RTI2 in Light of the Common Core: 2 Getting Intervention ... · Across Content Areas/Grades 4 - 12 1) ... to Differentiate Our Instruction ... use the strategies covered in this Meta-analysis

RTI - Getting Intervention Right Tiers 2/3!

[email protected] ! 1!

RTI2 in Light of the Common Core:

Getting Intervention Right Gr. 4-12

North Dakota RTI Summer Conference Fargo, ND

June 16, 2014

Dr. Kevin Feldman [email protected]

What is RtI2? (and what’s with the “squared” business?)

RTI2 Organize Interventions in Tiers

Level 1: Primary Intervention Enhanced general education

classroom instruction/Core +

Level 2: Secondary Intervention Child receives more intense

intervention within the general education program, small groups, etc.

Level 3: Tertiary Intervention Child my be placed in special education. Intervention increases in

intensity and duration.

If progress is inadequate, move to next level.

www.rti4success.org Clear exit criteria - avoid “lifers” if possible!

http://www.rti4success.org/

sign up here!

http://www.rtinetwork.org

True-isms for Improving OUR Schools

#1: It is impossible to significantly improve student achievement unless we figure out ways to improve our teaching...

How well we teach = how well they learn - email stamp, Dr. Anita Archer



True-isms for Improving OUR Schools #2: It is impossible to intervene your way into proficient or

advanced levels of performance (e.g. significant growth in comp. after grade 4/5 via Tier 2 & 3)

Comprehension is driven by knowledge/concepts not simply basic skills or strategies (remember the “B” in DIBELS), and knowledge “lives” in the CORE – Tier 1, not interventions!

A Simple Truth

There is NO intervention or ELD program powerful enough to make up for an ineffective General Ed program - the heart of improving student achievement in RtI2 is in improving Tier 1 Gen Ed instruction.

In other words…

Leading RTI/School Improvement, at the core is about Leading Instructional Improvement….

Not simply providing effective interventions, doubly true after Gr. 4 … ALL 3 Tiers need to be robust!

Practical Wisdom

There are two ways to improve results: redesign the school based on best instructional practices or get new kids.

- Tim Westerberg, former high school principal in Littleton, CO

How do we adjudicate “best”? A requirement without which coherent focus is impossible !

Meta-Analysis Meta + Analysis = ? Meta-cognition = thinking about your thinking...

Meta-Analysis is…

What is the “gold standard” for best evidence in education?

Latest Research Summary: Secondary Literacy

http://ies.ed.gov/ncee/wwc/ PracticeGuide.aspx?sid=8



Types of Writing That Improves Comprehension/Thinking?

FREE at: www.centeroninstruction.org

The

Kno

wle

dge

Bas

e Synthesis of IES Literacy Recommendations Across Content Areas/Grades 4 - 12

1)  Provide explicit vocabulary/academic English* instruction 2)  Provide direct & explicit comprehension strategy/critical thinking skills instruction 3)  Provide opportunities for extended discussion/writing* re: text/content meaning, explanations, and interpretations 4) Increase motivation and engagement in literacy learning (e.g. connections, choice, applications, etc) 5) Make available intensive individualized interventions for struggling readers beginning arranged in Tiers based on student’s assessed needs not rigid labels (e.g. see www.rti4success.org)

Tier 1

Tier 2 & 3

* “double down” here for ELLs + ELD as indicated

I do it - modeling (including thinking aloud)

We do it - teacher guided

Y’all do it - partner practice/small group IF task/topic warrants

You do it - independent practice (w/feedback)

Explicit Teaching to Ensure Visible Learning !

heart & soul of effective instruction...

- Anita Archer

The CCSS Do NOT Change What Works in terms of Effective Intervention !!!

The CCSS are outcomes NOT teaching or intervention methods… the CCSS do, however, Raise the Bar in term of the level of Advanced or Grade Level Literacy Skills… thus we need to “double down” on Evidence Based Interventions!



How Effective Have Our Interventions Been for

Seriously Struggling Readers?

Are we narrowing/closing the gap?

** Why or Why not???

**Implications?? What Does Your Local Data Say?

70 71.8

(Torgesen et al. 2001)

Exceptional Children, Moody, S. W., Vaughn, S., Hughes, M. T., & Fischer, M. (2000). 66, 305–316.

Reading instruction in the resource room: Set up for failure.

KEYS to Effective Reading Interventions: Research Conclusions

“It’s ALL About the Match”

http://ies.ed.gov/ncser/pubs/20143000/

Intervention Conclusions: (Connor et al. 2014)

Note: no clear data here after gr. 5 see Older Struggling Readers Meta-A.



Variables We Can Manipulate/Modify to Differentiate Our Instruction

During Whole Group Instruction ! structured engagement tactics (e.g. precision partners) ! various learning scaffolds (e.g. graphic organizers) ! “walk to reading” within/across a grade level ! use of technology

During Small Instruction (Centers etc in Tier 1 , Tiers 2 & 3) ! group by share needs (e.g. DIBELS, other diagnostics) ! smaller groups for neediest ! different materials, instructional focus tied to needs ! cross age tutors/para-pro tutors/etc. ! use of technology (grouping/focus & instructional tools)

Essential Components of Reading/Literacy After Gr 3

ALL struggling students need direct and explicit instruction in: Vocabulary

Comprehension Motivation and Engagement

Speaking & Writing

SOME struggling students need direct and explicit instruction in: Advanced Word Study

(a very few basic phonics/decoding*) Fluency (to promote comprehension)

* PA & Decoding are MAJOR issues in PreK-3 Intervention

Tier 3 Tier 2 Tier 1 0-5. Comprehensive inter. 5-8 Targeted Inter. 8.0 Content Enhancement

Matching Intervention to Assessed Needs: Targeted & Comprehensive Levels

- Adapted from Drs. Anita Archer & Mary Gleason

! Intense Word Recognition - basic phonics - word study/spelling . !Phonemic awareness?

! Fluency Building !Vocabulary/Academic Lang

! Independent reading ! Writing

! Strategies for decoding longer polysyllabic words - affixes . - complex vowel patterns

!Passage Reading/Fluency ! Academic writing !Comprehension Strat. ! Academic vocab. ! Study skills/note taking

!Study Skills

! Content Reading Strat. - text structure - summarizing

- inference - preteach vocabulary !Test taking strategies ! Academic Writing

! Research/Project skills

2-3 periods 1 period Embedded Core

Formative assessments/progress monitoring are the “coin of the realm” - data drives the train!

A Few Practical Distinctions for Tier 2 & 3 (note: generalizations NOT rigid rules)

Time

Tier 2 Tier 3

1 – period 2 periods

Focus Targeted instruction 1-2 specific areas * always supplemental to ELA Core Program

Comprehensive instruction - may be an ELA replacement for ELA (w/credit HS)

Progress Monitoring

every 4 weeks every 2-3weeks

E. G. Creekside Middle School RTI Literacy Support Model

Tier 3: INTENSIVE ! 2 period block - replaces Lang. Arts ! READ 180 Curriculum ! Smaller classes *English Credit

Tier Two: (A) STRATEGIC - #1 !1 period supplement to Lang. Arts ! Targeted Programs (e.g. REWARDS, RN)

Tier Two (B): STRATEGIC - #2 ! 1 period supplement to Lang. Arts ! Skills for School Success curriculum

! REWARDS plus, What’s Happening?

One Example: Mountain Ridge Middle School - Paradise (Chico, CA.)

Structure: Added a 7th period to the day by cutting 7 min. from the other 6 periods - WHOLE SCHOOL is in a “reading class”.

Content: 4 Levels Based on Assessed NEEDS - NOT labels

Intensive !2 periods is their ELA ! decoding (Language!) ! fluency ! oral comp. ! vocabulary

Strategic -2 ! REWARDS + (content lit) ! academic writing !Study skills ! vocabulary

Strategic -1 ! advanced decoding (REWARDS) ! fluency ! comp. strat ! vocabulary

Benchmark ! Content elaborations ! vocabulary ! writing ! research projects

Tier 3 Tier 2 Tier 1



Assessment is A KEY to An Effective RtI2 (MTSS) System

!  Progress Monitoring: “Is the help helping? - evaluate the effects of our instruction via data - Is it working? If not - Do Something Different!!

!  Screening: Who needs help? - set your “cut point” for support (e.g. Below Basic on State Test) - use data you already have (State/Dist tests, Grades, Credits)

!  Brief Diagnostics: What help do they need? - rule in/out decoding (Is decoding impairing comprehension?) - use ORF – 3 passages, mid score, meaning distorting errors?

3 Key Questions Assessment Must Address

Big Idea: Rule In or Rule Out

Q: Does the student need Word Level intervention; i.e. decoding/fluency work?

No silent test (e.g. State Tests, AR, SRI, Gates, etc) can tell us this – we must listen to them read...

Ex. Sources for ORF Passages Gr. 6-8 * Use 8th Gr. for 9-12 *

! Benchmark Fluency Assessor www.readnaturally.com

! Aimsweb http://www.aimsweb.com/

! CORE - Assessing Reading Multiple Measures http://www.corelearn.com/

Compare Score to ORF Norms

! Is there a fluency problem? Severe or Moderate? ! Is there a decoding problem (lots of errors, esp. meaning distortion errors (not ELLs dropping a tense marker like /ed/) ?

- if an issue, may add Phonics/Decoding Assessment

Why 8th Gr. Passage for HS ? - Fluency/Decoding difficulty is not significantly different in 9-12 (diff. is all vocab/sentence complexity)

Level 1 - Intensive Decoding/Fluency Needs/(ELD) * fluency well under 100 WRC & 7+ errors (meaningful)

Level 2 - Moderate Decoding & Fluency Needs * fluency 100-120, 4-7 errors

Level 3 - Modest - Moderate Fluency Needs * fluency 120 - 140 0-5 errors

Level 4 - No Significant Fluency/Decoding All Vocab/Comp/Writing 140+, 0-5 errors

PHS - 2006/7 - Gr. 9 Class of Approx 450 Totals

79 1st Cut - Students Scoring “Below/Far Below” CSTs



Differentiate Interventions Based on Brief Diagnostic (Rule in/out process)

Most severe – Tier 3 Intervention 2 per. (e.g. READ 180, L! etc.) - 12 students combined w/existing SpecEd *need it all; decoding/fluency/vocab. & comp

Moderate A – Tier 2 Intervention (e.g. REWARDS, RN, etc.) - 55 students need 1 period - decoding/fluency w/vocab/comp focus

Rule In – Need Word Study (decoding/fluency)

Moderate B – Tier 2 Intervention (SIM, Recip.Teaching etc.) - 12 students need 1 period - vocab/comp/writing strategy focus

Rule OT – Does NOT Need Word Level Intervention

Assessing Reading Multiple Measures www.corelearn.com - San Diego Quick/Core Phonics Survey - Vocab/Comp/Fluency & more

Quick Phonics Screener www.readnaturally.com - 3 forms, detailed decoding diagnostics

TOWRE (Test of Word Reading Efficiency) - www.proedinc.com

Word Reading/Decoding Diagnostic Assessments

What Kind of Support Can Specialized Teachers Provide to Struggling Readers?

! Specialized teachers (e.g., intervention teachers, reading specialists, special education teachers) can use the strategies covered in this Meta-analysis with struggling students during small-group instruction or intervention classes. (Tier 2/3)

! Specialized teachers can also coordinate/co-teach* with content-area teachers to provide guidance on instructional strategies that may assist struggling readers in their content-area classes as they learn to read expository text. (Tier 1)

* see teachingLD.org – see “current practice alerts” http://teachingld.org/alerts

Selecting Research Validated Intervention Tools & Programs

* First assess & determine student needs

* Examine efficacy data using objective sources: ! What Works Clearinghouse http://ies.ed.gov/ncee/wwc/

! National RTI Website http://www.rti4success.org/instructionTools

! Best Evidence Encyclopedia http://www.bestevidence.org/reading/mhs/top.htm

! Florida Center for Reading Research http://www.fcrr.org/fcrrreports/creportscs.aspx?rep=supp

* Check with other schools having similar demographics to yours that has used the program for at least 2 years – what is their data/evidence?

Please remember....

Well designed and research supported programs matter, but in the final analysis it is PEOPLE not programs that make the difference...

! does it match the student’s needs? ! right teachers for the job? ! adequate time allocated? ! fidelity of implementation? ! “tweak” based on PM data?



Word Study Successful Readers Struggling Readers

Read multisyllabic words and use strategies to figure out unknown words.

Often read single-syllable words effortlessly but have difficulty decoding longer, multisyllabic words.

Make connections between letter patterns and sounds and use this understanding to read words.

May lack knowledge of the ways in which sounds map to print.

Break words into syllables during reading. Have difficulty breaking words into syllable parts.

Use word analysis strategies to break difficult or long words into meaningful parts such as inflectional endings, prefixes, suffixes, and roots.

Often do not use word analysis strategies to break words into parts.

(Bhattacharya & Ehri, 2004; Nagy, Berninger, & Abbott, 2006; Boardman et al., 2008)

Conclusions About Word Study Instruction ! For adolescent readers who struggle at the

word level, instruction in word study skills can improve word identification skills.

! There are a variety of instructional methods for this purpose, but most involve teaching students to decode words by recognizing syllables types or by analyzing parts of words (e.g. prefixes, suffixes, roots)

Targeted Curricula Include: ! REWARDS - http://www.sopriswest.com ! SIPPS (Challenge Level) - http://www.devstu.org/sipps

Technology For Decoding/Word Study IF Students Need It

http://www.lexialearning.com/

“SOS” - Strategies for Older Students SKILLS REINFORCED INCLUDE:• Levels 1, 2 and 3: Word-attack and contextual strategies necessary for automatic word recognition (practice with one- to two-syllable words, sentences and paragraphs)• Level 4: Word-attack strategies for multi-syllable words containing open and consonant -le syllables as well as hard and soft "c" and "g"• Level 5: Word-attack strategies for refining Anglo-saxon prefixes and suffixes, recognition of Latin prefixes and suffixes, division of words into prefix, root and suffix, advanced decoding and comprehension skills (practice with two- to four-syllable words containing special accent patterns), vocabulary and word recognition and practice with common Greek combining forms

Low tech, useful, effective

Why Technology w/ Secondary Intervention?

!  Provide 1-1 on level instruction w/feedback, allowing teachers to differentiate - not a “one size fits all”, but personalized

!  Adolescents tend to react positively to using technology - it’s “hip and happening”

!  Don’t need to publicly “advertise” various limitations/lack of skill-knowledge

!  Easy to track progress - show growth

!  Avoids some class mgt. issues

Caveat: A Note About Fluency ! We currently do not have adequate research to

recommend fluency instruction for adolescents. For this reason, we do not describe fluency instruction for older students with reading difficulties. (COI report)

! This does not mean that fluency instruction for older readers with reading difficulties is NOT effective. It means that we do not have adequate research to indicate that it IS effective.

! When additional research becomes available, the Center on Instruction will develop guidance on fluency instruction for struggling adolescent readers.

* meanwhile we suggest....



Fluency: Differing Instructional Needs

!  Adolescents whose oral reading rate on grade-level text is:

! Below 70 wcpm* need more practice with word recognition in addition to possible fluency practice;

! Between 70 and 120 wcpm* may benefit from some fluency instruction; and

! Greater than 120 wcpm* may benefit more from increased vocabulary and comprehension instruction rather than increased fluency instruction.

* Ranges are approximations.

Wide Reading vs. Repeated Reading Which is More Effective?

More research is needed in the area of fluency instruction for older students.

Recommendation IF You Choose to Provide Fluency Instruction:

! Use a combination of repeated reading and wide reading.

! Repeated reading provides opportunities for students to improve and automate their sight vocabulary.

! Wide reading exposes students to new and different content, vocabulary, and text types.

Fluency Instruction: Conclusions

! The level of fluency required for secondary struggling readers to read effectively and understand text is not entirely clear.

! For some students, fluency may help build a link between decoding and comprehension, but fluency does not cause comprehension.

! Teachers should not spend a lot of time on fluency instruction and should pair it with instruction in decoding and/or vocabulary and comprehension-enhancing practices (e.g. REWARDS does this)

Vocabulary Successful Readers Struggling Readers

Are exposed to a breadth of vocabulary words in conversations and print at home and at school from a very early age.

Have limited exposure to new words. May not enjoy reading and therefore do not select reading as an independent activity.

Understand most words (at least 90 percent) when they are reading and can make sense of unknown words to build their vocabulary knowledge.

Read texts that are too difficult and thus are not able to comprehend what they read or to learn new words from reading.

Learn words incrementally, through multiple exposures to new words.

Lack the variety of experiences and exposures necessary to gain deep understanding of new words.

Have content-specific prior knowledge that assists them in understanding how words are used in a particular context.

Often have limited content-specific prior knowledge that is insufficient to support word learning.

(Boardman et al., 2008)

COI Meta-analysis Vocabulary

FINDING Vocabulary interventions had the largest overall

effect size.

IMPLICATIONS We know that directly teaching students the meaning of words and how to use strategies to uncover meanings of words can improve students’ knowledge of the words taught.

What we don’t know is whether or how vocabulary instruction influences global comprehension.



COI Meta-Analysis: Vocabulary

FINDING Vocabulary interventions had the largest overall

effect size.

CAVEAT Standardized measures are not typically

used for measuring vocabulary knowledge and use. Only researcher-developed measures were used

in the studies in the meta-analysis.

Explicit Vocabulary Instruction

Direct instruction of specific words

Direct instruction of strategies to promote independent vocabulary

acquisition

(Kamil et al., 2008)

http://wg.serpmedia.org/ FREE!! Gr. 4-8

http://ngl.cengage.com

http://teacher.scholastic.com/products/ teach-english-language-learners/english3d.html

Conclusions About Vocabulary Instruction

! Effective vocabulary instruction is not asking students to memorize definitions or teaching students unfriendly and complex descriptions of words.

! Effective vocabulary instruction: ! assures that students have opportunities to know what words mean and

how to use them in oral and written language (i.e. connection & use)

! is explicit and includes 1) direct instruction of word meaning and 2) direct instruction of strategies to promote independent vocabulary acquisition.

! Teachers should carefully select specific words to target during vocabulary instruction based on student needs, goal of the lesson, and future academic success.



In the final analysis, how should we think about reading strategies? Teaching reading strategies is a low-cost way to give developing readers a boost, but it should be a small part of a teacher’s job. Happily, students can learn them quickly and they are effective, but they appear to deliver a one-time boost. Acquiring a broad vocabulary and a rich base of background knowledge will yield more substantial and longer-term benefits but doing so is more difficult and time consuming. This knowledge must be the product of years of systematic instruction as well as constant exposure to high quality books, films, conversations, and so on, which provide students with incidental exposure to a great deal of new vocabulary and knowledge.

-  Daniel Willingham The Usefulness of Brief Instruction in Reading Comprehension Strategies, American Educator, Winter 2006/07

On the Limits of Comprehension Strategies: Building Knowledge is the REAL Key !

DW’s most excellent blog: http://www.danielwillingham.com/daniel-willingham-science-and-education-blog.html

Comprehension Strategies Successful Readers Struggling Readers

Continuously monitor reading for understanding.

Fail to use meta-cognitive strategies as they read.

May not be aware when understanding breaks down.

Link content with their prior knowledge. May lack subject-specific prior knowledge.

Do not readily make connections between what they are learning and what they already know.

Use a variety of effective reading strategies before, during, and after reading.

Have limited knowledge and use of strategies for gaining information from text.

Set a purpose for reading and adjust their rate and strategy use depending on the text and content.

Often do not enjoy reading and lack understanding of the utility of reading.

(Boardman et al., 2008. Adapted from Denton et al., 2007; Pressley, 2006.)

COI Meta-analysis Comprehension Strategies

FINDING The effect for reading comprehension strategy interventions was medium to large.

IMPLICATIONS Reading comprehension interventions can have a significant impact on adolescent struggling readers.

Providing comprehension strategy instruction throughout the day provides opportunities for multiple exposures and use of strategies with a variety of texts.

Asking and Answering Questions

Main Idea & Summarization

Using Graphic

Organizers

Multiple- Strategy

Instruction

Direct and Explicit Comprehension Strategy Instruction

(Kamil et al., 2008)

Active Student Cognitive Engagement

Many researchers think that it is not the specific strategy taught, but rather the

students’ active participation in the comprehension process that makes the most

difference in students’ comprehension.

(Gersten et al., 2001; Pressley et al., 1987)



The Power of Teaching Student to Annotate During Content Reading

- Zywica & Gomez 2008, 52 (2), JAAL

Why does structured annotation help comp? comprehension?

Another Version... U of Kansas SIM Project (Deshler et al.)

The “RAP” Strategy

R – Read a paragraph or section of text

A – Ask yourself what was the BIG idea and 2-3 important details

P – Put this into your own words – state the “gist”

Identifying the Main Idea/Summarize One Validated Strategy

Identify the most important “who” or “what”.

Identify the most important information about the “who” or “what.”

Write this information in one short sentence (e.g., 10 words or less).

Fuchs & Fuchs; 1988

“Paragraph Shrinking”

Teaching Students to Ask & Answer Questions

(Simmons, Rupley, Vaughn, & Edmonds, 2006; UTCRLA, 2003; Blachowicz & Ogle, 2001; Bos & Vaughn, 2002; NIFL, 2001; NRP, 2000; Raphael, 1986)

Level 1: Right There Easier questions, one- or two-word answers

Level 2: Putting it Together Put pieces of information

from text together to come up with answer

Level 3: Making Connections Cannot be answered by looking in text alone

Reciprocal Teaching 4 Strategies Combined

!  Predict what a passage is about.

- Brainstorm what you know about the topic.

!  Clarify words and phrases.

!  Identify a paragraph’s main idea/details.

- Construct a Summary combining MI/details

!  Ask and answer questions.

- text/teacher/student generated

Cross-Age Tutoring

n = 13

Cooperative Groups

n = 13

Reciprocal Teaching

15 days

Participants 26 students (some LD),

grades 7 and 8

Reciprocal Teaching Strategies (ex. study)

Both models were effective in building comprehension



Multi-component CSR “Collaborative Strategic Reading” (Vaughn & Klingner)

CSR Map 1. PREVIEW - brainstorm - preread - predict

4. WRAP UP - ask/generate questions - review - record in learning log

2. CLICK & CLUNK - note hard parts - fix clunks - clarify

3. GET THE GIST - summarize/paraphrase - compare/contrast - note in learning log

Before reading

During Reading

After reading

Manual from www.sopriswest.com

Age/Level Appropriate Texts are Essential for Tier 2/3 Comp Interventions

Must haves: ! Non-fiction – issue based if possible ! Age appropriate (no “kiddy” or cute allowed!) ! Appropriate level (length and difficulty)

Sources: (a very partial list of my favorites) ! Time for Kids (http://www.timeforkids.com Gr. 4-8) ! English 3D (http://www.scholastic.com ) ! What’s Happening (http://www.whpubs.com -Gr. 5-12 ! Other Intervention curricula (e.g. REWARDS Science,

Word Generation, Soar to Success, etc.)

Conclusions About Comprehension Instruction

! Reading comprehension instruction can have a significant impact on the reading ability of adolescent struggling readers.

! Teachers should provide adolescents with direct and explicit instruction w/plenty of practice & feedback –

** Not simply asking comprehension questions **

!  Students should have an active role in the comprehension process (e.g. thinking/speaking/writing/comparing/revising)

! Eventually, show students how to combine strategies and use them concurrently. (e.g. summarization & note taking)

!  Strategies are only PART of the “game” – knowledge building is the core issue in comprehension – this means success in Core or Tier 1!

Providing Tier 2 Instruction: What Might Instruction Look Like

During a Typical Lesson/Day?

Opening/Introduce lesson/review or warm up (10 min).

Lecture/model/demonstration (model and guided practice w/pairs – vocab/comp) (15 min).

Small-group work/partner practice (guided or independent practice) (15-20 min).

Wrap Up – review/re-teach/ etc. (5-10 min.)

Successful Intervention Requires Differentiation: Ex. READ 180 - 90 Min. Model of Daily Instruction

“Groupinator” uses data to match students by shared instructional needs

Thank You ! Please send questions, concerns,

etc. re: your Tier 2/3 Interventions

[email protected]

Documents

RTI2 in Light of the Common Core: 2 Getting Intervention ... · Across Content Areas/Grades 4 - 12 1) ... to Differentiate Our Instruction ... use the strategies covered in this Meta-analysis