I’ve Given the Phonics Screener, Now What?
Presented by: Andrea Baker, District Title I Academic Coach
LET’S CATCH THE STUDENTS THAT ARE FALLING THROUGH THE CRACKS!
Eight Core Principles of RTII. We can effectively teach all children.II. Intervene early.III. Use a multi-tier model of service delivery.IV. Use a problem-solving model to make decisions within a multi-
tier model.V. Use scientific, research-based validated intervention and
instruction to the extent available. VI. Monitor student progress to inform instruction.VII. Use data to make decisions. A data-based decision regarding
student response to intervention is central to RTI practices.VIII. Use assessment for screening, diagnostics, and progress
monitoring. Batsche, G. et al., in Response to Internventin: Policy Considerations and Implementation, p. 19-
20
Tiers of Intervention Instruction• Take out your book, “Implementing Response to
Intervention.”• Number off 1-3
1 – Read pages 65-66 (Tier I)2 – Read pages 66-68 (Tier II)3 – Read pages 68-69 (Tier III)
• Get together with all of the people who read the same Tier to talk about what that Tier should be composed of.
• Get back together with your group and see if there is anything you’d like to change on your triangle.
90 minutes
30 minutes
30 minutes
Tier 1 Core-Houghton Mifflin
BenchmarkWhole and small group
Tier 2Small groupSkills based
Teacher Directed
Tier 3Intensive/StrategicTeacher Directed
70-80% of students
15% of students
The 3 Tiers
5% of students
Percentages from research by the NASDSE
Tier II Instruction
Form Teacher- Led Groups Based on
Student Data
Explicit Instruction
SystematicInstruction
Teach Content
Scaffolded Instruction
Provide Enrichment
Assess Learning
Targeted instruction is provided to facilitate mastery of deficit skillSource: fcrr.org
Using DIBELS to Diagnose
1) Place DIBELS measures in order from lowest to highest skill.
2) Begin by looking at the lowest skill. Is the student fast and right?
3) If yes – go on to the next skill.If no – use a phonics/phonological awareness screener to pinpoint the exact skill deficit.
4 Types of Reading BehaviorsAccuracy
RightFast
Slow Wrong
Clean it up and then speed it up!
Let’s Look at Some Data1st Grade Student (MOY)
• Marcus o NWF: 55/57=96% accuracyo ORF passage 1: 15/17=88% accuracyo ORF passage 2: 13/18=72% accuracyo ORF passage 2: 19/20=95% accuracy
3rd Grade Student (BOY)
• Sylvannao ORF passage 1: 80/92=87% accuracyo ORF passage 2: 85/92=92% accuracyo ORF passage 2: 82/95=86% accuracy
Administering a Phonics Screener
Phonics Intervention Lesson
Phonics Intervention Lesson (Continued)
Coac
hing
…Wha
t Do
I Do
Now?
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