Transcript RTI, GPC and You

Reading Interventions and RTI:
Changing General Education
Donna Scherr, Region XIV 325-675-8680 [email protected]
RTI, Response to Intervention
• “RTI is a process where a student’s
response to appropriate, high-quality,
research-based instruction and
intervention is documented across
tiered levels of services.”
Dr. Jan Hasbrouck
The Goal of RTI: PREVENTION
• “Reduce the number of students with
academic or behavior problems
designated as “disabled.”
Dr. Jan Hasbrouck
How can RTI accomplish this goal?
Research has confirmed that we can
PREVENT
• many, if not most, reading difficulties that
are not brain based.
Dr. Jan Hasbrouck
• Therefore we can prevent incorrectly
labeling a child.
Favorite Success Stories
• Reading First Leadership Summit, 2009
• Look at La Vega Elementary, Houston
ISD or even our own Highland ISD.
• http://www.meadowscenter.org/vgc/pd/trfi/
summit2009.asp
Reading First Leadership Summit
• Common Themes:
– Data
– Leadership
– Sustained Professional Development
– TIER I enhanced
– Regular Team Meetings
Doing What Works
• Find lessons.
• Find video clips of interventions in action.
• http://dww.ed.gov/
– Learn what works.
– See how it works.
– Do what works.
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Practice Guides
• What Works Clearinghouse
• http://ies.ed.gov/ncee/wwc/
• Practice Guides cover all subjects
NEW Research on Adolescent Literacy
• Time to Act: An Agenda for Advancing
Adolescent Literacy for College and
Career Success
• Final report from Carnegie Corporation of
New York’s Council on Advancing
Adolescent Literacy
• http://www.carnegie.org/literacy/tta/
Time to Act Findings
• Reading is developmental.
• Literacy must be taught across the core
and by core content teachers who help
students understand the vocabulary and
increase the comprehension of the text
within their own disciplines.
TALA
• TALA initiative teaches middle school
teachers how to do this!
• Therefore, an excellent way to change
TIER is to make sure that 6-8th grade
social studies, math, science and ELA
teachers attend TALA----and use the
routines!
TALA Success Story
• Outside Evaluators reported to TEA that
6th grade EL learners and at-risk students,
in schools with a high degree of TALA
routines implementation, improved on
their TAKS reading tests.
• TALA will therefore be funded for two
more years!
Time to Act Success Story
• Duncan Polytechnical High School,
Fresno, CA
• 91% free and reduced-price means
• 34% EL learners
Duncan Polytechnical High School, Fresno, CA
• Change started with strategies for
effective textbooks, moved to writing
across core, added 30 minutes of
professional development daily.
• Leadership opportunities spread across
the school and expected!
Duncan Success
• All content teachers must teach literacy of
their content; they can’t say, “ ‘I am not a
teacher of reading’ ” (pg.40).
Duncan Success
• Entering students receive foundation in
technological literacy skills as well as
strong foundation in math, reading and
language arts.
Duncan Success
• SSR 20 minutes daily
• Summer Bridge Program for incoming
freshman
• 9th grade reading class focused on
advanced expository text and college
level reading
Duncan Transformation
• Formerly “an occupational training
school for dropouts or nonacademic
students seeking the basics of vocation”
(pg.39)
Today…
• 97% graduation rate/18% complete
baccalaureate degree
• NASSP’s Breakthrough High School
recognition
• U.S. News and World Report bronze
medal
• Surpassed seven other schools within
Fresno Unified School District
• One of CA’s highest achieving schools
TEA: Best Practices Clearinghouse
• http://ritter.tea.state.tx.us/bestprac/
• Our very own Wylie High School is
highlighted for instruction in high school
science!
Other Places to Find Success Stories
• Institute of Education Services
http://ies.ed.gov/
• National Center on Response to
Intervention
http://www.rti4success.org/
• Building RTI Capacity
http://buildingrti.utexas.org/
More RTI Websites with Success Stories
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Center on Instruction
http://www.centeroninstruction.org/
IRIS Center, Vanderbilt University
http://iris.peabody.vanderbilt.edu/
RTI Action Network
http://www.rtinetwork.org/
Research
• Regional Education Laboratory Program
http://ies.ed.gov/ncee/edlabs/
Why is Reading so difficult to teach?
National Reading Panel, 2000
• Educators have to address the five
components of reading:
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
Intervention Planning: Step 1: Student and
Campus Identification of needs
• Identify students and areas of difficulty
through screening and diagnostic
assessments.
• Identify individual students as well as
campus level areas of difficulty.
• Decide on what data will be gathered
and criteria to place a child in Tier II.
Step1: Set Criteria for Placement in Tier II
• http://ritter.tea.state.tx.us/curriculum/readingfirst/TPRIR
EADFIRSTTIER2CRITERIA.pdf
Sample for TPRI:
GRADE 1
BOY
• 1. Still Developing on TPRI GRADE 1 BOY SCREENING.
MOY
• 1. Listening Comprehension, OR
• 2. Reading Story 1 or Story 2, OR
• 3. Reading Story 3, 4, or 5 at a rate less than 40 WCPM.
EOY
• 1. Still Developing on TPRI GRADE 1 EOY SCREENING, OR
• 2. Listening Comprehension, OR
• 3. Reading Story 1 or Story 2, OR
• 4. Reading Story 3, 4, or 5 at a rate less than 60 WCPM.
Step 2: Individual Students
• Match appropriate intervention to meet
the area of difficulties identified in an
individual student’s diagnostic
assessments.
Step 2: Campus Level
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Make a plan to change Tier I instruction.
Implement professional development.
Create leadership opportunities.
Implement changes.
Step 3: Intervention for Individual Students
• Tier II intervention taught in a direct,
systematic, explicit and accelerated
manner.
• Tier II taught with a sense of urgency.
• Goal is to return the child to Tier I
instruction.
Step 3: Tier I Campus Level Instruction
• Support teachers as they teach Tier I in a
more direct, systematic manner with
attention to differentiated instruction.
• Support leadership.
• Support literacy across core-reading and
writing in the various disciplines.
Step 4: Progress Monitor
• Progress Monitor students as well as
campus plan for Tier I.
• Adjust instruction for students if needed.
• Provide on-going support for teachers.
• National Center on Student Progress
Monitoring
• http://www.studentprogress.org/
A Good Reading Program
• K-3- give early identification assessment
that is used to create Tiered instruction,
i.e. small group instruction in Tier I, and
criteria for students to be put in Tier II or
Tier III
3 Tiered Model of Reading
• http://ritter.tea.state.tx.us/curriculum/readi
ngfirst/instrucframe.html
As You Move into the Upper Grades
• Monitor Fluency, Comprehension and
Vocabulary
• Goal is to have students reading 150
wcpm with comprehension during middle
school.
• Use a diagnostic.
• Make sure the intervention targets the
key areas.
Upper Grades
• ELL students may have to have
instruction in phonemic awareness and
phonics.
• Some middle school struggling readers
need phonics and morphology (roots)
in addition to fluency, vocabulary and
comprehension.
All Grades
• Use combination of programs (software,
direct instruction, etc..) Just match the
program with the need. Don’t target just
one need.
• For example, Read Naturally targets
fluency. REWARDS targets phonics.
Now, you would need something for
morphology and comprehension.
Goal: Middle of 3rd grade
• According to research done on TPRI,
students who were reading 90 wcpm
with COMPREHENSION at the middle of
third grade (MOY) were more than likely
going to pass TAKS.
• Those who were not reading at this rate
would more than likely fail.
• Use AIMSweb, STEEP, fluency probes to
make sure your 3rd graders are on target.
What about 4th and 5th grade?
• If a child is unsuccessful on 3rd grade
TAKS, they should automatically start
4th grade in Tiered Intervention.
• Diagnostic Tools: See “Commonly Used
Assessments for Older Students” from
Florida Center for Reading Research. (A
personal response to me from the
Director of Assessment Programs.)
5th Grade SSI Year
• If a child is unsuccessful on their first
administration, BEST PRACTICE would
be for the GPC to recommend that as
part of the accelerated instruction in 6th (if
the child goes to 6th), the student must
be given the Texas Middle School
Fluency Assessment, or TMSFA.
TMSFA
• This is the free, Texas-created diagnostic
tool designed to help your teachers and
interventionists diagnose why a student
is failing reading.
TMSFA-Students will fail because:
A. They cannot decode multi-syllabic
words such as determination, anxiety
and quadrilateral, which is why they are
dysfluent, and hence, why they do not
comprehend.
B. They are dysfluent, which impedes
their comprehension.
C. They can decode; they are fluent. But,
they aren’t paying attention to the text.
(Teachers name them “word callers.”)
Who Should be Given the TMSFA?
• Anyone in danger of failing. (They passed, but
barely. They passed with 5 points.)
• Anyone who failed 5th, 6th or 7th grade Reading
TAKS.
• Anyone in 6-8th who has never taken a TAKS
test, including ELL students who will take TAKS
for the first time.
• Students from other states.
• Anyone you are worried about.
Who MUST Be Given the TMSFA?
• According to state law, all 7th grade
students who were unsuccessful on
6th grade Reading TAKS.
• Why?
• To help with your 8th grade SSI year.
So,
• if it is a free diagnostic tool for use in 6th,
7th and 8th grade, use the tool to drive
instruction and intervention.
Middle School and Acceleration
• A NOTE OF CAUTION:
• If a student is two grade levels behind or
more in secondary, their intervention
needs to be thought as Tier III.
• They need very direct, explicit,
systematic instruction.
• The teachers need support in their
training.
Reading Triangle Guidelines
Tier III: (Target: 5%) Special education, Dyslexia, and
Individuals with scale scores far below fellow students;
make individual decisions with these students
Tier II: Strategic: (Target 15%)
Identifying students who were unsuccessful
on TAKS as well as kids who passed by getting
1-5 questions correct above the passing score
Tier I: Core Instruction: (Target: 80%)
Think of it as: Top of Scale (2700/2800-2200) or
2200 and above
Dr. Jan Hasbrouck’s RTI Model, Nov. 2009
Tier I:
Everyone
80% of
Students
Successful
Tier II:
Strategic
15%
Tier III:
Intensive
5%
“INCREASING Time and Intensity and Data Collection and Expertise”
Grade
Components that
Need to be Assessed
Universal
Screener
Diagnostic
Progress
Monitor
K-3
TPRI
AIMSweb
DIBELS
TPRI
DIBELS
TPRI
AIMSweb
DIBELS
CBM
Phonemic
Awareness
Phonics
Fluency
Vocabulary
Comprehension
4-5
TAKS
“Commonly Used
Assessments for
Older Students”
from Florida
Center for
Reading
Research; Time
To Act; FCRR
AIMSweb
STEEP
DIBELS
CBM
(Phonemic
Awareness*)
Phonics-MultiSyllabic words
Fluency
Vocabulary
Comprehension
6-8
TAKS
TMSFA (Texas
Middle School
Fluency
Assessment)
TMSFA
AIMSweb
STEEP
DIBELS
CBM
Decoding of MultiSyllabic Words:
Vocabulary &
Phonics
Fluency
Comprehension
9-12
TAKS
EOC
“Commonly Used
Assessments for
Older Students”
DIBELS
CBM
Decoding of MultiSyllabic Words:
Vocabulary &
Phonics
Fluency
Comprehension
Current
Intervention for
Each Skill
Interventions
Missing for
Particular Skills
Person(s)
Responsible for
Researching
New
Interventions
Places to get Oral Reading Fluency Probes
• DIBELS
• Register on site and get oral reading
fluency probes for free!
• https://dibels.uoregon.edu/
More Sources for Oral Reading Fluency
• Fluent Reader
• http://www.fluentreader.org/
• Easy CBM (curriculum based
measurement)
• http://easycbm.com/
How does RTI identify students with learning
disabilities?
• First, a tiered intervention model reduces
the risk of students being assessed for
special education who just need deeper
instruction; they do not have a disability.
Second...
• a good RTI program will help students
without learning disabilities grow towards
appropriate targets.
Third…
• those with disabilities will be resistors,
or in other words, not make as many
gains as others.
• These students are more than likely the
students with true learning disabilities.
Therefore…
• a good RTI program, according to Dr.
Reid Lyon, formerly of the National
Institutes of Health, will reveal the
students with disabilities faster and more
reliably.
Best Practice for Accelerated Instruction, pg
14, GPC Manual (italics and bold added.)
• Although not required by law, the
following practices have proven
effective in helping students achieve
success. It is recommended that
schools:
• identify target students and determine
instructional priorities;
Best Practice, GPC Manual
• provide at least 30 minutes a day of
additional systematic and explicit
instruction;
• provide small-group instruction, i.e.,
one adult per three to four students;
Best Practice, GPC Manual
• provide a minimum of 60 sessions (12
weeks) of intervention help for students;
and
• use highly trained professionals to
deliver instruction and provide
intervention.
Interactive Sites to Help Interventionists
• Doing What Works:
• http://dww.ed.gov/see/?T_ID=15&P_ID=3
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Resources for Interventionists
Teaching Reading is Rocket Science by Louisa C.
Moats
• http://www.aft.org/pubsreports/downloads/teachers/rocketsci.pdf
How Spelling Supports Reading (And Why It Is
More Regular and Predictable Than You May
Think) by Louisa C. Moats
• http://www.aft.org/pubsreports/american_educator/issues/winter0506/Moats.pdf
Resources for Administrators
• What Principals Can Do to Help Students
Become Good Readers
• http://www.ldonline.org/article/379
Florida Center For Reading Research
Reports on Intervention Programs
• http://www.fcrr.org/FCRRReports/CReport
sCS.aspx?rep=supp
• These programs are not the only
programs available. They were the ones
that Florida teachers asked the center to
review.
• http://www.fcrr.org/FCRRReports/index.as
px
www.texasreading.org
• Click on Materials or this link:
• http://www.meadowscenter.org/vgc/materi
als/primary.asp
• Many, many books on good reading and
intervention strategies.
Tutoring Books Available at This Link
• Essential Reading Strategies for the
Struggling Reader: Activities for an
Accelerated Reading Program-Expanded
Edition
• Supplemental Instruction for Struggling
Readers, Grade 3-A Guide for Tutors
• Both of these are 30 minute Tier II
lessons, meant to be delivered as soon
as the need is identified.
Secondary Materials at texasreading.org
• Meeting the Needs of Struggling
Readers: A Resource for Secondary
English Language Arts Teachers
Crucial Secondary Materials at
texasreading.org
• Effective Instruction for Middle School
Students with Reading Difficulties: The
Reading Teacher’s Sourcebook
• This is given to TALA ELA teachers.
• It explains how to organize a secondary
intervention classroom, even prescribing
how many minutes to spend on what
component of reading based upon their
TMSFA scores.
Great Source
• http://www.greatsource.com/store/Product
CatalogController?cmd=Browse&subcmd
=LoadDetail&level1Code=01&level2Code
=030&level3Code=051&frontOrBack=F&s
ortProductsBy=SEQ_TITLE&division=G0
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Brookes Publishing
• http://www.brookespublishing.com/
• Interventions for Reading Success
(Tier II) ISBN 978-1-55766-678-9
• Road to Reading (Tier I)
• ISBN 978-1-55766-904-9
• Road to the Code (Tier I/II, phonemic
awareness) ISBN 1-55766-438-2
What about the Accelerated Instruction
between Administrations?
• Try Region IV’s store
• http://www.region4store.com/
• http://www.region4store.com/Catalog.asp
x?catid=347942
TAKS Reading Accelerated Curriculum
• Click here to view a sample:
http://www.region4store.com/docs/sample
s/501-1416%20sample.pdf
• They also have math, science and social
studies.
• They have many, many, excellent
products.
Tips for Successful SSI and Intervention
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Clean shelves.
Look before you buy.
Ask who can teach what well.
Let teachers train each other.
Give them time now to preview materials.
Identify interventionists early.
What did I forget?
• Questions, Comments, Issues?
How do you find this presentation?
Second Click
Third Click
Thank you!
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Donna Scherr
[email protected]
325-675-8680
Reading Consultant
Dyslexia Contact