Instruction/Intervention (RtI) and Broward’s Comprehensive Reading Resource Specialists Response to Instruction/Intervention (RtI) and Broward’s Comprehensive Reading Plan Elementary Reading - August 18, 2010

Reading Resource Specialists Elementary Reading - August 18, 2010 Agenda K-12 Reading Plan and RtI Tiers of Instructional Intensity Four Step Process Impact of RtI on Reading Instruction Reading/Literacy Leadership Teams Elementary Reading - August 18, 2010

Reading Resource Specialists Elementary Reading - August 18, 2010 Agenda K-12 Reading Plan and RtI Tiers of Instructional Intensity Four Step Process Impact of RtI on Reading Instruction Reading/Literacy Leadership Teams Elementary Reading - August 18, 2010

Florida State Board Rule 6A-6. 053 and Florida State Board Rule 6A-6.053 and .054 Comprehensive K-12 Reading Plan District and school leadership supports reading as priority Data analysis drives decision-making Professional development targets individual teacher needs based on student performance data Measurable student achievement goals Research based instructional materials and strategies target student needs  

Professional Development District Leadership Comprehensive K-12 Reading Plan School Leadership Professional Development District Leadership Elementary Curriculum, Assessment, and Instruction Chart C: Instructional Materials Decision Tree Assessment Chart Reading/Literacy Leadership Team Roster

RtI Meeting the Needs of Meeting the Needs of Response to Instruction Response to Intervention Meeting the Needs of All Students through Response to Instruction Meeting the Needs of Struggling Readers through Response to Intervention

Four Types of Assessment 6 + 4 + ii + iii = NCLB Four Types of Assessment Florida State Board Rule 6A-6.053 Broward’s Comprehensive Reading Plan Screening Progress Monitoring Diagnostic Outcome

ii – Initial Instruction 6 + 4 + ii + iii = NCLB ii – Initial Instruction Florida State Board Rule 6A-6.053 Broward’s Comprehensive Reading Plan (9) (a) Elementary schools must offer reading instruction in a dedicated, uninterrupted block of time of at least ninety (90) minutes duration daily to all students. The reading block will include whole group instruction utilizing the comprehensive core reading program and small group differentiated instruction in order to meet individual student needs. (9) (b) A Comprehensive Core Reading Program (CCRP) must be implemented as the major instructional tool for reading instruction.

iii – Immediate Intensive Intervention 6 + 4 + ii + iii = NCLB iii – Immediate Intensive Intervention Florida State Board Rule 6A-6.053 and .054 Broward’s Comprehensive Reading Plan 1) (b) Immediate intensive intervention must be provided daily for all students who have been identified with a reading deficiency. This intervention must be in addition to or as an extension of the ninety (90) minute reading block in a smaller group size setting or one on one. The student must continue to be provided with intensive reading instruction until the reading deficiency is remedied.

Instructional Environment ALL STUDENTS DESERVE INSTRUCTION WITHIN THE LEAST RESTRICTIVE ENVIRONMENT. Instruction provided within an inclusion classroom is preferred over placement in a self-contained classroom, IF THE STUDENT IS MAKING ADEQUATE PROGRESS.

Instructional Resources ALL STUDENTS DESERVE INSTRUCTION USING THE LEAST RESTRICTIVE RESOURCES. Instruction provided using comprehensive resources that address all essential reading components are preferred over the use of highly intensive resources that limit instruction to only one or two essential reading components, IF THE STUDENT IS MAKING ADEQUATE PROGRESS.

Foorman and Torgesen (2001) “The primary difference between instruction appropriate for all children in the classroom and that required by children at risk for reading difficulties is related to the manner in which instruction is provided.” Foorman and Torgesen (2001) Talking point for leading into : RESPONSE TO INTERVENTION / INSTRUCTION (RtI) Manner in which Instruction is Provided Continuum in Intensity of Instructional Delivery Tier I, Tier II, and Tier III RESPONSE TO INSTRUCTION / INTERVENTION (RtI) Manner in which Instruction is Provided Continuum in Intensity of Instructional Delivery Tier I, Tier II, and Tier III

Reading Resource Specialists Elementary Reading - August 18, 2010 Agenda K-12 Reading Plan and RtI Tiers of Instructional Intensity Four Step Process Impact of RtI on Reading Instruction Reading/Literacy Leadership Teams Elementary Reading - August 18, 2010

CRASH Course Review Is the RtI language for Tier I: “Core Initial Instruction” or “Core Universal Instruction” or are both correct?

Independent/Group Practice and Application Tier I: 90 Minute Reading Block Whole Group Small Group Elementary Independent/Group Practice and Application ii = high quality INITIAL INSTRUCTION – delivered to all students through a comprehensive core reading program DURING a daily 90-minute, uninterrupted reading block. DAILY Initial Instruction (ii) must be: Focused on Specific, Differentiated Needs of Students Delivered Explicitly and Systematically Scaffolded According to Needs of Students Conducive to Learning, by Providing the Following Components - * background knowledge building, motivation for learning, reading/writing connections, and print-rich classroom environments

Tier II: Strategic Intervention Elementary As stated in State Board rule 6A-6.054 this intervention must be provided: Daily In addition to, or as an extension of, the ninety (90) minute reading block In addition to, and in alignment with, effective, initial core instruction In a smaller group setting or one-on-one

Instructional Intensity TIER III: Intensive Intervention Instruction Instructional Intensity More Explicit and Systematic Instructional Delivery More Scaffolded Teacher Support More Times Per Session More Sessions Per Week Smaller Group Sizes

Florida’s Formula for Effective and Powerful Instruction 3Fs + 1S + Data + PD = Florida’s Formula for Effective and Powerful Instruction The school Collaborative Problem Solving Team (CPST) uses the collaborative problem-solving approach to identify more intensive, targeted interventions for Tier III students following Florida’s Formula for Effective and Powerful Instruction. FREQUENCY and duration of meeting in small groups (the WHEN) – Will extended instruction be once daily, twice daily, for 30 minutes, 60 minutes, or more? Before or after school, half-day Saturday camp, etc.? FOCUS of instruction (the WHAT) – How will the teacher provide more explicit and systematic instruction in targeted areas of need such as vocabulary, phonics, comprehension monitoring, etc.? FORMAT of lesson (the HOW) – What will be the structure of the lesson and level of scaffolding, modeling, explicitness, systematic delivery, content intensity, etc.? SIZE of instructional group – Will instruction be small group or one-on-one? Analyze DATA to determine the 3 Fs and 1 S (the WHY). Provide PROFESSIONAL DEVELOPMENT that focuses on the collection and analysis of data, the 3 Fs, and 1 S.

Tier II and III Instructional Resources Effective reading intervention instruction can be delivered using a scientifically research based Comprehensive Intervention Reading Program (CIRP), designed to provide instruction that addresses all of the essential components of reading, OR Supplemental Intervention Reading Program (SIRP), designed to provide instruction that targets one or more of the essential components of reading.

The Central Question Is . . . . “What about the interaction of the curriculum, instruction, learner, and learning environment should be altered so that the student will learn?” This shift alters everything! Ken Howell

Reading Resource Specialists Elementary Reading - August 18, 2010 Agenda K-12 Reading Plan and RtI Tiers of Instructional Intensity Four Step Process Impact of RtI on Reading Instruction Reading/Literacy Leadership Teams Elementary Reading - August 18, 2010

“What is the problem?” “Why is it occurring?” “What are we going Step 1: Problem Identification “What is the problem?” “Why is it occurring?” Step 3: Intervention Design “What are we going to do about it?” Step 2: Problem Analysis Step 4: Response to Intervention “Is it working?” Comprehensive Problem Solving is a Cyclical Process.

STEP 1: PROBLEM IDENTIFICATION Comprehensive Problem Solving STEP 1: PROBLEM IDENTIFICATION What is the reader’s problem? Use Data – Identify the Problem How has the reader responded to Tier I initial core instruction? What reading behaviors are exhibited? Have diagnostic reading assessments been administered to determine precise/detailed picture of strengths and weaknesses? What additional assessment data is needed to better analyze the problem?

Elementary Assessments FOR Instruction

Elementary Reading Assessment Schedule

STEP 2: PROBLEM ANALYSIS Comprehensive Problem Solving STEP 2: PROBLEM ANALYSIS Why is the problem occurring? Analyze Data – Determine Why Problem is Occurring What is causing the discrepancy between what is expected and what is actually occurring?

DART Model Differentiating Instruction Disaggregate Data Assess Student Needs Review Resources Target Instruction (differentiate by 3Fs and 1S)

Does the diagnostic assessment data indicate the reader has a specific deficiency in one essential component of reading instruction, or is the deficiency apparent across multiple, essential components?

STEP 3: INTERVENTION DESIGN Comprehensive Problem Solving STEP 3: INTERVENTION DESIGN What are we going to do about the problem? Design and Implement Instructional Plan – Target Specific Differentiated Needs What intervention would best meet the reader’s needs? How intensive should the intervention be? Is adequate scaffolded support provided?

We know we have a struggling reader, what comes next? Data – drives instruction (skill/strategy needs), rather than instructional programs Tiers I, II, and III – continuum of instructional intensity (not specific program/category) Instructional Intensity – more time per session, more sessions per week, smaller group sizes, more explicit/systematic delivery, etc. Reading resources should be allocated in direct proportion to the differentiated needs of students. Tier III Intensive Intervention Instruction Tier II Strategic Intervention Instruction Tier I Core Curriculum Instruction – For ALL

District-Supported Interventions for Struggling Readers in Grades K-2 These resources should be considered when students need more strategic (Tier II) or intensive (Tier III) intervention instruction, beyond the core reading program (Tier I). Fidelity of implementation is critical to the success of these research-based programs. Oral language intervention should be incorporated into all daily instruction, based on student need. Use the school-based speech and language pathologist as a resource. SRC pp. 6-7

District-Supported Interventions for Struggling Readers in Grades 3-5 These resources should be considered when students need more strategic (Tier II) or intensive (Tier III) intervention instruction, beyond the core reading program (Tier I). Fidelity of implementation is critical to the success of these research-based programs. Oral language intervention should be incorporated into all daily instruction, based on student need. Use the school-based speech and language pathologist as a resource. SRC pp. 8-9

Recommended Intervention Programs Grades K-2 Grades 3-5 Recommended Intervention Programs Triumphs Triumphs Fundations Wilson Reading Phonics for Reading Phonics for Reading Great Leaps Intermediate Rewards Super QAR Super QAR Accelerated Literacy Learning Soar to Success

STEP 4: RESPONSE TO INTERVENTION Comprehensive Problem Solving STEP 4: RESPONSE TO INTERVENTION Is the intervention working? Evaluate Instructional Plan – Ensure Effective Response to Intervention Does progress monitoring inform instructional decisions? Is progress monitoring conducted regularly? Have measureable goals/benchmarks been established? Is graphic depiction of data used to monitor substantial deficiencies?

Graphically Displaying Progress-Monitoring Data Simple Line Graphs Provide Effective Display of Data Trends Frequency of Data Collection Can Vary – Monthly, Every Other Week, Weekly Factors Determining Frequency of Data Collection for Progress Monitoring – Intensity of Student Needs, Targeted Intervention, Type of Assessment

Simple Line Graphs Can Be Created Electronically Personalize Graph Benchmark Line Score (student data) Line Trend Line Excel program allows for entry of student progress-monitoring data that will support the creation of simple line graphs, as demonstrated in the next two slides.

Graphing – Running Record Data First Grade – Every 4 Weeks Across the Year

Graphing – Oral Reading Fluency Data Second Grade – Every 4 Weeks Across the Year

Reading Resource Specialists Elementary Reading - August 18, 2010 Agenda K-12 Reading Plan and RtI Tiers of Instructional Intensity Four Step Process Impact of RtI on Reading Instruction Reading/Literacy Leadership Teams Elementary Reading - August 18, 2010

Comprehensive Problem Solving through Collaboration is Critical to the Effective Practice of Response to Instruction/Intervention CPS PLC RtI R/LLT

The Reading/Literacy Leadership Team How can the Reading/Literacy Leadership Team support the work of CPST/RtI?

Why Establish a Reading/Literacy Leadership Team? Policy - Florida State Board Rule 6A-6.053 K-12 Reading Plan Aligns with other initiatives (SIP, RtI, FCIM, PLCs) A Nation at Risk – Impact on high school graduation/drop out; students that go to college/prison Positive impact on school improvement and student learning Positive impact on school culture across all stakeholders Per Broward’s Comprehensive K12 Rea “The principal will form or continue a Reading Leadership Team. The purpose of this team is to create capacity of reading knowledge within the school building.” 2009-10 FL DOE, Comprehensive K-12 Reading Plan

Reading/Literacy Leadership Team School Goals Understand literacy challenges of students Build capacity of reading knowledge Focus on areas of literacy concern Ensure analysis of data drives all decision making Support reading goals through a whole-school approach Per Broward’s Comprehensive K12 Rea The focus, goals, and initiatives of the Reading/Literacy Leadership Team should be based on a detailed analysis of student and teacher data and align with the Reading goals in the School Improvement Plan.

2010-11 School Improvement Plan Per Broward’s Comprehensive K12 Rea

Additional District Information on Response to Instruction/Intervention Psychological Services Department of Broward County Public Schools Mark A. Lyon, Ph.D., Team Leader CPS/RtI Materials http://www.broward.k12.fl.us/studentsupport/psychologicalservices/html/CPS_RTI.htm

Questions / Clarification

“If we want children to learn to read well, we must find a way to induce them to read lots. If we want to induce children to read lots, we must teach them to read well.” Marilyn Jager Adams