rrrr
SRC p.
3
SRC p.
3
ScreeningProgress MonitoringDiagnosticOutcome
6 + 4 + ii + iii = NCLB
6 + 4 + ii + iii = NCLB
ii – Initial InstructionFlorida State Board Rule 6A-6.053
Broward’s Comprehensive Reading Plan
ii – Initial InstructionFlorida State Board Rule 6A-6.053
Broward’s Comprehensive Reading Plan
SRC p. 3
SRC p. 3
DURING 90-Minute
Reading Block
DURING 90-Minute
Reading Block
Comprehensive CoreReading Programs
Comprehensive CoreReading Programs
Whole Group InstructionWhole Group Instruction
Small Group InstructionSmall Group Instruction
Independent/Group Practice and Application
Independent/Group Practice and Application
Broward Schools – ii
DAILY Initial Instruction (ii) must be:• Focused on Specific, Differentiated Needs of Students• Delivered Explicitly and Systematically • Scaffolded According to Needs of Students • Conducive to Learning, by Providing the Following Components -
* background knowledge building, motivation for learning, reading/writing connections, and print-rich classroom environments
ii = high quality INITIAL INSTRUCTION – delivered to all students through a comprehensive core reading program during a daily 90-minute, uninterrupted reading block.
DURING 90-Minute
Reading Block
DURING 90-Minute
Reading Block
Third Grade Alternative Comprehensive Core
Reading Programs
Third Grade Alternative Comprehensive Core
Reading ProgramsWhole Group InstructionWhole Group Instruction
Small Group InstructionSmall Group Instruction
Independent/Group Practice and Application
Independent/Group Practice and Application
Broward Schools – ii
DAILY Initial Instruction (ii) must be:• Focused on Specific, Differentiated Needs of Students• Delivered Explicitly and Systematically • Scaffolded According to Needs of Students • Conducive to Learning, by Providing the Following Components -
* background knowledge building, motivation for learning, reading/writing connections, and print-rich classroom environments
ii = high quality INITIAL INSTRUCTION – delivered to all third year third grade students through an alternative comprehensive core reading program during a daily 90-minute, uninterrupted reading block.
* Kaleidoscope OR* Wilson Reading OR
* Voyager WITH Treasures/Triumphs
6 + 4 + ii + iii = NCLB
(1) (b) Immediate intensive intervention must be provided daily for all students who have been identified with a reading deficiency. This intervention must be in addition to or as an extension of the ninety (90) minute reading block in a smaller group size setting or one on one. The student must continue to be provided with intensive reading instruction until the reading deficiency is remedied.
SRC p. 3
SRC p. 3
iii – Immediate Intensive InterventionFlorida State Board Rule 6A-6.054
Broward’s Comprehensive Reading Plan
iii – Immediate Intensive InterventionFlorida State Board Rule 6A-6.054
Broward’s Comprehensive Reading Plan
iii = IMMEDIATE INTENSIVE INTERVENTION – delivered to struggling readers through supplemental/comprehensive intervention reading programs, beyond the 90-minute reading block.
DAILY Intervention Instruction (iii) must be:• Delivered Beyond Reading Block, as Double/Triple Dose(s)• Focused on Specific, Differentiated Needs of Students• Progress Monitored Frequently• Delivered in a More Intensive Reading Instructional Format
* flexible grouping, smaller instructional group size, greater instructional time, greater instructional intensity that is explicit and systematic, and greater scaffolding and accommodations• Continued Until the Deficiency(ies) Remedied
Broward Schools – iii
BEYOND 90-Minute
Reading Block
BEYOND 90-Minute
Reading Block
Supplemental and Comprehensive Intervention Reading Programs
Supplemental and Comprehensive Intervention Reading Programs
Small Group Instruction
Small Group Instruction
One-on-One Instruction
One-on-One Instruction
FREQUENCY and duration of meeting in small groups (the WHEN) – once daily, twice daily, etc. FOCUS of instruction (the WHAT) – work in vocabulary, phonics, comprehension, etc. FORMAT of lesson (the HOW) – determining lesson structure and level of scaffolding, modeling, explicitness, systematic delivery, content intensity, etc. SIZE of instructional group – 1, 3, 4, 6 students, etc. Analyze DATA to determine the 3 Fs and 1 S (the WHY) Provide PROFESSIONAL DEVELOPMENT that focuses on the collection andanalysis of data, the 3 Fs, and 1 S
SRC p. 3
SRC p. 3
Disaggregate Data
Assess Student Needs
Review Resources
Target Instruction (differentiate by 3Fs and 1S)
Instructional EnvironmentInstructional Environment
ALL STUDENTS DESERVE INSTRUCTION WITHIN THE LEAST RESTRICTIVE ENVIRONMENT.
ALL STUDENTS DESERVE INSTRUCTION WITHIN THE LEAST RESTRICTIVE ENVIRONMENT.
Instruction provided within an inclusion classroom is preferred over placement in a self-contained classroom,
IF THE STUDENT IS MAKING ADEQUATE PROGRESS.
Instruction provided within an inclusion classroom is preferred over placement in a self-contained classroom,
IF THE STUDENT IS MAKING ADEQUATE PROGRESS.
Instructional ResourcesInstructional Resources
ALL STUDENTS DESERVE INSTRUCTION USING THE LEAST RESTRICTIVE RESOURCES.
ALL STUDENTS DESERVE INSTRUCTION USING THE LEAST RESTRICTIVE RESOURCES.
Instruction provided using comprehensive resources that address all essential reading components are preferred over the use of highly intensive resources that limit instruction to only one or two essential reading components,
IF THE STUDENT IS MAKING ADEQUATE PROGRESS.
Instruction provided using comprehensive resources that address all essential reading components are preferred over the use of highly intensive resources that limit instruction to only one or two essential reading components,
IF THE STUDENT IS MAKING ADEQUATE PROGRESS.
Step 1: Problem IdentificationStep 1: Problem Identification
“What is the problem?”
“Why is itoccurring?”
Step 3: Intervention DesignStep 3: Intervention Design
“What are we going to do about it?”
Step 2: Problem AnalysisStep 2: Problem AnalysisStep 4: Response to InterventionStep 4: Response to Intervention
“Is it working?”
Comprehensive Problem SolvingSTEP 1: PROBLEM IDENTIFICATION
What is the reader’s problem?
Comprehensive Problem SolvingSTEP 1: PROBLEM IDENTIFICATION
What is the reader’s problem?
Use Data – Identify the Problem
• How has the reader responded to Tier 1 initial core instruction?
• What reading behaviors are exhibited?
• Have diagnostic reading assessments been administered to determine precise/detailed picture of strengths and weaknesses?
• What additional assessment data is needed to better analyze the problem?
Use Data – Identify the Problem
• How has the reader responded to Tier 1 initial core instruction?
• What reading behaviors are exhibited?
• Have diagnostic reading assessments been administered to determine precise/detailed picture of strengths and weaknesses?
• What additional assessment data is needed to better analyze the problem?
Analyze Data – Determine Why Problem is Occurring
• What is causing the discrepancy between what is expected and what is actually occurring?
• Does the diagnostic assessment data indicate the reader has a specific deficiency in one essential component of
reading instruction, or is the deficiency apparent across multiple essential components?
Analyze Data – Determine Why Problem is Occurring
• What is causing the discrepancy between what is expected and what is actually occurring?
• Does the diagnostic assessment data indicate the reader has a specific deficiency in one essential component of
reading instruction, or is the deficiency apparent across multiple essential components?
Comprehensive Problem SolvingSTEP 2: PROBLEM ANALYSIS
Why is the problem occurring?
Comprehensive Problem SolvingSTEP 2: PROBLEM ANALYSIS
Why is the problem occurring?
Design and Implement Instructional Plan – Target Specific Differentiated Needs
• What intervention would best meet the reader’s needs?
• How intensive should the intervention be?
• Is adequate scaffolded support provided?
Design and Implement Instructional Plan – Target Specific Differentiated Needs
• What intervention would best meet the reader’s needs?
• How intensive should the intervention be?
• Is adequate scaffolded support provided?
Comprehensive Problem SolvingSTEP 3: INTERVENTION DESIGN
What are we going to do about the problem?
Comprehensive Problem SolvingSTEP 3: INTERVENTION DESIGN
What are we going to do about the problem?
Evaluate Instructional Plan – Ensure Effective Response to Intervention
• Does progress monitoring inform instructional decisions?
• Is progress monitoring conducted regularly?
• Have measureable goals/benchmarks been established?
• Is graphic depiction of data used to monitor substantial deficiencies?
Evaluate Instructional Plan – Ensure Effective Response to Intervention
• Does progress monitoring inform instructional decisions?
• Is progress monitoring conducted regularly?
• Have measureable goals/benchmarks been established?
• Is graphic depiction of data used to monitor substantial deficiencies?
Comprehensive Problem SolvingSTEP 4: RESPONSE TO INTERVENTION
Is the intervention working?
Comprehensive Problem SolvingSTEP 4: RESPONSE TO INTERVENTION
Is the intervention working?
SRC p. 3
SRC p. 3 RESPONSE TO INTERVENTION / INSTRUCTION (RtI)
Manner in which Instruction is Provided Continuum in Intensity of Instructional Delivery
Tier I, Tier II, and Tier III
Struggling Reader Chart – support strengthening instruction for struggling readers
Data – drives instruction (skill/strategy needs), rather than instructional programs
Tiers I, II, and III – continuum of instructional intensity (not specific program/category)
Instructional Intensity – more time per session, more sessions per week, smaller group sizes, more explicit/systematic delivery, etc. Reading resources should be allocated in direct proportion to the differentiated needs of students.
Tier ICore Curriculum Instruction – For ALL
Tier ICore Curriculum Instruction – For ALL
Tier IIStrategic Intervention Instruction
Tier IIStrategic Intervention Instruction
Tier IIIIntensive Intervention
Instruction
Tier IIIIntensive Intervention
Instruction
SRC p. 2
SRC p. 2
TIER IALL Students Receive Initial
Core Instruction
TIER IITier I Students Receiving
Strategic Interventions
TIER IIITier I Students Receiving
Intensive Interventions
Comprehensive Core Reading Programs
* foundation of reading instruction
* consist of scientific, research-based instructional practices
* methodologies designed to support all students in core curriculum
Comprehensive CoreReading Programs
Comprehensive CoreReading Programs
Tier ICore Curriculum Instruction
Tier ICore Curriculum Instruction
Supplemental programs may be used to enhance instruction based on needs of class/school.
For example, if data indicates a specific school has a need to increase vocabulary instruction beyond that offered by the comprehensive core reading program, then a vocabulary program is needed to supplement the core curriculum for all students.
Supplemental programs may be used to enhance instruction based on needs of class/school.
For example, if data indicates a specific school has a need to increase vocabulary instruction beyond that offered by the comprehensive core reading program, then a vocabulary program is needed to supplement the core curriculum for all students.
SRC p. 2
SRC p. 2
ALL Students Receive Initial Core Instruction
TIER I
Supplemental and Intervention Resources included in Comprehensive Core Reading Programs
* alignment with effective core instruction
* provides additional instructional support
Tier IIStrategic Intervention Instruction
Tier IIStrategic Intervention Instruction
For example, Triumphs can be delivered at a variety of strategic levels to increase student progress:
• Treasures Approaching Level; w/ Triumphs Intervention, both during two separate small group instruction times within the 90-minute reading block• Triumphs Intervention, during small group instruction within the 90-minute reading block; w/ Triumphs Intervention, during a double dose of instruction delivered beyond the 90-minute reading block
For example, Triumphs can be delivered at a variety of strategic levels to increase student progress:
• Treasures Approaching Level; w/ Triumphs Intervention, both during two separate small group instruction times within the 90-minute reading block• Triumphs Intervention, during small group instruction within the 90-minute reading block; w/ Triumphs Intervention, during a double dose of instruction delivered beyond the 90-minute reading block
SRC p. 2
SRC p. 2
Tier I Students Receiving Strategic Interventions
TIER II
Supplemental and Comprehensive Intervention Programs Recommended
on Struggling Reader Chart
* data indicates inadequate student progress
* comprehensive core reading program resources not meeting differentiated needs of students
* supports delivery of more strategic instruction
Tier II – cont’dStrategic Intervention Instruction
Tier II – cont’dStrategic Intervention Instruction
For example, the phonics instruction in Fundations provides more visual, tactile, and kinesthetic support than Triumphs, and may be more effective and powerful for certain populations of students:• Triumphs Intervention, during small group instruction within the 90-minute reading block; w/ Fundations, during a double dose of instruction delivered beyond the 90-minutereading block.
For example, the phonics instruction in Fundations provides more visual, tactile, and kinesthetic support than Triumphs, and may be more effective and powerful for certain populations of students:• Triumphs Intervention, during small group instruction within the 90-minute reading block; w/ Fundations, during a double dose of instruction delivered beyond the 90-minutereading block.
SRC p. 2
SRC p. 2
Tier I Students Receiving Strategic Interventions
TIER II
Supplemental and Comprehensive Intervention Programs Recommended
on Struggling Reader Chart
* data indicates inadequate student progress
* comprehensive core reading program resources not meeting differentiated needs of students
* supports delivery of more intensive instruction
Tier IIIIntensive Intervention Instruction
Tier IIIIntensive Intervention Instruction
For example, comprehensive and supplemental intervention programs can be combined to provide increased daily doses of intensive, explicit, and systematic instruction, offering a more effective and powerful instructional plan for students exhibiting the greatest substantial reading deficiencies:
For example, comprehensive and supplemental intervention programs can be combined to provide increased daily doses of intensive, explicit, and systematic instruction, offering a more effective and powerful instructional plan for students exhibiting the greatest substantial reading deficiencies:
SRC p. 2
SRC p. 2TIER III
Tier I Students Receiving Intensive Interventions
Tier III – cont’dIntensive Intervention Instruction
Tier III – cont’dIntensive Intervention Instruction
•Triumphs Intervention, during small group instruction within the 90-minute reading block; w/ Triumphs Intervention, extended during a double dose of instruction deliveredbeyond the 90-minute reading block; w/ Great Leaps, during a triple dose of instruction delivered beyond both the 90-minute reading block and double dose instructional time
•Triumphs Intervention, during small group instruction within the 90-minute reading block; w/ Fundations, during a double dose of instruction delivered beyond the 90-minutereading block in a two-to-one pull-out model
•Triumphs Intervention, during small group instruction within the 90-minute reading block; w/ Triumphs Intervention, extended during a double dose of instruction deliveredbeyond the 90-minute reading block; w/ Great Leaps, during a triple dose of instruction delivered beyond both the 90-minute reading block and double dose instructional time
•Triumphs Intervention, during small group instruction within the 90-minute reading block; w/ Fundations, during a double dose of instruction delivered beyond the 90-minutereading block in a two-to-one pull-out model
SRC p. 2
SRC p. 2TIER III
Tier I Students Receiving Intensive Interventions
ScreeningProgress MonitoringDiagnosticOutcome
Schools are encouraged to continue using the assessments that have proven to be valuable for the purpose(s) intended.
Schools are encouraged to continue using the assessments that have proven to be valuable for the purpose(s) intended.
SRC p. 4
SRC p. 4
Assessment for InstructionAssessment for Instruction SRC p. 5
SRC p. 5
2009-2010 Elementary Reading Assessment Schedule (2 pages) The following chart does not reflect all assessment options recommended for progress monitoring of all essential components of reading instruction. See Struggling Reader Chart and PMP for a complete list of recommended progress-monitoring assessments.
Graphically Displaying Progress-Monitoring Data
• Simple Line Graphs Provide Effective Display of Data Trends
• Frequency of Data Collection Can Vary – Monthly, Every Other Week, Weekly
• Factors Determining Frequency of Data Collection for Progress Monitoring – Intensity of Student Needs, Targeted Intervention,
Type of Assessment
• Simple Line Graphs Provide Effective Display of Data Trends
• Frequency of Data Collection Can Vary – Monthly, Every Other Week, Weekly
• Factors Determining Frequency of Data Collection for Progress Monitoring – Intensity of Student Needs, Targeted Intervention,
Type of Assessment
Simple Line Graphs Can Be Created Electronically
Excel program allows for entry of student progress-monitoring data that will
support the creation of simple line graphs, as demonstrated in the next four slides.
Personalize GraphBenchmark Line
Score (student data) LineTrend Line
Graphing – Letter Naming DataKindergarten – Weekly
Across One Quarter
Graphing – Running Record DataFirst Grade – Every 4 Weeks
Across the Year
Graphing – Oral Reading Fluency DataSecond Grade – Every 4 Weeks
Across the Year
Graphing – Sequencing (comprehension) DataSecond Grade – Every Other Week
Across Two Quarters
District-Supported Interventions for Struggling Readers in Grades K-2
These resources should be considered when students need more strategic (Tier II) or intensive (Tier III) intervention instruction, beyond the core reading program (Tier I).
Fidelity of implementation is critical to the success of these research-based programs. Oral language intervention should be incorporated into all daily instruction, based on student need.
Use the school-based speech and language pathologist as a resource.
SRCpp. 6-7
SRCpp. 6-7
District-Supported Interventions for Struggling Readers in Grades 3-5
These resources should be considered when students need more strategic (Tier II) or intensive (Tier III) intervention instruction, beyond the core reading program (Tier I).
Fidelity of implementation is critical to the success of these research-based programs. Oral language intervention should be incorporated into all daily instruction, based on student need. Use
the school-based speech and language pathologist as a resource.
SRC pp. 8-9SRC pp. 8-9
TriumphsTriumphs
FundationsFundations
Phonics for Reading Phonics for Reading
Great LeapsGreat Leaps
Grades K-2
Grades K-2
Grades3-5
Grades3-5
Super QARSuper QAR
Accelerated Literacy Learning
Accelerated Literacy Learning
TriumphsTriumphs
Wilson ReadingWilson Reading
Phonics for Reading Phonics for Reading
Intermediate Rewards
Intermediate Rewards
Super QARSuper QAR
Soar to SuccessSoar to Success
Full Descriptions Provided for each of these Programs
SRC pp. 6-9SRC pp. 6-9
Elementary Struggling Reader Supporting Resources
Supplemental resources are suitable for differentiating instruction for all students (Tiers I, II, III).
Oral language intervention should be incorporated into all daily instruction, based on student need. Use the school-based speech and language pathologist as a resource.
SRC p. 10
SRC p. 10
Elementary Struggling Reader Technology Resources
Technology resources are suitable for differentiating instruction for all students (Tiers I, II, III).
SRC p. 11
SRC p. 11
District Supported Interventions for Language Acquisition - ESOL K-5
The materials listed below are supplementary and are intended for differentiated instruction for English Language Learners.
Fidelity of implementation is critical to the success of these research-based programs.
SRC pp. 12-13SRC
pp. 12-13
Supporting Differentiated Instruction for Struggling ReadersUsing Supplemental Leveled Texts
Struggling readers become frustrated if unable to read grade-level text. When a student’s instructional reading level falls significantly below grade level, exposureto grade-level texts through scaffolded teacher support is vital.
Scaffolded instructional support occurs as “teachers challenge their students to engage in learning tasks they are unable to complete independently by providing support,” through modeling, thinking aloud, and dialoguing, which enables students to actively participate by “sharing their teachers’ understanding of the tasks” until they become capable of performing the tasks independently.
Contributed by Judith Winn, Ph.D., Associate Professor in the Department of Exceptional Education at the University of Wisconsin-Milwaukee
LEVELED TEXT RESOURCE COLLECTIONS School Resource Room Classroom Libraries Core Programs Supplemental Intervention Programs
LEVELED TEXT RESOURCE COLLECTIONS School Resource Room Classroom Libraries Core Programs Supplemental Intervention Programs
SRCp. 14SRC
p. 14
The Reading Level Equivalency Chart
provides measurements for determining
grade-level equivalency
across several text-leveling systems and assessments.
Readiness Through Grade Five
SRCp. 15SRC
p. 15
Comprehensive Problem Solvingthrough Collaboration
is Critical to the Effective Practice of Response to Intervention/Instruction
Additional District Information on Response to Intervention/Instruction
Psychological Services Department of Broward County Public Schools
Mark A. Lyon, Ph.D., Team Leader
CPS/RtI Materials
http://www.broward.k12.fl.us/studentsupport/psychologicalservices/html/CPS_RTI.htm