1. Prevention to Avoid Intervention Tier 1: the most important tier! October 23 rd, 2012 PBIS Coaches Institute Corvallis, OR

2. Where do these ideas come from?

3. Essential Components of an an effective 90 minute Core in an RTI system Importance of fidelity to the Core Quality of instruction in the – Active student engagement – Explicit instruction Where We’re Going, Targets

4. Moving Upstream: A Story of Prevention and Intervention

9. How’s your herd?

10. Start with the Why Why How What Simon Sinek

11. A core Reading program provides a system of instruction for students as they move through grade levels. Why do we need a core?

12. Core is for all students

13. RTI begins with General Education!

14.  Teachers don’t fail students, systems do.  RTI is a system for differentiation of instruction!  RTI is a system that is predicated on the general education teachers’ skill and knowledge of instruction, assessment, curriculum, and children.

15. RTI begins with General Education!  Teachers don’t fail students, systems do.  RTI is a system for differentiation of instruction!  RTI is a system that is predicated on the general education teachers’ skill and knowledge of instruction, assessment, curriculum, and children.

16. Strong core instruction

17. Weak core instruction

18. Interventions

19. We cannot solve the herd problem one cow at a time. We need a system to feed them all well. In other words

20. Start with the Why Why How What Simon Sinek

21. A core Reading curriculum has pieces that are standardized across the district that provide guidance and clarity as to the expectations for instruction. How is instruction organized?

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

23. Partnership Practice What does your district use for Core instruction in reading? – Coffee go first – Cream second

24. Standards of practice must be clear because successful core instruction is the most important thing you can do in RTI.

25. Good reading builds reading AND cognitive skills! Days and Weeks Matter

26. Best Practices One of the necessary components of an effective sustainable RTI program is to have a 90 minute core in a 5 day week.

27. Core curriculum is taught, not just bought – You are developing YOUR standards of practice around the curriculum.

28. Time agreements Core curriculum 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

29. Time agreements Core curriculum 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

30. 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

31. Creating Standards of Practice District Teams work to create non- negotiables for your district around the instruction of your core reading curriculum.

32. Core Curriculum Research-Based Core Program  Big 5 of Reading  90 minutes of Reading instruction (1-5, K – 60)  Agreements on fidelity  Scope and Sequence  Focus on effective instruction methods PhonicsPhonics FluencyFluency Phonemic Awareness ComprhensionComprhension Vocabulary For all students!

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

35. vs.

36. Fidelity to the core Worksheets Fidelity

37. 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

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

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

40. Scope and sequence

41. 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

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

43. Curriculum specific fidelity checklists

44. Non- curriculum specific fidelity checklists

45. 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

46. Written Response Please answer the following question: – Define fidelity in 1 sentence.

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

48. Is this engaging instruction?

49. 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

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

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

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

53. 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

54. 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

55. 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

56. 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

57. 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.

58. Essential Components of an an effective 90 minute Core in an RTI system Importance of fidelity to the Core Quality of instruction in the – Active student engagement – Explicit instruction Where We’ve Been

59. Supporting Students with Additional Literacy Needs: Tier 2 and 3

60. Targets Tier 2/3 Interventions: 1.What and for whom? 2.Who delivers them, when, and how? 3.Misconceptions, Problems, & Barriers

61. What and for Whom?

62. What is an intervention? Scientifically, research based instructional intervention An intervention matched to student need that has been demonstrated through scientific research and practice to produce high learning rates for most students (NASDSE, 2008)

63. How do Tier 1 core instruction and Tier 2/3 interventions work together?

64. A Balanced & Healthy Literacy Diet Oral Reading Fluency & Fluency &Accuracy ReadingComp PhonemicAwareness Vocabulary Phonics(AlphabeticPrinciple)

65. Core Instruction Sometimes eating a balanced and healthy diet is not enough and we need to take additional supplements to ensure proper nutrition. But we do not stop eating a balanced and healthy diet!

66. Some will need more Oral Reading Fluency & Fluency &Accuracy ReadingComp PhonemicAwareness Vocabulary Phonics(AlphabeticPrinciple)

67. Vocabulary Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Skill Needs in Interventions

68. Phonological (Phonemic) Awareness - awareness that spoken words are made up of sounds Alphabetic Principle - understanding that words are made up of letters, sounds are connected to letters, and can use these sounds and sound combinations to read and spell unfamiliar words Accuracy and Fluency of Connected Text - can read words in grade level text accurately and effortlessly The Literacy Diet: Five Essential Components in Reading

69. Vocabulary - understanding and use of words to acquire and convey meaning (mental dictionary) Comprehension - complex process of listening/reading and reacting to spoken/written text in a meaningful way

70. General Intervention Guidelines Matched to identified needs – Data-based – Not a “one-size-fits-all” Almost always in small groups (Not necessarily 1:1) On-going data determines if a change needed Is in addition to and aligns with the district core curriculum More explicit instruction and more intensity – More modeling and immediate, guided feedback

71. Tier 2 vs. Tier 3 Interventions Tier 2: Supplemental: Programs and materials designed to support the core program by addressing specific skill areas such as phonemic awareness or reading fluency. Tier 3: Intervention: Programs and materials designed to provide intensive support for students performing below grade level. Kame'enui, Simmons, Coyne, & Harn © 2003

72. How are Tier 2 and Tier 3 Different?

73. Tier 2

74. Tier 3

75. With a neighbor What was different between the Tier 2 and Tier 3 interventions you just saw?

76. Tier 3 provides more… …in-depth diagnostic assessment …in-depth skill focus using more intensive materials …instructional time & time needed to remediate the student’s skill problems …frequency of monitoring …individual student attention (smaller group size) …modeling, explicit instruction, corrective feedback

77. What Tier 2 & 3 interventions are used in your district? Ultimately, your district leadership team determines what constitutes an intervention “Research-based/evidence-based programs AND instructional practices” Create a Protocol – Time – Group size – Program Keeps the process standardized

78. Reading Protocol Example: TTSD

79. Determining what is research-based What Works Clearinghouse – http://ies.ed.gov/ncee/wwc/ http://ies.ed.gov/ncee/wwc/ Florida Center for Reading Research – http://stage.fcrr.org/fcrrreports/CReportsCS.aspx?rep=supp http://stage.fcrr.org/fcrrreports/CReportsCS.aspx?rep=supp Oregon Reading First – http://oregonreadingfirst.uoregon.edu/inst_curr_review_si.html http://oregonreadingfirst.uoregon.edu/inst_curr_review_si.html National Center on RTI: Intervention Tools Chart – http://www.rti4success.org/instructionTools http://www.rti4success.org/instructionTools Best Evidence Encyclopedia – http://www.bestevidence.org/ http://www.bestevidence.org/

80. Which students receive interventions? Schoolwide/Districtwide decision rules should determine which students will receive additional support – Based on schoolwide screening data (DIBELS, easyCBM, AIMSWEB, etc) – Based on available resources and system capacity Lowest 20%? 30%? All student well below benchmark?

81. Lowest 20% All High Risk Lowest 25% Decision Rules guide placement in interventions easyCBM

82. 60 2 nd Grade Students DIBELS Next Lowest 20% Lowest 25% All below and well below benchmark

83. Who delivers them, when, and how?

84. Who can serve students in interventions? It depends… – Title – Teachers and/or IA’s – SPED – Teachers and/or IA’s – General Ed – Teachers and/or IA’s – Other available staff? Will look different in schoolwide Title, Targeted Title, and Non-Title schools The most needy students should be taught by the most effective teachers

85. How are students served in interventions? 90 minute CORE 30 minute Tier 2 45 – 60 minute Tier 3 Tier 1 Needs Tier 3 Needs Tier 2 Needs Students with… 90 minute CORE 90 minute CORE Other non-core instructional activities

86. Interventions Students pulled out for interventions may be “missing” something else… BUT If a student can’t read, how much are they already missing in the classroom?

87. How are students served in interventions? 90 minute CORE 30 minute Tier 2 45 – 60 minute Tier 3 Tier 1 Needs Tier 3 Needs Tier 2 Needs Students with… 90 minute CORE 90 minute CORE Accelerated Reading Group

88. With a neighbor How is this similar to your understanding of what a Tier 2 or Tier 3 “intervention” is? How is it different than your understanding of what Tier 2 or Tier 3 “intervention” is?

89. Misconceptions, Problems, & Barriers

90. 1. Trying to fix a deficient core through interventions

91. 80% 15% 5% Focus on Tier 1: Core Schedule Materials Personnel Professional Development Solution

92. “Overemphasis of intervention selection and under emphasis of intervention management is probably the most common error in RtI that we see.” (VanDerHeyden & Tilly, 2010, p. 20) 2. Too much focus on intervention curriculum

93. Solution Focus on what you have and be sure that it is working before you get more. Often times, new interventions will not solve your problems. Resist the “Shiny Objects”

94. Focus on Instruction “It is clear that the program is less important than how it is delivered, with the most impressive gains associated with more intensity and an explicit, systematic delivery” Fletcher & Colleagues, 2007 94

95. Tier 2 Title 1 Tier 3 special education Students MUST be in Tier 2 before they can go into Tier 3 intervention Students MUST receive Tier 2 interventions in addition to Tier 3. Students MUST receive interventions in the Intervention roo m 3. Being restricted by labels

96. Solution Students should be placed into the intervention level (intensity), time and duration that they need, wherever that can be best provided.

97. 4. Inadequate Training & Support

98. Solution Develop a plan: How will you train staff? How will you support staff? (Coaching) How will you provide and solicit feedback? How will you schedule and coordinate the interventions? How you will manage materials?

99. Big Ideas You must define, as a system, what is an “intervention” Instruction is more important than curriculum Kids who struggle need MORE You can’t fix a broken core through interventions

100. Questions/Comments