Reading Intervention Reading Intervention Research ProjectResearch Project

By Crystal Epps By Crystal Epps Intervention Teacher at Intervention Teacher at

Charles White ESCharles White ES

Percentage of Students Percentage of Students Proficient or Advanced on the Proficient or Advanced on the CST in 2009-2012 CST in 2009-2012

Defining the Problem: The 540 Defining the Problem: The 540 Day Rule by Kame’enui, 2001Day Rule by Kame’enui, 2001

If a child is not a fluent and skillful reader If a child is not a fluent and skillful reader by the end of third grade, the likelihood by the end of third grade, the likelihood that he or she will be a fluent and skillful that he or she will be a fluent and skillful reader after third grade is practically nil. reader after third grade is practically nil. Therefore, early prevention in beginning Therefore, early prevention in beginning reading is extremely more effective, more reading is extremely more effective, more efficient, less costly, and more cognitively efficient, less costly, and more cognitively engaging than remediation or engaging than remediation or intervention in later years.intervention in later years.

Good first teaching is essential.Good first teaching is essential.

RtI2

Tier 1

Tier 2

Tier 3

Core

IWT

+ Grade Level

5:1

PM

PM

3:1

DifferentiationPM

Overarching Project QuestionOverarching Project Question

How can we ensure that our How can we ensure that our intensive readers (whose intensive readers (whose reading fluency is below the 25reading fluency is below the 25thth percentile for their grade level) percentile for their grade level) reach the strategic level (25reach the strategic level (25thth--4949thth percentile) or above by the percentile) or above by the end of the school year, and that end of the school year, and that all of our students move to all of our students move to higher proficiency levels in higher proficiency levels in English Language Arts? English Language Arts?

Feedback from Last Feedback from Last PresentationPresentation Research RTI and Intervention Research RTI and Intervention

PedagogiesPedagogies Build a team, trust, and Build a team, trust, and

collaboration to shape the workcollaboration to shape the work Define my roleDefine my role Develop school-wide vision and Develop school-wide vision and

expectationexpectation Build professional learning Build professional learning

communitycommunity

Action StepsAction Steps1. Researched intervention: Torgesen, Moats, 1. Researched intervention: Torgesen, Moats,

Models of Teaching, RTI Framework, Models of Teaching, RTI Framework, District Experts, Gratts ES, Differentiated District Experts, Gratts ES, Differentiated InstructionInstruction

2. Shared research with teachers: defined my 2. Shared research with teachers: defined my role and asked for their feedbackrole and asked for their feedback

3. Built team with 23. Built team with 2ndnd grade grade4. Discussed vision, trust, and collaboration 4. Discussed vision, trust, and collaboration

as faculty. as faculty. 5. Discussed non-negotiables for intervention, 5. Discussed non-negotiables for intervention,

and effective reading instruction for core and effective reading instruction for core and differentiationand differentiation

6. Analyzed data using the problem solving 6. Analyzed data using the problem solving process to set SMART goals, action plans, process to set SMART goals, action plans, and plan for differentiated instructionand plan for differentiated instruction

RoadblocksRoadblocks There is a lack of consistency in There is a lack of consistency in

instructional practices across instructional practices across classrooms: i.e. some teachers classrooms: i.e. some teachers teach small groups of students teach small groups of students and progress monitor them and and progress monitor them and some do not.some do not.

I have been working with small I have been working with small groups of teachers, so not all of groups of teachers, so not all of them hear the message, have a them hear the message, have a voice in the work, or buy in.voice in the work, or buy in.

Current DilemmasCurrent Dilemmas

There is a need to build common There is a need to build common knowledge, language, and practice knowledge, language, and practice regarding ELA and intervention regarding ELA and intervention instruction.instruction.

There is still a need for authentic There is still a need for authentic dialogue, reflective practice, trust, dialogue, reflective practice, trust, and collaboration amongst teachers.and collaboration amongst teachers.

There is a need to know how to build There is a need to know how to build capacity and a learning community capacity and a learning community that will continue to grow and sustain that will continue to grow and sustain the progress we have made in ELA the progress we have made in ELA instruction and intervention.instruction and intervention.

Critical Leadership QuestionCritical Leadership Question

As an instructional leader/ As an instructional leader/ Intervention Teacher, how can I Intervention Teacher, how can I collaboratively support the collaboratively support the teachers in the Response to teachers in the Response to Intervention Framework and Intervention Framework and build the capacity of teachers to build the capacity of teachers to move students to higher move students to higher proficiency levels in English proficiency levels in English Language Arts? Language Arts?

Percentage of Students at Percentage of Students at CST Performance Levels in CST Performance Levels in English Language ArtsEnglish Language Arts

Epps’ Intensive Readers’ Fluency Epps’ Intensive Readers’ Fluency Levels on DIBELS Middle of Year Levels on DIBELS Middle of Year (MOY) Assessment(MOY) Assessment

Number of Fluency Intensive Readers on the Number of Fluency Intensive Readers on the DIBELS Assessment at the Beginning of the DIBELS Assessment at the Beginning of the

Year (BOY) and Middle of the Year (MOY)Year (BOY) and Middle of the Year (MOY)

Next StepsNext Steps

We need to strategically plan for We need to strategically plan for each group together, so that each group together, so that each group will show growth.each group will show growth.