Enrich your Toolbox: Gain efficiency with the right techniques, tools & methods
Response to Intervention: Techniques and Tools for Your Toolbox
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Response to Intervention Tools & Techniques for your Toolbox Tim Irish & Amina Iqbal Universal American School of Kuwait Session One Comprehensive Literacy & Differentiated Instruction: Sixty minutes in an RtI based classroom
description
RtI begins with an effective classroom structure that allows teachers to provide research-based, differentiated instruction. To provide students with the tools they need for success, a teacher needs a well-equipped toolbox.
Transcript of Response to Intervention: Techniques and Tools for Your Toolbox
Response
to
Intervention
Tools & Techniques for your Toolbox
Tim Irish & Amina Iqbal Universal American School of Kuwait
Session OneComprehensive Literacy & Differentiated Instruction:Sixty minutes in an RtI based classroom
By the end of this session, SWBAT: Compare, contrast and analyze one balanced
literacy model with your own classroom model. Use formative assessments to monitor and
encourage student use of effective reading strategies.
Use one norm-referenced CBM to inform instructional interventions needed for individual students in an elementary classroom.
Willingly suspend our disbelief in order to sit down next to our children to think about where we are, where we want to go, and how to get there.
Tools:• ORF – Oral Reading Fluency Test – Ms. Iqbal• Independent Reading Records – Mr. Irish• Class record sheet
Techniques:• Centers / Stations / Rotations• Team Teaching• Guided Reading / Modeling / Strategy Instruction• Fluency instruction – Choral reading, echo reading,
partner reading• Learning Continuum• Direct Instruction > Guided Practice (Me > We )
• > Shared Inquiry > Independent Practice (Two > You)
Elementary Tier Model (K-5)
Intensive Intervention 60 minutes
Intervention 20-30 minutes per
dayin the classroom
Comprehensive Core 90 minutes per day
Research based, differentiated, balanced
literacy instruction
80%
5%
15%
Tier 1
Tier 2
Tier 3 1-2 Students
3-4 Students
15-17Students
Research based instructional practice◦ Flexible, differentiated instruction.◦ High percentages of student engagement.◦ Thoughtful alignment of curriculum, assessment
and instruction.◦ Early emphasis on phonics and fluency◦ Continued emphasis on comprehension strategy
instruction – guided reading followed by cooperative learning, shared inquiry and independent practice.
◦ Instructional interventions based on student response.
◦ Daily emphasis on formative assessment.
RtI Classroom Essentials
Today we are going to be reading one of my favorite poems of all time, “Disobedience”! We have two SFTD’s for the day: Reading for Fluency and
Asking and Answering Questions. We’ll be rotating through two sessions. Please thank Ms. Iqbal for spending time with us today.
Happy Reading! Mr. Irish◦ Words of the Day: Disobedience, strayed, consulting, accord, ◦ Rhymes of the Day: strayed/mislaid three/me /she/tea
Good morning class!
Groups 4:15– 4:30 4:30– 4:45 4:45– 5:00
The Relations
Guided Reading Mr. Irish
Fluency Ms. Iqbal
Assessment Mr. Irish
The Accords
FluencyMs. Iqbal
Guided Reading Mr. Irish
Assessment Mr. Irish
Response
to
Intervention
Tools & Techniques for your Toolbox
Tim Irish, Amina Iqbal & Michelle SaudUniversal American School of Kuwait
Session TwoData Driven Instruction:Principles of RtI Put Into Practice
By the end of this session, SWBAT: Describe the concepts of Benchmarking and
Progress Monitoring using two Curriculum Based Measures.
Describe one option for developing a comprehensive Tier II plan.
Analyze Progress Monitoring Data for Tier II students to determine need for Tier III interventions.
Walk away with tools and techniques to build a more effective instructional program for their students.
Goals for the Day
Elementary Tier Model (K-5)
Intensive Intervention 60 minutes
Intervention 20-30 minutes per
dayin the classroom
Comprehensive Core 90 minutes per day
Research based, differentiated, balanced
literacy instruction
80%
5%
15%
Tier 1
Tier 2
Tier 3 1-2 Students
3-4 Students
15-17Students
Research based instructional practice◦ Flexible, differentiated instruction.◦ High percentages of student engagement.◦ Thoughtful alignment of curriculum, assessment
and instruction.◦ Early emphasis on phonics and fluency◦ Continued emphasis on comprehension strategy
instruction – guided reading followed by cooperative learning and independent practice.
◦ Instructional interventions based on student response.
◦ Daily emphasis on formative assessment.
RtI Classroom Essentials
CBM Benchmarking and Progress Monitoring◦ A Curriculum Based Measure is a simple test similar to
taking a patient’s blood pressure. ◦ It doesn’t tell the teacher what is wrong, but it indicates
which students may require systematic, intensive interventions to diagnose reading issues and prescribe individual interventions.
◦ In Session II we will look at these pieces of the puzzle: Mrs. Smith’s 2nd grade Fall ORF scores (CBM Benchmarks) Tier II Plans Instructional design to allow for Tier II interventions that
match student needs. Progress Monitoring to measure effects
Measuring Student Response to Instructional Interventions
Benchmarking to measure grade level progress and identify Tier II students.
Fall 2008 Winter 2009 Spring 2009
40
45
50
55
60
65
70
75
80
85
90
95
100
105
110
115
120
ORF GROWTH: Two Interventions for Third Grade Students
AST Students
Title I Students
Title & AST
Avon All Third
Nat Mean
Nat Norm - 25th Prcntl
Ora
l R
ead
ing
Flu
en
cy (
WP
M)
Benchmarking to measure grade level progress and identify Tier II students.
Fall 2008 Winter 2009 Spring 2009
170
175
180
185
190
195
200
205
MAP GROWTHTwo Interventions for Third Grade Students
AST Students
Title I Students
Title & AST
Avon All Third Ave
Nat Mean
Nat Norm - 25th PrcntlNW
EA
RIT
Sco
re A
vera
ge
Data Driven InstructionBackwards Design Begins with StandardsBenchmarking and Progress MonitoringFluency AssessmentMaze Test
Tier II Plans – When written well and implemented, student response to interventions can replace testing to determine student needs.Progress Monitoring Data for Tier II StudentsData gathered over time can show trends and identify students who need Tier III support.
Selecting Students for Tier II Progress Monitoring
ORF Assessment Every Two Weeks
Progress Monitoring Graphs – Student RtI
Progress Monitoring Graphs – Student RtI
Progress Monitoring Graphs – Student RtI
