Prevention to Avoid Intervention

1. Prevention to Avoid Intervention Tier 1: the most important tier!

2. Targets • We should spend 90 minutes of core reading time • There must be fidelity to the core • Effective instruction must be explicit • Explicit about my instruction • Gives you a road map for where we are going • Creates a “sense of urgency” regarding today

3. Expectations • Demonstrate good audience skills • Silence cell phones • Hold side conversations out of ear shot of others • Engage in active listening • Participate in discussions • Take notes to track your thinking • If you need a break, take one • Explicit about my instruction • Clear expectations reduce confusion • I assume you know all these things

4. Partnerships • Pick someone near year you to be your partner. • The person with the next birthday is coffee. • The other person is cream.

5. How’s your herd?

6. Start with the Why Simon Sinek

7. Why do we need a core? • A core Reading program provides a system of instruction for students as they move through grade levels.

8. Core is for all students

9. RTI begins with General Education! • Teachers don’t fail students, systems do. • RTI is a system for differentiation of instruction! • RTI is a system that is predicated on the general education teachers’ skill and knowledge of instruction, assessment, curriculum, and children.

10. Strong core instruction

11. Weak core instruction

12. Interventions

13. In other words We cannot solve the herd problem one cow at a time. We need a system to feed them all well.

14. Start with the Why Simon Sinek

15. How is instruction organized? • A core Reading program has pieces that are standardized across the district that provide guidance and clarity as to the expectations for instruction.

16. We should spend 90 minutes of core reading time because successful core instruction is the most important thing you can do in RTI.

17. 90 minutes • Core programs are written and designed to be taught for 90 to 120 minutes. • This does not include the instruction of writing • It may include the practice of writing • Writing in response to reading

18. 90 minutes • Core programs are written and designed to be taught for 90 to 120 minutes. • This does not include the instruction of writing • It may include the practice of writing • Writing in response to reading

19. More whole group instruction on Monday and Tuesday • Not the same amount of small group time for each group each day

20. Large group instruction • Text is designed to be the initial instruction • Text is used as a model to teach literacy skills • Whole group text may be above or below some students • Whole group instruction should be a limited amount of time

21. Large group instruction • Text is designed to be the initial instruction • Text is used as a model to teach literacy skills • Whole group text may be above or below some students • Whole group instruction should be a limited amount of time

22. Small Group Instruction • Text is at the students instructionallevel • The text is focused on the needs of the students • Teacher provides background, addresses vocabulary and text features • Each student has their own copy of the text and they read independently while the adult observes their reading behaviors • After the students read, the adult leads a group discussion

23. Small Group Instruction • Text is at the students instructionallevel • The text is focused on the needs of the students • Teacher provides background, addresses vocabulary and text features • Each student has their own copy of the text and they read independently while the adult observes their reading behaviors • After the students read, the adult leads a group discussion

24. Small Group Instruction • Text is at the students instructionallevel • The text is focused on the needs of the students • Teacher provides background, addresses vocabulary and text features • Each student has their own copy of the text and they read independently while the adult observes their reading behaviors • After the students read, the adult leads a group discussion

25. Struggling readers in core • They need the most instruction. • Need to be exposed to grade level material. • Just because there is a deficit in one area, does not mean there is a deficit in all areas of reading. • If they miss grade level material, they will never catch up. • Interventions are limited in scope.

26. 90 minutes There is no “RTI way” of organizing your 90 minute blocks. The district will standardize, the building will customize

27. Differentiation during 90 minutes Differentiation is changing the size of the meal, not the menu.

28. Differentiation during 90 minutes Differentiation is changing the sizeof the meal, not the menu.

29. Differentiation during 90 minutes Differentiation is changing the sizeof the meal, not the menu.

30. We should spend 90 minutes of core reading time because successful core instruction is the most important thing you can do in RTI.

31. Talk Time • Coffee please answer the following question: • How do the sample minutes given in the handouts match what you currently use in your class? • Cream please answer the following question: • How do you currently differentiate your instruction for your neediest students. • With extra time switch questions • Explicit about my instruction • Explicit roles for each partner • Built in differentiation • It is the beginning of the conversation, I realize there will not be enough time

32. There must be fidelity to the core because successful core instruction is the most important thing you can do in RTI.

33. vs.

34. Fidelity to the core Worksheets Fidelity

35. Why is fidelity important? • Comprehensive program that incorporates all components of reading • Students have the opportunity to make connections • Students read text that supports vocabulary, phonics, and comprehension lessons • The whole school has a common language, common goal, and common tools

36. Curriculum specific fidelity checklists

37. Non-curriculum specific fidelity checklists

38. Fidelity to the core • The Big 5 of Reading • The scope and sequence • State and common core standards • Common instructional strategies

39. Big 5 of Reading • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension Finite Skills Infinite Skills

40. Scope and sequence

41. Scope and sequence • We want to be sure that we know what has and what will be taught. • Mastery of skills looks different at all levels • Repeated opportunities to learn

42. State Standards & CCS

43. Common Instructional Strategies

44. Who ensures fidelity? • Fidelity checklist should provide clarity to teachers • District must decide who is responsible to check • Principal • Literacy coach • Fidelity checks should occur regularly • two to three times a year • 10 minutes each class

45. There must be fidelity to the core because successful core instruction is the most important thing you can do in RTI.

46. Talk Time • Cream please answer the following question: • Define fidelity in 1 sentence. • Coffee please answer the following question: • How would the perfect fidelity tool look to you? • With extra time switch questions

47. Start with the Why Simon Sinek

48. What does instruction looks like? • A core Reading program includes ways for us to deliver the content in ways that students will most effectively learn.

49. Effective instruction is explicit because successful core instruction is the most important thing you can do in RTI.

50. Explicit instruction is a systematic instructional approach that includes a set of delivery and design procedures derived from effective schools research. ~Ideas That Work