1. 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

2. 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

3. 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

4. Florida State Board Rule 6A-6. 053 and
Florida State Board Rule 6A 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

5. 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

6. 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

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

9. ii – Initial Instruction
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.

10. iii – Immediate Intensive Intervention
ii + iii = NCLB
iii – Immediate Intensive Intervention
Florida State Board Rule 6A 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.

11. 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.

12. 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.

13. 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

14. 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

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

16. 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

18. Tier II: Strategic Intervention
Elementary
As stated in State Board rule 6A 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

19. 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

20. 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.

21. 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.

22. 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

23. 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

24. “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.

25. 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?

26. Elementary Assessments FOR Instruction

27. Elementary Reading Assessment Schedule

28. 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?

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

30. 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?

31. 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?

32. 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

33. 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

34. 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

35. 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

36. 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?

37. 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

38. 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.

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

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

41. 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

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

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

44. Why Establish a Reading/Literacy Leadership Team?
Policy - Florida State Board Rule 6A 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.” FL DOE, Comprehensive K-12 Reading Plan

45. 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.

46. 2010-11 School Improvement Plan
Per Broward’s Comprehensive K12 Rea

47. 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

48. Questions / Clarification

49. “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