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Transcript of MN RTI Center Tiered Inst
MN RtI Center
Multitiered System of Reading Instruction
A module for pre-service and in-service professional development
MN RTI CenterAuthor: Wendy Robinson, Heartland Iowa AEA 11
www.scred.k12.mn.us click on RTI Center
MN RtI Center2
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:Module Title Authors
1. RTI Overview Kim Gibbons & Lisa Stewart
2. Measurement and RTI Overview Lisa Stewart
3. Curriculum Based Measurement and RTI Lisa Stewart
4. Universal Screening (Benchmarking): (Two parts)
What, Why and How
Using Screening Data
Lisa Stewart
5. Progress Monitoring: (Two parts)
What, Why and How
Using Progress Monitoring Data
Lisa Stewart & Adam Christ
6. Evidence-Based Practices Ann Casey
7. Problem Solving in RTI Kerry Bollman
8. Differentiated Instruction Peggy Ballard
9. Tiered Service Delivery and Instruction Wendy Robinson
10. Leadership and RTI Jane Thompson & Ann Casey
11. Family involvement and RTI Amy Reschly
12. Five Areas of Reading Kerry Bollman
13. Schoolwide Organization Kim Gibbons
MN RtI Center
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
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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.
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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
Tertiary prevention
Secondary prevention
Primary prevention
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Food Pyramid Healthy, balanced diet to ensure
good physical health
Oils, butter
Dairy, meat, fishFruits and vegetables
Bread, cereal and grains
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Literacy Diet Powerful literacy diet to ensure
good literacy health Primary grade levels Comprehension
Vocabulary
Accurate and Fluent ReadingOf Connected Text
Phonics (Alphabetic Principle)Phonemic Awareness
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Literacy Diet Powerful literacy diet to ensure
good literacy health Upper grade level Phonemic Awareness
Alphabetic Principle
Accurate and Fluent ReadingOf Connected Text
VocabularyComprehension
MN RtI Center
Literacy Diet Powerful literacy diet to ensure good literacy
health
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ComprehensionVocabulary
Accurate and Fluent ReadingOf Connected Text
Phonics (Alphabetic Principle)Phonemic Awareness
Phonemic AwarenessAlphabetic Principle
Accurate and Fluent ReadingOf Connected Text
VocabularyComprehension
Primary grade level Upper grade level
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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
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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.
Phonemic AwarenessAlphabetic Principle
Accurate and Fluent Reading of Connected Text
VocabularyComprehension
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Established - Benchmark
Established - Benchmark
Emerging - Strategic
Emerging - Strategic
Deficit - Intensive
Deficit - Intensive
For struggling readers, just making progress isn’t good enough.
Time
Benchmark 1Benchmark 1 Benchmark 2Benchmark 2 Benchmark 3Benchmark 3
Performance
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When students receive core instruction in the literacy diet in addition to the iron pill…
Established - Benchmark
Established - Benchmark
Performance
Time
Benchmark 1Benchmark 1 Benchmark 2Benchmark 2 Benchmark 3Benchmark 3
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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)
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In The Past
GeneralEducation
Title Reading or
Other Reading Support
Special Education
Some “Fell’”Through
Some “Fell’”Through
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Full Continuum of Support
GeneralEducation
Title Reading & Reading Support,
Gifted Ed.
Special Education,Gifted Ed.IIIIIIII
all along the continuum!
I=
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Academic Systems Behavioral Systems
5-10% 5-10%
10-15% 10-15%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
75-85% 75-85%Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
A Smart System Structure: Enter School-Wide Systems for Student Success
Sugai, Horner and Gresham, 2002
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Tiered Levels of Instruction
Tier 1 - Core instruction intended for all
Tier 2 – Supplemental instruction intended for some
Tier 3 – Intensive instruction intended for few All
Some
Few
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Tier 1 (All)Who All students
Focus Scientific-based reading instruction and curriculum emphasizing the big ideas in reading: phonemic awareness, phonics, fluency, vocabulary and comprehension
Grouping Whole group, small group, partners, individual based on purpose and need
Time 90 minutes daily (minimum)
Assessment All students receive screening (benchmarking) assessment at least three times per year
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Tier 2 (Some)Who For students who are at-risk for reading difficulties
based on screening data and lack of adequate progress and response to core or Tier 1 instruction and support
Focus Targeted scientific-based reading instruction and curriculum focused on the area of need based on assessment data
Grouping Small group based on similar instructional needs (1:5)
Time 20-30 minutes daily in addition to Tier 1 instruction
Assessment Weekly progress monitoring on target skill to ensure adequate learning rate (closing the gap)
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Tier 3 (Few)Who For students with intensive instructional needs in
reading who have not responded sufficiently to Tier 1 and Tier 2 instruction and support
Focus Sustained, intensive scientifically-based instruction based on individual needs of student
Grouping Small group instruction based on similar instructional needs (1:3)
Time 40 - 60 minutes daily in addition to Tier 1 instruction
Assessment Weekly progress monitoring on target skill to ensure adequate learning rate (closing the gap)
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Differences Across Tiers
Intensity of need Intensity of instruction Assessment frequency and precision
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Intensifying Instruction
The Big Five
1. More explicit2. More modeling3. More systematic4. More opportunities to respond5. More review
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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
MN RtI Center
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!
MN RtI Center
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.
MN RtI Center
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.
MN RtI Center
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
MN RtI Center
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/
MN RtI Center
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
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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.
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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
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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.
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Quiz (cont’d)
6.) Explain the difference between the old educational model and the full continuum of support.
7.) List some differences between tiers.
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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