RESPONDING TO K-5 STUDENTS MULTI-TIERED READING INSTRUCTION

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1 RESPONDING TO K-5 STUDENTS MULTI-TIERED READING INSTRUCTION In order to meet the reading needs of all students, a strong system must be in place. Effective instructional decisions for individual students can only be made if intentional work has been done to create a strong core reading program. The core reading program is supported by carefully selected supplemental and intervention resources for students whose needs are not entirely being met with the core. Determining who needs interventions and what the appropriate interventions are, is also a process that requires careful study of the individual student data. To assist in this process, the following resources are included in this section: Roseburg Public School District Comprehensive Assessment Plan Roseburg Public School District Pyramid of Reading Instruction Pyramid of Reading Instruction Program Descriptors / Guidance Intervention Adjustments and Changes MTI Decision Rules for Reading, K-5 Evaluating and Adjusting your School-wide System 1

2 UNIVERSAL SCREENER Comprehensive Assessment Plan Reading K-5 ASSESSMENT PURPOSE WHO IS TESTED FREQUENCY TYPES OF REPORTING OAKS (Oregon Assessment of Knowledge and Skills) MAP (Measures of Academic Progress) DIBELS Next - Benchmark Testing 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 Phonemic segmentation, phonics, and one-minute fluency measures of basic indicators of early reading skills designed to regularly monitor individual progress and system effectiveness All students grades 3-5 and in high school until students meet standard All students grades 3-5 and some second grade students. All students grades K-5 Generally once a year; students not meeting grade level standards may be tested up to three times a year All students, grades 3-5 are tested each fall and spring. Students requiring more frequent monitoring are tested throughout the year to measure growth All students three times a year to measure progress towards benchmark indicators Individual reporting for total reading score and strands 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 Multiple individual and group reporting. See website at DIAGNOSTIC TOOLS Phonics Screener Program Placement Tests Ten minute - individualized assessment that diagnoses specific phonics skills deficits using real and pseudo-words. Placement tests are designed to place students in the appropriate unit Strategic or intensive students in grades K-5 to determine if reading gaps are phonics related or fluency related.* All students as appropriate for program placement As needed to gather additional diagnostic information As needed to place students in the appropriate level Individual test results Individual test results PROGRESS MONITORING DIBELS Next - Progress Monitoring Phonemic segmentation, phonics and one-minute fluency measures of basic indicators of early reading skills designed to regularly monitor individual progress and system effectiveness Students not meeting benchmark targets Strategic Students: at least monthly; Intensive students: at least twice a month Multiple individual and group reporting. See website at SKILLS MASTERY Program/Unit Testing/Checkins Measure mastery of directly taught skills All students As prescribed by program Individual Teacher Records 2

3 Determining Who Needs Fluency Instruction/Interventions Students need fluency instruction/interventions when they read haltingly, word-by-word, or with little or no expression. In addition, if a student is unable to read an unpracticed grade-level passage at the 50 th percentile rate of peers, the reader has a low fluency level (see Oral Reading Fluency Norms Table on the district website Student Services/ Teacher Resources/Language Arts/Oral Reading Fluency Data). Fluency Needs vs. Comprehension Needs Using the table below, teachers can decide what further assessment and explicit reading instruction each student needs based on the student s fluency score and most recent standardized comprehension score and/or other comprehension data. For students with low fluency For students with high fluency For students with low comprehension Assess phonemic awareness and teach explicitly if necessary Assess decoding and teach explicitly if necessary Teach fluency explicitly Teach comprehension explicitly Work on building vocabulary using effective, researchbased strategies Teach comprehension explicitly Work on building vocabulary using effective, researchbased strategies For students with high comprehension Assess decoding and teach explicitly if necessary Teach fluency explicitly Challenge with high-level comprehension and vocabulary Challenge with high-level comprehension and vocabulary 3

4 GRADE Tier I All students Core Curriculum Roseburg Public School District Roseburg Public School District Reading Protocol Time Program Options Time, In Addition to Core: K 60 minutes daily Imagine It! Minutes Tier II Strategic Core + Intervention Program Options Pre-teach/re-teach Imagine It! Tier III IntensiveCore + Intervention or Replacement Core Time, In Addition Program Options to Core: ERI Minutes Phonemic Awareness in Young Children Language for Learning 20 minutes 1 90 minutes daily Imagine It! daily PALS Pre-teach/re-teach Imagine It! ERI daily 2 90 minutes daily Imagine It! PALS Pre-teach/re-teach Imagine It! Read Naturally* minutes minutes daily Reading Mastery** Reading Mastery** PALS 45 minutes 3 90 minutes daily Imagine It! Phonics for Reading (lvl 1) Pre-teach/re-teach Imagine It! Read Naturally* PALS minutes Reading Mastery** 45 minutes Phonics for Reading (lvl 1,2) 4 / 5 90 minutes daily Imagine It! Pre-teach/re-teach Imagine It! 50 minutes REWARDS Read Naturally* minutes Reading Mastery** 45 minutes PALS Phonics for Reading (lvl 3) minutes Corrective Reading, Decoding (lvl A, B1, B2)** 50 minutes REWARDS * Read Naturally is only used with students who are benchmark in accuracy and need targeted fluency support. **If students are in a modified core, they must receive a total of 120+ minutes of reading instruction per day. At least 90 minutes of it must be in Reading Mastery or Corrective Reading 4

5 PYRAMID OF READING INSTRUCTION, K-5 Program Descriptors/Initial Guidance Introduction: This document is designed to give MTI teams guidance relative to the different interventions that are currently on Roseburg Public Schools Pyramid of Reading Instruction, K-5. In addition to a summary of the program, specific information is provided regarding: Which of the 5 Big Ideas of reading are addressed with the intervention The grade level at which the intervention is appropriate If the intervention is intended to be a strategic or intensive intervention Pre-requisite skills that must be in place prior to a student being assigned the intervention Assessments/data that must be used to determine if the program is appropriate for meeting the sub-skills need of the student Assessments to use to place the student at the correct instructional level of the program Assessments to use to progress monitor Who can provide training on this intervention Where you can find more information about the intervention Applying this information via the MTI team process should be helpful in determining appropriate interventions to meet students needs. An intervention is only as effective as the quality of the implementation and progress monitoring. 5

6 Program Name: My Sidewalks on Scott-Foresman Reading Street (ERI - Early Reading Intervention) Publisher: Scott-Foresman Phonemic Awareness X Phonics X Vocabulary Fluency Comprehension K X 1 X Strategic: X (kindergarten) Intensive: X (kindergarten, first grade) Time Required to Teach the Program 126 lessons, per day 5 days a week. What pre-requisite skills must a student have prior to using this intervention?: This program does not require any pre-requisite skills Early Reading Intervention provides at risk K 1 students with intensive phonemic awareness and phonics instruction. The program is set to deliver 30-minute daily lessons to small groups of 2-5 students (30 weeks/126 lessons). Explicit, direct instruction is delivered in a planned sequence with systematic review of the corresponding lessons. Each day features up to 7 mini lessons targeting a specific skill and is structured to deliver all of these lessons through the direct instruction format. There is a comprehensive assessment plan that targets letters/sounds, segmenting/blending, reading words, and reading 3-5 word sentences. Assessments/Data used to determine if the program is appropriate for meeting the sub-skills need of the individual student: Placement tests within the program determine the correct placement of the child. There is a regular and fast-paced structure to this program. Assessments used to place the student in the correct instructional level of the program: Placement test provided. Assessments used to progress monitor: Progress monitoring assessments are built into the program. There are weekly program checklists. DIBELS progress monitoring should also be administered. Training available through: Roseburg Public Schools Department of Teaching and Learning For more information on this program: / 6

7 Program Name: Language for Learning Publisher: SRA Roseburg Public School District Phonemic Awareness Phonics Vocabulary X Fluency Comprehension K X Strategic: Intensive: X Time Required to Teach the Program: per day, 5 days a week What pre-requisite skills must a student have prior to using this intervention?: No pre-requisite skills identified. Language for Learning is intended to stimulate the development of oral language skills in young children. The program is designed to teach young pre-readers language, concepts, information, and knowledge that will be beneficial in a classroom setting as they learn to read. Language for Learning teaches oral language skills to children whose language is inadequately developed. The 30-minute lessons include explicit instruction, scripted lessons, cumulative review, and mastery learning. Students who will benefit from this program include pre-readers, ELL students, Title, Special Education, and students with speech and language deficits. This program is a fully scripted direct instruction program with very specific professional development necessary. Students would benefit from small group instruction (4-8) in the beginning units. As they advance through the lessons the group size could increase to if the group is at mastery. Assessments/Data used to determine if the program is appropriate for meeting the sub-skills need of the individual student: Assessments used to place the student in the correct instructional level of the program: Program Placement tests Assessments used to progress monitor: Program assessments include progress monitoring every 5-10 lessons. Training available through: Roseburg Public Schools Department of Teaching and Learning For more information on this program: / 7

8 Program Name: PALS Publisher: Vanderbilt University Roseburg Public School District Phonemic Awareness X Phonics X Vocabulary Fluency X (Grades 1 5) Comprehension X (Grades 1 5) K X 1 X 2 X 3 X 4 X 5 X Strategic: X (this program is an enhancement to existing materials that can address the needs of strategic students) Intensive: Time Required to Teach the Program: K 20 minutes 3-4 times per week; 1 35 minutes 3-4 times per week minutes, 3 times per week What pre-requisite skills must a student have prior to using this intervention?: PALS Reading is a structured, peer-mediated reading activity appropriate for students pre-school through high school designed to complement existing reading curriculum. All students in a class are divided into pairs. Pairs are geared to the individual student s needs, instead of a single, teacher-directed activity that may end up addressing the problems of only a few children. Each member of the pair takes turns being Coach and Reader. As the reader reads aloud, the coach listens and provides corrective feedback. In kindergarten PALS, students practice letter-sound correspondence, decoding, phonological awareness, and sight words. First grade PALS emphasizes decoding and reading fluently. In grades 2-5, there are three PALS activities that promote reading fluency and reading comprehension: Partner Reading, Paragraph Shrinking, and Prediction Relay. Students are divided into teams and are awarded points for good reading and coaching. PALS does not require special reading material. Teachers may use library books or short stories. This program enhances existing materials in order to provide a structure for supporting strategic students. Training available through: For more information on this program: 8

9 Program Name: Phonics for Reading Publisher: Curriculum Associates Roseburg Public School District Phonemic Awareness Phonics X Vocabulary Fluency Comprehension K 1 2 X 3 X 4 X 5 X Strategic: X Intensive: Time Required to Teach the Program 45 minutes per day, 5 days a week What pre-requisite skills must a student have prior to using this intervention?: Students must already be able to say the sounds of consonants. This program will not provide the intensive level of instruction needed for students who have not developed automaticity with consonant sounds. Phonics for Reading delivers explicit phonics instruction with clear objectives to fill in gaps for students who have not mastered phonemic decoding skills. Daily lessons require minutes to complete and are to be taught in small groups. It provides consistent teaching routines, repeated practice, immediate corrective feedback, cumulative review and teaches decoding strategies to automaticity. Level One focuses on short vowels, consonants, consonant blends, and digraphs. Level Two builds upon Level One with vowel combinations, r-controlled vowel sounds, common endings and CVCe words. Level Three expands concepts further with vowel/letter combinations, common prefixes and suffixes, minor consonant sounds for c and g, and minor vowel sound combinations/ Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student: Phonics Screener, DIBELS (note error patterns). These assessments should help you determine if the skill deficit is a phonics or fluency issue. Assessments to use to place the student in the correct instructional level of the program: Placement tests are found in the back of the Teacher s guide to assist in determining student placement in the appropriate level. Assessments to use to progress monitor: There are ten checking up activities throughout each skill level that offer a formal measure of skills. Placement tests consist of subtests which also will be used to monitor progress during teaching and as a posttest at the end of a level. All levels provide directions for using story passages to assess fluency and activities for building fluency. DIBELS will be used to assess progress towards fluency goals. Training available through: Roseburg Public Schools Department of Teaching and Learning For more information on this program: ; 9

10 Program Name: Read Naturally Publisher: Read Naturally Phonemic Awareness Phonics Vocabulary Fluency X Comprehension K 1 2 X 3 X 4 X 5 X Strategic: grades 2-5 Intensive: Time Required to Teach the Program per day, 3 days a week. RPS recommends five days per week to accelerate growth. What pre-requisite skills must a student have prior to using this intervention?: Beginning readers must be able to read approximately 50 wcpm. Read Naturally is a fluency program designed to develop the skills necessary for fluent and effortless reading: speed, accuracy, and proper expression. Read Naturally is intended to be implemented in a minimum of three 30-minute sessions a week. Three prominent strategies in the Read Naturally program are reading along with a fluent model, individual repeated readings of the same passage, and progress monitoring. This program is intended to be implemented explicitly through the use of 3 instructional processes. The first part involves the student choosing a story and making a prediction based on the title and the pictures. The student writes what they know about the topic. Next, the student times him/herself for one minute on the unpracticed reading. During part two, an expressive model reads the story while the student reads along in a quiet voice and tracks the print. Reading with a model occurs three times. The final part occurs when the students goals is met (wpm). The student then answers questions pertaining to the story. Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student: Current fluency and accuracy data is used to determine appropriateness of the program as an intervention. Assessments to use to place the student in the correct instructional level of the program: Read Naturally uses curriculum-based measurements to determine oral reading fluency levels. Read Naturally stories have been leveled from WCPM goals are then set for students. Assessments to use to progress monitor: In-program assessments should be monitored weekly. Every 12 stories you review progress, set a new goal, and monitor progress towards that goal. Training available through: Roseburg Public Schools Department of Teaching and Learning For more information on this program: / 10

11 Program Name: Corrective Reading Decoding A, B1, B2 Publisher: SRA Phonemic Awareness X Phonics X Vocabulary X Fluency X Comprehension X K X 5 X Strategic: Intensive: X Time Required to Teach the Program Each lesson requires one full period every day (at least 45 minutes) per lesson. RPS recommends 90 to 120+ minutes a day for modified or replacement core to accelerate student growth. What pre-requisite skills must a student have prior to using this intervention?: Corrective Reading is an intervention program that is designed to fill in holes at a much faster pace with fewer repetitions than Reading Mastery. For some students, the pace of the Decoding strand is too fast. At the elementary level, if a 4 th or 5 th grade student was in RMII, Corrective Reading would be a more effective, faster paced intervention. If a 4 th or 5 th grade student was in RMIV or V, staying in Reading Mastery makes sense. Students who need multiple repetitions to get to mastery would be better served by Reading Mastery. Corrective Reading targets students who are reading one or more years below grade level. The three essential goals of the program are increasing reading accuracy (decoding), developing reading fluency and building reading comprehension. Assessments to use to place the student in the correct instructional level of the program: Placement test will determine initial placement. The placement tests are not good indicators of growth within the program. Use the end of program mastery test, lesson fluency checkouts and independent work scores to determine program mastery. Assessments to use to progress monitor: Mastery tests, mid-program tests, end-of-program tests and daily fluency checkouts (in Decoding) can be used to monitor progress. DIBELS will be used to assess progress towards fluency goals. Training available through: Roseburg Public Schools Department of Teaching and Learning For more information on this program: https://www.sraonline.com 11

12 Program Name: Reading Mastery, Signature Edition Publisher: SRA Roseburg Public School District Phonemic Awareness X Phonics X Vocabulary X Fluency X Comprehension X K 1 X 2 X 3 X 4 X 5 X Strategic: Intensive: X Time Required to Teach the Program 45 minutes per day, 5 days a week levels K and 1; 90 minutes pre lesson levels 2 5. RPS recommends 90 to 120+ minutes a day for modified or replacement core to accelerate student growth. What pre-requisite skills must a student have prior to using this intervention?: Reading Mastery is a comprehensive reading program that is designed as a core program. It is used as a core program for students at or above grade level and as a remedial program for students with below grade level skills. The only pre-requisite is that the student be appropriately placed via the placement guidelines and monitored intensively. Reading Mastery gives students the skills and the clear, explicit instruction and guidance they need to master the fundamentals of reading. Oral language, phonemic awareness, and systematic phonics are the starting point. Vocabulary development, fluency, and comprehension are fundamental throughout. In Levels K- 1, stories are fully decodable. In Levels 2-3, selections are related to content and areas such as science and social studies. In Levels 4-5 students are reading full length stories and novels. The program is set up so students are active participants. Group responses make learning highly efficient and enable teachers to provide instant feedback that confirms or corrects their responses. Less-structured activities and opportunities for independent work help students develop self-reliance. On-going assessment tools are used by the instructor to ensure that no student "falls though the cracks." Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student: DIBELS Assessments to use to place the student in the correct instructional level of the program: Placement test must be given for placement into each level Assessments to use to progress monitor: DIBELS will be used to assess progress towards fluency goals. In program assessments Training available through: Roseburg Public Schools Department of Teaching and Learning For more information on this program: https://www.sraonline.com 12

13 Program Name: REWARDS Intermediate Publisher: Sopris West Roseburg Public School District Phonemic Awareness Phonics Vocabulary Fluency X Comprehension K X 5 X Strategic: X Intensive: X Time Required to Teach the Program: 50 minutes per day, 5 days a week What pre-requisite skills must a student have prior to using this intervention?: Students must demonstrate mastery of skills associated with first and second grade reading. Reading fluency should fall between 60 to 120 wcpm. The student must be able to read at least at a mid-second grade reading level. REWARDS is designed to be a reading intervention program focused on building fluency. REWARDS is an intense, short-term intervention that is specifically designed for students in fourth twelfth grades who have difficulty reading multi-syllabic words. REWARDS provides students with flexible strategies for decoding multi-syllabic words in order to build reading accuracy and fluency. The program consists of 25 lessons lasting 50 minutes. The program has students working on segmenting, syllable blending in word attack activities, decoding strategies, accurate pronunciation, affixes, prefixes, and fluency in reading text. Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student: DIBELS (error patterns) Core program materials Assessments to use to place the student in the correct instructional level of the program: There is no real placement test only the pretests measuring word reading accuracy for multisyllabic words and the fluency passage. Assessments to use to progress monitor: DIBELS will be used to assess progress towards fluency goals. REWARDS pretests and a generalization test can be used at the end of the program to measure growth. Training available through: Roseburg Public Schools Department of Teaching and Learning For more information on this program: 13

14 Program Name: Imagine It! Pre-teach/ Re-teach, Intervention Program Publisher: SRA Phonemic Awareness X Phonics X Vocabulary X Fluency X Comprehension X K X 1 X 2 X 3 X 4 X 5 X Strategic: X Intensive: Time Required to Teach the Program: What pre-requisite instruction must a student have prior to using this intervention?: Core instruction in Imagine It! The Intervention Program that comes with Imagine It! is to be used with strategic students in a pre-teach / re-teach model in additional to core instruction. Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student: In program assessments DIBELS Assessments to use to place the student in the correct instructional level of the program: Instruction to address deficits should be very targeted Assessments to use to progress monitor: In program assessments DIBELS Training available through: Roseburg Public Schools Department of Teaching and Learning For more information on this program: https://www.sraonline.com 14

15 Intervention Adjustments and Changes Adjustments to Intervention Considerations to make in response to data analysis before changing the intervention (see Change in Intervention below) Options for Instruction (Practices) Increase pace of instruction if appropriate Increase opportunities to respond Employ standard cueing/correction procedures Build/Activate prior knowledge Options for Instruction (Logistics) Change instructor / interventionist Change seating within group Provide instruction in small units throughout the day Change physical environment Options for Curriculum/Program Check fidelity of implementation of program Provide additional training Add a coaching component Options for the Student Motivation Add incentives Change incentives Increase success level Increase communication between interventionist, classroom teacher and parent Increase Active Engagement Number of responses per session Increase types of cueing approaches (kinesthetic) Visual Auditory Tactile Change in Intervention (Constitutes a new intervention, decided upon by MTI team) Add 15-minutes per intervention session (extra time could be used to pre-teach vocabulary, background knowledge or core content) Reduce group size by 2-3 students Change or add curriculum according to reading protocol 15

16 MTI READING DECISION RULES, K-5 How do we respond when students don t learn? Kindergarten Grades 1 st 5 th After first round of GriP team meetings: Place students into Tier II interventions when students fall below benchmark as assessed by inprogram data and DIBELS Next data. Students will be placed in Tier II intervention groups and progress monitored according to assessment protocol. After second round of GrIP team meetings: Assess the needs of the students and place the students who are below benchmark into Tier II or Tier III interventions based on in-program data, progress monitoring data and DIBELS data. Place students accordingly to the reading protocol. Individualize Intervention when: Note: Kindergarten students need more time in the core and interventions prior to individualizing, therefore this process should not happen until spring. Individualizing Interventions will occur when progress is below the aimline for consecutive intervention periods. The highly structured, intensive, individually-designed intervention is determined from an Individualizing and Intensifying team meeting. Place students in interventions when: Academic skills fall below benchmark and place them in the strategic or intensive range according to GrIP reports which are based on DIBELS Next, MAP and OAKS and is corroborated by curriculum based assessments. Change and intensify interventions when: Progress monitoring indicates 4 consecutive data points below the aimline. *If data are highly variable, (points above and below the aimline), maintain the current intervention until 6 data points have been collected. Analyze aimline and trendline. Change intervention if the slope is flat or decreasing and the scores are below benchmark. Each time the intervention is changed, the aimline should be re-drawn using the median of the three data points prior to the intervention change as the starting point for the new aimline. * For ELL students, check the progress of the cohort group after each 6-week period to determine whether an individual student s progress is significantly different from the group. Individualize interventions when: Progress is below the aimline for TWO consecutive intervention periods. The highly structured, intensive, individually-designed intervention is determined from an Individualizing and Intensifying team meeting. A case manager is selected and required documents will be completed according to protocol. Consider referal for Special Education when: After one highly structured, 6-week, individually designed intervention, progress continues below the aimline OR the team determines that the support is so significant that the student will need continued individualized and intensive instruction. Consider exiting a student from intervention when: Core reading assessments and intervention assessments indicate grade level proficiency and DIBELS progress monitoring data points meet benchmark grade level targets in fluency/accuracy. 16

17 Evaluating and Adjusting your School-wide System (Action Plan) As always, data tells the story. The strength and effectiveness of a comprehensive reading system is measured by the demonstrated skills of students and the presence of research-validated practices as reflected in regular evaluation of the program. When should system adjustments be considered? System adjustments can be made any time weaknesses are identified. However, intentional analysis and adjustments must be made after the winter and spring benchmark testing. What data should be considered? Data used to formulate your response should be considered from multiple sources: DIBELS Next benchmark data State benchmark data DIBELS Next progress monitoring data Other intervention data Curriculum-based measures Core Program Data The primary data to use is summarized in the Summary of Effectiveness reports found on the DIBELS website (www.dibels.uoregon.edu). The essential question is: What percentage of students is meeting adequate progress? The question is answered by considering what percentage of students are moving from Intensive to emerging Intensive to benchmark Strategic to benchmark Benchmark to benchmark How should building teams respond to the data? Based on student progress data and results of evaluating the school wide system, adjustments should be made according to options suggested in the Intervention Adjustments and Changes chart and the Reading Pyramid of Interventions. It is important to keep in mind that most adjustments are not about adopting new programs, but instead considering other elements of effective implementation of programs and how the system is organized to deliver instruction. 17

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