Multitiered System of Reading Instruction

1. Multitiered System of Reading Instruction A module for pre-service and in-service professional development MN RTI Center Author: Wendy Robinson, Heartland Iowa AEA 11 www.scred.k12.mn.us click on RTI Center

2. MN RTI Center Training Modules This module was developed with funding from the MN legislature It is part of a series of modules available from the MN RTI Center for use in preservice and inservice training: 2

3. Overview • What is a multitiered system of reading instruction? • Public health prevention model/food pyramid • Literacy diet • Full continuum of support • Tiered levels of instruction

4. What is a multitiered system of reading instruction? • Goal: • Improved performance of all students, aimed at preventing reading difficulties • Multitiered systems: • Organized around levels of instruction and support that are matched to student needs based on data. • Basic principle: • The greater the instructional need of the student, the greater the intensity of the instruction and support.

5. Where does the model come from? • Public health prevention model • Organizing principles • Earlier rather than later • Evidence not opinion • Systems not just classrooms • Each and all students • Primary prevention • Well baby check-ups • Immunizations • Cholesterol screening

6. Food Pyramid • Healthy, balanced diet to ensure good physical health

7. Literacy Diet • Powerful literacy diet to ensure good literacy health • Primary grade levels

8. Literacy Diet • Powerful literacy diet to ensure good literacy health • Upper grade level

9. Literacy Diet • Powerful literacy diet to ensure good literacy health Primary grade level Upper grade level

10. Eating from the food pyramid is sometimes not enough … • E.g. need to add iron-rich foods, pills, or vitamins • But, do not stop eating “real” food from the pyramid

11. When instruction in the literacy diet is not enough…… • Add supplemental or intensive instruction (iron pill) in addition to core instruction (literacy diet) targeting area(s) of need.

12. For struggling readers, just making progress isn’t good enough. Benchmark 1 Benchmark 2 Benchmark 3 Performance Established - Benchmark Emerging - Strategic Deficit - Intensive Time

13. When students receive core instruction in the literacy diet in addition to the iron pill… Benchmark 1 Benchmark 2 Benchmark 3 Established - Benchmark Performance GOAL: Close the gap! Time

14. For struggling students the goal is to accelerate student learning • Research shows to accelerate student learning: • More time spent in instruction (resources) • Instruction must be provided in smaller groups (resources) • Explicit and systematic instruction in the area of need (professional development)

15. In The Past Title Reading or Other Reading Support General Education Special Education Some “Fell’” Through Some “Fell’” Through

16. Full Continuum of Support Title Reading & Reading Support, Gifted Ed. General Education Special Education, Gifted Ed. I I I I I I I I Interventions I = all along the continuum!

17. A Smart System Structure: Enter School-Wide Systems for Student Success Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 75-85% 75-85% • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures 5-10% 5-10% 10-15% 10-15% Sugai, Horner and Gresham, 2002

18. Tier 1 - Core instruction intended for all Tier 2 – Supplemental instruction intended for some Tier 3 – Intensive instruction intended for few Tiered Levels of Instruction Few Some All

19. Tier 1 (All)

20. Tier 2 (Some)

21. Tier 3 (Few)

22. Differences Across Tiers • Intensity of need • Intensity of instruction • Assessment frequency and precision

23. Intensifying Instruction • The Big Five • More explicit • More modeling • More systematic • More opportunities to respond • More review

24. Multitiered Levels of Instruction Makes a Difference • Can significantly reduce the number of children performing below criterion (Foorman, 2003) • Tier 1 interventions can result in reducing at risk readers from 25% of population to 6% • Tier 2 interventions can further reduce to 3 to 4% • Can increase scores on standardized tests • Can produce long lasting results for most children • The largest gains are made in first part of intervention • Brain functioning more normalized

25. Punch Line • If you want to see it, teach it! • If you teach it,assess it! • If you assess it, analyze it! • If you assess/analyze it, use it to guide instruction! • Assess again to see if instruction was effective!

26. References: Books • Foorman, B. R. (2003). Preventing and remediating reading difficulties; Bringing science to scale. Baltimore: York Press. • McCardle, P. & Chhabra, V. (2004). The voice of evidence in reading research. Baltimore: Paul Brooks Publishing. • Reschly, D. (2007). Teacher quality for multitiered instruction. Washington, D.C: National Comprehensive Center for Teacher Quality. • Shaywitz, S. (2003). Overcoming dyslexia. New York: Random House. • Swanson, L. (1999). Interventions for students with learning disabilities: A meta-analysis of outcomes. Guilford, New York.

27. References: Articles • Deno, S., Fuchs, L., Marston, D., & Shin, J. (2001). Using curriculum based measurement to establish growth standards for students with learning disabilities. School Psychology Review, 30(4), 507-524. • Stecker, P. M. (2007). Tertiary intervention: Using progress monitoring with intensive services. Teaching Exceptional Children, 39(5), 50-57. • Davis, G. N., Lindo, E. J., & Compton, D. L. (2007). Children at risk for reading failure: Constructing an early screening measure. Teaching Exceptional Children, 39(5), 32-37. • Foorman, B. R. (2007) Primary prevention in classroom reading instruction. Teaching Exceptional Children, 39(5), 24-30. • Arllington, R. L. (2006). Research and the three tier model. Reading Today, 23(5), 20.

28. Resources: Websites • www.cbmnow.com • www.aimsweb.com • www.interventioncentral.com • www.dibels.uoregon.edu • www.nasponline.org • www.rti4success.org • www.rtinetwork.org • www.reading.uoregon.edu

29. Resources: Websites (Cont’d) • Florida Center for Reading Research • www.fcrr.org • Institute for Education Sciences • www.ed.gov/about/offices/list/ies/index.html • What Works Clearinghouse • www.w-w-c.org/ • Vaughn Gross Center for Reading and Language Arts • www.texasreading.org • Institute of Child Health and Human Development. (2000). Report of the national reading panel: Teaching children to read. • www.nichd.nih.gov/publications/nrp • National Research Council on Learning Disabilities, (2003). Responsiveness to Intervention Symposium. • www.nrcld.org/html/symposium2003/

30. Activities • To introduce the topic: • All Kids Can Learn • Five Essential Components Bingo • Question-drive framework that provides a real life tool to help establish a multitiered system • Troubleshooting Guide that provides concrete example on how to intensify instruction when student are not responding to instruction at expected rate and performance

31. Quiz • 1.) Fill in the blanks. Multitiered systems are organized around levels of _______ and ______that are matched to student _____ and based on _____. • 2.)The basic principle of a multitiered system of reading instruction is the greater the instructional need of the student, • A.) the less the intensity of the instruction and support. • B.) the greater the intensity of the instruction and support. • C.) the intensity of the instruction and support should not change.

32. Quiz (cont’d) • 3.) The organizing principle(s) of the public health prevention model is/are • A.) Earlier rather than later • B.) Evidence not opinion • C.) Systems not just classrooms • D.) Each and all students • E.) All of the above

33. Quiz (cont’d) • 4.) True or False? When instruction in the “literacy diet” is not enough, supplemental or intensive instruction (e.g. iron pill) should take the place of core instruction (literacy diet) when targeting area(s) of need. • 5.) True or False? For struggling readers, just making progress isn’t good enough.

34. Quiz (cont’d) • 6.) Explain the difference between the old educational model and the full continuum of support. • 7.) List some differences between tiers.

35. The End  • Note: The MN RTI Center does not endorse any particular product. Examples used are for instructional purposes only. • Special Thanks: • Thank you to Dr. Ann Casey, director of the MN RTI Center, for her leadership • Thank you to Aimee Hochstein, Kristen Bouwman, and Nathan Rowe, Minnesota State University Moorhead graduate students, for editing work, writing quizzes, and enhancing the quality of these training materials