Prevention to Avoid Intervention

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

2. Targets • Understand we should spend 90 minutes of core reading time. • Define fidelity to the core. • Understand that engaging instruction is key. • Recognize that instruction must be explicit. • Explicit about my instruction • Eliminates confusion about why we are here • 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 partner discussions • Take notes to track your thinking • If you need a break, take one • Complete the evaluation/formative assessment at the back of the packet • Explicit about my instruction • Clear expectations reduce confusion • I assume you know all these things

4. Partnerships • “Call back” procedure • Pick someone near year you to be your partner. • The person with the next birthday is coffee. • The other person is cream. • Explicit about my instruction • Active engagement strategies • Set up procedures I will use during instruction.

5. Tier 1 is for all students

6. R.T.I. = Response To Intervention

7. R.T.I. = Response To Instruction

8. RTI focus is on 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. Not in the handouts!!

9. How’s your herd?

10. Strong core instruction

11. Weak core instruction

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

13. 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

14. 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 • Explicit about my instruction • Keeping you engaged • Writing to help increase comprehension.

15. 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

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

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

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

19. Talk Time • Coffee please answer the following question: • What is the current amount of time that you spend on reading? • Cream please answer the following question: • What barriers do you have to spending time in this way? • With extra time switch questions

20. Individual processing time • Summarize why we should spend 90 minutes in the Reading block in 1 sentence. • Explicit about my instruction • Writing as a response to instruction • Synthesizing information • Think/Pair/Share/Think/Write • Formative assessment

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

22. vs.

23. Fidelity to the core Worksheets Fidelity

24. 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

25. Fidelity to the core • The BIG 5 • The scope and sequence • State standards

26. Big 5 of Reading • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension

27. Scope and sequence

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

29. Scope and sequence • We must complete the year to complete the “race”

30. Summarize • K Unit 4Week 1, U4W2, U4W3, U7W1, U7W2, U7W3 • 1 U1W1, U1W2, U1W3, U4W4, U4W5, U6W4, U6W5 • 2 U1W3, U1W4, U1W5, U2W1, U2W2, U2W3, U5W1, U5W3, U5W4, U5W5 • 3 U1W3, U1W4, U2W3, U2W5, U5W1, U5W5 • 4 U1W2, U1W3, U3W3, U3W4 • 5 U2W2, U2W3, U2W4, U6W1, U6W5 • 6 U2W4, U2W5, U6W3, U6W5 • (Example from one Oregon approved core)

31. State Standards

32. Who ensures fidelity? • District must decide on the key points of the core curriculum • Fidelity checklist should provide clarity to teachers

33. Curriculum specific fidelity checklists

34. Non-curriculum specific fidelity checklists

35. Who ensures fidelity? • 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

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

37. Talk Time • Cream please answer the following question: • Define fidelity in 1 sentence. • Coffee please answer the following question: • How can/did you roll out fidelity tools successfully? • With extra time switch questions

38. Individual processing time • Summarize the importance of fidelity in 1 sentence.

39. Engaging instruction is key because effective core instruction is the most important thing you can do in RTI.

40. Is this engaging instruction?

41. Is this engaging instruction?

42. Pacing • Optimize instructional time

43. Pacing • Optimize instructional time • Allow for student think/processing time

44. Pacing • Optimize instructional time • Allow for student think/processing time • Good pacing keeps students from being bored, but is not so fast they cannot keep up • Brief introduction and eternal review

45. Students must be engaged in instruction to learn from the instruction. • Partnerships provide an opportunity for • corrective feedback from the teacher and trained partners • More opportunities to respond

46. Partnerships • Increase student talk time • Intentionally assigned by teacher • Multiple turns leads to multiple opportunities • More turns = more practice

47. Dr. Anita Archer Focus … As you watch this video, • Note the active participation procedures that are directly taught to students.

49. Talk Time Coffee will begin followed by Cream • Begin to list the active participation strategies that were taught to students • List items until you have exhausted your list • With extra time talk about how you could spread this practice around your schools.

50. Individual processing time • Provide 2 examples of ways to increase student engagement.