january 2015 rti plc. agenda skills vs. standards video skill breakdown tables learning objective 1:...
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J A N U A RY 2 0 1 5
RTI PLC
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AGENDA
• Skills vs. Standards• Video• Skill breakdown tables
Learning Objective 1: Compare and contrast skills and standards.Learning Objective 2: Identify standards linked to Phonemic Awareness
• Academy – Best PracticesLearning Objective 3: Describe the best practices of Academy
• Interventions – Share Out
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VIDEO: HOW SKILLS FEED STANDARDS
https://www.dropbox.com/s/1exggi5znyazvzg/Dr.%20Stafford%20Video.mp4?dl=0
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WHAT IS A SKILL?
THINK – PAIR - SHARE
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SKILLS VS. STANDARDS
Skills• Phonemic Awareness• Fluency• Vocabulary• Comprehension• Number Sense• Multiplication• Geometry
Standards • RF.2.4 Read with
sufficient accuracy and fluency to support comprehension
• RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
http://cmcssrti.wikispaces.com
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SKILLS TABLES
• ReadingC:\Users\patti.wilson\Documents\RTI\Psych and RTI\Areas of Deficit- Reading Table.doc
• MathC:\Users\patti.wilson\Desktop\January PLC\Areas of Deficit - Math.pdf
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Domain / Area
Definition
Associated Deficit Areas / Academic Impact on Core
Instruction
Intervention Characteristics
Example CBM/Probes to
Support Progress
Standard Linkage
Phonemic Awareness (K-1) Basic Reading
Isolating sounds, segmenting and blending sounds in words and non-words. Ability to notice, think about or manipulate the individual sounds in words.
Difficulty with: Letter Sounds Phoneme Blending Phoneme Segment. Rhyming Syllable Segmenting Phoneme Deletion
Intervention focus on systematic development of letter sound correspondence, word analysis skills and sight word recognition.
Phoneme Segmentation Initial Sounds First Sound
Standard RF.1.2Demonstrate understanding of spoken words, syllables and sounds (phonemes). RF.1.2.a Distinguish long from short vowel sounds in spoken single-syllable words. RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF.1.2.c Isolate and produce initial, medial vowel and final sounds (phonemes) in spoken single-syllable words. RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Standard RL.2.4Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem or song.
Skill to Standard ConnectionPhonemic Awareness
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Domain / Area
Definition Associated Deficit Areas / Academic Impact on Core Instruction
Intervention Characteristics
Example CBM/Probes to Support Progress
Standard Linkage
Reading Fluency (1-12)
Rate at which reader reads text, which could include speeded word, sentence or text reading, as well as segmentation and/or blending of phonemes. Also includes voice intonation and expression during reading.
Difficulty with: Accuracy of Fluency Reading Rate Word Reading Eff. Sentence Fluency
Intervention focus on guided oral reading, repeated readings, echo read, shadow read, paired reading and direct explicit instruction in chunking and phrasing.
Oral Reading Fluency Word Reading Fluency Passage Reading Fluency
Standard RI.3.2Determine the main idea of a text; recount the key details and explain how they support the main idea. Standard RI.3.10By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. Standard RF.3.4Read with sufficient accuracy and fluency to support comprehension. RF.3.4.a Read grade-level text with purpose and understanding. RF.3.4.b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Skill to Standard ConnectionReading Fluency
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THERE ARE SO MANY GAPS…
• Remember, you are not filling all the gaps a student may have during a grade-level lesson covering standards. You need only activate or explicitly review the skills directly pertinent to what is being taught during the new lesson.
• Skills-based instruction is the focus of intervention (Tier II/III). Teachers will activate this prior knowledge as it applies to grade level standard acquisition in Tier I.
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ACADEMY OF READING / MATH
Best Practices
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ACADEMY
• Time on task within the training program25 hours = average gain of 2.5 years of growth
• EPS Recommended Use• Grades 2nd/3rd = 3-5x/wk for 15-20 mins• Grades 4th/5th/MS = 3-5x/wk for 20-25 mins• High School = 3-5x/wk for 30 mins
• 25 failures before student is locked out for Teacher intervention
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ACADEMY
• Training Monitor allows for…• Modifying criteria for success in subskill• Modifying criteria for success in entire skill area• Rollback to re-train on specific skill
• To move on to next skill in Academy…• Mastery of 3 puzzles (does not have to be consecutive)• Mastery of 1 puzzle at 100%
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PUZZLE PAGE
Use this page as a quick check of how the student is doing on a skill. Blue means they missed it, shadow means they got it after another try, clear means they got it the first time.
Missed it Got on 2nd try
Got it
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• Don’t wait until a student is ready to give up to intervene.
• Academy is a tool, it only works if teachers use it properly.
Teacher Engagement
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• Students should wear headphones when using academy to help maintain focus. The large type that completely cover ears are best.
• Students should be placed far enough apart for the teacher to quietly help a struggling student without distracting the others who are working.
Student Focus
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ACADEMY OF READING GENERAL
• Teachers should not intervene during activities.
• Use the results screen to intervene with students. This is the natural place for re-teaching/teacher time.
• When pacing is important, make sure students are using three fingers placed properly on the keyboard and slow down.
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Results Screen
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READING VISUAL-AUDITORY MATCH
• Measuring two things. • Accuracy• Consistency of response rate
• SLOW DOWN • Strive for Accuracy first
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ACADEMY OF MATH GUIDELINES
• Not recommended for students below third grade. (Multiplication & Division)• Intervene with students in areas where you know
they are struggling in the program.• Have paper, pencil, and headphones available for
students to use. • Remind students on timed problems that clicking
the “?” will pause the timer and allow them to finish the problem.
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MOTIVATION
• Print and display certificates• Celebrate success• Involve parents in celebrations• Talk to students about perseverance• Mix up the routine• Reward hard earned milestones• Create school or grade wide incentive
programs for students in intervention
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SUMMARY
• Use Headphones that cover ears• Pay attention to student placement in room• Motivation matters• Limit time in Academy to 20-30 min• Use Results Screen to reteach• Accuracy over speed…Slow Down• The teacher is the intervention, Academy is the
tool she uses to help with delivery.
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EOY SCREENING WINDOW
• Scheduled for March 23rd – April 3rd
• Other dates of interest:• TCAP April 27th – 30th • TCAP SS Pilot April 20th – 24th • ½ day for students April 10th
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INTERVENTION IDEASTIME TO SHARE OUT
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TAKE A-WAYS:GLOW OR GROW
PLEASE COMPLETE YOUR EXIT CARD
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FEBRUARY PLC:FOCUS ON INTERVENTIONS
02/18/2015 AT 7:30AM