? District must decide who is responsible
to check Principal Literacy coach Fidelity checks should occur
regularly two to three times a year 10 minutes each class
Slide 83
There must be fidelity to the core because effective core
instruction is the most important thing you can do in RTI.
Slide 84
Talk Time Cream please answer the following question: Define
fidelity in 1 sentence. Coffee please answer the following
question: How can you roll out fidelity tools successfully? With
extra time switch questions
Slide 85
Engaging instruction is key because effective core instruction
is the most important thing you can do in RTI.
Slide 86
Is this engaging instruction?
Slide 87
Slide 88
Students must be engaged in instruction to learn from the
instruction.
Slide 89
Pacing Optimize instructional time Allow for student
think/processing time Good pacing keeps students from being bored,
but is not so fast they cannot keep up Brief introduction and
eternal review
Slide 90
Partnerships Increase student talk time Intentionally assigned
by teacher Multiple turns leads to multiple opportunities More
turns = more practice
Slide 91
Dr. Anita Archer Focus As you watch this video, Note the active
participation procedures that are directly taught to students.
Slide 92
Slide 93
Talk Time Coffee will begin followed by Cream Begin to list the
active participation strategies that were taught to students List
items until you have exhausted your list With extra time talk about
how you could spread this practice around your schools.
Slide 94
Instruction must be explicit because effective core instruction
is the most important thing you can do in RTI.
Slide 95
Overtly teaching each step through teacher modeling and many
examples (Gradual Release Model). Explicit Systematic Practice and
Feedback Application and Mastery Components of Effective
Instruction
Slide 96
Breaking lessons and activities into sequential, manageable
steps that progress from simple to more complex concepts and
skills. i.e. scope and sequence of program Explicit Systematic
Practice and Feedback Application and Mastery Components of
Effective Instruction
Slide 97
Providing many opportunities for students to respond and
demonstrate what they are learning, which may include teacher
modeling, rehearsal, and feedback. Explicit Systematic Practice and
Feedback Application and Mastery Components of Effective
Instruction
Slide 98
Generalize what is learned in different contexts. We want
students to apply the lessons to the next text they read. Explicit
Systematic Practice and Feedback Application and Mastery Components
of Effective Instruction
Slide 99
Whole group instruction Text is designed to be the initial
instruction Text is used as a model to teach literacy skills Whole
group text may be above or below some students Whole group
instruction should be a limited amount of time
Slide 100
Instruction matters Think aloud to model new information for
students I do, we do, yall do, you do (scaffolding) Graphic
organizers Maintain a perky pace. Maintain close proximity to
students.
Slide 101
Whole group video Write down effective instructional strategies
in whole group Scaffolding Think aloud Graphic organizer 2 nd
grade, Rural Southeast, Oregon Description is the focus and was
taught Video begins just after a picture walk
Slide 102
You will be discussing one of these questions with your
partner: How did the instructor scaffold the reading for the
students? How did the instructor make his thinking around
comprehension public?
Slide 103
Slide 104
Talk Time Cream please answer the following question: How did
the instructor scaffold the reading for the students? Coffee please
answer the following question: How did the instructor make his
thinking around comprehension public? With extra time switch
questions
Slide 105
Small Group Instruction Text is at the students instructional
level The text is focused on the needs of the students Teacher
provide background, addresses vocabulary and text features Each
student has their own copy of the text and they read independently
while the adult observes their reading behaviors After the students
read, the adult leads a group discussion
Slide 106
Managing groups You should spend more time face to face with
your most struggling readers. Is this fair? There are only 2 kinds
of fair... state and county It is all about the end result!
Slide 107
Skill grouping Flexible based on what the child has
demonstrated 2 nd graders are grouped who didnt do well on oi sound
last week 5 th grade readers are grouped who are strong at
summarizing, not on inference Ability grouping Students generally
read at the same level, but it may be for different reasons A
student who struggles due to decoding vowels is grouped with a
student who struggles with reading speed. Managing groups
Slide 108
Instructional Level Text Understand why students are in a group
together Use multiple sources of data to determine the level
easyCBM Mastery tests Observations
Slide 109
The text is focused on the needs of the students We are
teaching the reader not the text We are teaching literacy not
literature! We are teaching for application
Slide 110
Reading of the text Set the purpose for reading the text Each
student should have a copy of the text Passage reading procedures
Choral Reading Cloze Reading Silent Reading Partner Reading Ask
questions of the readers
Slide 111
Instruction must be explicit because effective core instruction
is the most important thing you can do in RTI.
Slide 112
Effective core instruction We should spend 90 minutes of core
reading time There must be fidelity to the core Engaging
instruction is key Instruction must be explicit
Slide 113
DIET At the top, record your school district name, school name,
current school year, and who is completing the form. For RTI
Components 1-7, read the accompanying descriptors for each score
category (0 - Creating Consensus, 1 - Creating Infrastructure, 2 -
Initial Implementation, 3 - Full Implementation) and provide an
item score (0, 1, 2, or 3) in the right-hand column that best
describes your school. Each descriptor serves as a general
indicator of a schools level of implementation and is not meant to
be a comprehensive evaluation of all systems a school may have in
place. Add up the item scores for RTI components 1-7 and record
overall score in the total box. For Item 8: Coaching, circle the
box that best describes your school. Turn in the one on blue
paper.