i’ve given the phonics screener, now what? presented by: andrea baker, district title i academic...

I’ve Given the Phonics Screener, Now What?

Presented by: Andrea Baker, District Title I Academic Coach

LET’S CATCH THE STUDENTS THAT ARE FALLING THROUGH THE CRACKS!

Eight Core Principles of RTII. We can effectively teach all children.II. Intervene early.III. Use a multi-tier model of service delivery.IV. Use a problem-solving model to make decisions within a multi-

tier model.V. Use scientific, research-based validated intervention and

instruction to the extent available. VI. Monitor student progress to inform instruction.VII. Use data to make decisions. A data-based decision regarding

student response to intervention is central to RTI practices.VIII. Use assessment for screening, diagnostics, and progress

monitoring. Batsche, G. et al., in Response to Internventin: Policy Considerations and Implementation, p. 19-

20

Tiers of Intervention Instruction• Take out your book, “Implementing Response to

Intervention.”• Number off 1-3

1 – Read pages 65-66 (Tier I)2 – Read pages 66-68 (Tier II)3 – Read pages 68-69 (Tier III)

• Get together with all of the people who read the same Tier to talk about what that Tier should be composed of.

• Get back together with your group and see if there is anything you’d like to change on your triangle.

90 minutes

30 minutes

30 minutes

Tier 1 Core-Houghton Mifflin

BenchmarkWhole and small group

Tier 2Small groupSkills based

Teacher Directed

Tier 3Intensive/StrategicTeacher Directed

70-80% of students

15% of students

The 3 Tiers

5% of students

Percentages from research by the NASDSE

Tier II Instruction

Form Teacher- Led Groups Based on

Student Data

Explicit Instruction

SystematicInstruction

Teach Content

Scaffolded Instruction

Provide Enrichment

Assess Learning

Targeted instruction is provided to facilitate mastery of deficit skillSource: fcrr.org

Using DIBELS to Diagnose

1) Place DIBELS measures in order from lowest to highest skill.

2) Begin by looking at the lowest skill. Is the student fast and right?

3) If yes – go on to the next skill.If no – use a phonics/phonological awareness screener to pinpoint the exact skill deficit.

4 Types of Reading BehaviorsAccuracy

RightFast

Slow Wrong

Clean it up and then speed it up!

Let’s Look at Some Data1st Grade Student (MOY)

• Marcus o NWF: 55/57=96% accuracyo ORF passage 1: 15/17=88% accuracyo ORF passage 2: 13/18=72% accuracyo ORF passage 2: 19/20=95% accuracy

3rd Grade Student (BOY)

• Sylvannao ORF passage 1: 80/92=87% accuracyo ORF passage 2: 85/92=92% accuracyo ORF passage 2: 82/95=86% accuracy

Administering a Phonics Screener

Phonics Intervention Lesson

Phonics Intervention Lesson (Continued)

Coac

hing

…Wha

t Do

I Do

Now?