The document outlines the implementation of a two-way intervention program focusing on literacy, specifically in K-3 education, utilizing research-based strategies and tools. It involves targeting critical literacy skills, assessing student progress, and using data to drive instructional planning and intervention effectiveness. Various strategies, including professional development and the PALS peer-assisted learning system, were introduced to improve reading fluency and comprehension among students.

1. 5/23/12
How
we
started
The
Journey
of
a
Two
way
• District
adopted
Program
Implemen4ng
– Response
to
Interven4on
(RTI)
Response
to
Interven4on
– Posi4ve
Behavioral
Interven4ons
&
Supports
(PBIS)
– Call
it-­‐
the
Academic
Achievement
Framework
(AAF)
Claudia
Rinaldi,
Ph.D.
• We
started
with
a
primary
focus
on
Reading
in
Diana
Colon
the
K-­‐3
rd
grade
level
– We
adopted
Structures,
Rou4nes,
&
PD
that
went
May
2012
along
with
it.
– We
used
research
based
screeners
&
interven4ons
crinaldi@EDC.org
We
targeted
Tier
1
Core
FIRST!
Instruc4onal
Planning
• Deconstructed
the
5
cri4cal
skills
of
an
•
“Unpacked”
what
teaching
each
skill
looks
like
effec4ve
primary
literacy
CORE:
with
a
list
of
ac4vi4es
teachers
did
–
alphabe4c
principle,
phonemic
awareness,
–
During
whole
group
4me
vocabulary,
fluency
and
comprehension
– During
small
group
4me
• To
assess
fidelity
of
CORE
implementa4on,
all
– checked
to
see
if
students
have
opportuni4es
to
teachers
logged
how
many
minutes
they
apply
&
prac4ce
the
skills
during
independent
actually
spent
on
each
skill
for
each
day
of
the
work
4me
week
• Concluded
students
were
ge_ng
few
to
no
– determined
the
averages
to
iden4fy
strengths
and
opportuni4es
to
prac4ce
oral
fluency
beyond
deficits
(phonemic
awareness
and
fluency
were
whole
and
small
group
4me
iden4fied
as
possible
courses
of
study
for
a
CCL)
Using
Data
for
Instruc4onal
Result
of
Ini4al
Unpacking!
Planning
at
CORE
Tier
1
• We
devised
a
living
document
Hurley
• Compared
BOY
&
MOY
data
to
determine:
Founda4onal
Skills
Ac4vity
Bank
to
give
1.
how
many
students
were
making
adequate
teachers
an
expanding
resource
with
ac4vi4es
progress
with
Tier
1
CORE
instruc4on
to
develop
each
of
the
5
cri4cal
literacy
skills
2. how
many
students
needed
more
intensive
in
whole
and
small
groups
and
in
centers
exposure
through
Tier
2
and
Tier
3
interven4ons
• Iden6fied
the
cri6cal
skills
to
target
in
each
grade
with
interven4ons:

1. K2
-­‐
phonemic
segmenta4on
2. G1
-­‐
phonemic
segmenta4on
&
alphabe4c
principle
3. G2-­‐G3
–
fluency
prac4ce
in
both
languages
1

2. 5/23/12
Public
Data
Wall
So
We
Iden4fied
Areas
of
Need…
• Professional
development
sessions
(4
hours
– Literacy
Coach
trained
teachers
and
interven4onists
in
strategies
for
teaching
phonemic
awareness
and
fluency
and
– provided
materials
for
interven4ons
(fluency
phones,
4mers,
crag
s4cks,
ac4vity
packets,
high
frequency
word
and
phrase
lists)
– Literacy
Coach
recruited
volunteers,
paras,
teachers,
and
other
adults
to
do
Tier
2
interven4ons
(working
with
a
small
group
of
students
on
an
iden4fied
skill
2-­‐3
4mes
a
week
for
20
minutes)
Fluidity
of
Tiered
Interven4on
✔Fidelity
of
Implementa4on
• We
iden4fy
the
4er
in
terms
of
needs
not
• ✔Fidelity
if
the
process
of
delivering
what
was
students
-­‐-­‐-­‐
Luke
needs
a
4er
2
phonemic
intended
to
be
delivered
in
the
way
of
awareness
interven4on
vs.
Luke
is
a
4er
2
interven4on
&
progress
monitoring
tools
student
All
6-­‐8
week
interven4ons
were
put
in
place
with
– At
mid-­‐point
of
interven4ons,
we
analyzed
a
protocol
for
recording
frequency
of
interven4on,
student
progress-­‐
ac4ons
included:
list
of
ac4vi4es,
and
progress
monitoring
at
• phased
out
students
who
had
passed
EOY
benchmarks
outset,
mid-­‐point,
and
end
of
interven4on
• reconfigured
groups
where
needed
to
maximize
progress
monitoring
effec4veness
(range
of
skills
has
to
be
narrow
in
order
All
forms
were
collected
&
they
reported
95%
of
for
all
students
in
interven4on
to
make
progress
fidelity
of
implementa4on
although
it
took
a
week
• revisited
ac4vi4es
with
knowledge
from
CCL
longer
than
expected
(9
weeks-­‐
18
sessions
of
interven4on)
Kindergarten – Fall and Winter 2011-12
How Can I Read This Literacy Data?
Spanish Data
 Fall reading data are in Orange, Winter reading data are
in Green
 All data represent students’ dominant language skills
 There are 3 Tiers to indicate students’ skill levels:
• Students in Tier 1 are meeting or exceeding the benchmark Fluidez en la segmentacion
Fluidez en el nombramiento
• Students in Tier 2 are below the benchmark de las letras de fonemas
• Students in Tier 3 are significantly below the benchmark
 What do we want to see?
– Number of students at or above benchmark in Tier 1
INCREASING from Fall to Winter
– Number of students at Tier 2 and Tier 3 needing additional
support DECREASING from Fall to Winter
Fluidez en las palabras sin sentido
2

3. 5/23/12
Grade 1 – Fall and Winter 2011-12 Grade 1 – Fall and Winter 2011-12
English Data Spanish Data
Phoneme Segmentation Fluency Nonsense Word Fluency Fluidez en la segmentacion
Fluidez en las palabras sin sentido de fonemas
Oral Reading Fluency Text Reading & Comprehension
Fluidez en la lectura oral Text Reading & Comprehension
Grades K-3 Grades K-3
Fall and Winter 2011-12 Fall and Winter 2011-12
English Reading Comprehension Spanish Reading Comprehension
90
80
70
60
50
83
Fall
11
40
73
Winter
12
30
20
10
20
11
7
5.8
0
Tier
1
Tier
2
Tier
3
Text Reading & Comprehension Text Reading & Comprehension
Grades K-3 Dominant Languages – Grades K-3 Dominant Languages –
Fluency Reading Comprehension
Values
used
in
Fluency
:
K-­‐LNF,
FNL
1st-­‐
PSF,
FSF
2nd-­‐3rd-­‐
ORF,
FLO
Comprehension:
K-­‐3rd
–
TRC
3

4. 5/23/12
What is PALS?
What
Interven4on
work?
• Combines
proven
instruc4onal
principles
&
prac4ces
and
peer
media4on
into
research-­‐based
reading
• We
adopted
Peer
&
math
ac4vi4es.
Assisted
Learning
• PALS
is
a
version
of
classwide
peer
tutoring
(CWPT).
Strategies
(PALS)
• Teachers
iden4fy
which
children
require
help
on
specific
– Visited
a
class
doing
it
in
skills
and
who
the
most
appropriate
children
are
to
help
English
other
children
learn
those
skills.
– Developed
ours
in
• Teachers
pair
students
in
the
class,
so
that
partners
work
Spanish
following
the
simultaneously
and
produc4vely
on
different
ac4vi4es
that
Reading
Street
address
the
problems
they
are
experiencing.
Curriculum
• Pairs
are
changed
regularly,
and
over
a
period
of
4me
as
– Trained
the
students
students
work
on
a
variety
of
skills,
all
students
have
the
– Got
success!
opportunity
to
be
"coaches"
and
"players”
and
earn
points
working
together
How
Does
it
Work?
OVERVIEW
• PALS
creates
pairs
in
a
classroom,
each
• Research-­‐based
geared
to
the
individual
student's
needs.
• PALS
Ac6vi6es
• The
strategy
also
creates
opportuni4es
– Leser
sounds
for
a
teacher
to
circulate
in
the
class,
– Syllables
observe
students,
and
provide
individual
– Words
remedial
lessons.
– Sentences
• PALS
is
designed
to
complement,
not
– Paragraph
replace,
exis4ng
reading
and
math
• Coaches
and
Readers
curriculum.
PALS
is
a
25-­‐
to
35-­‐
minute
– Students
take
turns
being
tutors
and
tutees.
ac4vity
implemented
2
to
4
4mes
a
week
for
about
17
weeks.
• Incen6ve
Program
– Token
economy
to
keep
students
mo4vated.
• Serve
as
a
boost
or
part
of
Tier
1
or
can
be
used
as
an
Tier
2
type
interven4on-­‐
• Reading
&
Math
K-­‐12
Student
A
Student
B
4

5. 5/23/12
Opportuni4es
to
Interact
Opportuni4es
to
Interact
Breakdown
of
Types
of
Responses
by
Language
5