embracing tier 2 {...and all the mclass sweeties with yellow dots}
DESCRIPTION
I prepared this presentation for a nearby elementary school who hired me to help them with Tier 2 of the RTI (Response to Intervention) process including reading interventions, high yeild strategies for Tier 1 and Tier 2 and strategies for best practices in literacy instruction, literacy intervention and literacy progress monitoring.TRANSCRIPT
Embracing
TiErtwo
^ 2014, Jen jones -Hello literacy
...and all the sweeties with yellow dots { }
Phonemic Awareness
Phonics
Fluency Vocabulary
Compre -hension
Tier 1 80%
36%
45%
80%
51%
62%
64%
55%
49%
38%
TRC Proficiency
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Assessment
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Screening
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Diagnostic
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Progress Monitoring
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Outcome
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t.ccis.org
www.gabrielweinberg.com
Tier 2 15%
www.fcps.net
Tier 2 5-10
minutes
Tier 2 Targeted & specific
High Yield
Urgency
High & wide text reading
7 Rock core instruction
7 Rock core practice
{Minute.Week.Quarter}
Data detective
BOY MOY PM History FSF (30) TRC
K Dibels Tier 3
34-MOY
39-MOY
45-2/07/14
36-2/07/14
34-2/10/14 B – 2/10/14
28 -2/11/14
32- 2/03/14, 40-2/18/14
37-2/20/14
25-2/20/14
TRC Analysis – K Level B (Frustrational) Acc: 87% SC: 1:12 M S V – Come and is that elephant. M S V - Look at so this Mom. M S V - Come and stare the bears. M S V - Come and said Mom.
TRC Intervention Recommendations: • Teach sight words: at, see, the, come,
here, said, they, like, this • Teach 1-1 correspondence (voice and
print must match) • Fix S errors by teaching self-monitoring so
HE hears when things don’t sound right…we do this by asking him, “You said LOOK, what do you see at the beginning of this word? (COME)…First sound fluency, First sound match
• Lots of repeated reading of familiar text
TRC Analysis – 3rd
Level L (Benchmark O) Accuracy 96% - No S/C Oral Comprehension: 2-Literal 3-Inference 3-Critical 3-Creative • M S V - leaves off or changes around word endings • M S V - said sprayed for spread “its toes to walk across the lilypads. [Who sprays out
their toes?”
TRC Intervention Recommendations: • Teach self-monitoring when things don’t sound right. • Teach him to visually attend to word endings. • Teach him some visualization strategies by drawing out
sentences and one topic at a time. • Teach use of graphing to organize story details with a
focus on standards 1, 2, 3.
PM without intervention is like…d
canyoncountrydrivingschool.com
and intervention without PM is like
…
teachingwithloveandlaughter.blogspot.com
Fluency & Fluency
Awareness
Fluency Continuum 1 2 3 4 5 6 7 8
1 – Phoneme & Sound Fluency (Phonemic Awareness) 2 – Letter/Alphabet Fluency 3 – Sight Word & Decodable Word Fluency 4 – Sentence Fluency 5 – Short Connected Text Fluency 6 – Passage Level Text Fluency 7 – Chapter/Book Fluency
Fluency Folders
Fluency Centers
Guided Written Retelling
Writing about Reading
Thank You!
Pittsboro Elementary School!
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