1. RTI in FUSD
March 21, 2014
Intervention in
FUSD
(Formerly RTI)
2. Response to Intervention
The RTI program is an effective intervention system
that is evidence based, accelerates learning to close
gaps in knowledge, identifies students who struggle
with learning, and brings students within grade-level
performance.
By providing high-quality, explicit instruction in the
core content areas, RTI is a key factor in preventing
learning difficulties.
RTI in FUSD
March 21, 2014
3. Reading Difficulties are Very Common
• According to the National Assessment of Educational Progress, about
36% of all fourth graders read at a level described as “below basic.”
• 86% of black males in fourth grade read below grade proficiency
levels, compared with 82% of Hispanic males and 58% of white males.
• 85% of the students who are referred to special education services in
public schools are having severe difficulties with language, reading, and
writing.
• 15-20% of the population as a whole have some of the symptoms of
dyslexia, including slow or inaccurate reading, poor spelling, and poor
writing.
• More than 20% of American adults read below the 5th grade level.
RTI in FUSD
March 21, 2014
4. • Failure to develop basic reading skills by age nine predicts a
lifetime of illiteracy unless these struggling readers receive
appropriate instruction; without it, more than 74% entering first
graders who are at-risk for reading failure will continue to have
reading problems into adulthood.
• More than 60% of prison inmates are functionally illiterate and
70% are in the lowest two levels of reading proficiency.
• 85% of all youngsters who become involved with the juvenile
court system are functionally illiterate.
• Low literacy is strongly related to unemployment and poverty.
RTI in FUSD
March 21, 2014
Consequences of
Not Learning to Read
5. Learning to Read Begins Before
Children Begin School
Oral language experiences and meaningful conversation set the
stage for building background knowledge and the growth of
vocabulary.
By age 3, children in more affluent families will have heard 30
million more words on average than children in low-income
families.
RTI in FUSD
March 21, 2014
6. RTI in FUSD
March 21, 2014
Age of child in months
Estimated cumulative words to
child
Language Experience
7. RTI in FUSD
March 21, 2014
Age of child in months
Cumulative Vocabulary
words
Hart & Risley, 1995
8. Children in low-income families typically
enter kindergarten 12 to 14 months behind
the national average in pre-reading and
language skills, and early gaps in school
readiness evident in kindergarten are
mirrored in third-grade standardized test
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March 21, 2014
scores.
9. Research on Early Literacy:
RTI in FUSD
March 21, 2014
What do we know?
12. What Do We Know from
Reading trajectories
are established early.
RTI in FUSD
March 21, 2014
Readers on a low
trajectory tend to
stay on that
trajectory.
Students on a low
trajectory tend to fall
further and further
behind.
Research?
Unless…
the students on a low trajectory are identified and
receive systematic, explicit instruction in reading
13. How do We Change
RTI in FUSD
March 21, 2014
Trajectories?
14. DIBELS is an Opportunity to
RTI in FUSD
March 21, 2014
Change Outcomes
15. DIBELS AND RTI The Outcomes-Driven Model
RTI in FUSD
March 21, 2014
DIBELS Next Benchmark Assessment
DIBELS Next Progress Monitoring
5
4
1
2
3
Identify need for
Support
Review
Outcomes
Validate Need for
Support
Plan Support
Evaluate
Effectiveness of
Support
Implement
Support
16. DIBELS NextDynamic Indicators of Basic
Identify K-2 students at risk for reading difficulties.
DIBELS indicators help identify areas to target
instructional support.
RTI in FUSD
March 21, 2014
Early Literacy Skills
18. RTI in FUSD
March 21, 2014
DIBELS: Assess the
Basic Early Literacy Skills
Measure Basic Early Literacy Skills
FSF First Sound Fluency Phonemic awareness
LNF Letter Naming Fluency None
PSF
Phoneme Segmentation
Fluency
Phonemic Awareness
NWF Nonsense Word Fluency
Alphabetic Principle and Basic
Phonics
DORF
DIBELS Oral Reading
Fluency (includes Retell)
Advanced Phonics and Word
Attack Skills; Accurate and
Fluent Reading of Connected
Text; Reading Comprehension
DCS DIBELS Composite Score
19. DIBELS AND RTI The Outcomes-Driven Model
RTI in FUSD
March 21, 2014
DIBELS Next Benchmark Assessment
Identify need for
Support
Review
Outcomes
Validate Need for
Support
Plan Support
Evaluate
Effectiveness of
Support
Implement
Support
DIBELS Next Progress Monitoring
20. Simple View of Reading
RTI in FUSD
March 21, 2014
Comprehension
of language
Decoding
of text
Reading to
gain
meaning
Recognizing words
in text & sounding
them out
phonemically
The ability
to
understand
language
The ability to read
and obtain
meaning from what
was read
Gough & Tunmer 1986
22. Word Recognition
Phonological Awareness
Phonics Structural analysis
RTI in FUSD
March 21, 2014
Decoding
Sight recognition
Context
23. Phonemic Awareness
Phonemic awareness is the conscious understanding
that speech is composed of a sequence of sounds
(phonemes) that can be recombined to form different
RTI in FUSD
March 21, 2014
words.
Without direct instructional support, phonemic awareness
eludes roughly 25% of middle-class first graders and
substantially more of those who come from less literacy-rich
backgrounds.
Phonemic awareness is the single best predictor of future
reading success.
24. Decoding: Phonics
Relationship between letters (symbols) and the
sounds they represent:
s = /s/
Relationship between sounds and their spelling:
/s/ = s
Strategic use of syllable generalizations to read and
spell unfamiliar words:
_le is a final stable syllable
RTI in FUSD
March 21, 2014
25. Decoding: Structural Analysis
Strategic use of meaningful word parts—prefixes,
base elements, and suffixes—to read and spell
RTI in FUSD
March 21, 2014
longer, multisyllabic words:
re-fine-ment
un-believe-able
26. These are words that appear most often in reading
material written for children and adults.
They make up from 50% to 70% of the words in most
reading material.
To master a sight word, a student must recognize and
pronounce the word instantly (in one second or less)
every time he/she sees it.
RTI in FUSD
March 21, 2014
Sight Recognition
27. A last resort
Context is least useful when it is most needed: Overall,
context enables the reader to predict accurately one out
of four words, but the content words that impart most of
the meaning in passages are predictable only 10% of the
time.
RTI in FUSD
March 21, 2014
Context
28. RTI in FUSD
March 21, 2014
Fluency
Fluency is the ability to read text quickly,
accurately, and with proper expression.
It is the bridge between word recognition
and reading comprehension.
Children need a great deal of practice
reading at their independent reading level
to develop fluency.
29. Independent
95% accuracy or
better
RTI in FUSD
March 21, 2014
Instructional
90%
or better
Frustration
less than 90%
Reading Levels
30. Out-of-School Reading Volume of
Fifth-Grade Students of Different
Levels of Achievement
Achievement
Percentile
RTI in FUSD
March 21, 2014
Minutes of
Reading
per Day
Words
per Year
90th 40.4 2,357,000
50th 12.9 601,000
10th 1.6 51,000
31. Middle School Reading Volume
• Good readers read at least 10,000,000
words during the school year.
• Students with reading difficulties read
less than 100,000 words during the
same period.
RTI in FUSD
March 21, 2014
32. Dr. Morris quoting Sally Shaywitz:
“All Children Will Succeed Here.”
RTI in FUSD
March 21, 2014
