Using Your RTI Model to Differentiate and Support …Using Your RTI Model to Differentiate and...
Transcript of Using Your RTI Model to Differentiate and Support …Using Your RTI Model to Differentiate and...
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Using Your RTI Model to
Differentiate and Support the
ELA CCLS
Kay Stahl, Ed. D.
2014 RTI-TAC Webinar Series
Strand 3
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Part 4-Tiered Interventions
and CCLS
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Today’s Focus Instructional Focus in Tier 2 and Tier 3
Determining Groups
Assessments in Tier 3
Audience: School personnel who are directly responsible
for implementing and supporting core instruction and
supplementary intervention within an RTI model
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RESPOND
Who Are You?
Elementary Secondary
Classroom Teacher 1 8
Interventionist 2 9
Special Education 3 10
ELL 4 11
Literacy Coach 5 12
School Principal 6 13
School Psych 7 14
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Getting Acquainted
Who are you?
Who am I?
27 years in Gr. 1-6 classrooms
NYU Associate Professor
Director of NYU Literacy Clinic
Member of NYS RTI TAC Consortium
Member of NYS ELA Content Advisory Panel
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Define the parameters of a research-based tiered model
Tier 1 (80%) General Education
All students
Tier 2 (15%) Additional support
*Standard Protocol
Tier 3 (5%) Problem solving model
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Tier 1
T2
3
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Applying a Tiered Model
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NYS ELA
Not Proficient
69%
Proficient 31%
Tier 3 5%
Tier 2 15%
Tier 1
80%
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Your School Ecology Will
Determine Your Tier 2 and Tier 3
Your Tier 2/Tier 3 structure depends upon:
Expertise of your staff
Budget: # of support staff and their expertise
Your decision tree
Your school demographic
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Approaches to Tiered
Instruction Standard protocol: a “specialized, scientifically- based
reading program/curricula (Vaughn & Denton, 2008, p.
53) designed to meet specific students’ needs
Problem-solving Approach: A school team evaluates
student performance data to identify and define
learning problems, to develop interventions to solve
those problems, and to evaluate the effects of the
interventions on the defined problems.
(http://www.rtinetwork.org)
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Resources Where will you find the time and human resources for
Tier 2 and Tier 3? Remember it must SUPPLEMENT
the 90-minute literacy block.
Do you have the resources for a problem-solving
approach in Tier 2 and Tier 3?
How will you meet student needs within each of the
reading domains-word recognition, fluency, language,
comprehension, writing?
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Principles Regardless of
Ecology
Select and keep your eye on the target
Progress monitor frequently using standardized,
sensitive assessment
Use research-validated practice
Keep groups small & homogeneous
Meet 3-5X a week, from 30-60 minutes.
Use data to adjust intensity: Time, group size,
frequency, content refinement
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FOR MORE INFO: PLEASE REFER TO WEBINAR #3 to learn more about:
Assessment Audit Process
How to Build a Decision Tree
Defining Roles for Each Tier
Tiered Program Descriptors (clear Identification of
programs used in each tier)
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Two Books that I Will
Reference
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The Cognitive Model
(McKenna & Stahl, 2009)
Phonological
Awareness Decoding and
Sight Word
Knowledge Print
Concepts
Fluency
in
Context
Automatic
Word
Recognition
Reading
Comprehension
Language
Comprehension
Strategic
Knowledge
General
Purposes
for Reading
Specific
Purposes
for Reading
Knowledge of
Strategies
for Reading
Vocabulary
Knowledge
Background
Knowledge
Knowledge of
Text and Sentence
Structures
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All Tiers: Differentiate
Decoding Instruction By developmental level (Bear, Invernizzi, Johnston &
Templeton; NRP)
Constrained skills require hitting an instructional target
that is clearly defined.
Think darts, not Pin the Tail on
the Donkey or the piñata.
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Role of Tier 2 in Primary
Grades (K-2)
Foundational skills are the priority for Tier 2 teacher
in K-2.
Classroom teacher is responsible for all themed
instruction and moving children forward in levels of
increasingly difficult text (guided reading).
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Components of Tier 2 (K-2) Intense, targeted instruction in foundations in
homogeneous groups
High frequency words, phonics at developmental level--
-explicitly, systematically, intensely
Reading and writing (spelling/phonics) explicit,
systematic instruction following developmental
continuum (Bear et al., 2011)
Read texts, including decodable (10 min.)
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Assessment is Easy CBM screening (DIBELS/AIMSweb)
WTW Spelling Inventory (Tier 1-a must for grouping; 3X
year)
Phonics Inventory (optional)
High-Frequency Word (Tier 1, PM)
K-2 F&P (or similar) determination of text level (Kit-3x
year, Running Records- Use Progress Monitoring (PM)
schedule)
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High Frequency Words
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Primary Level: Tier 2 Consider Standard Protocol
Include ELs. Research indicates their progress in foundational skills is comparable to English Only speakers.
Language Pathway: Most schools simply don’t have the staff or expertise to have an adequate program in the comprehension pathways in the primary grades other than speech and language.
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Primary Level: Tier 3 Problem-solving model
Individualized or max. 3 with exact same diagnostic needs
Reading Recovery or Fake Reading Recovery (e.g.
Interactive Strategies Approach, Reading Rescue ): More
comprehensive approach that includes orchestration of
foundational and reading connected text
Fine-grained differentiation, daily progress monitoring
Master teacher
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Book Level
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Monitor Text Levels in K-2
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Supplemental Support ESL
Teacher Share content in first language
Build bridges to language and comprehension using
the same thematic units and content (This is a non-
negotiable related to the CCLS.)
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Intermediate Grades:
Determining Groups for Tier 2 • GROUPING all kids who are “not proficient” in the
same group doesn’t work.
• NO ELA TEST ITEM ANALYSIS!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
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Phonemic
Awareness Fluency
Phonics
Vocabulary
Comprehension
Constrained Unconstrained
Continuum: Constrained to
Unconstrained Abilities (Paris, 2005)
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Why is this important?
Constrained abilities are fairly linear and with
instruction children develop mastery within a
few years. They are easy to assess.
Unconstrained abilities are multidimensional,
incremental, context dependent and develop
across a lifetime.
Paris, S. (2005). Reinterpreting the development of reading skills.
Reading Research Quarterly,40, 184-202.
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Why is this important? Comprehension is difficult to assess because it
is acquired across a lifetime and is “never all or nothing.”
Context, purpose, genre and content (context and text factors) PLUS
Decoding, fluency, vocabulary, prior knowledge, metacognition, interest, working memory, and self-regulation (reader pulse points) interact to yield comprehension thresholds.
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Intermediate Grades (Gr. 3-5):
Determining Groups for Tier 2
Application of diagnostic assessments are
required to determine weak pulse points that
are contributing to comprehension challenges.
• Remember our pulse points? Role of Tier 2 is
to raise comprehension threshold by focusing
on weak pulse points.
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The Cognitive Model
(McKenna & Stahl, 2009)
Phonological
Awareness Decoding and
Sight Word
Knowledge Print
Concepts
Fluency
in
Context
Automatic
Word
Recognition
Reading
Comprehension
Language
Comprehension
Strategic
Knowledge
General
Purposes
for Reading
Specific
Purposes
for Reading
Knowledge of
Strategies
for Reading
Vocabulary
Knowledge
Background
Knowledge
Knowledge of
Text and Sentence
Structures
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Supplemental Support: Tier 2-
3 Focus on the intense development of pulse points
(build skills that raise thresholds-foundational skills,
self-regulation, metacognition)
Constrained skills or focused subskills of
comprehension and writing
HOMOGENEOUS GROUPS
Focused targets to provide intense practice.
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Identifying and Grouping for
Instruction
Use triangulation
of ELA, CBM
ORF, WTW
Elementary
Spelling Inventory
and IRI (retelling
and
questions/Lexile
correlated) to
identify needs and
the neediest.
Differentiation by need and neediness
Word Recognition
Phonics Fluency Comprehension
Comprehension
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For Students Who Need Word
Recognition Support Group students together who still have common
foundational needs.
15-20 minutes of 45-minute intervention period needs
to be devoted to foundational pulse points for indicated
students.
Support Tier 1 focus on comprehension strategies and
written responses to text.
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Supplemental Support: Tier 2 Focusing on the comprehension strategies that support
themed texts.
Reading additional texts on the theme
Supporting writing strategies needed for unit (inc.
Graham & Harris)
Providing repeated reading
of stretch texts.
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Did you know?
Torgesen (1985) found that greater overlap among words, or redundancy across practice passages, increased transfer to new texts.
O’Connor et al.(2002) determined that struggling readers in grades 3-5 performed equally well on general reading posttest regardless of whether grade level or instructional level materials had been used in intervention.
In this study, 60 wpm seemed to be an important threshold.
In struggling readers in grades 3-5, fluency is still the strongest contributor to comprehension outcomes.
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Cohesive,Targeted
Intervention in Gr. 3
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Unit Strategy Focus Writing Focus Tier 2 & 3
Stories Worth
Telling
Story Structure
Character Dev. &
Contrib. to Plot
Narrative See Strategy
Focus & Writing
Focus
Frogs Text features as
signals to pred.
Key ideas w.
sup. details
Info/Explanatory See Strategy
Focus & Writing
Focus
Freshwater Summariz,
Quest. Gen.
Explanatory/Opi
nion
See Strategy
Focus & Writing
Focus
Explorers/countri
es
Key idea-details
Quest. Gen.
Hist. Narr. See Strategy
Focus & Writing
Focus
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Skilled Diagnostics for Tier 3
and Special Ed. McKenna & Stahl (2009)- Cognitive Assessment Model
Automatic Word Recognition Pathway
Language and Prior Knowledge Pathway
Strategic Processing Pathway
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The Cognitive Model
(McKenna & Stahl, 2009)
Phonological
Awareness Decoding and
Sight Word
Knowledge Print
Concepts
Fluency
in
Context
Automatic
Word
Recognition
Reading
Comprehension
Language
Comprehension
Strategic
Knowledge
General
Purposes
for Reading
Specific
Purposes
for Reading
Knowledge of
Strategies
for Reading
Vocabulary
Knowledge
Background
Knowledge
Knowledge of
Text and Sentence
Structures
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Assessing for Tier 3
(Stahl & McKenna, 2013)
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Automatic Word Recognition
Phonological Awareness
(Phoneme Segmentation Fluency)
Test of Phonemic Awareness
(McKenna & Stahl, 2009)
Decoding
(Nonsense Word Fluency)
Informal Phonics Inventory or Z Test
(McKenna & Stahl, 2009)
TOWRE
(Torgeson et al.)
High Frequency Words
(Word Identification Fluency)
TOWRE
Dolch or Fry Word List
Fluency in Context
(Oral Reading Fluency)
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Assessing for Tier 3
Language Comp.
Vocabulary
PPVT-4
ELT-2
Text and Sent. Structures
IRI
Wordless Picture Book Assessment
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Assessing for Tier 3
Strategic Knowledge
Purposes for Reading
Textbook Interview
Reading Awareness Interview
Strategies for Reading
IRI-Retelling Units/Q-A
Index of Reading
Awareness
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Progress Monitoring in
Intermediate Grades Word Recognition Pathway: CBM ORF
Comprehension Pathways (unconstrained,
multifaceted, complex)
CBM: Daze
Assessments with Construct Validity:
Idea Units, Standardized Scoring of Story Grammar
Elements in Retelling (narrative)
10 minute written response to text: Combine word count
and ELA Rubric
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Differentiation in PD
“I’m the RTI teacher, whatever that means.”
(Unnamed Teacher at Unnamed School, 2012)
• Is your RTI framework an evolving, organizing infrastructure?
• How is RTI framework adapting to demands of CCSL?
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Professional Development: Differentiated for Specialized Instruction
Children with reading difficulties require teachers with expert knowledge of diagnosis, interventions and materials.
We can’t rely on: teacher education, personal professional development values.
Provide unique opportunities for growth for special ed. and literacy specialists.
Professional conferences, book clubs, study groups
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Questions?
Thank You!
Smooth and happy sailing until we meet again. Thank you for joining me in my first webinar experience. It has been wonderful
to meet you and to see your comments.
Please feel free to contact me if I can support you or your school in any way.
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