A Review of RTI Literacy Assessment/ Monitoring Tools Jim Wright www.interventioncentral.org

1
A Review of RTI Literacy Assessment/ Monitoring
ToolsJim Wrightwww.interventioncentral.org
2
RTI Literacy Assessment Progress-Monitoring
(Cont.)

• To measure student response to
  instruction/intervention effectively, the RTI
  Literacy model measures students reading
  performance and progress on schedules matched to
  each students risk profile and intervention Tier
  membership.
• Benchmarking/Universal Screening. All children in
  a grade level are assessed at least 3 times per
  year on a common collection of literacy
  assessments.
• Strategic Monitoring. Students placed in Tier 2
  (supplemental) reading groups are assessed 1-2
  times per month to gauge their progress with this
  intervention.
• Intensive Monitoring. Students who participate in
  an intensive, individualized Tier 3 reading
  intervention are assessed at least once per week.
  

Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools Procedures to
assure scientific-based practices. New York
Routledge.
3
Curriculum-Based Measurement Advantages as a Set
of Tools to Monitor RTI/Academic Cases

• Aligns with curriculum-goals and materials
• Is reliable and valid (has technical adequacy)
• Is criterion-referenced sets specific
  performance levels for specific tasks
• Uses standard procedures to prepare materials,
  administer, and score
• Samples student performance to give objective,
  observable low-inference information about
  student performance
• Has decision rules to help educators to interpret
  student data and make appropriate instructional
  decisions
• Is efficient to implement in schools (e.g.,
  training can be done quickly the measures are
  brief and feasible for classrooms, etc.)
• Provides data that can be converted into visual
  displays for ease of communication

Source Hosp, M.K., Hosp, J. L., Howell, K. W.
(2007). The ABCs of CBM. New York Guilford.
4
(No Transcript)
5
CBM Literacy Measures Sources

• DIBELS (https//dibels.uoregon.edu/)
• AimsWeb (http//www.aimsweb.com)
• Easy CBM (http//www.easycbm.com)
• iSteep (http//www.isteep.com)
• EdCheckup (http//www.edcheckup.com)
• Intervention Central (http//www.interventioncentr
  al.org)

6
Comparison of 2 RTI Assessment/Monitoring Systems

• DIBELS
• Initial Sound Fluency Preschool gt Middle K
• Letter Naming Fluency Beginning K gt Beginning
  Gr 1
• Phoneme Segmentation Fluency Middle K gt End Gr
  1
• Nonsense Word Fluency Middle K gt Beginning Gr 2
• Oral Reading Fluency Middle Gr 1 gt Gr 6

• AimsWeb
• Letter Naming Fluency Beginning K gt Beginning
  Gr 1
• Letter Sound Fluency Middle K gt Beginning Gr 1
• Phoneme Segmentation Fluency Middle K gt Middle
  Gr 1
• Nonsense Word Fluency Middle K gt End Gr 1
• Oral Reading Fluency Gr 1 gt Gr 8
• Maze (Reading Comprehension Fluency) Gr 1 gt Gr
  8

7
CBM Developing a Process to Collect Local
Norms Jim Wrightwww.interventioncentral.org
8
Local Norms Screening All Students (Stewart
Silberglit, 2008)

• Local norm data in basic academic skills are
  collected at least 3 times per year (fall,
  winter, spring).
• Schools should consider using curriculum-linked
  measures such as Curriculum-Based Measurement
  that will show generalized student growth in
  response to learning.
• If possible, schools should consider avoiding
  curriculum-locked measures that are tied to a
  single commercial instructional program.

Source Stewart, L. H. Silberglit, B. (2008).
Best practices in developing academic local
norms. In A. Thomas J. Grimes (Eds.), Best
practices in school psychology V (pp. 225-242).
Bethesda, MD National Association of School
Psychologists.
9
Local Norms Using a Wide Variety of Data
(Stewart Silberglit, 2008)

• Local norms can be compiled using
• Fluency measures such as Curriculum-Based
  Measurement.
• Existing data, such as office disciplinary
  referrals.
• Computer-delivered assessments, e.g., Measures of
  Academic Progress (MAP) from www.nwea.org

Source Stewart, L. H. Silberglit, B. (2008).
Best practices in developing academic local
norms. In A. Thomas J. Grimes (Eds.), Best
practices in school psychology V (pp. 225-242).
Bethesda, MD National Association of School
Psychologists.
10
RTI PANEL ACTIVITY STRUCTURE

• PANEL TABLES
• Three tables will be randomly called for each
  panel.
• TWO members of each table will come up to join
  panel.
• Each table/team will introduce selves, school and
  present on the high points of their discussion.
• After panel presentation, floor is open for
  audience questions and comments.

• LISTENING TABLES
• One table will be randomly called to pose
  questions or share comments based on the panel
  presentation.

11
Team Activity Draft a Plan to Conduct an
Academic Screening in Your School or District

• Directions
• Develop a draft plan to screen your school using
  CBM Literacy measures 3 times per year.Use the
  Harn (2000) guidelines in your planning.
• Record the main elements of the plan
  (preparation, initial implementation,
  institutionalization, ongoing
  development/updating) using the RTI Rollout
  Planning document.
• Be prepared to report out on the main elements
  of your plan to the large group.

12
Team Activity Review Homework Assignment

• Directions Your team homework for the next
  session is to draft an RTI rollout plan for
  preparing your classroom teachers to implement
  Tier 1 interventions.
• Use the form Tier 1 (Classroom) Interventions
  Building Your Schools Capacity as your framework
  (from March 2009 workshop handouts).
• Use the RTI Implementation Planning Sheet to plot
  your rollout steps according to the 4 stages of
  systems change.

13
Creating an RTI Literacy Program at Tiers 1 2
That is Responsive to the Needs of All
StudentsJim Wrightwww.interventioncentral.org
14
Risk for reading failure always involves the
interaction of a particular set of child
characteristics with specific characteristics of
the instructional environment. Risk status is not
entirely inherent in the child, but always
involves a mismatch between child
characteristics and the instruction that is
provided. (Foorman Torgesen, 2001 p. 206).


Source Foorman, B. R., Torgesen, J. (2001).
Critical elements of classroom and small-group
instruction promote reading success in all
children. Learning Disabilities Research
Practice, 16, 203-212.
15
Tier 1 What Are the Recommended Elements of
Core Curriculum? More Research Needed

• In essence, we now have a good beginning on the
  evaluation of Tier 2 and 3 interventions, but no
  idea about what it will take to get the core
  curriculum to work at Tier 1. A complicating
  issue with this potential line of research is
  that many schools use multiple materials as their
  core program. p. 640

Source Kovelski, J. F. (2007). Response to
intervention Considerations for research and
systems change. School Psychology Review, 36,
638-646.
16
NYSED RTI Guidance Memo April 2008
17
(No Transcript)
18
The Regents policy framework for RtIDefines
RtI to minimally include Appropriate
instruction delivered to all students in the
general education class by qualified personnel.
Appropriate instruction in reading means
scientific research-based reading programs that
include explicit and systematic instruction in
phonemic awareness, phonics, vocabulary
development, reading fluency (including oral
reading skills) and reading comprehension
strategies.
19


we want to emphasize that effective
interventions for almost all children highly at
risk for reading disabilities should contain
strongly explicit instruction in the knowledge
and skills required for learning to read words
accurately and fluently, and that this
instruction should be balanced and integrated
with explicit instruction in other language and
reading skills that are also important for good
reading comprehension. (Foorman Torgesen,
2001 p. 209).
Source Foorman, B. R., Torgesen, J. (2001).
Critical elements of classroom and small-group
instruction promote reading success in all
children. Learning Disabilities Research
Practice, 16, 203-212.
20
Five Big Ideas in Reading

• Phonemic Awareness The ability to hear and
  manipulate sounds in words.
• Alphabetic Principle The ability to associate
  sounds with letters and use these sounds to form
  words.
• Fluency with Text The effortless, automatic
  ability to read words in connected text.
• Vocabulary The ability to understand (receptive)
  and use (expressive) words to acquire and convey
  meaning.
• Comprehension The complex cognitive process
  involving the intentional interaction between
  reader and text to convey meaning.

SOURCE University of Oregon http//reading.uore
gon.edu/big_ideas/trial_bi_index.php
21
Direct / Indirect Instruction Continuum
Literature-based instruction emphasizes use of
authentic literature for independent reading,
read-alouds, and collaborative discussions. It
stands in contrast to skills-based programs that
are typically defined as traditional programs
that use a commercially available basal reading
program and follow a sequence of skills ordered
in difficulty. (Foorman Torgesen, 2001 p. 204)
less direct instruction in sound-spelling
patterns embedded in trade books (embedded code)
(Foorman Torgesen, 2001 p. 204)
implicit instruction in the alphabetic principle
while reading trade books (implicit code)
(Foorman Torgesen, 2001 p. 204)
direct instruction in letter-sound
correspondences practices in controlled
vocabulary texts (direct code) (Foorman
Torgesen, 2001 p. 204)
Source Foorman, B. R., Torgesen, J. (2001).
Critical elements of classroom and small-group
instruction promote reading success in all
children. Learning Disabilities Research
Practice, 16, 203-212.
22
Balanced Literacy A Framework for Literacy
InstructionNot a Program

• Balanced literacy is an approach for teaching
  literacy that is widely used in classrooms across
  the country. It involves several methods of
  teaching and learning reading and writing, whole
  class instruction directed by the teacher with
  independent work in reading, writing, and oral
  language. By integrating a variety of approaches,
  a balance is achieved in which students learning
  to understand text (from a whole language
  approach) as well as how to read text (from a
  phonics approach).

Source Balanced Literacy An Overview. Promising
Practices Website. Retrieved on March 20, 2009,
from http//www.teachingmatters.org/literacy/guide
_overview.htm
23
Guided Reading Lesson Structure
The Guided Reading lesson structure provides
teachers the opportunities to monitor how well
students are applying skills to reading of text,
encourage and support application of skills
during text reading (e.g., word level skills and
comprehension skills), engage students in
thinking about the meaning of text, and build a
sense of reading as a meaningful, enjoyable
activity.
Source Torgesen, J. K. (2006). Overcoming early
reading difficulties in Florida Lessons from
research. Retrieved from http//www.fcrr.org/scien
ce/powerpoint/torgesen/FloridaIDA.ppt
24
Guided Reading Limitations

• For students who have not yet acquired initial
  reading skills, guided reading fails to
• Provide systematic instruction and practice on
  foundational knowledge and skills
• Give the student sufficient opportunities for
  mastery oriented practice on foundation reading
  skills
• Include use of controlled texts that provide
  good practice on early phonemic decoding skills

Source Torgesen, J. K. (2006). Overcoming early
reading difficulties in Florida Lessons from
research. Retrieved from http//www.fcrr.org/scien
ce/powerpoint/torgesen/FloridaIDA.ppt
25
I call the range of students whom teachers come
to view as adequately responsive i.e.,
teachable as the tolerance those who are
perceived to be outside the tolerance are those
for whom teachers seek additional resources. The
term tolerance is used to indicate that
teachers form a permissible boundary on their
measurement (judgments) in the same sense as a
confidence interval. In this case, the teacher
actively measures the distribution of
responsiveness in her class by processing
information from a series of teaching trials and
perceives some range of students as within the
tolerance. (Gerber, 2002)


Source Gerber, M. M. (2003). Teachers are still
the test Limitations of response to instruction
strategies for identifying children with learning
disabilities. Paper presented at the National
Research Center on Learning Disabilities
Responsiveness-to-Intervention Symposium, Kansas
City, MO.
26
RTI Core Literacy Instruction Elements

• Verify that the Schools Reading Program is
  Evidence-Based. The school has an
  evidence-based reading program in place for all
  elementary grades.
• The program is tied to a well-designed literacy
  curriculum and may consist of one or several
  commercial reading-instruction products.
• The program is supported by research as being
  effective.
• Teachers implementing the reading program at
  their grade level can describe its effective
  instructional elements.
• Examples of websites that can help to verify the
  evidence-based status of reading programs
• What Works Clearinghouse http//ies.ed.gov/ncee/w
  wc/
• Florida Center for Reading Research
  http//www.fcrr.org/FCRRReports/reportslist.htm

27
RTI Core Literacy Instruction Elements

• Use Benchmarking/Universal Screening Data to
  Verify that the Current Core Reading Program is
  Appropriate. The school uses benchmarking/universa
  l screening data in literacy to verify that its
  current reading program can effectively meet the
  needs of its student population at each grade
  level.
• In grades K-2, if fewer than 80 of students are
  successful on phonemic awareness and alphabetics
  screenings, the core reading program at that
  grade level is patterned after direct instruction
  (Foorman Torgesen, 2001).
• In grades K-2, if more than 80 of students are
  successful on phonemic awareness and alphabetics
  screenings, the school may choose to adopt a
  reading program that provides less direct
  instruction in sound-spelling patterns embedded
  in trade books (embedded code) (Foorman
  Torgesen, 2001 p. 205).

28

• Apply the 80-15-5 Rule to Determine if the
  Focus of the Intervention Should Be the Core
  Curriculum, Subgroups of Underperforming
  Learners, or Individual Struggling Students (T.
  Christ, 2008)
• If less than 80 of students are successfully
  meeting academic or behavioral goals, the
  intervention focus is on the core curriculum and
  general student population.
• If no more than 15 of students are not
  successful in meeting academic or behavioral
  goals, the intervention focus is on small-group
  treatments or interventions.
• If no more than 5 of students are not successful
  in meeting academic or behavioral goals, the
  intervention focus is on the individual student.

Source Christ, T. (2008). Best practices in
problem analysis. In A. Thomas J. Grimes
(Eds.), Best practices in school psychology V
(pp. 159-176).
29
Comparison of Sunnyside Baylor Schools Winter
Benchmarking Gr 1
Source DIBELS Website. Retrieved on May 8, 2007,
from https//dibels.uoregon.edu/
30
Sunnyside Central School District District
Student Population 986 Eligible for
Free/Reduced-Price Lunch 43 Number of Students
in Grade1 69
Winter Benchmarking Gr 1
On all literacy screening measures, Sunnyside
fell below the 80 success level PSF 72
emerging/ established NWF 66 emerging/
established PSF 65 some risk/ low risk
31
Winter Benchmarking Gr 1
Baylor Unified Free School District District
Student Population 1452 Eligible for
Free/Reduced-Price Lunch 6 Number of Students
in Grade1 106
On all literacy screening measures, Baylor
exceeded the 80 success level PSF 94
emerging/ established NWF 91 emerging/
established PSF 86 some risk/ low risk
32
Winter Benchmarking Gr 1
33
Direct / Indirect Instruction Continuum
direct instruction in letter-sound
correspondences practices in controlled
vocabulary texts (direct code) (Foorman
Torgesen, 2001 p. 204)
less direct instruction in sound-spelling
patterns embedded in trade books (embedded code)
(Foorman Torgesen, 2001 p. 204)
implicit instruction in the alphabetic principle
while reading trade books (implicit code)
(Foorman Torgesen, 2001 p. 204)
Source What Works Clearinghouse. Retrieved April
15, 2009, from . http//ies.ed.gov/ncee/wwc/
34
Direct / Indirect Instruction Continuum
direct instruction in letter-sound
correspondences practices in controlled
vocabulary texts (direct code) (Foorman
Torgesen, 2001 p. 204)
less direct instruction in sound-spelling
patterns embedded in trade books (embedded code)
(Foorman Torgesen, 2001 p. 204)
implicit instruction in the alphabetic principle
while reading trade books (implicit code)
(Foorman Torgesen, 2001 p. 204)
Sources Foorman, B. R., Torgesen, J. (2001).
Critical elements of classroom and small-group
instruction promote reading success in all
children. Learning Disabilities Research
Practice, 16, 203-212.Florida Center for Reading
Research. Retried on April 15, 2009 from
http//www.fcrr.org
35
Direct / Indirect Instruction Continuum
direct instruction in letter-sound
correspondences practices in controlled
vocabulary texts (direct code) (Foorman
Torgesen, 2001 p. 204)
less direct instruction in sound-spelling
patterns embedded in trade books (embedded code)
(Foorman Torgesen, 2001 p. 204)
implicit instruction in the alphabetic principle
while reading trade books (implicit code)
(Foorman Torgesen, 2001 p. 204)
Sources Foorman, B. R., Torgesen, J. (2001).
Critical elements of classroom and small-group
instruction promote reading success in all
children. Learning Disabilities Research
Practice, 16, 203-212.What Works Clearinghouse.
Retrieved April 15, 2009, from .
http//ies.ed.gov/ncee/wwc/
36
RTI Core Literacy Instruction Elements

• Establish a Breadth of Instructional Expertise in
  Reading. Teachers are knowledgeable about the
  causes of reading delays. They understand that
  the most common explanation for deficiencies in
  foundation reading skills for students entering
  kindergarten is thatprior to public schoolthose
  delayed students did not have the same exposure
  to spoken vocabulary, phonemic awareness
  activities, and print as did their more advanced
  classmates. Classroom teachers have the
  instructional expertise to teach children whose
  reading skills are up to 2 years below those of
  their classmates.

37
RTI Core Literacy Instruction Elements

• Adopt Efficient Methods of Instructional Delivery
  and Time Management. The teacher uses an
  appropriate range of efficient instructional
  delivery and time-management methods to match
  student readers to effective learning activities.
  Examples include
• reading centers (Kosanovich et al., n.d.)
• using students as peer tutors (e.g. Mathes et
  al., 2003)
• incorporating paraprofessionals (Foorman, Breier,
  Fletcher, 2003), adult volunteer tutors, or
  other non-instructional personnel under teacher
  supervision to review and reinforce student
  reading skills
• scheduling core literacy instruction at the same
  time for each grade level to allow students to
  access reading instruction across classrooms as
  needed (cf. Burns Gibbons, 2008).

38
The most effective early intervention is
preventionin the form of differentiated
classroom instruction. Many techniques and
programs exist for helping classroom teachers
with small-group instruction, such as classwide
peer tutoringand cooperative grouping. But one
of the persistent problems of differentiated
classroom instruction is how to engage classroom
teachers in continuous progress monitoring and
translating the results of assessment to
differentiated instruction. (Foorman Moats,
2004 p. 54).


Source Foorman, B. R., Moats, L. C. (2004).
Conditions for sustaining research-based
practices in early reading instruction. Remedial
Special Education, 25, 51-60.
39
Building Tier 1 Capacity in the Teaching of
Reading Example of Differentiating Instruction

• In grades K-3, teachers can differentiate
  instruction for children during the block of
  core literacy instruction through flexible
  small-group instruction.
• Reading centers are set up in the classroom, at
  which students might work in groups, in pairs, or
  individually.
• These centers might be designed for students to
  access independently or to be teacher-led.
• Group sizes can range from 3-5 for struggling
  students up to 5-7 for those students who are on
  grade level.

Source Kosanovich, M., Ladinsky, K., Nelson, L.,
Torgesen, J. (n.d.). Differentiated reading
instruction Small group alternative lesson
structures for all students. Florida Center for
Reading Research. Retrieved on November 5, 2008,
from http//www.fcrr.org/assessment/pdf/smallGroup
AlternativeLessonStructures.pdf
40
Building Tier 1 Capacity in the Teaching of
Reading Example of Differentiating Instruction
(Cont.)

• Reading center activities can include guided
  reading and skills-focused lessons.
• Guided reading activities provide more general
  reading instruction. The teacher guides a group
  discussion of the text (e.g., selection of the
  text, introducing the text to students, talking
  about the content of the text, providing
  instruction in strategic strategies to better
  access the text, etc.).
• Skills-focused lessons provide specific,
  focused instruction and practice in crucial
  reading skills (e.g., letter-sound
  correspondence, phoneme segmentation). Students
  with similar reading deficits are placed in
  specific skills-focused groups to allow targeted
  interventions.

Source Kosanovich, M., Ladinsky, K., Nelson, L.,
Torgesen, J. (n.d.). Differentiated reading
instruction Small group alternative lesson
structures for all students. Florida Center for
Reading Research. Retrieved on November 5, 2008,
from http//www.fcrr.org/assessment/pdf/smallGroup
AlternativeLessonStructures.pdf
41
Building Tier 1 Capacity in the Teaching of
Reading Example of Differentiating Instruction
(Cont.)

• The teacher determines the composition and
  instructional activities to be used in reading
  centers via ongoing reading assessment
  information (e.g., DIBELS progress-monitoring
  data, classroom observations, etc.).
• The teacher creates a master reading center
  schedule ( a series of teacher-led and
  independent reading centers to accommodate all
  students in the classroom).
• Recruitment for reading centers is flexible
  Children are assigned to specific reading centers
  based on their reading profile. Those center
  assignments are regularly updated based on
  classroom reading assessment data.

Source Kosanovich, M., Ladinsky, K., Nelson, L.,
Torgesen, J. (n.d.). Differentiated reading
instruction Small group alternative lesson
structures for all students. Florida Center for
Reading Research. Retrieved on November 5, 2008,
from http//www.fcrr.org/assessment/pdf/smallGroup
AlternativeLessonStructures.pdf
42
Using Peer Tutors as Vehicle for Instructional
Delivery PALS

• Peer-Assisted Learning Strategies (PALS) is a
  peer-tutoring program. According to the
  developer's website, it is designed to be
  incorporated into the existing curriculum with
  the goal of improving the academic performance of
  children with diverse academic needs. Teachers
  train students to use PALS procedures. Students
  partner with peers, alternating the role of tutor
  while reading aloud, listening, and providing
  feedback in various structured activities. PALS
  is typically implemented three times a week for
  30 to 35 minutes. Although PALS can be used in
  different subject areas and grade levels, this
  intervention report focuses on the use of PALS to
  improve reading skills of students in
  kindergarten through third grade.

Source What Works Clearinghouse. Peer-Assisted
Learning Strategies (PALS). Retrieved on May 8,
2007, from https//dibels.uoregon.edu/
43
Peer-Assisted Learning Strategies (PALS) Research
Findings

• PALS was found to have potentially positive
  effects on alphabetics, fluency, and
  comprehension.

Source What Works Clearinghouse. Peer-Assisted
Learning Strategies (PALS). Retrieved on May 8,
2007, from https//dibels.uoregon.edu/
44
RTI Core Literacy Instruction Elements

• Mass Resources for Focused Literacy Instruction
  Intervention in the Primary Grades. The school
  organizes its resources to provide the most
  intensive general-education literacy instruction
  and intervention support at the early grades
  Grades K through 2because research suggests that
  student reading deficits can be addressed in
  these primary grades with far less effort and
  with better outcomes than for students whose
  reading deficits are addressed in later grades
  (Foorman, Breier, Fletcher, 2003),.

45
RTI Core Literacy Instruction Elements

• Avoid Use of Less Effective Reading Instructional
  Strategies. Classrooms make minimal use of
  inefficient instructional reading activities such
  as Round Robin Reading that can result in poor
  modeling of text reading and reduced rates of
  actual student reading engagement--and may also
  cause emotional distress for poor readers (Ash,
  Kuhn, Walpole, 2009 Ivey, 1999). Furthermore,
  the school has a clear and shared understanding
  that purposeful, focused reading interventions
  are required to help struggling readers The
  passive strategy of grade-retention has not been
  shown to be an effective means of reading
  intervention (Foorman, Breier, Fletcher, 2003),

46
Childrens status as readers is established
early Torgesen et al. (1997) showed that over 8
of 10 children with severe word reading problems
at the end of the first grade performed below the
average at the beginning of the third grade. Such
evidence supports the view that early reading
problems are the result of deficits rather than
delay. In other words, the early childhood mantra
Just wait theyll catch up has no empirical
basis. (Foorman, Breier, Fletcher, 2003 p.
626)


Source Foorman, B. R., Breier, J. Il,
Fletcher, J. M. (2003). Interventions aimed at
improving reading success An evidence-based
approach. Developmental Neuropsychology, 24,
613-639.
47
RTI Core Literacy Instruction Elements

• Adopt Evidence-Based Tier 2 (Supplemental)
  Reading Interventions for Struggling Students.
  The school has a range of evidence-based Tier 2
  intervention options for those students who fail
  to respond adequately to classroom literacy
  instruction alone. Group-based Tier 2
  interventions are capped at 7 students, and all
  children in those groups have the same general
  intervention need (Burns Gibbons, 2008). Tier 2
  instruction is more explicit (e.g., contains more
  direct-instruction elements), intensive (e.g.,
  more teacher attention), and supportive (e.g.,
  timely performance feedback, praise, and
  encouragement) than the reading instruction that
  all children receive (Foorman Torgesen, 2001).

48
RTI Core Literacy Instruction Elements

• Promote Ongoing Professional Development. The
  school supports teachers with professional
  development as they implement any reading program
  (Foorman, Breier, Fletcher, 2003). Training
  addresses such key topics as
• understanding the underlying research,
  instructional objectives, and components of the
  program
• managing the classroom during reading activities,
  
• moving at an appropriate instructional pace
• grouping students.

49
References

• Ash, G. E., Kuhn, M. R., Walpole, S. (2009).
  Analyzing inconsistencies in practice
  Teachers' continued use of round robin reading.
  Reading Writing Quarterly, 25, 87-103.
• Burns, M. K., Gibbons, K. A. (2008).
  Implementing response-to-intervention in
  elementary and secondary schools Procedures to
  assure scientific-based practices. New York
  Routledge.
• Foorman, B. R., Breier, J. Il, Fletcher, J. M.
  (2003). Interventions aimed at improving reading
  success An evidence-based approach.
  Developmental Neuropsychology, 24, 613-639.
• Foorman, B. R., Torgesen, J. (2001). Critical
  elements of classroom and small-group instruction
  promote reading success in all children. Learning
  Disabilities Research Practice, 16, 203-212.
• Ivey, G. (1999). A multicase study in the middle
  school Complexities among young adolescent
  readers. Reading Research Quarterly, 34, 172-192.
• Kosanovich, M., Ladinsky, K., Nelson, L.,
  Torgesen, J. (n.d.). Differentiated reading
  instruction Small group alternative lesson
  structures for all students. Florida Center for
  Reading Research. Retrieved on November 5, 2008,
  from http//www.fcrr.org/assessment/pdf/smallGroup
  AlternativeLessonStructures.pdf
• Mathes, P. G., Torgesen, J. K., Clancy-Menchetti,
  J., Santi, K., Nicholas, K., Robinson, C., Grek,
  M. (2003). A comparison of teacher-directed
  versus peer-assisted instruction to struggling
  first-grade readers. The Elementary School
  Journal, 103(5), 459479.

50
Discussion Activity What is Your Schools
Capacity to Use Benchmarking/Universal Screening
Data to Verify that the Current Core Reading
Program is Appropriate?
51
Discussion Activity What is Your Schools
Capacity to Establish a Breadth of
Instructional Expertise in Reading?
52
Discussion Activity What is Your Schools
Capacity to Adopt Efficient Methods of
Instructional Delivery and Time Management?
53
Discussion Activity What is Your Schools
Capacity to Mass Resources for Focused Literacy
Instruction Intervention in the Primary
Grades?
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RTI PANEL ACTIVITY STRUCTURE

• PANEL TABLES
• Three tables will be randomly called for each
  panel.
• TWO members of each table will come up to join
  panel.
• Each table/team will introduce selves, school and
  present on the high points of their discussion.
• After panel presentation, floor is open for
  audience questions and comments.

• LISTENING TABLES
• One table will be randomly called to pose
  questions or share comments based on the panel
  presentation.

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Discussion Activity What is Your Schools
Capacity to Avoid Use of Less Effective Reading
Instructional Strategies
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CBM Oral Reading Fluency Passage Generator

• http//www.rti2.org/rti2/oralReadings

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Building Teacher Capacity to Deliver Tier 1
Interventions An 8-Step Checklist Jim
Wrightwww.interventioncentral.org
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Team Activity Building Tier 1 Capacity

• At your tables
• Consider the eight steps to building Tier 1
  teacher capacity to deliver effective classroom
  interventions.
• Discuss the strengths and challenges that your
  school or district presents in promoting
  classroom teachers appropriate and effective use
  of Tier 1 interventions.
• Be prepared to share your discussion with the
  larger group!