Responding to K-5 Students

Roseburg Public School District MTI Project

RESPONDING TO 6-8 STUDENTS – MULTI-TIERED READING INSTRUCTION Version 2.0

In order to meet the reading needs of all students, a strong system must be in place. Effective instructional decisions for individual students can only be made if intentional work has been done to create a strong core reading program. The core reading program is supported by carefully selected supplemental and intervention resources for students whose needs are not entirely being met with the core. Determining who needs interventions and what the appropriate interventions are, is also a process that requires careful study of the individual student data. To assist in this process, the following resources are included in this section:

 Roseburg Public School District Comprehensive Assessment Plan

 Roseburg Public School District Pyramid of Reading Instruction

 Pyramid of Reading Instruction Program Descriptors / Guidance

 Intervention Adjustments and Changes

 MTI Decision Rules for Reading, 6-12

 Evaluating and Adjusting your School-wide System Roseburg Public School District MTI Project

Comprehensive Assessment Plan – Reading, 6-8 ASSESSMENT PURPOSE WHO FREQUENCY TYPES OF REPORTING U SMARTER State and Federal All students Once a year in the last 12 weeks of  Individual reporting for NI Balanced Accountability to grades 6-8 school. total ELA scores Assessment Determine Percent of VE  Group reporting by Students Meeting State RS Grade Level Performance subgroups and whole AL group indicating percent Standards in reading SC comprehension. of students meeting RE performance standard EN MAP (Measures District Adaptive Testing All students All students grades 6-8 are tested  Individual student growth of Academic to measure individual grades 6-8 each fall and spring and all new ER  Classroom, school and Progress) achievement level and students upon enrollment. growth over time in Students requiring more frequent district RIT averages for total reading and reading comprehension monitoring are tested throughout the year to measure growth goal areas  Growth analysis for individual, school and district DIBELS ORF One minute fluency and All students All students are tested three  Individual test results and DAZE comprehension measures grades 6 times each year with grade level indicating risk level and benchmark designed to regularly passages – fall, winter and spring; growth assessment monitor individual all new students upon enrollment. Group reporting progress and system  effectiveness CARI – DAZE comprehension All students All students are tested three  Individual test results benchmark measures designed to grades 7-8 times each year with grade level indicating risk level and assessment regularly monitor passages – fall, winter and spring; growth individual progress and all new students upon enrollment. Group reporting system effectiveness.  Silent reading and ORF passages are given through a gated process DI Program Placement tests are All students as As needed to place students in the  Individual test results AG Placement designed to place appropriate for appropriate level N Tests students in the program appropriate unit placement OS San Diego A quick indicator of the Students not As needed to place students in the TI  Individual test results Quick student’s independent, meeting appropriate level of intervention C Assessment instructional and benchmark programs TO frustration reading level. targets OL S PR Easy CBM Word reading, fluency Students not Strategic Students: at least  Individual and group OG and comprehension meeting monthly; reporting (easycbm.com) RE measures designed to benchmark Intensive students: at least twice a regularly monitor targets month SS individual progress and M system effectiveness O DIBELS Next Silent fluency, vocabulary Students not Strategic and Intensive students:  Individual test results NI -/CARI and comprehension meeting no more than once per month TO Progress measure designed to benchmark RI Monitoring regularly monitor targets NG individual progress and system effectiveness Roseburg Public School District MTI Project

SK Program/Unit Measure mastery of All students As prescribed by program  Individual Teacher IL Testing/Check- directly taught skills Records LS ins M AS TE RY Roseburg Public School District MTI Project

Determining Who Needs Fluency Instruction/Interventions Students need fluency instruction/interventions when they read haltingly, word-by-word, or with little or no expression. In addition, if a student is unable to read an unpracticed grade-level passage at the 50th percentile rate of peers, the reader has a low fluency level (see Oral Reading Fluency Norms Table on the district website – Student Services/ Teacher Resources/Language Arts/Oral Reading Fluency Data).

Fluency Needs vs. Comprehension Needs Using the table below, teachers can decide what further assessment and explicit reading instruction each student needs based on the student’s fluency score and most recent standardized comprehension score and/or other comprehension data.

For students with low For students with high comprehension… comprehension… For students with low  Assess phonemic awareness  Assess decoding and teach fluency… and teach explicitly if explicitly if necessary necessary  Teach fluency explicitly  Assess decoding and teach  Challenge with high-level explicitly if necessary comprehension and vocabulary  Teach fluency explicitly  Teach comprehension explicitly  Work on building vocabulary using effective, research- based strategies For students with high  Teach comprehension  Challenge with high-level fluency… explicitly comprehension and vocabulary  Work on building vocabulary using effective, research- based strategies Roseburg Public School District MTI Project

Roseburg Public School District Pyramid of Reading Instruction, 6-8

GRADE Tier I Tier II Tier III All students Strategic Intensive Core Curriculum Core + Intervention Core + Intervention or Reduced/Replacement Core + Interventions Time Time & group Program Options Time & Group Size Program Options Size 6 50+ minutes daily Small - Large  REWARDS/REWARDS + Small group Reading Mastery group Corrective Reading Six-Minute Solution  Language!  Jamestown Signature Reading  Jamestown Critical Reading Series  Jamestown Wild Side  Jamestown Outer Edge  Goodman’s Five-star Readers  Goodman’s Five-star Activity Books  Read Naturally  Literacy Navigator  M-L Strategic Interactive Reader/Writer 7 50+ minutes daily Small - Large  REWARDS/REWARDS + Small group Corrective Reading group Language!  Six-Minute Solution  Jamestown Signature Reading  Jamestown Critical Reading Series  Jamestown Wild Side  Jamestown Outer Edge  Goodman’s Five-star Readers  Goodman’s Five-star Activity Books  Read Naturally  Literacy Navigator  M-L Strategic Interactive Reader/Writer 8 50+ minutes daily Small - Large  REWARDS/REWARDS + Small group Corrective Reading group Language!  Six-Minute Solution  Jamestown Signature Reading  Jamestown Critical Reading Series  Jamestown Wild Side  Jamestown Outer Edge  Goodman’s Five-star Readers  Goodman’s Five-star Activity Books  Read Naturally  Literacy Navigator  M-L Strategic Interactive Reader/Writer Roseburg Public School District MTI Project PYRAMID OF READING INSTRUCTION, 6-8 Program Descriptors/Initial Guidance

Introduction: This document is designed to give MTI teams guidance relative to the different interventions that are currently on Roseburg Public Schools’ Pyramid of Reading Instruction, 6-12.

In addition to a summary of the program, specific information is provided regarding:

 Which of the 5 Big Ideas of reading are addressed with the intervention  The grade level at which the intervention is appropriate  If the intervention is intended to be a strategic or intensive intervention  Pre-requisite skills that must be in place prior to a student being assigned the intervention  Assessments/data that must be used to determine if the program is appropriate for meeting the sub-skills need of the student  Assessments to use to place the student at the correct instructional level of the program  Assessments to use to progress monitor  Who can provide training on this intervention  Where you can find more information about the intervention

Applying this information via the MTI team process should be helpful in determining appropriate interventions to meet students’ needs. An intervention is only as effective as the quality of the implementation and progress monitoring. Program Name: Six Minute Solution Publisher: Sopris West

Instructional focus: Grade Level: Implementation Level/Grade: Phonemic Awareness 6 X Enhancement: Phonics 7 X Vocabulary 8 X Strategic: X Fluency X Comprehension Intensive: X

What pre-requisite skills must a student have prior to using this intervention?: To begin this program the student must be able to read 50 wcpm

Program Summary: Six Minute Solution is a reading fluency program intended as a supplement to a core program or as an intervention. The goal is to help teachers provide student with concentrated practice on phonics elements, sight word vocabulary, and expository passage reading to build fluency and boost achievement. Instruction is focused on repeated readings, peer assisted learning and partner reading. Partner reading is the primary activity but could be used whole class, during small groups, with cross-age peers, or with individual students. Once students have received the teacher directed instructions, the program is a 6 minute a day program.

Program Determination, Placement and Progress Monitoring: Assessments/Data used to determine if the program is appropriate for meeting the sub-skills need of the individual student:  The program includes assessments of letter sound knowledge, phonetic elements, high frequency words and graded oral reading fluency passages. These assessments determine oral reading fluency rate and reading level.

Assessments used to place the student in the correct instructional level of the program:  ORF levels assessments are used to place students. These assessments have two parts. Part 1 is a grade level placement test and Part 2 is an instructional reading level assessment determined through a group silent reading test.

Assessments used to progress monitor:  Teacher reviews and gives ORF assessments to determine when or if a student needs to change reading levels.

Training available through: Instructional manual includes specific detailed information for program implementation

For more information on this program: Roseburg Public Schools Curriculum Department www.fcrr.org / www.sopriswest.com/sixminute Roseburg Public School District MTI Project

Program Name: Language! Publisher: Sopris West

Instructional focus: Grade Level: Implementation Level/Grade: Phonemic Awareness X 6 X Enhancement: Phonics X 7 X Vocabulary X 8 X Strategic: Fluency X Comprehension X Intensive: X (students 2 or more years below grade level)

What pre-requisite skills must a student have prior to using this intervention?: Language! is a comprehensive program. The only pre-requisite is that the student be appropriately placed via the placement guidelines and monitored intensively.

Program Summary: Language! is a comprehensive literacy curriculum that integrates reading, spelling, writing and other language arts strands by providing explicit instruction in a structured language curriculum. The teacher delivers sequenced, systematic, cumulative, and explicit instruction in two daily 45 minute sessions or one comprehensive 90 minute session. Flexible skill groups are formed within the whole class according to mastery performance. This curriculum is comprised of three readability levels. Level 1 Primer to 2.5 Level 2 2.5 – 6.0 Level 3 6.0 – 9.0

Program Determination, Placement and Progress Monitoring: Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student:  Students are two or more years below grade level. ARI, MAP, and OAKS assessments should be analyzed to determine skill deficits.

Assessments to use to place the student in the correct instructional level of the program:  Student is placed at an instructional level on the basis of an entry assessment. They continue on that level until mastery of skills and concepts are attained.

Assessments used to progress monitor:  Oral Reading fluency should be assessed weekly. In-program assessments should be collected and monitored.

Training available through:

For more information on this program: http://www.language-usa.net http://www.fcrr.org

Roseburg Public School District MTI Project Program Name: Read Naturally Publisher: Read Naturally

Instructional focus: Grade Level: Implementation Level/Grade: Time Required to Teach the Phonemic Awareness 6 X Enhancement: Program Phonics 7 X 30 minutes per day, 3 days a week Vocabulary 8 X Strategic: grades 6-12 Fluency X Comprehension Intensive:

What pre-requisite skills must a student have prior to using this intervention?: Beginning readers must be able to read approximately 50 wcpm.

Program Summary: Read Naturally is a fluency program designed to develop the skills necessary for fluent and effortless reading: speed, accuracy, and proper expression. Read Naturally is intended to be implemented in three 30-minute sessions a week. Three prominent strategies in the Read Naturally program are reading along with a fluent model, individual repeated readings of the same passage, and progress monitoring. This program is intended to be implemented explicitly through the use of 3 instructional processes. The first part involves the student choosing a story and making a prediction based on the title and the pictures. The student writes what they know about the topic. Next, the student times him/herself for one minute on the unpracticed reading. During part two, an expressive model reads the story while the student reads along in a quiet voice and tracks the print. Reading with a model occurs three times. The final part occurs when the students goals is met (wpm). The student then answers questions pertaining to the story.

Program Determination, Placement and Progress Monitoring: Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student:  Current fluency and accuracy data is used to determine appropriateness of the program as an intervention.

Assessments to use to place the student in the correct instructional level of the program:  Read Naturally uses curriculum-based measurements to determine oral reading fluency levels. Read Naturally stories have been leveled from .8 – 8.0. WCPM goals are then set for students.

Assessments to use to progress monitor:  In-program assessments should be monitored weekly. Every 12 stories you review progress, set a new goal, and monitor progress towards that goal.

Training available through: Roseburg Public Schools Curriculum Department

For more information on this program: http://www.fccrr.org / www.readnaturally.com Program Name: Corrective Reading Publisher: SRA

Instructional focus: Grade Level: Implementation Level/Grade: Time Required to Teach the Phonemic Awareness X 6 X Enhancement: Program Phonics X 7 X 45 minutes per day, 5 days a week Vocabulary X 8 X Strategic: Fluency X Comprehension X Intensive: X

What pre-requisite skills must a student have prior to using this intervention?: Corrective Reading is remedial program that is designed to fill in holes at a much faster pace than Reading Mastery. For some students, the pace is too fast. At the elementary level, if a 4thor 5th grades student was in RMII, Corrective Reading would be a more effective, faster paced intervention. If a 4th or 5th grade student was in RMIV or V, staying in Reading Mastery makes sense.

Program Summary: Corrective Reading targets students who are reading one or more years below grade level. This program can be delivered as two distinct strands or one comprehensive strand. The decoding strand (65 lessons) is appropriate for students that have trouble identifying words, understanding how the arrangement of letters in a word relate to its pronunciation, and whose reading rate is inefficient. The comprehension strand (60 lessons) is suitable for students that have limited vocabulary, narrow background knowledge and inadequate thinking skills. You may use each strand independently or as part of a comprehensive program for students who demonstrate weaknesses in all 5 of the big ideas of reading.

Program Determination, Placement and Progress Monitoring: Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student:  Assessments to use to place the student in the correct instructional level of the program:  Assessments to use to progress monitor: 

Training available through:

For more information on this program: https://www.sraonline.com Roseburg Public School District MTI Project Program Name: Reading Mastery Publisher: SRA

Instructional focus: Grade Level: Implementation Level/Grade: Time Required to Teach the Phonemic Awareness X 6 X Enhancement: Program Phonics X 7 45 minutes per day, 5 days a week Vocabulary X 8 Strategic: Fluency X Comprehension X Intensive: X

What pre-requisite skills must a student have prior to using this intervention?: Reading Mastery is a comprehensive reading program that is designed as a core program. It is used as a core program for students at or above grade level and as a remedial program for students with below grade level skills. The only pre-requisite is that the student be appropriately placed via the placement guidelines and monitored intensively.

Program Summary: Reading Mastery gives students the skills and the clear, explicit instruction and guidance they need to master the fundamentals of reading. Oral language, phonemic awareness, and systematic phonics are the starting point. Vocabulary development, fluency, and comprehension are fundamental throughout. In Levels 1-2, stories are fully decodable. In Levels 3-4, selections are related to content and areas such as science and social studies. In Levels 5-6 students are reading full length stories and novels

The program is set up so students are active participants. Group responses make learning highly efficient and enable teachers to provide instant feedback that confirms or corrects their responses. Less-structured activities and opportunities for independent work help students develop self-reliance. On-going assessment tools are used by the instructor to ensure that no student "falls though the cracks."

Program Determination, Placement and Progress Monitoring: Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student:  Assessments to use to place the student in the correct instructional level of the program:  Assessments to use to progress monitor:  Training available through:

For more information on this program: https://www.sraonline.com Program Name: REWARDS Publisher: Sopris West

Instructional focus: Grade Level: Implementation Level/Grade: Time Required to Teach the Phonemic Awareness 6 X Enhancement: Program: Phonics 7 X 45 minutes per day, 5 days a week Vocabulary 8 X Strategic: X Fluency X Comprehension Intensive:

What pre-requisite skills must a student have prior to using this intervention?:

Program Summary: REWARDS is designed to be a reading intervention program focused on building fluency. REWARDS is an intense, short-term intervention that is specifically designed for students in fourth – twelfth grades who have difficulty reading multi-syllabic words. REWARDS provides students with flexible strategies for decoding multi-syllabic words in order to build reading accuracy and fluency. The program consists of 20 lessons lasting 40-50 minutes in a whole class setting. The program has students working on segmenting, syllable blending in word attack activities, decoding strategies, accurate pronunciation, affixes, prefixes, and fluency in reading text.

Program Determination, Placement and Progress Monitoring: Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student:  MAZE, ORF, MAP, and OAKS assessments should be analyzed to determine skill deficits.

Assessments to use to place the student in the correct instructional level of the program:  Pre and post test

Assessments to use to progress monitor: 

Training available through: District REWARDS Trainers

For more information on this program: www.sopriswest.com Roseburg Public School District MTI Project

Program Name: REWARDS + Publisher: Sopris West

Instructional focus: Grade Level: Implementation Level/Grade: Time Required to Teach the Phonemic Awareness 6 X Enhancement: Program: Phonics 7 X 45 minutes per day, 5 days a week Vocabulary X 8 X Strategic: X Fluency X Comprehension X Intensive:

What pre-requisite skills must a student have prior to using this intervention?:

Program Summary: REWARDS Plus builds content-area skills by extending the use of REWARDS decoding strategies; increasing vocabulary; building fluency; and acquiring new comprehension, test taking, and writing strategies. REWARDS Plus Social Studies contains six review lessons (each takes one day to implement) and 15 application lessons (each takes two to four days to implement). REWARDS Plus Science contains six review lessons (each takes one day to implement) and 15 application lessons (each takes two to four days to implement). Program Determination, Placement and Progress Monitoring: Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student: 

Assessments to use to place the student in the correct instructional level of the program:  Pre and post test

Assessments to use to progress monitor: 

Training available through: District REWARDS + trainers

For more information on this program: www.sopriswest.com Program Name: Jamestown Signature Reading Publisher: Jamestown Press

Instructional focus: Grade Level: Implementation Level/Grade: Time Required to Teach the Phonemic Awareness 6 X Enhancement: Program: Phonics X 7 X Vocabulary X 8 X Strategic: X Fluency Comprehension X Intensive:

What pre-requisite skills must a student have prior to using this intervention?: Reading Level – 2.0-12; Interest level – 4.0-12

Program Summary: This program is designed to teach students how to read strategically going beyond just teaching discrete reading skills. It shows students how and when to apply those skills strategically to a variety of texts. Each book contains comprehension, study, literary and word-study strategies. Each book starts two levels below grade level and progresses in difficulty to an on-level readability

Program Determination, Placement and Progress Monitoring: Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student: 

Assessments to use to place the student in the correct instructional level of the program: 

Assessments to use to progress monitor: 

Training available through:

For more information on this program: www.glencoe.com/gln/jamestown/reading Roseburg Public School District MTI Project Program Name: Jamestown Critical Reading Series Publisher: Jamestown Press

Instructional focus: Grade Level: Implementation Level/Grade: Time Required to Teach the Phonemic Awareness 6 X Enhancement: Program: Phonics 7 X Vocabulary 8 X Strategic: X Fluency X Comprehension X Intensive:

What pre-requisite skills must a student have prior to using this intervention?: Reading Level – 6.0-8.0; Interest level – 6-12

Program Summary: The high-interest, controlled readability Critical Reading Series contains fascinating nonfiction and exercises that build reading comprehension and skills such as Finding the Main Idea, Author’s Approach, Summarizing and Paraphrasing, Critical Thinking, Personal Response, Self-Assessment, and Compare and Contrast.

Program Determination, Placement and Progress Monitoring: Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student: 

Assessments to use to place the student in the correct instructional level of the program: 

Assessments to use to progress monitor:  There are three self-scoring graphs available – Reading Speed, Reading Comprehension, and Critical Thinking.

Training available through:

For more information on this program: www.glencoe.com/gln/jamestown/reading Program Name: Jamestown Wild Side Publisher: Jamestown Press

Instructional focus: Grade Level: Implementation Level/Grade: Time Required to Teach the Phonemic Awareness 6 X Enhancement: Program: Phonics 7 X Vocabulary X 8 X Strategic: X Fluency Comprehension X Intensive:

What pre-requisite skills must a student have prior to using this intervention?: Reading Level – 4.0-6.0; Interest level – 6-12

Program Summary: The Wild Side is high interest nonfiction with research based comprehension instruction. Each book includes new exercises and activities that improve reading comprehension and critical reading skills. There are three progressive reading levels per book. Students build reading skills as stories increase in difficulty.

Program Determination, Placement and Progress Monitoring: Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student: 

Assessments to use to place the student in the correct instructional level of the program: 

Assessments to use to progress monitor: 

Training available through:

For more information on this program: www.glencoe.com/gln/jamestown/reading Roseburg Public School District MTI Project Program Name: Jamestown Outer Edge Publisher: Jamestown Press

What pre-requisite skills must a student have prior to using this intervention?: Reading Level – 2.0-4.0; Interest level – 6-12

Program Summary: The Outer Edge entices struggling readers with amazing, strange, and unbelievable nonfiction at lower reading levels. Comprehension questions reinforce literal understanding, while critical thinking questions encourage students to speculate about author’s purpose, make inferences, identify cause and effect, support conclusions and make predictions.

Program Determination, Placement and Progress Monitoring: Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student: 

Assessments to use to place the student in the correct instructional level of the program: 

Assessments to use to progress monitor: 

Training available through:

For more information on this program: www.glencoe.com/gln/jamestown/reading Program Name: Goodman’s Five-Star Stories Publisher: Jamestown Press

What pre-requisite skills must a student have prior to using this intervention?: Reading Level – 1.0-10.0; Interest level – 4-12

Program Summary: This program is built upon high interest fiction on ten readability levels, features well-known short stories from around the world.

Program Determination, Placement and Progress Monitoring: Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student: 

Assessments to use to place the student in the correct instructional level of the program: 

Assessments to use to progress monitor:  Comprehension checks include critical thinking and understanding literacy

Training available through:

For more information on this program: www.glencoe.com/gln/jamestown/reading Roseburg Public School District MTI Project Program Name: Goodman’s Five-Star Activity Books Publisher: Jamestown Press

What pre-requisite skills must a student have prior to using this intervention?: Reading Level – 1.0-8.0; Interest level – 4-12

Program Summary: This program helps students master critical thinking and vocabulary, provides practice in conventions through written response, and provides practice in reading and interpreting maps, charts and tables. The activity books reinforce and extend the literary themes in Goodman’s Five-Star Stories and can be used in conjunction with that series or independently.

Program Determination, Placement and Progress Monitoring: Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student: 

Assessments to use to place the student in the correct instructional level of the program: 

Assessments to use to progress monitor:  A score chart allows students to track their skill development and identifies strengths and weaknesses.

Training available through:

For more information on this program: www.glencoe.com/gln/jamestown/reading Program Name: Literacy Navigator Publisher: America’s Choice

What pre-requisite skills must a student have prior to using this intervention?: Students must be comfortable with social language or are adequate readers of literary text, but struggle with the comprehension of content-area text.

Program Summary: Literacy Navigator is a modular supplementary intervention that helps students develop the reading comprehension skills they need to navigate the texts used in their content-area courses. It uses instructional strategies based on cognitive science and reading research to:  teach commonly used structures in informational text  build recognition and understanding of elements critical to comprehending  build knowledge of and fluency with academic language  use graphic organizers and focused writing tasks to increase understanding of relationships among ideas

Assessments to use to place the student in the correct instructional level of the program:  In-program Pre and post tests

Assessments to use to progress monitor:  In-program assessments

Training available through: Program consultants and district instructional coaches

For more information on this program: www.americaschoice.org Roseburg Public School District MTI Project

Program Name: McDougal-Littell Strategic Interactive Reader/Writer Publisher: McDougal-Littell

What pre-requisite skills must a student have prior to using this intervention?: This program is designed for students at or below level.

Program Summary: These test practice readers pair the same anchor selections from the core anthology units with different, leveled nonfiction readings. Students mark up the text as they read, assessing content reading and improving comprehension. A Teacher’s Guide provides direct instruction for selections in the readers.

Program Determination, Placement and Progress Monitoring: Assessments/Data to use to determine if the program is appropriate for meeting the sub-skills need of the individual student: 

Assessments to use to place the student in the correct instructional level of the program: 

Assessments to use to progress monitor:  Multiple choice items and constructed and extended response writing

Training available through:

For more information on this program: Roseburg Public School District MTI Project

Intervention Adjustments and Changes

Adjustments to Intervention Applied to current instruction/intervention as necessary.

 Options for Instruction (Practices)  Increase pace of instruction if appropriate  Increase opportunities to respond  Employ standard cueing/correction procedures  Build/Activate prior knowledge

 Options for Instruction (Logistics)  Change instructor / interventionist  Change seating within group  Provide instruction in small units throughout the day  Change physical environment

 Options for Curriculum/Program  Check fidelity of implementation of program Provide additional training Add a coaching component

 Options for the Student  Motivation Add incentives Change incentives Increase success level Increase communication between interventionist, classroom teacher and parent

 Increase Active engagement Number of responses per session

 Increase types of cueing approaches (kinesthetic) Visual Auditory Tactile Roseburg Public School District MTI Project

MTI Decision Rules – Middle School “How do we respond when students don’t learn?”

Teaming around student data, making evidence-based and consistent decisions for program planning, and monitoring the progress of all students in interventions are the principle outcomes of a healthy MTI system. All students are screened in the spring for placement in reading interventions for the following school year. All students enrolling in school after that time are screened upon enrollment.

 Universal Screening (First cast of the net): Every student who scores below benchmark on two of the following three assessments - OAKS, MAP or MAZE - may be further screened with:

a) Current Oral Reading Fluency and Accuracy data (ORF) to check for fluency and accuracy; (NOTE: If you do not have current oral fluency data for a student, administer the San Diego Quick to determine independent reading level. Then administer an Easy CBM oral reading fluency at that identified level to collect current data.) Then:

b) Administer the SRAI to gauge comprehension skills.

 Progress Monitoring: Students in reading interventions should be progress monitored with the Easy CBM progress monitoring instruments that align with their intervention goals. In-program progress monitoring assessments may also be used in addition to Easy CBM to collect data on student progress. Students may also be progress monitored with DAZE at lower tiers if the team deems necessary.

 Intensifying interventions (These conditions should instigate a discussion in a MTI meeting at the end of an intervention period): As a general guideline, consider intensifying a student’s reading intervention if:

Easy CBM scores indicate 4 to 5 data points (in a semester) below the aimline AND are below the 50th percentile oral reading fluency targets. OR Trendline analysis indicates a flat or declining slope AND scores are below the 50th percentile for oral reading fluency targets.

Exiting interventions: Easy CBM scores indicate 3 or more data points above the aimline at grade level AND are at or above the 50th percentile grade level targets for oral reading fluency/accuracy and meet or exceed benchmark standards as measured by OAKS and MAP.; Roseburg Public School District MTI Project

Reading Placement Criteria – Middle School Level

Class Placement Criteria Regular Language Arts  OAKS score at or above benchmark  MAP score is at or above benchmark  MAZE score is at or above the grade level Low Risk target

Regular Language Arts / Watch  OAKS - see chart below list  MAP score is within 2 points of the benchmark target  MAZE score is equal to or no more than 3 points below the grade level Low Risk target

Regular Language Arts + literacy  OAKS - see chart below period group intervention  MAP score is within 3-4 points of the benchmark target  MAZE score falls in the mid-range to high range of the Moderate Risk target  Fluency score falls in the moderate risk range (Easy CBM)

Regular Language Arts + literacy  OAKS - see chart below period group intervention +  MAP score is within 5-6 points of the benchmark target extra period of reading  MAZE score falls in the low-range to mid-range of the instruction - strategic Moderate Risk target  Fluency score falls in the moderate risk range (Easy CBM)

Regular Language Arts + literacy  OAKS - see chart below period group + extra period of  MAP: 6th – Below 208; 7th – Below 211; 8th – Below 214 reading instruction - intensive  MAZE score falls in the high risk range  Fluency score falls in the high risk range (Easy CBM)

Spring OAKS Scores Spring Current Reg. LARTS Watch List Literacy Strategic Intensive Test Grade intervention Grade 5 6 221 214-220 210-213 204-209 Below 204 6 7 226 217-225 214-217 210-213 Below 210 7 8 229 222-228 217-222 214-216 Below 214

MAZE Risk Level Chart, 6-8 Grade 6 Grade 7 Grade 8 Fall Winter Spring Fall Winter Spring Fall Winter Spring 0-10 0-12 0-13 0-13 0-15 0-16 0-16 0-18 0-19 HR 11-26 13-29 14-32 14-24 16-27 17-30 17-27 19-30 20-33 MR 27+ 30+ 33+ 25+ 28+ 31+ 28+ 31+ 34+ LR Roseburg Public School District MTI Project

HR = High Risk; MR = Moderate Risk; LR = Low Risk Evaluating and Adjusting your School-wide System

As always, data tells the story. The strength and effectiveness of a comprehensive reading system is measured by the demonstrated skills of students and the presence of research-validated practices as reflected in regular evaluation of the program.

When should system adjustments be considered? System adjustments can be made any time weaknesses are identified. However, intentional analysis and adjustments must be made after the winter and spring benchmark testing.

What data should be considered? Data used to formulate your response should be considered from multiple sources: State benchmark data Other intervention data Curriculum-based measures

The essential question is:

What percentage of students are meeting adequate progress? The question is answered by considered what percentage of students are moving from  Intensive to emerging  Intensive to benchmark  Strategic to benchmark  Benchmark to benchmark

How should building teams respond to the data? Based on student progress data and results of evaluating the school wide system, adjustments should be made according to options suggested in the Intervention Adjustments and Changes chart and the Reading Pyramid of Interventions. It is important to keep in mind that most adjustments are not about adopting new programs, but instead considering other elements of effective implementation of programs and how the system in organized to deliver instruction.