copy of rti in fusd final
DESCRIPTION
This is an overview of the FUSD Intervention Program (Formerly known as RTI)TRANSCRIPT
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RTI in FUSDMarch 21, 2014
Intervention in FUSD
(Formerly RTI)
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RTI in FUSDMarch 21, 2014
The RTI program is an effective intervention system that is evidence based, accelerates learning to close gaps in knowledge, identifies students who struggle with learning, and brings students within grade-level performance.
By providing high-quality, explicit instruction in the core content areas, RTI is a key factor in preventing learning difficulties.
Response to Intervention
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RTI in FUSDMarch 21, 2014
• According to the National Assessment of Educational Progress, about 36% of all fourth graders read at a level described as “below basic.”
• 86% of black males in fourth grade read below grade proficiency levels, compared with 82% of Hispanic males and 58% of white males.
• 85% of the students who are referred to special education services in public schools are having severe difficulties with language, reading, and writing.
• 15-20% of the population as a whole have some of the symptoms of dyslexia, including slow or inaccurate reading, poor spelling, and poor writing.
• More than 20% of American adults read below the 5th grade level.
Reading Difficulties are Very Common
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RTI in FUSDMarch 21, 2014
• Failure to develop basic reading skills by age nine predicts a lifetime of illiteracy unless these struggling readers receive appropriate instruction; without it, more than 74% entering first graders who are at-risk for reading failure will continue to have reading problems into adulthood.
• More than 60% of prison inmates are functionally illiterate and 70% are in the lowest two levels of reading proficiency.
• 85% of all youngsters who become involved with the juvenile court system are functionally illiterate.
• Low literacy is strongly related to unemployment and poverty.
Consequences ofNot Learning to Read
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RTI in FUSDMarch 21, 2014
Oral language experiences and meaningful conversation set the stage for building background knowledge and the growth of vocabulary.
By age 3, children in more affluent families will have heard 30 million more words on average than children in low-income families.
Learning to Read Begins Before Children Begin School
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RTI in FUSDMarch 21, 2014
Age of child in months
Esti
mate
d c
um
ula
tive w
ord
s t
o
ch
ild
Language Experience
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RTI in FUSDMarch 21, 2014
Age of child in months
Cum
ula
tive V
ocabula
ry
word
s
Hart & Risley, 1995
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RTI in FUSDMarch 21, 2014
Children in low-income families typically enter kindergarten 12 to 14 months behind
the national average in pre-reading and language skills, and early gaps in school
readiness evident in kindergarten are mirrored in third-grade standardized test
scores.
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RTI in FUSDMarch 21, 2014
Research on Early Literacy: What do we know?
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RTI in FUSDMarch 21, 2014
Reading Trajectories
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RTI in FUSDMarch 21, 2014
Reading Trajectories ofLow and Middle Readers
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RTI in FUSDMarch 21, 2014
Reading trajectories are established early.
Readers on a low trajectory tend to
stay on that trajectory.
Students on a low trajectory tend to fall further and further
behind.
What Do We Know from Research?
Unless… the students on a low trajectory are identified and
receive systematic, explicit instruction in reading
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RTI in FUSDMarch 21, 2014
How do We Change Trajectories?
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RTI in FUSDMarch 21, 2014
DIBELS is an Opportunity to Change Outcomes
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RTI in FUSDMarch 21, 2014
DIBELS AND RTI The Outcomes-Driven Model
DIBELS Next Benchmark Assessment
DIBELS Next Progress Monitoring
5
4
1
2
3
Identify need for
Support
Review
Outcomes
Validate Need for
Support
Plan Support
Evaluate
Effectiveness of
Support
Implement
Support
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RTI in FUSDMarch 21, 2014
Identify K-2 students at risk for reading difficulties.
DIBELS indicators help identify areas to target instructional support.
DIBELS NextDynamic Indicators of Basic
Early Literacy Skills
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RTI in FUSDMarch 21, 2014
RTI Pyramid Model
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RTI in FUSDMarch 21, 2014
DIBELS: Assess theBasic Early Literacy Skills
Measure Basic Early Literacy Skills
FSF First Sound Fluency Phonemic awareness
LNF Letter Naming Fluency None
PSFPhoneme Segmentation Fluency
Phonemic Awareness
NWF Nonsense Word FluencyAlphabetic Principle and Basic Phonics
DORFDIBELS Oral ReadingFluency (includes Retell)
Advanced Phonics and Word Attack Skills; Accurate and Fluent Reading of Connected Text; Reading Comprehension
DCS DIBELS Composite Score
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RTI in FUSDMarch 21, 2014
DIBELS AND RTI The Outcomes-Driven Model
DIBELS Next Benchmark Assessment
DIBELS Next Progress Monitoring
Identify need for
Support
Review
Outcomes
Validate Need for
Support
Plan Support
Evaluate
Effectiveness of
Support
Implement
Support
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RTI in FUSDMarch 21, 2014
Simple View of Reading
Comprehension
of language
Decoding
of text
Reading to
gain
meaning
Recognizing words
in text & sounding
them out
phonemically
The ability
to
understand
language
The ability to read
and obtain
meaning from what
was read
Gough & Tunmer 1986
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RTI in FUSDMarch 21, 2014
Scarborough (2002)
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RTI in FUSDMarch 21, 2014
Context
Sight recognition
Decoding
Phonics Structural analysis
Phonological Awareness
Word Recognition
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RTI in FUSDMarch 21, 2014
Phonemic awareness is the conscious understanding that speech is composed of a sequence of sounds
(phonemes) that can be recombined to form different words.
Without direct instructional support, phonemic awareness eludes roughly 25% of middle-class first graders and
substantially more of those who come from less literacy-rich backgrounds.
Phonemic awareness is the single best predictor of future reading success.
Phonemic Awareness
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RTI in FUSDMarch 21, 2014
Relationship between letters (symbols) and the sounds they represent:
s = /s/
Relationship between sounds and their spelling:
/s/ = s
Strategic use of syllable generalizations to read and spell unfamiliar words:
_le is a final stable syllable
Decoding: Phonics
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RTI in FUSDMarch 21, 2014
Strategic use of meaningful word parts—prefixes, base elements, and suffixes—to read and spell
longer, multisyllabic words:
re-fine-ment
un-believe-able
Decoding: Structural Analysis
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RTI in FUSDMarch 21, 2014
These are words that appear most often in reading material written for children and adults.
They make up from 50% to 70% of the words in most reading material.
To master a sight word, a student must recognize and pronounce the word instantly (in one second or less) every time he/she sees it.
Sight Recognition
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RTI in FUSDMarch 21, 2014
A last resort
Context is least useful when it is most needed: Overall, context enables the reader to predict accurately one out of four words, but the content words that impart most of the meaning in passages are predictable only 10% of the time.
Context
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RTI in FUSDMarch 21, 2014
Fluency is the ability to read text quickly, accurately, and with proper expression.
It is the bridge between word recognition and reading comprehension.
Children need a great deal of practice reading at their independent reading level
to develop fluency.
Fluency
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RTI in FUSDMarch 21, 2014
Independent
95% accuracy or better
Instructional
90%or better
Frustration
less than 90%
Reading Levels
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RTI in FUSDMarch 21, 2014
Achievement Percentile
Minutes of Readingper Day
Wordsper Year
90th 40.4 2,357,000
50th 12.9 601,000
10th 1.6 51,000
Out-of-School Reading Volume of Fifth-Grade Students of Different
Levels of Achievement
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RTI in FUSDMarch 21, 2014
• Good readers read at least 10,000,000 words during the school year.
• Students with reading difficulties read less than 100,000 words during the same period.
Middle School Reading Volume
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RTI in FUSDMarch 21, 2014
Dr. Morris quoting Sally Shaywitz:“All Children Will Succeed Here.”
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RTI in FUSDMarch 21, 2014
Thank you