J A N U A RY 2 0 1 5

RTI PLC

AGENDA

• Skills vs. Standards• Video• Skill breakdown tables

Learning Objective 1: Compare and contrast skills and standards.Learning Objective 2: Identify standards linked to Phonemic Awareness

• Academy – Best PracticesLearning Objective 3: Describe the best practices of Academy

• Interventions – Share Out

VIDEO: HOW SKILLS FEED STANDARDS

https://www.dropbox.com/s/1exggi5znyazvzg/Dr.%20Stafford%20Video.mp4?dl=0

WHAT IS A SKILL?

THINK – PAIR - SHARE

SKILLS VS. STANDARDS

Skills• Phonemic Awareness• Fluency• Vocabulary• Comprehension• Number Sense• Multiplication• Geometry

Standards • RF.2.4 Read with

sufficient accuracy and fluency to support comprehension

• RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

http://cmcssrti.wikispaces.com

SKILLS TABLES

• ReadingC:\Users\patti.wilson\Documents\RTI\Psych and RTI\Areas of Deficit- Reading Table.doc

• MathC:\Users\patti.wilson\Desktop\January PLC\Areas of Deficit - Math.pdf

Domain / Area

Definition

Associated Deficit Areas / Academic Impact on Core

Instruction

Intervention Characteristics

Example CBM/Probes to

Support Progress

Standard Linkage

Phonemic Awareness (K-1) Basic Reading

Isolating sounds, segmenting and blending sounds in words and non-words. Ability to notice, think about or manipulate the individual sounds in words.

Difficulty with: Letter Sounds Phoneme Blending Phoneme Segment. Rhyming Syllable Segmenting Phoneme Deletion

Intervention focus on systematic development of letter sound correspondence, word analysis skills and sight word recognition.

Phoneme Segmentation Initial Sounds First Sound

Standard RF.1.2Demonstrate understanding of spoken words, syllables and sounds (phonemes). RF.1.2.a Distinguish long from short vowel sounds in spoken single-syllable words. RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF.1.2.c Isolate and produce initial, medial vowel and final sounds (phonemes) in spoken single-syllable words. RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Standard RL.2.4Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem or song. 

Skill to Standard ConnectionPhonemic Awareness

Domain / Area

Definition Associated Deficit Areas / Academic Impact on Core Instruction

Intervention Characteristics

Example CBM/Probes to Support Progress

Standard Linkage

Reading Fluency (1-12)

Rate at which reader reads text, which could include speeded word, sentence or text reading, as well as segmentation and/or blending of phonemes. Also includes voice intonation and expression during reading.

Difficulty with: Accuracy of Fluency Reading Rate Word Reading Eff. Sentence Fluency

Intervention focus on guided oral reading, repeated readings, echo read, shadow read, paired reading and direct explicit instruction in chunking and phrasing.

Oral Reading Fluency Word Reading Fluency Passage Reading Fluency

Standard RI.3.2Determine the main idea of a text; recount the key details and explain how they support the main idea. Standard RI.3.10By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. Standard RF.3.4Read with sufficient accuracy and fluency to support comprehension. RF.3.4.a Read grade-level text with purpose and understanding. RF.3.4.b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Skill to Standard ConnectionReading Fluency

THERE ARE SO MANY GAPS…

• Remember, you are not filling all the gaps a student may have during a grade-level lesson covering standards. You need only activate or explicitly review the skills directly pertinent to what is being taught during the new lesson.

• Skills-based instruction is the focus of intervention (Tier II/III). Teachers will activate this prior knowledge as it applies to grade level standard acquisition in Tier I.

ACADEMY OF READING / MATH

Best Practices

ACADEMY

• Time on task within the training program25 hours = average gain of 2.5 years of growth

• EPS Recommended Use• Grades 2nd/3rd = 3-5x/wk for 15-20 mins• Grades 4th/5th/MS = 3-5x/wk for 20-25 mins• High School = 3-5x/wk for 30 mins

• 25 failures before student is locked out for Teacher intervention

ACADEMY

• Training Monitor allows for…• Modifying criteria for success in subskill• Modifying criteria for success in entire skill area• Rollback to re-train on specific skill

• To move on to next skill in Academy…• Mastery of 3 puzzles (does not have to be consecutive)• Mastery of 1 puzzle at 100%

PUZZLE PAGE

Use this page as a quick check of how the student is doing on a skill. Blue means they missed it, shadow means they got it after another try, clear means they got it the first time.

Missed it Got on 2nd try

Got it

• Don’t wait until a student is ready to give up to intervene.

• Academy is a tool, it only works if teachers use it properly.

Teacher Engagement

• Students should wear headphones when using academy to help maintain focus. The large type that completely cover ears are best.

• Students should be placed far enough apart for the teacher to quietly help a struggling student without distracting the others who are working.

Student Focus

ACADEMY OF READING GENERAL

• Teachers should not intervene during activities.

• Use the results screen to intervene with students. This is the natural place for re-teaching/teacher time.

• When pacing is important, make sure students are using three fingers placed properly on the keyboard and slow down.

Results Screen

READING VISUAL-AUDITORY MATCH

• Measuring two things. • Accuracy• Consistency of response rate

• SLOW DOWN • Strive for Accuracy first

ACADEMY OF MATH GUIDELINES

• Not recommended for students below third grade. (Multiplication & Division)• Intervene with students in areas where you know

they are struggling in the program.• Have paper, pencil, and headphones available for

students to use. • Remind students on timed problems that clicking

the “?” will pause the timer and allow them to finish the problem.

MOTIVATION

• Print and display certificates• Celebrate success• Involve parents in celebrations• Talk to students about perseverance• Mix up the routine• Reward hard earned milestones• Create school or grade wide incentive

programs for students in intervention

SUMMARY

• Use Headphones that cover ears• Pay attention to student placement in room• Motivation matters• Limit time in Academy to 20-30 min• Use Results Screen to reteach• Accuracy over speed…Slow Down• The teacher is the intervention, Academy is the

tool she uses to help with delivery.

EOY SCREENING WINDOW

• Scheduled for March 23rd – April 3rd

• Other dates of interest:• TCAP April 27th – 30th • TCAP SS Pilot April 20th – 24th • ½ day for students April 10th

INTERVENTION IDEASTIME TO SHARE OUT

TAKE A-WAYS:GLOW OR GROW

PLEASE COMPLETE YOUR EXIT CARD

FEBRUARY PLC:FOCUS ON INTERVENTIONS

02/18/2015 AT 7:30AM