Responding to K-5 Students

RoseburgPublicSchool District

RESPONDING TO K-5 STUDENTS –

MULTI-TIEREDREADING INSTRUCTION

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:

 RoseburgPublicSchool District Comprehensive Assessment Plan

 RoseburgPublicSchool District Pyramid of Reading Instruction

 Pyramid of Reading Instruction Program Descriptors / Guidance

 Intervention Adjustments and Changes

 MTI Decision Rules for Reading, K-5

 Evaluating and Adjusting your School-wide System

Comprehensive Assessment Plan – Reading K-5

ASSESSMENT / PURPOSE / WHO IS TESTED / FREQUENCY / TYPES OF REPORTING
UNIVERSAL SCREENER / OAKS(Oregon Assessment of Knowledge and Skills) / State and Federal Accountability to Determine Percent of Students Meeting State Grade Level Performance Standards in reading comprehension / All students grades 3-5 and in high school until students meet standard / Generally once a year; students not meeting grade level standards may be tested up to three times a year /

Individual reporting for total reading score and strands
Group reporting by subgroups and whole group indicating percent of students meeting performance standard

MAP (Measures of Academic Progress) / District Adaptive Testing to measure individual achievement level and growth over time in reading comprehension / All students grades3-5 and some second grade students. / All students, grades 3-5 are tested each fall and spring.
Students requiring more frequent monitoring are tested throughout the year to measure growth /

Individual student growth
Classroom, school and district RIT averages for total reading and goal areas
Growth analysis for individual, school and district

DIBELS Next-
Benchmark Testing / Phonemic segmentation, phonics, and one-minute fluency measures of basic indicators of early reading skills designed to regularly monitor individual progress and system effectiveness / All students grades K-5 / All students three times a year to measure progress towards benchmark indicators /

Multiple individual and group reporting. See website at

DIAGNOSTIC TOOLS / Phonics Screener / Ten minute - individualized assessment that diagnoses specific phonics skills deficits using real and pseudo-words. / Strategic or intensive students in grades K-5 to determine if reading gaps are phonics related or fluency related.* / As needed to gather additional diagnostic information /

Individual test results

Program Placement Tests / Placement tests are designed to place students in the appropriate unit / All students as appropriate for program placement / As needed to place students in the appropriate level /

Individual test results

PROGRESS MONITORING / DIBELS Next-
Progress Monitoring / Phonemic segmentation, phonics and one-minute fluency measures of basic indicators of early reading skills designed to regularly monitor individual progress and system effectiveness / Students not meeting benchmark targets / Strategic Students: at least monthly;
Intensive students: at least twice a month /

Multiple individual and group reporting. See website at

SKILLS MASTERY / Program/Unit Testing/Check-ins / Measure mastery of directly taught skills / All students / As prescribed by program /

Individual Teacher Records

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 comprehension… / For students with high comprehension…
For students with low fluency… /

Assess phonemic awareness and teach explicitly if necessary
Assess decoding and teach explicitly if necessary
Teach fluency explicitly
Teach comprehension explicitly
Work on building vocabulary using effective, research-based strategies

Assess decoding and teach explicitly if necessary
Teach fluency explicitly
Challenge with high-level comprehension and vocabulary

For students with high fluency… /

Teach comprehension explicitly
Work on building vocabulary using effective, research-based strategies

Challenge with high-level comprehension and vocabulary

10/18/2018

RoseburgPublicSchool District

RoseburgPublic School District

English Language Arts

Reading Protocol

GRADE / Tier I
All students
ELA Core Curriculum / Tier II
Core + Intervention / Tier III
Core + Intervention or
Replacement Core
Time / Program Options / Time, In Addition to Core: / Program Options / Time, In addition to core / Program Options
K / 75 minutes daily - 30 minutes small group / Imagine It! / 10 – 20 Minutes
10 - 20 Minutes
20 minutes / Imagine It! Intervention
Phonemic Awareness in Young Children
Peer Assisted Learning Strategies – level K / 30 minutes
30 minutes / ERI
Language for Learning
1 / 120 minutes daily- 30 minutes small group / Imagine It! / 30 minutes daily
30 minutes daily / Imagine It! Intervention
Peer Assisted Learning Strategies – level 1 / 30 minutes
45 minutes
190 minutes / ERI
Reading Mastery – in addition to core
Reading Mastery Replacement Core **
2 / 120 minutes daily- 30 minutes small group / Imagine It! / 30 minutes
30 minutes
30 minutes
45 minutes / Imagine It! Intervention
Read Naturally*
Peer Assisted Learning Strategies – level 2
Phonics for Reading (lvl 1) / 45 minutes
190 minutes / Reading Mastery – in addition to core
Reading Mastery**
3 / 120 minutes daily- 30 minutes small group / Imagine It! / 30 minutes
30 minutes
30 minutes
45 minutes / Imagine It! Intervention
Read Naturally*
Peer Assisted Learning Strategies – level 3
Phonics for Reading (lvl 1,2) / 45 minutes
190 minutes / Reading Mastery – in addition to core
Reading Mastery Replacement Core**
4 / 5 / 120 minutes daily- 30 minutes small group / Imagine It! / 30 minutes
30 minutes
30 minutes
45 minutes
30 minutes / Imagine It! Intervention
Read Naturally*
Peer Assisted Learning Strategies – level 4
Phonics for Reading (lvl 3)
REWARDS / 30 minutes
45 minutes
190 minutes / REWARDS
Corrective Reading, Decoding (lvl A, B1, B2) – In addition to core
Reading Mastery Replacement Core**

* Read Naturally is only used with students who are benchmark in accuracy and need targeted fluency support.

**Replacement core MUST consists of the following components: Reading, Lesson Connections, Literature, Language and Spelling
PYRAMID OF READING INSTRUCTION, K-5

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, K-5.

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: My Sidewalks on Scott-ForesmanReading Street – (ERI - Early Reading Intervention)

Publisher: Scott-Foresman

Instructional focus:
Phonemic Awareness X
Phonics X
Vocabulary
Fluency
Comprehension / Grade Level:
K X
1 X
2
3
4
5 / Implementation Level/Grade:
Enhancement:
Strategic:
Intensive: X (kindergarten, first grade) / Time Required to Teach the Program
126 lessons, 30 minutes per day 5 days a week.

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

This program does not require any pre-requisite skills

Program Summary:

Early Reading Intervention provides at risk K – 1 students with intensive phonemic awareness and phonics instruction. The program is set to deliver 30-minute daily lessons to small groups of 2-5 students (30 weeks/126 lessons). Explicit, direct instruction is delivered in a planned sequence with systematic review of the corresponding lessons. Each day features up to 7 mini lessons targeting a specific skill and is structured to deliver all of these lessons through the direct instruction format. There is a comprehensive assessment plan that targets letters/sounds, segmenting/blending, reading words, and reading 3-5 word sentences.

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:

Placement tests within the program determine the correct placement of the child. There is a regular and fast-paced structure to this program.

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

Placement test provided.

Assessments used to progress monitor:

Progress monitoring assessments are built into the program. There are weekly program checklists. DIBELS progress monitoring should also be administered.

Training available through:

Roseburg Public Schools Department of Teaching and Learning

For more information on this program:

Program Name: Language for Learning

Publisher: SRA

Instructional focus:
Phonemic Awareness
Phonics
Vocabulary X
Fluency
Comprehension / Grade Level:
K X
1
2
3
4
5 / Implementation Level/Grade:
Enhancement:
Strategic:
Intensive: X / Time Required to Teach the Program:
30 minutes per day, 5 days a week

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

No pre-requisite skills identified.

Program Summary:

Language for Learning is intended to stimulate the development of oral language skills in young children. The program is designed to teach young pre-readers language, concepts, information, and knowledge that will be beneficial in a classroom setting as they learn to read. Language for Learning teaches oral language skills to children whose language is inadequately developed. The 30-minute lessons include explicit instruction, scripted lessons, cumulative review, and mastery learning. Students who will benefit from this program include pre-readers, ELL students, Title, Special Education, and students with speech and language deficits.

This program is a fully scripted direct instruction program with very specific professional development necessary.

Students would benefit from small group instruction (4-8) in the beginning units. As they advance through the lessons the group size could increase to 10-12 ifthe group is at mastery.

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:

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

Program Placement tests

Assessments used to progress monitor:

Program assessments include progress monitoring every 5-10 lessons.

Training available through:

Roseburg Public Schools Department of Teaching and Learning

For more information on this program:

Program Name: PALS

Publisher: VanderbiltUniversity

Instructional focus:
Phonemic Awareness X
Phonics X
Vocabulary
Fluency X (Grades 1 – 5)
Comprehension X (Grades 1 – 5) / Grade Level:
K X
1 X
2 X
3 X
4 X
5 X / Implementation Level/Grade:
Enhancement:
Strategic: X (this program is an enhancement to existing materials that can address the needs of strategic students)
Intensive: / Time Required to Teach the Program:
K – 20 minutes 3-4 times per week;
1 – 35 minutes 3-4 times per week
2-5 – 35 minutes, 3 times per week

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

Program Summary:

PALS Reading is a structured, peer-mediated reading activity appropriate for students in grades K – 5. It is designed to complement existing reading curriculum. All students in a class are divided into pairs. Pairs are geared to the individual student’s needs, instead of a single, teacher-directed activity that may end up addressing the problems of only a few children. Each member of the pair takes turns being Coach and Reader. As the reader reads aloud, the coach listens and provides corrective feedback.

In kindergarten PALS, students practice letter-sound correspondence, decoding, phonological awareness, and sightwords. First grade PALS emphasizes decoding and reading fluently. In grades 2-5, there are three PALS activities that promote reading fluency and reading comprehension: Partner Reading, Retell, Paragraph Shrinking, and Prediction Relay. Students are divided into teams and are awarded points for good reading and coaching. Once students are familiar with PALS routines, students will use a variety of reading material (i.e. chapter books and short stories).

Program Determination, Placement and Progress Monitoring:

This program enhances existing materials in order to provide a structure for supporting strategic students.

Training available through:

For more information on this program:

Program Name: Phonics for Reading

Publisher: Curriculum Associates

Instructional focus:
Phonemic Awareness
Phonics X
Vocabulary
Fluency
Comprehension / Grade Level:
K
1
2 X
3 X
4 X
5 X / Implementation Level/Grade:
Enhancement:
Strategic: X
Intensive: / Time Required to Teach the Program
45 minutes per day, 5 days a week

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

Students must already be able to say the sounds of consonants. This program will not provide the intensive level of instruction needed for students who have not developed automaticity with consonant sounds.

Program Summary:

Phonics for Reading delivers explicit phonics instruction with clear objectives to fill in gaps for students who have not mastered phonemic decoding skills. Daily lessons require 40-50 minutes to complete and are to be taught in small groups. It provides consistent teaching routines, repeated practice, immediate corrective feedback, cumulative review and teaches decoding strategies to automaticity. Level One focuses on short vowels, consonants, consonant blends, and digraphs. Level Two builds upon Level One with vowel combinations, r-controlled vowel sounds, common endings and CVCe words. Level Three expands concepts further with vowel/letter combinations, common prefixes and suffixes, minor consonant sounds for c and g, and minor vowel sound combinations/

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:

Phonics Screener, DIBELS (note error patterns). These assessments should help you determine if the skill deficit is a phonics or fluency issue.

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

Placement tests are found in the back of the Teacher’s guide to assist in determining student placement in the appropriate level.

Assessments to use to progress monitor:

There are ten checking up activities throughout each skill level that offer a formal measure of skills. Placement tests consist of subtests which also will be used to monitor progress during teaching and as a posttest at the end of a level. All levels provide directions for using story passages to assess fluency and activities for building fluency.
DIBELS will be used to assess progress towards fluency goals.

Training available through: Roseburg Public Schools Department of Teaching and Learning

For more information on this program: ;

Program Name: Read Naturally

Publisher: Read Naturally

Instructional focus:
Phonemic Awareness
Phonics
Vocabulary
Fluency X
Comprehension / Grade Level:
K
1
2 X
3 X
4 X
5 X / Implementation Level/Grade:
Enhancement:
Strategic: grades 2-5
Intensive: / Time Required to Teach the Program
30 minutes per day, 3 days a week. RPS recommends five days per week to accelerate growth.

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 a minimum of 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 Department of Teaching and Learning