prevention to avoid intervention tier 1: the most important tier! october 23 rd, 2012 pbis coaches...

Prevention to Avoid Intervention

Tier 1: the most important tier!

October 23rd, 2012PBIS Coaches Institute

Corvallis, OR

Where do these ideas come from?

• Essential Components of an an effective 90 minute

Core in an RTI system

• Importance of fidelity to the Core

• Quality of instruction in the– Active student engagement– Explicit instruction

Where We’re Going, Targets

Moving Upstream: A Story of Prevention and

Intervention

How’s your herd?

Start with the Why

Why

How

What

Simon Sinek

• A core Reading program provides a system of instruction for students as they move through grade levels.

Why do we need a core?

Core is for all students

RTI begins with General Education!

RTI begins with General Education!

Teachers don’t fail students, systems do.

RTI is a system for differentiation of instruction!

RTI is a system that is predicated on the general education teachers’ skill and knowledge of instruction, assessment, curriculum, and children.

RTI begins with General Education!

Teachers don’t fail students, systems do.

RTI is a system for differentiation of instruction!

RTI is a system that is predicated on the general education teachers’ skill and knowledge of instruction, assessment, curriculum, and children.

Strong core instruction

Weak core instruction

Interventions

We cannot solve the herd problem one cow at a time.

We need a system to feed them all well.

In other words

Start with the Why

Why

How

What

Simon Sinek

• A core Reading curriculum has pieces that are standardized across the district that provide guidance and clarity as to the expectations for instruction.

How is instruction organized?

Partnerships

• Pick someone near year you to be your partner.

• The person with the next birthday is coffee.

• The other person is cream.

Partnership Practice

• What does your district use for Core instruction in reading?– Coffee go first– Cream second

Standards of practice must be clear

because

successful core instruction is the most

important thing you can do in RTI.

Good reading builds reading AND cognitive skills!

Days and Weeks Matter

Best Practices

• One of the necessary components of an effective sustainable RTI program is to have a 90 minute core in a 5 day week.

• Core curriculum is taught, not just bought– You are developing YOUR standards of

practice around the curriculum.

Time agreements

• Core curriculum 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

Time agreements

• Core curriculum 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

90 minutes

There is no “RTI way” of organizing your 90 minute blocks.

Consider. . . • Interruptions to your 90 minutes– Assemblies/Fire Drills– Recesses– Pull outs (Special Education, Title 1,

SMART)

• Resources– Flood in support– Space for students to work

Creating Standards of Practice

• District Teams work to create non-negotiables for your district around the instruction of your core reading curriculum.

Core CurriculumResearch-Based Core Program

Big 5 of Reading

90 minutes of Reading instruction (1-5, K – 60)

Agreements on fidelity

Scope and Sequence

Focus on effective instruction methods

Phonics

Fluency

Phonemic AwarenessComprhensionVocabulary

For all students!

There must be fidelity to the core

because

effective core instruction is the most important

thing you can do in RTI.

vs.

Fidelity to the core

Worksheets Fidelity

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

Fidelity to the core

1. The BIG 52. The scope and

sequence3. State standards4. Strong Instructional

Strategies

Big 5 of Reading

•Phonemic Awareness •Phonics•Fluency•Vocabulary•Comprehension

Scope and sequence

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

• We must complete the year to complete the “race”

Scope and sequence

Curriculum specific fidelity checklists

Non-curriculum specific fidelity checklists

Who ensures fidelity?

• District must decide who is responsible to check– Principal– Peers– Title 1/Literacy Guru

• Fidelity checks should occur regularly – two to three times a year– 5 to 15 minutes each class

Written Response

• Please answer the following question:

–Define fidelity in 1 sentence.

Instruction must be engaging

because

effective core instruction is the most important

thing you can do in RTI.

Is this engaging instruction?

• Students must be engaged in instruction to learn from the instruction.

• Partnerships provide an opportunity for

a) corrective feedback from the teacher and trained partners

b) More opportunities to respond

InputInputInputInputInputInputInputSee you tomorrow

InputQuestionResponseFeedbackInputQuestionResponseFeedback

Multiple opportunities for student responses

By giving a chance for multiple responses, students are retrieving, rehearsing and practicing what has been taught.

Instruction must be explicit

because

effective core instruction is the most important

thing you can do in RTI.

•Overtly teaching each step through teacher modeling and many examples. The purpose of the instruction is clear to both teacher and learner.

• Explicit• Systematic• Practice and

Feedback• Application and

Mastery

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

Components of Effective Instruction

•Providing many opportunities for students to respond and demonstrate what they are learning. Feedback will help close the gap between current response and desired response.

• Explicit• Systematic• Practice and

Feedback• Application and

Mastery

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

Feedback• Application and

Mastery

Components of Effective Instruction

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.

• Essential Componentsof an an effective 90 minute

Core in an RTI system• Importance of fidelity to

the Core• Quality of instruction in

the– Active student engagement– Explicit instruction

Where We’ve Been

Supporting Students with Additional Literacy Needs:

Tier 2 and 3

Targets

Tier 2/3 Interventions:1. What and for whom?2. Who delivers them, when, and how?3. Misconceptions, Problems, &

Barriers

What and for Whom?

What is an intervention?

Scientifically, research based instructional intervention

An intervention matched to student need that has been demonstrated through scientific research and practice to produce high learning rates for most students (NASDSE, 2008)

How do Tier 1 core instruction and Tier 2/3 interventions work

together?

A Balanced & Healthy Literacy Diet

Oral Reading Fluency &Accuracy

ReadingComp

Phonemic Awareness

Vocabulary

Phonics (Alphabetic

Principle)

Core Instruction

• Sometimes eating a balanced and healthy diet is not enough and we need to take additional supplements to ensure proper nutrition.

But we do not stop eating a balanced and healthy diet!

Some will need more

Oral Reading Fluency &Accuracy

ReadingComp

Phonemic Awareness

Vocabulary

Phonics (Alphabetic

Principle)

VocabularyReading Comprehension

Phonemic Awareness

Phonics(Alphabetic Principle)

Oral ReadingFluency & Accuracy

Skill Needs in Interventions

• Phonological (Phonemic) Awareness - awareness that spoken words are made up of sounds

• Alphabetic Principle - understanding that words are made up of letters, sounds are connected to letters, and can use these sounds and sound combinations to read and spell unfamiliar words

• Accuracy and Fluency of Connected Text - can read words in grade level text accurately and effortlessly

The Literacy Diet: Five Essential Components in Reading

The Literacy Diet: Five Essential Components in Reading

• Vocabulary - understanding and use of words to acquire and convey meaning (mental dictionary)

• Comprehension - complex process of listening/reading and reacting to spoken/written text in a meaningful way

General Intervention Guidelines

• Matched to identified needs – Data-based

– Not a “one-size-fits-all”

• Almost always in small groups (Not

necessarily 1:1)

• On-going data determines if a change

needed

• Is in addition to and aligns with the district

core curriculum

• More explicit instruction and more intensity

– More modeling and immediate, guided feedback

Tier 2 vs. Tier 3 Interventions

Tier 2: Supplemental: Programs and materials designed to support the core program by addressing specific skill areas such as phonemic awareness or reading fluency.

Tier 3: Intervention: Programs and materials designed to provide intensive support for students performing below grade level.Kame'enui, Simmons, Coyne, & Harn © 2003

How are Tier 2 and Tier 3 Different?

Tier 2

Tier 3

With a neighbor

• What was different between the Tier 2 and Tier 3 interventions you just saw?

Tier 3 provides more…

…in-depth diagnostic assessment

…in-depth skill focus using more intensive materials

…instructional time & time needed to remediate the student’s skill problems

…frequency of monitoring

…individual student attention (smaller group size)

…modeling, explicit instruction, corrective feedback

What Tier 2 & 3 interventions are used in

your district? Ultimately, your district leadership team determines what constitutes an intervention“Research-based/evidence-based

programs AND instructional practices”• Create a Protocol– Time – Group size– Program

Keeps the process standardized

Reading Protocol Example: TTSD

Determining what is research-based

• What Works Clearinghouse– http://ies.ed.gov/ncee/wwc/

• Florida Center for Reading Research– http://stage.fcrr.org/fcrrreports/CReportsCS.aspx?rep=supp

• Oregon Reading First– http://oregonreadingfirst.uoregon.edu/inst_curr_review_si.ht

ml

• National Center on RTI: Intervention Tools Chart– http://www.rti4success.org/instructionTools

• Best Evidence Encyclopedia– http://www.bestevidence.org/

Which students receive interventions?

• Schoolwide/Districtwide decision rules should determine which students will receive additional support– Based on schoolwide screening data

(DIBELS, easyCBM, AIMSWEB, etc)– Based on available resources and

system capacity• Lowest 20%? 30%?• All student well below benchmark?

Lowest 20%All High Risk

Lowest 25%

Decision Rules guide placement in interventions

easyCBM

60 2nd Grade Students

DIBELS Next

Lowest 20%

Lowest 25%

All below and well below benchmark

Who delivers them, when, and how?

Who can serve students in interventions?

• It depends…– Title – Teachers and/or IA’s– SPED – Teachers and/or IA’s– General Ed – Teachers and/or IA’s– Other available staff?

• Will look different in schoolwide Title, Targeted Title, and Non-Title schoolsThe most needy students should be

taught by the most effective teachers

How are students served in interventions?

90 minuteCORE

30 minute Tier 2

45 – 60 minute Tier 3

Tier 1 Needs

Tier 3 Needs

Tier 2 Needs

Students with…

90 minuteCORE

90 minuteCORE

Other non-core instructional

activities

Interventions

Students pulled out for interventions may be “missing” something else…

BUT

If a student can’t read, how much are they already missing in the classroom?

How are students served in interventions?

90 minuteCORE

30 minute Tier 2

45 – 60 minute Tier 3

Tier 1 Needs

Tier 3 Needs

Tier 2 Needs

Students with…

90 minuteCORE

90 minuteCORE

Accelerated Reading Group

With a neighbor

• How is this similar to your understanding of what a Tier 2 or Tier 3 “intervention” is?

• How is it different than your understanding of what Tier 2 or Tier 3 “intervention” is?

Misconceptions, Problems, & Barriers

1. Trying to fix a deficient core through

interventions

80%

15%

5%

• Focus on Tier 1: Core

• Schedule• Materials• Personnel• Professional

Development

Solution

“Overemphasis of intervention selection and under emphasis of

intervention management is probably the most common error

in RtI that we see.”

(VanDerHeyden & Tilly, 2010, p. 20)

2. Too much focus on intervention curriculum

Solution

• Focus on what you have and be sure that it is working before you get more.

• Often times, new interventions will not solve your problems.

• Resist the “Shiny Objects”

94

Focus on Instruction

“It is clear that the program is less important than how it is delivered, with the most impressive gains associated with more intensity and an explicit, systematic delivery” Fletcher & Colleagues, 2007

• Tier 2 Title 1

• Tier 3 special education

• Students MUST be in Tier 2 before they can go into Tier 3 intervention

• Students MUST receive Tier 2 interventions in addition to Tier 3.

• Students MUST receive interventions in the Intervention room

3. Being restricted by labels

Solution

• Students should be placed into the intervention level (intensity), time and duration that they need, wherever that can be best provided.

4. Inadequate Training & Support

Solution

Develop a plan:• How will you train staff?• How will you support staff?

(Coaching)• How will you provide and solicit

feedback?• How will you schedule and

coordinate the interventions?• How you will manage materials?

Big Ideas

• You must define, as a system, what is an “intervention”

• Instruction is more important than curriculum

• Kids who struggle need MORE• You can’t fix a broken core through

interventions

Questions/Comments