Copy of rti in fusd final

RTI in FUSDMarch 21, 2014

Intervention in FUSD

(Formerly RTI)


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


• 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


• 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


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


Age of child in months

Esti

mate

d c

um

ula

tive w

ord

s t

o

ch

ild

Language Experience


Age of child in months

Cum

ula

tive V

ocabula

ry

word

s

Hart & Risley, 1995


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.


Research on Early Literacy: What do we know?


Reading Trajectories


Reading Trajectories ofLow and Middle Readers


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


How do We Change Trajectories?


DIBELS is an Opportunity to Change Outcomes


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


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


RTI Pyramid Model


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


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


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


Scarborough (2002)


Context

Sight recognition

Decoding

Phonics Structural analysis

Phonological Awareness

Word Recognition


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


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


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


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


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


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


Independent

95% accuracy or better

Instructional

90%or better

Frustration

less than 90%

Reading Levels


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


• 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


Dr. Morris quoting Sally Shaywitz:“All Children Will Succeed Here.”


Thank you

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