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Roseburg Public School District MTI Project
RESPONDING TO 6-8 STUDENTS – MULTI-TIERED READING INSTRUCTION
Version 2.0
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, 6-12
Evaluating and Adjusting your School-wide System
Comprehensive Assessment Plan – Reading, 6-8ASSESSMENT PURPOSE WHO FREQUENCY TYPES OF
REPORTING
1
Roseburg Public School District MTI ProjectU
NIV
ERSA
L SC
REEN
ER
SMARTER Balanced Assessment
State and Federal Accountability to Determine Percent of Students Meeting State Grade Level Performance Standards in reading comprehension.
All students grades 6-8
Once a year in the last 12 weeks of school.
Individual reporting for total ELA scores
Group reporting by subgroups and whole group indicating percent of students meeting performance standard
MAP (Measures of Academic Progress)
District Adaptive Testing to measure individual achievement level and growth over time in reading comprehension
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
Individual student growth
Classroom, school and district RIT averages for total reading and goal areas
Growth analysis for individual, school and district
DIBELS ORF and DAZE benchmark assessment
One minute fluency and comprehension measures designed to regularly monitor individual progress and system effectiveness
All students grades 6
All students are tested three times each year with grade level passages – fall, winter and spring; all new students upon enrollment.
Individual test results indicating risk level and growth
Group reporting
CARI – benchmark assessment
DAZE comprehension measures designed to regularly monitor individual progress and system effectiveness. Silent reading and ORF passages are given through a gated process
All students grades 7-8
All students are tested three times each year with grade level passages – fall, winter and spring; all new students upon enrollment.
Individual test results indicating risk level and growth
Group reporting
DIA
GN
OST
IC
TOO
LS
Program Placement Tests
Placement tests are designed to place students in the appropriate unit
All students as appropriate for program placement
As needed to place students in the appropriate level
Individual test results
San Diego Quick Assessment
A quick indicator of the student’s independent, instructional and frustration reading level.
Students not meeting benchmark targets
As needed to place students in the appropriate level of intervention programs
Individual test results
PRO
GRE
SS
MO
NIT
ORI
NG
Easy CBM Word reading, fluency and comprehension measures 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
Individual and group reporting (easycbm.com)
DIBELS Next -/CARI Progress Monitoring
Silent fluency, vocabulary and comprehension measure designed to regularly monitor individual progress and system effectiveness
Students not meeting benchmark targets
Strategic and Intensive students: no more than once per month
Individual test results
SKIL
LS
MAS
TER
Y
Program/Unit Testing/Check-ins
Measure mastery of directly taught skills
All students As prescribed by program Individual Teacher Records
2
Roseburg Public School District MTI Project
Determining Who Needs Fluency Instruction/InterventionsStudents 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 50th 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 NeedsUsing 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 comprehension…
For students with high comprehension…
For students with low fluency…
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, research-based strategies
Assess decoding and teach explicitly if necessary
Teach fluency explicitly Challenge with high-level
comprehension and vocabulary
For students with high fluency…
Teach comprehension explicitly
Work on building vocabulary using effective, research-based strategies
Challenge with high-level comprehension and vocabulary
3
Roseburg Public School District MTI Project
Roseburg Public School District Pyramid of Reading Instruction, 6-8GRADE Tier I
All studentsCore Curriculum
Tier IIStrategic
Core + Intervention
Tier IIIIntensive
Core + Intervention or Reduced/Replacement Core +
InterventionsTime Program Options* Time &
group SizeProgram Options Time &
Group SizeProgram Options
6 50+ minutes daily
McDougal-Littell Small - Large group
REWARDS/REWARDS + Six-Minute SolutionJamestown Signature ReadingJamestown Critical Reading SeriesJamestown Wild SideJamestown Outer EdgeGoodman’s Five-star ReadersGoodman’s Five-star Activity BooksRead NaturallyLiteracy NavigatorM-L Strategic Interactive Reader/Writer
Small group Reading Mastery Corrective ReadingLanguage!
7 50+ minutes daily
McDougal-Littell Small - Large group
REWARDS/REWARDS + Six-Minute SolutionJamestown Signature ReadingJamestown Critical Reading SeriesJamestown Wild SideJamestown Outer EdgeGoodman’s Five-star ReadersGoodman’s Five-star Activity BooksRead NaturallyLiteracy NavigatorM-L Strategic Interactive Reader/Writer
Small group Corrective ReadingLanguage!
8 50+ minutes daily
McDougal-Littell Small - Large group
REWARDS/REWARDS + Six-Minute SolutionJamestown Signature ReadingJamestown Critical Reading SeriesJamestown Wild SideJamestown Outer EdgeGoodman’s Five-star ReadersGoodman’s Five-star Activity BooksRead NaturallyLiteracy NavigatorM-L Strategic Interactive Reader/Writer
Small group Corrective ReadingLanguage!
Roseburg Public School District MTI ProjectPYRAMID OF READING INSTRUCTION, 6-8
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, 6-12.
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.
Roseburg Public School District MTI ProjectProgram Name: Six Minute SolutionPublisher: Sopris WestInstructional focus:Phonemic AwarenessPhonicsVocabularyFluency XComprehension
Grade Level:6 X 7 X8 X
Implementation Level/Grade:Enhancement:
Strategic: X
Intensive: X
What pre-requisite skills must a student have prior to using this intervention?: To begin this program the student must be able to read 50 wcpm
Program Summary:Six Minute Solution is a reading fluency program intended as a supplement to a core program or as an intervention. The goal is to help teachers provide student with concentrated practice on phonics elements, sight word vocabulary, and expository passage reading to build fluency and boost achievement. Instruction is focused on repeated readings, peer assisted learning and partner reading. Partner reading is the primary activity but could be used whole class, during small groups, with cross-age peers, or with individual students. Once students have received the teacher directed instructions, the program is a 6 minute a day program.
Program Determination, Placement and Progress Monitoring:Assessments/Data used to determine if the program is appropriate for meeting the sub-skills need of the individual student: The program includes assessments of letter sound knowledge, phonetic elements, high frequency words and graded oral reading fluency passages. These
assessments determine oral reading fluency rate and reading level.
Assessments used to place the student in the correct instructional level of the program: ORF levels assessments are used to place students. These assessments have two parts. Part 1 is a grade level placement test and Part 2 is an instructional
reading level assessment determined through a group silent reading test.
Assessments used to progress monitor: Teacher reviews and gives ORF assessments to determine when or if a student needs to change reading levels.
Training available through:Instructional manual includes specific detailed information for program implementation
For more information on this program:Roseburg Public Schools Curriculum Departmentwww.fcrr.org / www.sopriswest.com/sixminute
Program Name: Language!Publisher: Sopris WestInstructional focus: Grade Level: Implementation Level/Grade:
Roseburg Public School District MTI ProjectPhonemic Awareness XPhonics XVocabulary XFluency XComprehension X
6 X7 X8 X
Enhancement:
Strategic:
Intensive: X(students 2 or more years below grade level)
What pre-requisite skills must a student have prior to using this intervention?:Language! is a comprehensive program. The only pre-requisite is that the student be appropriately placed via the placement guidelines and monitored intensively.
Program Summary:Language! is a comprehensive literacy curriculum that integrates reading, spelling, writing and other language arts strands by providing explicit instruction in a structured language curriculum. The teacher delivers sequenced, systematic, cumulative, and explicit instruction in two daily 45 minute sessions or one comprehensive 90 minute session. Flexible skill groups are formed within the whole class according to mastery performance. This curriculum is comprised of three readability levels. Level 1 Primer to 2.5 Level 2 2.5 – 6.0 Level 3 6.0 – 9.0
Program Determination, Placement and Progress Monitoring:Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student: Students are two or more years below grade level. ARI, MAP, and OAKS assessments should be analyzed to determine skill deficits.
Assessments to use to place the student in the correct instructional level of the program: Student is placed at an instructional level on the basis of an entry assessment. They continue on that level until mastery of skills and concepts are attained.
Assessments used to progress monitor: Oral Reading fluency should be assessed weekly. In-program assessments should be collected and monitored.
Training available through:
For more information on this program:http://www.language-usa.nethttp://www.fcrr.org
Roseburg Public School District MTI ProjectProgram Name: Read NaturallyPublisher: Read NaturallyInstructional focus:Phonemic AwarenessPhonicsVocabularyFluency XComprehension
Grade Level:6 X7 X8 X
Implementation Level/Grade: Enhancement:
Strategic: grades 6-12
Intensive:
Time Required to Teach the Program30 minutes per day, 3 days a week
What pre-requisite skills must a student have prior to using this intervention?:Beginning readers must be able to read approximately 50 wcpm.
Program Summary: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 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.
Program Determination, Placement and Progress Monitoring: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 .8 – 8.0.
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 Curriculum Department
For more information on this program:http://www.fccrr.org / www.readnaturally.com
Roseburg Public School District MTI ProjectProgram Name: Corrective ReadingPublisher: SRAInstructional focus:Phonemic Awareness XPhonics XVocabulary XFluency XComprehension X
Grade Level:6 X7 X8 X
Implementation Level/Grade: Enhancement:
Strategic:
Intensive: X
Time Required to Teach the Program45 minutes per day, 5 days a week
What pre-requisite skills must a student have prior to using this intervention?:Corrective Reading is remedial program that is designed to fill in holes at a much faster pace than Reading Mastery. For some students, the pace is too fast. At the elementary level, if a 4thor 5th grades student was in RMII, Corrective Reading would be a more effective, faster paced intervention. If a 4th or 5th grade student was in RMIV or V, staying in Reading Mastery makes sense.
Program Summary:Corrective Reading targets students who are reading one or more years below grade level. This program can be delivered as two distinct strands or one comprehensive strand. The decoding strand (65 lessons) is appropriate for students that have trouble identifying words, understanding how the arrangement of letters in a word relate to its pronunciation, and whose reading rate is inefficient. The comprehension strand (60 lessons) is suitable for students that have limited vocabulary, narrow background knowledge and inadequate thinking skills. You may use each strand independently or as part of a comprehensive program for students who demonstrate weaknesses in all 5 of the big ideas of reading.
Program Determination, Placement and Progress Monitoring:Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student:Assessments to use to place the student in the correct instructional level of the program:Assessments to use to progress monitor:
Training available through:
For more information on this program: https://www.sraonline.com
Roseburg Public School District MTI ProjectProgram Name: Reading MasteryPublisher: SRAInstructional focus:Phonemic Awareness XPhonics XVocabulary XFluency XComprehension X
Grade Level:6 X7 8
Implementation Level/Grade: Enhancement:
Strategic:
Intensive: X
Time Required to Teach the Program45 minutes per day, 5 days a week
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.
Program Summary: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 1-2, stories are fully decodable. In Levels 3-4, selections are related to content and areas such as science and social studies. In Levels 5-6 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."
Program Determination, Placement and Progress Monitoring:Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student:Assessments to use to place the student in the correct instructional level of the program:Assessments to use to progress monitor:Training available through:
For more information on this program:https://www.sraonline.com
Roseburg Public School District MTI ProjectProgram Name: REWARDSPublisher: Sopris West
Instructional focus:Phonemic AwarenessPhonicsVocabularyFluency XComprehension
Grade Level:6 X7 X8 X
Implementation Level/Grade: Enhancement:
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?:
Program Summary: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 20 lessons lasting 40-50 minutes in a whole class setting. The program has students working on segmenting, syllable blending in word attack activities, decoding strategies, accurate pronunciation, affixes, prefixes, and fluency in reading text.
Program Determination, Placement and Progress Monitoring:Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student: MAZE, ORF, MAP, and OAKS assessments should be analyzed to determine skill deficits.
Assessments to use to place the student in the correct instructional level of the program: Pre and post test
Assessments to use to progress monitor:
Training available through:District REWARDS Trainers
For more information on this program:www.sopriswest.com
Program Name: REWARDS +Publisher: Sopris West
Instructional focus:Phonemic AwarenessPhonics
Grade Level:6 X7 X
Implementation Level/Grade: Enhancement:
Time Required to Teach the Program:45 minutes per day, 5 days a week
Roseburg Public School District MTI ProjectVocabulary XFluency XComprehension X
8 X Strategic: X
Intensive:
What pre-requisite skills must a student have prior to using this intervention?:
Program Summary:REWARDS Plus builds content-area skills by extending the use of REWARDS decoding strategies; increasing vocabulary; building fluency; and acquiring new comprehension, test taking, and writing strategies.
REWARDS Plus Social Studies contains six review lessons (each takes one day to implement) and 15 application lessons (each takes two to four days to implement).
REWARDS Plus Science contains six review lessons (each takes one day to implement) and 15 application lessons (each takes two to four days to implement).
Program Determination, Placement and Progress Monitoring:
Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student:
Assessments to use to place the student in the correct instructional level of the program: Pre and post test
Assessments to use to progress monitor:
Training available through:District REWARDS + trainers
For more information on this program:www.sopriswest.com
Roseburg Public School District MTI ProjectProgram Name: Jamestown Signature ReadingPublisher: Jamestown Press
Instructional focus:Phonemic AwarenessPhonics XVocabulary X Fluency Comprehension X
Grade Level:6 X 7 X8 X
Implementation Level/Grade: Enhancement:
Strategic: X
Intensive:
Time Required to Teach the Program:
What pre-requisite skills must a student have prior to using this intervention?:Reading Level – 2.0-12; Interest level – 4.0-12Program Summary:This program is designed to teach students how to read strategically going beyond just teaching discrete reading skills. It shows students how and when to apply those skills strategically to a variety of texts. Each book contains comprehension, study, literary and word-study strategies. Each book starts two levels below grade level and progresses in difficulty to an on-level readability
Program Determination, Placement and Progress Monitoring:Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student:
Assessments to use to place the student in the correct instructional level of the program:
Assessments to use to progress monitor:
Training available through:
For more information on this program:www.glencoe.com/gln/jamestown/reading
Roseburg Public School District MTI ProjectProgram Name: Jamestown Critical Reading SeriesPublisher: Jamestown Press
Instructional focus:Phonemic AwarenessPhonicsVocabulary Fluency X Comprehension X
Grade Level:6 X7 X8 X
Implementation Level/Grade: Enhancement:
Strategic: X
Intensive:
Time Required to Teach the Program:
What pre-requisite skills must a student have prior to using this intervention?:Reading Level – 6.0-8.0; Interest level – 6-12Program Summary:The high-interest, controlled readability Critical Reading Series contains fascinating nonfiction and exercises that build reading comprehension and skills such as Finding the Main Idea, Author’s Approach, Summarizing and Paraphrasing, Critical Thinking, Personal Response, Self-Assessment, and Compare and Contrast.
Program Determination, Placement and Progress Monitoring:Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student:
Assessments to use to place the student in the correct instructional level of the program:
Assessments to use to progress monitor: There are three self-scoring graphs available – Reading Speed, Reading Comprehension, and Critical Thinking.
Training available through:
For more information on this program:www.glencoe.com/gln/jamestown/reading
Roseburg Public School District MTI ProjectProgram Name: Jamestown Wild SidePublisher: Jamestown Press
Instructional focus:Phonemic AwarenessPhonicsVocabulary X Fluency Comprehension X
Grade Level:6 X7 X8 X
Implementation Level/Grade: Enhancement:
Strategic: X
Intensive:
Time Required to Teach the Program:
What pre-requisite skills must a student have prior to using this intervention?:Reading Level – 4.0-6.0; Interest level – 6-12Program Summary:The Wild Side is high interest nonfiction with research based comprehension instruction. Each book includes new exercises and activities that improve reading comprehension and critical reading skills. There are three progressive reading levels per book. Students build reading skills as stories increase in difficulty.
Program Determination, Placement and Progress Monitoring:Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student:
Assessments to use to place the student in the correct instructional level of the program:
Assessments to use to progress monitor:
Training available through:
For more information on this program:www.glencoe.com/gln/jamestown/reading
Roseburg Public School District MTI ProjectProgram Name: Jamestown Outer EdgePublisher: Jamestown Press
Instructional focus:Phonemic AwarenessPhonicsVocabulary Fluency Comprehension X
Grade Level:6 X7 X8 X
Implementation Level/Grade: Enhancement:
Strategic: X
Intensive:
Time Required to Teach the Program:
What pre-requisite skills must a student have prior to using this intervention?:Reading Level – 2.0-4.0; Interest level – 6-12Program Summary:The Outer Edge entices struggling readers with amazing, strange, and unbelievable nonfiction at lower reading levels. Comprehension questions reinforce literal understanding, while critical thinking questions encourage students to speculate about author’s purpose, make inferences, identify cause and effect, support conclusions and make predictions.
Program Determination, Placement and Progress Monitoring:Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student:
Assessments to use to place the student in the correct instructional level of the program:
Assessments to use to progress monitor:
Training available through:
For more information on this program:www.glencoe.com/gln/jamestown/reading
Roseburg Public School District MTI ProjectProgram Name: Goodman’s Five-Star StoriesPublisher: Jamestown Press
Instructional focus:Phonemic AwarenessPhonicsVocabulary Fluency Comprehension X
Grade Level:6 X7 X8 X
Implementation Level/Grade: Enhancement:
Strategic: X
Intensive:
Time Required to Teach the Program:
What pre-requisite skills must a student have prior to using this intervention?:Reading Level – 1.0-10.0; Interest level – 4-12Program Summary:This program is built upon high interest fiction on ten readability levels, features well-known short stories from around the world.
Program Determination, Placement and Progress Monitoring:Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student:
Assessments to use to place the student in the correct instructional level of the program:
Assessments to use to progress monitor: Comprehension checks include critical thinking and understanding literacy
Training available through:
For more information on this program:www.glencoe.com/gln/jamestown/reading
Roseburg Public School District MTI ProjectProgram Name: Goodman’s Five-Star Activity BooksPublisher: Jamestown Press
Instructional focus:Phonemic AwarenessPhonicsVocabulary XFluency Comprehension X
Grade Level:6 X7 X8 X
Implementation Level/Grade: Enhancement:
Strategic: X
Intensive:
Time Required to Teach the Program:
What pre-requisite skills must a student have prior to using this intervention?:Reading Level – 1.0-8.0; Interest level – 4-12
Program Summary:This program helps students master critical thinking and vocabulary, provides practice in conventions through written response, and provides practice in reading and interpreting maps, charts and tables. The activity books reinforce and extend the literary themes in Goodman’s Five-Star Stories and can be used in conjunction with that series or independently.
Program Determination, Placement and Progress Monitoring:Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student:
Assessments to use to place the student in the correct instructional level of the program:
Assessments to use to progress monitor: A score chart allows students to track their skill development and identifies strengths and weaknesses.
Training available through:
For more information on this program:www.glencoe.com/gln/jamestown/reading
Roseburg Public School District MTI ProjectProgram Name: Literacy NavigatorPublisher: America’s Choice
Instructional focus:Phonemic AwarenessPhonicsVocabulary Fluency Comprehension
Grade Level:6 X7 X8 X
Implementation Level/Grade: Enhancement:
Strategic: X
Intensive:
Time Required to Teach the Program:
What pre-requisite skills must a student have prior to using this intervention?:Students must be comfortable with social language or are adequate readers of literary text, but struggle with the comprehension of content-area text.
Program Summary:Literacy Navigator is a modular supplementary intervention that helps students develop the reading comprehension skills they need to navigate the texts used in their content-area courses. It uses instructional strategies based on cognitive science and reading research to:
teach commonly used structures in informational text build recognition and understanding of elements critical to comprehending build knowledge of and fluency with academic language use graphic organizers and focused writing tasks to increase understanding of relationships among ideas
Program Determination, Placement and Progress Monitoring:Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student: In-program assessments
Assessments to use to place the student in the correct instructional level of the program: In-program Pre and post tests
Assessments to use to progress monitor: In-program assessments
Training available through:Program consultants and district instructional coaches
For more information on this program:www.americaschoice.org
Program Name: McDougal-Littell Strategic Interactive Reader/WriterPublisher: McDougal-Littell
Instructional focus:Phonemic AwarenessPhonicsVocabulary X
Grade Level:6 X7 X8 X
Implementation Level/Grade: Enhancement:
Strategic: X
Time Required to Teach the Program:
Roseburg Public School District MTI ProjectFluency Comprehension X Intensive:
What pre-requisite skills must a student have prior to using this intervention?:This program is designed for students at or below level.Program Summary:These test practice readers pair the same anchor selections from the core anthology units with different, leveled nonfiction readings. Students mark up the text as they read, assessing content reading and improving comprehension. A Teacher’s Guide provides direct instruction for selections in the readers.
Program Determination, Placement and Progress Monitoring:Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student:
Assessments to use to place the student in the correct instructional level of the program:
Assessments to use to progress monitor: Multiple choice items and constructed and extended response writing
Training available through:
For more information on this program:
Roseburg Public School District MTI Project
Intervention Adjustments and ChangesAdjustments to Intervention
Applied to current instruction/intervention as necessary.
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 trainingAdd a coaching component
Options for the Student Motivation
Add incentivesChange incentivesIncrease success levelIncrease communication between interventionist, classroom teacher and
parent Increase Active engagement
Number of responses per session Increase types of cueing approaches (kinesthetic)
VisualAuditoryTactile
Roseburg Public School District MTI Project
MTI Decision Rules – Middle School“How do we respond when students don’t learn?”
Teaming around student data, making evidence-based and consistent decisions for program planning, and monitoring the progress of all students in interventions are the principle outcomes of a healthy MTI system. All students are screened in the spring for placement in reading interventions for the following school year. All students enrolling in school after that time are screened upon enrollment.
Universal Screening (First cast of the net):Every student who scores below benchmark on two of the following three assessments - OAKS, MAP or MAZE - may be further screened with:
a) Current Oral Reading Fluency and Accuracy data (ORF) to check for fluency and accuracy; (NOTE: If you do not have current oral fluency data for a student, administer the San Diego Quick to determine independent reading level. Then administer an Easy CBM oral reading fluency at that identified level to collect current data.) Then:
b) Administer the SRAI to gauge comprehension skills.
Progress Monitoring :Students in reading interventions should be progress monitored with the Easy CBM progress monitoring instruments that align with their intervention goals. In-program progress monitoring assessments may also be used in addition to Easy CBM to collect data on student progress. Students may also be progress monitored with DAZE at lower tiers if the team deems necessary.
Intensifying interventions (These conditions should instigate a discussion in a MTI meeting at the end of an intervention period):
As a general guideline, consider intensifying a student’s reading intervention if:
Easy CBM scores indicate 4 to 5 data points (in a semester) below the aimline AND are below the 50th percentile oral reading fluency targets.
ORTrendline analysis indicates a flat or declining slope AND scores are below the 50th percentile for oral reading fluency targets.
Exiting interventions:Easy CBM scores indicate 3 or more data points above the aimline at grade level AND are at or above the 50th percentile grade level targets for oral reading fluency/accuracy and meet or exceed benchmark standards as measured by OAKS and MAP.;
Roseburg Public School District MTI Project
Reading Placement Criteria –Middle School Level
Class Placement CriteriaRegular Language Arts OAKS score at or above benchmark
MAP score is at or above benchmark MAZE score is at or above the grade level Low Risk target
Regular Language Arts / Watch list
OAKS - see chart below MAP score is within 2 points of the benchmark target MAZE score is equal to or no more than 3 points below the
grade level Low Risk target
Regular Language Arts + literacy period group intervention
OAKS - see chart below MAP score is within 3-4 points of the benchmark target MAZE score falls in the mid-range to high range of the
Moderate Risk target Fluency score falls in the moderate risk range (Easy CBM)
Regular Language Arts + literacy period group intervention + extra period of reading instruction - strategic
OAKS - see chart below MAP score is within 5-6 points of the benchmark target MAZE score falls in the low-range to mid-range of the
Moderate Risk target Fluency score falls in the moderate risk range (Easy CBM)
Regular Language Arts + literacy period group + extra period of reading instruction - intensive
OAKS - see chart below MAP: 6th – Below 208; 7th – Below 211; 8th – Below 214 MAZE score falls in the high risk range Fluency score falls in the high risk range (Easy CBM)
Spring OAKS ScoresSpring Test
Grade
Current Grade
Reg. LARTS Watch List Literacy interventio
n
Strategic Intensive
5 6 221 214-220 210-213 204-209 Below 2046 7 226 217-225 214-217 210-213 Below 2107 8 229 222-228 217-222 214-216 Below 214
MAZE Risk Level Chart, 6-8Grade 6 Grade 7 Grade 8
Fall Winter Spring Fall Winter Spring Fall Winter Spring0-10 0-12 0-13 0-13 0-15 0-16 0-16 0-18 0-19 HR11-26 13-29 14-32 14-24 16-27 17-30 17-27 19-30 20-33 M
R27+ 30+ 33+ 25+ 28+ 31+ 28+ 31+ 34+ LR
HR = High Risk; MR = Moderate Risk; LR = Low Risk Evaluating and Adjusting your School-wide System
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
Roseburg Public School District MTI Project
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:State benchmark dataOther intervention dataCurriculum-based measures
The essential question is:
What percentage of students are meeting adequate progress? The question is answered by considered 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 in organized to deliver instruction.
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