CINDY EDWARDS, RT I - DYSLEXIA /504 ADMINISTRATIVE SUPERVISOR
AUSTIN ISD2012
RtI A Focus on Early Reading Within
A Multi-Tiered Preventative Framework
Objectives
Describe the characteristics and current research base on the RtI Multi-Tiered Preventative Framework in primary grade reading
What is RtI in early reading? What is evidence-based instruction? How should RtI in early reading be implemented? How should intervention responsiveness be determined? What instruments can we rely upon to guide our instruction? What progress monitoring instruments can we use?
RtI in Early Reading
Comprehensive school-wide frameworks for which students at risk for reading difficulties are identified and are provided with evidence based and data-informed instruction and interventions before they fall farther behind their peers or result in grade retention
Eliminate the Gap
We know- students who struggle with reading in the early grades are likely to continue to struggle if they receive only typical instruction.
Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher, 1996; Jewel, 1988; Torgesen& Burgess, 1998
Essential Characteristics of Effective Instruction for Reading
Multi-tiered preventative systemsEvidence-based classroom reading instructionSupplemental intervention provided when neededStudent progress is monitored and outcomes evaluated.Student assessment data are examined regularly, and
decisions related to intervention are based on student data. Sufficient teacher professional development is provided so
that high-quality instruction is delivered with fidelity to evidence-based programs and practices.
On-going follow-up support and coaching is provided for teachers and support staff
Gersten et al., 2008 ; Kovaleski& Black, 2010
3 Tiers
Tier 1 intervention (primary prevention): quality evidence-based, differentiated classroom reading instruction and universal screening to identify students at-risk for reading difficulties
Tier 2 intervention(secondary intervention or secondary prevention): supplemental intervention provided to students identified as at-risk for reading difficulties
Tier 3 intervention (tertiary intervention or tertiary prevention): higher intensity intervention for students with inadequate response in Tier 2
A Closer Look at Features of Effective Instruction
* Multi-Tiered Preventative System for Reading provides well integrated instruction that focuses on the foundations of early literacy
* Evidence Based Classroom Reading Instruction
Early Literacy Building Blocks and Associated Component skills
Oral Language
Phonological Awareness
Print Knowledge
•Phonemic Awareness•Phonics•Vocabulary•Fluency•Comprehension•Spelling•Writing
Examples Evidence Based Instruction That Supports Early Literacy Building Blocks:
http://www.austinschools.org/curriculum/RtI/TAP/ELA/K5_literacyTAP.html
http://www.austinschools.org/curriculum/RtI/TAP/ELA/phonHierarchyGuid.html - english
http://www.austinschools.org/curriculum/RtI/resources/reading.html
Dialogic Reading PEER Sequence Prompts the child to say something about the book.Evaluates the child’s response.Expands the child’s response by rephrasing and
adding information.Repeats the prompt to make sure the child has
learned from the expansion.
This is a short interaction between the child and the adult.
http://link.brightcove.com/services/player/bcpid66991092001?bckey=AQ~~,AAAAAFwNJhQ~,2UA9EcWU7eO78740FEYQjamFClC8k6eB&bclid=23711452001&bctid=809572821001
HTTP: / /WWW.AUSTINSCHOOLS.ORG/CURRICULUM/RTI /TAP/ELA/DIAGNOSTICGUIDE_RDG_K12.HTML - PHONAWARENES
HTTP: / /WWW.TPRI .ORG/RESOURCES/ INDEX.HTML
HTTP: / /WWW.TEJASLEE.ORG/
* Supplemental Intervention Provided When Needed
* Student Progress is Monitored and Outcomes Evaluated
LETRS: WHERE BEST PRACTICE BECOMES EVERYDAY PRACTICE
TPRI & TEJAS LEE
WORDS OF OUR WORLD (WOW)
* Professional Development* On-going Support and Coaching
Questions