Multitiered System of Reading Instruction A module for

Multitiered System of Reading Instruction A module for pre-service and in-service professional development MN RTI Center Author: Wendy Robinson, Heartland Iowa AEA 11 www. scred. k 12. mn. us click on RTI Center MN Rt. I Center

MN RTI Center Training Modules o o This module was developed with funding from the MN legislature It is part of a series of modules available from the MN RTI Center for use in preservice and inservice training: MN Rt. I Center 2

Overview o What is a multitiered system of reading instruction? o Public health prevention model/food pyramid o Literacy diet o Full continuum of support o Tiered levels of instruction MN Rt. I Center 3

What is a multitiered system of reading instruction? o Goal: n o Multitiered systems: n o Improved performance of all students, aimed at preventing reading difficulties Organized around levels of instruction and support that are matched to student needs based on data. Basic principle: n The greater the instructional need of the student, the greater the intensity of the instruction and support. MN Rt. I Center

Where does the model come from? o Public health prevention model n Organizing principles o o n Earlier rather than later Evidence not opinion Systems not just classrooms Each and all students Tertiary prevention Secondary prevention Primary prevention o o o Well baby check-ups Immunizations Cholesterol screening MN Rt. I Center Primary prevention

Food Pyramid o Healthy, balanced diet to ensure good physical health Oils, butter Dairy, meat, fish Fruits and vegetables Bread, cereal and grains MN Rt. I Center

Literacy Diet o o Powerful literacy diet to ensure good literacy health Primary grade levels Comprehension Vocabulary Accurate and Fluent Reading Of Connected Text Phonics (Alphabetic Principle) Phonemic Awareness MN Rt. I Center

Literacy Diet o o Powerful literacy diet to ensure good literacy health Upper grade level Phonemic Awareness Alphabetic Principle Accurate and Fluent Reading Of Connected Text Vocabulary Comprehension MN Rt. I Center

Literacy Diet o Powerful literacy diet to ensure good literacy health Comprehension Vocabulary Phonemic Awareness Alphabetic Principle Accurate and Fluent Reading Of Connected Text Phonics (Alphabetic Principle) Phonemic Awareness Primary grade level MN Rt. I Center Vocabulary Comprehension Upper grade level 9

Eating from the food pyramid is sometimes not enough … o o E. g. need to add iron-rich foods, pills, or vitamins But, do not stop eating “real” food from the pyramid MN Rt. I Center

When instruction in the literacy diet is not enough… … o Add supplemental or intensive instruction (iron pill) in addition to core instruction (literacy diet) targeting area(s) of need. Phonemic Awareness Alphabetic Principle Accurate and Fluent Reading of Connected Text Vocabulary Comprehension MN Rt. I Center

For struggling readers, just making progress isn’t good enough. Benchmark 1 Performance Benchmark 2 rk chma en ic ed - B rateg blish - St Esta ging r e Eme tensiv - In eficit D Time MN Rt. I Center Benchmark 3

When students receive core instruction in the literacy diet in addition to the iron pill… Benchmark 1 Performance Benchmark 2 Benchmark 3 rk chma en d-B ishe stabl E Time MN Rt. I Center

For struggling students the goal is to accelerate student learning o Research shows to accelerate student learning: n More time spent in instruction (resources) n Instruction must be provided in smaller groups (resources) n Explicit and systematic instruction in the area of need (professional development) MN Rt. I Center

In The Past General Education Some “Fell’” Through MN Rt. I Center Title Reading or Other Reading Support Special Education Some “Fell’” Through

Full Continuum of Support General Education I I Title Reading & Reading Support, Gifted Ed. I I I = MN Rt. I Center all along the continuum! I I Special Education, Gifted Ed.

A Smart System Structure: Enter School. Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration 5 -10% 10 -15% Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response Universal Interventions • All students • Preventive, proactive 75 -85% Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures 5 -10% 10 -15% Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response 75 -85% Universal Interventions • All settings, all students • Preventive, proactive MN Rt. I Center Sugai, Horner and Gresham, 2002

Tiered Levels of Instruction o Tier 1 - Core instruction intended for all o Tier 2 – Supplemental instruction intended for some o Tier 3 – Intensive instruction intended for few MN Rt. I Center F e w Some All

Tier 1 (All) Who All students Focus Scientific-based reading instruction and curriculum emphasizing the big ideas in reading: phonemic awareness, phonics, fluency, vocabulary and comprehension Grouping Whole group, small group, partners, individual based on purpose and need Time 90 minutes daily (minimum) Assessment All students receive screening (benchmarking) assessment at least three times per year MN Rt. I Center

Tier 2 (Some) Who For students who are at-risk for reading difficulties based on screening data and lack of adequate progress and response to core or Tier 1 instruction and support Focus Targeted scientific-based reading instruction and curriculum focused on the area of need based on assessment data Grouping Small group based on similar instructional needs (1: 5) Time 20 -30 minutes daily in addition to Tier 1 instruction Assessment Weekly progress monitoring on target skill to ensure adequate learning rate (closing the gap) MN Rt. I Center

Tier 3 (Few) Who For students with intensive instructional needs in reading who have not responded sufficiently to Tier 1 and Tier 2 instruction and support Focus Sustained, intensive scientifically-based instruction based on individual needs of student Grouping Small group instruction based on similar instructional needs (1: 3) Time 40 - 60 minutes daily in addition to Tier 1 instruction Assessment Weekly progress monitoring on target skill to ensure adequate learning rate (closing the gap) MN Rt. I Center

Differences Across Tiers o o o Intensity of need Intensity of instruction Assessment frequency and precision MN Rt. I Center

Intensifying Instruction o The Big Five 1. 2. 3. 4. 5. More explicit More modeling More systematic More opportunities to respond More review MN Rt. I Center

Multitiered Levels of Instruction Makes a Difference o o o Can significantly reduce the number of children performing below criterion (Foorman, 2003) n Tier 1 interventions can result in reducing at risk readers from 25% of population to 6% n Tier 2 interventions can further reduce to 3 to 4% Can increase scores on standardized tests Can produce long lasting results for most children The largest gains are made in first part of intervention Brain functioning more normalized MN Rt. I Center

Punch Line o o o If you want to see it, teach it! If you teach it, assess it! If you assess it, analyze it! If you assess/analyze it, use it to guide instruction! Assess again to see if instruction was effective! MN Rt. I Center

References: Books • Foorman, B. R. (2003). Preventing and remediating reading difficulties; Bringing science to scale. Baltimore: York Press. • Mc. Cardle, P. & Chhabra, V. (2004). The voice of evidence in reading research. Baltimore: Paul Brooks Publishing. • Reschly, D. (2007). Teacher quality for multitiered instruction. Washington, D. C: National Comprehensive Center for Teacher Quality. • Shaywitz, S. (2003). Overcoming dyslexia. New York: Random House. • Swanson, L. (1999). Interventions for students with learning disabilities: A meta-analysis of outcomes. Guilford, New York. MN Rt. I Center

References: Articles • Deno, S. , Fuchs, L. , Marston, D. , & Shin, J. (2001). Using curriculum based measurement to establish growth standards for students with learning disabilities. School Psychology Review, 30(4), 507 -524. • Stecker, P. M. (2007). Tertiary intervention: Using progress monitoring with intensive services. Teaching Exceptional Children, 39(5), 50 -57. • Davis, G. N. , Lindo, E. J. , & Compton, D. L. (2007). Children at risk for reading failure: Constructing an early screening measure. Teaching Exceptional Children, 39(5), 32 -37. • Foorman, B. R. (2007) Primary prevention in classroom reading instruction. Teaching Exceptional Children, 39(5), 24 -30. • Arllington, R. L. (2006). Research and the three tier model. Reading Today, 23(5), 20. MN Rt. I Center

Resources: Websites • www. cbmnow. com • www. aimsweb. com • www. interventioncentral. com • www. dibels. uoregon. edu • www. nasponline. org • www. rti 4 success. org • www. rtinetwork. org • www. reading. uoregon. edu MN Rt. I Center

Resources: Websites (Cont’d) • Florida Center for Reading Research – www. fcrr. org • Institute for Education Sciences – www. ed. gov/about/offices/list/ies/index. html • What Works Clearinghouse – www. w-w-c. org/ • Vaughn Gross Center for Reading and Language Arts – www. texasreading. org • Institute of Child Health and Human Development. (2000). Report of the national reading panel: Teaching children to read. – www. nichd. nih. gov/publications/nrp • National Research Council on Learning Disabilities, (2003). Responsiveness to Intervention Symposium. – www. nrcld. org/html/symposium 2003/ MN Rt. I Center

Activities o o o To introduce the topic: n All Kids Can Learn n Five Essential Components Bingo Question-drive framework that provides a real life tool to help establish a multitiered system Troubleshooting Guide that provides concrete example on how to intensify instruction when student are not responding to instruction at expected rate and performance MN Rt. I Center 30

Quiz o 1. ) Fill in the blanks. Multitiered systems are organized around levels of _______ and ______that are matched to student _____ and based on _____. o 2. ) The basic principle of a multitiered system of reading instruction is the greater the instructional need of the student, n n n A. ) the less the intensity of the instruction and support. B. ) the greater the intensity of the instruction and support. C. ) the intensity of the instruction and support should not change. MN Rt. I Center 31

Quiz (cont’d) o 3. ) The organizing principle(s) of the public health prevention model is/are n A. ) Earlier rather than later n B. ) Evidence not opinion n C. ) Systems not just classrooms n D. ) Each and all students n E. ) All of the above MN Rt. I Center 32

Quiz (cont’d) o 4. ) True or False? When instruction in the “literacy diet” is not enough, supplemental or intensive instruction (e. g. iron pill) should take the place of core instruction (literacy diet) when targeting area(s) of need. o 5. ) True or False? For struggling readers, just making progress isn’t good enough. MN Rt. I Center 33

Quiz (cont’d) o 6. ) Explain the difference between the old educational model and the full continuum of support. o 7. ) List some differences between tiers. MN Rt. I Center 34

The End o Note: The MN RTI Center does not endorse any particular product. Examples used are for instructional purposes only. o Special Thanks: n n Thank you to Dr. Ann Casey, director of the MN RTI Center, for her leadership Thank you to Aimee Hochstein, Kristen Bouwman, and Nathan Rowe, Minnesota State University Moorhead graduate students, for editing work, writing quizzes, and enhancing the quality of these training materials MN Rt. I Center