2. • Need for framework through which students at-risk for
reading difficulties are:
• Identified
• Provided w/ evidence based & data informed
• Intervention
4. • AIMSweb – set of criterion-referenced measures to track
benchmark achievement
• BILINGUAL: MIDE-SYLLABLE READING FLUENCY
• SEI: NONSENSE WORD FLUENCY
• Running Record – Reading level assessment to gauge
comprehension, fluency, accuracy
• Fountas & Pinnell 50 Sight Word List
• Bilingual and SEI
5. • Students on the upper end of AIMSweb Red Tier
• Fountas & Pinnell
• Students Reading level D or lower
• 50 Sight Word List
6. • Tuesday March, 20, 2013
• Assessment to establish a new baseline
• Bilingual
• Instructional Level Guided Reading
• Words Their Way
• Sorting
• Spelling/Dictation
• SEI
• Instructional Level Guided Reading
• Beverly Tyner: Guided Word Work
• Sorting
• Dictation
• Spelling
7. • Baseline
• 03/20/13
• Intervention Delivery
• 4 X weekly: 20 minutes daily
• 2 X by Teacher
• 2 X by Resource Teacher
• Progress Monitoring
• 4 Week Intervals
• Report out to Staff
• Results of the Pilot
9. Kindergarte
n
Winter Spring
COM
PRE
HEN
SION
Reading Literature
•With prompting and support,
asks and answers questions
about key details in a text.
•With prompting and support,
retells familiar stories, including
key details.
•Describes the role of the author
and illustrator
•Makes predictions about the text
•Reflects upon prior knowledge of
familiar text
Informational text
•With prompting and support,
asks and answers questions
about key details in a text.
•Identifies the front cover, back
cover and title page of a book
•What do the pictures in the text
depict
•Identifies basic similarities and
differences between two texts
providing the same ideas
•Uses pictures and ideas to make
predictions
•Activates prior knowledge about
familiar ideas and concepts
Reading Literature
•With prompting and support,
identifies characters, settings,
and major events in a story
•With prompting and support,
asks and answers questions
about unknown meaning of
words
•Recognizes common types of
text (stories, poems, fantasy,
etc.)
•With prompting and support,
describes the relationship
between illustrations and the
story
•With prompting and support,
compares and contrasts the
adventures and experiences of
characters in familiar stories
Informational text
•Identifies the main topic and
retells the key informational
ideas
•Describes the connection
between two pieces of
information from the text
•With prompting and support,
asks and answers questions
about unknown meaning of
words
•With prompting and support,
identifies the reasons/facts an
author uses to support ideas
•Uses pictures and ideas to
10. •Post Implementation
•Is it working
•Does it aid instruction
•Does it benefit
Students
•Teacher Survey
•Modify according to
feedback
•Present revisions to
teachers
•CCSS Reading
Expectations
•Present to Teachers
•Utilize as measure for
reading grades
•System check
•Causes
•Infrastructure
•Lack of understanding
of CCSS
•Inconsistent Data use
Plan Do
StudyAct
11. • Comprehensive school-wide framework through which at-
risk students
• Identified
• Provided
• Evidence Based & Data Informed Intervention
• Progress Monitoring
• Progression through tiers
• As needed
12. • Is support getting to at-risk
students
• Does intervention work
• Progress Monitoring
• Teacher feedback
• Ability to utilize RtI resources
• Modify student interventions,
as needed
• Present findings of evaluation
to staff
• Implement through SST
• Understanding of CCSS
• Increase teacher committee’s
RtI knowledge
• Present to teachers
• Implement through SST
• Develop Goal-Directed
Intervention
• Causes
• No Data hub
• No framework for
• Identifying students
• Monitoring progress
Plan Do
StudyAct
13. • Teacher surveys to gauge how supported they feel?
• Will RtI prove to be too much additional work for
teachers?
• Who will provide intervention?
• Organic
• Specialist
• Will this truly inform instruction?
