Weekly Admin Connections RTI Q&A

What do you mean, RtI?

The Acronym RtI, stands for "Response to Intervention.”

It is a preventative framework that is multilevel, improving the outcome for ALL students.
I have included the link to the RtI page on our PPS website.

Oregon K-12 Literacy Framework

Recently, administrators received a copy of the Oregon K-12 Literacy Framework and CD from the Oregon Department of Education. This document addresses the components of effective and comprehensive reading instruction. These include: Goals, Assessment, Instruction, Leadership, Professional Development and Commitment. The document provides direction at the state, district and school level to improve K-12 reading instruction and outcomes.

The work being done in PPS around the implementation of the PPS Reading Assessment Framework and the Framework for Tiered Reading Support is directly aligned with this state initiative. These PPS frameworks are currently being rolled out in Zone 1 and 2 schools and are available at this link: http://www.pps.k12.or.us/departments/curriculum/4192.htm

Triangulation of Data is Key

Triangulating data is key to making instructional decisions about students. Simply stated, triangulating data refers to using at least three data points when making significant education decisions about students. By using multiple data points over multiple time periods, principals and teachers can be more confident that the decisions they make accurately reflect student need.
As schools begin to use DIBELS and easyCBMs as universal screeners, progress monitoring and benchmarking tools, it is critical that principals and teachers apply this principle when analyzing school reading data.

For example, triangulating data for a group of second graders might consist of analyzing data from the following sources:

• DIBELS
• Revised PPS Phonics Survey
• Scott Foresman assessments (i.e., Selection Tests, End of Unit Assessments, Fresh Reads for Differentiate Instruction, Retelling Rubrics, etc.)

Triangulating data for a group of 6th graders might consist of analyzing data from these sources:
• easyCBMs
• OAKS
• Classroom tests or assignments

A model for triangulation of data was used during the fall Data Analysis trainings attended by Zone 1 & 2 schools. Multiple assessments over multiple time periods is key!
Please contact the K-8 Reading Team if you have questions or would like support in triangulating data.

What is included in the 30 minute Core instruction in Scott Foresman for students in an intensive intervention class?

The focus should be on oral comprehension using the following grade level materials from Scott Foresman: read aloud, big books, weekly anthology, songs and poems of week. Lessons should include modeling the comprehension and vocabulary strategies used through read aloud/think aloud. Students should have multiple exposures to vocabulary over the course of the week.

What is the purpose of screening and progress monitoring students?

Assessing students enables us to target our instruction based on student need.
For example, teachers in K-5 should use Scott Foresman differentiated instruction resources to support targeted instruction. Middle school teachers can use the EMC Write-In Reader, comprehension and vocabulary strategies, and fluency practice to support differentiated instruction.  

Can someone HELP? What is PBS/PBIS, Foundations, Champs, ENVoY, RTI, bRTI…?

PBS/PBIS and RTI/bRTI are the same in that they involve a three-tiered system (universal, targeted, and intensive) to promote academic and behavioral success. Foundations is a training curriculum to implement the school-wide and individual practices of PBIS/bRTI.
PBIS/bRTI has identified effective classroom management as critical component of the multi-tiered system. CHAMPS is an evidence-based classroom management curriculum. ENVoY is also a classroom management curriculum that utilizes some evidence-based strategies.

What is a CBM?

CBM stands for Curriculum Based Measurement.

Curriculum Based Measures are reliable and valid with high technical adequacy
• Short and standardized
• Samples the year-long curriculum by focusing on foundational/essential reading skills
• Sensitive to incremental student gains over short time periods
• Predictive - Provides information about performance today and performance tomorrow
• Overall indicator of reading performance

The Reading CBMs in use in the district are:
• DIBELS, in grades K-3
• easyCBM, in grades 4-8

CBMs measure the foundational/essential skills of Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension

A reminder when planning instruction:

People tend to remember best that which comes first in a learning segment, and remember second best that which comes last (primary-recency effect). 

Scheduling Reading Intervention Classes for next year?

ERI, Horizons, Language! interventions are designed to accelerate student growth by 1.5 years or more. Acceleration can only be accomplished by:
• Teaching the curriculum five days a week
• Scheduling the full time required by the program
• Teaching the entire program as designed

This will result in students transitioning back to the core and closing the achievement gap.

Need scheduling help? Contact
ERI & Horizons help:
Sheila Hallinan shallinan@pps.net and Cathy Cowherd ccowherd@pps.net

Language! help:
Laurel Feldman, lfeldman@pps.net

Why assess Oral Reading Fluency (ORF)?

Fluency is not an end in itself but a critical gateway to reading comprehension. Fluent reading frees students to process meaning.

For students to develop fluency, they must:
• perform the task or demonstrate the skill accurately, and
• perform the preskills of the task quickly and effortlessly.
Once accurate, fluency develops through plentiful opportunities for practice in which the task can be performed with a high rate of success.