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Reading Resource Specialists’ Meeting. r. Broward’s Elementary Reading Plan and Response to Intervention/ Instruction (RtI). May 26, 2010 . SRC p. 3. 6 + 4 + ii + iii = NCLB . Screening Progress Monitoring Diagnostic Outcome. 4 Assessment Types. 6 + 4 + ii + iii = NCLB .

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Reading Resource Specialists’ Meeting

r

Broward’s Elementary

Reading Plan and

Response to Intervention/

Instruction (RtI)

May 26, 2010



6 + 4+ ii + iii = NCLB

Screening

Progress Monitoring

Diagnostic

Outcome

4 Assessment

Types


6 + 4 + ii+ iii = NCLB

SRC p. 3

ii – Initial Instruction

Florida State Board Rule 6A-6.053

Broward’s Comprehensive Reading Plan

(9) (a) Elementary schools must offer reading instruction in a dedicated, uninterrupted block of time of at least ninety (90) minutes duration daily to all students. The reading block will include whole group instruction utilizing the comprehensive core reading program and small group differentiated instruction in order to meet individual student needs.

(9) (b) A Comprehensive Core Reading Program (CCRP) must be implemented as the major instructional tool for reading instruction.


Broward Schools – ii

Whole Group Instruction

Comprehensive Core

Reading Programs

DURING90-Minute Reading Block

Small Group Instruction

Independent/Group Practice and Application

ii = high quality INITIAL INSTRUCTION –

delivered to all students through a comprehensive core reading program

during adaily 90-minute, uninterrupted reading block.

  • DAILY Initial Instruction (ii) must be:

  • Focused on Specific, Differentiated Needs of Students

  • Delivered Explicitly and Systematically

  • Scaffolded According to Needs of Students

  • Conducive to Learning, by Providing the Following Components -

  • * background knowledge building, motivation for learning, reading/writing

  • connections, and print-rich classroom environments


Kaleidoscope or wilson reading or voyager with treasures triumphs

Broward Schools – ii

* Kaleidoscope OR* Wilson Reading OR* Voyager WITH Treasures/Triumphs

Third Grade Alternative Comprehensive Core

Reading Programs

Whole Group Instruction

DURING90-Minute Reading Block

Small Group Instruction

Independent/Group Practice and Application

ii = high quality INITIAL INSTRUCTION –

delivered to all third year third grade students through an alternative comprehensive core reading program

during adaily 90-minute, uninterrupted reading block.

  • DAILY Initial Instruction (ii) must be:

  • Focused on Specific, Differentiated Needs of Students

  • Delivered Explicitly and Systematically

  • Scaffolded According to Needs of Students

  • Conducive to Learning, by Providing the Following Components -

  • * background knowledge building, motivation for learning, reading/writing

  • connections, and print-rich classroom environments


6 + 4 + ii + iii = NCLB

SRC p. 3

iii – Immediate Intensive Intervention

Florida State Board Rule 6A-6.054

Broward’s Comprehensive Reading Plan

(1) (b) Immediate intensive intervention must be provided daily for all students who have been identified with a reading deficiency. This intervention must be in addition to or as an extension of the ninety (90) minute reading block in a smaller group size setting or one on one. The student must continue to be provided with intensive reading instruction until the reading deficiency is remedied.


Broward Schools – iii

Supplemental and Comprehensive Intervention Reading Programs

BEYOND90-Minute Reading Block

Small Group Instruction

One-on-One Instruction

iii = IMMEDIATE INTENSIVE INTERVENTION –

delivered to struggling readers through supplemental/comprehensive

intervention reading programs, beyond the 90-minute reading block.

  • DAILY Intervention Instruction (iii) must be:

  • Delivered Beyond Reading Block, as Double/Triple Dose(s)

  • Focused on Specific, Differentiated Needs of Students

  • Progress Monitored Frequently

  • Delivered in a More Intensive Reading Instructional Format

  • * flexible grouping, smaller instructional group size, greater

  • instructional time, greater instructional intensity that is explicit

  • and systematic, and greater scaffolding and accommodations

  • Continued Until the Deficiency(ies) Remedied


3Fs + 1S + Data + PD =

Florida’s Formula for Effective and Powerful Instruction

FREQUENCY and duration of meeting in small groups (the WHEN) – once daily, twice daily, etc.

FOCUS of instruction (the WHAT) – work in vocabulary, phonics, comprehension, etc.

FORMAT of lesson (the HOW) – determining lesson structure and level of scaffolding, modeling, explicitness, systematic delivery, content intensity, etc.

SIZE of instructional group – 1, 3, 4, 6 students, etc.

Analyze DATA to determine the 3 Fs and 1 S (the WHY)

Provide PROFESSIONAL DEVELOPMENT that focuses on the collection and

analysis of data, the 3 Fs, and 1 S

SRC p. 3


Dart model differentiating instruction
DART ModelDifferentiating Instruction

  • Disaggregate Data

  • Assess Student Needs

  • Review Resources

  • Target Instruction (differentiate by 3Fs and 1S)


Instructional Environment

ALL STUDENTS DESERVE INSTRUCTION WITHIN THE LEAST RESTRICTIVE ENVIRONMENT.

Instruction provided within an inclusion classroom is preferred over placement in a self-contained classroom, IF THE STUDENT IS MAKING ADEQUATE PROGRESS.


Instructional Resources

ALL STUDENTS DESERVE INSTRUCTION USING THE LEAST RESTRICTIVE RESOURCES.

Instruction provided using comprehensive resources that address all essential reading components are preferred over the use of highly intensive resources that limit instruction to only one or two essential reading components, IF THE STUDENT IS MAKING ADEQUATE PROGRESS.


Elementary

Struggling

Reader Chart

Last Revised

August 2009

Step 1: Problem Identification

“What is the

problem?”

“Is it

working?”

“Why is it

occurring?”

Step 4: Response to

Intervention

Step 2: Problem Analysis

“What are we going

to do about it?”

Step 3: Intervention Design


SRC p. 3

RESPONSE TO INTERVENTION / INSTRUCTION (RtI)

Manner in which Instruction is Provided Continuum in Intensity of Instructional Delivery

Tier I, Tier II, and Tier III


CAUTION

When UsingTIERLanguage

RtI Tiers I, II, and III

Completely DIFFER from the

Former State of Florida Tiers I, II, and III for Third Graders

(NO LONGER USE FLORIDA TIERS)


Struggling Reader Chart – support strengthening instruction for struggling readers

Data – drives instruction (skill/strategy needs), rather than instructional programs

Tiers I, II, and III – continuum of instructional intensity (not specific program/category)

Instructional Intensity – more time per session, more sessions per week, smaller group sizes, more explicit/systematic delivery, etc. Reading resources should be allocated in direct proportion to the differentiated needs of students.

SRC p. 2

Tier III

Intensive Intervention

Instruction

TIER III

Tier I Students Receiving

Intensive Interventions

Tier II

Strategic Intervention Instruction

TIER II

Tier I Students Receiving

Strategic Interventions

TIER I

ALL Students

Receive Initial

Core Instruction

Tier I

Core Curriculum Instruction – For ALL


Tier I

Core Curriculum Instruction

ALL Students

Receive Initial Core Instruction

SRC p. 2

TIER I

Comprehensive Core

Reading Programs

Comprehensive Core Reading Programs

* foundation of reading instruction

* consist of scientific, research-based instructional practices

* methodologies designed to

support all students in core curriculum

Supplemental programs may be used to enhance instruction based on needs of class/school.

For example, if data indicates a specific school has a need to increase vocabulary instruction beyond that offered by the comprehensive core reading program, then a vocabulary program is needed to supplement the core curriculum for all students.


Tier II

Strategic Intervention Instruction

SRC p. 2

TIER II

Tier I Students Receiving

Strategic Interventions

Supplemental and Intervention Resources included in Comprehensive Core Reading Programs

* alignment with effective core instruction

* provides additional instructional support

  • For example, Triumphs can be delivered at a variety of strategic levels to increase student progress:

  • Treasures Approaching Level; w/ Triumphs Intervention, both during two separate small group instruction times within the 90-minute reading block

  • Triumphs Intervention, during small group instruction within the 90-minute reading block;w/ Triumphs Intervention, during a double dose of instruction delivered beyond the 90-minute reading block


Tier II –cont’d

Strategic Intervention Instruction

SRC p. 2

TIER II

Tier I Students Receiving

Strategic Interventions

Supplemental and Comprehensive Intervention Programs Recommended on Struggling Reader Chart

* data indicates inadequate student progress

* comprehensive core reading program resources not meeting differentiated needs of students

* supports delivery of more strategic instruction

  • For example, the phonics instruction in Fundations provides more visual, tactile, and kinesthetic support than Triumphs, and may be more effective and powerful for certain populations of students:

  • Triumphs Intervention, during small group instruction within the 90-minute reading block;w/ Fundations, during a double dose of instruction delivered beyond the 90-minute

  • reading block.


SRC p. 2

Tier III

Intensive Intervention Instruction

TIER III

Tier I Students Receiving

Intensive Interventions

Supplemental and Comprehensive Intervention Programs Recommended on Struggling Reader Chart

* data indicates inadequate student progress

* comprehensive core reading program resources not meeting differentiated needs of students

* supports delivery of more intensive instruction

For example, comprehensive and supplemental intervention programs can be combined to provide increased daily doses of intensive, explicit, and systematic instruction, offering a more effective and powerful instructional plan for students exhibiting the greatest substantial reading deficiencies:


SRC p. 2

Tier III – cont’d

Intensive Intervention Instruction

TIER III

Tier I Students Receiving

Intensive Interventions

  • Triumphs Intervention, during small group instruction within the 90-minute reading block;w/ Triumphs Intervention, extended during a double dose of instruction delivered

  • beyond the 90-minute reading block; w/ Great Leaps, during a triple dose of instruction delivered beyond both the 90-minute reading block and double dose instructional time

  • Triumphs Intervention, during small group instruction within the 90-minute reading block;w/ Fundations, during a double dose of instruction delivered beyond the 90-minute

  • reading block in a two-to-one pull-out model


Assessments

SRC p. 4

Schools are encouraged to continue using the assessments that have proven to be valuable for the purpose(s) intended.

Screening

Progress Monitoring

Diagnostic

Outcome


SRC p. 5

Assessment for Instruction


2009-2010 Elementary Reading Assessment Schedule (2 pages)

The following chart does not reflect all assessment options recommended for progress

monitoring of all essential components of reading instruction. See Struggling Reader

Chart and PMP for a complete list of recommended progress-monitoring assessments.


Graphically displaying progress monitoring data
Graphically Displaying Progress-Monitoring Data

  • Simple Line Graphs Provide Effective Display of Data Trends

  • Frequency of Data Collection Can Vary –

    Monthly, Every Other Week, Weekly

  • Factors Determining Frequency of Data Collection for Progress Monitoring –

    Intensity of Student Needs, Targeted Intervention,

    Type of Assessment


Simple line graphs can be created electronically
Simple Line Graphs Can Be Created Electronically

Excel program allows for entry of student progress-monitoring data that will support the creation of simple line graphs, as demonstrated in the next four slides.

Personalize GraphBenchmark LineScore (student data) LineTrend Line


Graphing letter naming data kindergarten weekly across one quarter
Graphing – Letter Naming DataKindergarten – Weekly Across One Quarter


Graphing running record data first grade every 4 weeks across the year
Graphing – Running Record DataFirst Grade – Every 4 Weeks Across the Year


Graphing oral reading fluency data second grade every 4 weeks across the year
Graphing – Oral Reading Fluency DataSecond Grade – Every 4 Weeks Across the Year


Graphing sequencing comprehension data second grade every other week across two quarters
Graphing – Sequencing (comprehension) DataSecond Grade – Every Other Week Across Two Quarters


District-Supported Interventions for Struggling Readers in Grades K-2

These resources should be considered when students need more strategic (Tier II) or intensive (Tier III) intervention instruction, beyond the core reading program (Tier I).

Fidelity of implementation is critical to the success of these research-based programs. Oral language intervention should be incorporated into all daily instruction, based on student need. Use the school-based speech and language pathologist as a resource.

SRC

pp. 6-7


District-Supported Interventions for Struggling Readers in Grades 3-5

These resources should be considered when students need more strategic (Tier II) or intensive (Tier III) intervention instruction, beyond the core reading program (Tier I).

Fidelity of implementation is critical to the success of these research-based programs. Oral language intervention should be incorporated into all daily instruction, based on student need. Use the school-based speech and language pathologist as a resource.

SRC pp. 8-9


Grades K-2 Grades 3-5

Grades3-5

District- Supported Intervention Programs

Triumphs

Triumphs

Fundations

Wilson Reading

Phonics for Reading

Phonics for Reading

Full Descriptions Provided for each of these Programs

Great Leaps

Intermediate Rewards

Super QAR

Super QAR

SRC pp. 6-9

Accelerated Literacy

Learning

Soar to Success


SRC p. 10 Grades 3-5

Elementary Struggling Reader Supporting Resources

Supplemental resources are suitable for differentiating instruction for all students (Tiers I, II, III). 

Oral language intervention should be incorporated into all daily instruction, based on student need.

Use the school-based speech and language pathologist as a resource.


Elementary Struggling Reader Technology Resources Grades 3-5

SRC p. 11

Technology resources are suitable for differentiating instruction for all students (Tiers I, II, III).


District Supported Interventions for Language Acquisition - ESOL K-5

The materials listed below are supplementary and are intended for differentiated instruction for English Language Learners.

Fidelity of implementation is critical to the success of these research-based programs.

SRC pp. 12-13


Supporting Differentiated Instruction for Struggling Readers ESOL K-5

Using Supplemental Leveled Texts

SRC

p. 14

Struggling readers become frustrated if unable to read grade-level text. When a

student’s instructional reading level falls significantly below grade level, exposure

to grade-level texts through scaffolded teacher support is vital.

Scaffolded instructional support occurs as “teachers challenge their students to engage in learning tasks they are unable to complete independently by providing support,” through modeling, thinking aloud, and dialoguing, which enables students to actively participate by “sharing their teachers’ understanding of the tasks” until they become capable of performing the tasks independently.

Contributed by Judith Winn, Ph.D., Associate Professor in the Department of Exceptional Education at the University of Wisconsin-Milwaukee

  • LEVELED TEXT RESOURCE COLLECTIONS

  • School Resource Room

  • Classroom Libraries

  • Core Programs

  • Supplemental Intervention Programs


Readiness Through ESOL K-5

Grade Five

The Reading Level

Equivalency Chart provides measurements for determining grade-level equivalency across several

text-leveling systems and assessments.

SRC

p. 15


Comprehensive Problem Solving ESOL K-5through Collaboration is Critical to the Effective Practice of Response to Intervention/Instruction

CPS

PLC

RtI


Additional district information on response to intervention instruction
Additional District Information on Response to Intervention/Instruction

Psychological Services Department of Broward County Public Schools

Mark A. Lyon, Ph.D., Team Leader

CPS/RtI Materials

http://www.broward.k12.fl.us/studentsupport/psychologicalservices/html/CPS_RTI.htm

CPS

RtI


Questions / Clarification Intervention/Instruction


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