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Tier 2

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  1. Tier 2 OrRTI Project 2009-2010 Cadre 5 Training

  2. Food Pyramid • Healthy, balanced diet to ensure good physical health Adapted from

  3. LiteracyDiet • Powerful literacy diet to ensure good literacy health

  4. Essential Components - The Literacy Diet • All the components are important. • The components do not fight with each other. • Different students will require different levels of instruction to acquire and apply the skills contained in the essential components.

  5. Core Instruction • Core instruction is designed to provide the literacy diet that should be sufficient to ensure good literacy outcomes for a large percentage of the students. The core literacy diet will benefit all, but will not be sufficient for some students.

  6. Food Pyramid: Sometimes Not Enough • Eating a healthy, balanced diet to ensure good physical health, sometimes isn’t enough!

  7. When eating out of the food pyramid is not enough … • Need to add iron pills, or vitamins, but do not stop eating from the food pyramid. Provide additional support through Tier 2 and Tier 3 Interventions

  8. Tier 2 Targets • Which students are we talking about? • How do we place them in interventions? • Tier 2 meetings • Matching interventions to student need • What interventions do we use? • Research-based programs and strategies • How do we know if the interventions are effective? • Knowing when and what to change

  9. Identifying Students for Interventions • Review your schoolwide screening data (DIBELS, AIMSWEB, EasyCBM, OAKS, etc) for one grade level: Are 80% of students at each grade level meeting expectations? (should “benchmark” be the OAKS expectation?) • If not, make a plan about what to do about it. • Use your screening data for one grade level to create a “lowest 20%” group • Design research-based interventions for the students in that group. • Describe the plan for progress monitoring that student.

  10. Find the Students Belowthe Proficiency Guide Point About 65% Meeting Minimum Proficiency Lowest 20% identified to receive interventions

  11. Screening Indicates Math Problem in Grade 5Given The Standard – Do We Have a Problem With Our Core? Fifth Grade Math About 60% Meeting Minimum Proficiency Lowest 20% identified to receive interventions

  12. Tier 2 Targets • Which students are we talking about? • How do we place them in interventions? • Tier 2 meetings • Matching interventions to student need • What interventions do we use? • Research-based programs and strategies • How do we know if the interventions are effective? • Knowing when and what to change

  13. Purpose of a Tier 2 Meeting • To determine which students are in need of intervention, select appropriate interventions based on protocol, schedule intervention groups, and schedule progress monitoring. • Determine effectiveness of interventions • To review progress monitoring for all students in interventions (20% group) and make decisions about whether to proceed with, discontinue, or change an intervention.

  14. Members of a Tier 2 Team Who What • Principal • Literacy Specialist/Title I • Counselor • Grade level team • May also include • Special Education teacher • ELL teacher • School Psychologist • Teacher representatives from other grade levels • Paraprofessionals • Facilitator • Data manager • Communicator • Recorder

  15. Student Data Possible team membership Title 1 ELL Grade 4 Reading Admin Para Grade 4 Grade 4 Sp.Ed.

  16. How do we talk about kids at meetings? • Discuss students who are already in interventions • Discuss cohort groups in interventions. Are the interventions working? • Discuss the students who may need an intervention. What student data supports placement? • Be solution focused

  17. Team outcomes • Identify causes over which you have control • Prioritize and define problems using data • Set specific student goals • Intervene, not just accommodate • Monitor progress • Define success using data

  18. Having an agenda will allow you to. . . • Quickly review students making sufficient progress, determine if any student(s) should discontinue an intervention. • Review students not making progress who are not in an intervention who needed to be added to one. • Discuss groups or individual students in need of an intervention change. • Consider: more time, a significant reduction in group size, or a new curriculum.

  19. Create/Revise a Tier 2 meeting agenda activity • Work with your district team to create an agenda that will be used as a template for your district. • Focus on your district decision rules and protocol. • You will only begin this process today, the TTSD sample agenda (in you handouts) is continuously revised.

  20. Video Clip 1 What do you notice about how the team discusses students? What examples of leadership do you see? What coaching would you give to this team?

  21. Video Clip 2 How does the team use the decision rules? Look for other sources of data? What coaching would you give to this team?

  22. Video Clip 3 How does the team look at the data of all students at risk? How would you feel if you were one of these teachers? What coaching would you give to this team?

  23. What about the new students? • Your system needs to create a plan for students new to your district • Screen when they arrive • Use decision rules and protocol to place students (could be in Tier 3 of protocol) • This counts as the first intervention

  24. Tier 2 Targets • Which students are we talking about? • How do we place them in interventions? • Tier 2 meetings • Matching interventions to student need • What interventions do we use? • Research-based programs and strategies • How do we know if the interventions are effective? • Knowing when and what to change

  25. General Intervention Guidelines • Must be designed to match identified needs • Should always be based on student data • Almost always given in small groups (Not necessarily 1:1) • On-going data determines need to continue, discontinue, or change curriculum, instruction, and/or assessment • Is in addition toand aligns with the district core curriculum • Uses more explicit instruction • Provides more intensity • Additional modeling and guided feedback • Immediacy of feedback • Does NOT replace core Adapted from

  26. Tier 2 vs. Tier 3 Levels of Support • More in-depth diagnostic assessment • Amount of instructional time • Length of time presumed to remediate the student’s skill problems • Intensity of materials/instruction • Frequency of monitoring • Group size

  27. Intervention Placement: Identify the gaps • What’s missing? • What does your screening data tell you? • Do you need more info?

  28. • Develop a Plan What are we going to do? • Implement Plan Carry out the intervention The Problem Solving Process • Define the Problem What is the problem and why is it happening? • Evaluate Did our plan work? Adapted from

  29. Diagnostic Assessment Questions • “Why is the student not performing at the expected level?” • “What is the student’s instructional need?” Start by reviewing existing data

  30. Purpose of Diagnostic Assessments • The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction. • Diagnostic tests should only be given when there is a clear expectation that they will providenew information about a child’s difficulties learning to read that can be used to provide more focused, or more powerful instruction.

  31. Going Beyond the Numbers… • Benchmarks are set by a “number” • 1st Grade = 40wpmc • 2nd Grade= 90wpmc • 3rd Grade=110wpm • Instructionally - Need to pay attention to the behaviors around the “numbers” • Accuracy Rate • Error Patterns • Phrasing or Not • Quality of the Reading MUST hear students read to get an understanding of the reading “Behaviors”!

  32. Screening Assessments-Not Always Enough • Screening assessments sometimes do not go far enough in answering the question: • We will need to “DIG DEEPER!” • Quick phonics screener • DIBELS DEEP (TBA) • Error Analysis Digging Deeper!

  33. What happens when we don’t have enough info to accurately define the problem

  34. Digging Deeper • In order to be “diagnostic” • Teachers need to know the sequence of skill development • Content knowledge may need further development • How deep depends on the intensity of the problem.

  35. Tier 2 Diagnostic Example Adapted from

  36. Organizing Fluency Data:Making the Instructional Match Regardless of the skill focus, organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match!

  37. Digging Deeper Data • Is the student fluent? • Must define fluency expectation • Fluency Measuring Tools: • Curriculum-Based Measures (CBM) • AIMSWeb (grades 1 - 8) • Fuch’s reading probes (grades 1 - 7) • DIBELS (grades K - 6) • Is the student accurate? • Must define accuracy expectation • Consensus in reading research is 95% Use the data you already have!

  38. Organizing Fluency Data:Making the Instructional Match Group 1: Dig Deeper in the areas of reading comprehension, including vocabulary and specific comprehension strategies. Group 2: Build reading fluency skills. (Repeated Reading, Paired Reading, etc.) Embed comprehension checks/strategies. Group 3: Conduct an error analysis to determine instructional need. Teach to the instructional need paired with fluency building strategies. Embed comprehension checks/strategies. Group 4: Conduct Table-Tap Method. If student can correct error easily, teach student to self- monitor reading accuracy. If reader cannot self- correct errors, complete an error analysis to Determine instructional need. Teach to the instructional need.

  39. Why Reading Fluency? Labored, inefficient reading Declining Comprehension Lack of Fluency A Self-Perpetuating Cycle Limited knowledge of academic language Lack of motivation Smaller Vocabulary Lack of Practice

  40. CBM Practice Activity accuracy and wpmc

  41. Data Summary 3rd Grade Class- Fall DIBELS: ORF => 77

  42. Day 4’s Activity 5 accuracy wpmc and • ACTIVITY: • Based on criteria for the grade level, place each student’s name into the appropriate box. • Organizing data based on performance(s) assists in grouping students for instructional purposes. • Students who do not perform well on comprehension tests, have a variety of instructional needs.

  43. Organizing Data accuracy wpmc and >77 wpmc And 95% acc. Claire C Liz C Mac C Jane Tommy C = Comprehension Concerns

  44. Your Turn!

  45. Early Literacy Skills • Phonemic Awareness • Letter Naming • Letter Sounds • Beginning Decoding Skills • Sight Words ACCURACY Matters!

  46. Instructional “Focus” Continuum

  47. Phonemic Awareness Developmental Continuum • Phoneme deletion and manipulation • Blending and segmenting individual phonemes • Onset-rime blending and segmentation • Syllable segmentation and blending • Sentence segmentation • Rhyming • Word comparison Vital for Diagnostic Process! Hard Easy

  48. Phonemic Awareness Developmental Continuum Hard • Phoneme deletion and manipulation • Blending and segmenting individual phonemes • Onset-rime blending and segmentation • Syllable segmentation and blending • Sentence segmentation • Rhyming • Word comparison IF DIFFICULTY DETECTED HERE.. THEN check here! Easy

  49. Continuum of Instruction • Instruction needs to occur at the appropriate level(s).-ALL MOVE TO CONNECTED TEXT! Accuracy/Decoding Instruction Letter & Letter-Sound Correspondence Word Level Phrase Level Connected Text