Response to Intervention Reading
Transcript of Response to Intervention Reading
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1 2008 University of Texas System/Texas Education Agency
Response to Intervention/
3-Tier Reading ModelESC Region 11 March 27, 2008
Pam Bell Morris, Ph.D.Vanessa L. Cortez, M.S.
Vaughn Gross Center for Reading and Language ArtsThe University of Texas at Austin
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About Building RTI Capacity Project
Develop and disseminate resources tofacilitate response to intervention (RtI)implementation in Texas schools.
Partner with Education Service Center RtIliaisons to provide professionaldevelopment and technical assistance toschools.
Develop and maintain a resource Web site. Provide technical assistance to two
Spotlight 3-Tier Reading/Math schools.
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Response to Intervention (RtI)
RtI is aninstructional approachfocused on theprevention of learning difficulties.
Provide effective instruction grounded in scientifically
based research to students in the general classroom.
Conduct universal screening to identify students who are atrisk for failure.
Immediately provide these students with intervention that
targets their needs.
Frequently monitor at-risk students progress towardmeeting grade-level performance goals.
WHEN STUDENTS STRUGGLE WITH LEARNING, WEDO NOT WAIT FOR THEM TO FAIL!
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Legislative Basis: NCLB and IDEA
No Child Left Behind (NCLB)and Individualswith Disabilities Education Act (IDEA)both:
Focus on prevention
Fund intervention for at-risk students Use assessment to drive instruction
Provide instruction for K3 students,
including K12 special education Provide professional development
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A 3-Tier Reading Model: Overview
Is an example of an RtI model in reading
Is based on prevention models from the health field
Provides an instructional framework for preventing
reading difficulties
Can be used with any core reading program that isgrounded in scientifically-based reading research(SBRR)
Focuses on reading instruction that uses scientificresearch-based core, supplemental, and interventionreading programs
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A 3-Tier Reading Model: Overview(cont.)
Uses assessment data to drive differentiated
instruction for all students
Identifies struggling students and provides the
additional instruction/intervention support theyneed
Provides professional development to enhance
teachers knowledge and skills in preventing
reading difficulties
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A 3-Tier Reading Model:Overview (cont.)
Tier I:Core classroom reading instruction that allstudents receive,assessment of student progressthree times per year,andongoing professionaldevelopment
Tier II:Intervention (additional reading instruction)andfrequent progress monitoring (e.g., every 2 weeks)thatstruggling readers receive
Tier III:More intensive intervention andfrequent
progress monitoring (e.g., every 2 weeks)that studentswith extreme reading difficulties receive after not makingadequate progress in Tiers I andII
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FAQ #1
Is the 3-Tier Reading Model based on a newscientific reading program?
No, the 3-Tier Reading Model is not a newreading program. Rather, it is a frameworkfor educators to use in preventing readingdifficulties in their students.
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FAQ #2
What are the roles of assessment in a3-Tier Reading Model?
A 3-Tier Reading Model goes beyond the
administration of assessments:
In Tier I, assessments given three times per year areused to guide instructional decision-making (e.g., todetermine whether students are making adequateprogress toward grade-level benchmarks or objectives)
and to identify students who need intervention. In Tiers II and III, frequent progress monitoring (e.g.,
every 2 weeks) is used to track student progress andinform instruction.
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FAQ #3
Who provides instruction in each tier?
Classroom teachers provide Tier I core classroom readinginstruction for all students.
Each school determines who teaches students in Tier II(e.g., classroom teacher, specialized reading teacher,special education teacher) and Tier III intervention (e.g.,
specialized reading teacher, special education teacher).
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Differentiated
instructionIS NOT:
Using only whole-class instruction
Using small groups that never
change
Using the same reading text with all
students
Using the same independent
seatwork assignments for the entire
class
Differentiated instruction
IS:
Using assessment data to plan
instruction and group students
Teaching targeted, small groups
Using flexible grouping (changing
group membership based on
student progress, interests, and
needs)
Matching instructional materials to
student ability
Tailoring instruction to address
student needs
3-Tier Instruction =Differentiated Instruction
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FAQ #4
What is flexible grouping?
Flexible grouping means grouping and
regrouping students based on theirprogress, interests, and changing needs.
Groups can be formed within a class,
within a grade, and across grades.
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FAQ #5
What grouping formats are recommendedfor each tier?
Tier I: A variety of grouping formats (e.g., individual,
pairs, small groups, and whole group)
Tier II: Same-ability small groups (e.g., three to fivestudents)
Tier III: Same-ability small groups of three students orfewer, depending on student needs
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Minimum 90 Minutes of Daily Instruction
All Students
Tier I: Core Classroom ReadingInstruction
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First Steps for Implementing a 3-TierReading Model
1. Focus on improving the core classroom reading
instruction (Tier I) that all students receive.
2. Provide high-quality intervention (Tier II) for struggling
readers.3. Participate in ongoing professional development to
enhance classroom implementation of SBRR practices.
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Key Elements of Tier I ReadingInstruction
Core classroom reading instruction that focuses on thegrade-specific essential reading components (based onSBRR)
Systematic assessment of ALL students three times peryear
Ongoing professional development to provide teachers withthe necessary tools to ensure every student receives high-
quality reading instruction
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Most children do not learn to read or spellnaturally but instead learn from instruction.
Good word identification instruction does notinclude guessing words from context or picturecues.
CAUTIONS
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Instructional time spent on independent, silentreading with minimal guidance or feedbackhas not currently been confirmed by researchto improve reading fluency.
Guided repeated oral reading is not the sameinstructional practice known as GuidedReading.
CAUTIONS
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Assessing comprehension is not effectivecomprehension instruction.
Effective reading instruction is not adding onenew program after another to programs alreadyin your school without determining each onesalignment with SBRR.
CAUTIONS
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Involves the assessment of all students three timesper year (at the beginning, middle, and end) to:
Guide instructional decision-making
Monitor student progress
Identify struggling students who need intervention
Improving Tier I Reading Instruction
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Beginning of Year (BOY) Assessments
Administer BOY assessments to allstudents.
Identify which students are not at risk forreading difficulties.
Identify which students need
intervention.
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Middle of Year (MOY) Assessments
Administer MOY assessments to allstudents.
Identify which students are not at risk forreading difficulties.
Identify which students need or continue
to need intervention.
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End of Year (EOY) Assessments
Administer EOY assessments to allstudents.
Document students reading achievement.
Identify students who may benefit fromsummer school.
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The 3-Tier Reading Model goes beyond givingassessments.
Improving Tier I instruction involves using assessment data tomake informed instructional decisions related to:
Grouping students
Planning targeted instruction
Monitoring students understanding and mastery ofTexas Essential Knowledge and Skills (TEKS)objectives
Scaffolding instruction
Remember
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Tier II
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30 Minutes of Daily, Additional Reading Instruction
Typically Lasts 10 to 14 Weeks
20%-30%
Tier II: Intervention
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1. Focus on improving the core classroomreading instruction (Tier I) that all studentsreceive.
2. Provide high-quality intervention (Tier II)for struggling readers.
3. Participate in ongoing professionaldevelopment to enhance classroom
implementation of SBRR practices.
First Steps for Implementing a3-Tier Reading Model
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High-Quality Tier II Intervention
Targets struggling learners (e.g., identified byassessments given three times per year)
Includes additional, targeted instruction in theessential reading components that have thehighest impact on learning to read
Involves frequent progress monitoring (e.g.,every 2 weeks)
Uses assessment data to inform instruction (e.g.,grouping, planning/delivering effective lessons,scaffolding instruction)
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Identifying Tier II Students
BOY assessments help to identify whichstudents:
Are at risk for or have readingdifficulties
Need Tier II intervention
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FAQ #6
What happens if most of the students in aclass are identified for Tier II?
Provide an additional 30 minutes ofTier II intervention for those students.
Focus on improving Tier I coreclassroom reading instruction that ALLstudents receive.
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MOY and EOY assessments help to identifywhich students:
No longer need Tier II intervention Are not making adequate progress and
need or continue to need intervention
Identifying Tier II Students
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Frequent Progress Monitoring
Tier II intervention involves frequentprogress monitoring (e.g., every 2 weeks)to:
Track student progress Inform instruction
Using Assessment Data to Inform
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Using Assessment Data to InformTier II Intervention
Grouping students
Setting individual student goals
Planning targeted instruction
Scaffolding instruction
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Setting Short-Term Goals
Set short-term student goals for eachstruggling reader to help document and trackprogress.
Adjust short-term goals, based on studentprogress.
Collaborate with other educators who areteaching the same student.
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Planning Tier II Intervention Lessons
Use assessment data to plan effective TierII small-group lessons that:
Target students needs
Focus on the essential readingcomponents
Include the features of effectivelessons
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Features of Effective Tier II Lessons
Provide explicit and systematic instruction:
Include many practice opportunities(guided andindependent):
Provide corrective and appropriate feedback:
Check for understanding.
Model with many examples.
Break activities/tasks into small, manageable steps.
Pace instruction to match students learning needs.
Scaffold instruction.
Maximize opportunities for students to participateand respond.
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How does Tier II reading instruction differfrom Tier I reading instruction?
Tier II instruction is more explicit, systematic,intensive, and supportive with struggling
learners receiving more instructional time(e.g., an additional 30 minutes) than justregular Tier I classroom reading instruction.
Tier II is conducted with small, same-abilitygroups within or outside the classroom setting.
Tier II instruction involves frequent progressmonitoring (e.g., every 2 weeks) to trackstudent progress and inform instruction.
FAQ #7
Scaffolding Instruction During
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Scaffolding Instruction DuringTier II Intervention
During lessons, monitor studentsunderstanding and mastery of targetedTEKS objectives.
Provide additional support. DONTWAIT.
Make adaptations to Tier II lessons.
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Keep in Mind
During a semester, frequent Tier II progressmonitoring may indicate that a student hasmastered targeted concepts and skills.
Make sure that a student can apply andmaintain newly mastered concepts and skillsover a period of time before exiting Tier II.
After exiting a student from Tier II, continue tosupport through scaffolding in Tier I.
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Tier III
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5%-10%
Tier III: Daily Intensive Intervention
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FAQ #8
Do struggling readers who need Tier III interventioncontinue to receive Tier II intervention?
No, struggling readers who require Tier III no longer receiveTier II intervention.
Tier III intervention is the next step for students with extremereading difficulties who are not successful in Tiers I and II. It ismore intensive and designed to accelerate closing theirperformance gaps.
These students receive 90 minutes of Tier I instruction, plusthe more intensive Tier III intervention (30-plus minutes).Some students may need instruction in an intensiveintervention program that replaces the Tier I core.
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Implementation of a 3 Tier Reading
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Implementation of a 3-Tier ReadingModel: An Ongoing Process
Analyze core curriculum to ensure thatcritical components of effective readinginstruction are included in daily readinginstruction.
Assess all students with a screeninginstrument to identify students who are atrisk.
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Implementation of a 3-Tier ReadingModel: An Ongoing Process (cont.)
Use student data to group students and planreading instruction.
Examine resources to provide interventioninstruction.
Determine entry and exit criteria for providingintervention.
Plan appropriate professional development to
meet teachers needs, based on data.
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Implementation of a 3-Tier ReadingModel: An Ongoing Process (cont.)
Implement effective core reading instructionand intervention.
Develop and implement a Campus Action
Plan that includes grade-level goals,performance measures, action steps, and atimeline for review.
Review student and grade-level progress
toward meeting campus goals. Share the good newswith teachers andparents.
Challenges in Implementing RTI
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Challenges in Implementing RTIin Reading
1. Building teachers knowledge and expertise inteaching the five components of scientifically basedreading instruction (SBRI)
2. Establishing the critical relationship between
assessing students and delivering data-driven, tailor-made intervention to at-risk students
3. Promoting an inquiry-based approach to intervention
4. Being a collaborative team member5. Being a lifelong learner
6. Recognizing the opportunities that change brings
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Summary
Key Concepts to Reading Success
Assessment-driven instruction
Differentiated instruction
Intervention instruction
Professional development
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