RtI Best Practices with Implementing a Three Tiered Model of Reading

1. RtI Best Practices with Implementing a Three Tiered Model of Reading The Principal’s and Reading Specialist’s Role In Developing a Successful Literacy Program In your School

2. AcknowledgementsThis ppt. is a compilation of the work of many sources. Thanks to all for your generosity and wisdom • National Reading Panel • Children of the Code • University of Oregon-Reading • Florida Center for Reading Research • Center on Instruction • IPSD 204 IASPIRE North Staff: Dr. Mark Shinn Dr. Christine Malecki Christine Martin Mary Miller Dr. Madi Phillips Dr. Pam Radford

3. HOUSTON, • WE HAVE A PROBLEM.

4. www.childrenofthecode.org “Over one-third of America’s adults are living lives diminished by how poorly they learned to read”.

5. www.childrenofthecode.org

6. WHY DO WE NEED TO CHANGE OUR PRACTICES? Academic Approx. 20% of population has reading problems severe enough to hinder their enjoyment of reading. Grossen, 1997 5% need intensive supports Reading framework Reading Framework An estimated 20% of students Encounter serious reading Difficulty or reading disability (Lyon, 1997) 15% of student populations need ‘boost’ of some sort See: childrenofthecode.org 80% Of student populations do fine with nothing extra

7. The Obvious:We need to change our practices. • Far too many poor and minority children are being “left behind” when it comes to growth of proficient reading skills. • Prevention of reading problems is far more effective and humane than trying to remediate after children fail. New discoveries from scientific research about reading can provide the basis for improved outcomes for all children. The National Reading Panel and many national reading experts have told us what we need to do. The question is Why Aren’t We Doing It?

8. TRUSTING THE DATA • SO YOU USE IT WELL

9. CAN YOU BELIEVE YOUR SCREENING DATA? 9

10. RtI Data System aligned with Problem Solving Method Problem Identification Is there a problem? What is it? Problem Analysis Why is it happening? Plan Evaluation Did our plan work? Plan Development What shall we do about it? 10

11. Assessment Systems Used in RtI Models Formative Formative Summative Taken from Heartland AEA 11

12. Assessment Systems Used in RtI Models Formative Formative Summative ISAT MAP Aimsweb DIBELS ITBS, Terra Nova Aimsweb DIBELS MAP, CBE -R SLA, ISEL,QRI DRA, Run.Rec. Inform. Phonics Aimsweb DIBELS Sopris West tool Functional Beh. Assessment 12 Taken from Heartland AEA 11

13. Why are these important distinctions in your daily practices with data? In terms of the 4 purposes of assessment, often teams try to make data-based decisions using the wrong data source…. Or, they try to make decisions using too much data! Formative is on-going data collection…so you can make decisions and refinement while instruction is occurring.

14. WHO SAYS AND WHY DO I CARE? 14

15. Start Simple: Use CBM for Basic Skills Cornerstone Set of Tools for US Department of Education/Office of Special Education Programs National Center on Student Progress Monitoring (www.studentprogress.org) 3 Federally Funded National Demonstration and Dissemination Centers Almost 30 Years of Research on School-Based Use for Progress Monitoring and Universal and Individual Screening with Over 200 Refereed Journal Articles on Reading Alone Time and Cost Efficient

16. Use Scientifically Based Problem Identification & Progress Monitoring Tools NATIONAL CENTER ON STUDENTP PROGRESS MONITORING www.studentprogress.org(NOW- www.rti4success.org)

17. ASSESSMENT TOOLS Not All Assessment Tools Schools Use Meet Accepted Psychometric Standards Members of the CBM “Family” Do: DIBELS, Aimsweb www.studentprogress.org/tools

18. www.progressmonitoring.org

19. WHAT’S THE BIG DEAL ABOUT R-CBM? (oral reading fluency) 19

20. Because… R-CBM (Oral Reading Fluency) measure is the best indication of students’ General Reading Health or Achievement. It is not just an oral reading fluency number!

21. Video… Of a student reading orally (R-CBM) and how it’s an indication of General Reading Health---much more than simply a measure of oral reading fluency!

22. Look for the Qualitative Features of Good (or Poor) Reading

23. What Does R-CBM Measure? 5 big areas of reading:

24. R-CBM measures General Reading Skill- General Reading Health How reading assessments address the 5 big areas of reading? R-CBM (GOM) Phonemic Awareness Phonics Fluency Vocabulary Comprehension http://www.nationalreadingpanel.org/

25. How reading assessments address the 5 big areas of reading? DIBELS/ ISEL R-CBM (GOM) Running Record ISEL IRI, Gates, etc. Assessing Reading Phonemic Awareness Phonics Fluency Vocabulary Comprehension http://www.nationalreadingpanel.org/

26. R-CBM (ORF) IS A General Outcome Measure Common Characteristics of GOMs • The same kind of evaluation technology as other professions • Powerfulmeasures that are: • Simple • Accurate • Efficientindicators of performancethat guideandinforma variety of decisions • Generalizable thermometer that allows for reliable, valid, cross comparisons of data

27. INSTRUCTIONAL • ENHANCEMENTS • EMPHASIS/PRIORITY SKILLS • GROUP SIZE • TIME 27

28. Remember the focus must be on factors over which you have jurisdiction: Quality/type/intensity of instruction & program implementation: Program & program Emphasis (Prioritizing) Time (opportunities to learn) Grouping structures INSTRUCTIONAL ENHANCEMENTS These factors are often overlooked when building an RtI Intervention system.

29. EMPHASIS/ PRIORITY SKILLS 29

30. GUIDED READING GROUPS OR SKILLS FOCUSED READING GROUPS? 30

31. Guided Reading Format As outlined in the work of Fountas and Pinnell, “Guided Reading is a context in which a teacher supports each reader’s development of effective strategies for processing novel texts at increasingly challenging levels of difficulty” (Fountas & Pinnell, 1996, p. 3). The structure of a typical Guided Reading lesson roughly follows the following pattern: Selecting the text Introducing the text Reading the text Discussing the text Teaching for strategic activities Extending meaning (optional) Word Work (optional) Fountas I., & Pinnell G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann Educational.

32. Guided Reading works well for Skilled Readers Identify words accurately and fluently Understand the meaning of words Develop meaningful ideas from groups of words Draw inferences Relate what he or she already knows to the text being read

34. Guided Reading may not be appropriate for struggling readers. Important! READ THIS!

35. Skill Focused lessons may be more effective In providing explicit and systematic instruction For stuggling readers. Important! READ THIS!

36. EMPHASIS:Skills-focused Format • Skills-Focused Lessons are teacher-planned lessons that provide the opportunity for more systematic, explicit, and focused practice on a relatively small number of critical elements at a time (e.g., unknown consonant digraphs, vowel teams, r-controlled vowels, etc.). • They would also provide the opportunity for sustained, systematic, and interesting “word work” (e.g., Beck, 2006) in order to build fluency and confidence in the application of these skills to reading words. • Skills-Focused Lessons will be successful to the extent that they are fast-paced, interactive, and targeted appropriately on critical skills for each reading group.

38. Guided Reading is usually not systematic or explicit enough for struggling readers.Struggling readers need much more explicit, systematic instruction on acquiring a ‘symbol system’. This means strugglers need more practice in learning to ‘crack the code’ and master our alphabetic principle-learning sound-symbol relationships. These sound-symbol relationships are the key to our language structure and provide us with a much-needed ‘symbol system’- so we can read more accurately and fluently, freeing cognitive resources so we comprehend better. What I have observed over the years working in school systems:

39. OUR READING BLOCKS… • HOW THEY ARE ORGANIZED AND WHAT HAPPENS DURING THEM?

40. Whole Group Instruction Teacher-Led Instruction Independent Student Centers Homogeneous Flexible Differentiated Differentiated (Cooperative, Independent, Pairs) The Reading Block

41. Characteristics of the Reading Block • High Quality Instruction • Minimum of 90 minutes of uninterrupted instruction • Whole Group Instruction • Small Group Instruction and Practice • Teacher-Led Instruction • Flexible • Differentiated • homogeneous • Independent Student Centers • Differentiated

42. How is the reading block organized? (Teacher-Led Group) • It is critical to analyze group size (from 1-8 students) • Keep high-risk group sizes small (1-4, 3-5 students) • It is important to work with each small group differently based on instructional need as determined by results of the various reading assessments. • Monitor progress of those most at-risk students more frequently for making instructional changes to accelerate learning: • Size of the small group • Group members • Level of explicitness • Amount of scaffolding • Length of time for targeted instruction

43. A common structure for the uninterrupted reading instructional block Initial, systematic, explicit instruction in essential skills and knowledge – 30-60 minutes To the extent time for this is increased, and instruction is more powerful, it is an “intervention for the whole group” Differentiated instruction in small groups targeted to the needs of individual students – 30-60 minutes This is the beginning of intervention continuum (time and focus and intensity) based on small group and individual student needs