Anchorage RTI Conference January 25, 2013 8:30: 8:45 9:00
Welcome Chalk Talk Protocol • Record everything you currently know about RTI Standard Protocol/Problem Solving • What are they? • How do you think about which one to use? • How do you use them effectively?
10:00 Non-‐negotiables • What are important non-‐negotiables? • What are your non-‐negotiables? 11:00 Using the Comprehensive Assessment system • What are the essential pieces of the comprehensive assessment system? • What do you have in place for the comprehensive assessment system? Lunch 1:00 Restructuring the 90 minute block for small schools • How to structure the core program materials in the 90 minute block • How to design whole group and small group time 2:00 Grouping and Scheduling for Intervention • How to deliver Tiered Intervention for struggling kids 3:00 Collaborative meetings 3:45 Closing • Revisit of Chalk Talk Protocol
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2013 Alaska RTI Conference - Pre-conference for Small or Rural Schools
Page 1
Standard Protocol
Both
Standard protocol intervention relies on the same, empirically validated intervention for all students with similar academic or behavioral needs. Standard protocol interventions facilitate quality control. Regular team meetings to discuss groups of students in intervention Interventions delivered at regularly scheduled times by regularly appointed staff Interventions are from a predetermined vetted list (i.e. protocol) Universal screening is conducted, usually as a first stage within a screening process, to identify or predict students who may be at risk for poor learning outcomes. Universal screening tests are typically brief; conducted with all students at a grade level; and followed by additional testing or short-‐term progress monitoring to corroborate students’ risk status.
Intensive academic interventions are characterized by their increased focus for students who fail to respond to less intensive forms of instruction. Intensity can be increased through many dimensions including length, frequency, and duration of implementation.
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Universal screener for all students Research based core reading program with strong instruction
Evidence Based intervention Progress monitoring
Response to intervention integrates assessment and intervention within a multi-‐level prevention system to maximize student achievement and reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-‐based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities. 2013 Alaska RTI Conference - Pre-conference for Small or Rural Schools
Problem Solving Model
Within RTI, a problem-‐solving approach is used to individually tailor an intervention. It typically has four stages: problem identification, problem analysis, plan implementation, and plan evaluation.
Follow a prescribed cycle for individual students Intermittent team meetings to discuss individuals in interventions Interventions designed individually for each student
A reading program is used to help guide both initial and differentiated instruction in the regular classroom. It supports instruction in the broad range of reading skills (phonemic awareness, phonics, fluency, vocabulary, comprehension) required to become a skilled reader. It contains teacher’s manuals with explicit lesson plans, and provides reading and practice materials for students. Progress monitoring is used to assess students’ academic performance, to quantify a student rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class.
Definitions by National Center on Response to Intervention: www.rti4success.org Page 2
2011-2012 Non-Negotiables for Effective Reading Instruction
K
1st
2nd
3rd
4th
5th
*90 – 120 Uninterrupted Reading Block every school day of the year *Teacher’s Guide Open to this week’s lesson, annotated for engagement and extra practice and used *Meet at least monthly in data grade level teams to discuss assessment data and implications for instruction delivery changes, intervention changes and grouping changes *Small groups start the 3rd day of school *Interventions start the second week of school
A-Z Sound Spelling Cards posted in front of room and referred to
44 Sound Spelling Cards Posted in Front of room; Cards turned as taught
This weeks sound and sight words visually posted, highlighted, taught This weeks sound and sight words in centers and seat work
This weeks sound and sight words visually posted, highlighted, taught This weeks sound and sight words in seat work and independent work
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44 Sound Spelling Cards turned to the multiple spelling side With visual posting of this week’s review sounds This weeks sounds and sight words visually posted, highlighted, taught Robust Vocabulary Posted • Word • Student friendly def. • picture
This weeks sight words visually posted and highlighted
This weeks sight words visually posted and highlighted
This weeks sight words visually posted and highlighted
Robust Vocabulary Posted • Word • Student friendly def. • picture
Robust Vocabulary Posted • Word • Student friendly def. • picture
Robust Vocabulary Posted • Word • Student friendly def. • picture
2013 Alaska RTI Conference - Pre-conference for Small or Rural Schools
Page 3
2011-2012 Non-Negotiables for Effective Reading Instruction
Every child reads orally in a small group every day
Every child reads orally in a small group every day
Every child reads orally in a small group every day
Every child reads orally in a small group every day
Every child reads decodable from cover to cover every week (correctly, with no word guessing)
Every child reads decodable from cover to cover every week (correctly, with no word guessing)
Every child reads decodable from cover to cover every week (correctly, with no word guessing)
Provide daily interventions for Tier II and Tier III (outside of 90-120 block) using scientifically
Provide daily interventions for Tier II and Tier III (outside of 90-120 block)
Provide daily interventions for Tier II and Tier III (outside of 90-120 block)
Every child reads main selection. • Above Level Students read Main Selection and Above Level Reader • Below level students read Main Selection and Below Level or ELL Reader • On level Students read main selection and on level reader Provide daily interventions for Tier II and Tier III (outside of 90-120 block)
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Below level students read orally in small group daily Every child reads main selection. • Above Level Students read Main Selection and Above Level Reader • Below level students read Main Selection and Below Level or ELL Reader • On level Students read main selection and on level reader Provide daily interventions for Tier II and Tier III (outside of 90-120 block)
2013 Alaska RTI Conference - Pre-conference for Small or Rural Schools
Below level students read orally in small group daily Every child reads main selection. • Above Level Students read Main Selection and Above Level Reader • Below level students read Main Selection and Below Level or ELL Reader • On level Students read main selection and on level reader Provide daily interventions for Tier II and Tier III (outside of 90-120 block)
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2011-2012 Non-Negotiables for Effective Reading Instruction
based reading research strategies and materials – See district approved list
using scientifically based reading research strategies and materials – – See district approved list
using scientifically based reading research strategies and materials – – See district approved list
using scientifically based reading research strategies and materials – – See district approved list
using scientifically based reading research strategies and materials – See district approved list
using scientifically based reading research strategies and materials – See district approved list
All students take the weekly comprehension test on the selection. Teachers score and use results to adjust instruction.
All students take the weekly comprehension test on the selection. Teachers score and use results to adjust instruction.
All students take the weekly comprehension test on the selection. Teachers score and use results to adjust instruction.
All students take the weekly comprehension test on the selection. Teachers score and use results to adjust instruction.
All students take the weekly comprehension test on the selection. Teachers score and use results to adjust instruction.
All students take the weekly comprehension test on the selection. Teachers score and use results to adjust instruction.
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2013 Alaska RTI Conference - Pre-conference for Small or Rural Schools
Page 5
Grants Pass School District
Non-Negotiables for Reading Instruction The following describes the required components that must be used and/or taught from the Scott Foresman Reading Street program. It does not define how to teach and does not restrict teachers from making adjustments to the directions and/or design of the lesson components. The time allotted for reading instruction is required and should not be interrupted.
1st Grade
Kindergarten
2nd Grade
3rd Grade
90 minute minimum uninterrupted reading block Teacher’s guide open to this week’s lesson with teacher annotations
4th Grade
5th Grade
60 minute minimum uninterrupted reading block. Teacher’s guide open to this week’s lesson with teacher annotations.
Reading Street Sound Spelling Cards posted
Reading Street Sound Spelling cards posted
Reading Street Sound Spelling Cards posted
The weeks sound, high frequency, and amazing words visually posted
The weeks sound, high frequency, and amazing words visually posted
The weeks sound, high frequency, and amazing words visually posted
The weeks vocabulary/ high frequency words visually posted
The weeks vocabulary/ high frequency words visually posted
The weeks vocabulary/ high frequency words visually posted
The weeks sound and high frequency words in centers and seat work
The weeks sound and high frequency words in centers and seat work
Robust Vocabulary Instruction Word posted Student friendly definition ELL poster used and referenced
Robust Vocabulary Instruction Word posted Student friendly definition ELL poster used and referenced
Robust Vocabulary Instruction Word posted Student friendly definition ELL poster used and referenced
Robust Vocabulary Instruction Word posted Student friendly definition ELL poster used and referenced
Daily phonemic awareness, phonics, spelling, and word building activities in whole group and repeated in small group if needed
Daily phonemic awareness, phonics, spelling, and word building activities in whole group and repeated in small group if needed
Daily phonics, spelling, and word building activities in whole group and repeated in small group if needed
Daily phonics, spelling, and word building activities in whole group and repeated in small group if needed
Spelling and word building activities in whole group and repeated in small group if needed
Spelling and word building activities in whole group and repeated in small group if needed
At least 3 small groups daily oral reading
At least 3 small groups daily oral reading
At least 3 small groups daily oral reading
At least 3 small groups daily oral reading
All below level students read orally in small group daily
All below level students read orally in small group daily
M:\Users\CURRICLM\RTI\RTI Reading\Programs and Protocols\Reading Street Non-negotiables.doc 1/22
2013 Alaska RTI Conference - Pre-conference for Small or Rural Schools
May 2012 Page 6
Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
All teachers use rapid, simple, error correction procedures during oral reading which require correct re-reading of sentences
All teachers use rapid, simple, error correction procedures during oral reading which require correct re-reading of sentences
All teachers use rapid, simple, error correction procedures during oral reading which require correct re-reading of sentences
All teachers use rapid, simple, error correction procedures during oral reading which require correct re-reading of sentences
All teachers use rapid, simple, error correction procedures during oral reading which require correct re-reading of sentences
All teachers use rapid, simple, error correction procedures during oral reading which require correct re-reading of sentences
Every child reads decodable from cover to cover every week (correctly, with no word guessing)
Every child reads decodable from cover to cover every week (correctly, with no word guessing)
Every child reads decodable from cover to cover every week (correctly, with no word guessing)
Every child read main selection. Above level students read main selection and above level reader On level students read main selection and on level reader Below level students read main selection and below level reader
Every child read main selection. Above level students read main selection and above level reader On level students read main selection and on level reader Below level students read main selection and below level reader
All students take comprehension test at the end of every selection. Teachers correct and use results to make changes to instruction.
All students take comprehension test at the end of every selection. Teachers correct and use results to make changes to instruction.
Every child read main selection. Above level students read main selection and above level reader On level students read main selection and on level reader Below level students read main selection and below level reader All students take comprehension test at the end of every selection. Teachers correct and use results to make changes to instruction.
All students take comprehension test at the end of every selection. Teachers correct and use results to make changes to instruction.
All students take comprehension test at the end of every selection. Teachers correct and use results to make changes to instruction.
Writing and grammar instruction happen outside the 90 minute reading block during its own 30 minute period of time
Writing and grammar instruction happen outside the 90 minute reading block during its own 30 minute period of time
Writing and grammar instruction happen outside the 90 minute reading block during its own 30 minute period of time
Writing, Spelling, and Grammar instruction happen outside of the 60 minutes reading block during its own 30 minute period of time
Writing, Spelling, and Grammar instruction happen outside of the 60 minutes reading block during its own 30 minute period of time
Writing instruction happens outside of the 90 minute reading block during its own 30 minute period of time.
Ideally, grade level teams would be meeting at least monthly to discuss assessment data and its implications for instruction and grouping. M:\Users\CURRICLM\RTI\RTI Reading\Programs and Protocols\Reading Street Non-negotiables.doc 1/22
2013 Alaska RTI Conference - Pre-conference for Small or Rural Schools
May 2012 Page 7
Comprehensive Assessment Plan – Reading, 6-8 ASSESSMENT
SKILLS MASTERY
PROGRESS MONITORING
DIAGNOSTIC TOOLS
UNIVERSAL SCREENER
OAKS (Oregon Assessment of Knowledge and Skills)
MAP (Measures of Academic Progress)
MAZE – benchmark assessment
Program Placement Tests San Diego Quick Assessment SRAI
Easy CBM
DIBELS Next DAZE Progress Monitoring
Program/Unit Testing/Checkins
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FREQUENCY
TYPES OF REPORTING
State and Federal Accountability to Determine Percent of Students Meeting State Grade Level Performance Standards in reading comprehension. District Adaptive Testing to measure individual achievement level and growth over time in reading comprehension
PURPOSE
All students grades 6-8 and in high school until students meet standard
WHO
Generally once a year; students not meeting grade level standards may be tested up to three times a year
All students grades 6-8
All students grades 6-8 are tested each fall and spring and all new students upon enrollment. Students requiring more frequent monitoring are tested throughout the year to measure growth
6 minute Silent fluency, vocabulary and comprehension measure designed to regularly monitor individual progress and system effectiveness Placement tests are designed to place students in the appropriate unit A quick indicator of the student’s independent, instructional and frustration reading level. Assesses reading comprehension of secondary students featuring mostly expository text Word reading, fluency and comprehension measures designed to regularly monitor individual progress and system effectiveness Silent fluency, vocabulary and comprehension measure designed to regularly monitor individual progress and system effectiveness Measure mastery of directly taught skills
All students grades 6-8
All students are tested three times each year with grade level passages – fall, winter and spring; all new students upon enrollment.
• Individual reporting for total reading score • Group reporting by subgroups and whole group indicating percent of students meeting performance standard • Individual student growth • Classroom, school and district RIT averages for total reading and goal areas • Growth analysis for individual, school and district • Individual test results indicating risk level and growth • Group reporting
All students as appropriate for program placement Students not meeting benchmark targets Students not meeting benchmark targets
As needed to place students in the appropriate level
• Individual test results
As needed to place students in the appropriate level of intervention programs
• Individual test results
As needed to determine sub skills needs of students related to comprehension
• Individual test results
Students not meeting benchmark targets
Strategic Students: at least monthly; Intensive students: at least twice a month
• Individual and group reporting (easycbm.com)
Students not meeting benchmark targets
Strategic and Intensive students: no more than once per month
• Individual test results
All students
As prescribed by program
• Individual Teacher Records
2013 Alaska RTI Conference - Pre-conference for Small or Rural Schools
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Approximate times for a 90 minute core 3-‐5 These times are the approximate guideline that you could spend on Reading during your 90 minute block. This is not necessarily the sequence that you would teach the items. It also does not mean that it is teacher talk time during the time allotted. These times may be broken up over the course of the 90 minute block.
Monday 10 minutes -‐ Build Background/Oral Language 15 minutes -‐ Phonics 15 minutes -‐ Vocabulary 50 minutes -‐ Comprehension – 2 page Vocabulary Story/Small Group instruction _________________ 90 minutes
Tuesday
10 minutes -‐ Build Background/Oral Language 10 minutes -‐ Phonics 10 minutes -‐ Vocabulary 60 minutes -‐ Comprehension – Main Selection/Small group instruction _________________ 90 minutes
Wednesday 10 min Build Background/Oral Language 10 minutes -‐ Phonics 10 minutes -‐ Vocabulary 15 minutes -‐ Fluency 45 minutes -‐ Comprehension – Main Selection/Small group Instruction _________________ 90 minutes
Thursday 10 minutes -‐ Build Background/Oral Language 10 minutes -‐ Phonics 15 minutes -‐ Vocabulary 55 minutes -‐ Comprehension – Paired Selection/Small group instruction/Assessment _________________ 90 min
Friday 10 minutes -‐ Build Background/Oral Language 15 minutes -‐ Phonics 10 minutes -‐ Vocabulary 55 minutes -‐ Comprehension – Small Group Instruction/Assessment _________________ 90 minutes
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2013 Alaska RTI Conference - Pre-conference for Small or Rural Schools
Page 9
Approximate times for a 90(60) minute core K-‐2 These times are the approximate guideline that you could spend on Reading during your 90 minute block. This is not necessarily the sequence that you would teach the items. It also does not mean that it is teacher talk time during the time allotted. These times may be broken up over the course of the 90 minute block.
Monday 10 minutes -‐ Build Background/Oral Language 10 minutes -‐ Phonemic Awareness 10 minutes -‐ Phonics 10(K)/15 minutes -‐ Vocabulary/High frequency words 20(K)/45 minutes -‐ Comprehension – Big Book/ Small group instruction _________________ 60(K)/90 minutes
Tuesday 10 minutes -‐ Build Background/Oral Language 10 minutes -‐ Phonemic Awareness 10 minutes -‐ Phonics/ Decodable 10 minutes -‐ vocabulary/ High frequency words 20(K)/ 50 minutes -‐ Comprehension – Big Book/Main Selection _________________ 60(K)/90 minutes
Wednesday 10 minutes -‐ Build Background/Oral Language 5 minutes -‐ Phonemic Awareness 15 minutes -‐ Phonics 10 minutes -‐ vocabulary/High frequency words st 10 minutes -‐ Fluency (not K or early 1 ) 20(K)/40 minutes -‐ Comprehension – Big Book/Main Selection/Small Group Instruction _________________ 60(K)/90 minutes
Thursday
10 minutes -‐ Build Background/Oral Language 5 minutes -‐ Phonemic Awareness 15 minutes -‐ Phonics 10 minutes -‐ Vocabulary/High frequency words 20(K)/40 minutes -‐ Comprehension – Small Group Instruction/Assessment _________________ 60(K)/90 min
Friday 10 minutes -‐ Build Background/Oral Language 5 minutes -‐ Phonemic Awareness 15 minutes -‐ Phonics 10 minutes -‐ Vocabulary/High frequency words 20(K)/40 minutes -‐ Comprehension – Small Group Instruction/Assessment _________________ 60(K)/90 minutes
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2013 Alaska RTI Conference - Pre-conference for Small or Rural Schools
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RTI activities sample pacing guide At a glance
Activity Instruction Intervention
1.
Begin teaching core/routines
Data Based Decision Making Place students in interventions based on last year’s data Review last year’s schoolwide data and goals Begin interventions (1-‐5)
2.
3.
4.
Have small groups running Fidelity check interventions
Complete Schoolwide Data meeting for each grade level
Week
Core
Pre-‐service Week
5.
Begin Unit 2
8.
Fidelity check core (k-‐5)
11. 12.
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BLT (Building Leadership Team) meeting Deliver PD to paraprofessional on curriculum
Progress Monitor (K-‐5)
7.
10.
Unit 1 Complete
Fidelity check interventions
BLT + Grade 4 – Tier 2 BLT + Grade 3 – Tier 2 BLT + Grade 2 – Tier 2 BLT + Grade 1 – Tier 2 BLT + Grade K – Tier 2
Assessment
Deliver PD based on data
BLT + Grade K – Tier 2 Begin Kindergarten BLT + Grade 5 – intervention Tier 2
6.
9.
Leadership
PD for Para pro BLT meeting
Complete Fall Universal Screening (K-‐5)
Progress Monitor (K-‐5) Unit 1 Assessment Progress Monitor (K-‐5) Progress Monitor (K-‐5) Progress Monitor (K-‐5)
2013 Alaska RTI Conference - Pre-conference for Small or Rural Schools
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13. Unit 2 Complete
BLT + Grade K – Tier 2
14. Begin Unit 3
15.
Fidelity check interventions
BLT + Grade 5 – Tier 2 BLT + Grade 4 – Tier 2 BLT + Grade 3 – Tier 2
BLT + Grade 2 – Tier 2 BLT + Grade 1 – Tier 2
Deliver PD based on data to all staff
19.
20. Unit 3 Complete
Fidelity check interventions
21. Begin Unit 4
22. 23.
Complete Schoolwide Data meeting for each grade level BLT + Grade K – Tier 2 BLT + Grade 5 – Tier 2 BLT + Grade 4 – Tier 2
BLT Meeting
24. Fidelity check core (k-‐5) 25.
BLT + Grade 3 – Tier 2
Deliver PD to parapro
Fidelity check interventions
BLT + Grade 2 – Tier 2
26. Unit 4 Complete
BLT + Grade 1 – Tier 2
27. Begin Unit 5
BLT Meeting
28.
29.
BLT + Grade K – Tier 2
30.
Fidelity check interventions
31.
BLT + Grade 5 – Tier 2 Middle School Placement BLT + Grade 4 – Tier 2
Deliver PD based on data to licensed staff Deliver PD based on data to parapro
16. Fidelity check core (k-‐5) 17. 18.
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Unit 2 Assessment Complete Round 1 of OAKS Progress Monitor (K-‐5) Progress Monitor (K-‐5) Complete Winter Universal Screening Progress Monitor (K-‐5) Unit 3 Assessment Progress Monitor (K-‐5) Progress Monitor (K-‐5) Progress Monitor (K-‐5) Complete Round 2 of OAKS Unit 4 Assessment Progress Monitor (K-‐5)
Progress Monitor (K-‐5)
Progress Monitor (K-‐5)
2013 Alaska RTI Conference - Pre-conference for Small or Rural Schools
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32. Unit 5 complete Fidelity check core (k-‐5) 33. Begin Unit 6
BLT + Grade 3 – Tier 2
Unit 5 Assessment
BLT + Grade 2 – Tier 2
34.
BLT + Grade 1 – Tier 2
35.
36.
37.
End Interventions
Complete Schoolwide Data meeting for each grade level – Setting next year’s goals (consecutive grade levels meet together)
Progress Monitor (K-‐5) Complete Spring Universal Screening Complete round 3 of OAKS (as necessary) Progress Monitor (K-‐5)
38. Unit 6 complete
Weeks near extended breaks (i.e. Winter/Spring)
BLT Meeting
Progress Monitor(K-‐5) Unit 6 Assessment
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2013 Alaska RTI Conference - Pre-conference for Small or Rural Schools
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4/5 Blend Treasures Pacing Guide
Unit-‐Week 5th Main Selection
Date
Comp Skill
4th Main Selection
9/2
Problem and Solution Main Idea and Details Main Idea and Details Analyze Character/Plot and Setting Character, Setting, Plot Select skill most needed
Mystery of the Missing Lunch, The
1-‐1
Salsa Stories
Walk in the Desert, A
1-‐2
Ranger Rick
9/8 9/15 9/22
9/29
10/6 10/13 10/20 10/27 11/3 11/10 11/17
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2-‐4 2-‐2 Animals Come Home to Our National Parks-TFK Gloria Rising
1-‐3
Maya Lin: Architect of Memory--TFK 2-‐3
1-‐4
Davy Crockett Saves the World 1-‐2
1-‐5
Raft, The
Miss Alaineus 1-‐1
Teacher's choice
Author's Purpose Mighty Jackie: The Strike-out Queen Make Inferences My Diary from Here to There Fact and Opinion Problem and Solution Make Inferences Select skill most needed
Unit-‐Week
Stealing Beauty-TFK How Ben Franklin Stole the Lightning When I Went to the Library Teacher's choice
2-‐1 2-‐2 2-‐3 2-‐4 2-‐5
Carlos and the Skunk Black Cowboy Wild Horses: A True Story Beyond the Horizon--TFK Spirit of Endurance Shiloh
2013 Alaska RTI Conference - Pre-conference for Small or Rural Schools
4-‐2 2-‐5 3-‐3 5-‐1 2-‐1
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4/5 Blend Treasures Pacing Guide
Comp Skill
4th Main Selection
Unit-‐Week 5th Main Selection
Author’s Purpose My Brother Martin 3-‐2
12/1 12/8
Compare and Contrast Sequence
Kid Reporters at Work-TFK 3-‐3 Mystic Horse
12/15
3-‐4 Summarize
Snowflake Bentley
Select skill most needed
Teacher's choice
1/5 1/12
3-‐5
Draw Conclusions Dear Mrs. LaRue 1/20
The Power of Oil-TFK Adelina's Whales
2/9 2/17 2/23
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1-‐3 Golden Mare, the Firebird, and the Magic Ring Ultimate Field Trip 5: Blasting Off to Space Academy
4-‐1
Persuasion Sequence
4-‐2 4-‐3 4-‐4
Compare and Contrast Select skill most needed
4-‐5
6-‐1 1-‐4
Zathura: A Space Adventure
Draw Conclusions Blind Hunter, The 1/27 2/2
The Catch of the Day: A Trickster Play Forests of the World--TFK
Unit-‐Week
At Home in the Coral Reef
3-‐5 Sleds on Boston Common: A Story from the American Revolution A Dream Comes True--TFK Hidden Worlds: Looking Through a Scientist's Microscope My Great-Grandmother's Gourd
4-‐5
3-‐1 6-‐3 6-‐5 3-‐4
Teacher's choice
2013 Alaska RTI Conference - Pre-conference for Small or Rural Schools
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4/5 Blend Treasures Pacing Guide
3/2 3/9 3/16 3/30 4/6 4/13 4/20 4/27 5/4 5/11
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Comp Skill
4th Main Selection
Summarize Make Judgments Character/Charact er & Setting Cause and Effect Select skill most needed
Because of Winn-Dixie Ranita, the Frog Princess Me and Uncle Romie
Theme Make Generalizations Author’s Perspective Description Select skill most needed
Cricket in Times Square, The Meet a Bone-ified Explorer-TFK
Wild Horses: Black Hills Sanctuary Teacher's choice
Unit-‐Week 5th Main Selection 5-‐1 5-‐2 5-‐4 5-‐5
6-‐2
The Color of My Words Skunk Scout Goin' Someplace Special Pipiolo and the Roof Dogs
Weslandia Getting Out the Vote--TFK
6-‐3 My Brothers' Flying Machine Life and Times of the Ant, The Teacher's choice
Unit-‐Week 5-‐5 6-‐2 4-‐1 1-‐5
5-‐2 4-‐3
Unbreakable Code, The 6-‐4 6-‐5
Not assigned Road Runners Dance Exploring the Undersea Territory-‐ TFK
3-‐1 5-‐3
The Gold Rush Game
6-‐1
Hurricanes
Not assigned When Esther Morris Headed West A Historic Journey - TFK Up in the Air: The Story of Balloon Flight
2013 Alaska RTI Conference - Pre-conference for Small or Rural Schools
5-‐4 4-‐4
3-‐2 5-‐3 6-‐4
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INTER VENTION
INTER VENTION
NATIVE NATIVE LANGUAGE LANGUAGE
READING
RECESS
7-‐8
SS/Sci
RECESS
4-‐6
READING
READING
2-‐3
READING
K-‐1
RECESS
RECESS
INTER VENTION
INTER VENTION
NATIVE NATIVE LANGUAGE LANGUAGE LUNCH
LUNCH
LUNCH
RECESS
RECESS
WRITING
WRITING
PE -‐ M LIB -‐ W PE -‐ F
PE -‐ TU LIB -‐ TH PE -‐ M
PE -‐ W LIB -‐ M PE -‐ TU
PE -‐ TH LIB -‐ TU PE -‐ W
WRITING
WRITING
MATH
MATH
RECESS
MATH
RECESS
LUNCH
MATH
Time 8:00-‐8:10 8:10-‐8:20 8:20-‐8:30 8:30-‐8:40 8:40-‐8:50 8:50-‐9:00 9:00-‐9:10 9:10-‐9:20 9:20-‐9:30 9:30-‐9:40 9:40-‐9:50 9:50-‐10:00 10:00-‐10:10 10:10-‐10:20 10:20-‐10:30 10:30-‐10:40 10:40-‐10:50 10:50-‐11:00 11:00-‐11:10 11:20-‐11:30 11:30-‐11:40 11:40-‐11:50 11:50-‐12:00 12:00-‐12:10 12:10-‐12:20 12:20-‐12:30 12:30-‐12:40 12:40-‐12:50 12:50-‐1:00 1:00-‐1:10 1:10-‐1:20 1:20-‐1:30 1:30-‐1:40 1:40-‐1:50 1:50-‐2:00 2:00-‐2:10 2:10-‐2:20 2:20-‐2:30
2013 Alaska RTI Conference - Pre-conference for Small or Rural Schools
Page 17
Time 8:00-8:10 8:10-8:20 8:20-8:30 8:30-8:40 8:40-8:50 8:50-9:00 9:00-9:10 9:10-9:20 9:20-9:30 9:30-9:40 9:40-9:50 9:50-10:00 10:00-10:10 10:10-10:20 10:20-10:30 10:30-10:40 10:40-10:50 10:50-11:00 11:00-11:10 11:10-11:20 11:20-11:30 11:30-11:40 11:40-11:50 11:50-12:00 12:00-12:10 12:10-12:20 12:20-12:30 12:30-12:40 12:40-12:50 12:50-1:00 1:00-1:10 1:10-1:20 1:20-1:30 1:30-1:40 1:40-1:50 1:50-2:00 2:00-2:101/22
Bliss
Cecchini
Mon:L Tues:M Wed: P Thurs: P Fri: M
Cecchini
Bottemiller Heuer/MingoChaivoe
Hutteball
Kirschmann Coppedge Westerlund Koch
Rubin
Ofstie
Smith
Tues: P Wed: M Thurs: M Fri: L
Volz
Mercier
MacGregor
RTI
Mon: M Tues: P Wed: M Thurs: L Fri: P
CORE Reading Time
Recess Recess
Mon: P Tues: M Wed: P Thurs: M Fri: L Mon: P Tues: M Wed: L Thurs: P Fri: M
Tues: P Wed: M
Mon: M Tues: L Wed: P Thurs: M Fri: P
RTI
Mon: M Tues: P Wed: M Thurs: P Fri: L
Mon: L Thurs: P Fri: M
Tues: M Thurs: M
CORE Reading Time Lunch
RTI
Mon: M Wed: M Thurs: L Fri: P
Recess
Mon: P Tues: L Wed: M Thurs: P Fri: M
Mon: M Fri: P
Wed: P
Tues: P
Lunch
Mon:P Wed: L Thurs: M Fri: M
Core
LUNCH RTI Lunch
Wed: P
Mon: L Fri: P
Tues: L Wed: M Thurs: P
Mon: P Tues M Thurs: L Fri: M
Mon: M Tues: P Wed: L Thurs: M Fri: P
RTI
Mon: M Mon: P Tues: P Tues: M Wed: M Wed: P Thurs: P Thurs: L Fri: L Fri:Small M or Rural Schools 2013 Alaska RTI Conference - Pre-conference for
Core Reading Time
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Time 8:00-8:10 8:10-8:20 8:20-8:30 8:30-8:40 8:40-8:50 8:50-9:00 9:00-9:10 9:10-9:20 9:20-9:30 9:30-9:40 9:40-9:50 9:50-10:00 10:00-10:10 10:10-10:20 10:20-10:30 10:30-10:40 10:40-10:50 10:50-11:00 11:00-11:10 11:10-11:20 11:20-11:30 11:30-11:40 11:40-11:50 11:50-12:00 12:00-12:10 12:10-12:20 12:20-12:30 12:30-12:40 12:40-12:50 12:50-1:00 1:00-1:10 1:10-1:20 1:20-1:30 1:30-1:40 1:40-1:50 1:50-2:00 2:00-2:10
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5 5th-6
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5 5th-6
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RTI
BOC
BOC
CORE
CORE Reading Time
Lunch
CORE
Core
Lunch CORE READING TIME (IA)
Core Reading Time (IA) RTI
2013 Alaska RTI Conference - Pre-conference for Small or Rural Schools
Page 19
District: ___Hudson School District________
Building: ______Scott Elementary School______
Individual Problem Solving Form Student name: ____Andy____________________
Grade: ___3___
Date: ____2/15/12__
Problem Solving Team Members: Mrs. Vance (teacher), Mr. Wallace (Principal), Mr. Howard (lit specialist), Mrs. Levensen (school psych), Mrs. Martin (Parent) Area of concern: (circle primary area)
Behavior
Reading
Math
Writing
Other (describe) _____________
Step 1: Problem Identification (What is the problem?) Student present level of performance: 3rd Grade DORF = 41 cwpm (median); 87% accuracy (median); Daze = 3 Expected student level of performance: 3rd Grade DORF Winter benchmark – DORF = 86 cwpm; 96% accuracy; Daze = 11 rd
Hudson School District 3 grade averages – DORF = 101 cwpm; 96% accuracy; Daze = 10
Magnitude of discrepancy: from DIBELS benchmarks = -45 cwpm (2.1 times discrepant); -9% accuracy; 8 Daze (3.7 times discrepant) from District Avg = -60 cwpm (2.5 times discrepant); -9% accuracy; 7 Daze (3.3 times discrepant)
Problem Definition: Andy is currently reading a median of 41 cwpm with 87% accuracy on 3rd grade DIBELS Next ORF passages, rd
with a score of 3 on the Daze comprehension measure. The 3 grade winter benchmark is 86 cwpm with 96% accuracy, and 11 on the rd Daze. 3 graders in the district are currently reading an average of 101 cwpm with 96% accuracy with a score of 10 on the Daze.
Replacement behavior or target skill: Andy should currently be reading 86 cwpm with 96% accuracy on the DORF and 11 on the Daze.
Step 2: Problem Analysis (Why is it happening?) Domain Instruction (e.g. pacing, corrective feedback, explicitness, opportunities to practice, engagement, etc)
Curriculum (e.g. skills taught, instructional materials, scope & sequence, expected outcomes, previous interventions, etc)
Environment (e.g. room setup, peer influence, expectations and rules, behavior management system, etc)
Learner (e.g. academic skills, behavioral concerns, etc)
Relevant Known Information Core instruction – 60 min whole group (choral fluency reading, teacher modeling of comp & vocab strategies) 30 minute small group guided reading (modeling, partner reading, group responding); not much corrective feedback provided (90%), moderate pacing (4 to 5 opportunities to respond per minute), moderate engagement Core instruction – Treasures: whole group (vocab, comprehension, choral reading); small group (leveled readers, oral reading, phonics instruction focused on vowel combinations, prefixes and suffixes), teacher reported that scope and sequence is moving quickly for target student, low level of student academic success in curriculum (
