K-3 Reading Model Academy Summer 2007

1. K-3 Reading Model Academy Summer 2007

2. Essential Questions What can schools do to address the needs of struggling readers in the early grades? What are the components of the K-3 Reading Model? How is implementation coordinated at the classroom and school levels?

3. A mistake we often make in education is to plan the curriculum materials very carefully, arrange all the instructional materials wall to wall, open the doors of the school, and then find to our dismay that they�ve sent us the wrong kids. The 3-tier model can help us differentiate for the needs of all the students who come through our doors�The 3-tier model can help us differentiate for the needs of all the students who come through our doors�

5. Increasing Instructional Support and Intensity with Tiered Instruction The 3-tier model is a systematic approach to �building better readers� in the early grades. The model is based on the concept of providing increasing instructional supports and intensity to students who struggle. Essential components of the model are illustrated by this slide� The 3-tier model is a systematic approach to �building better readers� in the early grades. The model is based on the concept of providing increasing instructional supports and intensity to students who struggle. Essential components of the model are illustrated by this slide�

6. Reflection Question: How does your school currently address interventions for students who struggle in reading? Give participants 3 minutes to discuss. Ask the group the following questions about their responses: Is your approach systematic? Is it based on data? Most importantly, is it working?Give participants 3 minutes to discuss. Ask the group the following questions about their responses: Is your approach systematic? Is it based on data? Most importantly, is it working?

8. Reading First schools have been implementing the 3-tier model for 4-5 years. The RTI Project is entering its third year of implementation.Reading First schools have been implementing the 3-tier model for 4-5 years. The RTI Project is entering its third year of implementation.

9. West Virginia K-3 This chart shows the growth across grade levels in Reading First schools in West Virginia in comparison to the federal level of growth. You can see that WV has shown a greater percentage of growth than the nation. This growth is across all subgroups including SES, Sp.Ed., White, and African-American. We are especially pleased with the growth in the third grade. This chart shows the growth across grade levels in Reading First schools in West Virginia in comparison to the federal level of growth. You can see that WV has shown a greater percentage of growth than the nation. This growth is across all subgroups including SES, Sp.Ed., White, and African-American. We are especially pleased with the growth in the third grade.

10. Here�s the most compelling reason for using RtI � results. Students who are identified in first grade as being at high risk on early screenings will continue to lag behind their low-risk peers, even with a research based comprehensive reading program. In order to reach their potential, these students must have BOTH a research based core reading program and extra intervention. Note that students who are on track achieve with the ongoing instruction provided to them in most classrooms. High risk students not only need a research based core program, but also need well targeted research-based interventions to succeed. Note to user of this Power Point: This slide is critical in that it reinforces Sopris� intervention programs and products. Here�s the most compelling reason for using RtI � results. Students who are identified in first grade as being at high risk on early screenings will continue to lag behind their low-risk peers, even with a research based comprehensive reading program. In order to reach their potential, these students must have BOTH a research based core reading program and extra intervention. Note that students who are on track achieve with the ongoing instruction provided to them in most classrooms. High risk students not only need a research based core program, but also need well targeted research-based interventions to succeed. Note to user of this Power Point: This slide is critical in that it reinforces Sopris� intervention programs and products.

11. Later intervention is less efficient and often less effective According to the National Institute of Child Health and Human Development (NICHD), it takes 4 times as long to intervene in the 4th grade as it does to intervene in late Kindergarten.

14. What is the 3-Tier Model? Preventative model for early intervention Aims at identifying struggling learners before they fall behind Provides struggling learners with support based on individual needs

15. What is the 3-Tier Model? The 3-tier model is a framework for organizing instruction and intervention Three levels or tiers of instruction are designed to be responsive to the needs of ALL students Children who fall behind are more likely never to catch up without the support system provided by the 3-tier model.Children who fall behind are more likely never to catch up without the support system provided by the 3-tier model.

16. Who benefits from the 3-Tier Model? Children living in poverty Minority populations Students with disabilities Children not achieving masteryChildren living in poverty Minority populations Students with disabilities Children not achieving mastery

17. What�s in a name? Reading First Response to Intervention (RTI) K-3 Reading Model Discuss the various WV initiatives � they are simply different funding sources with the same goal of prevention and early intervention for reading difficulties.Discuss the various WV initiatives � they are simply different funding sources with the same goal of prevention and early intervention for reading difficulties.

18. Why the K-3 Model? NCLB focuses on improving academic results for all children� IDEA reinforces NCLB by allowing the use of RTI as method for identifying students with specific learning disabilities. Policy 2419 now permits school districts to use RTI and eliminates the IQ-achievement discrepancy model.NCLB focuses on improving academic results for all children� IDEA reinforces NCLB by allowing the use of RTI as method for identifying students with specific learning disabilities. Policy 2419 now permits school districts to use RTI and eliminates the IQ-achievement discrepancy model.

19. The foundation of each reading initiative is the tiered instructional model. Essential component 1 is implementing a multi-tier model. In the literature, these are usually 3- or 4-tier models. The trend seems to be using a 3-tier models. In the illustration on this slide, the triangle illustrates ALL students in a school. The lowest (and biggest) area of the triangle depicts students who will become proficient in a curricular area based on general education (also called universal interventions or core instruction) instruction alone. The middle area depicts students who will need both core instruction PLUS something supplemental in order to become proficient. (This tier is sometimes called supplemental or strategic instruction) The small area at the top reflects the small number of students who will need core instruction PLUS something supplemental in order to become proficient. This tier is often called intensive instruction. The percentages next to the sections of the triangle are not cut in stone. However, these numbers are approximately the parameters that educators should be striving for in order to allow our systems to be as effective as possible. One advantage of using this model as a standard is that it allows schools to evaluate the effectiveness of their core instruction. That is, they can see how many of their students who receive general education alone are becoming proficient. In cases where too few general education students are becoming proficient based on core instruction alone, a school can work on �robusting up� its core program instead of referring all of these �less than proficient students� for supplemental or intensive programming. This is a great improvement to our historical system where it was difficult to distinguish the difference between students with disabilities from students who were �instructional casualties.� One misinterpretation to guard against when thinking about this model is that tier 1 is general education, tier 2 is Title 1 and tier 3 is special education. This is a common misunderstanding and could lead to simply keeping the historical system and calling it RtI. General education, Title 1 and special education are resources for providing Universal interventions, supplemental interventions and intensive interventions. There are students, for example, who will need intensive instruction who will not qualify for special education (e.g., some English-language learners, some talented and gifted students, students who have missed out on significant instruction due to illness etc.). The focus of this model is primarily on the NATURE and INTENSITY of instruction that students need. Which funding source can be used to provide these resources is a secondary consideration. Essential component 1 is implementing a multi-tier model. In the literature, these are usually 3- or 4-tier models. The trend seems to be using a 3-tier models. In the illustration on this slide, the triangle illustrates ALL students in a school. The lowest (and biggest) area of the triangle depicts students who will become proficient in a curricular area based on general education (also called universal interventions or core instruction) instruction alone. The middle area depicts students who will need both core instruction PLUS something supplemental in order to become proficient. (This tier is sometimes called supplemental or strategic instruction) The small area at the top reflects the small number of students who will need core instruction PLUS something supplemental in order to become proficient. This tier is often called intensive instruction. The percentages next to the sections of the triangle are not cut in stone. However, these numbers are approximately the parameters that educators should be striving for in order to allow our systems to be as effective as possible. One advantage of using this model as a standard is that it allows schools to evaluate the effectiveness of their core instruction. That is, they can see how many of their students who receive general education alone are becoming proficient. In cases where too few general education students are becoming proficient based on core instruction alone, a school can work on �robusting up� its core program instead of referring all of these �less than proficient students� for supplemental or intensive programming. This is a great improvement to our historical system where it was difficult to distinguish the difference between students with disabilities from students who were �instructional casualties.� One misinterpretation to guard against when thinking about this model is that tier 1 is general education, tier 2 is Title 1 and tier 3 is special education. This is a common misunderstanding and could lead to simply keeping the historical system and calling it RtI. General education, Title 1 and special education are resources for providing Universal interventions, supplemental interventions and intensive interventions. There are students, for example, who will need intensive instruction who will not qualify for special education (e.g., some English-language learners, some talented and gifted students, students who have missed out on significant instruction due to illness etc.). The focus of this model is primarily on the NATURE and INTENSITY of instruction that students need. Which funding source can be used to provide these resources is a secondary consideration.

20. Prevention Through a Multi-tiered Approach

21. Remember, the best intervention is good instruction. Tier 3 may or may not be special education services. Tier 3 may or may not be special education services.

22. What are the components of the 3-tier reading model? Remind participants the ordering information was provided with the K-3 Reading Model training memo dated May 25, 2007 (distributed to all who registered and then sent on WVDE Principals� List serve). Segue slide for describing each tier.Remind participants the ordering information was provided with the K-3 Reading Model training memo dated May 25, 2007 (distributed to all who registered and then sent on WVDE Principals� List serve). Segue slide for describing each tier.

23. Essential Components Three Tier Reading Model Universal Screening Progress Monitoring Teaming & Collaboration Data-based Decision Making Professional Development Components of Response to Intervention RtI is the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions. RtI should be used for making decisions about general, compensatory and special education, creating a well-integrated system of instruction/intervention guided by child outcome data. RtI is based on the following core principles: We can effectively teach all children. Intervene early. Use a multi-tier model of service delivery. Use a problem-solving method to make decisions within a multi-tier model. Use research-based, scientifically validated interventions/instruction to the extent available. Monitor student progress to inform instruction. Use data to make decisions. Use assessments for three different purposes: (1) screening applied to all children to identify those who are not making progress at expected rates; (2) diagnostics to determine what children can and cannot do in important academic and behavioral domains; and (3) progress monitoring to determine if academic or behavioral interventions are producing desired effects. Three key components of RtI are: High-quality instruction/intervention, which is defined as instruction or intervention matched to student need that has been demonstrated through scientific research and practice to produce high learning rates for most students. Individual response is assessed in RtI and modifications to instruction/ intervention or goals are made depending on results with individual students. Learning rate and level of performance are the primary sources of information used in ongoing decisionmaking. Learning rate refers to a student�s growth in achievement or behavior competencies over time compared to prior levels of performance and peer growth rates. Level of performance refers to a student�s relative standing on some dimension of achievement/performance compared to expected performance (either criterion- or norm-referenced). Decisions about the use of more or less intense interventions are made using information on learning rate and level. More intense interventions may occur in general education classrooms or pull-out programs supported by general, compensatory or special education funding. Components of Response to Intervention RtI is the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions. RtI should be used for making decisions about general, compensatory and special education, creating a well-integrated system of instruction/intervention guided by child outcome data. RtI is based on the following core principles: We can effectively teach all children. Intervene early. Use a multi-tier model of service delivery. Use a problem-solving method to make decisions within a multi-tier model. Use research-based, scientifically validated interventions/instruction to the extent available. Monitor student progress to inform instruction. Use data to make decisions. Use assessments for three different purposes: (1) screening applied to all children to identify those who are not making progress at expected rates; (2) diagnostics to determine what children can and cannot do in important academic and behavioral domains; and (3) progress monitoring to determine if academic or behavioral interventions are producing desired effects. Three key components of RtI are: High-quality instruction/intervention, which is defined as instruction or intervention matched to student need that has been demonstrated through scientific research and practice to produce high learning rates for most students. Individual response is assessed in RtI and modifications to instruction/ intervention or goals are made depending on results with individual students. Learning rate and level of performance are the primary sources of information used in ongoing decisionmaking. Learning rate refers to a student�s growth in achievement or behavior competencies over time compared to prior levels of performance and peer growth rates. Level of performance refers to a student�s relative standing on some dimension of achievement/performance compared to expected performance (either criterion- or norm-referenced). Decisions about the use of more or less intense interventions are made using information on learning rate and level. More intense interventions may occur in general education classrooms or pull-out programs supported by general, compensatory or special education funding.

24. Common Characteristics of RtI Models Multiple tiers of increasingly intense student interventions Instructional decisions based on data Implementation of differentiated instruction Instruction delivered by staff other than the classroom teacher Varied duration and frequency of interventions

25. The Role of Assessment in the 3-Tier Model Discuss important role of assessment in instructional decision-making and planning. Note: Participants will attend a more comprehensive break-out session on assessment on Day 2 of the training.Discuss important role of assessment in instructional decision-making and planning. Note: Participants will attend a more comprehensive break-out session on assessment on Day 2 of the training.

26. Progress Monitoring Informs reading instruction and intervention Indicates when intervention adjustments are necessary Is critical for regrouping students for tiered instruction Is essential for all student who do not meet minimum benchmark levels

27. Tier 1

28. Tier 1: Core Classroom Instruction

29. Your Core Reading Program and the 3-Tier Model Ensures the provision of scientific research-based reading instruction when taught with fidelity Assists teachers in addressing Reading/Language Arts Content Standards and Objectives Ensures the provision of scientific research-based reading instruction when taught with fidelity Assists teachers in addressing Reading/Language Arts Content Standards and Objectives

30. We�ve come a long way! We now have the benefit of decades of reading research. The National Reading Panel Report was published in 2000. As a result, reading textbooks now include the five essential components of reading and the research-based strategies needed to teach the components effectively.We now have the benefit of decades of reading research. The National Reading Panel Report was published in 2000. As a result, reading textbooks now include the five essential components of reading and the research-based strategies needed to teach the components effectively.

31. Differentiated Instruction and the 3-Tier Model Differentiated instruction means matching instruction to meet the different needs of learners in a given classroom. It is implemented during the 90-minute reading block

32. Differentiating During the 90-minute Block Point out differences between �Guided Reading� and �guided reading� Point out differences between �Guided Reading� and �guided reading�

33. Grade 1 Small Group Lesson Format Example

34. Kindergarten Small Group Lesson Format Example

35. Things to know about differentiated instruction and the 3-tier model�

36. Tier 2

37. Tier 2: Intervention

38. Tier 3 Discuss how some student profiles may not suggest the presence of a disability. Discuss how some student profiles may not suggest the presence of a disability.

39. Tier 3: Intensive Intervention

40. The primary goal of Tier 3 is to accelerate learning and reduce the risk of future academic difficulties. It is important to note that Tier 3 is not necessarily restricted to special education services. For example, a student with high mobility who has missed critical classroom instruction may require Tier 3 intensive instruction for a period of time in order to �catch up� on grade-level CSOs. Other Examples: young students with high absenteeism, students for whom English is a second language. In other words, missing out on essential classroom instruction does not necessarily constitute a disability.The primary goal of Tier 3 is to accelerate learning and reduce the risk of future academic difficulties. It is important to note that Tier 3 is not necessarily restricted to special education services. For example, a student with high mobility who has missed critical classroom instruction may require Tier 3 intensive instruction for a period of time in order to �catch up� on grade-level CSOs. Other Examples: young students with high absenteeism, students for whom English is a second language. In other words, missing out on essential classroom instruction does not necessarily constitute a disability.

41. A Note about Special Education Referrals� Parents may request a comprehensive individual multi-disciplinary evaluation at any time prior to or during the RTI process�

42. So, what�s the difference between what we�ve been doing and the 3-Tier Reading model?

43. 3 Minute Pause� With your team, compare and contrast the 3-tier model with your current approach for helping struggling readers.

44. Coordinating Implementation

45. Coordinating Assessment

46. Coordinating Assessment mCLASS DIBELS assessment windows are pre-set Progress monitoring (2-3 times per month) is a required component of the model Establish a progress monitoring schedule and set clear expectations for all staff SS

47. Coordinating Assessment After DIBELS administration, schedule time for teachers to discuss and analyze the data Many schools provide substitute teachers to accomplish this component. Subs for data analysis is a better use of funding than for use for DIBELS administration.Many schools provide substitute teachers to accomplish this component. Subs for data analysis is a better use of funding than for use for DIBELS administration.

48. Coordinating Assessment DIBELS identifies �who� not �what� to teach Instructional recommendations are minimum standards � aim high when setting student goals

49. Coordinating Assessment Example: Two students with the same scores on Oral Reading Fluency (ORF), may need different instruction Test item analysis (drilling down) is needed for intervention planning Discuss differences between accuracy and fluency problems. mCLASS DIBELS probes are important, etc.Discuss differences between accuracy and fluency problems. mCLASS DIBELS probes are important, etc.

50. mCLASS Reports assist with program evaluation. Discuss program effectiveness reports. Emphasize reports should not be used to evaluate teachers. Information should assist in providing technical assistance to improve student achievement.Discuss program effectiveness reports. Emphasize reports should not be used to evaluate teachers. Information should assist in providing technical assistance to improve student achievement.

51. Benchmark Benchmark trend lines should always be increasing.Benchmark trend lines should always be increasing.

52. Strategic Strategic trend lines should be decreasing.Strategic trend lines should be decreasing.

53. Intensive Intensive trend lines should decrease.Intensive trend lines should decrease.

54. Coordinating Small Group Instruction Oakvale Elementary in Mercer Co uses Susan Hall�s �Walk to Intervention� model. Each day after lunch/recess, students gather in the main hallway. Teachers group students according to DIBELS data analysis. Students are informed about which teacher they will be with for the week on Monday morning and line up with that person.Oakvale Elementary in Mercer Co uses Susan Hall�s �Walk to Intervention� model. Each day after lunch/recess, students gather in the main hallway. Teachers group students according to DIBELS data analysis. Students are informed about which teacher they will be with for the week on Monday morning and line up with that person.

55. Benefits of Small Group Instruction Small group instruction allows ample opportunities for: Immediate corrective feedback Multiple responses Guided practice Differentiation Scaffolding

56. Small group instruction is provided by Classroom teacher Interventionists Title 1 reading specialist Special educator Retired teachers Speech/language pathologists

57. Scheduling for Intervention Intervention can take place in or out of the general education classroom Intervention must be in addition to the 90-minute reading block

58. Coordinating Staff

60. Working Together to Improve Student Achievement

61. Collaboration and Changing Roles General education teachers Title 1 specialists Special education teachers Instructional coaches School psychologists Speech/language pathologists

62. Roles of Special Educators & Title 1 Teachers Special educators and Title 1 teachers collaborate with general education teachers At Tier 1, special educators and Title 1 teachers assist in the delivery of differentiated classroom instruction At Tiers 2 and 3, special educators and Title 1 teachers provide intervention Policy 2419 permits special educators to work within the model as long as their special education caseloads allow (i.e., unused portion of caseload).Policy 2419 permits special educators to work within the model as long as their special education caseloads allow (i.e., unused portion of caseload).

63. The Interventionist An interventionist is an professional educator who is knowledgeable of scientific research-based strategies and intervention. Each school decides who should and can fill the role. Schools will decide who should and can fill the role. In WV schools where the model is implemented, individuals such as Title 1 reading specialists, special education teachers, and contracted retired teachers are some examples. Interventionist is a term applied to an educator who is skilled and knowledgeable in scientific research-based methods and strategies. Typically, this role is fulfilled by a reading or mathematics specialist and/or a special education teacher. However, in schools with limited support staff, Tier 2 can be provided by classroom teachers as long as the school schedule is carefully crafted. For example, cross same grade groupings as well as school-wide intervention blocks can help maximize use of both time and personnel.Schools will decide who should and can fill the role. In WV schools where the model is implemented, individuals such as Title 1 reading specialists, special education teachers, and contracted retired teachers are some examples. Interventionist is a term applied to an educator who is skilled and knowledgeable in scientific research-based methods and strategies. Typically, this role is fulfilled by a reading or mathematics specialist and/or a special education teacher. However, in schools with limited support staff, Tier 2 can be provided by classroom teachers as long as the school schedule is carefully crafted. For example, cross same grade groupings as well as school-wide intervention blocks can help maximize use of both time and personnel.

64. Psychologists may coordinate analysis of intervention data and modifications to interventions Instructional coaches may support effective delivery of primary instruction in the general education setting Speech and language pathologists may provide phonemic awareness instruction and intervention Other Staff Roles Are Changing

65. There must be substantial investment in professional development. Tiered reading instruction model Data analysis and teaming Selection and implementation of interventions strategies and materials Referral, evaluation and eligibility for special education services Professional Development is Critical

66. All K-3 teachers and interventionists must be knowledgeable in scientific research-based reading methods and strategies.

67. What will it take to make the model work?

68. 3-5 years to bring about all the changes needed for increased student results.3-5 years to bring about all the changes needed for increased student results.

69. Year 1 Priorities Core program implementation (Tier 1) Professional development for teachers in scientific research-based reading instruction Administering assessments, analyzing data, and using data to adjust instruction Establishing your reading leadership team Managing the change process

70. Years 2-3 Priorities Subsequent years provide opportunities to refine, expand and add depth to the reading system

71. K-3 Reading Model Follow-Up for 2007-2008 Designate a school list serve contact person for future communications Share K-3 Reading Model Toolkit with K-3 faculty Organize and conduct school-level book study using �Introduction to the 3-Tier Reading Model� Participate in web conferences � dates TBA

72. Cooper, J. David. (1998). Stopping Reading Failure: Reading Intervention for Intermediate Grade Students. Houghton Mifflin: New York. Denton, C. A., & Mathes, P. G. (2003). Intervention for struggling readers: Possibilities and challenges. In B. R. Foorman (Ed.) Preventing and Remediating Reading Difficulties: Bringing Science to Scale. Baltimore: York Press. Foorman, B. R. & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research and Practice, 16. Suggested References

73. Suggested References

74. Suggested References Vaughn, Blair, & Wanzek. (2004). Reading Intervention Research. National Reading First Technical Assistance Center: Austin. Vaughn, S., & Linan-Thompson, S. (2003). Group size and time allotted to intervention: Effects for students with reading difficulties. In B. R. Foorman (Ed.) , Preventing and Remediating Reading Difficulties: Bringing Science to Scale. Baltimore: York Press.

75. Recommended Websites

76. Recommended Websites

77. Great Reads�

78. Timothy Rasinski, Camille Blachowicz, and Kristin Lems Timothy Rasinski, Camille Blachowicz, and Kristin Lems

79. Additional Resources West Virginia Reading Cadre DIBELS Cadre http://wvde.state.wv.us/ose/DIBELS%20Cadre%202006%20Directory.doc RTI Implementation and Technical Assistance Guide West Virginia Phonemic Awareness Technical Assistance Guide

81. Contact Information Office of Special Programs, Extended and Early Learning (304) 558-2696 Nancy Cook ncook@access.k12.wv.us Kathy Knighton kknighto@access.k12.wv.us Linda Palenchar lpalench@access.k12.wv.us Rebecca Wood rwood@access.k12.wv.us