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The Journey of a Two way Program Implemen4ng Response to Interven4on
Claudia Rinaldi, Ph.D. Diana Colon
May 2012
How we started
• District adopted – Response to Interven4on (RTI) – Posi4ve Behavioral Interven4ons & Supports (PBIS) – Call it-‐ the Academic Achievement Framework (AAF)
• We started with a primary focus on Reading in the K-‐3 rd grade level – We adopted Structures, Rou4nes, & PD that went along with it.
– We used research based screeners & interven4ons
We targeted Tier 1 Core FIRST! • Deconstructed the 5 cri4cal skills of an effec4ve primary literacy CORE: – alphabe4c principle, phonemic awareness, vocabulary, fluency and comprehension
• To assess fidelity of CORE implementa4on, all teachers logged how many minutes they actually spent on each skill for each day of the week – determined the averages to iden4fy strengths and deficits (phonemic awareness and fluency were iden4fied as possible courses of study for a CCL)
Instruc4onal Planning • “Unpacked” what teaching each skill looks like with a list of ac4vi4es teachers did – During whole group 4me – During small group 4me – checked to see if students have opportuni4es to apply & prac4ce the skills during independent work 4me
• Concluded students were ge_ng few to no opportuni4es to prac4ce oral fluency beyond whole and small group 4me
Result of Ini4al Unpacking!
• We devised a living document Hurley Founda4onal Skills Ac4vity Bank to give teachers an expanding resource with ac4vi4es to develop each of the 5 cri4cal literacy skills in whole and small groups and in centers
Using Data for Instruc4onal Planning at CORE Tier 1
• Compared BOY & MOY data to determine: 1. how many students were making adequate
progress with Tier 1 CORE instruc4on 2. how many students needed more intensive
exposure through Tier 2 and Tier 3 interven4ons
• Iden6fied the cri6cal skills to target in each grade with interven4ons: 1. K2 -‐ phonemic segmenta4on 2. G1 -‐ phonemic segmenta4on & alphabe4c principle 3. G2-‐G3 – fluency prac4ce in both languages
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Public Data Wall So We Iden4fied Areas of Need… • Professional development sessions (4 hours
– Literacy Coach trained teachers and interven4onists in strategies for teaching phonemic awareness and fluency and
– provided materials for interven4ons (fluency phones, 4mers, crag s4cks, ac4vity packets, high frequency word and phrase lists)
– Literacy Coach recruited volunteers, paras, teachers, and other adults to do Tier 2 interven4ons (working with a small group of students on an iden4fied skill 2-‐3 4mes a week for 20 minutes)
✔Fidelity of Implementa4on • ✔Fidelity if the process of delivering what was intended to be delivered in the way of interven4on & progress monitoring tools All 6-‐8 week interven4ons were put in place with a protocol for recording frequency of interven4on, list of ac4vi4es, and progress monitoring at outset, mid-‐point, and end of interven4on progress monitoring
All forms were collected & they reported 95% of fidelity of implementa4on although it took a week longer than expected (9 weeks-‐ 18 sessions of interven4on)
Fluidity of Tiered Interven4on • We iden4fy the 4er in terms of needs not students -‐-‐-‐ Luke needs a 4er 2 phonemic awareness interven4on vs. Luke is a 4er 2 student – At mid-‐point of interven4ons, we analyzed student progress-‐ ac4ons included: • phased out students who had passed EOY benchmarks • reconfigured groups where needed to maximize effec4veness (range of skills has to be narrow in order for all students in interven4on to make progress
• revisited ac4vi4es with knowledge from CCL
How Can I Read This Literacy Data?
Fall reading data are in Orange, Winter reading data are in Green
All data represent students’ dominant language skills
There are 3 Tiers to indicate students’ skill levels: • Students in Tier 1 are meeting or exceeding the benchmark • Students in Tier 2 are below the benchmark • Students in Tier 3 are significantly below the benchmark
What do we want to see? – Number of students at or above benchmark in Tier 1
INCREASING from Fall to Winter – Number of students at Tier 2 and Tier 3 needing additional
support DECREASING from Fall to Winter
Kindergarten – Fall and Winter 2011-12 Spanish Data
Fluidez en las palabras sin sentido
Fluidez en la segmentacion de fonemas
Fluidez en el nombramiento de las letras
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Phoneme Segmentation Fluency
Text Reading & Comprehension
Nonsense Word Fluency
Oral Reading Fluency
Grade 1 – Fall and Winter 2011-12 English Data
Fluidez en las palabras sin sentido
Text Reading & Comprehension
Fluidez en la segmentacion de fonemas
Fluidez en la lectura oral
Grade 1 – Fall and Winter 2011-12 Spanish Data
Grades K-3 Fall and Winter 2011-12
English Reading Comprehension
73
20 7
83
11 5.8 0
10
20
30
40
50
60
70
80
90
Tier 1 Tier 2 Tier 3
Fall 11
Winter 12
Text Reading & Comprehension
Grades K-3 Fall and Winter 2011-12
Spanish Reading Comprehension
Text Reading & Comprehension
Grades K-3 Dominant Languages – Fluency
Values used in Fluency : K-‐LNF, FNL 1st-‐ PSF, FSF 2nd-‐3rd-‐ ORF, FLO Comprehension: K-‐3rd – TRC
Grades K-3 Dominant Languages – Reading Comprehension
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What Interven4on work?
• We adopted Peer Assisted Learning Strategies (PALS) – Visited a class doing it in English
– Developed ours in Spanish following the Reading Street Curriculum
– Trained the students – Got success!
What is PALS? • Combines proven instruc4onal principles & prac4ces and peer media4on into research-‐based reading
& math ac4vi4es. • PALS is a version of classwide peer tutoring (CWPT). • Teachers iden4fy which children require help on specific
skills and who the most appropriate children are to help other children learn those skills.
• Teachers pair students in the class, so that partners work simultaneously and produc4vely on different ac4vi4es that address the problems they are experiencing.
• Pairs are changed regularly, and over a period of 4me as students work on a variety of skills, all students have the opportunity to be "coaches" and "players” and earn points working together
How Does it Work? • PALS creates pairs in a classroom, each geared to the individual student's needs.
• The strategy also creates opportuni4es for a teacher to circulate in the class, observe students, and provide individual remedial lessons.
• PALS is designed to complement, not replace, exis4ng reading and math curriculum. PALS is a 25-‐ to 35-‐ minute ac4vity implemented 2 to 4 4mes a week for about 17 weeks.
• Serve as a boost or part of Tier 1 or can be used as an Tier 2 type interven4on-‐
OVERVIEW • Research-‐based • PALS Ac6vi6es
– Leser sounds – Syllables – Words
– Sentences – Paragraph
• Coaches and Readers – Students take turns being tutors and tutees.
• Incen6ve Program – Token economy to keep students mo4vated.
• Reading & Math K-‐12
Student A Student B
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Opportuni4es to Interact Opportuni4es to Interact
Breakdown of Types of Responses by Language
