Howard Elementary Susan Tegen March 2 nd , 2011 Literacy Staff Development

1. A snowflake is one of the most fragile creations, but look what they can do when they stick together!  ~Author Unknown Howard ElementarySusan Tegen March 2nd, 2011 Literacy Staff Development

3. RtI Top Ten:What Teachers Need to Know… (Based on Mary Howard & WSRA Notes by Sue Tegen) Building a Bridge from what’s currently in place in HSSDto where we need to go… HSSD HOWARD ELEMENTARY RTI IceBreaker: Fold-the-Line. Rank yourself about what you know about RtI and line up. (ie, Never heard of RtI, Know what it stands for, Know a little about what it means) Take 4 minutes to share/ask questions. (2 minutes per person)

4. #10. RtI IS High Quality LiteracyPractices in the Classroom. Could be called “Response to Instruction” (RtI stands forResponse to Intervention!) Bridge: HSSD Balanced Literacy Framework & Non-negotiables : Modeled, Shared, Guided, & Independent Reading & Writing Gradual Release of Responsibility Model: “I do, We Do, You Do” Daily 5 & CAFÉ, Goal Setting #9. RtI is a regular education initiative.How do we meet the needs of learners who are not meeting expectations? Bridge: Core Curriculum, Differentiation of Instruction Extra time, Individualized support, Responsive to child’s needs

5. Celebrate WHAT we do well!!! Howard F& P Inter-Rater Reliability Scoring Reflection: 2010 Comprehension: 35% 2011 Comprehension: 82%. WOW!  HSSD Literacy Reflections: Results from RtI Committee Quick Data Review – The table illustrates that core literacy instruction is very effective. District-wide, 92.3% of K-4 students are successful in the universal curriculum. (80-90% is the Goal for Universal Success!) *Turn & Talk: How do you differentiate in your classroom? Why are we successful?!

6. #8. Special Education Law change:No longer a “discrepancy model” between IQ & achievement, but how each individual child responds… Required Use of MULTIPLE assessments Bridge: Data analysis from Universal Screeners such as F&P Running Records & MAPS & Formal & Informal Progress Monitoring Link needed:Consistency in buildings/district for Progress Monitoring #7. RtI is acceleration for students & TIME matters. Do we use our time wisely? Bridge: Block Scheduling, Transitions, Acceleration of Learning #6. RtI is collaboration! Bridge: PLCs - Professional discussions based on students BCTs – Action plans for students Link Needed: Coordination of Sped, ELL, Title, S/L services

7. #5. RtI is integration of quality instruction & strategies across content Bridge: Harcourt Brace, Daily 5, CAFÉ, Writer’s Workshop, etc. #4. RtI is not one size fits all or a wait-to-fail model. Bridge: Early intervention model Acceleration, not remediation #3. RtI is data informed & proactive Bridge: Data Retreats, PLC’s – no one “slips through the cracks”

8. #2. RtI is quality intervention. Bridge: Teachers in the classroom (extra time/help given) Literacy Specialist Services, Title 1, LLI, etc., Strategies “Differentiation is synonymous with responsive teaching, in which we play close attention to students. This cannot be scripted.” - Mary Howard Link Needed: Continued Professional Development for Interventionists Share Ideas: Good for ALL kids, needed by STRUGGLING readers Examples: Colored Overlays, Cut-Up Sentences Whisper Phones, “FUN” learning like Tic Tac Letter/Word (w/colored pen) MENU of INTERVENTION IDEAS for Teachers Comprehension, Decoding, Fluency PLEASE see me for support!!! 

9. MONITOR COMPREHENSION Definition: Metacognition; knowing that you do not understand while reading. Intervene When: Despite whole group instruction and teacher modeling of this skill, the student is unable to retell what he/she has read and doesn’t know what caused the confusion. Intervention Options: *Click or Clunk *Marking the Text *Chunking the Text *Explicit Teaching of Fix-Up Strategies

10. Solving Words/Decoding • Diagnostic Assessment: MSV Analysis of running record miscues • (errors are mostly visual) • Definition: Using letter-sound relationships to translate • a word from a series of symbols to a unit of meaning. • Intervene When: Despite whole group instruction and teacher modeling • of this skill, the student is unable to identify and blend the letter-sound relationships in words. • Intervention Options: • If the diagnostic assessment and/or observation show a weakness in phonological awareness, then try using: *Hand Spelling *Finger Spelling *Elkonin Boxes • If the diagnostic assessment and/or observation show a weakness in letter-sound correspondence, then try using: *Alphabet or Consonant Cluster Linking Charts • *Making Words with Magnetic Letters or Letter Cards • *Multi-Sensory Approach *Prompting Guide • If the diagnostic assessment and/or observation show a weakness in decoding, then try using: *Spot and Dot *Structural Analysis • *Polysyllabic Words *Prompting Guide

11. FLUENCY • Definition: The way an oral reading sounds, including phrasing, intonation (expression), pausing, stress, rate, and integration (putting it all together). • Intervene When: Despite whole group instruction and teacher modeling of this concept, the student continues to read word-by-word with inappropriate phrasing or pausing, no attention to punctuation, and/or at a too slow or too fast pace. • Intervention Options: • *Fountas and Pinnell Prompting Guide • *Eye Sweeper (rate and phrasing) • *Re-reading/Repeated Readings • *Harcourt Fluency Builder Cards (rate) • *Reader’s Theatre (purposeful integration) • *Poetry/Nursery Rhymes/Song Lyrics (phrasing, intonation, stress, varied rate)

12. And #1: RtI is INSPIRATION!!! Bridge: Motivating kids to LOVE reading by: Helping them meet success through leveled texts Giving choices (Books, Daily 5, etc.) Opportunities to practice their skills through real reading time Read-Alouds – Demonstrating & Thinking Aloud – ENJOYMENT! Engaging Literacy Events: Tent Reading, Family Nights, etc. Exploration of books based on interests The #1 thing we can do to help our students be better readers is to light the fire so they WANT to read. We all know, the more they read the better they get!  *Snowball Toss: (Or Write/Wad/Toss) – Write a fun idea you use to motivate students with reading. Toss. Pick one & then share at the table. *Table Talk about INSPIRATION for READING!!!!! 

13. THANK YOU!!!! • Exit Slip: • Write one thing you took away from today to enhance or reflect on in your own instruction.