Tier 1 Intervention: What do we do when students don’t learn?

Shirley Jirik, Ed.D.SVVSD RtI Coordinator

Making the Shift May 28-31, 2013

Purpose

• To improve our overall Tier 1 instruction and our ability to utilize Tier 1 Literacy Interventions.

Learning Targets

• Learn how to find root cause• Learn how to match the intervention to

the root cause/specific skill deficit• Find resources for literacy interventions

Tier 1 Instruction

• Strategies that work for all!• SIOP- Sheltered Instruction

Observation Protocol• Differentiated Instruction–Grouping

• John Hattie’s Visible Learning–Top 22 document

John Hattie’s Research

Turn & Talk

• Take a minute to look over the Top 22 • Turn and Talk with an Elbow Partner–What surprises you about this research?–What pops out as important?–What might you try in your classroom?

What is an intervention?

Working definition for today:Additional instruction which

supplements the instruction provided for all students in the general curriculum and assists students in meeting the standards

“Intervention always involves instruction.” Pat Quinn

Intervention in Literacy

Does English follow any rules?

• 4 percent of all English words in print defy explanation and are truly irregular

• Approximately 50 percent of all English words can be spelled accurately by sound–symbol correspondence patterns alone

• Another 36 percent of all English words can be spelled accurately except for one speech sound (usually a vowel)– Louisa Moats and Carol Tolman, 2009

Pikes Peak Literacy Project

• Applying the findings and recommendations of the National Reading Panel to the teaching and learning of reading in Colorado

What do we do when they don’t learn?

Root Cause: Use 5 Why Protocol

Screeners/Diagnostics

• CORE Phonics Screener by Scholastic• Cool Tools- Informal Reading Assessment from

Florida Department Of Education• The Reading & Writing Project: Reading Assess

ments• Informal Reading Assessment by Jean Jennings• Words Their Way by Donald R. Bear, Marcia R.

Invernizzi, Shane Templeton, Francine R. Johnston

What variables can we control?

ICEL

Instruction Curriculum Environment Learner

RIOT

ReviewInterview ObserveTest

In your handout…

• Take a look at the ICEL and RIOT Tables, discuss with an elbow partner:–Do these resources help you analyze where the student is struggling?

Shoe Tying Analogy

Match intervention to skill deficit

Intervention Resources

• Florida Center for Reading Research• Intervention Central• Reading & Writing Project• Doing What Works• Read Write Think

Let’s Try One!

• Building Vocabulary Using a 5 Step Process–In your handout–Try the word intervention

Use Formative Assessment to Monitor What You Try!

• Keep track so you know if the intervention is working or not

My Blog

• http://blogs.stvrain.k12.co.us/rti/• RtI Resources–Making the Shift•PowerPoint, Handouts, Other

resources• Shirley Jirik, RtI Coordinator