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