Prevention to Avoid Intervention

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.

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

4. Tier 1 is for all students

5. How’s your herd?

6. Strong core instruction

7. Weak core instruction

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

9. 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

10. More whole group instruction on Monday and Tuesday • Not the same amount of small group time for each each day

11. 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

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. 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: • What barriers do you have to spending time in this way? • With extra time switch questions

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

15. vs.

16. Fidelity to the core Worksheets Fidelity

17. 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

18. Fidelity to the core • The BIG 5 • The scope and sequence • State standards

19. Big 5 of Reading • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension

20. Scope and sequence

21. Scope and sequence • 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

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

23. 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)

24. State Standards

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

26. Curriculum specific fidelity checklists

27. Non-curriculum specific fidelity checklists

28. Who ensures fidelity? • District must decide who is responsible to check • Principal • Literacy coach • Fidelity checks should occur regularly • two to three times a year • 10 minutes each class

29. Who ensures fidelity? • Tools for fidelity Websites with many tools http://www.coe.iup.edu/kovaleski/LOIs.htm http://www.oregonrti.org/node/139/ (handouts section)

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

31. Talk Time • Creamplease answer the following question: • Define fidelity in 1 sentence. • Coffeeplease answer the following question: • How can/did you roll out fidelity tools successfully? • With extra time switch questions

32. Engaging instruction is key because effective core instruction is the most important thing you can do in RTI.

33. Is this engaging instruction?

34. Is this engaging instruction?

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

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

37. Dr. Anita Archer Focus … As you watch this video, • Note the active participation procedures that are directly taught to students. • This video is available at • http://www.scoe.org/ • Look for Anita Archer Video Series link on right

39. 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.

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

41. Components of Effective Instruction • Overtly teaching each step through teacher modeling and many examples (Gradual Release Model). Explicit Systematic Practice and Feedback Application and Mastery

42. Components of Effective Instruction • 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

43. Components of Effective Instruction • Providing many opportunities for students to respond and demonstrate what they are learning, which may include teacher modeling, rehearsal, and feedback. Explicit Systematic Practice and Feedback Application and Mastery

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

45. 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

46. 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

47. 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.

48. 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 • 2nd grade in SE Oregon

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