Literacy Framework: What Does It Look Like at Shawnee Heights?

1. Literacy Framework:What Does It Look Like at Shawnee Heights? Tamara Konrade ESSDACK Educational Services and Staff Development Association of Central Kansas tamarak@essdack.org 620-663-9566

2. Goals • Create the literacy framework for the Shawnee Heights School District. • Tier One: Core Curriculum • Tier Two: Strategic Interventions • Tier Three: Intensive Interventions • Outline what staff development might be needed to implement the literacy framework.

3. Need for Early Intervention • According to the National Institute of Health and Human Development • It takes 4 times as long to intervene in 4th grade as it does to intervene in late Kindergarten. 2 hours per day 30 mins./day Late K 4th Grade

4. 5.2 2.5 Early Screening Identifies Children At Risk of Reading Difficulty 5 4 Reading grade level Low Risk on Early Screening 3 2 At Risk on Early Screening 1 1 2 3 4 Grade level corresponding to age

5. Additional Instructional InterventionChanges Reading Outcomes • Four years later, the researchers went back to the same school. Two major changes were implemented: • research-based comprehensive reading program • Intervention program for at risk students

6. With substantial instructional intervention 4.9 With research-based core but without extra instructional intervention 3.2 Intervention Control Early Intervention Changes Reading Outcomes 5.2 5 4 Reading grade level Low Risk on Early Screening 3 2.5 2 At Risk on Early Screening 1 1 2 3 4 Grade level corresponding to age

7. Struggling Readers DoNot Catch Up! The probability that a child would remain a poor reader at the end of fourth grade, if the child was a poor reader at the end of first grade was .88. Connie Juel, 1994 74% of children who are poor readers in third grade remain poor readers in ninth grade. Francis, et al., 1996

8. New Model for Intervention • Old Model - Wait to Fail • Too often intervention instruction was tied to special education qualification practices. • New Model - Preventive • Early intervention

9. 3-Tier Reading Model Core classroom instruction I All students II Approximately 20–30% of students Intervention III Approximately 5–10% of students Intensiveintervention (may include special education students)

10. Tier I:Core classroom reading instruction that all students receive, assessment of student progress three times per year, and ongoing professional developmentTier II:Intervention (additional reading instruction)and frequent progress monitoring thatstruggling readers receive Tier III:More intensive intervention and frequent progress monitoring that students with extreme reading difficulties receive after not making adequate progress in Tiers I and II Overview of the Three Tiers

11. 3-Tier Reading Model Professional Development Core Instruction in Reading and Writing Targets all students Guaranteed and Viable Curriculum 90 minutes Benchmark assessments 3 x year Strategic Intervention Target specific groups of students with specific needs 25-30 minutes in addition to core Progress monitoring assessments Intensive Intervention Targets individual needs 30-60 min. in addition to core Progress monitoring assessments Purposeful & Flexible Grouping Research-Based Strategies

12. 3-Tier Reading Model Professional Development Core Instruction in Reading and Writing Targets all students Guaranteed and Viable Curriculum 90 minutes Benchmark assessments 3 x year Strategic Intervention Target specific groups of students with specific needs 25-30 minutes in addition to core Progress monitoring assessments Intensive Intervention Targets individual needs 30-60 min. in addition to core Progress monitoring assessments Purposeful & Flexible Grouping Research-Based Strategies

13. Tier 1: Core Class Instruction

14. Tier 1: Core Class Instruction

15. Optimal Learning Model

16. Tier 1: Core Class Instruction

17. Optimal Learning Model

20. C.A.R.E. Time • Collaborate • Ask questions • Record ideas • Evaluate

21. Team Planning Guide: Tier I Framework • What should the literacy framework look like for SHAWNEE HEIGHTS? • K-2 • 3-6 • 7-8 • 9-12 • What “components” of a comprehensive reading/writing program should be in place in all classrooms at SHAWNEE HEIGHTS? • How much time should be devoted to each component?

22. Tier 1: Core Class Instruction

23. “If we make an assessment and don’t use it to move teaching and learning forward, the assessment is largely a waste of time.” ~Reading Essentials by Regie Routman

24. Types of Assessments Screening Given to all students to determine which students may be at risk for reading failure. Diagnostic Administered to individual students who were identified through the screening process as being potentially at risk. Provides more in depth information. Progress Monitoring Assessments that determine if students are making adequate progress or need more intervention to achieve grade level reading outcomes.

25. Instructional Assessment and Planning Cycle

26. Types of Assessments • Screening • Diagnostic • Progress Monitoring Are all five areas included in your assessment program?

27. Team Planning Guide: Tier I Assessments • What assessments are currently being used? • Which areas of reading are they assessing? • What type of assessments are they? (screening, diagnostic, progress monitoring)

28. Professional Development Teachers need ongoing professional development that is: • Timely • Effective • Responsive to their needs • Supportive • Assessment driven

29. C.A.R.E. Time • Collaborate • Ask questions • Record ideas • Evaluate

30. Reflect on Tier One: Core Instruction What information, resources, and/or training might you need to successfully implement Tier One (Core Classroom Instruction)?

31. 3-Tier Reading Model Professional Development Core Instruction in Reading and Writing Targets all students Guaranteed and Viable Curriculum 90 minutes Benchmark assessments 3 x year Strategic Intervention Target specific groups of students with specific needs 25-30 minutes in addition to core Progress monitoring assessments Intensive Intervention Targets individual needs 30-60 min. in addition to core Progress monitoring assessments Purposeful & Flexible Grouping Research-Based Strategies

32. Tier II: Strategic Intervention

33. Interventionists…How are they used? How do you currently utilize your: • Title One Staff? • Paraprofessionals? • Instructional Aides? • Trained Parents or Volunteers?

34. How does Tier II reading instruction differ from Tier I reading instruction? • Tier II: • MOREexplicit, systematic, and intensive • MORE instructional time (e.g., an additional 30 minutes) than regular Tier I classroom reading instruction • SAME-ABILITY GROUPS of 3 to 5 students within or outside the classroom setting • FREQUENT PROGRESS MONITORING to track student progress and inform instruction

35. Tier II New/ Different Lesson Tier II Adapted Initial Lesson Meeting Diverse Needs in Tier II 100% Students Achieve Mastery Tier II Initial Lesson Addresses the Same Instructional Objective Adapted from the University of Texas Center for Reading and Language Arts, 2003

36. What happens if most of the students in a class are identified for Tier II? a. Change the criteria so it seems like your students don’t need Tier II b. Provide additional 30 minutes of Tier II intervention for those students. c. Focus on improving Tier I core classroom reading instruction that ALL students receive

37. Designing Your Own Structures • Intervention • Format (grouping, interventionist, setting) • Grade • Time • Lesson Structure

38. C.A.R.E. Time • Collaborate • Ask questions • Record ideas • Evaluate

39. Team Planning Guide: Tier II What systems are currently in place to provide additional support? • What programs are used? • How much additional time is devoted for struggling readers and writers? • Who is the interventionist? • Where does the additional instruction take place? • What grouping formats are used? • Does your current assessments show: • When interventions are needed? • If interventions are working?

40. Reflect on Tier Two: Strategic Intervention What are the strengths of your current Tier II framework? What areas might need improvement? What information, resources, and/or training might you need to strengthen Tier II?

41. 3-Tier Reading Model Professional Development Core Instruction in Reading and Writing Targets all students Guaranteed and Viable Curriculum 90 minutes Benchmark assessments 3 x year Strategic Intervention Target specific groups of students with specific needs 25-30 minutes in addition to core Progress monitoring assessments Intensive Intervention Targets individual needs 30-60 min. in addition to core Progress monitoring assessments Purposeful & Flexible Grouping Research-Based Strategies

42. Tier III: Intensive Intervention

43. Movement Through the Tiers +30

44. Are most students who qualify for Tier III usually receiving 504 or special education services? • The answer to this question varies from school to school • Some students, but probably not all, who qualify for Tier III may be receiving 504, or special education services • Each school determines the relationship of instruction in Tier III and instruction delivered through 504 and special education services

45. C.A.R.E. Time • Collaborate • Ask questions • Record ideas • Evaluate

46. Team Planning Guide: Tier III What systems are currently in place to provide intensive intervention? • What programs are used? • How much additional time is devoted to intensive intervention? • Who provides the intensive intervention? • Where does the intensive intervention take place? • What grouping formats are used? • Does your current assessment system show if intensive interventions are working?

47. Reflect on Tier Three: Intensive Intervention What are the strengths of your current Tier III? What areas might need improvement? What information, resources, and/or training might you need to strengthen Tier III?

48. Buhler USD 313

49. Action Planning: 3-Tier Model • Create your own 3-Tier Reading Model • Show current practices • Highlight components that need to be added in red

50. First Steps for Implementing the 3-Tier Reading Model • Focus on improving the core classroom reading instruction (Tier I) that all students receive • Provide high-quality intervention (Tier II) for struggling readers • Participate in ongoing professional development to enhance classroom implementation of SBRR practices • Make sure the Student Improvement Team and Staff Members understand the 3-Tier Model