Prevention to Avoid Intervention Tier 1: the most important tier!

We have looked at why you may want to change your system. We have seen the big picture of the key components of the RTI system. Where We’ve Been Explicit about my instruction Review explicitly shows how all of the information during the training is interconnected

Develop the conceptual understanding and build common language to develop the change that will give you the most impact on student achievement – Tier 1. Where We’re Going

Targets Standards of practice must be clear There must be fidelity to the core Effective instruction must be explicit Explicit about my instruction Gives you a road map for where we are going Creates a “sense of urgency” regarding today 3

Expectations Demonstrate good audience skills – Silence cell phones – Hold side conversations out of ear shot of others – Engage in active listening Participate in discussions Take notes to track your thinking – Handouts and slides If you need a break, take one Explicit about my instruction Clear expectations reduce confusion I assume you know all these things

Partnerships Call back routine Pick someone near year you to be your partner. The person with the next birthday is coffee. The other person is cream.

Where do these ideas come from?

How’s your herd?

Start with the Why Simon Sinek 4

A core Reading program provides a system of instruction for students as they move through grade levels. Why do we need a core? 5

Core is for all students 6

RTI begins with General Education!  Teachers don’t fail students, systems do.  RTI is a system for differentiation of instruction!  RTI is a system that is predicated on the general education teachers’ skill and knowledge of instruction, assessment, curriculum, and children. 7

Strong core instruction

Weak core instruction

Interventions

We cannot solve the herd problem one cow at a time. We need a system to feed them all well. In other words 8

Start with the Why Simon Sinek

9 A core Reading curriculum has pieces that are standardized across the district that provide guidance and clarity as to the expectations for instruction. How is instruction organized?

10 Standards of practice must be clear because successful core instruction is the most important thing you can do in RTI.

11 OrRTI requirements Why OrRTI Requirements – For 6 people to provide professional development to 63 districts we need to have some level of continuity

12 OrRTI requirements One of the agreements to participate in Oregon RTI project is to have a 90 minute core in a 5 day week. Four day weeks will need 110 minutes to cover the content. If not now, by next year. We will train on scheduling.

13 OrRTI requirements Core curriculum is taught, not just bought – You are developing YOUR standards of practice around the curriculum.

14 Time agreements Core curriculum are written and designed to be taught for 90 to 120 minutes. This does not include the instruction of writing – It may include the practice of writing Writing in response to reading

15 Time agreements There is no “RTI way” of organizing your 90 minute blocks. The district will standardize, the building will customize

More whole group instruction on Monday and Tuesday Not the same amount of small group time for each group each day Time agreements 16

17 Creating Standards of Practice Your District Implementation Team (DIT) will work to create non-negotiables for your district around the instruction of your core reading curriculum.

Talk Time Read over the Non-Negotiables Coffee please answer the following question: – What is one take away that you have from this document? Cream please answer the following question: – Describe how this document would provide clarity to the instruction of Reading. With extra time switch questions Explicit about my instruction Explicit roles for each partner Built in differentiation Built in “what to do when you’re done” It is the beginning of the conversation, I realize there will not be enough time

18 Large group instruction Text is designed to be the initial instruction Text is used as a model to teach literacy skills Whole group text may be above or below some students Whole group instruction should be a limited amount of time

Small Group Instruction Six to eight students per group (Vaughn) Text is at the students’ instructional level Before Reading – Teacher provides background, addresses vocabulary and text features During Reading – Each student has their own copy of the text and they read independently while the adult observes their reading behaviors After Reading – The adult leads a group discussion around skill 19

Small Group Instruction Six to eight students per group (Vaughn) Text is at the students’ instructional level Before Reading – Teacher provides background, addresses vocabulary and text features During Reading – Each student has their own copy of the text and they read independently while the adult observes their reading behaviors After Reading – The adult leads a group discussion around skill

20 Struggling readers in core They need the most instruction. If they miss grade level material, they will never catch up. Just because there is a deficit in one area, does not mean there is a deficit in all areas of reading. Interventions are limited in scope.

21 Differentiation during 90 minutes size menu Differentiation is changing the size of the meal, not the menu.

Standards of practice must be clear because successful core instruction is the most important thing you can do in RTI.

Talk Time Cream please answer the following question: – Explain how large group and small group differ and how they are the same. Coffee please answer the following question: – How do you currently differentiate your instruction for your neediest students. With extra time switch questions

22 There must be fidelity to the core because successful core instruction is the most important thing you can do in RTI.

vs.

Fidelity to the core Worksheets Fidelity

23 Why is fidelity important? Comprehensive program that incorporates all components of reading Students have the opportunity to make connections Students read text that supports vocabulary, phonics, and comprehension lessons The whole school has a common language, common goal, and common tools

Non- curriculum specific fidelity checklists

Curriculum specific fidelity checklists

24 Fidelity to the core 1.The Big 5 of Reading 2.The scope and sequence 3.State and common core standards 4.Common instructional strategies

25 Big 5 of Reading Phonemic Awareness Phonics Fluency Vocabulary Comprehension Finite Skills Infinite Skills

Handout and Digital Resource

26 Scope and sequence

26 Scope and sequence We want to be sure that we know what has and what will be taught. Mastery of skills looks different at all levels Repeated opportunities to learn

27 State Standards & CCS

28 Common Instructional Strategies

29 Who ensures fidelity? Fidelity checklist should provide clarity to teachers District must decide who is responsible to check – Principal – Literacy coach Fidelity checks should occur regularly – two to three times a year – 10 minutes each class

There must be fidelity to the core because successful core instruction is the most important thing you can do in RTI.

Talk Time Coffee please answer the following question: – Define fidelity in 1 sentence. Cream please answer the following question: – How would the perfect fidelity tool look to you? With extra time switch questions

Start with the Why Simon Sinek

30 A core Reading program includes ways for us to deliver the content in ways that students will most effectively learn. What does instruction look like?

31 Effective instruction is explicit because successful core instruction is the most important thing you can do in RTI.

32 Explicit instruction is a systematic instructional approach that includes a set of delivery and design procedures derived from effective schools research. ~Ideas That Work

33 Explicit Instruction is... Engaging Systematic Relentless Anita Archer

34 Explicit Instruction is Engaging Frequent responses are elicited – Things students say – Things students do – Things students write Responses are monitored Positive and corrective feedback is given

34 Explicit Instruction is Engaging Frequent responses are elicited – Things students say – Things students do – Things students write Responses are monitored Positive and corrective feedback is given

Is this engaging instruction?

x

35 Input See you tomorrow Input Question Response Feedback Input Question Response Feedback Multiple opportunities for student responses Feedback works 2 ways: From the teacher to the student From the student to the teacher

36 multiple responses By giving a chance for multiple responses, students are retrieving, rehearsing and practicing what has been taught.

37 Purposeful Partnerships Increase student talk time Multiple turns leads to multiple opportunities More turns = more practice Intentionally assigned by teacher

Dr. Anita Archer Focus … As you watch this video, Note the active participation procedures that are directly taught to students. Explicit about my instruction Writing as a response to instruction Set the purpose Build background, targeted conversation

Talk Time Coffee will begin followed by Cream – Begin to list the active participation strategies that were taught to students – List items until you have exhausted your list With extra time talk about how you could spread this practice around your school.

38 Content – Sequenced logically – Manageable steps that progress from simple to more complex concepts and skills Explicit Instruction is Systematic

39 Design of instruction – Organized and focused – Goals that can be articulated by students – Review and build background knowledge – Review at the end of the lesson – Scaffolding – Includes instructional routines Explicit Instruction is Systematic

40 – Say the word – Provide a student friendly definition – Provide a context with examples and non- examples – Students engage in discourse about the word Lumbering - (adjective) If you are lumbering, you are moving slowly and heavily. On land a hippo is lumbering, but in the water it is a graceful swimmer. Take 4 lumbering steps to your left. Take 4 not lumbering steps to your right. Explicit Instruction is Systematic Instructional Routines Example : vocabulary

41 Explicit Instruction is Relentless Practice, practice, practice Practice does not make perfect, perfect practice makes perfect Practice leads to automaticity The 3 R’s – Receive, Respond, Retain

42 Model Mass practice Distributed practice Individual practice I do We do Y’all do You do Explicit Instruction is Relentless We want students to apply the lessons to the next text they read.

Whole group video Watch for: – Think aloud to model new information for students – I do, we do, ya’ll do, you do – Graphic organizers – Maintain close proximity to students. Target: Description – We have discussed vocabulary – We have just done a picture walk 2 nd grade in SE Oregon

You will be discussing one of these questions with your partner: What instructional strategies worked well during the whole group? What strategies did the instructor use to engage the students in reading?

Talk Time Cream please answer the following question: – What instructional strategies worked well during the whole group? Coffee please answer the following question: – What strategies did the instructor use to engage the students in reading? With extra time switch questions

We must have effective instruction because successful core instruction is the most important thing you can do in RTI.

Standards of practice must be clear There must be fidelity to the core Effective instruction must be explicit Where We’ve Been

Time to begin work on standards of practice Tomorrow we will discuss the roll of assessments of Reading Tomorrow we will discuss ways to strengthen your core program through the use of the universal screener Where We’re Going Explicit about my instruction Previewing helps set the context for this information within the larger context. It follows a lesson design

Please complete the evaluation for this presentation Please write down some things you really want to remember on the “Tools and Take Away” Sheet Evaluation