Support Staff September 8, 2009. Response to Intervention District Plan WITHIN A RESPONSE TO INTERVENTION (RtI) CONTEXT, A 3-TIERED MODEL OF RESEARCH-

Support Staff

September 8, 2009

Response to Intervention District Plan

WITHIN A RESPONSE TO INTERVENTION (RtI) CONTEXT, A 3-TIERED MODEL OF RESEARCH-BASED READING INTERVENTIONS USING THE FIVE BIG AREAS OF READING

DID YOU KNOW…..Academic

Reading Framework Reading framework

80%Of student populationsdo fine with nothing extra

15% of student populations need ‘boost’ of some sort

5% need intensivesupports

Approx. 40% of populationhas reading problems severe enough to hinder theirenjoyment of reading.

20% is an (arbitrary) cutoffpoint for the purpose of intervening with children deficit in basic reading skills.

How are Children Identified? • STRUGGLING READERS

DEFINED AS: • Readers at or below the 25th

percentile for total reading on the state assessment

• Readers below the 16th percentile on national DIBELS oral reading fluency or early literacy norms.

• Teacher Recommendation• Student Reading Level

WHAT WE HAVE ‘IN PLACE’IN OUR PROBLEM SOLVING MODEL

Problem solving teams Benchmarking all readers using early

literacy or oral reading fluency probes. Development of local reading norms and

identification of at-risk readers. Progress monitoring of at-risk readers. Using RtI data to drive eligibility decisions

CATCH THEM BEFORE THEY FALL

"The probability of remaining a poor reader at the end offourth grade, given a child was a poor reader at the end offirst grade, was .88 .... the probability of remaining anaverage reader in fourth grade, given an average readingability in first grade, was .87." (Juel, 1988)

74% of children who are poor readers in 3rd grade remain poor readers in 9th grade. (Francis, et al, 1996)

Later Intervention is Less Efficient, and Often Less Effective

According to the NICHD Branch of the National Institutes of Health It takes 4 times as long to intervene in 4th as it

does to intervene in late Kindergarten

30 mins./day

2 hours per day

Late Kindergarten 4th Grade

“Ha, ha, Biff. Guess What? After we go to the drugstore and the post office, I’m going to the vet’s to get tutored.”

Prevention Accurate identification of at-risk students is

merely the first step in preventing reading difficulties. Screening is meaningless without targeted intervention that changes reading outcomes for children.

Students who do not achieve these benchmarks scores are placed in intervention groups after confirming the need for intervention through teacher observation and other data. (K-3rd)

1 2 3 4

The Vision: Building a System of Substantial Instructional Interventions to Reduce the Gap

3.2

Control

With research-based core but without extra instructional intervention

4.9

Interventio

n

With substantial instructional intervention

Grade level corresponding to age

Re

ad

ing

gra

de

lev

el

4

3

2

1

5

2.5

5.2

At Risk on Early Screening

Low Risk on Early

Screening

Torgesen, J.K. ( 2001). The theory and practice of intervention: Comparing outcomes from prevention and remediation studies. In A.J. Fawcett and R.I. Nicolson (Eds.). Dyslexia: Theory and Good Practice. (pp. 185-201). London: David

Fulton Publishers. Slide coursety of W. Alan Coulter http://www.monitoringcenter.lsuhsc.edu

mailto:[email protected]

SAMPLE: INTERVENTION EFFECTIVENESS: RATE OF IMPROVEMENTS

2 2

2.5 2.5

3

1.3

1

1.5

1

2.5

0

0.5

1

1.5

2

2.5

3

3.5

KPALS MHEGGERTY GREAT LEAPS REWARDS 6 MINUTESOLUTIONS

INTERVENTIONS

RA

TE O

F I

MP

RO

VEM

EN

T P

ER

WEEK

Average ROI

Average National ROI

K PALSM. HEGGERTY PROGRAM/ 1ST GR. PALS

6 MINUTE SOLUTIONSPALS- GR. 2-6

PREPEATED PRRASESREPEATED READINGSFLIP-A-CHIP VOCAB.

WORD BUILDING, VOCAB.MULTILEVEL. VOCAB.PROGRAM

METACOGNITIVE STRAT.- COLLABORATIVE STRATEGIC READING

READ 180

FRAMEWORK for READING INTERVENTIONS


EAROBICS

GREAT LEAPS/ SLANT

REWARDS6 MINUTE SOLUTIONS

PALS--GR 2-6, READ 180REPEATED PRRASES, REPEATED READINGS

FLIP-A-CHIP VOCAB., WORD BUILDING, VOCAB.MULTILEVEL VOCAB.PROGRAM


K PALSM. HEGGERTY PROGRAM/

SRA DI PROGRAMS-READING MASTERY, HORIZONS, CORRECTIVE READING

EAROBBICS

GREAT LEAPS /SLANT

REWARDS 6 MIN. SOLUTIONS

REPEATED PHRASESREPEATED READINGS

READ 180

TIER I.Guided Reading

TIER II.At-risk students-Supplemental interventions

TIER III.Highly at-risk studentsIntensive interventions

Students identified through data. PS team matches

students to appropriate

intervention- teacher, aide.

More intensive individual support-

MATRIX OF RESEARCH-BASED READING INTERVENTIONS-

5 Big Areas ofPhonemicReading:Awareness

Phonics Fluency Vocabulary Comprehension

Kindergarten -KPALS-Earobics

-KPALS -MetacognitiveStrategies

1st Grade -MHeggertyProgram-1st Gr.PALS-GreatLeaps-K-2-Earobics

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

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

-BringingWords to Life-COREVocabularyHandbook

-MetacognitiveStrategies

2nd Grade -GreatLeaps- K-2

-Great Leaps-K-2-SLANT

-6Min.Solutions-Great Leaps,K-2-SLANT-PALS-Gr. 2-6-RepeatedPhrases-RepeatedReadings


-MetacognitiveStrategies

3rd Grade -GreatLeaps-K-2

-GreatLeaps,Gr.3-5-REWARDS,Gr. 3-5

--6Min.Solutions-Great Leaps,Gr.3-5REWARDS,Gr. 3-5-PALS-Gr. 2-6-RepeatedPhrases-RepeatedReadings


-MetacognitiveStrategies- CollaborativeStrategic Reading

4th Grade -GreatLeaps,Gr.3-5-REWARDS,Gr. 3-5-REWARDS-4th and up

-6Min.Solutions-REWARDS-PALS- Gr.2-6-RepeatedPhrases

-BringingWords to Life-COREVocabularyHandbook -MultiLevelVocab.Program


5 BigAreas ofReading:

PhonemicAwareness

Phonics Fluency Vocabulary Comprehension

5th Grade -GreatLeaps,Gr.3-5-REWARDS,Gr. 3-5-REWARDS-4th and up

-6Min.Solutions-REWARDS-PALS-Gr. 2-6-RepeatedPhrases-RepeatedReadings

-BringingWords to Life-COREVocabu laryHandbook -MultiLevelVocab .Program-Flip-a-ChipVocabu lary-WordBuilding


6th Grade -GreatLeaps,Gr.3-5-REWARDS,Gr. 3-5-REWARDS-4th and up-READ 180

-6Min.Solutions-REWARDS-PALS- Gr.2-6-RepeatedPhrases-RepeatedReadings



7th Grade -GreatLeaps,Gr.3-5-REWARDS,Gr. 3-5-REWARDS-4th and up-READ 180

-6Min.Solutions-REWARDS-PALS- Gr.2-6-RepeatedPhrases-RepeatedReadings



CONCEPTUAL FRAMEWORKS

I. RtI (Response to Intervention)II. 3 TIERED MODEL OF INTERVENTIONSIII. 5 BIG AREAS OF READINGIV. RESEARCH-BASED INTERVENTIONSV. USING A STANDARD PROTOCOL

APPROACHVI. DR. CAROLYN DENTON’S AND DR.

SHARON VAUGHN’S SUGGESTION FOR REMEDIAL READING APPROACH

I. WHAT IS RtI?

Defining Response to Intervention (RtI) (Batsche, Elliott, Graden, Grimes, Kovaleski, Prasse, Reschly, Scharg, Tilley, 2005)

• Involves a systematic examination of changes in student outcome/behaviors following changes in instruction and interventions

• Using progress monitoring and rate of improvement (ROI) over time to make important educational decisions.

• Providing high quality instruction and effective research-based interventions matched to students’ specific needs

II. WHAT IS A 3-TIERED MODEL OF INTERVENTIONS?

Academic Systems Behavioral Systems

1-5%

Tier 3: Intensive, Individual InterventionsIndividual StudentsAssessment-basedHigh IntensityOf longer duration

1-5%

Tier 3: Intensive, Individual InterventionsIndividual StudentsAssessment-basedIntense, durable procedures

5-10%Tier 2: Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response

5-10%Tier 2: Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response

80-90%Tier 1: Universal InterventionsAll studentsPreventive, proactive

80-90% Tier 1: Universal InterventionsAll settings, all studentsPreventive, proactive

Three Tiered Model of Interventions/Supports

Students

Description of Reading Tiers (University of Texas’ Center for Reading and Language Arts)

TIER 1: Universal Interventions- Core reading instruction that ALL students receive (90-120 minutes daily)• The focus at this level is on providing a

strong classroom-level comprehensive core reading program (CCRP).

Description of Reading Tiers(University of Texas’ Center for Reading and Language Arts)

TIER 2: Target Interventions - 30 minutes of daily small group reading instruction that students who do not score at benchmark on screening assessment receive.

In addition to core reading program Small group (3-5 students), pull out, similar

needs More intense instruction and monitoring Focus on reading areas of need 10-20 weeks of intervention

Description of Reading Tiers (University of Texas’ Center for Reading and Language Arts)

TIER 3: Intensive Interventions - 60 minutes of daily small group reading instruction that students who do not make adequate progress in Tier 2 Instruction receive (in addition to core reading instruction)

Students receive longer term, intensive instructional interventions designed to increase their rate of progress.

Consideration for special education services might occur at this level.

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+

Supplemental+

Intensive

Weekly

Reading

UNIVERSAL TIER 1: Benchmark/Core Programs:

1. Rigby Literacy (Harcourt Rigby Education, 2000)

2. Trophies (Harcourt School Publishers, 2003)3. The Nation’s Choice (Houghton Mifflin, 2003)4. Macmillan/McGraw-Hill Reading (2003)5. Open Court (SRA/McGraw-Hill, 2002)6. Reading Mastery Plus (SRA/

McGraw-Hill, 2002)7. Scott Foresman Reading (2004)8. Success For All (1998-2003)9. Wright Group Literacy (2002)Reviewed by: Oregon Reading FirstComprehensive: Addressed all 5 areas

and included at least grades K-3 ~80% of Students

~15%

~5%

TIER 2 TARGETED:Strategic/Supplemental:

1. Early (Soar to) Success (Houghton Mifflin)

2. Read Well (Sopris West)3. Horizons, Reading Mastery (SRA)4. 6 Minute Solutions5. Great Leaps (Diamuid, Inc.)6. REWARDS (Sopris West)7. Ladders to Literacy (Brookes)8. Read Naturally 9. Peer Assisted Learning Strategies

(KPALS)~80% of Students

~15%

~5%

TIER 3: INTENSIVE Intervention

1. Corrective Reading (SRA)2. Language! (Sopris West)3. Wilson Reading System4. Reading Mastery 5. Earobics (phonics/phonemic

awareness; Cognitive Concepts)6. Great Leaps/ Read Naturally

(Fluency)7. REWARDS (Fluency, Comp. and

Vocab. in Plus Program)8. Soar to Success (comp.)

~80% of Students

~15%

~5%

BIG IDEAS IN READING

(National Reading Panel)

•PHONEMIC AWARENESS•PHONICS•FLUENCY•VOCABULARY•COMPREHENSION

NATIONAL READING PANEL MEMBERS/RtI RESEARCHERS“The war on reading is over. It is now known what works and what to do, and it’s only a matter of applying the principles through a best practices approach”.

Dr. Reid Lyon Dr. S.& B.Shaywitz Dr. E.Kane’enui Dr. J. Torgeson Dr. S. Vaughn Dr. D. Fuchs Dr. L. Fuchs Dr. D. Simmons Dr. R. Good Dr. I. Beck

Dr. A. Archer Dr. R. Kaminski Dr. L.C. Moats Dr. C. Denton Dr. M. Shinn Dr. G. Batsche Dr. D. Reschly Dr. D. Tilly Dr. J. Ysseldyke

Early Literacy Experiencesand

Oral Language Development

• Automaticity with the code• Structure of the language• Alphabetic principle• Phonological awareness

• Background Knowledge

• Predictions

• Clarification/ questioning

• Monitoring for Meaning

• Summarizing

• Making Personal Connections

COMPREHENSION

FluentReflectiveReaders/Writers

Reading

Is

Rocket

Science

Louisa Cook MoatsPhonemic Awareness

Phonics

Fluency

Comprehension

Vocabulary

5 Big Areas:

Phonemic Awareness

• Ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words

• Improves children’s word reading, decoding, fluency, reading comprehension, and spelling

Phonics

• Understanding of the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language (alphabetic principle)

• The ability to associate sounds with letters and use these sounds to automatically form words.

• Improves word recognition, decoding,fluency, spelling, and comprehension.

Fluency

• The effortless automatic ability to read words quickly and accurately in connected text.

• When readers are fluent, they want to read. Reading builds vocabulary.

• Fluent reading frees students to understand what they read. Fluency is a key predictor of comprehension.

Vocabulary

• The ability to understand (receptive) and use (expressive)words to acquire and convey meaning.

• Fluency is the key building block for vocabulary development.

• Good vocabulary knowledge is necessary for good comprehension.

Comprehension

• The complex cognitive process involving the intentional interaction between reader and text to convey meaning.

• The ability to understand or gain meaning from text.

• This is the reason for reading!

Intervention Criteria:

CHEAP

&

EASY

IV. WHAT ARE RESEARCH-BASED INTERVENTIONS?

Research-based interventions include these critical criteria:

EXPLICIT SYSTEMATIC CAREFUL PROGRESSION OF SKILLS CONSPICUOUS TO THE TEACHER AND LEARNER MATERIALS BUILD AN INTEGRATION OF SKILLS

OVER TIME PROGRESS MONITORING DATA CLEARLY SHOW

THAT THE INTERVENTION IS IMPROVING STUDENT OUTCOMES

V.WHAT IS A STANDARD PROTOCOL APPROACH?

Fuchs et al. (2003) suggest a standard protocol approach that requires use of ‘the same empirically validated treatment for all children with similar problems in a given domain or a specific area of reading need’.

Using the same treatments/interventions increases treatment integrity…ensuring that the same interventions are implemented often, as designed, and with consistency.

VI. WHAT SUGGESTION DO DR. CAROLYN DENTON AND DR. SHARON VAUGHN OFFER FOR TEACHING STRUGGLING READERS?

Denton and Vaughn (2003) suggests that, for the most part, a problem for struggling readers is that they are provided with ‘generic’ reading instruction that is not specific to their particular reading difficulties.

They suggest that the implementation of high-quality, effective interventions targeting unique reader needs would improve reading outcomes.

BIG IDEAUse assessment data to

determine student

need and link that to

instructional strategies and

research-based interventions that

match that need.

SO WITH THESE CONCEPTUAL FRAMEWORKS IN MIND,

WHAT IS OUR 3 TIERED MODEL OF RESEARCH BASED READING INTERVENTIONS USING THE 5 BIG AREAS OF READING AND A STANDARD PROTOCOL APPROACH?

FIVE BIG AREAS OF READINGRESEARCH-BASED INTERVENTIONS: Grades K-8

PHONEMIC AWARENESS KPALS Michael Heggerty Phonemic Aw areness Curriculum Great Leaps- K-2 1st Gr. PALS Earobics

PHONICS KPALS Great Leaps- Gr. K-2; 3-6 REWARDS-Gr. 3-5, Gr. 4-6 SLANT READ 180

FLUENCY 6 Minute Solutions- Great Leaps- Gr. K-2 REWARDS-Gr. 3-5, Gr. 4-6 1st Gr. PALS PALS- Gr. 2-6 Repeated Phrases Repeated Readings SLANT READ 180

VOCABULARY MultiLevel Vocabulary Program Flip a-Chip Vocabulary building Word Building Intervention ‘Bringing Words to Life’, by I.Beck CORE Vocabulary Handbook READ 180

COMPREHENSION Metacognitive Strategies Collaborative Strategic Reading READ 180

PHONEMIC AWARENESS

· KPALS· MICHAEL HEGGERTY

PROGRAM· 1ST GRADE PALS· EAROBICS· GREAT LEAPS - Gr. K-2

PHONICS

· KPALS · 1st Gr. PALS

MICHAEL HEGGERTY PROGRAM

GREAT LEAPS- Gr. K-2; 3-6· REWARDS-Gr. 3-5, or Gr. 4-6· SLANT

FLUENCY

GREAT LEAPS- Gr. K-2 1st Gr. PALS

6 MINUTE SOLUTIONS REWARDS- Gr. 3-5, Gr. 4-6· PALS – Gr. 2-6 REPEATED PHRASES REPEATED READINGS

VOCABULARY

• MULTI LEVEL VOCABULARY PROGRAM

• FLIP-A-CHIP VOCABULARY BUILDING

• WORD BUILDING INTERVENTION• Isbel Beck’s, BRINGING WORDS TO

LIFE• CORE VOCABULARY HANDBOOK

COMPREHENSION

• METACOGNITIVE STRATEGIES

PALS- Gr. 2-6• COLLABORATIVE STRATEGIC

READING (CSR)

PROGRESS MONITORING is also considered an intervention in itself as well as an avenue for measuring intervention effectiveness and rate of improvement (ROI)

SO WHAT DO THESE INTERVENTIONS SPECIFICALLY LOOK LIKE…

AND WHAT ARE THEIR EFFECTS….?...In other words, what are students’ responses to interventions (RtI)?

WHICH OF THE FIVE BIG AREAS?

PHONEMIC AWARENESS PHONICS FLUENCY VOCABULARY COMPREHENSION

KPALS

Overview Teacher

Perspective/Tiers/Flexibility Data

KPALS

DATA SHOWING EFFECTS OF KPALS

Effects of KPALS- % of students in Risk CategoriesLetter Sound Fluency

15

37

4747

35

18

56

39

5

0

10

20

30

40

50

60

no risk->20 mod. Risk 20 or < High risk-5 -19

Risk Categories

% o

f stu

dent

s in

risk

cat

egor

ies

Fall baseline/benchmark

Nov. data

Winter benchmark

MICHAEL HEGGERTY PHONEMIC AWARENESS CURRICULUM


PHONEMIC AWARENESS PHONICS FLUENCY VOCABULARY COMPREHENSION

Overview Teacher


MICHAEL HEGGERTY PHONEMIC AWARENESS

Phonological Awareness Continuum

Words in a Sentence

Syllable

Onset-Rime & Rhyming

Phonemes

PHONEMIC AWARENESS

Substitution

Deletion

Addition

Blending

Segmentation

Categorization

Identity and Isolation E

asie

r

H

ard

er

DATA SHOWING THE EFFECTS OF MICHAEL HEGGERTY PHONEMIC AWARENESS CURRICULUM

1st Grade: Effects of MHeggerty Phonemic Awareness Curriculum

% of students in Risk Categories Phonemic Segmentation Fluency

47

20

33

80

13

7

0

10

20

30

40

50

60

70

80

90

No Risk- > 25 Mod. Risk- < 25 High Risk- 10 or less

Risk Categories

Sept. BaselineWinter

Ideal- First grade- O'Malley- Phonemic Segmentation Fluency

33

28

22

2725 25

10

3

18

35

27

64

13

2

57

48 47

4442

4140

3837 37

3230 30

2624

19

8

0

10

20

30

40

50

60

A B C D E F G H I J K L M N O P Q

n/a 0.8 1.1 1.2 0.8 n/a 0.8 0.7 1.5 1.9 0.8 -0.3 0.2 1.1 1.1 0.3 0.3

Nu

mb

er

of

Ph

on

em

es S

eg

men

ted

Co

rrectl

y in

1 m

in.

Fall

Winter

National Average ROI: .4 Class Average ROI: .8

Average Rates of Improvement

0.4

0.8

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

National ROI Class ROI

National ROI

Class ROI

GREAT LEAPS


PHONEMIC AWARENESSPHONICSFLUENCY VOCABULARY COMPREHENSION

Overview Teacher


GREAT LEAPS

Phonics Instruction Beginning instruction focuses on matching letters with

sounds. Typically, students learn a mixture of consonants and

vowels so that they can read words before learning all 44 phonemes.

Important for students to practice newly learned letter-sound relationships right away within the context of reading words and writing (decodable text!)

Nonphonetic, high frequency words are taught at the same time.

Near end of phonics curriculum, more complex digraphs, common inflectional endings (s, es, ing, & ed), and silent “e” is taught.

EFFECTS OF GREAT LEAPS(5TH GRADE STUDENT GOING FROM PRIMER LEVEL

TO LATE 3RD GRADE IN 4 MONTHS)

52

44

50

66

43

74

60

75

6670

65

77

72 71

83

90

0

10

20

30

40

50

60

70

80

90

10010

/18/

09

10/2

0/09

10/2

5/09

10/2

7/09

11/0

1/09

11/0

3/10

11/0

8/10

11/1

7/10

11/2

9/10

12/0

1/10

12/1

6/09

12/2

0/09

01/1

0/10

01/1

9/10

01/2

6/10

01/2

7/10

dates administered

no

. of

corr

ect

wo

rds

read

per

min

ute

.

Series1Linear (Series1)

1st gr.

2nd gr. 3rd gr.

1st gr.

2nd gr.

3rd gr.

903rd Grade Goal

Effects of Great Leaps: 3rd Gr. Students' Individual ROI Compared to Class and National ROI

1.9

1.5

2

0.8

1.21.2 1.2 1.2 1.2 1.2

0.9 0.9 0.9 0.9 0.9

0

0.5

1

1.5

2

2.5

a b c d e

Rat

e o

f Im

pro

vem

ent

Student ROIClass ROINational ROI

Students

REWARDS

WHICH OF THE FIVE BIG AREAS? PHONEMIC AWARENESS

PHONICSFLUENCY VOCABULARY COMPREHENSION

Overview Teacher


REWARDS

DATA SHOWING THE EFFECTS OF REWARDS

Effects of REWARDS on 5th Gr. Students' Individual ROI Compared to Class and National ROI

0.7

1.3

1.7

2.1

1.1 1.1 1.1 1.1

0.8 0.8 0.8 0.8

0

0.5

1

1.5

2

2.5

a b c d

Rat

e o

f Im

pro

vem

ent

Student ROIClass ROINational ROI

Students

Effectiveness of REWARDS-Average of 5th Gr. ClassesCompared to Class and National ROI

1

1.51.5

1.1

0.8 0.8

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

5th Gr. A 5th Gr. B

Rat

e o

f Im

pro

vem

ent

Rewards ROIClass ROINational ROI

Classes


6 MINUTE SOLUTIONSREWARDSPALS- GR. 2-6

PREPEATED PRRASESREPEATED READINGSFLIP-A-CHIP VOCAB.

WORD BUILDING, VOCAB.MULTILEVEL. VOCAB.PROGRAM


READ 180

FRAMEWORK for READING INTERVENTIONS


EAROBICS

GREAT LEAPS/ SLANT

REWARDS6 MINUTE SOLUTIONS

PALS--GR 2-6, READ 180REPEATED PRRASES, REPEATED READINGS

FLIP-A-CHIP VOCAB., WORD BUILDING, VOCAB.MULTILEVEL VOCAB.PROGRAM


SRA DI PROGRAMS-READING MASTERY, HORIZONS, CORRECTIVE READING

EAROBBICS

GREAT LEAPS /SLANT

REWARDS 6 MIN. SOLUTIONS

REPEATED PHRASESREPEATED READINGS

READ 180

TIER I.Guided Reading

TIER II.At-risk students-Supplemental interventions

TIER III.Highly at-risk studentsIntensive interventions

Students identified through data. PS team matches

students to appropriate

intervention- teacher, aide.

More intensive individual support-

6 MINUTE SOLUTIONS

WHICH OF THE FIVE BIG AREAS? PHONEMIC AWARENESS PHONICS

FLUENCYVOCABULARYCOMPREHENSION

Overview Teacher


6 MINUTE SOLUTIONS

DATA SHOWING THE EFFECTS OF 6 MINUTE SOLUTIONS

Effects of 6 Minute Solutions on 2nd gradeon Oral Reading Fluency

4341

16

100

0 0

40

45

15

61

27

11

0

20

40

60

80

100

120

Fall No risk(>90)

Fall Mod. Risk(70-90)

Fall High risk(<70)

Spring No risk(>90)

Spring Mod.Risk (70-90)

Spring High risk(<70)

Risk Categories

% o

f stu

den

ts in

Ris

k C

ate

gori

es

Intervention classControl Class

Fourth Grade-Fall ORF and MAZE

149

18

119

19

0

20

40

60

80

100

120

140

160

Fall ORF Fall MAZE-Comp.

ControlClass

InterventionClass

Fourth Grade-Winter MAZE ROI

0.27

0.5

0

0.1

0.2

0.3

0.4

0.5

0.6

Control Class InterventionClass

Wee

kly

ROI o

n Co

mpr

ehen

sion

Indi

cato

r

Fall Mean scores Winter Rates of Improvement

6 Minute Solution effects: Effects of increased oral reading fluency on reading comprehension

National Average ROI: 1.1Class Average ROI: 1.68

Spring Ave.-2nd gr.-Carter Oral Reading Fluency

164

136 135

99

114

91

67 70

33

50

39

2332

26 2819

167162

131 130 129 127

10798

8879 77

70 6964 61

50

0

20

40

60

80

100

120

140

160

180

A B C D E F G H I J K L M N O P

0.17 1.44 -0.22 1.72 0.83 2.00 2.22 1.56 3.06 1.61 2.11 2.61 2.06 2.11 1.83 1.72

nu

mb

er o

f w

ord

s re

ad c

orr

ectl

y in

on

e m

inu

te

FallBenchmarks

WinterBenchmarks

Weekly Student ROI

Organizing for Intervention Groups “Delivery Model”

Use the 3-Tier Reading Model as a FRAMEWORK (not a model)

Decide Who teaches intervention groups When intervention instruction takes place Where does intervention occur?

Select curriculum for intervention instruction

Small Group Intervention Instruction

Why small groups? Where does it take place? Who provides the instruction? When does it happen? How might it be organized?

Why Small Groups?

Increases opportunity to provide feedback Correction of all student errors, reteach concept, and provide

more practice

Increases student participation Enables flexibility in meeting student

needsDifferentiationScaffolding

Where Does It Take Place?

No research indicating either in-class or pull-out is more effective than the other

In the classroom Students do not move Minimizes transition time

“Walk-to-Intervention” Students leave own gen.ed classroom Provides for more homogenous grouping

Who Provides Instruction?

Classroom Teacher Already has established relationship with students Aware or student’s strength, weaknesses

Support Personnel Easier to focus because not responsible for other

students during intervention time Tighter grouping of students across classes

When Does It Happen?

Intervention Block Specifies intervention block time in all classrooms

across a grade-level Becomes part of master calendar Involves all students in homogeneous groups

Across the Day Scheduling is flexible, based on class and personnel

availability

PreK Teachers: IGDISIndividual Growth and Development Indicators

http://ggg.umn.edu/Using Get it Got it Go! Reports within a Decision Making Framework: Screening, Testing, and Evaluating with IGDIs

http://www.igdi.ku.edu/

http://ggg.umn.edu/get/background_information/igdi_distinctions.html

http://ggg.umn.edu/

http://www.igdi.ku.edu/

Other Service Personnel

OT/PThttp://occupational-therapy.advanceweb.com/Editorial/Content/Editorial.aspx?CC=96520

SLPhttp://www.asha.org/slp/schools/prof-consult/RtoI.htm

Examples

http://occupational-therapy.advanceweb.com/Editorial/Content/Editorial.aspx?CC=96520

http://occupational-therapy.advanceweb.com/Editorial/Content/Editorial.aspx?CC=96520

http://www.asha.org/slp/schools/prof-consult/RtoI.htm

K-2nd Grade Intervention

Video Session length Session Frequency

Research Based Session Components Familiar Read (Graph) Phonemic Awareness Phonics New Book Introduction First read of new book

1st-8th Grade Intervention Example

Video Session length and frequency Read Naturally (1st through 8th Grade)

Read Naturally Steps

1. Pick a Story

2. Read along to learn the key words

3. Write a prediction

4. Time yourself reading

5. Mark your graph in blue

6. Read along to learn the story

R.N. Cont.

7. Practice reading on your own

8. Answer the questions

9. Pass the story

10. Mark your graph in red

11. Write a retell, or practice word lists

THANK YOU!

Contact information:

Meg Thurman

[email protected]

Michele Jacobs

[email protected]

mailto:[email protected]

Documents

Support Staff September 8, 2009. Response to Intervention District Plan WITHIN A RESPONSE TO INTERVENTION (RtI) CONTEXT, A 3-TIERED MODEL OF RESEARCH-