Response to Instruction and Intervention

1. Response to Instruction and Intervention A Focus on Literacy

2. Meeting Norms • Post questions on the parking lot • Please be respectful of the speaker by avoiding extra conversations in the room • Please turn cell phones to vibrate and/or take calls in the hall • Respect each others’ thoughts

3. Professional Development Agenda • Introductions • Objectives • Ice Breaker: Hammer & Nail Exercise • Definition & Purpose: Objective, Strategy, Intervention • Sample Objectives, Strategies, and Interventions • Activities for Objectives, Strategies and Interventions • Wrap-Up: Questions & Answers

4. Professional Development Objectives • Participants will have an understanding of the difference between an objective and a strategy. • Participants will have an understanding of the difference between a strategy and an intervention. • Participants will be able to distinguish between RtII Level 1 strategies versus RtII Level 2 and Level 3 Intervention Programs.

5. Ice Breaker: The Hammer & Nail Exercise • This activity is meant as an exercise in abstract thinking. "Use your imagination. Think of yourself in non-concrete terms." Which choices best describe you? • Review the directions for the Handout: “The Hammer & Nail Exercise.” • Take 2 minutes to circle your individual responses. • Take 4 minutes to share with your peers the choices you chose that • best describe you.

6. Philadelphia School District RtII Model Attendance Behavior Health ~85% of students Level 1 ~10 % of Students Level 2 ~5% of Students Level 3 Small Group/Individual Discipline Small Group Literacy Whole Class

8. An Objective • Learning and behavioral objectives exist for students. • Statements of what students will know and be able to do at the end of the lesson or unit of instruction • Describes the learning outcomes for students that the lesson is designed to produce. • Any activity that will help a student achieve an instructional objective is the "right" activity.

9. Sample Objectives • Reading Students will be able to create a double-bubble map/Venn diagram that contains labels comparing and contrasting the two stories, “Three Little Pigs” and “The True Story of the Three Little Pigs.” • Writing The students will be able to correctly identify and label a given paragraph by highlighting the topic sentence, detail sentences and concluding sentence. • Math Using adjectives, students will be able to use descriptive writing to compare and contrast the geometric shapes: rectangle, rhombus, and trapezoid.

10. Is It An Objective? Activity • Take 3 minutes to think and complete the “Is It an Objective?” Worksheet • Take 3 minutes to pair with a peer in your and discuss your answers. • Take 2 minutes to share your thoughts with the entire group.

11. Strategy – RtII Level 1 • The Key: Active Learning Strategies • Several Definitions with a purpose in mind for students • specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferrable to new situations. • behaviors and thoughts that a learner engages in during learning and that are intended to influence the learner's encoding process • techniques, principles, or rules that will facilitate the acquisition, manipulation, integration, storage, and retrieval of information across situations and settings.

12. Sample Strategies / Best Practices • Think-Pair-Share In Think-Pair-Sharea problem is posed, students have time to think about it individually, and then they work in pairs to solve the problem and share their ideas with the class. • Graphic Organizers Graphic organizers provide students with visual information that complements the class discussion or text. • Reciprocal Teaching Reciprocal Teaching allows students to working in groups. The students read a text passage together, following a protocol for predicting, questioning, clarifying, and summarizing. These student-directed discussion groups can then monitor their comprehension and reinforce their understanding.

13. Sample Strategies / Best Practices (continued) • ABC Graffiti ABC Graffiti is a brainstorming activity to foster thinking about vocabulary words about a topic or concept. Students generate words or phrases for each letter of the alphabet related to the topic or theme. • Think Aloud This strategy is typically paired with the Read Aloud where the teacher thinks out loud to model how to comprehend a passage. Reading is an invisible process. Thinking aloud for students demonstrates what goes on in the brain while comprehending text.

14. ABC Graffiti Activity Read the passage, “Changing the Ecosystem” Using the ABC Graffiti handout, brainstorm for three minutes on their own, listing as many words as they know about the topic. Place participants into pairs or in small teams to share their lists. Students can write down additional words on their chart based on input from other group members.

15. Think-Pair-Share: Changing the Ecosystem • Think… Today, people are trying to restore the prairie, but it’s a great challenge. Suburban housing is expanding. Pollution is increasing. What is another challenge? People need to decide which is more important. Should we keep building roads and homes or should we fix the housing we have and leave land free of construction so that what’s left of the natural habitat can survive? Why? • Pair… • Share…

16. An Intervention • Additional instruction which supplements the instruction provided in the general curriculum. • Assists students in meeting the state’s learning standards • Addresses the needs of students at-risk for not meeting academic and behavioral standards • Targeted address a student’s specifically identified skill deficit

17. An Intervention Program • A comprehensive program that is designed to address the five components of literacy: Phonemic Awareness, Phonics, Fluency, Comprehension, Vocabulary. • Specifically targets students who are two grades or more below grade level. • Provides literacy instruction that is intended to increase achievement at a rate faster than average • Demonstrates its ability to help students who are struggling with literacy • RtII Level 2 and Level 3 Online Documentation System

18. Intervention Program Criteria • Is this an intervention program and not an educational practice, strategy or activity? • Is there extensive publication of research/evidence conducted by an independent company not acquired by the vendor? • Is the suggested intervention program recognized by the Department of Education (What Works Clearinghouse Interventions) or the National Center on Response to Intervention (www.rti4success.org)? • Has the vendor's intervention program been featured in peer-reviewed journals?

19. SDP Intervention Programs • Academic Vocabulary Project • Accelerated Reader • Achieve 3000 • Corrective Reading Decoding • Earobics • Failure Free Reading • Fast ForWord Language Series • Imagine It! Intervention Program • Voyager Reading Journeys • LANGUAGE! The Comprehensive Literacy Curriculum • Leveled Literacy Intervention System • Lexia Reading • Success for All • Read 180 • Read Naturally • Read Well • Reading Explorers • Reading Mastery • Reading Plus • Reading Recovery • Responsive Reading Instruction • REWARDS Plus • SIPPS Program • Soar to Success • SRA Language for Learning • Voyager Passport • Wilson Fundations • Wilson Language System • Wilson Reading System

20. Sample Intervention Program Lesson Corrective Reading Comprehension B2 Lesson 52 Underline the redundant sentences. Circle and correct the punctuation errors. A bell rang. Sam put on his firefighter’s hat and his firefighter’s coat, He jumped on the fire truck as it roared out of the station. Sam was a firefighter. The truck sped down Oak Street and screeched around, the corner of Oak and First. The truck was going sixty miles an hour however it could have gone a lot faster. The truck was speeding along. The truck screamed to stop at First and Elm. Sam jumped off to look for a fire hydrant which wasn’t easy. The fire was at First and Elm. ------------------------------------------ -------------------------------------------- ---------- -------------------------------------------------

21. RtII Level 2 & RtII Level 3 • Size of the group of students (6 students vs. individual) • Number of days during the week ( 3 days vs. 5 days) • Number of minutes (30 minutes vs. 45 minutes) • Progress Monitoring (once per month vs. weekly) • Length of time (6-8 weeks vs. 8-12 weeks)

22. Frequently Asked Questions • What are options when there are no intervention programs? • Where do I find my intervention plans? • When do I progress monitor? • How do I delete incorrect intervention plans? • What happened to the list of classroom strategies that was on the documentation system? • Individual vs. Group Intervention plans? • My dashboard doesn’t display school-wide plans, why?

23. Contact information Office of Curriculum, Instruction, and Assessment • Donna Runner • JanickaNewbill Office of Educational Technology • Fran Newberg • Jan Tong • Robert Karl Office of Attendance and Truancy • Ericka Washington • Maurice West Office of Student Discipline, Hearings and Expulsions • Rachel Holzman • Jackquelin Atkinson Office of Multilingual Curriculum and Programs • Deborah Wei • Leslie Kirshner-Morris Office of Specialized Instructional Services • Belinda Miller • Joyce Dukes • Renay Boyce Office of Parent & Family Services • Claudia Averette • Julia Manokihna Office of Early Childhood Education • Renee Queen Jackson • Doria Mitchell Office of College Career Readiness and Counseling • Cassandra Ruffin • Catherine Fylypowycz • Marlene Owens Office of Information Systems • Melanie Harris • Patricia Dilella