I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd what I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to rscheearch at Cmabrigde Uinervtisy, it dseno’t mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? Yaeh and I awlyas tghuhot slpeling was ipmorantt! Brain Power!

FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS…

Factors That Influence Student Learning Converging MTSS & Instructional Consultation Best Practices

3 Areas That Effect Students’ Learning Student Match = Success Instruction Task

Prior Knowledge  What the child knows and is able to do  Better indicator of success than ability!

Making Connections “The brain seeks to make connections between what is new and what is known. These connections create learning and memory (by building dendrites). When information is not connected it becomes forgotten and inaccessible memory.” (Gravois, ICT)

Influences on Learning of Typical Student Student ~ 50-60% Prior Knowledge Match = Success Instruction ~ 25-35% Task ~ 5-15% Combined Total = 30-50%

Influences on Learning of Gifted Student Student ~ 80% Prior Knowledge Match = Success Instruction ~ 15% Task ~ 5% Combined Total = 20%

Influences on Learning of Low Achieving Student Student ~ 10-20% Prior Knowledge Match = Success Instruction ~ 40-45% Task ~ 40-45% Combined Total = 80-90%

TURN & TALK Implications?

Schoolhouse Model ROOF 5% of students require intensive instruction. HALLWAY 15% of students require quality interventions. CLASSROOM 80% of students will be successful with quality instruction.

Evaluate & monitor student performance Provide feedback for instruction Create and manage the instructional match FROM:

TO: Create and manage the instructional match Provide feedback for instruction Evaluate & monitor student performance

MTSS (RtI) Model *

5 Components of Reading Phonemic AwarenessPhonicsFluencyVocabularyComprehension (See Note Below) Phoneme Matching Students practice matching initial, medial and final sounds in words. Letter-sound Correspondence S tudents practice matching phonemes and digraphs to letters, blending word parts and segmenting sounds in words. Letter-sound Correspondence Students use timed practice to recognize letters and sounds. Word Knowledge Students practice identifying contractions, synonyms, antonyms, abbreviations, homophones and homographs. Narrative Text Structure S tudents practice identifying story elements (character, setting, event sequence, problems, solutions, plot and theme. Phoneme Isolation Students practice isolating initial, medial and final sounds in words. High Frequency Words- students practice high frequency words to meet state benchmarks. Word Parts Students use timed practice to identify word parts. Morpheme Elements Students practice identifying the meaning of affixes. Expository Text Structure Students practice identifying details, main idea, and important information. Phoneme Blending Students practice blending sounds in words. Syllable Patterns Students practice blending, segmenting and identifying syllables in words. Words Students use timed practice to recognize real words. Word Meaning Students practice identifying and producing the meaning of words. Text Analysis Students practice organizing text. Monitoring for Understanding. Student practice comprehension strategies to understand text. Phoneme Segmenting Students practice segmenting sounds in words. Variant Correspondences Students practice variant correspondences in words: form or spelling that differs from the standard. Phrases Students use timed practice to practice phrases with prosody. Word Analysis Students practice identifying similarities and differences between meanings. Phoneme Segmenting and Blending Students practice both skills. Syllable Patterns Students practice blending, segmenting and identifying syllables in words. Chunked Text Students practice reading chunked text with prosody. Words in Context Students practice identifying the meaning of words in context. Phoneme Manipulation Students practice manipulating sounds in words. Ex. c-at, b-at, c-an Morpheme Structures Students practice forming compound words and identifying base words with inflections and blending base words with affixes. Connected Text Students use timed practice to read connected text with prosody. Note: Results from ongoing assessments and teacher monitoring are factors that determine the order of implementation of these activities * Adapted from FCRR Teacher Resource Guide: Five Components of Reading Instruction, 2006

Core Instruction (Tier 1) Café (Reading Strategies) Making Meaning (Comprehension Lessons) Daily Five (Student Practice) Student Conferencing Read Aloud (Purpose, Audience, Topic, Form) Vocabulary Strategies (Marzano / Archer) Guided Reading / Literature Circles

TURN & TALK Name one practice in your “CORE”(grade level / subject) that you would recommend to a colleague. Why?

Screening (DIBELS, AIMSweb, STAR) Data Meetings (PLC, Problem Solving, Collaboration) Intervention (Tier 2 & 3, ) Progress Monitoring MTSS Team (School Improvement) Beyond the Core

Intervention

*Small Groups of Students *Researched Based Interventions *Implemented w/ Fidelity & Integrity *Training & Professional Development “Research and field implementation efforts tell us that RtI can work, but do not ensure that it will work in schools…RtI is vulnerable to the same misuse and subsequent abandonment that has plagued generations of educational innovations” (VanDerHeyden & Tilly, 2010)

Achievement Formula for School Children Grade # of Years of Achievement Range K …..…………………………………………………… /3 1 …..…………………………………………………… …..…………………………………………………… /3 3 …..…………………………………………………… /3 4 …..…………………………………………………… …..…………………………………………………… /3 6 …..………………………………………………………. 7 1/3 7 …..………………………………………………………. 8 8 …..………………………………………………………. 8 2/3 9 …..………………………………………………………. 9 1/3 10 …..…………………………………………………… …..…………………………………………………… /3 12 …..…………………………………………………… Thus, it is unrealistic to expect every child to be at “grade level”

The Professional Language of an Educator The Arch

Activity: The Blimblat

Closing the Gap Blimblat – Circus tomly – father plam – family tures – they pards – clothes potents – parents zibits – hands

ELPPA GNOS EhT selppa era denosaes dnA epir dna dnuos. yltneG yeht llaf nO eht wolley dnuorg. ehT selppa era derots nI eht ytsud nib erehW yldrah a remmilg fO thgil speerc ni. nI eht tilerif retniw sthgiN, ll’yeht eb ehT raelc teews etsat fO a remmus eert.

A mind that is stretched by a new experience can never go back to its old dimensions. Oliver Wendell Holmes

“The child – like the Pilgrim, the cowboy, and the detective on television – is invariably seen as a free-standing isolable being who moves through development as a self- contained and complete individual. Other similarly self- contained people – parents and teachers – may influence the development of children, to be sure, but the proper unit of …analysis and the proper unit of…study is the child alone…We have never taken fully seriously the notion that development is, in large measure, a social construction, the child a modulated and modulating component in a shifting network of influences.” (Kessen, 1979, p.819)

Resources MiBLSi Florida Center for Reading Research National Reading Panel Instructional Consultation Teams Rosenfield & Gravois