Hamline Class Session 3 RtI and Literacy Re-Defined

1. Hamline Class Session 3RtI and Literacy Re-Defined Jen McCarty Plucker, ED.D.

2. Targets • We can explore confusion surrounding RtI and Reading Instruction. • We can explore a new paradigm in public education. • We can consider our intervention planning with a focus on meaning.

3. Why the angst? In the United States, we are CONFUSED! What is the best way to teach literacy and language arts? What is the best way to measure reading proficiency?

4. Confusion Discrepancy vs. Capacity Building Direct Instruction vs. Balanced Literacy Part to Whole vs. Whole to Part to Whole Phonics vs. Whole Language MeasurementRtI vs. Problem Solving RtI

5. Deficit Model vs. Capacity Building Model

6. Triage vs. Wellness Adapted from M. Howard, RtI from All Sides

7. Central Processing Output Input = Output Input Input is the SAME as output (Item knowledge) Output bigger than Input And can be applied. (Integration)

8. Direct InstructionOne theory of Reading Instruction http://www.youtube.com/watch?v=FXGEcAADNTc

9. Turn and Talk • What do you think about Direct Instruction as a method of teaching based on the reading and what you’ve learned so far in the K-12 Reading Licensure program?

10. Part to Whole

11. The FAB Five (NRP) • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension

18. Central Processing Output Input = Output Input Input is the SAME as output (Item knowledge) Output bigger than Input And can be applied. (Integration)

19. Whole to Part to Whole

20. The Fab Five (plus) in Balanced Literacy • Comprehending + Efficacy/Identity • Vocabulary • Fluency • Phonemic Awareness • Phonics

21. Whole Group Shared Writing Interactive Read Aloud Small Group/ individual Application/ Assessment Interactive Writing Shared Reading Writer’s Workshop Guided Reading Independent Writing Independent Reading Layering Instruction in a Balanced Literacy Classroom Most explicit teaching should happen during the whole group learning time. Most prompting should happen during small group learning time. Use the individual learning time as an assessment tool to inform your whole group instruction.

27. Measurement vs. Problem-Solving

28. Difference in RTI Testing Tools Deficit Model vs. Capacity Building Model

29. OS & DIBELS Do our assessments measure what we teach? What students learn?

35. Defining reading as proficient without carefully checking on comprehension calls the question of the construct validity of DIBELS, as we read to construct meaning, not to attain a high rate of words read correctly per minute. How might ‘this robust measure’ determine a ‘student’s reading development’ without adequately assessing comprehension? Understanding and Using Reading Assessment K-12, Peter Afflerbach 2007

45. Turn and Talk As you consider your baseline assessments, your intervention plan, and how you will monitor progress, what are some important implications from this section of the Power Point?

46. How can we best help our struggling readers? STRONG NEED FOR ALIGNMENT!

47. Sir Ken Robinson http://www.youtube.com/watch?v=zDZFcDGpL4U

48. Driving Forces—International, National, and State • PISA • Common Core Standards • RtI • Assessment-Teaching-Learning loop • Read Well by 3rd grade Legislation • NCLB Waiver Jen McCarty, Ed.D. ISD 196

50. Driving Forces—International, National, and State • PISA • Common Core Standards • RtI • Assessment-Teaching-Learning loop • Read Well by 3rd grade Legislation • NCLB Waiver Jen McCarty, Ed.D. ISD 196