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

2. Targets Understand we should spend 90 minutes of core reading time. Define fidelity to the core. Understand that engaging instruction is key. Recognize that 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. “But I’m not a teacher...” Principals – “Have I been clear about the type of instruction I want to see in the building?”

4. “But I’m not a teacher...” School Psychologist/Special Education Teacher – “Can I check the box ‘the child was provided appropriate instruction in the general education setting’?”

5. “But I’m not a teacher...” District Administrator – “Have I provided clarity around common expectations?”

6. “But I’m not a teacher...” Title 1/Literacy – “How can I sync my Tier 2 instruction with the Tier 1 instruction?”

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

8. Tier 1 is for all students

9. How’s your herd?

10. Strong core instruction

11. Weak core instruction

12. We should spend 90 minutes of core reading time because effective core instruction is the most important thing you can do in RTI.

13. 90 minutes Core programs 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

14. 90 minutes Your district will need to give guidance around Spelling and Grammar. – What outcomes are you seeking?

15. Struggling readers in core They need the most instruction Need to be exposed to grade level material 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

16. 90 minutes There is no “RTI way” of organizing your 90 minute blocks. Consider... Interruptions to your 90 minutes – Assemblies/Fire Drills – Recesses – Pull outs (Special Education, Title 1, SMART) Resources – Flood in support – Space for students to work

17. How to split the 90 minutes More whole group instruction on Monday and Tuesday Not the same amount of small group time for each each day

18. Monday K-2 10 min Build Background/Oral Language/Morning Message 10 min Phonemic Awareness 10 min Phonics 10(K)/15 min Vocabulary/High Frequency Words 20(K)/45 min Comprehension – Whole group/ Small Group Instruction 60(K)/90 min

19. Friday K-2 10 min Build Background/Oral Language/Morning Message 5 min Phonemic Awareness 15 min Phonics 10 min Vocabulary/High Frequency Words 20(K)/40 min Comprehension – Whole Group/ Small Group Instruction /Assessment 60(K)/90 min

20. Monday 3-5 10 min Build Background/Oral Language 15 min Phonics 15 min Vocabulary 50 min Comprehension – Whole group/ Small group instruction 90 min

21. Friday 3-5 10 min Build Background/Oral Language 15 min Phonics 10 min Vocabulary 55 min Comprehension – Whole Group/Small Group Instruction/Assessment 90 min

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

23. Options for organization Mrs. BookMrs. PageMr. KindleMr. Read Students are given the Universal Screener Walk to Read

24. Options for organization Mrs. BookMrs. PageMr. KindleMr. Read Students are given the additional assessments

25. Walk to Read Options for organization Mrs. BookMrs. PageMr. KindleMr. Read Students are resorted based on multiple assessments This may be for 90 minutes, 60 minutes, or 30 minutes

26. Whole group lesson 10 minutes Comprehension 25 students 3 3 4 4 5 Small group lesson 6 Struggling students 15 minutes Small group lesson 6 Struggling students 15 minutes Conferences 10 minutes Conferences 10 minutes Whole group lesson 10 minutes Comprehension 25 students 4 3 4 4 5 Word Work Read to Self Read to Someone Work on Writing Listen to Reading 4 3 4 3 5 Small group lesson 6 On level students 10 minutes Small group lesson 6 On level students 10 minutes Whole group lesson 10 minutes Comprehension 25 students Whole group lesson 5 minutes Vocabulary 25 students Small group lesson 5 Struggling students 15 minutes Small group lesson 5 Struggling students 15 minutes 5 5 5 5 5 Whole Group closure 5 minutes 25 students 90 minute block Structure of the Daily 5 Whole group lesson 10 minutes PA/Phonics 25 students

27. We should spend 90 minutes of core reading time because effective core instruction is the most important thing you can do in RTI.

28. Talk Time Coffee please answer the following question: – What is the current amount of time that you spend on reading? Cream please answer the following question: – How have the expectations of the 90 minute Reading block been explained to staff? With extra time switch questions

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

30. vs.

31. Fidelity to the core Worksheets Fidelity

32. 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

33. Fidelity to the core 1.The BIG 5 2.The scope and sequence 3.State standards 4.Strong Instructional Strategies

34. Big 5 of Reading Phonemic Awareness Phonics Fluency Vocabulary Comprehension

35. Scope and sequence

36. 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

37. We must complete the year to complete the “race” Scope and sequence

38. Summarize K Unit 4Week 1, U4W2, U4W3, U7W1, U7W2, U7W3 1 U1W1, U1W2, U1W3, U4W4, U4W5, U6W4, U6W5 2 U1W3, U1W4, U1W5, U2W1, U2W2, U2W3, U5W1, U5W3, U5W4, U5W5 3 U1W3, U1W4, U2W3, U2W5, U5W1, U5W5 4 U1W2, U1W3, U3W3, U3W4 5 U2W2, U2W3, U2W4, U6W1, U6W5 6 U2W4, U2W5, U6W3, U6W5 (Example from one Oregon approved core)

39. State Standards

40. Who ensures fidelity? District must decide on the key points of the core curriculum Fidelity checklist should provide clarity to teachers

41. Curriculum specific fidelity checklists

42. Non- curriculum specific fidelity checklists

43. Who ensures fidelity? District must decide who is responsible to check – Principal – Peers – Title 1/Literacy Guru Fidelity checks should occur regularly – two to three times a year – 5 to 15 minutes each class

44. The Elephant in the Room What happens if teachers don’t teach with fidelity (as defined by the district)? – How does the climate in the building change people’s behavior? – Has the purpose of fidelity been explained to staff? – How were the expectations communicated? – What occurs in your district when teachers do not follow district expectations?

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

46. Talk Time Cream please answer the following question: – Define fidelity in 1 sentence. Coffee please answer the following question: – How can/did you roll out fidelity tools successfully? With extra time switch questions

47. Instruction must be engaging because effective core instruction is the most important thing you can do in RTI.

48. Things students say No hand raising (all doing the doing) Choral responses – verbal # _______ Partner Response – think, pair share # _______ Things students write Partner Response – think, write, share # _______ Graphic organizer Quick write/draw response Completing a sentence frame White board responses Things students do Choral responses – physical #_______ Response Cards (yes/no, word, letter) Manipulatives in use Things teacher does Maintains close proximity to students Routines are clear for entry and work on reading immediately. Attention signal, physical or verbal cue 10:2 strategy (10 min. teacher talk/2 min. student talk) Provides students time for self assessment Student Engagement

49. Is this engaging instruction?

51. Things students say No hand raising (all doing the doing) Choral responses – verbal # _______ Partner Response – think, pair share # _______ Things students write Partner Response – think, write, share # _______ Graphic organizer Quick write/draw response Completing a sentence frame White board responses Things students do Choral responses – physical #_______ Response Cards (yes/no, word, letter) Manipulatives in use Things teacher does Maintains close proximity to students Routines are clear for entry and work on reading immediately. Attention signal, physical or verbal cue 10:2 strategy (10 min. teacher talk/2 min. student talk) Provides students time for self assessment Student Engagement

52. Input See you tomorrow Input Question Response Feedback Input Question Response Feedback Multiple opportunities for student responses

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

54. Students must be engaged in instruction to learn from the instruction. Partnerships provide an opportunity for a)corrective feedback from the teacher and trained partners b)More opportunities to respond

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

56. 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

58. 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 schools.

59. Instruction must be explicit because effective core instruction is the most important thing you can do in RTI.

60. Overtly teaching each step through teacher modeling and many examples. The purpose of the instruction is clear to both teacher and learner. Explicit Systematic Practice and Feedback Application and Mastery Components of Effective Instruction

61. Breaking lessons and activities into sequential, manageable steps that progress from simple to more complex concepts and skills. i.e. scope and sequence of program Explicit Systematic Practice and Feedback Application and Mastery Components of Effective Instruction

62. Providing many opportunities for students to respond and demonstrate what they are learning. Feedback will help close the gap between current response and desired response. Explicit Systematic Practice and Feedback Application and Mastery Components of Effective Instruction

63. Generalize what is learned in different contexts. We want students to apply the lessons to the next text they read. Explicit Systematic Practice and Feedback Application and Mastery Components of Effective Instruction

64. 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

65. Small Group Instruction Text is at the students instructional level The text is focused on the needs of the students Teacher provide background, addresses vocabulary and text features Each student has their own copy of the text and they read independently while the adult observes their reading behaviors After the students read, the adult leads a group discussion

66. Instruction matters Think aloud to model new information for students I do, we do, ya’ll do, you do (scaffolding) Graphic organizers Maintain a perky pace. Maintain close proximity to students.

67. 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 a perky pace. – Maintain close proximity to students. Target: Description 2 nd grade in SE Oregon

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

70. Talk Time Cream please answer the following question: – What instructional strategies were used 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

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

72. Effective core instruction We should spend 90 minutes of core reading time There must be fidelity to the core Instruction must be engaging Instruction must be explicit