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Everyone Can WIN with PIE Every DEIO. Effective strategies to provide students additional literacy support. Today’s Objectives. What is RtI ? We will focus in on Tier 2 instruction. Plan an intervention with characteristics of effective interventions.
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Everyone Can WIN with PIE Every DEIO Effective strategies to provide students additional literacy support
Today’s Objectives • What is RtI? We will focus in on Tier 2 instruction. • Plan an intervention with characteristics of effective interventions. • Discuss successes/challenges of PIE/WIN/DEIO • Brainstorm ideas for effective use of PIE/WIN/DEIO time • Share resources that may be valuable for intervention planning
We will never teach all of our students to read if we do not teach our students who have the greatest difficulties to read. Another way to say this: Getting to 100% requires going through the bottom 20%. - Torgeson, 2006
Reflect on Universal + Do this well and will continue , √ Could do this better and will work on expanding - Do not do well and will begin with intentionality
How should a school respond when kids don’t learn? • By ensuring a student receives increased levels of time and support • In a manner that is timely, • Increasingly directive (not invitational), and • SYSTEMATIC --Rick DuFour
Coherence We must ensure that struggling students receive high-quality, differentiated instruction and intervention that differs in intensity but is focused upon the common language of instruction for all students and which assures benchmark success.
Don’t try this on your own • RtI calls for deliberate, intentional, ongoing collaboration—a joining of forces, pooling of resources, and sharing of expertise—to meet shared goals for instruction and assessment. --Successful Approaches to RtI
http://www.edutopia.org/stw-differentiated-instruction-budget-overview-videohttp://www.edutopia.org/stw-differentiated-instruction-budget-overview-video • http://www.edutopia.org/stw-differentiated-instruction-budget-overview
RIP RTI? • One “aha” you take away from the article to share with your group
Tier 2 • 10-15% of students • Based on area of need • Evidence based • Small group with similar learning needs • (typically 3-5 students) • Fidelity Insufficient Progress in Tier 1 Monitoring progress (toward goal) at least bimonthly In addition to Tier 1 – a coordinated continuum of support Why? To become independent at the universal level
Tier 2 • “The use of data to differentiate (adjust or modify) instruction for students who are not making adequate progress, either through a teacher’s small group instruction or a reading specialist. For example, teachers may observe that their core program does not provide enough vocabulary or phonemic awareness instruction to adequately meet the needs of a group of students and then select or design a classroom intervention to meet those needs.” -
Tier 3 • Intensive interventions provided by a more specialized individual (spec ed teacher, speech pathologist) • Intended for students reading one or more years below grade level and are struggling with a broad range of reading skills
Rocks of Effective Intervention • Develop an intervention plan • Match reader and text level • Dramatically expand reading activity • Use very small groups or 1:1 • Coordinate interventions with classroom instruction • Deliver instruction by expert teacher (the neediest students need the teacher with the most expertise) • Focus instruction on meta-cognition and meaning • Uses high interest texts • Within child’s ZPD • Done with fidelity • Directive, not invitational • EVIDENCE based
Design an intervention Scenario: A small group of students is not proficient in _______________ (eg. a recently taught concept, comprehension, decoding strategies, completing homework, engagement during independent reading, choosing a book…). Design an intervention in which you have considered the Big Rocks of Interventions.
Effective Intervention Survey • Survey
The goal of an RtIsystem is not to identify students for special ed, the goal is to improve outcomes for ALL students.
BREAK! • Ticket out: Please add one success and one challenge you have seen or can foresee with your PIE/WIN/DEIO time. • Come back in 10 minutes to dig into this time a little deeper!
WIN/PIE/DEIO • Different names…same goal: How can we meet the needs of all of our students outside of the core instruction time? • Based on common assessments • Cohesive with core curriculum • Flexible groupings • Collaboration is key!
Common Assessments • PLC’s may work together to create common assessment • Example: Notebookingrubric • Running Records/Benchmarks • MAP Data • Pull out strands to focus on from NWEA website
Mini “Data-Dig” • Dig down into reading scores for students with grade level and/or grade level band • Determine needs within strands for student groups
Cohesive with Core Curriculum • Aligns with classroom instruction • Examples • Beginning of the year: Reading Stamina • How to be prepared for book clubs • Reader’s Theatres that align with genre focus to practice fluency (Example: myths, fairy tales) • Notebooking strategies
Flexible Groupings/ Collaboration • Groupings change frequently • Collaboration may look different depending on building, team, or student needs • Students move within multiple classrooms • Students remain with their teacher in a classroom • What will the other students be doing?
Documentation • How will you keep your interventions with students documented for future reference/progress monitoring? • Sample 1 • Sample 2 • Sample 3 • Sample 4 • http://helloliteracy.blogspot.com/2011/07/response-to-intervention-at-our-school.html
PIE/WIN/DEIO Time Ideas • List
Successes/Challenges • Revisit poster
Grade Level Teams • When considering your grade level’s core curriculum, what needs do you often see at your grade level? • What interventions might be applicable to your grade level? • How can you see your grade level/team collaborating to make the most of your PIE/WIN/DEIO time?
