Download - Prevention to Avoid Intervention
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Prevention to Avoid Intervention
Tier 1: the most important tier!
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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
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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
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Partnerships• Pick someone near year you to be
your partner.• The person with the next birthday is
coffee.• The other person is cream.
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How’s your herd?
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Start with the Why
Why
How
What
Simon Sinek
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• A core Reading program provides a system of instruction for students as they move through grade levels.
Why do we need a core?
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Core is for all students
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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.
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Strong core instruction
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Weak core instruction
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Interventions
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We cannot solve the herd problem one cow at a time. We need a system to feed them all well.
In other words
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Start with the Why
Why
How
What
Simon Sinek
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• 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?
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We should spend 90 minutes of core reading time
becausesuccessful core
instruction is the most important thing you can
do in RTI.
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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
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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
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• More whole group instruction on Monday and Tuesday
• Not the same amount of small group time for each group each day
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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
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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
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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
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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
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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
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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.
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90 minutes
There is no “RTI way” of organizing your 90 minute
blocks.
The district will standardize,the building will customize
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Differentiation during 90 minutes
Differentiation is changing the size of the meal, not the menu.
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Differentiation during 90 minutes
Differentiation is changing the size of the meal, not the menu.
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Differentiation during 90 minutes
Differentiation is changing the size of the meal, not the menu.
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We should spend 90 minutes of core reading time
becausesuccessful core
instruction is the most important thing you can
do in RTI.
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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
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There must be fidelity to the corebecause
successful core instruction is the most
important thing you can do in RTI.
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vs.
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Fidelity to the core
Worksheets Fidelity
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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
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Curriculum specific fidelity checklists
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Non-curriculum specific fidelity checklists
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Fidelity to the core
1. The Big 5 of Reading2. The scope and sequence3. State and common core
standards4. Common instructional
strategies
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Big 5 of Reading
•Phonemic Awareness •Phonics•Fluency•Vocabulary•Comprehension
Finite Skills
Infinite Skills
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Scope and sequence
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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
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State Standards & CCS
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Common Instructional Strategies
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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
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There must be fidelity to the corebecause
successful core instruction is the most
important thing you can do in RTI.
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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
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Start with the Why
Why
How
What
Simon Sinek
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• 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?
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Effective instruction is explicitbecause
successful core instruction is the most
important thing you can do in RTI.
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Explicit instruction is a systematic instructional approach that includes a set of delivery and design procedures derived from effective schools research.
~Ideas That Work
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Explicit Instruction is. . .
• Engaging• Systematic• Relentless
Anita Archer
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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
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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
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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
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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
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Is this engaging instruction?
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Is this engaging instruction?
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x
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InputInputInputInputInputInputInputSee you tomorrow
InputQuestionResponseFeedbackInputQuestionResponseFeedback
Multiple opportunities for student responses
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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
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By giving a chance for multiple responses, students are retrieving, rehearsing and practicing what has been taught.
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By giving a chance for multiple responses, students are retrieving, rehearsing and practicing what has been taught.
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Purposeful Partnerships
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Purposeful Partnerships
• Increase student talk time• Intentionally assigned by
teacher• Multiple turns leads to
multiple opportunities•More turns = more practice
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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
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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.
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• Content– Sequenced logically–Manageable steps that progress from
simple to more complex concepts and skills
Explicit Instruction is Systematic
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• Content– Sequenced logically–Manageable steps that progress from
simple to more complex concepts and skills
Explicit Instruction is Systematic
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• 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
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• 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
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• 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
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Explicit Instruction is Relentless
• Practice, practice, practice• Practice does not make perfect,
perfect practice makes perfect• Practice leads to automaticity• The 3 R’s
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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
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• 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
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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
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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?
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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
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We must have effective instruction because
successful core instruction is the most
important thing you can do in RTI.
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Effective core instruction
•We should spend 90 minutes of core reading time•There must be fidelity to the core•Effective instruction must be explicit