Prevention to Avoid Intervention

1. Prevention to Avoid Intervention Tier 1: the most important tier!

2. Where We’ve Been • We have looked at why you may want to change your system. • We have seen the big picture of the key components of the RTI system. • Explicit about my instruction • Review explicitly shows how all of the information during the training is interconnected

3. Where We’re Going • Develop the conceptual understanding and build common language to develop the change that will give you the most impact on student achievement – Tier 1.

4. Targets • Standards of practice must be clear • There must be fidelity to the core • Effective instruction must be explicit • Explicit about my instruction • Gives you a road map for where we are going • Creates a “sense of urgency” regarding today 3

5. Expectations • Demonstrate good audience skills • Silence cell phones • Hold side conversations out of ear shot of others • Engage in active listening • Participate in discussions • Take notes to track your thinking • Handouts and slides • If you need a break, take one • Explicit about my instruction • Clear expectations reduce confusion • I assume you know all these things

6. Partnerships • Call back routine • Pick someone near year you to be your partner. • The person with the next birthday is coffee. • The other person is cream.

7. Where do these ideas come from?

8. How’s your herd?

9. Start with the Why Simon Sinek 4

10. Why do we need a core? • A core Reading program provides a system of instruction for students as they move through grade levels. 5

11. Core is for all students 6

12. RTI begins with 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’ skilland knowledge of instruction, assessment, curriculum, and children. 7

13. Strong core instruction

14. Weak core instruction

15. Interventions

16. In other words We cannot solve the herd problem one cow at a time. We need a system to feed them all well. 8

17. Start with the Why Simon Sinek

18. How is instruction organized? • A core Reading curriculum has pieces that are standardized across the district that provide guidance and clarity as to the expectations for instruction. 9

19. Standards of practice must be clear because successful core instruction is the most important thing you can do in RTI. 10

20. OrRTI requirements • Why OrRTI Requirements • For 6 people to provide professional development to 63 districts we need to have some level of continuity 11

21. OrRTI requirements • One of the agreements to participate in Oregon RTI project is to have a 90 minute core in a 5 day week. • Four day weeks will need 110 minutes to cover the content. • If not now, by next year. We will train on scheduling. 12

22. OrRTI requirements • Core curriculum is taught, not just bought • You are developing YOUR standards of practice around the curriculum. 13

23. Time agreements • Core curriculum 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 14

24. Time agreements There is no “RTI way” of organizing your 90 minute blocks. The district will standardize, the building will customize 15

25. Time agreements • More whole group instruction on Monday and Tuesday • Not the same amount of small group time for each group each day 16

26. Creating Standards of Practice • Your District Implementation Team (DIT) will work to create non-negotiables for your district around the instruction of your core reading curriculum. 17

28. Talk Time Read over the Non-Negotiables • Coffee please answer the following question: • What is one take away that you have from this document? • Cream please answer the following question: • Describe how this document would provide clarity to the instruction of Reading. • With extra time switch questions • Explicit about my instruction • Explicit roles for each partner • Built in differentiation • Built in “what to do when you’re done” • It is the beginning of the conversation, I realize there will not be enough time

29. Large group instruction • Text is designed to be the initial instruction • Text is used as a model to teach literacy skills • Whole group text may be above or below some students • Whole group instruction should be a limited amount of time 18

30. Small Group Instruction • Six to eight students per group (Vaughn) • Text is at the students’ instructionallevel • Before Reading • Teacher provides background, addresses vocabulary and text features • During Reading • Each student has their own copy of the text and they read independently while the adult observes their reading behaviors • After Reading • The adult leads a group discussion around skill 19

31. Small Group Instruction • Six to eight students per group (Vaughn) • Text is at the students’ instructionallevel • Before Reading • Teacher provides background, addresses vocabulary and text features • During Reading • Each student has their own copy of the text and they read independently while the adult observes their reading behaviors • After Reading • The adult leads a group discussion around skill 19

32. Struggling readers in core • They need the most instruction. • 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. 20

33. Differentiation during 90 minutes Differentiation is changing the sizeof the meal, not the menu. 21

34. Standards of practice must be clear because successful core instruction is the most important thing you can do in RTI.

35. Talk Time • Cream please answer the following question: • Explain how large group and small group differ and how they are the same. • Coffee please answer the following question: • How do you currently differentiate your instruction for your neediest students. • With extra time switch questions

36. There must be fidelity to the core because successful core instruction is the most important thing you can do in RTI. 22

37. vs.

38. Fidelity to the core Worksheets Fidelity

39. Why is fidelity important? • Comprehensive program that incorporates all components of reading • Students have the opportunity to make connections • Students read text that supports vocabulary, phonics, and comprehension lessons • The whole school has a common language, common goal, and common tools 23

40. Non-curriculum specific fidelity checklists

41. Curriculum specific fidelity checklists

42. Fidelity to the core • The Big 5 of Reading • The scope and sequence • State and common core standards • Common instructional strategies 24

43. Big 5 of Reading • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension Finite Skills Infinite Skills 25

44. Handout and Digital Resource

45. Scope and sequence 26

46. Scope and sequence • We want to be sure that we know what has and what will be taught. • Mastery of skills looks different at all levels • Repeated opportunities to learn 26

47. State Standards & CCS 27

48. Common Instructional Strategies 28

49. Who ensures fidelity? • Fidelity checklist should provide clarity to teachers • District must decide who is responsible to check • Principal • Literacy coach • Fidelity checks should occur regularly • two to three times a year • 10 minutes each class 29

50. There must be fidelity to the core because successful core instruction is the most important thing you can do in RTI.