prevention to avoid intervention

Prevention to Avoid Intervention

Tier 1: the most important tier!

Targets

•We should spend 90 minutes of core reading time•There must be fidelity to the core•Effective instruction must be explicit

Explicit about my instruction•Gives you a road map for where we

are going•Creates a “sense of urgency”

regarding today

Expectations• Demonstrate good audience skills– Silence cell phones– Hold side conversations out of ear shot

of others– Engage in active listening

• Participate in discussions• Take notes to track your thinking• If you need a break, take one

Explicit about my instruction•Clear expectations reduce confusion

•I assume you know all these things

Partnerships• Pick someone near year you to be

your partner.• The person with the next birthday is

coffee.• The other person is cream.

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!

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 program has pieces that are standardized across the district that provide guidance and clarity as to the expectations for instruction.

How is instruction organized?

We should spend 90 minutes of core reading time

becausesuccessful core

instruction is the most important thing you can

do in RTI.

90 minutes• Core programs 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• Core programs 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

• More whole group instruction on Monday and Tuesday

• Not the same amount of small group time for each group each day

Large group instruction• Text is designed to be the initial instruction• Text is used as a model to teach literacy

skills• Whole group text may be above or below

some students• Whole group instruction should be a

limited amount of time

Large group instruction• Text is designed to be the initial

instruction• Text is used as a model to teach literacy

skills• Whole group text may be above or below

some students• Whole group instruction should be a

limited amount of time

Small Group Instruction• Text is at the students instructional

level• The text is focused on the needs of

the students• Teacher provides background,

addresses vocabulary and text features

• Each student has their own copy of the text and they read independently while the adult observes their reading behaviors

• After the students read, the adult leads a group discussion

Small Group Instruction• Text is at the students instructional

level• The text is focused on the needs of

the students• Teacher provides background,

addresses vocabulary and text features

• Each student has their own copy of the text and they read independently while the adult observes their reading behaviors

• After the students read, the adult leads a group discussion

Small Group Instruction• Text is at the students instructional

level• The text is focused on the needs of

the students• Teacher provides background,

addresses vocabulary and text features

• Each student has their own copy of the text and they read independently while the adult observes their reading behaviors

• After the students read, the adult leads a group discussion

Struggling readers in core

• They need the most instruction.• Need to be exposed to grade level

material.• Just because there is a deficit in one

area, does not mean there is a deficit in all areas of reading.

• If they miss grade level material, they will never catch up.

• Interventions are limited in scope.

90 minutes

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

blocks.

The district will standardize,the building will customize

Differentiation during 90 minutes

Differentiation is changing the size of the meal, not the menu.

Differentiation during 90 minutes

Differentiation is changing the size of the meal, not the menu.

Differentiation during 90 minutes

Differentiation is changing the size of the meal, not the menu.

We should spend 90 minutes of core reading time

becausesuccessful core

instruction is the most important thing you can

do in RTI.

Talk Time• Coffee please answer the following

question:–How do the sample minutes given

in the handouts match what you currently use in your class?

• Cream please answer the following question:–How do you currently differentiate

your instruction for your neediest students.

• With extra time switch questions

Explicit about my instruction•Explicit roles for each partner

•Built in differentiation•It is the beginning of the conversation, I

realize there will not be enough time

There must be fidelity to the corebecause

successful 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

Curriculum specific fidelity checklists

Non-curriculum specific fidelity checklists

Fidelity to the core

1. The Big 5 of Reading2. The scope and sequence3. State and common core

standards4. Common instructional

strategies

Big 5 of Reading

•Phonemic Awareness •Phonics•Fluency•Vocabulary•Comprehension

Finite Skills

Infinite Skills

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

State Standards & CCS

Common Instructional Strategies

Who ensures fidelity?• Fidelity checklist should provide

clarity to teachers• District must decide who is

responsible to check– Principal– Literacy coach

• Fidelity checks should occur regularly – two to three times a year– 10 minutes each class

There must be fidelity to the corebecause

successful core instruction is the most

important thing you can do in RTI.

Talk Time• Cream please answer the following

question:–Define fidelity in 1 sentence.

• Coffee please answer the following question:–How would the perfect fidelity tool

look to you?

• With extra time switch questions

Start with the Why

Why

How

What

Simon Sinek

• A core Reading program includes ways for us to deliver the content in ways that students will most effectively learn.

What does instruction looks like?

Effective instruction is explicitbecause

successful core instruction is the most

important thing you can do in RTI.

Explicit instruction is a systematic instructional approach that includes a set of delivery and design procedures derived from effective schools research.

~Ideas That Work

Explicit Instruction is. . .

• Engaging• Systematic• Relentless

Anita Archer

Explicit Instruction is Engaging

• Frequent responses are elicited– Things students say– Things students do– Things students write

• Responses are monitored• Positive and corrective feedback is

given

Explicit Instruction is Engaging

• Frequent responses are elicited– Things students say– Things students do– Things students write

• Responses are monitored• Positive and corrective feedback is

given

Explicit Instruction is Engaging

• Frequent responses are elicited– Things students say– Things students do– Things students write

• Responses are monitored• Positive and corrective feedback is

given

Explicit Instruction is Engaging

• Frequent responses are elicited– Things students say– Things students do– Things students write

• Responses are monitored• Positive and corrective feedback is

given

Is this engaging instruction?

Is this engaging instruction?

x

InputInputInputInputInputInputInputSee you tomorrow

InputQuestionResponseFeedbackInputQuestionResponseFeedback

Multiple opportunities for student responses

InputInputInputInputInputInputInputSee you tomorrow

InputQuestionResponseFeedbackInputQuestionResponseFeedback

Multiple opportunities for student responses

Feedback works 2 ways:

From the teacher to the student

From the student to the teacher

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

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

Purposeful Partnerships

Purposeful Partnerships

• Increase student talk time• Intentionally assigned by

teacher• Multiple turns leads to

multiple opportunities•More turns = more practice

Dr. Anita Archer

Focus … As you watch this video,

• Note the active participation procedures that are directly taught to students.

Explicit about my instruction•Writing as a response to

instruction•Set the purpose•Build background, targeted conversation

Talk TimeCoffee will begin followed by Cream–Begin to list the active participation

strategies that were taught to students –List items until you have exhausted

your list

• With extra time talk about how you could spread this practice around your school.

• Content– Sequenced logically–Manageable steps that progress from

simple to more complex concepts and skills

Explicit Instruction is Systematic

• Content– Sequenced logically–Manageable steps that progress from

simple to more complex concepts and skills

Explicit Instruction is Systematic

• Design of instruction– Organized and focused – Goals that can be articulated by

students– Review and build background knowledge– Review at the end of the lesson– Scaffolding – Includes instructional routines

Explicit Instruction is Systematic

• Design of instruction– Organized and focused – Goals that can be articulated by

students– Review and build background

knowledge– Review at the end of the lesson– Scaffolding – Includes instructional routines

Explicit Instruction is Systematic

• Instructional Routines example vocabulary

– Say the word– Provide a student friendly definition– Provide a context with examples and

non-examples– Students engage in discourse about the

word

Explicit Instruction is Systematic

Explicit Instruction is Relentless

• Practice, practice, practice• Practice does not make perfect,

perfect practice makes perfect• Practice leads to automaticity• The 3 R’s

Explicit Instruction is Relentless

• Practice, practice, practice• Practice does not make perfect,

perfect practice makes perfect• Practice leads to automaticity• The 3 R’s– Receive, Respond, Retain

• Model

• Mass practice

• Distributed practice

• Individual practice

• I do

• We do

• Y’all do

• You do

Explicit Instruction is Relentless

We want students to apply the lessons to the next text they read.

Moving tow

ard m

astery

Whole group video• Watch for:– Think aloud to model new information for

students– I do, we do, ya’ll do, you do– Graphic organizers– Maintain close proximity to students.

• Target: Description– We have discussed vocabulary– We have just done a picture walk

• 2nd grade in SE Oregon

You will be discussing one of these questions with your partner:

• What instructional strategies worked well during the whole group?

• What strategies did the instructor use to engage the students in reading?

Talk Time• Cream please answer the following

question:–What instructional strategies worked

well during the whole group?• Coffee please answer the following

question:–What strategies did the instructor use to

engage the students in reading?

• With extra time switch questions

We must have effective instruction because

successful core instruction is the most

important thing you can do in RTI.

Effective core instruction

•We should spend 90 minutes of core reading time•There must be fidelity to the core•Effective instruction must be explicit