1. Tier II Reading Intervention
Evelyn Johnson, Ed.D.
Margo Healy, M.Ed.
Cristianne Lane, M.Ed.
Lee Pesky Learning Center

2. Agenda Benefits of Strong Tier 1 and Tier 2 Instruction Entry Criteria
The Four BIG Questions
Identifying the Issues
English Language Learners
The Journey!

3. What is at stake?
What are the benefits to a student, school or community when students are proficient readers?

4. “From the first day of kindergarten to the last day of elementary school, children substantially define themselves as readers, and this has enormous influence on their development as learners and members of society. Those who succeed in becoming fluent, strategic, and joyful readers are not guaranteed success in school or in life, but they are well on their way. However, those who do not succeed in reading, or who become reluctant readers, face long odds in achieving success in school and life”
Slavin, Lake, Chambers, Cheung & Davis, 2009

5. RTI is a System of Instruction
Tier I instruction is strong and comprehensive (80% proficient). Tier II interventions focus on specific components of reading to respond to the specific needs of individual students. Students are usually taught in small groups, but identified individually by reliable formal and informal assessments.

6. The “Simple View” of Reading
“Reading comprehension is the product of decoding and listening comprehension.”
Gough and Tunmer

7. Decoding: Reading Words
Big Picture of Reading
RTI
Oral Language
Fluency
Cognition: Thinking
Comprehension
Vocabulary
Decoding: Reading Words
Phonics
Phonemic Awareness
Let’s list the skills we teach at each level…..
engage
Reflect and Record
Use the handout to note the reading skills that you teach every week in your classroom. Make notations to show the areas that
areas that you are most comfortable,
areas that you might want more intensity,
areas that your students do well,
areas that your students need more support.
Houghton Mifflin is your adopted program. Note any areas that you supplement with other programs.

8. Isolating the Reading Issues
Going back to the simple definition of reading we can use a series of 4 questions to group students and plan interventions.
Can the student read grade-level text?
Is there a decoding problem?
Does the student comprehend text?
What if the student is not making progress?

9. Question #1: Does the student read grade-level text?
Assessment
Question #1: Does the student read grade-level text?
Screeners:
ISAT reading scores
ORF* measures
IRI measures
Oral reading fluency (also known as R-CBM)

10. Reality Check!
What do you already know about these students (grades, etc.)? What information are you passing to the next grade? What is your system for collecting and sharing student level data?

11. Normal Distribution Curve10 25 50

12. AIMSweb
AIMSweb National Norm Tables will translate an R-CBM score to a percentile rank. For example, a student scoring a “2” on the first grade fall IRI (LSF), could be anywhere from the 20th-48th percentile.

14. Normal Distribution Curve10 25 50

15. Decision
Point
AIMSweb
Average = 26th-75th percentile Below Average = 11th-25th percentile High risk = Below the 11th percentile

16. “Take Aways...”
Regarding resources, our systems must be efficient and inform our decisions regarding who receives further testing and intervention services.

17. Establish a Data Management System
At the district level
At the school level
At the classroom level

19. Question #1: Can the student read grade level text?
What are you using for screeners?
What is your criteria for determining which students need additional assessments?

20. Question #1: Does the student read grade-level text?
Process NO
Is there a decoding problem?
YES
Continue with core instruction.
YES
Administer a
decoding intervention.

21. Question #2: Is there a decoding problem?
Tools
Question #2: Is there a decoding problem?
Diagnostic Tools:
ORF miscue analysis
Phonics/decoding surveys (example: CORE*)
San Diego Quick
Phonological awareness tests (K-2...)
Other (program placement tests, Words Their Way spelling inventories)
*Consortium on Reading Excellence, Inc.

22. Decoding: Reading Words
Big Picture of Reading
RTI
Oral Language
Fluency
Cognition: Thinking
Comprehension
Vocabulary
Decoding: Reading Words
Phonics
Phonemic Awareness
Let’s list the skills we teach at each level…..
engage
Reflect and Record
Use the handout to note the reading skills that you teach every week in your classroom. Make notations to show the areas that
areas that you are most comfortable,
areas that you might want more intensity,
areas that your students do well,
areas that your students need more support.
Houghton Mifflin is your adopted program. Note any areas that you supplement with other programs.

23. Simulation #1
An oral reading fluency “miscue analysis” can help a teacher better understand a student’s decoding abilities and other skills as well. These can be quite informal... or formal.

25. Question #2: Is there a decoding problem?
Tools
Question #2: Is there a decoding problem?
Diagnostic Tools:
ORF miscue analysis
Phonics/decoding surveys (example: CORE)
San Diego Quick
CORE* phonological awareness tests (K-2...)
Other (program placement tests, Word Their Way spelling inventories)
*Consortium on Reading Excellence, Inc.

26. CORE Phonics Survey
Part A: letter names (uppercase) Part B: letter names (lowercase) Part C: consonant sounds Part D: long and short vowel sounds Part E: short vowels Part F: consonant blends with short vowels Part G: short vowels, digraphs, trigraphs

27. Part H: R-controlled vowels Part I: long vowel spellings Part J: variant vowels Part K: low frequency vowel and consonant spellings Part L: multisyllabic words

28. Reality Check!
Be efficient... What do you already know about this student? What information do you need?

29. Question #2: Is there a decoding problem?
Tools
Question #2: Is there a decoding problem?
Diagnostic Tools:
ORF miscue analysis
Phonics/decoding surveys (example: CORE*)
San Diego Quick
Phonological awareness tests (K-2...)
Other (program placement tests, Words Their Way spelling inventories)
*Consortium on Reading Excellence, Inc.

30. Question #2: Is there a decoding problem?
Tools
Question #2: Is there a decoding problem?
Diagnostic Tools:
ORF miscue analysis
Phonics/decoding surveys (example: CORE*)
San Diego Quick
Phonological awareness tests (K-2...)
Other (program placement tests, Words Their Way spelling inventories)
*Consortium on Reading Excellence, Inc.

31. Evidence-based Intervention Model
Instruction
Evidence-based Intervention Model
Direct, systematic, explicit decoding instruction
What is the recipe?
Resources:
IES Practice Guides on Reading (WWC)
CORE Manual
Simulation—Cristianne
I do, we do, you do
High engagement
Practice
Assessment

32. Simulation #2
## ) ( * w

33. Example
Lesson Examples

34. Progress Monitoring
Definitions
Progress monitoring (R-CBM) Progress monitoring is a scientifically based practice that is used to assess a student’s academic performance and evaluate the effectiveness of instruction. Progress monitoring can be used at the district, school, classroom and student level. Program measures are assessments that teachers use to assess skills taught in the intervention program. Growth charts are graphs or charts that document progress relative to the exit criteria (the target).
Evelyn

35. Question #2: Is there a decoding problem?
What is your system for identifying students with decoding problems?
What is the plan once students are identified?

36. Decoding: Reading Words
Big Picture of Reading
RTI
Oral Language
Fluency
Cognition: Thinking
Comprehension
Vocabulary
Decoding: Reading Words
Phonics
Phonemic Awareness
Let’s list the skills we teach at each level…..
engage
Reflect and Record
Use the handout to note the reading skills that you teach every week in your classroom. Make notations to show the areas that
areas that you are most comfortable,
areas that you might want more intensity,
areas that your students do well,
areas that your students need more support.
Houghton Mifflin is your adopted program. Note any areas that you supplement with other programs.

37. 1. Can the student read grade-level text?
Process
1. Can the student read grade-level text? NO
2. Is there a decoding problem?
YES
Continue with core instruction.
YES
Administer a
decoding intervention. NO
3. Does the student
comprehend text?
YES
Administer fluency
Intervention. NO
Administer comprehension/
vocabulary intervention.

38. Question #3: Does the student comprehend the text?
Assessment
Possible indicators that students are struggling:
Miscue analysis/ errors when reading
Low R-CBM and/or inaccurate R-CBM
Low standardized test scores
Poor ISAT reading scores
Low grades
Poor performance on assignments
Observations
Low language skills
Misbehavior
Low MAZE scores
Think-Pair -Share

39. Example
Simulation #3
How do you know when students can’t comprehend? What don’t/can’t they do?

40. Evidence-based Intervention Model
Instruction
Evidence-based Intervention Model
Direct, explicit instruction in vocabulary
Direct, explicit instruction in comprehension strategies
Supporting this in Tier I

41. Vocabulary Recommendations (www.LPLearningCenter.org)
Instruction
Vocabulary Recommendations (
1. Select vocabulary wisely (Beck and McKeown) 2. Explicitly teach vocabulary (Beck, Marzano, CORE) 3. Teach students strategies for unlocking unfamiliar words (Graves)

42. The simple view of strategies!
Instruction
1. Look within the word (word parts)
2. Look around the word (use context)
Look to what you already know (background knowledge)
4. Look for resources (people, resources)

43. Reciprocal Teaching Model
Instruction
Reciprocal Teaching Model
RT is widely used as a Tier I comprehension model. It is also an effective, powerful instructional strategy for Tier II intervention with a strong evidence base (WWC).

46. Model, Guided Practice, Independent Practice

47. Video Clip: Middle School
Video Clip: Summarization 6 Reciprocal Teaching Part 1

48. Progress Monitoring Back to the indicators Program measures
System
Progress Monitoring
Back to the indicators
Program measures
R-CBM (with high accuracy)
Unprompted retells

49. Question #3: Does the student comprehend?
What is your system for identifying students with comprehension problems?
What is the plan once students are identified?

50. Decoding: Reading Words
RTI
Big Picture of Reading
Oral Language
Fluency
Cognition: Thinking
Comprehension
Vocabulary
Decoding: Reading Words
Phonics
Phonemic Awareness
Let’s list the skills we teach at each level…..
engage
Reflect and Record
Use the handout to note the reading skills that you teach every week in your classroom. Make notations to show the areas that
areas that you are most comfortable,
areas that you might want more intensity,
areas that your students do well,
areas that your students need more support.
Houghton Mifflin is your adopted program. Note any areas that you supplement with other programs.

51. Can the student read grade-level text?NO
Is there a decoding problem?
YES
Continue with core instruction.
YES
Administer a
decoding intervention. NO
Does the student
comprehend text?
YES
Administer fluency
intervention. NO
Administer comprehension/
vocabulary intervention.
When ORF is low, also
administer fluency
Intervention.

52. Instruction
“Extra Time on Text”
If decoding, comprehension and vocabulary have been eliminated, then the student mostly likely needs fluency practice.

53. Intervention Models Repeated readings (with comprehension checks)
Instruction
Repeated readings (with comprehension checks)
Partner reading
(Timothy Rasinski)

54. Progress Monitoring R-CBM Rubrics Read at a good pace
Made few mistakes
Attended to punctuation
Read smoothly

55. Question #3, Part 2: Fluency Practice
What is your system for identifying students with fluency problems?
What is the plan once students are identified?

56. 1. Can the student read grade-level text?
Process
1. Can the student read grade-level text? NO
2. Is there a decoding problem?
YES
Continue with core instruction.
YES
Administer a
decoding intervention. NO
3. Does the student
comprehend text?
YES
Administer fluency
intervention. NO
Administer comprehension/
vocabulary intervention.
When ORF is low, also
administer fluency
Intervention.
4. What if the student is not making progress?

57. Question #4: What if the student is not making progress?

58. Question #4: What if the student is not making progress?
Examine Tier I instruction
Review the components of strong Tier 2 instruction (strong/weak chart from first training)
Consider attendance
Solicit help from parents
Consider how peers are progressing
Eliminate physical problems
Document behaviors/strategies that may impact progress

59. Recommendations for English Language Learners

60. Decoding: Reading Words
Big Picture of Reading
RTI
Oral Language
Fluency
Cognition: Thinking
Comprehension
Vocabulary
Decoding: Reading Words
Phonics
Phonemic Awareness
Let’s list the skills we teach at each level…..
engage
Reflect and Record
Use the handout to note the reading skills that you teach every week in your classroom. Make notations to show the areas that
areas that you are most comfortable,
areas that you might want more intensity,
areas that your students do well,
areas that your students need more support.
Houghton Mifflin is your adopted program. Note any areas that you supplement with other programs.

61. ELL Evidence-based Recommendations*
Provide focused, intensive small-group interventions for English learners determined to be at risk for reading problems. Although the amount of time in small-group instruction and the intensity of this instruction should reflect the degree of risk, determined by reading assessment data and other indicators, the interventions should include the five core reading elements (phonological awareness, phonics, reading fluency, vocabulary, and comprehension). Explicit, direct instruction should be the primary means of instructional delivery.
* IES Practice Guide (What Works Clearinghouse)

62. Continued
Provide high-quality vocabulary instruction throughout the day. Teach essential content words in depth. In addition, use instructional time to address the meanings of common words, phrases, and expressions not yet learned.

63. Continued
Ensure that teachers of English learners devote approximately 90 minutes a week to instructional activities in which pairs of students at different ability levels or different English language proficiencies work together on academic tasks in a structured fashion. These activities should practice and extend material already taught.

64. Wrap-Up
What did today’s training validate for you? With your group, identify your next steps in this important journey...

65. Thank You!
Contact: Dr. Evelyn Johnson Cristianne Lane

66. Statewide Special Education Technical Assistance (SESTA)
Gina Hopper,
Director
Katie Bubak,
Statewide Consultant
Calendar
PBIS
Mentor Network
Statewide Special Education Training
Provide Technical Assistiance for Statewide Initiatives.
Training materials can be found at

67. Project Sponsor Idaho Department of Education
Special Education Division
Richard Henderson, Director