Prevention to Avoid Intervention

1. Prevention to Avoid Intervention Response to Instruction!

2. Targets • Quick overview of RTI • Understand 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.

3. Partnerships • Pick someone near you to be your partner. • The person with the next birthday is coffee. • The other person is cream.

4. Not another thing! RTI CFA PLC Interventions ELL & Sheltered Instruction Grade level data meeting Behavior Professional development TAG Special Education Core Program Title I Instruction Assessment THE BUDGET

6. ELL Title Programs Response to Intervention District Office Resources Curriculum Development Professional Development Special Education

7. CONSENSUS INFRASTRUCTURE CONSENSUS IMPLEMENTATION CONSENSUS INFRASTRUCTURE The Process is Ongoing and Long-Term Heartland Education Agency

8. So how do we make this happen? Interventions Progress Monitoring Decision rules and reading protocol Core Curriculum with strong instruction Universal screener Data based teaming Leadership Professional Development

9. RTI focus is on General Education! • Teachers don’t 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.

10. Talk Time • Coffee 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 questions

11. R.T.I. = Response To Intervention

12. R.T.I. = Response To Instruction

13. Doing what works. . . but works for who? This is a systematic response for all students and adults.

14. How’s your herd?

15. Strong core instruction

16. Weak core instruction

17. We should spend 90 minutes of core reading time because effective core instruction is the most important thing you can do in RTI.

18. 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

19. Literacy Diet 90 Minutes Daily focused on the BIG 5 • Powerful literacy diet to ensure good literacy health Adapted from

20. When 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 from

21. 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

22. Everyday in successful classrooms Big Five of Reading • Phonemic Awareness(pre K-2) • Phonics (K-3) • Fluency (K-6) • Vocabulary (K-adult) • Comprehension (K-adult) (NRP, 2000)

23. Phonemic Awareness • Word comparison • Rhyming • Sentence segmentation • Syllable segmentation and blending • Onset-rime blending and segmentation • Blending and segmenting individual phonemes • Phoneme addition, deletion and manipulation easy hard

24. Phonics • Letter sounds • VC and CVC • Consonant Digraphs • CVCC and CCVC • Silent E • R-control vowels • Advanced consonants (i.e.,-tch, kn, soft c &g) • Vowel Teams • Multi-syllable words • Prefixes and suffixes easy hard

25. Fluency importance • Accuracy • Prosody • Expression • Emphasis • Phrasing • Volume • Smoothness • Rate • CWPM The old man the vegetable garden.

26. Instructional needs Vocabulary • Contextual Analysis • Morphemic Analysis • Expressive Vocabulary • Receptive Vocabulary Center for Teaching and Learning, University of Oregon

27. Instructional needs Comprehension • Text Structure • Make Inferences and Analyze • Evaluate • Story Structure • Generate Questions • Summarize • Monitor 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

28. We should spend 90 minutes of core reading time because effective core instruction is the most important thing you can do in RTI.

29. 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: • How does Rigby currently help you to meet your students’ needs? • With extra time switch questions

30. Instructional changes occur based on a variety of assessments because effective core instruction is the most important thing you can do in RTI.

31. Digging Deeper • How deep you dig depends on the intensity of the problem. OR

32. Types of assessment • Screeners • easyCBM

33. Oral reading fluency and comprehension activity • Meet 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.

34. Essential Features of Reliable and Valid Progress Monitoring Tools • Robust indicator of academic health • Brief and easy to administer • Can be administered frequently • Must have multiple, equivalentforms • (If the metric isn’t the same, the data are meaningless) • Must be sensitive to growth

35. Purposes of Screeners • Evaluate overall effectiveness of program • Select students who need additional support • Monitor progress of students A universal screener should over-identify students who might need something more!

36. Progress monitoring Screener tools also help us to answer the question – Is what we are doing working?

37. Our Goal Desired Course We are Here Actual Course Where are we? What is our goal? What course should we follow? How are we doing?

39. Types of assessment • Mastery assessment • Weekly tests • Novel tests • Answer questions about text • Common Formative Assessments

40. Responding to the text example Write 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. 178

41. Common Formative Assessments • Pre and post test of power standards • Student 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. • CFA’s provide evidence of proficiency regarding the Power Standards.

42. Types of assessment • Diagnostic Assessment • DRA, Phonics assessment, QRI

43. 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 providenew information about a child’s difficulties learning to read that can be used to provide more focused, or more powerful instruction.

45. DRA

50. Quick Phonics Screener