Using Florida Center for Reading Research (FCRR) to Address Tier II and Tier III Interventions

1. Using Florida Center for Reading Research (FCRR) to Address Tier II and Tier III Interventions Literacy-Based Promotion Act Office of Elementary Education

2. Objectives • Review State Board Policy 4300 • Define RTI • Discuss the Multi-Levels Prevention System • Clarify the Intervention Process • Review STAR Instructional Reports • Integrate the Five Reading Components, Common Core State Standards, & Florida Center for Reading Research Center Activities • Explore Relevant Resources

3. State Board Policy 4300 Response to Intervention (RtI)

4. State Board Policy 4300 Purpose: Ensure that the behavioral and academic needs of every student are met • Instructional Model will consist of three (3) tiers of instruction • If Tier 1 and Tier 2 strategies are unsuccessful, students are referred to TST (Teacher Support Team) • Teachers should monitor student progress with ongoing assessments • After TST referral, interventions must be implemented within two weeks. • TST Review • 1st Review – No later than 8 weeks • 2nd Review – No later than 16 weeks

5. State Board Policy 4300 • LBPA (Literacy Based Promotion Act): • Students who exhibit a *substantial deficiency in reading must be given intensive reading instruction and intervention immediately following identification of the reading deficiency. • Kindergarten – Third Grade students may be administered 3 screeners: Beginning, Middle, End of Year *Substantial Deficiency: to determine reading deficiencies, schools will need to review the recommended guidelines for the screening assessment utilized by the district

6. Response to Intervention (RtI)

7. Intervention Defined • An intervention(s) is a current action that differs from the activities that normally occur in the child’s regular education program. • This should be part of the regular education program. • Students who do not make adequate progress following Tiers I & II should be referred to the Teacher Support Team.

8. What is RTI? • A school-wide, multi-level prevention system that integrates assessment and intervention • An instructional process that consists of (4)essential components • A preventative, not pre-referralprocess The primary purpose of RTI is to prevent poor learning outcomes, not to refer students to special education or comply with requirements.

9. 4 Essential Components • Screening • identify which students are at risk and need additional assessment and instruction • Progress Monitoring • monitor whether students are responding to the instruction and supports we provide • Multi-Level Prevention System • provide increasingly intense levels of supports to meet student needs • Data-Based Decision Making • use data from those particular components to make decisions about student supports and program effectiveness

10. Benefits of RtI RTI provides an opportunity for educators/schools to: • come together in a consistent decision-making process to address children’s learning by focusing first on student’s instructional needs and only secondarily on eligibility decisions; • identify and respond to student’s academic and behavioral issues; • evaluate progress over time based on age-appropriate comparisons and rates of learning with grade-level peers; • evaluate learning based on how quickly the student acquires instructional material; and, • focus on how much and what types of instruction students need.

11. RtI: A Multi-Level Prevention System

12. Scientifically-Based Strategies • The intervention guidelines will guide the implementation, not an arbitrary number. • Implementation can not be deviated from unless the decision was made based on data. • Targeted assistance based on progress monitoring should be delivered by classroom teacher/other trained personnel. • Additional intervention should be individually or in small groups (with or without technology)

13. Multi-Level Prevention System Tier 3 (5 % of students) Tier 2 (15% of students) Tier I (100% of students) Tier I (80% of students benefit)

14. Tier 1 • Quality classroom instruction delivered using scientifically-based reading strategies • Differentiated Instruction • Curricula and instructional materials aligned to Common Core State Standards (CCSS) • Universal Screener: Fall, Winter, and Spring

15. Tier 2 vs. Tier 3 Instruction Tier 2 Tier 3 Targeted Instruction for Intensive Intervention Intensive interventions needed by students to make academic progress Interventions are designed for students who are having significant difficulty with grade level standards Progress monitoring at least 1-2 times per week • Strategic/targeted intervention & supplemental instruction • Additional, individualized small group or technology assisted instruction/intervention support • Reinforces previously taught skills • Progress monitoring in 2-week intervals at a minimum

16. Tier 2 vs. Tier 3 Instruction Tier 2 Tier 3 1-3 students per group 5 sessions per week 30-90 minutes per session Monitor progress at least 1-2 times per week • 4-6 students per group • 2-4 sessions per week • 20-30 minutes per session • Monitor progress in 2-week intervals at a minimum

17. Interventions Are NOT • Special or re-assigned seating • Shortened assignments • Communication with parents • Student observations • Behavior logs • Suspensions • Retention • More of the same/general classroom instruction and/or assignments

18. Intervention Process

19. The Process:Steps to Problem Solving

20. Define the Problem • Can it be observed? • Does everyone agree? • How discrepant is the student’s performance from peers? When? Where? How? • What is the environment like for this student and is it conducive to learning? • What types of assessments should be conducted (observations, interviews, CBM, etc.)?

21. Develop a Plan Ask the following questions: • Based on data, which instructional variables could be potential areas for intervention? • Has the intervention been designed based on the data collected and on hypothesized variables? • Has a data monitoring system been devised to track the student’s rate of improvement and maintenance of skills? • Who will develop and implement the intervention and monitor the student’s progress? • How can the classroom teacher and other team members incorporate the strategy into the student’s daily routine?

22. Implement the Plan Address the following questions: • Are data checks done on a regular and frequent basis? • Is the intervention being implemented as planned? • Is the teacher/interventionist graphing the data and submitting it to TST?

23. Evaluate the Effects • Review the graphs in relation to the goal • Determine if intervention needs to continue or reconvene to evaluate the intervention and its integrity • Follow MDE-suggested timelines • Determine if the student is making progress at the expected rate • Decide whether the intervention should be modified

24. Getting the Most Out of STAR Assessments and Reports STAR Reading Skills

25. STAR Early Literacy Early Literacy Diagnostic

26. STAR Early Literacy • Diagnostics Assessment used to determine the early literacy skills of pre-kindergarten through third grade students. • Identifies specific areas of strength and weakness in the sub-domains and skills assessed by the program. • Identifies students who may be at risk for later reading failure.

27. STAR Early Literacy Assess early literacy skills in the following key domains: • Print Concepts • Phonological Awareness • Phonics and Word Recognition • Fluency • Vocabulary Acquisition and Use Diagnose Students’ Strengths and Weaknesses to Inform Instruction

28. Diagnostic Report

29. Class Diagnostic Report • Categorizes students according to skill score range for each skill.

30. Early Literacy Instructional Planning

31. STAR Reading

32. Using the STAR Instructional Planning Report to Determine Interventions

33. Using the STAR Instructional Planning Report to Group Students

34. Using the STAR Instructional Planning Report to Determine Interventions

35. Intervention Resources: Florida Center for Reading ResearchCenter Activities(FCRR)

36. Matching Interventions to CCSS Activities: Navigating FCRR Standard Aligned Student Activities:

37. RF.K.1d Phonics Recognize and name all uppercase and lowercase letters of the alphabet

38. L.2.2d Phonics Generalize learned spelling patterns when writing words (e.g. cage badge; boy boil)

39. RF.3.3b Phonics Decode multisyllabic words

40. RF.K.2aPhonological Awareness Recognize and produce rhyming words

41. RF.1.2cPhonological Awareness Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single syllable words

42. L.K.4Vocabulary Determine or clarify the meaning of unknown words

43. RL.3.4Vocabulary Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language

44. RF.K.3cFluency Read common high frequency words by sight

45. RF.3.4Fluency Read with sufficient accuracy and fluency to support comprehension

46. RL.1.3ComprehensionCharacter Characteristics Describe characters in a story using key details

47. RI.2.1 Comprehension Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

48. Resources

49. InterventionSample Recording Sheet

50. Resources • Mississippi Department of Education • https://districtaccess.mde.k12.ms.us/curriculumandInstruction/Response%20to%20Intervention/Resources/RtI%20_Resources%202-12.pdf Policies and Procedures http://www.mde.k12.ms.us/SBE_policymanual/4300.htm • National Center on Response to Intervention • www.rti4success.org • RTI Action Network • www.rtinetwork.org • IDEA Partnership • www.ideapartnership.org Florida Center for Reading Research • http://www.fcrr.org/ • Regional Educational Laboratory Southeast • http://rel-se.fcrr.org/