Prevention to Avoid Intervention

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Prevention to Avoid InterventionResponse to Instruction!TargetsQuick overview of RTIUnderstand 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.PartnershipsPick someone near you to be your partner.The person with the next birthday is coffee.The other person is cream.THE BUDGETNot another thing!

PLCCore ProgramELL & Sheltered InstructionTitle IGrade level data meetingAssessmentInstructionProfessional developmentBehaviorRTISpecialEducationInterventionsTAG

CFA

5Professional DevelopmentSpecial EducationELLDistrict OfficeResourcesTitle ProgramsCurriculum DevelopmentResponse to InterventionThe Process is Ongoing and Long-Term CONSENSUS

CONSENSUSINFRASTRUCTUREIMPLEMENTATIONCONSENSUSINFRASTRUCTUREHeartland Education Agency7The IDM Process is ongoing, and is a long-term commitment. It will also vary in every school and from year to year depending on the unique characteristics of that school. For example, if your school has a high turnover in staff each year there will need to be more attention paid to ongoing consensus building with new staff. On the other hand, if through the process you find that you need to make some big changes to the instructional practices in your building, more time may need to be spent on building teacher skills for quality implementation. For long-term processes: Think about and plan for sustainabilityIDM is not a flash in the pan initiativeThis is about changing the culture of your schoolThis should become the way you do business at your schoolBuilding leadership teams are vital for sustainability.So how do we make this happen?Professional DevelopmentLeadershipData based teamingUniversal screenerCore Curriculum with strong instructionDecision rules and reading protocolProgress MonitoringInterventionsRTI 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.

Talk TimeCoffee 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 questionsR.T.I. =Response To InterventionR.T.I. =Response To Instruction

but works for who?

This is a systematic response for all students and adults. Doing what works. . .

Hows your herd?

Strong core instruction

Weak core instruction

We should spend 90 minutes of core reading timebecauseeffective core instruction is the most important thing you can do in RTI.90 minutesCore programs are written and designed to be taught for 90 to 120 minutes. This does not include the instruction of writingIt may include the practice of writingWriting in response to reading

Literacy DietPowerful literacy diet to ensure good literacy healthPhonemic AwarenessPhonicsFluency & AccuracyVocabularyComprehension

Adapted from90 Minutes Daily focused on the BIG 519When eating from the food pyramid is not enough Need to add iron pills, or vitamins, but do not stop eating from the food pyramid.

Provide additional support through Tier 2 and Tier 3 Interventions

Adapted from20Struggling readers in coreThey need the most instructionNeed to be exposed to grade level materialIf they miss grade level material, they will never catch upJust because there is a deficit in one area, does not mean there is a deficit in all areas of readingInterventions are limited in scope

Everyday in successful classroomsBig Five of Reading

Phonemic Awareness(pre K-2)Phonics (K-3)Fluency (K-6)Vocabulary (K-adult)Comprehension (K-adult)(NRP, 2000)

Word comparisonRhymingSentence segmentationSyllable segmentation and blendingOnset-rime blending and segmentationBlending and segmenting individual phonemesPhoneme addition, deletion and manipulation

Phonemic Awareness easyhardLetter sounds VC and CVCConsonant DigraphsCVCC and CCVCSilent ER-control vowelsAdvanced consonants (i.e.,-tch, kn, soft c &g)Vowel TeamsMulti-syllable wordsPrefixes and suffixes

Phonicseasyhard95%98%99%The Secret Life of Bees18.57.43.6My Brother Sam is Dead1563The Magic School Bus62.41.2AccuracyProsody Expression EmphasisPhrasingVolumeSmoothnessRateCWPMThe old man the vegetable garden.FluencyimportanceVocabularyContextual 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 needsVocabularyContextual AnalysisMorphemic Analysis

Expressive VocabularyReceptive Vocabulary

Center for Teaching and Learning, University of Oregon

Instructional needsComprehensionText StructureMake Inferences and AnalyzeEvaluateStory StructureGenerate QuestionsSummarizeMonitor 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 needsWe should spend 90 minutes of core reading timebecauseeffective core instruction is the most important thing you can do in RTI.Talk TimeCoffee 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 questionsInstructional changes occur based on a variety of assessmentsbecauseeffective core instruction is the most important thing you can do in RTI.Digging DeeperHow deep you dig depends on the intensity of the problem.

OR

Types of assessmentScreenerseasyCBM

Oral reading fluency and comprehension activityMeet 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.Robust indicator of academic health Brief and easy to administerCan be administered frequentlyMust 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 ToolsPurposes of ScreenersEvaluate overall effectiveness of programSelect students who need additional supportMonitor progress of students

A universal screener should over-identify students who might need something more!

36Progress monitoringScreener tools also help us to answer the question Is what we are doing working?

Where are we?What is our goal?What course should we follow?How are we doing?ActualCourseDesiredCourseOur GoalWe are Here38Notes:For example, in the Northwest boating is an important recreation and livelihood. Whether you are on a whale watching tour or fishing, sometimes finding your way back to your port is easy. The sky is clear, the ocean blue, and you can clearly see your home port and the course you should follow to reach a safe harbor. [click] But sometimes the fog roles in and our journey to our goal becomes much more difficult and challenging. It is hard to tell where we are, where we want to be, what course to follow, and whether we are getting closer to safety or need to make a course adjustment. [click] So we turn on the GPS and ask where we are. [click] Of course, knowing where we are is only of limited help. The great philosopher Buckaroo Bonzai once commented, No matter where you go, there you are![click] We also need to know where the port, our safe harbor, is. [click] [click] We also need to know what course to follow to get there. [click] The GPS can tell us to point the boat at 117 degrees and progress for 20 minutes at 10 knots to reach our goal. Now we have a good plan about how to get to our goal, our safe harbor, and avoid the rocks and cliffs on either side. But, sometimes our plans go awry.[click] We also need to check up on our progress in time to make course corrections. [click] If we are off course, the time to modify our plan is early, in time to still reach our safe harbor and not end up on the rocks.[click]

Types of assessmentMastery assessmentWeekly testsNovel testsAnswer questions about textCommon Formative Assessments

Responding to the text exampleWrite 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. 178Common Formative AssessmentsPre and post test of power standardsStudent 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.Types of assessmentDiagnostic AssessmentDRA, Phonics assessment, QRI

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.

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DRA

Quick Phonics Screener

QRI

QRI

Types of assessmentProgram AssessmentOAKS

OAKSPassing OAKS 3rd grade (204) places a child in the 17th percentilePassing 3rd grade is not enough. By 5th grade, if these students stay at the same percentile they will fail OAKS By 10th grade, if these students stay at the same percentile they will fail OAKSThis student will score a 236 and pass at the 32nd percentile

Based on 2009-2010 ODE percentiles

Grade Meeting= 35 percentile3rd grade2042094th grade2112165th grade2182206th grade2222257th grade2272308th grade23123210th grade236236Pulling the Data TogetherAvoid the TBUTrue But Useless!

Tier 1 meetings help you to evaluate the health of the core program.

Grade% at or above the district target( 50th percentile)1st WRF71%2nd44%3rd42%4th43%5th38%Grade% at or above the district target( 50th percentile)1st WRF35%2nd WRF44%3rd38%4th25%5th41%Grade% at or above the district target( 50th percentile)1st WRF35%2nd51%3rd44%4th39%5th44%Grade% at or above the district target( 50th percentile)1st WRF27%2nd32%3rd24%4th18%5th25%

2009-2010 ODE reportsTypes of assessmentScreeners + Mastery Assessment + Diagnostic Assessment +Program Assessment+ Professional Learning Communities = A Data System

Types of assessment

Screeners + Mastery Assessment + Diagnostic Assessment +Program Assessment+ Professional Learning Communities = A Decision System

Instructional changes occur based on a variety of assessmentsbecauseeffective core instruction is the most important thing you can do in RTI.Talk TimeCream 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 questionsThere must be fidelity to the corebecauseeffective core instruction is the most important thing you can do in RTI.Text ProtocolRead the What is Fidelity of Implementation and Why is Fidelity of Implementation Important? section, page 42.If you finish continue into the next section.

Text ProtocolWhat 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 CoffeeShare with your partner one word that stands out for you. Coffee then Cream

vs.Fidelity to the coreWorksheets Fidelity

Why is fidelity important?Comprehensive program that incorporates all components of readingStudents have the opportunity to make connectionsStudents read text that supports vocabulary, phonics, and comprehension lessonsThe whole school has a common language, common goal, and common tools

Fidelity the big 5 of reading to the curriculum scope and sequence to district/state standards and benchmarks to effective instructional practices

Big 5 of ReadingPhonemic Awareness PhonicsFluencyVocabularyComprehensionScope and sequence

Scope and sequence

We want to be sure that we know what has and what will be taught. Mastery of skills looks different at all levelsRepeated opportunities to learnWe must complete the year to complete the race

Scope and sequence

State Standards

Effective Instructional PracticesOptimize engaged time/time on taskPromote high levels of successIncrease content coverageHave students spend more time in instructional groupsScaffold instructionAddress different forms of knowledgeEllis and Worthington, 1994Who ensures fidelity?District must decide on the key points of the core curriculum

Fidelity checklist should provide clarity to teachers

Curriculum specific fidelity checklistsNon-curriculum specific fidelity checklists

Who ensures fidelity?District must decide who is responsible to checkPrincipalLiteracy coachFidelity checks should occur regularly two to three times a year10 minutes each class

There must be fidelity to the corebecauseeffective core instruction is the most important thing you can do in RTI.Talk TimeCream 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 questionsEngaging instruction is key

becauseeffective core instruction is the most important thing you can do in RTI.Is this engaging instruction?Is this engaging instruction?

Students must be engaged in instruction to learn from the instruction.PacingOptimize instructional timeAllow for student think/processing timeGood pacing keeps students from being bored, but is not so fast they cannot keep upBrief introduction and eternal reviewPartnerships Increase student talk timeIntentionally assigned by teacherMultiple turns leads to multiple opportunitiesMore turns = more practice

Dr. Anita ArcherFocus As you watch this video,Note the active participation procedures that are directly taught to students.

Talk TimeCoffee will begin followed by CreamBegin 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.Instruction must be explicitbecauseeffective core instruction is the most important thing you can do in RTI.Overtly teaching each step through teacher modeling and many examples (Gradual Release Model).

ExplicitSystematicPractice and FeedbackApplication and MasteryComponents of Effective Instruction94Breaking lessons and activities into sequential, manageable steps that progress from simple to more complex concepts and skills. i.e. scope and sequence of program

ExplicitSystematicPractice and FeedbackApplication and MasteryComponents of Effective Instruction95Providing many opportunities for students to respond and demonstrate what they are learning, which may include teacher modeling, rehearsal, and feedback.

ExplicitSystematicPractice and FeedbackApplication and MasteryComponents of Effective Instruction96Generalize what is learned in different contexts. We want students to apply the lessons to the next text they read.

ExplicitSystematicPractice and FeedbackApplication and MasteryComponents of Effective Instruction97Whole group instructionText is designed to be the initial instructionText is used as a model to teach literacy skillsWhole group text may be above or below some studentsWhole group instruction should be a limited amount of time

Instruction mattersThink aloud to model new information for studentsI do, we do, yall do, you do (scaffolding)Graphic organizersMaintain a perky pace.Maintain close proximity to students.

Whole group videoWrite down effective instructional strategies in whole groupScaffoldingThink aloudGraphic organizer

2nd grade, Rural Southeast, OregonDescription is the focus and was taughtVideo begins just after a picture walkYou 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?

Talk TimeCream 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 questionsSmall Group InstructionText is at the students instructional levelThe text is focused on the needs of the studentsTeacher provide background, addresses vocabulary and text featuresEach student has their own copy of the text and they read independently while the adult observes their reading behaviorsAfter the students read, the adult leads a group discussion

Managing groupsYou 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!

Skill grouping Flexible based on what the child has demonstrated2nd graders are grouped who didnt do well on oi sound last week5th grade readers are grouped who are strong at summarizing, not on inference Ability groupingStudents generally read at the same level, but it may be for different reasonsA student who struggles due to decoding vowels is grouped with a student who struggles with reading speed.

Managing groupsInstructional Level TextUnderstand why students are in a group togetherUse multiple sources of data to determine the leveleasyCBMMastery testsObservationsThe text is focused on the needs of the studentsWe are teaching the reader not the textWe are teaching literacy not literature! We are teaching for applicationReading of the textSet the purpose for reading the textEach student should have a copy of the textPassage reading proceduresChoral ReadingCloze ReadingSilent Reading Partner ReadingAsk questions of the readersInstruction must be explicitbecauseeffective core instruction is the most important thing you can do in RTI.Effective core instructionWe should spend 90 minutes of core reading timeThere must be fidelity to the coreEngaging instruction is keyInstruction must be explicitDIETAt 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.