1 / 16

RtI A Focus on Early Reading Within A Multi-Tiered Preventative Framework

RtI A Focus on Early Reading Within A Multi-Tiered Preventative Framework. Cindy Edwards, RtI - Dyslexia/504 Administrative Supervisor Austin ISD 2012. Objectives.

ziv
Download Presentation

RtI A Focus on Early Reading Within A Multi-Tiered Preventative Framework

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. RtIA Focus on Early Reading Within A Multi-Tiered Preventative Framework Cindy Edwards, RtI- Dyslexia/504 Administrative Supervisor Austin ISD 2012

  2. Objectives Describe the characteristics and current research base on the RtI Multi-Tiered Preventative Framework in primary grade reading What is RtI in early reading? What is evidence-based instruction? How should RtI in early reading be implemented? How should intervention responsiveness be determined? What instruments can we rely upon to guide our instruction? What progress monitoring instruments can we use?

  3. RtI in Early Reading Comprehensive school-wide frameworks for which students at risk for reading difficulties are identified and are provided with evidence based and data-informed instruction and interventions before they fall farther behind their peers or result in grade retention

  4. Eliminate the Gap We know- students who struggle with reading in the early grades are likely to continue to struggle if they receive only typical instruction. Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher, 1996; Jewel, 1988; Torgesen& Burgess, 1998

  5. Essential Characteristics of Effective Instruction for Reading Multi-tiered preventative systems Evidence-based classroom reading instruction Supplemental intervention provided when needed Student progress is monitored and outcomes evaluated. Student assessment data are examined regularly, and decisions related to intervention are based on student data. Sufficient teacher professional development is provided so that high-quality instruction is delivered with fidelity to evidence-based programs and practices. On-going follow-up support and coaching is provided for teachers and support staff Gersten et al., 2008 ; Kovaleski& Black, 2010

  6. 3 Tiers Tier 1 intervention (primary prevention): quality evidence-based, differentiated classroom reading instruction and universal screening to identify students at-risk for reading difficulties Tier 2 intervention(secondary intervention or secondary prevention): supplemental intervention provided to students identified as at-risk for reading difficulties Tier 3 intervention (tertiary intervention or tertiary prevention): higher intensity intervention for students with inadequate response in Tier 2

  7. A Closer Look at Features of Effective Instruction * Multi-Tiered Preventative System for Reading provides well integrated instruction that focuses on the foundations of early literacy * Evidence Based Classroom Reading Instruction

  8. Early Literacy Building Blocks and Associated Component skills • Phonemic Awareness • Phonics • Vocabulary • Fluency • Comprehension • Spelling • Writing Oral Language Phonological Awareness Print Knowledge

  9. Examples Evidence Based Instruction That Supports Early Literacy Building Blocks: http://www.austinschools.org/curriculum/RtI/TAP/ELA/K5_literacyTAP.html http://www.austinschools.org/curriculum/RtI/TAP/ELA/phonHierarchyGuid.html - english http://www.austinschools.org/curriculum/RtI/resources/reading.html

  10. Dialogic ReadingPEER Sequence Prompts the child to say something about the book. Evaluates the child’s response. Expands the child’s response by rephrasing and adding information. Repeats the prompt to make sure the child has learned from the expansion. This is a short interaction between the child and the adult.

  11. http://link.brightcove.com/services/player/bcpid66991092001?bckey=AQ~~,AAAAAFwNJhQ~,2UA9EcWU7eO78740FEYQjamFClC8k6eB&bclid=23711452001&bctid=809572821001http://link.brightcove.com/services/player/bcpid66991092001?bckey=AQ~~,AAAAAFwNJhQ~,2UA9EcWU7eO78740FEYQjamFClC8k6eB&bclid=23711452001&bctid=809572821001

  12. * Supplemental Intervention Provided When Needed • * Student Progress is Monitored and Outcomes Evaluated http://www.austinschools.org/curriculum/RtI/TAP/ELA/diagnosticGuide_rdg_K12.html - phonAwarenes http://www.tpri.org/resources/index.html http://www.tejaslee.org/

  13. * Professional Development* On-going Support and Coaching LETRS: Where Best Practice Becomes Everyday Practice TPRI & Tejas LEE Words of our World (WOW)

  14. Questions

More Related