Response to Intervention Hofstra University October 21, 2014 Deborah Y. Smith, Ed.D. Principal, Connetquot Elementary School East Islip School District

Introductions O Thank you to Dr. Fusco – appreciation for the opportunity O Backgrounds? O Equity cards O KWL

Learning Targets O I can identify the critical components of the Response to Intervention initiative O I can describe the role of the Instructional Support Team O I can navigate to web-based resources to utilize in small group instruction

Reading Instruction “Big 5” O -Phonological Awareness O -Alphabetic Principle/Phonics O -Reading Fluency O -Reading Comprehension O -Oral Language/Vocabulary

DIBELS Universal Screening Tool O Dynamic Indicators of Basic Early Literacy Skills O Developmental sequence of one-minute measures: O recognizing initial sounds (phonemic awareness), O naming the letters of the alphabet (alphabetic principle) O segmenting words into phonemes (phonemic awareness) O reading nonsense words (alphabetic principle), O oral reading of a passage (accuracy and fluency), retelling (comprehension) O word use (vocabulary)

SUNY Brockport O Portions of this Power Point were taken from EDA 600 Final Project “Working through a Mandated Change” Adapted from a Power Point by Jim Wright January

New York State O RtI must include… O appropriate instruction delivered to all students O screening of all students in class O instruction matched to student need with increasingly intensive levels of targeted intervention O repeated assessments of student achievement O information acquired through RTI must be used in decisions about changes in goals, instruction, services and referrals to special education; O Notification to parents when intervention exceeds general classroom interventions (details)

Definition O RTI is a general education framework O Involves research-based instruction O Interventions O Regular monitoring of student progress O Use of data over time to make educational decisions.

Tiered Support O Tier I - universal programs in the school intended to prevent student academic or behavioral failure O Tier II - programs or supports that can be individualized and matched to students with emerging academic or behavioral difficulties O Tier III - the most intensive - reserved for students with severe and chronic academic or behavioral problems that have not responded to Tier I or Tier II supports

Model O What does RtI look like? O Targeted small group instruction O Classroom teacher and Interventionists working with various groups of students O Instruction that is designed to support specific skills O Progress monitoring of students who are struggling the most O Continuous review of data – data teams

Data Teams O Instructional Support Teams O Classroom teachers O Speech teachers O Reading Teachers O Resource room O Social worker O School psychologist O Principal

Resources for evidence-based intervention strategies O Big Ideas in Beginning Reading (U of Oregon): O What Works Clearinghouse (US Dept of Education): O Intervention Central: O Florida Center for Reading Research

Center Based Instruction O 2 hour blocks O 20 minutes – whole group lesson (FUNdations) Classroom teacher (Tier I) Reading teacher (Tier II) Resource teacher (Tier III) Group AGroup CGroup D Group BGroup D Group CGroup D (pull out) Group D

Data Collections O Progress monitoring O Curriculum Based Measures – standardized O Student scores entered into database O Results reviewed by skill area

Ideal Consulting O O Multiple resources

Discussion O Questions O Comments O Experiences O Challenges O Implications