response to intervention reading

8/11/2019 Response to Intervention Reading

1/58

1 2008 University of Texas System/Texas Education Agency

Response to Intervention/

3-Tier Reading ModelESC Region 11 March 27, 2008

Pam Bell Morris, Ph.D.Vanessa L. Cortez, M.S.

Vaughn Gross Center for Reading and Language ArtsThe University of Texas at Austin

2008 University of Texas System/Texas Education Agency


2/58


About Building RTI Capacity Project

Develop and disseminate resources tofacilitate response to intervention (RtI)implementation in Texas schools.

Partner with Education Service Center RtIliaisons to provide professionaldevelopment and technical assistance toschools.

Develop and maintain a resource Web site. Provide technical assistance to two

Spotlight 3-Tier Reading/Math schools.


3/58


Response to Intervention (RtI)

RtI is aninstructional approachfocused on theprevention of learning difficulties.

Provide effective instruction grounded in scientifically

based research to students in the general classroom.

Conduct universal screening to identify students who are atrisk for failure.

Immediately provide these students with intervention that

targets their needs.

Frequently monitor at-risk students progress towardmeeting grade-level performance goals.

WHEN STUDENTS STRUGGLE WITH LEARNING, WEDO NOT WAIT FOR THEM TO FAIL!


4/58


Legislative Basis: NCLB and IDEA

No Child Left Behind (NCLB)and Individualswith Disabilities Education Act (IDEA)both:

Focus on prevention

Fund intervention for at-risk students Use assessment to drive instruction

Provide instruction for K3 students,

including K12 special education Provide professional development
http://buildingrti.utexas.org/rti-presentations/understanding-response-to-intervention-videohttp://buildingrti.utexas.org/rti-presentations/understanding-response-to-intervention-videohttp://buildingrti.utexas.org/rti-presentations/understanding-response-to-intervention-videohttp://buildingrti.utexas.org/rti-presentations/understanding-response-to-intervention-videohttp://buildingrti.utexas.org/rti-presentations/understanding-response-to-intervention-videohttp://buildingrti.utexas.org/rti-presentations/understanding-response-to-intervention-videohttp://buildingrti.utexas.org/rti-presentations/understanding-response-to-intervention-videohttp://buildingrti.utexas.org/rti-presentations/understanding-response-to-intervention-videohttp://buildingrti.utexas.org/rti-presentations/understanding-response-to-intervention-videohttp://buildingrti.utexas.org/rti-presentations/understanding-response-to-intervention-videohttp://buildingrti.utexas.org/rti-presentations/understanding-response-to-intervention-videohttp://buildingrti.utexas.org/rti-presentations/understanding-response-to-intervention-videohttp://buildingrti.utexas.org/rti-presentations/understanding-response-to-intervention-videohttp://buildingrti.utexas.org/rti-presentations/understanding-response-to-intervention-videohttp://buildingrti.utexas.org/rti-presentations/understanding-response-to-intervention-videohttp://buildingrti.utexas.org/rti-presentations/understanding-response-to-intervention-videohttp://buildingrti.utexas.org/rti-presentations/understanding-response-to-intervention-video


5/58


A 3-Tier Reading Model: Overview

Is an example of an RtI model in reading

Is based on prevention models from the health field

Provides an instructional framework for preventing

reading difficulties

Can be used with any core reading program that isgrounded in scientifically-based reading research(SBRR)

Focuses on reading instruction that uses scientificresearch-based core, supplemental, and interventionreading programs


6/58


A 3-Tier Reading Model: Overview(cont.)

Uses assessment data to drive differentiated

instruction for all students

Identifies struggling students and provides the

additional instruction/intervention support theyneed

Provides professional development to enhance

teachers knowledge and skills in preventing

reading difficulties


7/58


A 3-Tier Reading Model:Overview (cont.)

Tier I:Core classroom reading instruction that allstudents receive,assessment of student progressthree times per year,andongoing professionaldevelopment

Tier II:Intervention (additional reading instruction)andfrequent progress monitoring (e.g., every 2 weeks)thatstruggling readers receive

Tier III:More intensive intervention andfrequent

progress monitoring (e.g., every 2 weeks)that studentswith extreme reading difficulties receive after not makingadequate progress in Tiers I andII
http://buildingrti.utexas.org/rti-presentations/overview-of-the-3-tier-model-videohttp://buildingrti.utexas.org/rti-presentations/overview-of-the-3-tier-model-videohttp://buildingrti.utexas.org/rti-presentations/overview-of-the-3-tier-model-videohttp://buildingrti.utexas.org/rti-presentations/overview-of-the-3-tier-model-videohttp://buildingrti.utexas.org/rti-presentations/overview-of-the-3-tier-model-videohttp://buildingrti.utexas.org/rti-presentations/overview-of-the-3-tier-model-videohttp://buildingrti.utexas.org/rti-presentations/overview-of-the-3-tier-model-videohttp://buildingrti.utexas.org/rti-presentations/overview-of-the-3-tier-model-videohttp://buildingrti.utexas.org/rti-presentations/overview-of-the-3-tier-model-videohttp://buildingrti.utexas.org/rti-presentations/overview-of-the-3-tier-model-videohttp://buildingrti.utexas.org/rti-presentations/overview-of-the-3-tier-model-videohttp://buildingrti.utexas.org/rti-presentations/overview-of-the-3-tier-model-videohttp://buildingrti.utexas.org/rti-presentations/overview-of-the-3-tier-model-videohttp://buildingrti.utexas.org/rti-presentations/overview-of-the-3-tier-model-videohttp://buildingrti.utexas.org/rti-presentations/overview-of-the-3-tier-model-videohttp://buildingrti.utexas.org/rti-presentations/overview-of-the-3-tier-model-videohttp://buildingrti.utexas.org/rti-presentations/overview-of-the-3-tier-model-video


8/58


FAQ #1

Is the 3-Tier Reading Model based on a newscientific reading program?

No, the 3-Tier Reading Model is not a newreading program. Rather, it is a frameworkfor educators to use in preventing readingdifficulties in their students.


9/58


FAQ #2

What are the roles of assessment in a3-Tier Reading Model?

A 3-Tier Reading Model goes beyond the

administration of assessments:

In Tier I, assessments given three times per year areused to guide instructional decision-making (e.g., todetermine whether students are making adequateprogress toward grade-level benchmarks or objectives)

and to identify students who need intervention. In Tiers II and III, frequent progress monitoring (e.g.,

every 2 weeks) is used to track student progress andinform instruction.


10/58



11/58


FAQ #3

Who provides instruction in each tier?

Classroom teachers provide Tier I core classroom readinginstruction for all students.

Each school determines who teaches students in Tier II(e.g., classroom teacher, specialized reading teacher,special education teacher) and Tier III intervention (e.g.,

specialized reading teacher, special education teacher).


12/58


Differentiated

instructionIS NOT:

Using only whole-class instruction

Using small groups that never

change

Using the same reading text with all

students

Using the same independent

seatwork assignments for the entire

class

Differentiated instruction

IS:

Using assessment data to plan

instruction and group students

Teaching targeted, small groups

Using flexible grouping (changing

group membership based on

student progress, interests, and

needs)

Matching instructional materials to

student ability

Tailoring instruction to address

student needs

3-Tier Instruction =Differentiated Instruction
http://buildingrti.utexas.org/rti-presentations/differentiated_instruction_videohttp://buildingrti.utexas.org/rti-presentations/differentiated_instruction_videohttp://buildingrti.utexas.org/rti-presentations/differentiated_instruction_videohttp://buildingrti.utexas.org/rti-presentations/differentiated_instruction_videohttp://buildingrti.utexas.org/rti-presentations/differentiated_instruction_videohttp://buildingrti.utexas.org/rti-presentations/differentiated_instruction_videohttp://buildingrti.utexas.org/rti-presentations/differentiated_instruction_videohttp://buildingrti.utexas.org/rti-presentations/differentiated_instruction_videohttp://buildingrti.utexas.org/rti-presentations/differentiated_instruction_videohttp://buildingrti.utexas.org/rti-presentations/differentiated_instruction_videohttp://buildingrti.utexas.org/rti-presentations/differentiated_instruction_videohttp://buildingrti.utexas.org/rti-presentations/differentiated_instruction_videohttp://buildingrti.utexas.org/rti-presentations/differentiated_instruction_videohttp://buildingrti.utexas.org/rti-presentations/differentiated_instruction_videohttp://buildingrti.utexas.org/rti-presentations/differentiated_instruction_videohttp://buildingrti.utexas.org/rti-presentations/differentiated_instruction_videohttp://buildingrti.utexas.org/rti-presentations/differentiated_instruction_video


13/58


FAQ #4

What is flexible grouping?

Flexible grouping means grouping and

regrouping students based on theirprogress, interests, and changing needs.

Groups can be formed within a class,

within a grade, and across grades.


14/58


FAQ #5

What grouping formats are recommendedfor each tier?

Tier I: A variety of grouping formats (e.g., individual,

pairs, small groups, and whole group)

Tier II: Same-ability small groups (e.g., three to fivestudents)

Tier III: Same-ability small groups of three students orfewer, depending on student needs


15/58


Minimum 90 Minutes of Daily Instruction

All Students

Tier I: Core Classroom ReadingInstruction


16/58


First Steps for Implementing a 3-TierReading Model

1. Focus on improving the core classroom reading

instruction (Tier I) that all students receive.

2. Provide high-quality intervention (Tier II) for struggling

readers.3. Participate in ongoing professional development to

enhance classroom implementation of SBRR practices.
http://buildingrti.utexas.org/rti-presentations/tier-i-whole-group-video


17/58


Key Elements of Tier I ReadingInstruction

Core classroom reading instruction that focuses on thegrade-specific essential reading components (based onSBRR)

Systematic assessment of ALL students three times peryear

Ongoing professional development to provide teachers withthe necessary tools to ensure every student receives high-

quality reading instruction
http://buildingrti.utexas.org/rti-presentations/tier-i-whole-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-whole-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-whole-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-whole-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-whole-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-whole-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-whole-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-whole-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-whole-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-whole-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-whole-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-whole-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-whole-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-whole-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-whole-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-whole-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-whole-group-video


18/58

18

Most children do not learn to read or spellnaturally but instead learn from instruction.

Good word identification instruction does notinclude guessing words from context or picturecues.

CAUTIONS


19/58

19

Instructional time spent on independent, silentreading with minimal guidance or feedbackhas not currently been confirmed by researchto improve reading fluency.

Guided repeated oral reading is not the sameinstructional practice known as GuidedReading.

CAUTIONS


20/58

20

Assessing comprehension is not effectivecomprehension instruction.

Effective reading instruction is not adding onenew program after another to programs alreadyin your school without determining each onesalignment with SBRR.

CAUTIONS


21/58

21

Involves the assessment of all students three timesper year (at the beginning, middle, and end) to:

Guide instructional decision-making

Monitor student progress

Identify struggling students who need intervention

Improving Tier I Reading Instruction


22/58

22

Beginning of Year (BOY) Assessments

Administer BOY assessments to allstudents.

Identify which students are not at risk forreading difficulties.

Identify which students need

intervention.


23/58

23

Middle of Year (MOY) Assessments

Administer MOY assessments to allstudents.

Identify which students are not at risk forreading difficulties.

Identify which students need or continue

to need intervention.


24/58

24

End of Year (EOY) Assessments

Administer EOY assessments to allstudents.

Document students reading achievement.

Identify students who may benefit fromsummer school.
http://buildingrti.utexas.org/rti-presentations/tier-i-small-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-small-group-video


25/58

http://buildingrti.utexas.org/rti-presentations/tier-i-small-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-small-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-small-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-small-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-small-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-small-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-small-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-small-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-small-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-small-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-small-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-small-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-small-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-small-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-small-group-videohttp://buildingrti.utexas.org/rti-presentations/tier-i-small-group-videohttp://buildingrti.utexas.org/rti-presentations/importance-of-tier-i-videohttp://buildingrti.utexas.org/rti-presentations/importance-of-tier-i-videohttp://buildingrti.utexas.org/rti-presentations/importance-of-tier-i-video


26/58


The 3-Tier Reading Model goes beyond givingassessments.

Improving Tier I instruction involves using assessment data tomake informed instructional decisions related to:

Grouping students

Planning targeted instruction

Monitoring students understanding and mastery ofTexas Essential Knowledge and Skills (TEKS)objectives

Scaffolding instruction

Remember
http://buildingrti.utexas.org/rti-presentations/importance-of-tier-i-videohttp://buildingrti.utexas.org/rti-presentations/importance-of-tier-i-videohttp://buildingrti.utexas.org/rti-presentations/importance-of-tier-i-videohttp://buildingrti.utexas.org/rti-presentations/importance-of-tier-i-videohttp://buildingrti.utexas.org/rti-presentations/importance-of-tier-i-videohttp://buildingrti.utexas.org/rti-presentations/importance-of-tier-i-videohttp://buildingrti.utexas.org/rti-presentations/importance-of-tier-i-videohttp://buildingrti.utexas.org/rti-presentations/importance-of-tier-i-videohttp://buildingrti.utexas.org/rti-presentations/importance-of-tier-i-videohttp://buildingrti.utexas.org/rti-presentations/importance-of-tier-i-videohttp://buildingrti.utexas.org/rti-presentations/importance-of-tier-i-videohttp://buildingrti.utexas.org/rti-presentations/importance-of-tier-i-videohttp://buildingrti.utexas.org/rti-presentations/importance-of-tier-i-videohttp://buildingrti.utexas.org/rti-presentations/importance-of-tier-i-videohttp://buildingrti.utexas.org/rti-presentations/importance-of-tier-i-video


27/58

27

Tier II


28/58


30 Minutes of Daily, Additional Reading Instruction

Typically Lasts 10 to 14 Weeks

20%-30%

Tier II: Intervention


29/58


1. Focus on improving the core classroomreading instruction (Tier I) that all studentsreceive.

2. Provide high-quality intervention (Tier II)for struggling readers.

3. Participate in ongoing professionaldevelopment to enhance classroom

implementation of SBRR practices.

First Steps for Implementing a3-Tier Reading Model


30/58

30

High-Quality Tier II Intervention

Targets struggling learners (e.g., identified byassessments given three times per year)

Includes additional, targeted instruction in theessential reading components that have thehighest impact on learning to read

Involves frequent progress monitoring (e.g.,every 2 weeks)

Uses assessment data to inform instruction (e.g.,grouping, planning/delivering effective lessons,scaffolding instruction)


31/58

31

Identifying Tier II Students

BOY assessments help to identify whichstudents:

Are at risk for or have readingdifficulties

Need Tier II intervention


32/58



33/58



34/58


FAQ #6

What happens if most of the students in aclass are identified for Tier II?

Provide an additional 30 minutes ofTier II intervention for those students.

Focus on improving Tier I coreclassroom reading instruction that ALLstudents receive.


35/58

35

MOY and EOY assessments help to identifywhich students:

No longer need Tier II intervention Are not making adequate progress and

need or continue to need intervention

Identifying Tier II Students


36/58



37/58



38/58



39/58

39

Frequent Progress Monitoring

Tier II intervention involves frequentprogress monitoring (e.g., every 2 weeks)to:

Track student progress Inform instruction

Using Assessment Data to Inform


40/58

40

Using Assessment Data to InformTier II Intervention

Grouping students

Setting individual student goals

Planning targeted instruction

Scaffolding instruction


41/58

41

Setting Short-Term Goals

Set short-term student goals for eachstruggling reader to help document and trackprogress.

Adjust short-term goals, based on studentprogress.

Collaborate with other educators who areteaching the same student.


42/58

42

Planning Tier II Intervention Lessons

Use assessment data to plan effective TierII small-group lessons that:

Target students needs

Focus on the essential readingcomponents

Include the features of effectivelessons
http://buildingrti.utexas.org/rti-presentations/tier-ii-videohttp://buildingrti.utexas.org/rti-presentations/tier-ii-videohttp://buildingrti.utexas.org/rti-presentations/tier-ii-videohttp://buildingrti.utexas.org/rti-presentations/tier-ii-videohttp://buildingrti.utexas.org/rti-presentations/tier-ii-video


43/58

43

Features of Effective Tier II Lessons

Provide explicit and systematic instruction:

Include many practice opportunities(guided andindependent):

Provide corrective and appropriate feedback:

Check for understanding.

Model with many examples.

Break activities/tasks into small, manageable steps.

Pace instruction to match students learning needs.

Scaffold instruction.

Maximize opportunities for students to participateand respond.
http://buildingrti.utexas.org/rti-presentations/tier-ii-videohttp://buildingrti.utexas.org/rti-presentations/tier-ii-videohttp://buildingrti.utexas.org/rti-presentations/tier-ii-videohttp://buildingrti.utexas.org/rti-presentations/tier-ii-videohttp://buildingrti.utexas.org/rti-presentations/tier-ii-videohttp://buildingrti.utexas.org/rti-presentations/tier-ii-videohttp://buildingrti.utexas.org/rti-presentations/tier-ii-videohttp://buildingrti.utexas.org/rti-presentations/tier-ii-videohttp://buildingrti.utexas.org/rti-presentations/tier-ii-videohttp://buildingrti.utexas.org/rti-presentations/tier-ii-videohttp://buildingrti.utexas.org/rti-presentations/tier-ii-videohttp://buildingrti.utexas.org/rti-presentations/tier-ii-videohttp://buildingrti.utexas.org/rti-presentations/tier-ii-video


44/58

44

How does Tier II reading instruction differfrom Tier I reading instruction?

Tier II instruction is more explicit, systematic,intensive, and supportive with struggling

learners receiving more instructional time(e.g., an additional 30 minutes) than justregular Tier I classroom reading instruction.

Tier II is conducted with small, same-abilitygroups within or outside the classroom setting.

Tier II instruction involves frequent progressmonitoring (e.g., every 2 weeks) to trackstudent progress and inform instruction.

FAQ #7

Scaffolding Instruction During


45/58

45

Scaffolding Instruction DuringTier II Intervention

During lessons, monitor studentsunderstanding and mastery of targetedTEKS objectives.

Provide additional support. DONTWAIT.

Make adaptations to Tier II lessons.


46/58

46

Keep in Mind

During a semester, frequent Tier II progressmonitoring may indicate that a student hasmastered targeted concepts and skills.

Make sure that a student can apply andmaintain newly mastered concepts and skillsover a period of time before exiting Tier II.

After exiting a student from Tier II, continue tosupport through scaffolding in Tier I.


47/58

47

Tier III


48/58


5%-10%

Tier III: Daily Intensive Intervention


49/58


FAQ #8

Do struggling readers who need Tier III interventioncontinue to receive Tier II intervention?

No, struggling readers who require Tier III no longer receiveTier II intervention.

Tier III intervention is the next step for students with extremereading difficulties who are not successful in Tiers I and II. It ismore intensive and designed to accelerate closing theirperformance gaps.

These students receive 90 minutes of Tier I instruction, plusthe more intensive Tier III intervention (30-plus minutes).Some students may need instruction in an intensiveintervention program that replaces the Tier I core.


50/58



51/58

http://buildingrti.utexas.org/rti-presentations/impact-of-idea-videohttp://buildingrti.utexas.org/rti-presentations/impact-of-idea-videohttp://buildingrti.utexas.org/rti-presentations/impact-of-idea-videohttp://buildingrti.utexas.org/rti-presentations/impact-of-idea-videohttp://buildingrti.utexas.org/rti-presentations/impact-of-idea-videohttp://buildingrti.utexas.org/rti-presentations/impact-of-idea-video


52/58


Implementation of a 3 Tier Reading
http://buildingrti.utexas.org/rti-presentations/impact-of-idea-videohttp://buildingrti.utexas.org/rti-presentations/impact-of-idea-videohttp://buildingrti.utexas.org/rti-presentations/impact-of-idea-videohttp://buildingrti.utexas.org/rti-presentations/impact-of-idea-videohttp://buildingrti.utexas.org/rti-presentations/impact-of-idea-videohttp://buildingrti.utexas.org/rti-presentations/impact-of-idea-videohttp://buildingrti.utexas.org/rti-presentations/impact-of-idea-videohttp://buildingrti.utexas.org/rti-presentations/impact-of-idea-videohttp://buildingrti.utexas.org/rti-presentations/impact-of-idea-videohttp://buildingrti.utexas.org/rti-presentations/impact-of-idea-videohttp://buildingrti.utexas.org/rti-presentations/impact-of-idea-videohttp://buildingrti.utexas.org/rti-presentations/impact-of-idea-video


53/58


Implementation of a 3-Tier ReadingModel: An Ongoing Process

Analyze core curriculum to ensure thatcritical components of effective readinginstruction are included in daily readinginstruction.

Assess all students with a screeninginstrument to identify students who are atrisk.



54/58


Implementation of a 3-Tier ReadingModel: An Ongoing Process (cont.)

Use student data to group students and planreading instruction.

Examine resources to provide interventioninstruction.

Determine entry and exit criteria for providingintervention.

Plan appropriate professional development to

meet teachers needs, based on data.



55/58


Implementation of a 3-Tier ReadingModel: An Ongoing Process (cont.)

Implement effective core reading instructionand intervention.

Develop and implement a Campus Action

Plan that includes grade-level goals,performance measures, action steps, and atimeline for review.

Review student and grade-level progress

toward meeting campus goals. Share the good newswith teachers andparents.

Challenges in Implementing RTI


56/58


Challenges in Implementing RTIin Reading

1. Building teachers knowledge and expertise inteaching the five components of scientifically basedreading instruction (SBRI)

2. Establishing the critical relationship between

assessing students and delivering data-driven, tailor-made intervention to at-risk students

3. Promoting an inquiry-based approach to intervention

4. Being a collaborative team member5. Being a lifelong learner

6. Recognizing the opportunities that change brings


57/58


Summary

Key Concepts to Reading Success

Assessment-driven instruction

Differentiated instruction

Intervention instruction

Professional development


58/58

response to intervention reading

Documents