Everyone Can WIN with PIE Every DEIO Effective strategies to provide students additional literacy support Reflect something positive a challenge you would like to problems solve

Today’s Objectives What is RtI? We will focus in on Tier 2 instruction. Plan an intervention with characteristics of effective interventions. Discuss successes/challenges of PIE/WIN/DEIO Brainstorm ideas for effective use of PIE/WIN/DEIO time Share resources that may be valuable for intervention planning

We will never teach all of our students to read if we do not teach our students who have the greatest difficulties to read. Another way to say this: Getting to 100% requires going through the bottom 20%. - Torgeson, 2006

Reflect on Universal + Do this well and will continue , √ Could do this better and will work on expanding - Do not do well and will begin with intentionality 6 literacy experiences…classrooms promote

How should a school respond when kids don’t learn? By ensuring a student receives increased levels of time and support In a manner that is timely, Increasingly directive (not invitational), and SYSTEMATIC --Rick DuFour

Coherence We must ensure that struggling students receive high-quality, differentiated instruction and intervention that differs in intensity but is focused upon the common language of instruction for all students and which assures benchmark success.

Don’t try this on your own RtI calls for deliberate, intentional, ongoing collaboration—a joining of forces, pooling of resources, and sharing of expertise—to meet shared goals for instruction and assessment. --Successful Approaches to RtI Benefits of WIN time with all students in a grade level as compared to classroom teacher?

http://www.edutopia.org/stw-differentiated-instruction-budget-overview-video http://www.edutopia.org/stw-differentiated-instruction-budget-overview Turn and talk

RIP RTI? One “aha” you take away from the article to share with your group

Common Language Misconceptions video

Tier 2 In addition to Tier 1 – a coordinated continuum of support 10-15% of students Based on area of need Evidence based Small group with similar learning needs (typically 3-5 students) Fidelity Insufficient Progress in Tier 1 Monitoring progress (toward goal) at least bimonthly In addition to Tier 1 – a coordinated continuum of support Why? To become independent at the universal level

Tier 2 “The use of data to differentiate (adjust or modify) instruction for students who are not making adequate progress, either through a teacher’s small group instruction or a reading specialist. For example, teachers may observe that their core program does not provide enough vocabulary or phonemic awareness instruction to adequately meet the needs of a group of students and then select or design a classroom intervention to meet those needs.” -

Tier 3 Intensive interventions provided by a more specialized individual (spec ed teacher, speech pathologist) Intended for students reading one or more years below grade level and are struggling with a broad range of reading skills

Rocks of Effective Intervention Develop an intervention plan Match reader and text level Dramatically expand reading activity Use very small groups or 1:1 Coordinate interventions with classroom instruction Deliver instruction by expert teacher (the neediest students need the teacher with the most expertise) Focus instruction on meta-cognition and meaning Uses high interest texts Within child’s ZPD Done with fidelity Directive, not invitational EVIDENCE based

Design an intervention Scenario: A small group of students is not proficient in _______________ (eg. a recently taught concept, comprehension, decoding strategies, completing homework, engagement during independent reading, choosing a book…). Design an intervention in which you have considered the Big Rocks of Interventions.

Effective Intervention Survey

The goal of an RtI system is not to identify students for special ed, the goal is to improve outcomes for ALL students.

BREAK! Ticket out: Please add one success and one challenge you have seen or can foresee with your PIE/WIN/DEIO time. Come back in 10 minutes to dig into this time a little deeper!

WIN/PIE/DEIO Different names…same goal: How can we meet the needs of all of our students outside of the core instruction time? Based on common assessments Cohesive with core curriculum Flexible groupings Collaboration is key!

Common Assessments PLC’s may work together to create common assessment Example: Notebooking rubric Running Records/Benchmarks MAP Data Pull out strands to focus on from NWEA website

Mini “Data-Dig” Dig down into reading scores for students with grade level and/or grade level band Determine needs within strands for student groups

Cohesive with Core Curriculum Aligns with classroom instruction Examples Beginning of the year: Reading Stamina How to be prepared for book clubs Reader’s Theatres that align with genre focus to practice fluency (Example: myths, fairy tales) Notebooking strategies

Flexible Groupings/ Collaboration Groupings change frequently Collaboration may look different depending on building, team, or student needs Students move within multiple classrooms Students remain with their teacher in a classroom What will the other students be doing?

Documentation How will you keep your interventions with students documented for future reference/progress monitoring? Sample 1 Sample 2 Sample 3 Sample 4 http://helloliteracy.blogspot.com/2011/07/response-to-intervention-at-our-school.html

PIE/WIN/DEIO Time Ideas List

Successes/Challenges Revisit poster

Grade Level Teams When considering your grade level’s core curriculum, what needs do you often see at your grade level? What interventions might be applicable to your grade level? How can you see your grade level/team collaborating to make the most of your PIE/WIN/DEIO time?

Professional Resources

Professional Resources

District Points/Survey