Prevention to Avoid Intervention

Prevention to Avoid Intervention

Tier 1: the most important tier!

Targets

•Understand we should spend 90 minutes of core reading time.•Define fidelity to the core.•Understand that engaging instruction is key.•Recognize that instruction must be explicit.

Partnerships

• Pick someone near year you to be your partner.

• The person with the next birthday is coffee.

• The other person is cream.

Tier 1 is for all students

How’s your herd?

Strong core instruction

Weak core instruction

We should spend 90 minutes of core reading time

because

effective core instruction is the most important

thing you can do in RTI.

90 minutes

• Core programs are written and designed to be taught for 90 to 120 minutes.

• This does not include the instruction of writing– It may include the practice of writing• Writing in response to reading

• More whole group instruction on Monday and Tuesday

• Not the same amount of small group time for each each day

Struggling readers in core

• They need the most instruction• Need to be exposed to grade level

material• If they miss grade level material, they will

never catch up• Just because there is a deficit in one area,

does not mean there is a deficit in all areas of reading

• Interventions are limited in scope

We should spend 90 minutes of core reading time

because

effective core instruction is the most important

thing you can do in RTI.

Talk Time

• Coffee please answer the following question:

–What is the current amount of time that you spend on reading?

• Cream please answer the following question:

–What barriers do you have to spending time in this way?

• With extra time switch questions

There must be fidelity to the core

because

effective core instruction is the most important

thing you can do in RTI.

vs.

Fidelity to the core

Worksheets Fidelity

Why is fidelity important?

• Comprehensive program that incorporates all components of reading• Students have the opportunity to make

connections• Students read text that supports

vocabulary, phonics, and comprehension lessons

• The whole school has a common language, common goal, and common tools

Fidelity to the core

•The BIG 5•The scope and sequence•State standards

Big 5 of Reading

•Phonemic Awareness •Phonics•Fluency•Vocabulary•Comprehension

Scope 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 levels

• Repeated opportunities to learn

• We must complete the year to complete the “race”

Scope and sequence

Summarize

• K Unit 4Week 1, U4W2, U4W3, U7W1, U7W2, U7W3

• 1 U1W1, U1W2, U1W3, U4W4, U4W5, U6W4, U6W5• 2 U1W3, U1W4, U1W5, U2W1, U2W2, U2W3,

U5W1, U5W3, U5W4, U5W5• 3 U1W3, U1W4, U2W3, U2W5, U5W1, U5W5• 4 U1W2, U1W3, U3W3, U3W4• 5 U2W2, U2W3, U2W4, U6W1, U6W5• 6 U2W4, U2W5, U6W3, U6W5

• (Example from one Oregon approved core)

State Standards

Who ensures fidelity?

• District must decide on the key points of the core curriculum

• Fidelity checklist should provide clarity to teachers

Curriculum specific fidelity checklists

Non-curriculum specific fidelity checklists

Who ensures fidelity?

• District must decide who is responsible to check– Principal– Literacy coach

• Fidelity checks should occur regularly – two to three times a year– 10 minutes each class

Who ensures fidelity?

• Tools for fidelityWebsites with many toolshttp://www.coe.iup.edu/kovaleski/LOIs.htmhttp://www.oregonrti.org/node/139/

(handouts section)

There must be fidelity to the core

because

effective core instruction is the most important

thing you can do in RTI.

Talk Time

• Cream please answer the following question:

–Define fidelity in 1 sentence.• Coffee please answer the following

question:

–How can/did you roll out fidelity tools successfully?

• With extra time switch questions

Engaging instruction is key

because

effective 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.

• Partnerships provide an opportunity for

a) corrective feedback from the teacher and trained partners

b) More opportunities to respond

Partnerships

• Increase student talk time• Intentionally assigned by

teacher• Multiple turns leads to

multiple opportunities•More turns = more practice

Dr. Anita Archer

Focus … As you watch this video,

• Note the active participation procedures that are directly taught to students.

• This video is available at– http://www.scoe.org/– Look for Anita Archer Video Series link

on right

Talk Time

Coffee will begin followed by Cream

–Begin 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 explicit

because

effective 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).

• Explicit• Systematic• Practice and

Feedback• Application and

Mastery

Components of Effective Instruction

•Breaking lessons and activities into sequential, manageable steps that progress from simple to more complex concepts and skills. i.e. scope and sequence of program

• Explicit• Systematic• Practice and

Feedback• Application and

Mastery

Components of Effective Instruction

•Providing many opportunities for students to respond and demonstrate what they are learning, which may include teacher modeling, rehearsal, and feedback.

• Explicit• Systematic• Practice and

Feedback• Application and

Mastery

Components of Effective Instruction

• Generalize what is learned in different contexts. We want students to apply the lessons to the next text they read.

• Explicit• Systematic• Practice and

Mastery• Application and

Feedback

Components of Effective Instruction

Large group instruction

• Text is designed to be the initial instruction• Text is used as a model to teach literacy

skills• Whole group text may be above or below

some students• Whole group instruction should be a

limited amount of time

Small Group Instruction

• Text is at the students instructional level

• The text is focused on the needs of the students

• Teacher provide background, addresses vocabulary and text features

• Each student has their own copy of the text and they read independently while the adult observes their reading behaviors

• After the students read, the adult leads a group discussion

Instruction matters

• Think aloud to model new information for students

• I do, we do, ya’ll do, you do (scaffolding)

• Graphic organizers• Maintain a perky pace.• Maintain close proximity to students.

Whole group video

• Watch for:– Think aloud to model new information for

students– I do, we do, ya’ll do, you do– Graphic organizers– Maintain a perky pace.– Maintain close proximity to students.

• Target: Description• 2nd grade in SE Oregon

You will be discussing one of these questions with your partner:

• What instructional strategies worked well during the whole group?

• What strategies did the instructor use to engage the students in reading?

Talk Time

• Cream please answer the following question:–What instructional strategies worked

well during the whole group?• Coffee please answer the following

question:–What strategies did the instructor use to

engage the students in reading?

• With extra time switch questions

We must have effective instruction

because

effective core instruction is the most important

thing you can do in RTI.

Effective core instruction

•We should spend 90 minutes of core reading time•There must be fidelity to the core•Engaging instruction is key•Instruction must be explicit